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. 

In line with statutory guidance, all schools must provide RE for every pupil up to leaving age, regardless of GCSE options. At our school, this statutory entitlement is met through Core RE lessons delivered fortnightly. In addition, students are offered the opportunity to achieve a nationally recognised qualification by completing the AQA Religious Studies Short Course GCSE at the end of Year 11. 

As per guidance from the Department for Education, parents have the right to withdraw their children from parts of all of RE lessons.  The guidance can be found here.

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.

• Relationships and families
• Peace and conflict

• Beliefs and teachings
  
  

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 the two year Religious Studies GCSE, 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.

Additionally and in line with statutory guidance, all schools must provide RE for every pupil up to leaving age, regardless of GCSE options. At our school, this statutory entitlement is met through Core RE lessons delivered fortnightly. In addition, students are offered the opportunity to achieve a nationally recognised qualification by completing the AQA Religious Studies Short Course GCSE at the end of Year 11.  All students at our school continue to study Religious Education (RE) through fortnightly lessons. These lessons provide students with the opportunity to explore some of the most important questions about life, belief, and morality. Pupils develop their understanding of different worldviews and religions, with a particular focus on Christianity and Islam, while also reflecting on moral and ethical issues that impact society today, such as:

• Life after death
• Human rights
• Relationships
• Peace and conflict

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 and dynamic process, incorporating effective use of AMCO (mark making) and live marking. To evaluate students' understanding and reinforce learning, mid-unit assessments are conducted, focusing on retrieval practice and identifying areas where reteaching is required to solidify key concepts. Students also engage in regular assessment through mini-assessment tasks, exit tickets, and comprehension questions, ensuring consistent monitoring of progress. At the end of each unit, summative assessments takes place that challenge students to critically reflect on and demonstrate their comprehension of the material covered, providing a comprehensive evaluation of their learning. They are as following:

Year 7

• Religion and Worldview: Students are assessed on their understanding of key concepts, use of terminology, and critical thinking skills, particularly in exploring topics like worldviews, philosophy, and pluralism.
• Christianity: Students are assessed on their understanding of Christian beliefs, including key concepts such as the Trinity, atonement, and the resurrection, as well as their ability to evaluate differing viewpoints and apply biblical examples to support their answers
• Islam: Students are assessed on their understanding of key Islamic beliefs and practices, including the significance of Allah, the Qur’an, and Prophet Muhammad.
• Hinduism: Students are assessed on their understanding of key Hindu beliefs and practices, including concepts such as Brahman, karma, and the Trimurti, as well as the significance of rituals like Puja, the River Ganges, and the pilgrimage to Varanasi
• Religion and society: Students are assessed on their understanding of the role of religion in society through the lives and teachings of figures like Malala Yousafzai, Mahatma Gandhi, and Martin Luther King Jr., exploring how their faith influenced their actions in advocating for justice, equality, and social change.

Year 8

• Christianity: Students are assessed on their understanding of Christian practices, including the significance of worship types, sacraments such as baptism and the Eucharist, and the importance of festivals like Easter and Christmas, as well as the role and relevance of pilgrimage in Christianity.
• Sikhism: Students are assessed on their understanding of Sikh beliefs and practices, including the significance of Guru Nanak’s teachings, the 5 K’s, the role of the Guru Granth Sahib, and the importance of the Gurdwara and its practices like Langar in promoting Sikh values
• Judaism: Students are assessed on their understanding of Jewish beliefs and practices, including the covenant with Abraham, the significance of Moses and Shabbat, and key festivals such as Passover and Yom Kippur, as well as differences between Jewish denominations
• Philosophical debate on Do we need to prove God exists?: Students are assessed on their understanding of philosophical debates about God's existence, including key terms like theist, atheist, and agnostic, as well as concepts such as moral and natural evil. They critically evaluate different viewpoints and provide examples to support their reasoning

Year 9

• Moral Issues: Students are assessed on their understanding of moral issues, including topics such as abortion, euthanasia, animal rights, genetic engineering, and the Sanctity of Life. They explore diverse religious and ethical perspectives, critically evaluate views, and reflect on their own opinions
• Crime and Punishment: Students are assessed on their understanding of crime and punishment, including types and causes of crime, aims of punishment such as rehabilitation and deterrence, and perspectives on capital punishment, incorporating Christian, Muslim, and non-religious viewpoints
• Alternative Religion: Students are assessed on their understanding of alternative religions, including the beliefs and practices of the Amish, Rastafari, Mormonism, and Sufism, as well as their ability to analyze how these traditions differ from mainstream religious and cultural norms
• Buddhism: Students are assessed on their understanding of Buddhism, including key concepts such as the Four Noble Truths, the Eightfold Path, and the life of Siddhartha Gautama.

Key Stage 4

At Key Stage 4 in Religious Studies, formative and sumative assessment plays a crucial role in helping students make progress within each lesson. At the end of each unit, students complete assessments aligned with GCSE criteria, using teacher feedback to enhance their knowledge and skills. As the Key Stage progresses, students gradually build toward completing full exam papers in Religious Studies. At DACA, GCSE Religious Studies is an optional subject, following the Edexcel exam board curriculum, which focuses on 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: parents@daca.uk.com.

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