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Curriculum

Ethics, religious studies

Curriculum intent, implementation, and impact

About the subject

‘The past has already gone, the future is not yet here, there is only one moment for you to live and that is now.’

(The Buddha)

Curriculum Overview: At Ercall Wood we introduce our students to Religious Studies and in doing so begin a journey of discovery of values, belief, and meaning. Our students come to us from a variety of race, ethnicity, gender, gender identity, religious or ethical value systems, and national origin etc. Beginning with a metaphor of the tree, our departmental logo, we recognise and appreciate their roots and identity.  The tree trunk represents students being open to exploring new knowledge and ideas and the crown of a tree represents feeling empowered by this as students discuss and share their new understanding of beliefs and values. We begin with asking ‘What is Ethics?’ and exploring our morality and the ideas of how we know what is right and what is wrong.

About the KS3 Curriculum intent, implementation, and impact

In KS3 we not only study the major religions, their teachings and festivals, we also look at small religions, posing the question, ‘What makes a religion?’ ‘Could there be such a thing as Jediism?

For our mature students we look towards philosophy and ethics, posing fundamental questions such as, ‘Are humans born good or bad?’ Both religious and scientific answers are considered. Looking at why do humans cause crime and does punishment work?

Throughout KS3 students will consider both religious and non-religious viewpoints. A knowledge of different religions forms the basis of our research, with Christian, Islam, Sikhism and Buddhists beliefs and practices at the forefront. This enables students to choose to take our Religious Studies Option at GCSE.

The focus of our curriculum is heavily directed to the development of students’ communication skills – oracy, self-efficacy, and a strong and durable retention of new knowledge.

The Ercall Wood Religious Studies department employs a range of strategies to ensure all students learn in an enjoyable, positive and inclusive environment. We start every lesson with 5 Retrieval questions which provides our students with an opportunity to recall information from previous learning, check keywords and concepts. This exercise enables the teacher to identify any gaps in learning which can be revisited or retaught before moving on.

Our approach includes:

  • Sentence starters to enabling students to build accurate sentences.
  • Chunking of new learning through purposeful tasks and speaking (oracy) activities using strategies such as think-write-pair-share or say it again, say it better.
  • Explicit teaching of new learning, decoding new vocabulary
  • Systematic retrieval of knowledge to produce deep and durable learning.
  • Scaffolding – enables teachers to pitch high, supporting students in reaching ambitious goals with a view to working independently.
  • Live Modelling – making the implicit processes of more complex tasks explicit to students to aid understanding, through narrating procedures.
  • Guided Practice – provide opportunities to practise doing thing correctly in the early stages of complex process to next step to independence.
  • Higher level questioning – enables teachers to review and repair schemas based on students understanding and their links between concrete and abstract.
  • Feedback that Moves Forward – Signposts ways to improve incrementally and motivates students to apply effort in areas most needed.

Knowledge is the underpinning factor in our curriculum and is taught using power points, textbooks and a resource booklet. The resource booklet provides our students with the basic knowledge they need and give them clear structured tasks to complete to test their understanding. The information in the resource book complements each lesson and supports new knowledge and vocabulary. The principle of the resource booklet is that they belong to the students. They are encouraged to make any extra notes they need and to take pride and responsibility for them. Because the basic notes and information are included in the resource booklet, no learning time is spent recording information, so more time is given to discussion and scaffolding of understanding through questioning.

In key stage 3 students experience ancient and living traditions that continue to influence the world. They explore religious texts and their influence on the values and beliefs of people. Our curriculum is ambitious, but its goals are achievable. Students will develop their understanding of the place of ‘religion’ and ‘non-religion’ in the world.

The Religious Studies department (RS) considers homework an integral part of learning since it develops study habits and independent learning. It also encourages in-depth inquiry, preparation for lessons and revision for exams. Homework is set online on Satchel One and covers a range of knowledge and skills to practice.

Enrichment, activities include:

  • Creative competitions where students have the opportunity to use their Religious Studies knowledge and creativity e.g. Design and create an Advent Calendar.
  • Developing their knowledge and understanding of charities and their purpose, including fundraising.
  • Visiting Speakers who share their beliefs, values and experiences.

