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Subject Overview: Religious Education

Subject Aims/Intent:

 At OSCA 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.

1. Make sense of a range of religious and non-religious beliefs, so that they can:

- identify, describe, explain and analyse beliefs and concepts in the context of living religions using appropriate vocabulary.

- explain how and why these beliefs are understood in different ways, by individuals and within communities.

- recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation.

2. Understand the impact and significance of religious and non-religious beliefs, so that they can:

- examine and explain how and why people express their beliefs in diverse ways.

- recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world.

- appreciate and appraise the significance of different ways of life and ways of expressing meaning.

3. Make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:

- evaluate, reflect on and enquire into the key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses.

- challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitment clearly in response.

- discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding.

At OSCA, we are committed to providing our children with an exciting and positive learning environment, in which they have the opportunity to develop their knowledge and understanding of religions while contributing to their spiritual, moral social and cultural development.


Subject Implementation:

Religious Education taught at OSCA ensures pupils encounter core concepts in religions and beliefs in a coherent way, developing their understanding and their ability to handle questions of religions and belief. At OSCA, the teaching and learning approach has three core elements which are woven together to provide breath and balance within teaching and learning about religion and beliefs:

RE is taught by studying one religion at a time (systemic units) and then including thematic units, which build on learning by comparing the religions, beliefs and practices studied.

At OSCA, we seek to ensure that all children in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. This reflects our wider communities too.  Moreover, this is coupled with regular assemblies and celebrations of learning help to celebrate the diversity of the school community and promote positive images of people in the wider community, including their beliefs, traditions, culture, language and history.




All units of work have a medium term plan following the academy wide policy of formality. Please see attached document.


Assessment and exams: including exemplar assessments

At Key Stage Three a variety of forms of assessment are used. These maybe formal written pieces requiring students to recall knowledge, show their understanding of religions’ beliefs, teachings and practices; apply religious teachings to a variety of situations and evaluating the extent to which the student themselves, others and religious believers agree. Alongside, assessment based on their oral contributions to class debates, homework will be used to verify students’ progress too.

This is the built on and developed in same way for Key Stage Four, only more formulaic. Students will respond throughout the study of a unit of work to the 1,2,4,5 and 12 mark question ruberic. Culminating in an end of unit assessment using a new set of questions following the exam style. This means that formative assessment is used throughout the unit of work students will have an opportunity to practise the exam skills and refine them with teacher guidance.  This is then tested again as a summative assessment at the end of the unit.

This is an example of taken from Paper 1 - Christianity – Beliefs and Teachings unit: Question 1:

(1)    What does omni-benevolent mean?

a.       All-knowing     b. all-loving    c. all-powerful   d. Just    ( 1 mark)

(2)    Give two teachings about original sin. (2 marks)

(3)    Explain two ways in which the crucifixion influences Christians today. (4 marks)

(4)    Explain two Christian teachings about the incarnation. Refer to sacred writings or another source of Christian belief and teaching in your answer. (5 marks)

(5)    ‘A loving God would not send anyone to hell.’

Evaluate this statement.

In your answer you should:

  • Refer to Christian teaching
  • Give reasoned arguments to support this statement
  • Give reasoned arguments to support a different point of view
  • Reach a justified conclusion.

                                                                                      (12 marks) (SPaG 3 marks)

Homework: including homework plans

Homework will be set bi-weekly in Key Stage Three for thirty minutes. It is set weekly in Key Stage Four, for an hour. This is an example of the Autumn 1 Year 7 Nando’s sheet:

Extra Curricular, Curriculum experiences: including pictures

Some visits to local place of worship are set to be organised in the coming academic year.

Useful subject specific links/further reading/learning: