Subject – RE

It is our intent for the Religious Education element of our school curriculum to ensure students acquire and develop knowledge and understanding of Christianity and the other principal religions represented in the UK; to appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

We believe that it is important for all our students to learn from and about faith and religion, so that they can have a greater understanding of the world around them.

Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion and independence.

Learning is embedded through the development of knowledge and skills over time. Given the nature of our setting it is likely some students will have missed a lot of key learning.

In KS3 we aim to fill gaps in basic knowledge as well as introducing key vocabulary and concepts for KS4.

In year 10 we build on learning from KS3 to deepen student’s understanding following the locally agreed syllabus for core non-examination RS. Each unit takes as its starting point a question linking faith and religion to contemporary issues relevant to young people and the acknowledgement that we live in an increasingly secular society.

In year 11 students follow the Beliefs and Values Asdan Short Course which offers a flexible, accessible alternative to GCSE Religious Studies.

By the end of KS3 students will be familiar with the key beliefs and practices of Christianity as well as some of the other major world religions. Students will be able to describe a range of religious concepts including the practices of prayer and worship. Students will understand the significance of religious rules such as the Ten Commandments and The Five Pillars of Islam and their lasting importance in modern society. Pupils will develop confidence in expressing their own views and opinions on some of the major questions posed by life and existence.

By the end of KS4 students will demonstrate a deeper understanding of Christian and Islamic beliefs, teachings and practices. Students will confidently articulate justified opinions on ethical issues, giving personal, religious and non-religious views. Students will be able to explain how religious teachings in both Christianity and Islam can be applied to contemporary moral issues such as euthanasia, abortion, abuse of the world and capital punishment.

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted