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“What I’m not confused about is the world needing much more love, no hate, no prejudice, no bigotry and more unity, peace and understanding. Period.” – Stevie Wonder
The intention of the RE department is to prepare pupils for life in Modern Britain by encouraging religious and racial tolerance via an understanding of different cultures. Lessons will challenge stereotypes, promote cohesion and tackle extremism. Young people will develop their own beliefs and values, and we will promote the virtues of respect and empathy, which are important in our diverse society. We aim to foster civilised debate and reasoned argument, and help pupils to understand the place of religion and belief in the modern world.
Some examples of Big Questions
Where did the Universe come from?
What is Big Bang theory?
How did religion begin?
What is God?
What happens when you die?
What is a Hindu, a Buddhist, a Sikh, a Jew, a Christian or a Muslim?
How are they the same?
How are they different?
How do religious believers explain evil in the world?
Some examples of Ethical Questions
Who should look after the planet?
What is speciesism?
Should same sex marriage be allowed to happen in a place of worship?
Is the death penalty wrong?
When does a human life begin?
Are you pro life or pro choice?
Is censorship always wrong?
Are terrorists really Jihadists?
Is divorce too easy nowadays?
What is extremism?
As well as developing cultural capital by promoting wide ranging discussions. We also seek to develop pupils’ range of vocabulary by using, and encouraging pupils to use, key language that is identified in our curriculum maps. Links to other subjects are developed where appropriate and current geopolitical issues are discussed where linked to the topic being studied.
Cultural Capital is also instilled by using effective questioning to reveal and then address misconceptions.
Visits to places of faith will be arranged in order to show pupils that faith is a real part of many lives.
All pupils are able to access the curriculum and complete challenging tasks through appropriate scaffolding and ensuring that they can understand the vocabulary used in the learning material presented to them. Effective questioning establishes what has been understood and enables the teacher to intervene where needed.
The department seeks to develop literacy by using more reading activities to present information. We also check comprehension of reading activities by using questioning and setting comprehension tasks. Pupils are asked to complete extended writing tasks throughout the curriculum.
The department is aware of its responsibility to develop mathematical fluency and currently there are some mathematical activities in the foundation stage, for example using knowledge of positive and negative numbers to make a timeline of religions.
Pupils are challenged with extended writing tasks involving detailed explanations and evaluation of arguments. All pupils are encouraged to complete extended tasks and are enabled to do so by breaking down activities into manageable sections and by creating scaffolds to work from.
Assessments check the acquisition of knowledge and fluency of knowledge. Pupils are helped to fill in the gaps in knowledge with the aid of knowledge organisers. Weaknesses in the fluency of knowledge are addressed by asking pupils to respond to verbal and written feedback.
|Foundation Stage - Years 7, 8 & 9||Examination Stage|
|Years 7 & 8 |
2 lessons per cycle
3 lessons per cycle
|GCSE RE (WJEC) |
3 lessons per cycle (Year 9)
2 lessons per cycle (Years 10/11)
mixed ability classes
|Curriculum Leader - Mrs Marshall|
|Teacher of RE - Mr Brian |
Teacher of RE - Mr Waring
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Year 7||Big Questions
Where did the Universe Come from? Big Bang Theory Abrahamic creation story Vedic creation story 3 lessons Where did Religion come from? What is religion for? 2 lessons
Hinduism, History, Beliefs and Values 5 lessons
|Vedic Faiths |
Hinduism Practices Rites of Passage, Worship, Festivals 5 lessons
Buddhism Beliefs and Values Buddhism across the world 5 lessons
Sikhism beliefs and values expressed through symbolism and stories 5 lessons
Sikhism the Guru Granth Sahib and the Gurdwara 3 lessons
|Year 8||Abrahamic Faiths
Judaism Significance of Abraham and Moses 5 lessons
Judaism Practices in daily life 5 lessons
Christianity - Was Jesus an ordinary man? Historical Jesus Life and Teachings of Jesus according to the Gospels 5 lessons
Islam Life of Mohammed, Rites of Passage 55 lessons
|Other World Views
Humanism What is Humanism? What are Humanist values. Non religious rites of passage 5 lessons
Purpose of Punishment including Capital Punishment Peter Singer and ‘Speciesism’ Who should look after the planet? 3 lessons
|Year 9||Islamic Beliefs 5 lessons||Islamic Beliefs 3 lessons
Islamic Practices 2 lessons
|Islamic Practices 6 lessons||Christian Beliefs 5 lessons||Christian Beliefs 2 lessons
Christian Practices 3 lessons
|Christian Practices 5 lessons|
|Year 10||Issues of Relationships 5 lessons||Issues of Relationships 3 lessons
Issues of Life and Death 3 lessons
|Issues of Life and Death 5 lessons||Issues of Human Rights 5 lessons||Issues of Human Rights 3 lessons||Issues of Good and Evil 5 lessons|
|Year 11||Issues of Good and Evil 5 lessons||Christian Practices 5 lessons||Christian Beliefs 5 lessons||Islamic beliefs and practices 5 lessons||Ethics paper Revision 4 lessons (one for each topic)|