Religious Education Curriculum, Vision and Intent

“The study of religious and non-religious worldviews is a core component of a well-rounded academic education. This has long been recognised as essential in Britain. Indeed, one could argue that it is more important now than ever. Young people today are growing up in a world where there is increasing awareness of the diversity of religious and non-religious worldviews, and they will need to live and work well with people with very different worldviews from themselves. One need only glace at a newspaper to know that it is impossible to fully understand the world without understanding worldviews.”

Our RE curriculum is the vehicle to allow students to become:

Tolerant, kind, and compassionate individuals.

To support pupils personal search or, meaning into engaging enquiry questions such as ‘Does God exist’ and ‘Is Humanism a valid alternative to religion.’

To provide students with an RE curriculum that enables pupils to hold balanced and informed conversations about worldwide views.

To help pupil on their journey to be responsible citizens who make a positive contribution to society including their local community and the wider international world in which they exist.

Intent

For all students at Ridgewood High School to:

  • develop an appreciation of the fact that we live in a multicultural society.

  • develop an understanding of key beliefs and teachings linked to the six world religions.

  • develop an appreciation for different religious practices hence festivals and worship.

  • be able to give examples of differences between followers within the same religion, hence denomination differences in terms of practices and ethical principles such as absolute and relative morality. 

  • explore alternatives to religion such as Humanism.

  • reinforce British values which include mutual respect, the rule of law, democracy and tolerance of different faiths and beliefs.

  • explore philosophical questions such as ‘Does God exist?’ and ‘the Problem of evil.’

  • explore humanity’s responsibility towards the environment and the religious responses to this for instance, stewardship and dominion.

Implementation

All students receive two hour per fortnight in KS3.

In year 7, students explore the foundations of religion and develop their understanding of religious practices. In addition, they make comparison between different religious beliefs towards the existence of God, life after death, and explore religious rules.

In year 8, students are provided with the opportunity to investigate ethical theories such as absolute and relative morality, Utilitarianism. Furthermore, to make comparisons between religious responses to Crime, Animal Rights and Abortion. Finally, to explore Buddhist beliefs and practices in greater depth.

In year 9, students are provided with the opportunity to explore alternatives to religion such as Humanism. During this unit they explore the differences and similarities Humanism has to religion. They consider the question – “Is Humanism a valid alternative to religion.” In addition, students will study Prejudice and Discrimination, delving into the actions of key individuals, religious attitudes towards relationship, exploring marriage, divorce, abortion, and infertility treatments. Finally, the Philosophy of Religion, exploring the teleological, cosmological, and ontological arguments.

Students will learn using a range of different strategies:

  • Retrieval within ‘Do Now’s’ and ‘Plenary tasks.’

  • Exploratory and Presentation forms of oracy

  • Independent research opportunities

  • Artefacts

  • Speakers

  • Reading and explore religious texts

They will be encouraged to learn both tier 2 and tier 3 language, and be reminded of this when completing extended writing tasks

Formative Assessment will be used at different levels; from low stakes within lessons via hinge questions, checks for understanding, exit tickets, Microsoft quizzes, the use mini white board. To extended writing opportunities where students will be asked to explore a statement and provide a balanced response, which includes different religious views, teaching and practices where appropriate.  Summative assessments will place at the end of the unit, to check their understand of the unit and ensure they are able to use academic language appropriately and in the correct context. 

Cultural Capital

Across the KS3 curriculum students will have the opportunity to have visits from guest speakers. In year 7, members of the local faith community and in Year 8, we invite members of Animal Aid and the Community Police Officer. In the spring we will be offering a RE Themed Media Club, to promote religion. In the summer term we will offer a Debating club to KS3 and look to invite students from KS4 to support this.

GCSE Religious Studies A 

Our GCSE exams in Religious Studies A include questions that allow students to demonstrate their ability to:

  • apply knowledge and understanding of two religions

  • apply knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith

  • understand the influence of religion on individuals, communities and societies

  • understand significant common and divergent views between and/or within religions and beliefs

  • apply knowledge and understanding in order to analyse questions related to religious beliefs and values

  • construct well-informed and balanced arguments on matters concerned with religious beliefs and values set out in the subject content.

Aims and learning outcomes

Courses based on this specification should encourage students to:

  • develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism

  • develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authortiy, including through their reading of key religious texts, other texts and scriptures of the religions they are studying

  • develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject

  • reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life

  • reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.