RE and Science Unit Overview

Unit Title: Religion and Science collaborative work
Sub Title: Creation: R.E. and Science
The Big Picture:
What are we trying to achieve?
To encourage pupils to make conceptual
links between Science and RE learning
To develop skills in both Science and RE
lessons that can enhance learning in both
To address the misconception in both
subjects that Science and RE are mutually
How do we organise learning?
Through distinct RE and Science lessons,
which will follow each other in sequence
How well are we achieving our aims?
Pupils’ progress in both RE skills, Science
skills and in Personal Learning and Thinking
Skills to be assessed (see ‘About the unit’).
About the Unit:
The unit focuses on creation and the relationship between religion and science. It explores
Christianity and scientific perspective. Pupils have opportunities to discuss, question and
evaluate important issues in religion and science. They also have opportunities to reflect on
and evaluate their own beliefs and values, and the beliefs and values of others.
Content taught in each subject
How does having a religious belief
affect our understanding of
How does having a religious belief
affect our understanding of
How can having a religious belief
add to our understanding of
How and why do Scientific theories
change over time?
Are Science and RE opposites?
How do Scientists communicate their
Opportunities for Learning outside the Classroom and Community Cohesion:
An invitation could be made to a local Christian leader, who can explain their beliefs on
creation. Pupils could ask them about some of the issues explored in this unit regarding
whether Science and Religion can be compatible.
Personalised Learning:
A range of activities and a choice of presentation method to suit different learning styles and
individual pupil strengths
Learners can develop as independent enquirers when they are provided with opportunities in
religious education to:
• structure their own investigations, researching answers to different types of questions,
issues or problems that they have identified for themselves, for example about the impact and
the influence of religion and/or a belief
•explore issues from a personal perspective by gathering, analysing and evaluating evidence
to reach their own, well-reasoned decisions and conclusions about beliefs and values
•investigate with increasing independence and apply what they have learned to develop their
own answers to more complex questions.