RS: Key Stage 3 and 4

Curriculum Intent

‘The Religious Studies, Philosophy and Ethics department at Spalding Grammar school aims to nurture curiosity, encourage understanding and celebrate diversity; by exploring issues of morality, spirituality, society and culture.’

Religious Studies and the National Curriculum together constitute the ‘basic curriculum’. Religious Studies is taught throughout Years 7 to 9 and is offered at GCSE and A-Level. It also forms part of the PACE curriculum in Years 10 and 11 and is part of British Values in form time across the Year groups.

Our vision is to foster the individual learner holistically; to encourage intellectual curiosity in conjunction with the overall social, emotional, spiritual and moral development of each student. Opportunities are given to question ‘how and why,’ we ‘think’ from varying perspectives, the relations we have with ourselves and others socially and culturally, and to explore Ultimate questions about the meaning and purpose of this journey we call ‘life’.

Students will explore faith and belief in a variety of contexts, both religious and secular view points, to understand different beliefs about divinity and other interpretations about life and moral values. They learn to apply these views to the ways society demonstrates expression and practice throughout the Globe.

The Curriculum is designed to encourage students to reflect on their own experiences, question and critique both their own ‘truths’ and the beliefs and concepts of others, to enable them to appreciate alternative ideas, consider and interpret, imagine and search for awareness and insight in their own lives.

Religious Studies aims to promote and encourage respect for both religious and non-religious paths in the human experience. Religious Studies also provides students with the knowledge and understanding, skills and attitudes and support in the development of personal values to help them to participate in the school community and in the world beyond; as informed, respectful and caring members of society.

Key area covered in accordance with the aims of 'good' RE in Lincolnshire

Aims to produce pupils who are religiously literate:-

Develop knowledge and understanding of Christianity, Principle religions and world views.
Focus on concepts as well as content.
Explore authentic religious material eg; sacred texts.
Reflect diversity in the changing landscape of UK to prepare pupils for life in Modern Britain.
Engage and Challenge pupils
Reflect Pupils own experiences and provide a safe space for discussion
Present religious belief as a real, lived phenomenon, not something exotic belonging to the past.
Take into account the increase in the number of people with non- religious beliefs and identities.
Provide opportunities for personal reflection and spiritual development
Help to prepare pupils for adult life, enabling them to develop respect and sensitivity for others.

Skills Developed

Pupils should develop key skills in Religious Studies in order to enhance learning and this should be evident across the key stages:

Investigation and enquiry: Asking relevant and increasingly deep questions; using a range of sources and evidence, including sacred texts; identifying and talking about key concepts.
Critical thinking and reflection: Analysing information to form a judgement; reflecting on beliefs and practices, ultimate questions and experiences.
Empathy: Considering the thoughts, feelings, experiences, attitudes, beliefs and values of others; seeing the world through the eyes of others.
Interpretation: Interpreting religious language and the meaning of the sacred texts; drawing meaning from, for example, artefacts and symbols.
Analysis: distinguishing between opinion, belief and fact; distinguishing between the features of different religions.
Evaluation: Enquiring into religious issues and drawing conclusions with reference to experience, reason, evidence and dialogue.

Cross Curricular Links

History- Important Historical events, past and present.
English- CFL, communication skills both written and verbal.
Geography- Context of faith and practice globally.
Art- expressions of spirituality through religious art and architecture.
PACE- Cultural, social and moral issues. British Values.
Science- To question creation and compare and contrast from differing viewpoints.
Classics- Philosophy and the influence of key figures such as Plato and Aristotle.
Psychology- Freud
Sociology- Marxism
PE- Yoga/meditation practices/ breathing techniques
Wellbeing- encouraging the individual and ensuring students are happy learners.
Equality Committee- to celebrate diversity in a whole school context

Differentiation

In years 7-9 pupils are taught in mixed ability groups. Therefore:-

A wide variety of tasks are given to pupils to appeal to all levels
Reading is encouraged in every lesson aimed at differing abilities and reading ages
Lessons are structured so that a variety of teaching methods are used such as drama, presentations and extended work so that each pupil can be targeted to achieve the maximum possible to them and derive a sense of achievement. A vast range of
Outcomes can result from the same task.
When marking assessed homework, individual comments and targets are suggested for each pupil using the school marking policy and SMART targets.
Essays and summative assessments are differentiated.

