RE | smithills-school

Re

“Do not wait for someone else to come and speak for you. It’s you who can change the world.”

Malala Yousafzai

Subject Intent:

At Smithills School the RE curriculum inspires and challenges pupils to engage with life’s big questions, equipping them with the knowledge and skills to face life’s challenges about belief, moral and ethical questions. Pupils are challenged to face the opinions of others regarding relevant contemporary moral issues as they unfold as the curriculum remains topical and relevant to our ever changing world. The teaching of RE makes links between the beliefs, practices and value systems of a range of faiths and world-views are studied. The teaching of RE is vital for children to understand and develop their own values and the make connections with those of others. The curriculum gives pupils the opportunity to ask questions about the world around them, challenge perspectives, question actions and intolerance. We offer an inclusive curriculum that is relevant to, children and young people, whose worldviews may range across the secular and/or religious. RE helps to develop responsibility and respect for all aspects of diversity, whether it be social, cultural and religious, and prepare pupils well for life in modern Britain.

We built the curriculum with the intent that students will be:

experience a broad, deep and knowledge rich curriculum that students build on prior learning from Key Stage 2 to broaden their understanding and appreciation of different world views. They are challenged to learn through the use of ‘BIG Questions’ and are required to think hard in lessons using ‘higher order’ skills such as analysis and evaluation.
be literate and numerate through developing their verbal and written literacy skills. Through debates and discussions pupils develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.
have high expectations for their behaviour and achievement by showing respect and understanding of different viewpoints which may differ to their own.
develop their cultural, moral, social, mental and physical development by promoting a wide variety of learning opportunities, with an emphasis on ‘real life’ learning that ensures all pupils have the opportunity to become actively involved in the life of the school and its community.
be prepared for life beyond the school by helping pupils think critically, listen empathetically, speak thoughtfully, and write clearly. These are all skills that will be of great use no matter what pupils go on to do in life. In an increasingly diverse society and global world it will aid pupils to formulate their own opinion with respect and become resilient individuals that support changes to come.

Subject Implementation:

KS3 is taught through PD curriculum time which is an hour over the fortnight. At KS4 from September 2023 pupils at KS4 will have an hour a fortnight PD to cover statutory RE, RSHE and Citizenship.
KS3 Curriculum begins with philosophy and enquiry into big questions. This would be the overarching big question, followed by big questions throughout the scheme of work. This has a primary focus on Christianity but asks pupils to consider other views atheism and the nature of god within other faiths (non-Abrahamic). KS3 allows pupils to rebuild on their previous skills from Key stage 2 such as formulating their own opinion and connecting their own experiences of RE.
Pupils gain experience of extended writing and annotation of religious scripture based upon their prior learning and experiences. This is continuous all the way through to KS4, pupils have the opportunity to recall, revisit learning through connect/consolidate activities which allow pupils to practice applying skills to new knowledge.
Pupils will continue to develop their understanding of a range of moral and societal issues allowing them to build on their previous knowledge. A love of learning is embraced early on in the curriculum with pupils having the opportunity to debate controversial issues such as “Is it right that there is a divide between the rich and the poor”? “Is there life after death”?
At KS4 pupils then have an opportunity to further deepen understanding and knowledge through building on prior skills and knowledge. A key focus is “how important beliefs are in the lives of followers when faced with moral decisions”.
A broader curriculum is also explored away from GCSE examination content to support pupils with making links to cross curricular subjects such as History and Psychology. Studying the reformation is covered through both a historical and religious perspective. Topics such as Crime and Punishment allow pupils to question a psychological view point to broaden pupils experiencing of how key concepts are addressed in different fields.
Assessment is rigorous and reliable, with success criteria determined in advance and shared with pupils. Marking is done in line with the feedback policy. Assessment outcomes are compared to targets to monitor progress. Specific groups such as SEN, DP, MA are closely monitored and intervention, where necessary, is planned in order to reduce gaps.

Subject Enrichment:

Virtual religious tours online

Development

London Trip for visiting religious places such as St Pauls cathedral
Rome – Vatican City
Year 7 Faith Trail

Subject Impact:

Adaptive curriculum that allows pupils to tackle controversial issues in the current world such as terrorism bombing in Manchester. Supports pupils social, moral spiritual cultural through guidance and support as events unfold.
Develop a wide range of vocabulary that supports their understanding of real life issues such as radicalisation.
Develop pupil skills to articulate their own opinions based on evidence presented to them.
Give pupils techniques to support their leadership and group working skills, encouraging team work that will allow them to become independent resilient learners.
Helps pupils build empathy skills to ensure they have the opportunity to grow and support the community.