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Religious Studies and Religious Education

Departmental approach to the curriculum

Rickmansworth School follows the LEA Syllabus.

The statutory requirements have evolved from the previous established syllabus, taking into account national changes and developments, both in RE and in education in general. This revised syllabus moves from the two Attainment Targets to new concise aims. It reflects the national move from levels of assessment and introduces wheels of progress and clear end of key stage learning outcomes to support the assessment of a specified eight key areas of religion. We trust that you will find both the continuity and the progression helpful for consolidating and enhancing the quality of religious education provision in our School.

Throughout each year the students are assessed on their application of knowledge through the demonstration of the following skills:

Knowledge and understanding
Impact of beliefs on the individual and society.
Use of subject specific terms
Reference to the value of sources of wisdom
The justification of formulated judgements
The presentation and evaluation of alternative views

Statutory Religious Education Provision

	Number of Hours Required Per Academic Year	How are we achieving this?
Key Stage 3	38 Hours	Taught in lessons: 1 hour per week
Key Stage 4 - Year 10	30 Hours	6 Religious Education Days In these sessions we will cover the following: RE 1 = Should we separate Church and State? RE 2 = Is there enough proof for God’s existence? RE 3 = Issues of Life and Death RE 4= Issues of Human Rights RE 5 = Issues of Relationships RE 6 = Issues of Good and Evil
Key Stage 4 - Year 11	30 Hours	Weekly Form Time Activity - (Ethical and Philosophical Debate) and 2 Personal Develop Days and 2 Religious Education Days RE 1 = Religious attitudes to the right of the Child Vs the right of the Mother. RE 2 = What is truth? RE 3 = Issues of Relationships RE 4 = Issues of Human Rights
Key Stage 5 - Year 12	10 Hours	Thinking Thursday - Ethical and Philosophical Debate - weekly Form Time Activity and 2 RE lessons
Key Stage 4 - Year 13	10 Hours	Thinking Thursday - Ethical and Philosophical Debate - weekly Form Time Activity and 2 RE lessons

KS3 Religious Education

The three year Key Stage 3 lays the foundation in core knowledge and skills students need in order to progress successfully into the religious studies GCSE course.

For full details what is covered under the Hertfordshire Agreed Syllabus for Religious Education see the Long Term Curriculum Overviews.

KS4 Religious Education

Year 10 Overview

The Year 10 Core RE will be a course in which students develop their awareness of the philosophical and ethical issues that are both historically significant and currently contentious. As part of the scheme for learning, students will engage with topics such as the value of religion in society, arguments for the existence or non-existence of God and why some believe evil and suffering to be the biggest challenge to believing in God. Through this course students will develop a range of skills including, but not limited to, critical thinking, informed decision making and evaluating the credibility of alternative points of view.

Year 11 Overview

The Year 11 Core RE will be a course in which students develop their awareness of the philosophical and ethical issues that are both historically significant and currently contentious. As part of the scheme for learning, students will engage with topics such as the rights of the foetus vs the rights of the mother, an evaluation of different types of truth and how religious believers arrive at truth claims such as ‘God Exists’ and why changing attitudes towards relationships remain a topic of contention. Through this course students will develop a range of skills including, but not limited to, critical thinking, informed decision making and evaluating the credibility of alternative points of view.

KS5 Religious Education

Year 12 Overview

The Year 12 Core RE will be a course in which students develop their awareness of the philosophical and ethical issues that are both historically significant and currently contentious. As part of the scheme for learning, students will engage with topics such as the rights of religious and non-religious believers, an evaluation of different types of truth and how religious believers arrive at truth claims such as ‘God Exists’ and why changing attitudes towards religious expression remains a topic of contention. Through this course students will develop a range of skills including, but not limited to, critical thinking, informed decision making and evaluating the credibility of alternative points of view.

Year 13 Overview

The Year 13 Core RE will be a course in which students develop their awareness of the philosophical and ethical issues that are both historically significant and currently contentious. As part of the scheme for learning, students will engage with topics such as the views of religious and non-religious believers in relation to medical ethics, an evaluation of different types of knowledge and how religious believers arrive at truth claims such as ‘I have a soul’, and why changing attitudes towards religion remains a topic of contention. Through this course students will develop a range of skills including, but not limited to, critical thinking, informed decision making and evaluating the credibility of alternative points of view.

GCSE - Year 10 and 11

Religious Studies, Philosophy and Ethics GCSE offers students the opportunity for the anthropological and thematic study of Religion and religious responses to fundamental questions. The subject is suitable for all candidates; regardless of religious persuasion. The Religious Studies GCSE encourages students to develop their interest and enthusiasm for the academic study of Religion and its effect on local, national and global communities. Students will also develop their knowledge and understanding of Religion by exploring the impact of beliefs, teachings, practices, ways of life and forms of expressing faith. In addition, students will learn to express their personal responses and gain informed insights on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments. Religious Studies, Philosophy and Ethics encourages students to question the world in which we live through developing the critical awareness and analytical skills essential for further and higher education.