Key Stage 3

The schemes of work are prepared and followed by the RS department to incorporate the targets of the two key areas; 1) what good RS aims to do (section 2, as noted above) and 2) skill development (section 3, as noted above), in accordance with the Lincolnshire Agreed Syllabus for Religious Education (LASFRE)* The page references on the Year by year rationale overview denote specific links between the curriculum we offer at Spalding Grammar school and where these reflect the recommendations in the LASFRE and should be read in conjunction with this document for further clarity.

The department also aims to provide an academically rigorous and enjoyable subject for all pupils.

In addition to the above, a relevant attitude is an important part of Religious Studies, as it is concerned with the spiritual, moral and cultural development of the pupil. This is promoted via our programmes of study which include the following:

‘Being’:

Curiosity- A willingness to question and explore, looking at Ultimate questions.
Appreciation of others and self.
Willingness to make reasoned choices.

‘Relating’

Receptiveness to others
Appreciation and tolerance of differences.
Respect and sensitivity for others and their views.

‘Responding’

Awe and wonder at the world
Reverence for living things

Year 7

Judaism
Christianity
Islam
Religion and Art

Students arrive in Year 7 with varying experiences in Religious Studies and different topics have been taught. The year commences by establishing prior learning and Year 7 aims to consolidate and build upon the foundations of KS2 learning. Hence, the Abrahamic faiths are studied in chronological order and in each phase, connections are made. Throughout the year they are constantly interlinked. Students will make comparisons within the faiths by explaining similarities and differences. They will build upon their understanding of key religious figures such as Abraham, Moses, Jesus and Muhammad and key events and stories by studying religious scripture and text. They will begin to build a coherent picture of individual religions and use religious language and symbolism. Through the ‘Religion and Art’ unit of learning, students will reflect on what might be learnt from expressions of spirituality in art and architecture and respond accordingly. They will begin to learn how to evaluate and use structured templates and support, to lay the foundations for more extensive writing which underpins the beliefs and practices paper at GCSE.

Year 8

Hinduism
Buddhism
Sikhism
Creation and Science

In Year 8 Students study the Eastern faiths to identify, name, describe and give accounts of key figures and events to consolidate their knowledge and understanding of the six major world faiths. They continue to explain the meaning of religious language through stories and symbolism and look at scripture from each faith to build upon their religious literacy skills. They will explain similarities and differences between and within religions. The creation and science unit enables students to identify and respond, to the question of ‘meaning,’ laying foundations, for more complex philosophical questions as the years continue. They reflect upon and consider what might be learnt from a range of theistic and atheistic perspectives to develop understanding and respect of differing viewpoints. Students begin to respond, to longer essay style questions and use the foundations from Year 7, to develop the skill of evaluation further. These are skills that are needed at GCSE and at A-level. Therefore, these foundational skills are supported and nurtured in both discursive and written work, in preparation, for the beliefs and practices paper, should they wish to pursue the subject at KS4.

Year 9

Euthanasia and Crime and Punishment
Animal Rights and Prejudice and Discrimination
Introduction to Philosophy
Medical Ethics

The Year 9 curriculum has been designed to explore a range of ethical and philosophical issues and concepts, as a foundation for the thematic paper at GCSE and the critical thinking needed for the A-level course. Additionally, it aims to develop a relevant attitude of the spiritual, moral and cultural development of the individual pupil where they will reflect on what might be learnt from religions in light of one’s own beliefs and experiences and respond to questions of meaning, gaining sensitivity to issues in wider society. Students will use investigation and enquiry skills to ask questions and look at cases as evidence, religious texts and teachings and reflect on a variety of beliefs and practices to develop skills of empathy and understanding. Evaluation skills using evidence, reason and dialogue will be embedded into each ethical unit and the development of analytic skills, are supported through the consideration of opinion, belief, facts and features surrounding the issues studied. Students are given the opportunity to write extended pieces that incorporate all of these skills and are assessed as such. The New ‘Introduction to Philosophy’ unit of learning (2022) has been introduced to assist problem solving skills and promote clear and disciplined thinking, to formulate persuasive argumentation in both verbal and written communication skills. Medical ethics is studied prior to the GCSE course to give students an insight to the thematic nature of the GCSE course and explore themes through enquiry, discussion, and debate. Students apply both religious and non-religious positions in the analysis of the issues, applying religious teachings to support and evaluate these perspectives with greater depth. These skills are needed at KS4 and are developed through discussion and support structures. Students will respond further to questions of meaning with tangible examples and begin to write at length with extended essays.

