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Religious Education

Overview

We follow the agreed R.E syllabus produced by SACRE. Please click on the link below for more details.

R.E. syllabus for KS3

KS3

The South Gloucestershire Agreed Syllabus 2022 - 2027 asserts the importance and value of religious education (RE) for all pupils with on-going benefits for an open, articulate and understanding society.

  • Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
  • In RE pupils learn about religions and beliefs in local, national and global contexts, to discover, explore and consider different answers to these questions.
  • Pupils learn to weigh up the value of wisdom from different sources, to develop and express their insights in response and to agree or disagree respectfully.
  • Teaching therefore should equip pupils with systematic knowledge and understanding of a range of religions and beliefs, enabling them to develop their ideas, values and identities.
  • RE should develop in pupils an aptitude for dialogue so that they can participate positively in our society, with its diverse religions and beliefs.
  • Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They should learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

The purpose of RE is captured in the principal aim, which is intended to be a shorthand version for day-to-day use. It should be considered as a doorway into the wider purpose articulated below:

The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills, needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.

KS4

The curriculum for RE at key stage 4 aims to ensure that all students:

  • Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.
  • Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.
  • Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.
  • Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.
  • Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Key Stage 3

In Key Stage 3, religious education focuses on engaging students in developing a broader understanding of beliefs and the impact of religion on people's lives and on society. Through their study, students work towards two key attainment targets; 'learning about religion' and 'learning from religion' and as result, are expected to:

  • deepen their understanding of important beliefs, concepts and issues of truth and authority in religion;
  • apply their understanding of religious and philosophical beliefs, teachings and practices to a range of ultimate questions and ethical issues, with a focus on self-awareness, relationships, rights and responsibilities;
  • enquire into and explain some personal, philosophical, theological and cultural reasons for similarities and differences in religious beliefs and values, both within and between religions;
  • interpret religious texts and other sources, recognising both the power and limitations of language and other forms of communication in expressing ideas and beliefs;
  • reflect upon the impact of religion in the world, considering both the importance of interfaith dialogue and the tensions that exist within and between religions and beliefs;
  • develop their evaluative skills, showing reasoned and balanced viewpoints when considering their own and others' responses to religious, philosophical and spiritual issues.

The Gloucestershire Agreed Syllabus is followed, which is taught thematically with respect to three focal religions; Christianity, Sikhism and Buddhism, whilst aspects of Judaism, Hinduism and Islam are brought in as appropriate to the following themes and concepts:

Year 7 Year 8 Year 9*
Autumn Believing Beliefs: Big Questions Is there a God? What and why do people believe? Who made the universe? Why is there suffering? Death: Is it the end? Teachings Was Jesus God on earth? Do the teachings of Jesus stand the test of time? Gotama Buddha: Do his experiences and teachings have relevance and meaning for people today? Teachings of the Ten Gurus: What meaning and relevance do these have for Sikhs today?
Spring Expressing Expressions of Spirituality How do humans express their spirituality? Ethics & Values Good and bad; right and wrong - how do I decide?
Summer Living Religion Today What does it mean to be a Christian/ Muslim/Buddhist/Sikh/Jew/Hindu in Britain today? Beliefs into Actions How do Buddhist beliefs motivate the actions of Aung San Suu Kyi? Beliefs and Global Issues Religion, peace and conflict: Living together: are religions a source of peace or a cause of conflict?

*As Religious Education is a new subject to Al Ashraf Secondary School as of September 2015, Y8 and Y9 students will be taught the same content to ensure Y9 students have the necessary foundations to study RE to a higher level. Y9 also begin the GCSE syllabus alongside their KS3 studies; see GCSE RE overview for more details.

Key Stage 4

Religious Education at key Stage 4 is a thriving subject in which all topics are clearly structured to provide a fast-paced and challenging lesson that deals honestly with the basic questions of life.

The Religious department has inspired great interest leading to outstanding GCSE results with up to 100% of girls attaining A*-C grades reflect the departmen's excellent reputation for teaching and learning, and the support that students receive if required.

All Pupils are offered the opportunity to undertake the full course Religious Studies which will be studied from year 9 all the way through to year 11.

Religious Studies encourages students to think about their own beliefs through the exploration of other major faiths. It enables the students to foster deeper understanding of religious and moral view points. Key beliefs of major Faiths - secular world views - in particular a humanist approach to life are also examined. This will allow the students to bear the differing views of others and the right of others to hold views which are different to their own.

Religious Studies Students will leave with a lifelong appreciation of the central role faith has and aid greater tolerance and respect for the wider community.

The subject offers great scope for learning about, and learning from, different religious backgrounds, through classroom study, stimulating ideas and visits to local places of worship.

Students learn individually and in collaborative group situations, developing analytical skills and debating skills.

Programme of Study

AQA Specification 2018 - Religious Studies A (8062)

Students must take assessments in the following two components in the same series:

Component 1: The study of religions: beliefs, teachings and practices

Students study two religions:

  • Christianity (Year 9)
  • Islam (Year 10)

This unit requires students to study beliefs, teachings and practices of both religions specified in the specification and their basis in Christian and Islam sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

Common and divergent views within Christianity and Islam in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Christian and Islam perspectives in their answers including Catholic, Orthodox and Protestant. Including those from Sunni and Shi’a Islam. They must study the specific differences identified in the specification.

Component 2: Thematic studies

This unit requires students to study four religious, philosophical and ethical studies themes based around Christianity and Islam.

  • Relationships and families. (Year 10)
  • Religion and life. (Year 10)
  • Religion, peace and conflict. (Year 11)
  • Religion, crime and punishment. (Year 11)

Students should be aware of different religious perspectives on the issues studied within and / or between religious and non-religious beliefs such as atheism and humanism.

Students must also study religious, philosophical and ethical arguments related to the issues raised, and their impact and influence on the modern world.

Students will be expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts. They may refer to any relevant religious text such as the Bible, the Catechism of the Catholic Church, or the Qur’an and Hadith.

Curriculum Intent & Plans

Curriculum Intent


Knowledge Organiser

Year 8 - Term 1

Year 9 - Term 1-6

Year 10: Terms 1-6

Homework

Resources

Information for Parents

RSE Parent Letter

RSE Parent Information


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