Religion, Philosophy & Ethics
Curriculum intent
To have uncompromising aspirations for every individual and for our school to be an exceptional and inspirational community of lifelong learners.
To ensure all students have the knowledge to critically engage with the conversation of humankind.
Purpose
The purpose of R.E is to develop thoughtful, compassionate, reflective and well-informed global thinkers; to enable them to ask questions from a critical, curious, and analytical perspective. We provide opportunities for students to acknowledge and evaluate different perspectives of their own. To develop an open-minded approach, their own thoughts, opinions and views are nurtured, along with the ability to justify them with well-informed knowledge.
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Key concepts that underpin the R.E Curriculum |
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| 1 | Cultural awareness/global thinker |
Extracting Key messages and meaning/interpretation
and meaning/interpretation
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| 2 | Practice of vocabulary | |
| 3 | Religious sources | |
| 4 | Diversity, identity and belonging | |
| 5 | Religious beliefs | |
| 6 | Religious practices | |
How does our curriculum shape learners?
The study of R.E develops a wider knowledge and understanding of global values and promotes a person's spiritual moral and ethical curiosity. The curriculum at all key stages engages students’ curiosity when looking into different religious and non-religious views. It enables them to be empathetic, understanding and considerate when applying their learning within the wider world. In Key Stage 4 and 5 there is opportunity for students to explore global issues that are present in societies and apply their own views and others to these, enabling them to widen their perspective and look deeper into what they are exposed to.
| Academic end points | |
| Year 7 | By the end of year 7 students will have a foundational awareness of the different ways that people express their religious practices and values, including an awareness of diverse religious experiences with a focus on Hinduism, Sikhism and Buddhism, building upon their cultural awareness, and broaden their world view. They will have knowledge of artefacts and texts associated with different religious and non-religious traditions in the Eastern tradition and be able to use the appropriate vocabulary to begin to express their significance to different followers. Students will start to develop the ability to see the differences and similarities within and between religions. For example students will be able to identify key concepts which underpin the three dharmic religions, e.g. Dharma Karma and reincarnation. |
| Year 8 | By the end of year 8 building on the skills and prior knowledge acquired in year 7 students will be able to confidently compare and contrast the Abrahamic religions. They will begin to use subject specific vocabulary more frequently to discuss the diversity within religions. Students will have drawn upon their knowledge from History to further consolidate their understanding of the Church. They will have an awareness of the impact the history of a religion has on how it is practised today. They will be able to refer to scripture to support their knowledge and identify the significance of the prophets to followers and start to articulate their own opinions about religion. Students will be able to identify how religious beliefs and practices shape cultural values and behaviours. In light of this knowledge their cultural awareness will further deepen. |
| Year 9 | By the end of the year 9 students will have built on their foundational knowledge of Christianity and Islam and will know Christianity is one of the diverse religious traditions in Great Britain today and that the main religious tradition in Great Britain is Christianity. Students will be able to apply this knowledge through class discussion and written application. Students will able to refer to scripture and/or sacred texts where appropriate to support Christian views. Students will frequently refer to subject specific vocabulary that is applicable to the religious tradition. Students will have a sound understanding of religious teachings, and religious, philosophical and ethical arguments, relating to conflict and war and their impact and influence in the modern world for example the Syrian Crisis and terrorism. They will be aware of contrasting perspectives in contemporary British society surrounding peace and conflict. Students will be able to articulate reasoned consideration of points of view. |
| Year 10 | By the end of year 10 students will have a secure knowledge of Christian and Islam practices/beliefs. They will know how these impact on followers’ lives. Students will confidently identify key similarities and differences between different Christian and Muslim denominations. They will apply this knowledge to exam questions. They will be using subject specific topic vocabulary regularly and with confidence in lessons and within their essay writing. Students will critically analyse controversial issues such as Abortion and Euthanasia having gained the knowledge in year 9 on general Christian beliefs and be able to articulate religious and non- religious views about ‘themes’ with reference to their personal views and experiences with reference to the British legal system. Students will be able to develop justified conclusion on varying controversial issue. |
| Year 11 | By the end of year 11 students will have a firm awareness of Christianity and Islam and be able to apply them to a range of contemporary issues such as Gay marriage and Capital punishment/treatment of criminals. Students will have mastered subject specific vocabulary and concepts which will be embedded in their written work and discussions. They will be critically evaluating religious perspective and non-religious perspectives in regard to these themes. Students will refer to scripture consistently and confidently across topic in order to support religious views on these matters. |
| Year 12 | By the end of year 12, students will begin to acquire knowledge of Philosophical/ ethical core knowledge and the principle use of developing critical arguments. This will focus specifically on developing the skills of inductive and deductive reasoning. In addition, students will begin to articulate the views of key authorities within each philosophical discipline. Students will begin to form synoptic links between the three core disciplines and this will form the basis of their ability to write critically and persuasively. Students will be able to form their own opinions on key concepts and ideas and express these using fundamental principles of language and logic. With growing confidence students will be able to source wider reading to support their intellectual development. |
| Year 13 | By the end of year 13, students will have acquired an in-depth knowledge of core concepts and ideas and be able to critically evaluate philosophical/ethical theories and DCT using key vocabulary. In addition, students will be able to critically apply key theories and ideas of major authorities, across all three core disciplines and further develop their ability to establish synoptic links. Students will also incorporate their knowledge, understanding and key technical skills to write critically and persuasively. Furthermore, students will have mastered the key skills necessary to critically express their own opinions on key issues using the fundamental principles of language and logic. Students are able to independently carry out wider reading and conduct research in order to develop their current knowledge. Students will be able to apply philosophical and ethical theories using the universal principles of deductive/inductive reasoning. |
Click here to visualise the Religious Studies learner journey
Key features of learning
We aim to embed key vocabulary, skills necessary for critical evaluation across the seven-year curriculum. Students' disciplinary expression and vocabulary is developed across the key stages to enable them to pursue the study of R.E and engage in academic discourse around the concepts. Our curriculum also encourages empathy and respect of others’ ideas. Students are encouraged to share their opinions in a safe and supportive environment, as well as developing the ability to structure an argument in a reasonable and logical way.
What will you see in Religious Education lessons?
- Every lesson will start with a reference to previous lesson or beyond
- There will be opportunities for Paired discussions, class debates and independent work
- Planned questioning
- Extension tasks
- Students will work in exercise books and use textbooks and worksheets to facilitate their learning
- Visual aids
- Clips will be from a broad range of sources used to help develop students understanding
- There will be reference to exam style and technique where necessary.
What will you see in books?
- Books will be neatly presented and where they are not, students will have been spoken to or have it indicated in their exercise books.
- Students’ books will be regularly marked in line with school policy. Verbal feedback stamp/ whole class feedback/ Individual feedback from the class teacher/ Paired Feedback in green pen.
- Depending on what portion of the year it is, all teachers will be following the curriculum plans.
What formative assessment will you see in R.E?
- There will be a range of summative assessment used. Quizzes (Satchel one)
- Questioning (e.g. cold-calling)
- Essay practice (1/4/5 and 12 and mark)
- End of topic tests
- Reviews of Learning
What is the department currently reading and why?
Insight report into Hinduism : this is being looked at nationally and we want to address how Hinduism is being taught within our department. Ensuring that we are using the right resources to convey the correct narrative.
https://insightuk.org/wp-content/uploads/2021/01/Hinduism-in-RE_Project-report.pdf