We hope that those who do not choose the RS GCSE as an option, will leave KS3; having explored a sense of their own beliefs, values and ideas. RS aims to actively encourage a better understanding and respect for diversity, an appreciation of spirituality, morality, culture and society both academically and in life in general

Key Stage 4

Year 10

Christian beliefs
Islamic beliefs
Religion and life (Thematic)
Religion Peace and Conflict (Thematic)
Religion Crime and punishment (Thematic)

Year 11

Christian Practices
Islamic Practices
Religion and Relationships (Thematic)
Revision

The GCSE course follows AQA A, studying both Christianity and Islam with four out of six themes. Students will be examined on two assessment objectives which are thread into the KS3 curriculum, as previously mentioned. AO1: Demonstration of knowledge and understanding of religion and beliefs including: Beliefs, practices and sources of authority. The influence on individuals, communities and societies. Similarities and differences within and/or between religions and beliefs. AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence. Students build upon the skills embedded at KS3 and apply previous learning about religious stories, scripture, people of influence, religious teachings, faith belief and practice. Students study cases, examples and scripture to evaluate and analyse meaning. Students begin in Year 10, with shorter mark questions and the work is scaffolded, to incorporate evaluation skills, which feed into writing more extensive essay responses. Students will learn and must apply quotations and teachings in these answers. Students are encouraged to write and learn key words and quotes in colour from Year 7 onwards, to ensure that this becomes second nature by the time the GCSE course commences.

Pupils with Additional

Although student needs are assessed on an individual basis the department supports pupils in the following ways:

Questions are scaffolded with easier questions first, to provide differentiation through outcome.
Tasks are differentiated to allow pupils of all abilities their highest potential
At GCSE level revision classes are offered to pupils in addition to the revision carried out in the lessons.
Essays and summative assessments are differentiated
Worksheets can be duplicated for students to have additional copies and picture prompts can be discussed.

Able Pupils

Students who are identified as able in RS will be encouraged to:

Give longer, well supported answers to any question, whether oral or written.
Include evidence of personal research or opinion.
Respond quickly to targets set. These targets have an academic tone to them.ie; the expectation of writing to include more than one perspective, display artistic or ICT skills.
Complete set work and then tackle extension tasks. It must be made clear that the extension tasks are not optional. They must be ‘bolted on’ to the rest of the work but should require more advanced skills or reasoning.
Be willing to accept alternative homework projects where deemed suitable.
Engage in dialogue with the teacher through marking and classroom contact to ensure that their needs are being met.
Opportunity to attend Philosophy conference at Cambridge.

How can pupils be encouraged to attain excellence?

Tasks:-

- A wide variety within a lesson which all pupils attempt

-Pupil guided work, where a pupil sets their task

- Teacher guided, where the pupil selects their task

- Group work- a large task is sub divided.

- Discussion and mind maps

- class presentation by pupils

- structured class debates

- drama, dance, music, mime based on current topics

A wide variety of resources (books, videos, artefacts,) freely available.
Encouragement by the teacher (the most valuable resource!) regarding a sense of awe and expectation.
Use of praise in the class and by use of recommendations, constructive comments on marked work, pupil assessment and regular target setting.
Wall displays: Examples of excellent pupil work, well designed posters relevant to the topic, both teacher and commercially produced.
Clearly designed study guides with goals, aims and expectations
Celebration of achievement
Student of the week 3x Go4school points and RS special awards on recommendation by subject teacher.