Curriculum Intent
The principal aim of Religious Studies is to engage students in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop and articulate responses of their own.
By the end of their education, a student of Religious Studies at Friesland School will:
- Articulate descriptions and explanations about beliefs and practices within a range of religions to be able to appreciate and appraise the varied dimensions within these religions and worldviews.
- Understand what enables individuals and communities to live together respectfully through investigation of key concepts and questions of belonging, meaning, purpose and truth.
- Articulate clearly and coherently their personal reflections and critical responses to teachings about
Process
Powerful knowledge
- The curriculum is intelligently sequenced to ensure students remember powerful knowledge and apply skills in context. For example, students will explore theological, philosophical and ethical ideas and concepts that build on their personal knowledge and on the strong foundations of the previous year or Key Stage through the enquiry of bigger questions. Students will gradually be exposed to Western and Eastern Religious teaching and practices as well as other worldviews such as Humanism. The sequencing of the curriculum engages students with the more complex nuances within these beliefs and practices over time so that students can reflect and critically appraise these.
- Both the core curriculum and GCSE complement the substantive and disciplinary knowledge acquired at Key Stage Three. The bigger philosophical and ethical questions examined such as ‘should we sell religious buildings to feed the starving’ and ‘do we need to prove the existence of God’ link back directly to the beliefs, teachings and practices within all religions and worldviews. Students will engage with sources of wisdom to think rigorously, creatively, imaginatively and respectfully about their ideas in relation to wider meaning and purpose to be able to articulate the links between beliefs and actions and how these may support communities living respectfully together.
- Within each scheme of work, key knowledge is taught and re-visited on a regular basis through interleaved ‘Do Now’ quizzes and repetition of key skills. In addition, 100% sheets provide students with a succinct format for the most powerful knowledge in Religious Studies and ensure students are exposed to the knowledge needed in order to succeed.
The Religious Studies curriculum will support and scaffold all students to be successful:
- All lessons follow an explicit modelling process of I do, we do, you do. This gradual release of responsibility allows students to see the metacognitive process involved in their writing, for example crafting the opening to a narrative or a thesis for their Literature responses.
- Tier 2 and 3 vocabulary runs throughout the entire curriculum, which ensures students are equipped with the word power they need to succeed, at school and beyond. I say, you say is used in Religious Studies and is a useful tool when teaching students new words or short phrases, including those on 100% Sheets and tier 2 words encountered in sources of wisdom.
- FASE Reading / Control the Game is used when reading texts aloud and students are supported through this process with the text being placed under the visualiser by the expert teacher.
- The Religious Studies curriculum is bookletised, which means students are exposed to high quality written texts in paper format thus not relying on transient information on the screen/slides.
The Religious Studies curriculum contributes to the personal development of students at Friesland School:
- The study of religious and non-religious world views is a core component of a rounded academic education and fully embeds the Friesland values. The Religious Studies curriculum provides a safe space to discuss, experience and respond well to difference – a space where students can engage with controversial issues and learn to disagree respectfully with each other, fostering good relationships between different groups within the school and in later adult life.
- The curriculum contributes to mutual understanding in a multi-ethnic society that does not focus specifically on the factual information about the rituals and observances and meeting places of different faiths. The curriculum is sequences to develop students’ understanding of the diversity and nuances that often exists within, as well as between faiths: encompassing a spectrum of views, from liberal to conservative.
- Religious Studies is a subject for all pupils, whatever their own family background and personal beliefs and practices. The curriculum aids students understanding of where values overlap and where they diverge and hence the basis for the tensions that can arise between and sometimes within faiths. Religious Studies allows pupils to understand how their own faith or beliefs relate to the wider world, both in terms of attitudes and the prevailing law making sure that young people have the knowledge to make their own informed decisions.
- The explicit, academic study of religious and non-religious world views provides an opportunity to develop a range of specific and transferable skills. These skills include analysing a range of primary and secondary sources, understanding symbolic language, using technical terminology effectively, interpreting meaning and significance, empathy, respectful critique of beliefs and positions, recognising bias and stereotypes and representing views other than one’s own with accuracy.
Opportunities are built in to make links to the world of work to enhance the careers, advice and guidance that students are exposed to:
In preparing for adult life, pupils need to learn to respond well to a local, national and global landscape of religion and belief diversity. The curriculum for Religious Studies goes beyond learning ‘facts’ about a series of institutional world views. It is about understanding the human quest for meaning, being prepared for life in a diverse world and having space to reflect on one’s own religious or non-religious world view. All students will acquire core knowledge and understanding of the beliefs and practices of the religions and other world views, which not only shape their history and culture, but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others and contribute to a cohesive and compassionate society.
Key Stage 3
The Key Stage Curriculum is delivered through one lesson a week. In Year 7 students will study three units: Was Jesus a Radical? Expressions and Happiness. In Year 8 students will study three units: Is Britain a religious country? Crime and Punishment and Islamic Studies.
Curriculum plans
Key Stage 4
The core Religious Studies curriculum is delivered to all students through one lesson a week and compliments the GCSE curriculum looking at religious beliefs and practices and philosophical and ethical studies in the modern world. The GCSE curriculum is delivered through six lessons per fortnight and follows the Eduqas Route A qualification with a focus on Christianity, Hinduism and philosophical and ethical studies.
Curriculum plans
Year 10 curriculum plan – GCSE
Year 11 curriculum plan – core RS
Key Stage 5
The A Level Curriculum is delivered through five lessons per week and follows the Eduqas qualification with a focus on Christianity, Philosophy and Ethics.
