Religious Studies

Welcome

How should society deal with criminality? Is there life after death? How do religious people respond to humanitarian crises? Are religious teachings still relevant in the 21st Century? How should humans treat each other?

These, along with questions surrounding how to live a Christian and Islamic life in modern Britain make Religious Studies a fascinating subject, which helps students to understand and reflect on different worldviews, including their own. The course is designed to allow students to explore this in a creative, interesting and academically rigorous way. The department encourages students to use a variety of approaches, including discussion, debate, presentations, creative projects, art, drama, speaking, listening and writing skills, along with the whole school focus on the Edgbarrow8. By studying religious beliefs and investigating various worldviews, students develop an understanding of life in the 21st Century. Thanks to its exploration of fascinating questions and concepts, Religious studies is a popular GCSE and many students also choose to continue studying the Philosophy, Ethics and Religion course we offer at A-Level.


Key Staff

Mr C Hinz - Head of Department
Mrs Anigbo
Mrs Thurgood


Curriculum Intent

Religious Studies encourages students to understand a range of religious and secular worldviews, investigate spiritual and moral questions and identify their own beliefs. By studying religious beliefs and cultures students develop tolerance, respect and an understanding of what it means to be part of a diverse British society.

Homework Intent

Homework in Religious Studies is set to consolidate subject knowledge and skills. There is a particular emphasis on subject-specific literacy and the development of extended writing skills. At KS3, the principal aim of homework is to support student retention of core content and concepts, whereas, at KS4 and KS4, there is a greater focus on the application of content and concepts through regular exam practice.


Key Stage 3

Year 7

In Year 7 students explore a range of religious and secular worldviews. They begin to investigate a variety of founders of faith and unpack questions around prophethood and the relationship between humanity and spirituality. Students will describe, and begin to explain and evaluate aspects of belonging including key religious beliefs that underpin religious practices. Students will start to develop tolerance, respect for others, as well as a sense of belonging within a diverse British society in order for them to identify and develop their own beliefs.

Year 8

In Year 8 students continue to explore a range of religious and secular worldviews. They examine a variety of founders of faith and unpack questions around prophethood and the relationship between humanity and spirituality. Students will describe, explain and begin to evaluate aspects of belonging including key religious beliefs that underpin religious practices as well as investigate the views and beliefs of Humanists. Students will continue to develop tolerance, respect for others, as well as a sense of belonging within a diverse British society in order for them to identify and develop their own beliefs. 

Year 9

In Year 9 students explore a range of religious and secular worldviews. They investigate the events surrounding the Holocaust and the history of Human Rights up to the present day as well as critically analysing religious and secular responses to a number of ethical issues. Students will describe, explain and evaluate key religious and moral beliefs and practices. Students will continue to develop tolerance, respect for others, as well as a sense of belonging within a diverse British society in order for them to identify and develop their own beliefs.

Key Stage 3 Curriculum Map

Assessment Bands

Students will follow national guidelines throughout Key Stage 3 to support and prepare them for their Key Stage 4 courses. The school operates a banding system of 1-9 (9 being the highest band). Students will be given a target based on their Key Stage 2 scores and baseline assessments on arrival at Edgbarrow. The band they are awarded at the end of the Key Stage is intended to be indicative of the grade they may achieve at GCSE.

FOR YEAR 7 ONLY: We have recently changed the way in which we track progress in Key Stage 3. The new format is currently in operation with Year 7 only. In each individual subject, students are given one of three progress bands: foundation, intermediate and higher. These bands are based on Key Stage 2 scores, as well as evidence gathered by class teachers. Throughout Key Stage 3, students will be judged to be meeting, exceeding or below expectations for their given band. The headline criteria for each of these bands can be found below. More information about the new banding format will be given to Year 7 parents well in advance of the first Student Progress Report, which is sent to parents/carers at the beginning of February. 

Year 7 Assessment Bands

Years 8 & 9 Assessment Bands

Summary Curriculum Plan

Year 7 

Year 8

Year 9


Key Stage 4

In Year 10 students study the WJEC Eduqas Religious Studies course. They examine divergent core Christian beliefs, teachings and practices from the perspective of a number of denominations and critically assess religious and secular views in response to questions concerning Human Rights and life and death. Students will practise the skills of describing, explaining and evaluating and continue to develop tolerance, respect for others, as well as a sense of belonging within a diverse British society in order for them to identify and develop their own beliefs.

