Purpose and impact of the curriculum.
“Religion is a powerful force for good in our world, and the perversion of it a powerful force for evil. If our society and our world are to benefit from the good and to avoid the evil, it is vital that children develop religious literacy and come to understand religious perceptions and motivations. They need to learn about their own religious or non-religious beliefs and practices and attitudes and learn to respect those of their fellow human beings.”
The very Rev Dr John Hall, chair of the Commission on Religious Education
Our focus across our five-year Religious Education curriculum is to provide all students with the opportunity to develop the skills and acquire the knowledge needed to achieve their potential. Students transition smoothly between Foundation and Mastery level, becoming rounded individuals with the key knowledge and skills to succeed in higher education and beyond.
As a RE department we aspire to demonstrate the importance RE holds within a religious and Non-Religious content. We aim to give students the ability to navigate through society and the world amongst their peers now and in the future. No matter their beliefs, practices or their family background our aim is to teach; tolerance, a panoramic view of society and understanding of others.
Curriculum design through Foundation, transition, mastery; Skills, knowledge and concepts;
We encapsulate a common vision within our curriculum which nourishes the future independence of the students as well as qualifications that benefit future careers or vocations. Within our curriculum we offer a Personal Worldview approach channelling; understanding of others, experiences students may face and the responses they can offer the world. This stems from Foundation through to Mastery levels within school, linking key concepts throughout each stage and learning the key skills students will need for their GCSE exams, as well as broadening wider student knowledge. Not only are Personal Worldviews explored but also Institutional Worldviews.
All six traditional Institutional Worldviews are taught at Foundation level (Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism). While adopting modern Worldviews in the form of Humanism, Secularism and Atheism in the Mastery level. As a department we believe that students need both a Personal Worldview and Institutional Worldview within RE to have a complete coherent view of the progressive world around us. Exhibiting from both Teacher and student how beliefs and practices are formed and how they continue to change.
In order for students to succeed and develop their understanding, fundamental key skills and topics are re-covered between Foundation and Mastery. For example, Festivals are covered in year 7, introducing students to key concepts of faith. This is again covered within Mastery level where students will need to understand Islamic and Christian festivals in depth to successfully answer GCSE questions.
Higher education, life skills and the wider curriculum
Religious Education ensures students leave mastery level with the skills and knowledge to continue into higher education and beyond. Through engaging projects, debates and class discussions students are able to create a bank of key leadership and organisational skills, vital for the future workplace. Students engage with local and wider issues throughout each level, learning engaging topics such as festivals, pilgrimage and the practical aspects of faith, alongside life skills such as human rights and ethical issues. Every level from Foundation through to Mastery encourages students to become modern British citizens, upholding the law, equality and gaining an understanding of those across the world.