What is our curriculum and intention?

Religious Education holds significant value within the curriculum, serving as a vital subject not only in its own regard but also for its distinctive role in fostering the spiritual, moral, social, and cultural development of students. Beyond imparting knowledge about various faith traditions, RE cultivates empathy, respect, and understanding for diverse beliefs and practices, nurturing students' ability to navigate an increasingly pluralistic society. Moreover, it promotes critical thinking and ethical reflection, empowering students to engage thoughtfully with complex moral issues and contribute positively to their communities. By fostering a deeper appreciation for different cultures and traditions, RE plays a crucial role in promoting social cohesion and harmony within broader society. 

What is our learning journey?

Our Curriculum is a five year ‘Learning Journey’.

In our Religious Education curriculum, our focus extends across various domains, including Religion and Worldview, philosophical inquiries such as the existence of God, and ethical considerations involving moral issues. Moreover, we delve into the comprehensive study of major world religions, encompassing Islam, Christianity, Judaism, Hinduism, Buddhism, and Sikhism. This structured learning journey is designed to facilitate continuous progress for students, allowing them to build upon their skills each year. Through systematic exploration of diverse topics, students develop critical thinking, analytical reasoning, and empathy. As they advance through the curriculum, they deepen their understanding of religious concepts, ethical frameworks, and philosophical principles. This iterative process equips them with the tools necessary to engage thoughtfully with complex ideas and contribute meaningfully to discussions about religion, morality, and the human experience. Each unit of work in KS3 have key vocabulary (tier 2) and subject specific terminology (tier 3) attached to them. These are embedded in lessons and through student responses.

Religious Education Learning Journey

Why this? Why now? Why have we sequenced our curriculum this way?

In Key Stage 3 Religious Education, we adhere to the guidance provided by the local Sacre Blackburn and Darwen, ensuring comprehensive coverage of all major world religions, alongside the exploration of philosophical and ethical concepts.

Engaging in Religious Education develops empathy, respect for diverse perspectives, and the ability to understand differing viewpoints. It also enhances decision-making skills based on evidence and reasoning. Through exploring ethical dilemmas, critical thinking is fostered, encouraging analysis from various angles. Additionally, RE promotes literacy, communication, and problem-solving skills, while providing a platform for introspection to examine personal beliefs and confront contemporary ethical challenges.

During Key Stage 4 in Religious Studies, students undertake a comprehensive curriculum, culminating in two externally set examination papers. This course encompasses the study of Christianity and Islam, aiming to enhance students' comprehension of religious beliefs, teachings, and authoritative sources. They engage with key religious texts and scriptures to deepen their understanding. Additionally, students refine their skills in constructing articulate, balanced, and structured written arguments, showcasing their profound grasp of the subject matter.

What will you typically see in our RE lessons?

Long-term learning: Students are made aware of the significance of their current unit of work and specific lessons in relation to prior and future learning. Students are prompted to make links between prior key knowledge and skills in this scheme and those they have already studied.

Checking for understanding and mark making (ACMO): Comprehension questions; think, pair, share; cold call; questioning; class discussion; mini whiteboards with a 3, 2, 1 reveal; weekly low-stakes quizzes. All pupils are subject to rigorous checking of their learning and supported to close any gaps they have in knowledge and skills by teachers’ effective formative assessment of their progress.

Live modelling and guided practice: I Do (a metacognitive approach), We Do (under the visualiser or on the board), You Do (independent work with scaffolding); exploration, assessment and deconstruction of effective and ineffective model answers.

Explicit teaching of vocabulary: I say, you say; exploring the root and etymology of specific words; using key vocabulary within sentences; using key vocabulary in different formations and contexts; deliberate teaching of tier 2 and 3 vocabulary.

Teaching to the top: All lessons included in the Mastery schemes are designed to stretch and challenge students. However, staff will adapt these to ensure that the challenge in each lesson is appropriate for their class.

Retrieval practice and recall: Low-stakes quizzes; mini whiteboards with a 3, 2, 1 reveal; Do Now tasks; Link It tasks where students are prompted to recall prior knowledge and/or skill and make meaningful links to current learning.

How do we assess progress in our subject?

At Key Stage 3, formative assessment is an ongoing process and enabled through effective use of AMCO (mark making). Additionally, students complete mid-unit assessments that assess their understanding and retrieval of what they have been previously learning. The assessments give staff an opportunity to reteach aspects of the curriculum that are not yet secure. Students are assessed regularly through mini-assessment tasks, exit tickets, and comprehension questions. At the end of a unit of study, summative assessments prompt students to critically assess their comprehension of the subject matter they have covered. They are as following:

Year 7 

• Religion and Worldview: What do you think are the three most important factors that influence your worldview?
• The Island: ‘The island is very similar to religion'. Consider different viewpoints.
• Islam: ‘Holy books are more important than religious leaders.’ Evaluate this statement.
• Hinduism: ‘Making a pilgrimage is the best way to show your devotion to God’. Do you agree with the statement that Hindus should go on a pilgrimage? Consider different viewpoints.

Year 8 

• Do we need to prove God exists? “Do you think moral evil is worse than natural evil.” Explain your view.

• Judaism: Out of all the festivals, which festival do you think is the most important for Jews?

• Sikhism: "Evaluate the significance of specific practices in Sikhism, such as the Five Ks, in maintaining Sikh identity and fostering community cohesion."

• Buddhism: “For many Buddhists, the Tripitaka is the most important book of their faith.” To what extent do you agree with this statement?

Year 9

• Crime and Punishment: “Capital Punishment Should Be Used”. Evaluate this statement considering arguments for and against.

• Religion and Society: ‘Women should have the same rights as men in religion.’ Evaluate this statement considering arguments for and against.

• Moral Issues: “Euthanasia Is Wrong.” Evaluate. You must refer to religious sources of authority. You may also include secular views.

• Alternative Religion: "Evaluate the impact of alternative religions on contemporary society, considering both positive contributions and potential challenges they present.”

At Key Stage 4 in Religious Studies, formative assessment is vital is supporting students to make progress within the lesson. In addition, students are assessed at the end of each unit of work following the assessment criteria for GCSE; students are then encouraged to develop their knowledge and skills, responding to teacher feedback. As the Key Stage develops, students will work towards completion of full papers in Religious Studies. GCSE Religious Studies at DACA is an option subject and follow the Edexcel exam board covering two religions Christianity and Islam.

How do we extend and enrich our curriculum?

Homework at Key Stage 3 aligns with the Humanities policy, rotating focus each term between Geography, History, and Religious Education (RE). At Key Stage 4, homework is regularly assigned to review previous learning and will include exam-style questions to prepare them for their examinations.

Furthermore, students are urged to stay informed about current events to aid their understanding in Religious Education (RE). Examples include staying updated with current events through watching news broadcasts and engaging in discussions about ethical dilemmas.

How does our subject relate to further education and careers?

Religious Studies can lead on to further study at A-Level and degree level in A-Level Religious Studies, A-Level English Language and Literature, A-Level Sociology, A-Level History, A level Biology, or apprenticeships in journalism, travel and tourism, community support worker, learning support assistant.

Religious Education underpins any role and career, however some that are more specific to Religious Education may include:

• Counsellor

• Police Officer

• Solicitor

• Business Management

• Community development worker

• Nursing and Medicine

• Teacher

• Law

   

• Human Resources

   

• Journalism

   

• Politics

If you would like more information about the Religious Education curriculum, please contact the Head of Department, Miss N Patel via email: nasira.patel@daca.uk.com.