In Year 11 students continue to study the WJEC Eduqas Religious Studies course. They examine divergent core Islamic beliefs, teachings and practices from the perspective of both Sunni and Shi’a Islam and critically assess religious and secular views in response to questions concerning crime and punishment and life and death. Students will practise the skills of describing, explaining and evaluating and continue to develop tolerance, respect for others, as well as a sense of belonging within a diverse British society in order for them to identify and develop their own beliefs.

GCSE Religious Studies offers more than just learning about different cultures, beliefs and faiths. The WJEC/Eduqas Religious Studies course gives pupils the opportunity to analyse and try to understand more clearly the causes behind many major concerns and issues in our world today - for example, the causes of criminality and how society should deal with those who commit crimes; reasons why abortion and same-sex marriage are still contentious; why prejudice exists; what is being done about hunger in the developing world; why we should care about pollution; whether marriage is still worthwhile today and how religious scholars and philosophers have approached the above problems.

Select the link to watch our video Welcome to GCSE Religious Studies.

Key Stage 4 Curriculum Map

Assessment Bands

Summary Curriculum Plan

Year 10

Year 11


Key Stage 5

Philosophy, Ethics and Religion

In Year 12 students study the WJEC Eduqas Religious Studies course. They examine divergent core Islamic beliefs, teachings and practices from the perspective of both Sunni and Shi’a Islam and critically assess philosophical and ethical perspectives surrounding living a moral life and the nature of God. 

In Year 13 students  examine divergent core Islamic beliefs, teachings and practices from the perspective of both Sunni and Shi’a Islam and critically assess philosophical and ethical perspectives surrounding Free Will, Determinism and Meta-ethics as well as religious experiences and religious language.

Students will explain, examine, compare and evaluate scholarly and religious views and continue to develop tolerance, respect for others, as well as a sense of belonging within a diverse British society in order for them to identify and develop their own beliefs. Students will continue to develop academic study habits necessary for success at higher education.

Select the link to watch our video Welcome to A-Level Philosophy, Ethics and Religion.

Key Stage 5 Curriculum Map

Summary Curriculum Plan

Year 12

Year 13


Inclusion

It is our intent that pupils with special educational needs/disabilities (SEND) follow the same curriculum, learn alongside their peers and achieve similar outcomes. 

In addition, they may benefit from additional opportunities in the lessons and in the co-curricular activities that are arranged especially for them.

SEND Implementation and Impact

Pupil Premium Intent


Literacy

Reading Aims:
  • To ensure students are equipped to understand command words in questions.
  • To ensure students are equipped with a range of independent reading strategies to aid comprehension when reading and answering exam questions.
  • To support students in understanding new or complex vocabulary that they encounter in their reading.
  • To support students with reading out loud and therefore pronunciation.
  • To encourage students to read for pleasure outside of the lessons.

Writing aims:

  • To ensure students are equipped with strategies to construct their answers.
  • To ensure students are equipped with a range of independent strategies to enable them to plan their answers carefully.
  • To equip students with strategies to reflect on and redraft their writing.
  • To explicitly teach spelling, punctuation and grammar to enable students to write fluently.
  • To support students in writing extended answers, through teaching them to use tier 3 vocabulary.
  • To support students in writing extended answers, through teaching them how to respond effectively to command words.

Spoken Language Aims:

  • To ensure students are equipped to use a range of vocabulary as well as subject specific vocabulary in their spoken language.
  • To ensure students are equipped with the skills to participate in formal discussion and debate.
  • To support students to use spoken Standard English.
  • To teach students how to listen and respond formally.
  • To provide students with opportunities for structured talk.

Select for Literacy Strategies


Co-Curricular 

Visits to places of worship in the locality, as well as speakers being invited to lessons, will be offered for some topics e.g. prison chaplains, amnesty international, and religious leaders within Christianity and Islam. Where possible trips abroad are offered; in the past, we have visited Israel, Rome and Morocco, Auschwitz in Poland and Florence.

P4123442 Basilica di Santa Croce

Basilica di Santa Croce - Rome

photo 25

Hassan II Mosque - Morocco

IMG 0862

Jewish Museum Visit - London


Independent Study

Key Stage 4

Select to view current revision material

Key Stage 5

AO1 Descriptors

On the road to post-16 study - Ethics

AO2 Descriptors

On the road to post-16 study - Islam

 

On the road to post-16 study - Philosophy


For further information regarding our Religious Studies Curriculum please contact:
Mr Hinz chi@edgbarrowschool.co.uk