Humanities - Religious Education

Students will learn about a range of contemporary and historical global issues. This is to help students understand that Humanities has a holistic element to the subjects and also to deepen understanding of how the UK and Plymouth links to the wider world such as discovery and reasons of migration, values of tolerance and freedom & how Plymouth has developed into a truly multi-cultural, multi-faith city.

Intent

We aim to contribute to young people’s education in Plymouth by encouraging them to explore what people believe and what differences these make to how they live.

Living in a multi-faith society in the 21st century requires young people to be religiously literate and hold informed conversations about religion and life. The RE curriculum supports students’ spiritual, moral, social and cultural development through high quality lessons involving critical thinking, critical analysis and discussion of a range of philosophical, theological and ethical topics. RE poses challenging questions on what it means to be human, the purpose and meaning of life, beliefs about God and ethical issues from a diverse range of perspectives which students can learn to understand, explore and question.

RE provides the opportunity to learn about and learn from the major world faiths and secular belief systems by allowing students to draw on their own experiences and compare them to those of others from different backgrounds. The subject explores the beliefs held by others, while considering the similarities and differences that make our world so diverse. In RE, students have the space to discuss challenging moral and philosophical issues in local, national and global contexts while promoting respect for all. Students will learn and build on their skills in being able to interpret, analyse and evaluate the beliefs of others as well as their own through the study of texts and sources of wisdom. Four major world religions plus the study of philosophy and ethics are investigated within the RE curriculum to ensure students understand the full diversity of belief systems and their influence on believers. During the GCSE course, students focus in greater depth on the study of Christian and Muslim beliefs and practices and the application of these two faiths to a range of ethical issues are taught within each unit. We believe this curriculum as a whole can help the school move towards achieving its vision and supporting students in changing our world for the better.

Parents are given information about the RE curriculum through the school website. The RE curriculum is aligned to the Devon and Torbay Agreed Syllabus and the Edexcel Full Course Specification B for GCSE. RE at KS4 allow us to build on the core knowledge taught in KS3, allowing students to extend their skills and powerful knowledge that will support them in achieving success beyond the classroom In order to support students in achieving our vision at Tor Bridge of changing our world for the better, RE provides a space to answer big questions which encourage students to think critically and evaluate sources of wisdom. They can build on their skills to compare similarities and differences within religions as well as interpreting primary sources (religious texts) and considering the impact of these on the life of individuals.

The curriculum is designed to teach the best that has been thought by providing students with powerful knowledge and skills that can be built on and used beyond the classroom. The ability for RE to promote social cohesion allows students to make well-informed choices in the future and have a respect for all faiths and secular beliefs within our demographic of Plymouth; an ever-growing multi-cultural and multi-faith city. the RE curriculum will broaden students’ horizons and support them on becoming well-equipped to be an effective citizen of modern Britain and will take students beyond their current experience and assist them in being able to explore core beliefs of religious and secular belief systems inside the classroom. Through the careful selection of topics students are well-supported in developing their skills of critical thinking and discussions. There by, becoming religiously literate by being able to articulate different worldviews and religious views on a varied range of ethical, philosophical and theological topics. Driven by the expertise within the department and through professional dialogue we have developed a challenging and broad and balanced and broad curriculum.

Implementation

Students begin their study by studying what it means to be human, ethics and understanding the core beliefs of four major world religions so that they can understand the diversity among and within religions. It introduces students to the skills required for a successful study of RE such as explaining the influence of beliefs on religious believers and evaluating the importance and relevance of these beliefs. These skills are embedded early on so that students can build on these during their study of GCSE Philosophy and Ethics.

Our Key Stage 3 curriculum is delivered through booklets. Our long-term plans detail the sequence of learning so that staff can visualise the order of content that is to be taught; this also provides consistency across the department. Staff have regular department meetings which gives us the time and space to discuss how best to teach the content and where links need to be made thus creating activities to support students' thinking and retrieval.

