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Religious Education

Introduction to the Team:
Team Humanities teachers teach RE as part of their timetable.

Subject Aims/Intent:

OSCA: Religious Education – Intent

OSCA students come from a variety of Christian, Islamic and Sikhi backgrounds with a few from the Sanatan Dharma religious community. For this reason, many units of work include a focus on these religious faiths. Whilst also incorporating Buddhism (as per instructed in the Learning & Living Sandwell Local Agreed Syllabus’ recommendations) and some Judaism. (Please see page 9 of the Sandwell Local Agreed Syllabus for the figure reference on this).

RE at OSCA follows the Learning & Living Sandwell Agreed Syllabus. For the following reasons the RE at OSCA intends to embed the syllabus and go beyond it for our students. It has been designed for OSCA students to extend and deepen their knowledge and understanding of a range of religions’ beliefs recognising their local, national and global context. OSCA students should build on their prior learning so that they learn to appreciate religions and beliefs in systematic ways. Students studying RE at OSCA means that they should be able to draw upon a wide range of subject-specific language confidently and flexibly, learning to use the concepts of religious study to describe the nature of religion. OSCA students should be able to understand how beliefs influence the values and lives of individuals and groups and how religion and belief have an impact on wider current affairs. They should be able to appraise the practices and beliefs they study with increasing discernments based on analysis, interpretations and evaluation developing their capacity to articulate well-reasoned positions.

 
Subject Implementation:
Social Constructivism

Social constructivism was developed by cognitive psychologist Lev Vygotsky and builds on the work of Jean Piaget. Vygotsky believed learning is a collaborative process. He focuses on the idea of children and teachers working together to achieve the best outcome. He argued against the notion that learning could only happen in a social context and placed more emphasis on the role of the teacher.

In a constructivist pedagogy, teachers would use group work in the classroom but would limit groups to smaller sizes. With this approach, the teacher might also choose to use teacher modelling, questioning, and class instructions to engage students in different activities.

Teacher modelling is a great way to capture a child’s interests and teaches them a valuable lesson. When children observe an adult demonstrating a task or reacting to a situation in a certain way, they can copy these actions for themselves.

This is the preferred learning pedagogy adopted by the RE department is to use

Concept Cracking - Trevor Cooling

RE should be aiding pupils to 'crack the concepts' that underpin the teaching of RE, the concepts behind the phenomena. RE is seen as aiding students to be able to make judgements about the competing truth claims in religion. Statements of belief are taken seriously and the evidence for them is weighed up. The key skill is enabling students to become critical evaluators of truth claims from the competing world religions. They have to make decisions about which of these truth claims, if any, they believe to be true. This is arguing against the post-modern and relativistic world view of 'all beliefs are equally valid'.

Key Texts: Cooling, Trevor, Concept Cracking, 1994; Download the Concept Cracking Document

Planning:  Key Stage Three

Long Term plan in RE for Years 7 to 8:

Year 7 complete units 3.1 to 3.6        Year 8 complete units 3.7 to 3.10

This is a direct continuation of the Sandwell Agreed Syllabus’ curriculum.

Year 9 follow the further unit devised by the school based upon a Philosophical and Ethical approach to RE.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Who are the great philosophers?

Are miracles real? Are angels real? Can they be proven?

Science vs. Religion: Creation

Science vs. Religion -Creation

The Shoah

Ethics

Key Stage Four:

Years 10 to 11 will study AQA Religious Studies Option A: Christianity with Islam or Sikhism and Themes.

Students have three lessons are week. Lessons will be taught of a spiral cycle:

  1. 1 lesson Christianity
  2. 1 lesson Islam OR Sikhism
  3. 1 lesson Themes

Assessment:
Students will be assessed as follows:

Homework:
Homework is based on ICT booklet based and are set on a fortnightly basis. These booklets are in students’ books.

Extra- Curricular, Curriculum experiences: 
Visits – Year 9 National Holocaust Museum

Useful Websites:
AQA | Religious Studies | GCSE | Religious Studies A

KS3 Religious Studies - BBC Bitesize

Other useful resources:
AQA Christianity GCSE Book

AQA Islam GCSE Book

AQA Sikhism GCSE Book

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