Curriculum Intent: Values And Vision

Creating a curriculum intent for Religious Education (RE) for Key Stage 3 (KS3) and Key Stage 4 (KS4) involves outlining the overarching goals, pedagogical approaches, and desired outcomes for students. Here is a detailed description of the curriculum intent for both stages:

Curriculum Intent for Religious Education

Key Stage 3 (KS3)

1. Broadening Understanding of World Religions:

• Objective: To provide students with a comprehensive understanding of the major world religions, including Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism.
• Approach: Lessons will cover the key beliefs, practices, and historical contexts of these religions, promoting awareness and respect for diverse faiths.

2. Developing Critical Thinking and Inquiry:

• Objective: To encourage students to ask questions, think critically, and engage with complex ideas related to religion and belief.
• Approach: Use of debates, reflective discussions, and analysis of religious texts to develop these skills.

3. Promoting Moral and Ethical Understanding:

• Objective: To help students explore moral and ethical issues from religious and secular perspectives.
• Approach: Case studies, ethical dilemmas, and discussions on contemporary issues will be integrated to relate religious teachings to real-world scenarios.

4. Encouraging Personal Reflection and Spiritual Growth:

• Objective: To provide opportunities for students to reflect on their own beliefs, values, and experiences.
• Approach: Activities such as journaling, meditation, and creative expression will be included to foster personal and spiritual development.

5. Building Respect and Empathy:

• Objective: To cultivate a respectful and empathetic attitude towards people of different religions and beliefs.
• Approach: Collaborative projects, cultural exchanges, and community engagement will be promoted to enhance understanding and respect.

Key Stage 4 (KS4)

1. Deepening Knowledge and Understanding:

• Objective: To deepen students’ understanding of specific religions and ethical issues, with a focus on more detailed study.
• Approach: In-depth exploration of religious texts, doctrines, and significant figures, as well as comparative studies.

2. Enhancing Analytical and Evaluative Skills:

• Objective: To develop students’ ability to analyse and evaluate religious and ethical arguments critically.
• Approach: Structured critical essays, examination of diverse viewpoints, and development of reasoned arguments will be emphasized.

3. Preparing for GCSE Examinations:

• Objective: To equip students with the knowledge and skills needed to succeed in GCSE RE examinations.
• Approach: Targeted revision sessions, practice exams, and feedback on written work will be integral parts of the curriculum.

4. Engaging with Contemporary Issues:

• Objective: To relate religious teachings to contemporary social, political, and ethical issues.
• Approach: Discussions on topics such as human rights, bioethics, and interfaith dialogue will be included to make learning relevant and engaging.

5. Supporting Personal Development and Citizenship:

• Objective: To support students in becoming informed, thoughtful, and responsible citizens.
• Approach: Lessons will encourage active participation in community service, understanding of global issues, and development of personal and social responsibility.

6. Fostering Respect and Tolerance:

• Objective: To reinforce the importance of respect and tolerance in a diverse society.
• Approach: Continued emphasis on empathy, intercultural understanding, and respectful dialogue will be maintained.

Implementation Strategies

• Interactive and Varied Teaching Methods: Using a blend of lectures, discussions, multimedia resources, guest speakers, and field trips to engage students.
• Assessment for Learning: Regular formative assessments, such as quizzes, essays, presentations, and projects, to monitor progress and provide feedback.
• Inclusive Curriculum: Ensuring the curriculum is inclusive and reflects the diversity of the student body and society at large.
• Professional Development for Teachers: Ongoing training and support for teachers to stay updated with the latest pedagogical approaches and content knowledge.

The intent of this curriculum is to create a supportive and challenging learning environment where students can gain a profound understanding of religions and worldviews, develop critical thinking skills, and grow into respectful, informed, and empathetic individuals. This will not only prepare them for academic success but also equip them with the values and skills necessary for life in a diverse and interconnected world.

DELIVERY OF THE CURRICULUM

RE is taught across the curriculum in mixed ability groups. All pupils in Greenbank High School are taught RE and are entered for the GCSE at the end of Year 10.

RE Overview:

Extra-curricular Opportunities:

• Poland trip to Krakow
• Study support sessions
• Different faiths Christmas assembly
• Enrichment Day- Year 7 Martin Luther King day
• House Quiz- Focus on world religions and practices at Christmas

As we teach about equal rights, fairness and supporting others, it is very important for the department to be a beacon of inclusion. As previously mentioned, we enter all pupils for the GCSE and teach across a range of abilities, faiths and backgrounds.

Supporting pupils to offer them opportunities through media, discussion and sharing of own experiences they get a taste of what is around them and open to them in their futures.

Assessment Calendar:

The assessments aim to include a variety of tasks to allow for pupils variety of key skills to be used and evidenced. KS3 are banded (Platinum, Gold, Silver, Bronze) and KS4 are GCSE graded (9-1).

Year 7:

Autumn Term (September-Christmas): RE research project? (PIP 1) and Class Quiz

Spring Term (January-April): Extended writing – Sikhism (PIP 2), Forgiveness speech and Class Quiz

Summer Term (April-July): End of Year Test (PIP 3) and Class Quiz

Teaching Staff

Mrs L Lambert (Subject Leader)

Mrs K Campbell

Mrs H Clarke

Mrs S Smith

Mrs G Hayes