Religious Studies

Curriculum overview

Overall intent

Valuing individuals, celebrating differences. 

"Not having faith is one thing; not having knowledge quite another." Therefore, a religiously educated person is someone who has knowledge, understanding, respect and empathy. Religious Studies makes a distinctive contribution to the school curriculum by developing pupils' knowledge and understanding of differing worldviews and religions in our multi-cultural and multi-faith society. 

It is our intent for Religious Studies to engage, challenge, and raise the aspirations of students by equipping them with the knowledge and skills to examine and answer ultimate questions. Furthermore, students will explore different religious beliefs, values, and traditions, to develop a more rigorous understanding and a sense of belonging in our school, local and world communities. The aim is to contribute to the personal development of the student, creating a more reflective individual and prepare for adult life by being able to celebrate diversity, challenge prejudice and promote community collaboration.  

Religious Studies contributes dynamically to children and young people’s education in schools by provoking challenging questions. Students are given the opportunity to study both philosophical and ethical issues. For example, students have the opportunity to explore arguments for God’s existence, about meaning and purpose in life, ultimate reality, issues of right and wrong, what it means to be human and whether the right of religious freedom is compatible to modern laws. Students also explore the opportunities, challenges, and issues for religious believers in the twenty first century. 

Implementation 

Students arrive in Year 7 with varying experiences of R.S. at KS2. The first unit explores concepts surrounding God from different religious perspectives and atheist and humanistic thinking. Over the Key Stage we explore units which focus on a specific religion such as Islam or a theme , for example religious expression through art. Students will explore the importance of belief and religion within society and how these impacts upon the lives of believers and reflect on how this may have affected their own values and beliefs. Students will explore Christian beliefs in the theme's unit along with other world views. 

Embedding Literacy 

Communicating opinions and developing arguments are key areas within our curriculum. As a result, we strive to develop student’s verbal and written communication and ability to read around the subject in order to validate their arguments or findings. Students are given a variety of opportunities to practice and display their literacy skills throughout each year. The department are employing oracy slides within lessons to support students in discussion. 

We use a range of literacy techniques across the Key Stages to support students in access the curriculum. The department uses Frayer Models to help students understand tier three vocabulary, activities using key terminology such as sort exercises, quizzes, and guided readings which help students to integrate sources from holy books and further reading. There are various opportunities for reading including source material, textbooks, and written accounts. Key vocabulary for the unit is provided and referred to during lessons. In addition, pupils are given opportunities to practice their presentation skills and are assessed on their ability of verbal communication. 

All end of unit assessments is in preparation for the GCSE examination. Students plan for the assessment during the lesson before and homework tasks support this. Assessments take place in class to encourage independent work, under time restraints in preparation for exam experience. Students are taught scaffolding and modelling techniques that are used throughout both key stages to enable students to improve and embed their techniques over time. These include Point, Explanation and Example (P.E. and P.E.E), Teaching, Explanation and PEEA writing frames. The PEEA (Point, Evidence, Explanation, Appraisal). This is a strong/ weak argument because..) writing frame is to support an extended piece of writing which encourages a discussion and evaluation of the topic provided.  

Encouraging independence 

Our aim is to create learners that are intrinsically motivated to learn by using contemporary, and sometimes contentious, lesson themes that spark interest and discussion. Regularly lesson focuses change to contemporary events where we can provide time and space for pupils to reflect on controversial modern issues.  Students are given the opportunity to creative in response to their learning. We aim to give some freedom of choice when researching, such as the option to pick between different styles of worship and contemporary issues, so students are engaged by the area that appeals to them. The outcome is that students often go above and beyond to create a thorough and well thought out piece of work.  

Key Stage 3 Curriculum

Key Stage 4 Curriculum

Staff

The following members of staff form the Religious Studies department at King Edwards:

Independent Study

Key Stage 3

 Key Stage 4