|Curriculum Leader:||Mr. P. Ascroft|
|Second in the Curriculum Area:||Miss C. Robinson|
|Teachers:||Mrs. L. Cogley|
|Mr. A. Duckworth|
|Mr. S. Edwards|
|Mr. T. Sixsmith|
|Mrs. J. Speakman|
Vision: Religious Education is an academic curriculum area in which students are engaged, work hard and flourish. In the RE curriculum area, our teachers are innovative and engaging. RE is a core subject at Bishop Rawstorne in which our students achieve above the national average.
Engaged Effort Achieve
“Whatever you do, do it with all of your heart…”
We strive to equip all of our students with the academic skills that they will need to be successful in the ever-changing world of the 21st Century. By delivering engaging and challenging lessons we hope to cultivate religious literacy for our students. This allows them to understand a world in which the majority of people are religious. RE aims to allow students to explore life's big questions for themselves whilst also understand the religious, philosophical, ethical and theological views that religions take with regards to their faith but also various moral issues.
We aim to:
- Critically evaluate religious beliefs and claims.
- Think theologically and explore ultimate questions.
- Develop the skills to analyse, interpret and apply religious texts and sources of wisdom.
- Reflect critically on areas of shared belief and practise between different faiths.
Assessment is via regular checking of students’ books, as well as a number of more formally set and assessed tasks throughout the year within each topic. Each student will be provided with targets for development. Assessment folders and cover sheets are used for self, peer and teacher assessment in KS4.
Religious Education at Bishop Rawstorne is a core subject alongside Maths, Science and English. RE is an academically rigorous subject in which we embark on an in-depth study of the major world religions. As a Church of England school we recognise the central place of Christianity in our studies, as a result, we dedicate a larger proportion of curriculum time to the study of Christianity in KS3. We strive to ensure that students are able to access are RE through a variety of media. Using iPads and ICT equipment strategically. We also run a number of trips for students.
KS3: YEARS 7-9
Pupils engage in a progressive programme over three years studying aspects of 5 world religions: Buddhism, Christianity, Hinduism, Islam and Judaism. Classes are taught in mixed ability groups.
KS4: YEARS 10-11
At Key Stage 4 Religious education follows the Edexcel exam board Specification B Christianity and Islam. There is no coursework. All students sit two one hour and forty-five-minute exam at the end of Y11.
All pupils study a full course GCSE (Edexcel Specification B).
Pupils Study 2 religions:
AND apply these religions to two areas of study chosen from the three below.
Each of these areas is worth 50% of the GCSE:
- Area of Study 1 is Ethics.
This explores God, The Family, Worship as well as Life and Death. (50%)
- Area of Study 2 is Peace and conflict.
This explores God, Reconciliation, Worship and Peace (50%)
Students sit TWO papers. There are four sections within each paper with a combination of structured questions (worth 25%) and extended open-response/critical thinking. (Worth 75%)
British Values’ Coverage
Actively promoting the values means challenging opinions or behaviours in school that are contrary to British values. RE lessons offer a structured and safe space during curriculum time for reflection, discussion, dialogue and debate. Our SIAMS Outstanding RE enables students to learn to think for themselves about British values. In RE students learn the skills and develop attitudes that help protect themselves and others from harm throughout their lives. In REW we actively promote values such as:
- the rule of law
- individual liberty
- mutual respect
- tolerance of those with different faiths and beliefs.
Spiritual, Moral, Social and Cultural Coverage
SMSC is a whole-school responsibility to which RE plays a significant part. The aspects of development highlighted below are those for which RE has a particular contribution to make:
The spiritual development
- Space and lesson allow reflectiveness about students own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
- Sense of enjoyment and fascination in learning about themselves, others and the world around them
- Use of imagination and creativity in their learning
- Willingness to reflect on their experiences
The moral development
Offers students the ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England.
Understanding the consequences of their behaviour and actions
Interest in investigating and offering reasoned views about moral and ethical issues and the ability to understand and appreciate the viewpoints of others on these issues
The social development of pupils is shown by their:
- Use of a range of social skills in different contexts, for example, working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
- Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
- Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
- Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
- Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.