Department meetings allow us to discuss the impact of our teaching, discuss any misconceptions and amend our sequential lesson plans and resources where necessary. All lessons start with a “do now” low stakes quiz to test learning and understanding. This gives us an opportunity to support students’ ability in being able to retrieve information and regular interleaving of quiz questions. Home learning tasks give students the opportunity to take their learning beyond the classroom, so that they can master the powerful knowledge and the essential skills for a successful study of the RE curriculum. Home learning tasks at Key Stage 4 are interleaved so that prior knowledge is constantly revisited. Planned revision sessions within our long-term plans also provide opportunities for students’ retrieval of powerful knowledge so that this is truly embedded into their long-term memory. Revision activities such as creating mind maps and frequent testing through retrieval activities and testing of skills through exam practice questions supports students in a remembering knowledge and in being able to apply the skills learnt. Quality assurance procedures both at departmental level, through learning walks by the Head of Departments in Humanities and whole school observations by the Senior Leadership Team ensure that departmental and whole school standards are maintained.

Regular work scrutinises, which include all years and all courses, add to this process to ensure there is consistency of quality teaching and learning across all year groups. Particular components of the course allow us to teach the careers students can consider. For example, our GCSE topic of Crime and Punishment gives students an insight into careers like working with the police, community support workers, social services, law, and careers within the religious sector.

Impact

Evidence that the intent of the curriculum has been achieved includes effective application and study of topics and concepts studied which not only supports their wider academic studies but all areas of their life. Students being able to make well-informed choices regarding their future family and work life, and being able to articulate different ideas and views about world affairs will form part of our evidence that this has been successful. The impact of our curriculum will also be measured through students’ verbal and written application of powerful knowledge and skills through debate, exam practice questions and in being able to evaluate ideas and justify their own opinions and decisions.

Question level analysis of individual student and whole cohort performance allows us to identify gaps in knowledge and skills so that we can implement appropriate intervention strategies to support students in closing these gaps. Tracking students’ progress, especially those from a disadvantaged background, will allow us to adapt teaching and intervention so that we close the gap in performance between advantaged and disadvantaged students. Students will go on to choose related A level, degree and FE courses, such as RE, Philosophy and Ethics, Sociology and Psychology, careers in the uniformed services, health and social care roles and working in media or international development.

KS3 Curriculum Content

We study RE to explore what people believe and what differences these make to how they live. We aim to equip all students with the ability to think for themselves as they study philosophical, theological and social issues. To be open minded to other points of view and to identify and challenge misconceptions and prejudice. To have knowledge and understanding of the main beliefs and practises of the main religions in the world today. We aim to encourage students to be critical thinkers and develop their literacy ability in order to debate controversial issues without causing offense to others. We want students to be inspired by Religious Education, and motivated to make a positive difference in the lives of those around them. We want all students to aim high and progress to be the best they can be, whatever their situation or starting point. Academically, by reaching and surpassing their expected banding or grade. Personally, by becoming good, respectful and caring individuals who will continue to be hard working, decent, honest young adults who are well placed to leave the school and make a positive contribution to society.

What Will I Study?

In Yr7 we focus on the following units:

Mayflower 400 thematic
What is so radical about Jesus?
The Buddha: how and why do his experiences and teachings have meaning for people today?
Should religious people be greener than everyone else?

In Yr8 we focus on the following units:

How are Sikh teachings on equality and service put into practice today?
What is good and what is challenging about being a Muslim teenager in Britain today?
How far does it make a difference if you believe in life after death?
Religious philosophy

How Will I Be Assessed?

Students will be provided with a range of assessments ranging from Low Stake Tests, at the start of every lesson, to develop knowledge recall and retention through to end of unit assessments and evaluative pieces of extended writing.

RE is provided for all pupils, and is inclusive and broadminded. Parents do have the right to withdraw pupils from RE: If you wish to do this, please make an appointment with Mrs Davis (RE subject leader)