Curriculum Intent: Values And Vision

Creating a curriculum intent for Religious and worldviews 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. The Nature of religion and belief:

• Objective: To provide students with a comprehensive understanding of the major world religions, including Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism. Students will also look at non-religious perspectives such as Humanism and atheism.
• Approach: Lessons will cover the key beliefs, practices, and historical contexts of religious and non-religious belief, promoting awareness and respect for diverse belief systems.

2. Developing Critical Thinking and Inquiry (influence and authority):

• 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 (A good life):

• 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 (Personal journey):

• 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 (The big picture):

• 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. This should build on knowledge from KS3 and KS4.
• 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. Students will develop understanding on how a belief impacts a person or society.
• Approach: Structured exam questions, review of diverse viewpoints, and development of reasoned arguments will be emphasised.

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 exams will be integral parts of the curriculum.

4. Engaging with Contemporary Issues:

• Objective: To relate religious teachings to contemporary social, political, and ethical issues that are happening in the UK and Worldwide.
• 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 through British Values.
• Approach: Lessons will encourage active participation in how to best serve your local community, understanding of global issues such as conflict, poverty and human rights, and development of personal and social responsibility in this world.

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 throughout all lessons.

Implementation Strategies

• Interactive and Varied Teaching Methods: Using a blend of discussions, multimedia resources, research tasks, checking for understanding and low stakes participation tasks.
• Assessment for Learning: Regular formative assessments, such as keyword tests, extended writing, 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. Using the SACRE to inform what we teach and developing it to our cohort and area.
• Professional Development for Teachers: Ongoing training and support for teachers to stay updated with the latest pedagogical approaches and content knowledge through whole school CPD and additional subject specific related CPD such as marking for the exam board.

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
• KS4 revision sessions
• Interfaith celebrations
• Diversity Club
• 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.

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).

Teaching Staff

Mrs L Lambert (Subject Leader)

Mrs K Campbell

Mrs H Clarke

Mrs S Smith

Mrs G Hayes

Right to withdraw from Religious Education 

Parents and carers have the statutory right to withdraw their child from all or part of Religious Education (RE). This entitlement applies to pupils in secondary education, and parents/carers do not need to provide a reason for requesting withdrawal.

The school is committed to working in partnership with families, and therefore any parent or carer considering withdrawal will be invited to discuss the request with a senior member of staff. This conversation allows the school to clarify the nature and purpose of the RE curriculum and to ensure that parents or carers are fully informed before a final decision is made. However, the decision to withdraw ultimately rests with the parent or carer.

Where a pupil is withdrawn from RE, the school will provide appropriate supervision. While pupils will be kept safe and engaged, the school is not required to provide alternative curriculum work during this time.

The school respects and upholds the rights of parents and carers in accordance with current legislation.