Mrs L Cooper
Subject supports the whole school curriculum intent statement by ensuring:
The aim of our RE curriculum at STM is to support our pupils on a journey of faith exploration and skill development that equips students for life. Our unique setting as a Catholic school ensures pupils are recognised for their dignity as individuals created in the image of God. It is therefore important to us that our curriculum provides pupils with opportunities to learn and grow as people of God alongside their acquiring substantive knowledge in our mission to develop the whole person. When pupils are ready to leave secondary education and move on to the next step of their personal journey, we strive to ensure that they do so fully educated in Gospel values and the grace of God. We encourage pupils to utilise this unique skill set to make a positive impact in the world around them. Our curriculum is a living curriculum and one in which pupils take the skills of compassion, empathy, tolerance and respect out into the lives of others as they live out their mission as witnesses to Christ’s love.
It is important to us that our curriculum is accessible to all and maximises the full potential of all the pupils within our care. To ensure this, we seek to provide sequenced learning opportunities to enable students to recall, reflect, build upon and develop knowledge of religious education and its rich and diverse pedagogy. Within all RE lessons we intend to implement this by providing opportunities to develop an individual’s understanding and awareness of the diversity of faith, worldviews and religious expression that is part of their experience of everyday life. As educators we recognise the need for pupils to engage with this knowledge both cumulatively and contextually, rooting our learning in the values and experiences of the pupils themselves before reflecting upon the faith and world views of others. It is important to us that within our RE classrooms pupils engage in an open dialogue with regards to religion and confidently ask questions and seek answers to develop both their academic and social awareness of their values and the values of others.
Our hope is that our curriculum has the impact of making a positive difference to the lives of the pupils, and their parents who choose to study here with us. We aim for all of our pupils to leave school with the confidence to be active participants in their community, by sharing the message of God’s love and compassion, out into the world and sharing this with the people they meet.
Students in KS3:
- Have a wide vocabulary of religious terminology
- Are able to explain how sources and arguments can be used and interpreted differently by faith traditions and how these SOWA can be used to support beliefs related to theological, ethical and philosophical issues.
- Are provided with opportunities to explore with confidence and coherency a range of expressions from religious and worldviews, in relation to spiritual and lifestyle choices and compare and contrast these differences with respect and maturity.
- Question and evaluate the meaning of what they are studying for their own lives and the lives of others.
- Confidently discuss the values and challenges belonging to a religion and apply these to the lives of believers and no believers
- Critically Evaluate and analyse ways of life and articulate their own critical response to questions of meaning and purpose.
- Demonstrate with confidence a coherent understanding of religion and worldviews, supported by an accurate and wide use of religious terminology and awareness of SOWA to support individual’s responses and justify expressions.
- Comment on the diversity within faith traditions and their secular worldviews counterparts and use this to develop understanding
Students in KS4:
- understand that religious traditions in Great Britain are diverse and include the following religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism.
-A deep and broad understanding of faith and divergence within faiths, pupils will confidently be able to explore, apply and adapt such knowledge in a variety of ways, including the interpretation and application of key SOWA, the structuring and demonstrating of debate and critical evaluation.
-Pupils will produce well-constructed, argued, informed and balanced written arguments with high inclusion of key terminology.
-Through active participation and discussion pupils will have had opportunities to develop key skills of communication and active listening.
-Pupils will be able to evaluate in depth the nature of religious and spiritual belief, identify connection in application and securely demonstrate the impact of this on the lives of people of faith and various worldviews.
-By the end of GCSE learners will be able to to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contributes to their preparation for adult life in a pluralistic society and global community. Confidently compare and contrast these differences and use skills of synthesis to create a balanced and broad argument
-Demonstrate high levels of recall and select appropriate knowledge to inform responses.
-To connect with these responses and develop through high levels of explanation and supported with evidence.
-Pupils will securely be able to take their knowledge and apply this to theological, philosophical and ethical ultimate questions, recognising the validity and limitations of their critiques and the critiques of others and utilising this thought process to defend or judge concepts.
Students in KS5:
-develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies
-adopt an enquiring, critical and reflective approach to the study of religion
-reflect on and develop their own values, opinions and attitudes in the light of their stud develop their interest in a rigorous study of religion and belief and relate it to the wider world
-Pupils to demonstrate effective independent study and research skills that allow them to deepen their understanding of course requirements.
-Pupils to coherently structure arguments with fluidity and signs of academic challenge.
-High levels of communication skills both verbally and in written formats. Pupils will be demonstrating their ability to engage with course content and discuss/debate this with critical analysis.
-Pupils to present their findings in a variety of different formats and take responsibility for this in line with their own learning needs. Synthesising and collating information in response to this.
-Pupils will be able to deploy high levels of critical evaluation and analysis which is supported with wide and varied scholarly reference and SOWA. For written work to have a line or argument weaved throughout and the inclusion of considered conclusions.
- A weekly philoso-tea club runs, Wednesdays with Mrs Cooper in G15.
- This aims to introduce pupils to key philosophical/ ethical and theological concepts in an informal manner which encourages participation across key stages.
- Departmental we also celebrate key moments of the Catholic liturgical Calendar at appropriate points within our SOL to encourage faith formation and support pupils in recognising the spiritual significance of these moments.
- Departmentally we also assist in the statutory provision of RSE. This is delivered via TenTen, an online video resource that places the teachings of the Catholic Church at the heart.
Possible areas of future study:
PPE/Law/Philosophy/ Theology/ English/
Possible future careers:
-Law/ Journalism/ Politics/ Teacher/ Social Worker/ Charity Worker/
All KS4 and KS5 students are set weekly retrieval quizzes via Seneca (www.senecalearning.co.uk) and are required to create a log in. These quizzes can be accessed via pupils entering their class codes that are provided.
Mr Mcmillan videos on youtube are a good revision resource for KS4 and KS5
KS5 pupils will also find peped.org a useful resource
At KS3 pupils can make use of neeto quizzes set by their teachers to assist in consolidating knowledge.
BBC bitesize provides age appropriate additional information.