Since Religious Studies is based on learning about the beliefs and values of others, it essentially also leads to a new self-awareness. This enables students to work alongside others where decisions are made. Links are also made to other subjects, especially science and history. These skills will enable students to think widely about career choices.

About the KS4 Curriculum intent, implementation, and impact

At key stage 4 we follow the AQA Syllabus A specification, building on the foundations made from our key stage 3 studies. We equip our students with the ability to think for themselves as they study philosophical, theological and social issues. Our course encourages students to be open minded to other points of view and to identify and challenge misconceptions and prejudice. They are encouraged to listen to each other and not be afraid of making their own voice heard, justifying their viewpoint with reasoned consideration. Our aim is to encourage students to be critical thinkers and develop their literacy ability to debate controversial issues without causing offense to others.

In key stage 4 it is important for students to deepen their studies, and this is achieved by an in-depth focus on two main religions, Christianity and Buddhism. Through our selection of four diverse themes, they will experience a range of ethical and philosophical ideas, which provide opportunities for structured debate and constructive opinions. Many of these subjects are relevant to the many issues facing our world today.

Key stage 4 lessons continue to use retrieval practice as a successful method of recalling information and enabling the teacher to identify any gaps in learning, which at the offset, can be revisited and, where necessary retaught.

Our approach includes:

  • Sentence starters, enabling students to build accurate sentences.
  • Chunking of new learning through purposeful tasks and speaking (oracy) activities using strategies such as think-write-pair-share or say it again, say it better.
  • Explicit teaching of new learning, decoding new vocabulary
  • Systematic retrieval of knowledge to produce deep and durable learning.
  • Scaffolding – enables teachers to pitch high, supporting students in reaching ambitious goals with a view to working independently.
  • Live Modelling – making the implicit processes of more complex tasks explicit to students to aid understanding, through narrating procedures.
  • Guided Practice – provide opportunities to practise doing thing correctly in the early stages of complex process to next step to independence.
  • Higher level questioning – enables teachers to review and repair schemas based on students understanding and their links between concrete and abstract.
  • Feedback that Moves Forward – Signposts ways to improve incrementally and motivates students to apply effort in areas most needed.

Knowledge is the underpinning factor in our curriculum and is taught using power points, textbooks and a resource booklet. The recourse booklet provides our students with the basic knowledge they need and give them clear structured tasks to complete to test their understanding. The information in the resource book complements each lesson and supports new knowledge and vocabulary. The principle of the resource booklet is that they belong to the students. They are encouraged to make any extra notes they need and to take pride and responsibility for them. Because the basic notes and information are included in the resource booklet, no learning time is spent recording information, so more time is given to discussion and scaffolding of understanding through questioning.

Students also practice answering GCSE examination question independently thus providing students with opportunities to use their knowledge, develop understanding and evaluate the information. Throughout the teacher circulates checking for understanding. Peer marking, especially on shorter questions enables students to develop skills and support others.

Throughout the course, students will develop an in-depth knowledge about beliefs, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. This provides them with the essential knowledge and skills to achieve success in their studies.

At the offset of key stage 4 students develop a booklet of key vocabulary and quotations. These are used each lesson in class and students are encouraged to use them to support their studies at home. Homework is issued weekly and includes independent research, sample GCSE question practice and creating revision notes.

Enrichment, activities include:

  • Creative competitions where students can use their Religious Studies knowledge and creativity e.g. Design and create an Advent Calendar.
  • Developing their knowledge and understanding of charities and their purpose, including fundraising.
  • Visiting Speakers who share their beliefs, values and experiences.

The Religious Studies curriculum has many connections to other curriculums including English Science, History and Geography. Throughout their studies, students will develop critical thinking, write extended arguments that are well-informed, balanced, and structured, use research skills to gain knowledge about religious beliefs and practices, contributing to discussions and debates with empathy. These skills will enable students to select from a choice of future educational options leading to careers in:

  • Medicine
  • Law
  • Journalism
  • Marketing
  • Teaching and tutoring.
  • Social Work
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