Religious, Philosophical and Ethical Studies

Worth 50% of the overall grade

From a Christian and Hindu Perspective

Issues of Relationships

Issues of Life and Death

Issues of Good and Evil

Issues of Human Rights

Year 11

Christian Beliefs, Teachings and Practices

Worth 25% of the overall grade

The Nature of God

Jesus Christ and Salvation

The Afterlife

Forms of Worship

The Sacraments

The Role of Pilgrimage

Celebrations and Festivals

The Role of the Church

The Worldwide Church

Hindu Beliefs, Teachings and Practices

Worth 25% of the overall grade

Nature and Features of the Ultimate Being

Hindu Gods/Deities

The Eternal Self

Human Life

Cosmology

Places of Worship

Worship and Meditation

Festivals

Sacred Sites and Pilgrimage

Social Concern

A Level - Year 12 and 13

Each component has been designed to encourage learners to demonstrate

their ability to:

reflect on, select and apply specified knowledge about religion and belief
account for the influence of social, religious and historical factors on

developments in the study of religions and beliefs

construct well informed and reasoned arguments about religion and belief,

substantiated by relevant evidence

understand, interpret and evaluate critically religious concepts, texts and other

sources

present responses to questions which are clear and coherent
use specialist religious language and terminology appropriately

identify, investigate and critically analyse questions, arguments, ideas and issues

arising from the study of religion including those of scholars/academics

analyse the nature of connections between the components they have studied.

Each component has been designed to allow learners to acquire and develop

knowledge and a critical understanding/awareness of:

religious thought, belief and practice and the different ways in which these are

expressed in the lives of individuals, communities and societies

how religious texts and/or other relevant sources of wisdom and authority are

interpreted and applied

major issues, challenges and questions within and about the study of religion (for

example, the role of tolerance, respect and recognition and interreligious

dialogue, methods of study, relevance to contemporary society) and responses

to these

the causes, meanings and significance of similarities and differences in religious

thought, belief and practice within and/or between religion(s)

questions, issues and arguments posed by scholars from within and outside

religious traditions

social, religious and historical factors that have influenced developments in the

study of religions and beliefs

connections between the various elements of the components studied.

Religion and Ethics
Ethical Language
Divine Command Theory
Virtue Ethics
Ethical Egoism
Natural Law
Utilitarianism
Situation Ethics
Applied Ethics (Abortion, Animal Rights, Euthanasia etc.)
Philosophy of Religion
Arguments for the existence of God.
- Cosmological
- Teleological
Challenges to theses Arguments for the existence of God.
The Problem of Evil and suffering.
Religious and Mystical Experience.
Limitations of Religious Language.
Buddhism
The Early Life and Enlightenment of the Buddha
Buddhist Text as Wisdom and Authority
The Nature of Reality
Arhat and Bodhisattvas (reaching perfection)
Historical Buddhism
Responses to Scientific Challenges
Responses to Secular Challenges
Refuge, meditation and the importance of giving.
Year 13

Religion and Ethics
Meta-Ethical Approaches
Finnis’ Natural Law
Proportionalism
Free Will and Determinism
Predestination
Determinism
Libertarianism
Applied Ethics (Capital Punishment and Immigration.)
Philosophy of Religion
Arguments for the existence of God.
- Ontological
- Teleological
Challenges to theses Arguments for the existence of God.
The Psychology of Religion.
Atheism and the rejection of Religion
Religious Experience, Practice and Faith
Miracles and the scepticism and defence of Miracles.
Religious Language.
Buddhism
Religious Figures and Sacred Texts
The Four Noble Truths
The Eightfold Path and Key Moral Principles
Responses to Pluralism and Diversity
Buddhism and Feminism
Mudras, Mandalas and Mantras.
Mindfulness Movement
Socially Engaged Buddhism

Long Term Curriculum Overviews

Long Term Curriculum Plan - Religious Studies - Year 7

Long Term Curriculum Plan - Religious Studies - Year 8

Long Term Curriculum Plan - Religious Studies - Year 9

Long Term Curriculum Plan - Religious Studies - Year 10

Long Term Curriculum Plan - Religious Studies - Year 11

Long Term Curriculum Plan - Religious Studies - Year 12

Long Term Curriculum Plan - Religious Studies - Year 13

'The Big Picture' Curriculum Map

'The Big Picture' Curriculum Map

This document will provide a visual overview of the department's curriculum from Key Stages 3 to 5. This is in a student-friendly format to support them in their understanding the of the department's curriculum.

Big Picture Curriculum Map - Religious Studies

Assessment

Department Assessment Matrix

This document will provide an overview for assessment for Key Stages 3, 4 and 5.

Assessment Matrix - Religious Studies

Key Stage 3 Judgement Descriptors

This document will give you an overview of the criteria for Emerging, Developing, Secure and Mastery judgements at KS3 for this subject.

KS3 Judgement Descriptors - Religious Education - Year 7

KS3 Judgement Descriptors - Religious Education - Year 8

KS3 Judgement Descriptors - Religious Education - Year 9

Home Learning

Home learning is used to consolidate, recap, and remember students’ learning from the lesson. This is to be applied and assessed as part of the ‘do now’ section of the lesson. Home learning may also consist of work to prepare for the forthcoming lesson.

Home learning will be set once per cycle at Key Stage 3 and will increase at Key Stage 4, as students prepare for public examinations.