Religious Education
Tab 1
Introduction
Welcome to the Religious Education department at Hodge Hill College. Religious education is a unique subject that provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It offers opportunities for personal reflection and spiritual development.The Religious Education Department consists of 5 members of staff specialist staff:
- Mrs D. Wildig - Director of SMSC
- Mr N. Ali - Leader of Aspiration - Humanities
- Mrs J. Weir - Subject Leader RE
- Miss A. Hughes - Teacher of RE
- Mr B Humphries - Teacher of RE
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KS3
The Religious Education curriculum for Key Stage 3 is based on the Birmingham Agreed Syllabus, covering the 24 dispositions required. Expectations are high for all pupils to allow for good progression through Key Stage 3. Students encounter a range of different religious beliefs and are encouraged to explore and reflect upon their own ideas and others.
In Year 7 students have one lesson a week.
| Topic 1 | Topic 3 | Topic 3 | ||
|
Looking for God. |
Jesus Christ Superstar? |
What does it mean to be a Sikh? |
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| In this unit students will be explore their own views and a variety of other views on arguments for and against the existence of God. |
Students will explore the life, teachings and example of Jesus and assess whether he makes a good role model for people today. |
In this unit students will learn about Sikh beliefs and practices and will understand some elements of what it means to be a Sikh evaluate these. |
In Years 8 and 9 students have two lessons a week.
| Topic 1 | Topic 2 | Topic 3 | Topic 4 | Topic 5 | |
| Y8 |
Seeking Justice. |
Who wants to be a millionaire? |
What does it mean to be a Jew? |
Death and beyond? |
Following Muhammad (PBUH). |
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In this unit students will be explore religious and social aspects of justice with a particular focus on racism and ways of dealing with it. |
In this unit students will be explore religious and social aspects of wealth/wealth creation including exploring the practice of Zakat in Islam , the concept of kirat kirni in Sikhism, the work of Christian Aid and the Fair Trade movement. | In this unit students will learn about Jewish beliefs and practices and will understand some elements of what it means to be a Jew evaluate these. | In this unit students will explore their own attitude to death and life after death and explore religious attitudes and beliefs concerning life after death. |
In this unit students will explore the life, teachings and example of Muhammad (PBUH)’s and explore his impact on people today. |
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| Y9 |
How did we get here? |
Who am I? | Bloody RE? | How do I decide? |
Religion and the Media. |
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In this unit students will be explore a variety of views including their own on the creation of the universe, will investigate the impact humans have made on the environment and consider potential solutions. |
In this unit students will learn about Islam, Judaism, Sikhism and Hinduism or Christianity and will understand the role religion plays in affecting a person’s identity. |
In this unit students will explore the religious concepts of sacrifice and of jihad, they will also explore social/moral and religious view on capital punishment. |
In this unit students will explore how religious people may make decisions. They will look at how decision making can work in practice by studying religious responses to prejudice, homosexuality, abortion and euthanasia. |
In this unit students will study differnet aspects of the media and how they reflect religious and moral issues, they will also consider and evaluate how the media portrays religious people/ Issues. |
Assessment:
Students will undertake two formal assessments per module. One focused on key words, knowledge and understanding and the other on the understanding and evaluation of different opinions. Each is based on a GCSE style evaluation question For example:
"There is a God" - Evaluate this statement
1) Explain reasons for the statement
2) Explain reasons against the statement
3) Explain your own view in a conclusion
You must explain religious views/ teaching in your answer.
Literacy and RE
RE will contrubite to whole school literacy by encouraging students to:
- Know, understand and be able to use key terminology.
- Describe and explain a concept/idea/its importance
- Show reasoning:explain own view and other views- verbally and in writing
- Interpret and show understanding of the values of different sources
- Write in a number of styles, from different perspectives and for different audiences
In addition students will often be expected to do pieces of extended writing: for example diary entries, news reports, letter writing, persuasive speeches, play scripts etc.
SMSC and RE
RE makes a signifcant contribution to SMSC both through the content delivered (see above) and the teaching strategies used within lessons. Students regularly explore and reflect on their own views and beliefs as well as considering those of others.
Social: Developing personal qualities and understanding how to work with others.
Moral: Exploring and developing an understanding of moral and ethical issues.
Spiritual: Developing personal values/beliefs and developing an understanding of different beliefs/values.
Cultural: Exploring and responding to cultural diversity.
Fundamental British Values:(democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
IAG: informatuion and guidance about future pathways.
Tab 3
KS4
At GCSE students will have three lessons a week. The exam board is Edexcel. They will sit two papers at the end of Year 11: Religion and Ethics: Islam and Religion, Peace and Conflict: Christianity. There is no coursework or controlled assessment.
Students will regularly do practice questions in class.
The specification can be found at www.edexcel.com follow links to GCSE Religious Studies.
| Religion and Ethics - Islam | Religion, Peace and Conflict - Christianity |
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Literacy and RE
RE will contrubite to whole school literacy by encouraging students to:
- Know, understand and be able to use key terminology.
- Describe and explain a concept/idea/its importance
- Show reasoning: explain own view and other views- verbally and in writing
- Interpret and show understanding of the values of different sources
- Write in a number of styles, from different perspectives and for different audiences
In addition students will do regular exam question practice for which marks are awarded for spelling,punctuation and grammer.
SMSC and RE
RE makes a signifcant contribution to SMSC both through the content delivered (see above) and the teaching strategies used within lessons. Students regularly explore and reflect on their own views and beliefs as well as considering those of others.
Social: Developing personal qualities and understanding how to work with others.
Moral: Exploring and developing an understanding of moral and ethical issues.
Spiritual: Developing personal values/beliefs and developing an understanding of different beliefs/values.
Cultural: Exploring and responding to cultural diversity.
Fundamental British Values:(democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
IAG: informatuion and guidance about future pathways
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