Subject: Religious Studies
Head of Subject: Miss C Sorry
Humanities Faculty Vision
To develop a cohesive approach that promotes an inclusion for all stakeholders. We aim to create an environment that promotes resilience and have a commitment to assist the students to become valued citizens in society. We are committed to creating and teaching curriculum's that are relevant and purposeful, to help ensure our students have the values and skills needed for a successful future.
In RE we aim to provide our students with the opportunity to develop their understanding of the influence beliefs, values and traditions have on individuals, communities, societies, and cultures, in both a global and local setting. To support our students in making reasoned and informed judgements, and equipping them with the knowledge and skills they need in order to successfully reflect on our ever-changing world with empathy, tolerance, and respect.
We will do this by enhancing their spiritual, moral, social, and cultural awareness; allowing each child to reach their full potential.
The RE Department strives to encourage children to show an interest in diversity, but also the rituals and beliefs existent in the world. We want to engage and excite students about the main world religions, morality, and to encourage philosophical thinking. We believe that the study of RE is important in developing young people to think critically, act ethically, and understand people’s differences through having an open mind. Tolerance isn't enough, and instead we ought to embrace the differences religion and belief bring to our society. Through this understanding of the world around us, our students will be better equipped to shape their future. The skills learnt in RE will allow them to debate, discuss, evaluate, and critically analyse. These skills will give young people a voice to be heard, and skills which stretch beyond the RE classroom
Statement of Intent
To allow students to create substantive knowledge about various religious and non-religious traditions.
Scholarship is embedded in the curriculum to encourage high expectations and allow the opportunity to challenge prior assumptions. Exploration will occur to discover the ways in which people express religion and non-religion, by looking at both lived experience and the fluid boundaries between different traditions. Students are also given the opportunity to develop knowledge about religious texts.
Sequencing in the curriculum allows for political, environmental, social, emotional, and intellectual dimension. The depth of knowledge in the curriculum has been reviewed to help promote a deeper understanding and to introduce interpretative tools. This allows students the opportunity to advance the skills necessary to develop their understanding of theological concepts and where they derive from.
In Religious Education, we aim to produce analytical and open-minded learners through a broad and balanced curriculum. We give learners the opportunity to express themselves and have a voice, both through oracy and through extended writing assignments.
The curriculum allows students to learn about a variety of religions at Key Stage 3, focusing on Islam, Christianity, and Humanism at KS4. The lessons are planned to engage students, to challenge them, and to try and make sense of the big philosophical and ethical questions humans have in life.
The RE curriculum aims to weave core British values of justice and equality into the teaching of the impact religion has on individuals and communities.
RE provides our students with the skills to communicate, empathise, evaluate, and debate.
In Years 7, 8, and 9 students are taught in mixed ability sets. Students are taught RE 1 hour a week at Key Stage 3. Assessments are completed at the end of each unit to track and monitor the progress of students in each subject. Feedback is provided to students in relation to the skills they are working towards or have mastered. Targets for further improvement are then shared with students. Homework is set across each half term and is based on a past, present, and future model. This provides students with the opportunity to look at their past learning, their present learning, and the topics they will be covering in the next unit of work.
At Key Stage 4 students continue their RE learning journey and are given the opportunity to gain a full GCSE in Religious Education. Students follow Eduqas exam specification component A. They will be awarded a grade 1-9 following their GCSE examinations in the summer term of Year 11.
Students will sit 3 exams.
Paper 1 (50%) examines ethical issues in the modern world, looking at the following 4 topics;
Theme 1: Issues of Relationships
Theme 2: Issues of Life and Death
Theme 3: Issues of Good and Evil
Theme 4: Issues of Human Rights
Paper 2 (25%) examines Christian beliefs and practices.
Students will study the beliefs, teachings, and practices of Christianity.
Paper 3 (25%) examines Islamic beliefs and practices.
Students will study the beliefs, teachings, and practices of Islam.
Year 10 students will have a single one hour lesson a week.
Year 11 students will have two one hour lessons a week.
Assessments to track progress are set regularly throughout each half term. With feedback being related to GCSE criteria to highlight areas of strength.
Throughout their time at Hawkley, students are taught the following key skills:
Demonstrate knowledge and understanding of religion and belief, including:
beliefs, practices, and sources of authority
influence on individuals, communities, and societies
similarities and differences within and/or between religions and beliefs
analyse and evaluate aspects of religion and belief, including their significance and influence
|Year 10||Year 11|
|Term one||Human Rights
|Good and Evil
|Christianity Beliefs and Teachings
|Life and Death
|Islam Beliefs and Teachings
The specification code for GCSE Religious Studies is Route A3 – including Component 3 Option 3: Islam C120P3
BBC Bitesize has a range of reading materials and resources to further support learning, revision, and homework. The information has been written by subject teachers and covers a broad range of topics.
How you can support your child’s learning in RE:
- Question your child on what they have learnt in their lesson
- Encourage them to engage with their past, present, and future homelearning
- Students will have a knowledge organiser for each of their schemes of learning. Encourage your child to use these to test themselves on the core content throughout the term.