Curriculum Intent Statement
Religious Education challenges pupils to ask questions about the ultimate meaning and purpose of life: Why are we here? Does God exist? Is there a life after death? How was the universe created? It encourages pupils to respect themselves and understand their own identity. In R.E pupils learn about different world religions and how they should be tolerant and respect others, whose faiths and beliefs may be different to their own. Religious Education is not about being ‘religious’, it is about helping pupils to live harmoniously with others in multicultural Britain. It promotes discussion and encourages pupils to think for themselves about ultimate questions and moral issues.
It is our intent for the Religious Education element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions. Religious Education contributes significantly to the character of the school and enables pupils to ask deep and often searching questions about their own faiths and beliefs, and the beliefs, faiths and opinions of others regarding pertinent contemporary moral issues. Pupils will be able to deepen their understanding of God as encountered and taught by Christians and Muslims. However, the teaching of RE makes links between the beliefs, practices and value systems of a range of faiths and world-views. The RE curriculum will help to develop responsibility and respect for all aspects of diversity, whether it be social, cultural and religious, and prepare pupils well for life in modern Britain.
Learning is embedded through the development of knowledge and skills over time. In KS3, the curriculum breadth supports learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism. Termly assessments are given at the end of each topic. Regular exam questions are given from year 7-11. These all take the form of GCSE style assessment, to ensure every pupil not only develops critical thinking, analysis skills, but also is well prepared to excel should they choose GCSE RS. Throughout each key stage, the learning deepens their understanding of ethical issues and students are given opportunities to identify with teachings of religions (mainly Islam and Christianity throughout) and see the impact these may have on their own lives.
Progression is mapped coherently. The progression allows for effective differentiation, marking and feedback, and challenge for all. Pupils have access to key terminology and sources of wisdom to improve religious literacy. Regular extended writing allows pupils to develop their language and vocabulary. In Key Stage 4 the learning is built on from KS3 to deepen their understanding of the relationship between people and their religion and about common and divergent views within traditions in the way beliefs and teachings are understood and expressed. Students are given opportunities to explore the fact that religious traditions of Great Britain are, in the main are Christian but that they are also diverse and include other faiths, such as Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism. Students are also exposed to Philosophical and Ethical Studies in the Modern World, looking at current real world issues. There is scope to develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject. Students are given opportunities to actively reflect, investigate and make meaning of relationships, the world and God.
Impact By the end of Key Stage 3:
Pupils will be familiar with the origins and history of Christianity as well as some of the other major world religions, but in particular the Abrahamic faith. Pupils will be able to describe a range of religious concepts and practices, as well as Christian and Muslim views on social justice and the environment. Pupils will understand the significance of religious rules such as The Ten Commandments and The Five Pillars of Islam and their lasting importance in contemporary society. Pupils will develop confidence in becoming courageous advocates, challenging injustice and suffering in the world and through personal experience, foster empathy and tolerance within a diverse world. Through the teaching of Stewardship, pupils will develop care and respect for each other and the world in which they live. Teaching of the Golden Rule which is upheld by all religions, and other religious stories and parables will instil and reinforce the qualities of kindness and tolerance and support the need for equality for all.
By the end of Key Stage 4:
Pupils will demonstrate a deeper understanding of Christian and Islamic beliefs, teachings and practices and how these can differ depending on denomination. Pupils will be identify places of religious significance around the world and the importance of those historically and as places of pilgrimage. Pupils will confidently articulate justified opinions on ethical issues, giving religious, non-religious and personal views. Pupils will be able to explain in detail how religious teachings in both Christianity and Islam can be applied to contemporary moral issues such as euthanasia, abortion, abuse of the world and the use of capital punishment. They will know how religious organisations support the global problems of injustice and poverty and link religious teachings to these issues. Pupils will be able to confidently articulate justified opinions on issues giving personal, religious and non-religious views.