Religious Education

 Curriculum Rationale

At Cockshut Hill School we believe that RE has an important role in promoting the spiritual, moral, social, cultural and intellectual development of our pupils. This enables pupils to gain a greater understanding of themselves and develop skills to show empathy and sympathy towards others as well as developing a better cultural awareness. At Key stage 3 we emphasise the importance of RE being a child centred, exciting and enjoyable journey, whilst also embedding skills they can utilise towards their GCSE. The curriculum has three main components which allows teachers to plan ambitious, inclusive, well- planned coherent lessons whilst continuously providing challenge for all.  The specification affords freedom for teachers to facilitate leaning in a way that reflects student’s individual curiosity, choices and beliefs. Furthermore, it allows pupils to understand and reflect upon religious beliefs. Pupils learn how to describe the impact religion has on a person’s life, whilst demonstrating skills needed to explain what inspires and influences themselves and others.

Lessons at Key stage 3 are planned from a range of religious viewpoints in comparison to Key stage 4 where students will only be examined on Christianity and Islam. Providing students with the opportunity to study other religions is vital as it allows us to cater for the vast range of student demographics in the school. We follow the Birmingham Agreed Syllabus where pupils are given the opportunity to develop their knowledge, affection, skills and their relationships with others in society which is achieved through the 24 dispositions. Pupils are equipped with the skills required to live in a multi faith society, whilst practising exam skills. Teachers plan learning experiences that are relevant and engage students from a range of backgrounds, beliefs and worldviews. The themes are followed in a cohesive manner which allows pupils to reflect on previous knowledge and embed the information into current learning.

At both Key stage 3 and 4 the curriculum addresses diversity through teaching the importance of the role of women in various contexts. For example, pupils are taught about the role of women when addressing gender issues in society, the role of women within a religious context, mainly the role of women in a Church and a Mosque. We also plan lessons which highlight the work of Malala Yousafzai and how she is an influential role model for women in society standing up for the rights of girls’ education. The curriculum also lends itself to a unit of Prejudice and Discrimination in which pupils study racism in history, in society, cultural differences, different forms of discrimination and its impact in society. We look at examples such as Martin Luther King and Malcolm X to support pupil’s knowledge and understanding. We thrive to relate this to current issues in the media to encourage pupils to be able to link and connect their learning.

At Key Stage 4 we want to give students an understanding of how RE fits into the wider world and this is done through delivery of the EDUQAS GCSE specification. Our GCSE specification provides a broad and coherent understanding of the beliefs and practices of the faiths Christianity and Islam, as well as promoting religious literacy and the contemplation of ultimate questions. There are also a range of relevant and contemporary themes to study that promote awareness of modern world issues and engagement within the classroom.

 Curriculum Progression & Strategies

Progress in written form is developed strategically from Year 7 to Year 11. Skills are introduced in Year 7, practised in Year 8 and embedded in Year 9. By the end of KS4 students have mastered the following techniques:

·         Descriptive writing

·         Explanation of differing viewpoints

·         Justifying reasons for and against a controversial statement

·         Explaining their personal views in response to an issue

·         Explaining the impact of religious teachings for individuals

We also ensure Retrieval Practice takes place at the start of every lesson which ensures every child has the opportunity to recall and make connections with previous learning.

We interleave topics at GCSE to allow pupils greater scope to make links between previous and current knowledge.

Curriculum Enrichment

Current:

Birmingham City Mission- deliver assemblies/GSUS BUS.

Visit to St Thomas Church.

Suggestions:

KS3 or KS4 – Walsingham, Local Mosque/Church/ Gurdwara/Temple