Curriculum

RELIGIOUS STUDIES

The Eden Boys’ Manchester Religious studies curriculum is underpinned by the following key principles:
  • Subject knowledge and terminology that is carefully sequenced allowing pupils to develop a wide world view in a timely and age sensitive way.
  • Critical thinking skills that are carefully planned to engender opportunities for philosophical thought, reflection, collaboration, and decision making, which get richer and deeper over time.
  • A safe and secure Islamic environment led by subject specialists, where contemporary and contentious issues are explored at an age-appropriate level and in a faith sensitive way.
  • Personal and cultural development opportunities that explore self-identity and build religious literacy which goes beyond the classroom. The hope in the long run is that it will lead to better understanding between communities, lessening friction, intolerance and social unrest.

Our vision for R.S

In Religious Studies (RS), pupils enter into a rich discourse about the religious and non-religious traditions that have shaped Great Britain and the world. RE enables pupils to take their place within a diverse multi-religious and multi-secular society. At its best, it is intellectually challenging and personally enriching. It affords pupils both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world. The evolution of society’s religious and non-religious landscape highlights that it is all the more important for pupils to build up accurate knowledge of the complexity and diversity of global religion and non-religion. It supports spiritual, moral, social and cultural development of pupils. It considers pupils’ recognition of different people’s values, feelings, faith and ways of living and contributes to personal development.  Religious education plays a key role in promoting social cohesion and the virtues of respect and empathy, which are important in our diverse society.

 

The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life in the RE curriculum:

  • Educational excellence: RE teachers ensure a clear connection between the ‘ways of knowing’ that pupils learn, the ‘personal knowledge’ that pupils develop through the curriculum and the substantive content and concepts on which both depend.
  • Character development: RE affords pupils both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world.
  • Service to communities: Pupils build up accurate knowledge about the complexity and diversity of global religion and non-religion. This provides pupils with many of the ingredients for cultural and civic competencies.

Key Stage 3 Intent

In Year 7, pupils will know the origin and sources of religious faith, ways of expression for religious believers and the link to events from the past. Following on, in Year 8, pupils will know and understand responses to ‘Big Questions’ through the exploration of theological, philosophical and sociological viewpoints.

 

Key Stage 3 Implementation

LEARNING JOURNEYS

Key Stage 3 Impact

In Year 7, pupils display mastery of knowledge in ‘fluency composites’ such as, what are the fundamental beliefs by which religious believers live? Where did each world religion originate? What are the milestones in a religious person’s life? In Year 8, pupils respond to: Does it make sense to believe in God? Can war ever be justified? Why does evil and suffering exist in the world and how do people respond to it? What responsibility do humans have to the natural world?

Composites identify knowledge components that are not secure. These are re-taught or revisited to avoid future gaps from emerging and to secure automaticity in knowledge.

 

Key Stage 4 Intent

The challenge increases in Year 9 whereby pupils will know and understand key religious beliefs and teachings in Islam and Christianity. Pupils will know and understand how Muslims and Christians practice their faith and understand the plurality of belief and practice within these faith groups. In Year 10, pupils will know and understand responses to contemporary issues through the exploration of theological, philosophical and sociological viewpoints.

 

Key Stage 4 Implementation

LEARNING JOURNEYS

Key Stage 4 Assessments

Paper 1 Paper 2
Muslim Beliefs and Practices Christian Beliefs and Practices
  • Written exam: 1 hour 45 minutes.
  • 102 marks, plus 6 marks for spelling, punctuation, and grammar (SPaG)
  • 50% of GCSE
  • Written exam: 1 hour 45 minutes.
  • 96 marks, plus 3 marks for spelling, punctuation, and grammar (SPaG)
  • 50% of GCSE
Theme A: Relationships and families Theme B: Religion and Life Theme D: Religion, Peace, and Conflict Theme E: Religion, Crime and Punishment

 

Enrichment and Careers

Diverse curricular and extra-curricular activities develop our pupils to be well-rounded citizens. Cultural and religious experiences and trips, Islamic calligraphy-based art club and a Nasheed-based music club all enrich the RS curriculum.  The study of R.S prepares pupils for more than a career. It prepares them for life. A religious studies degree equips pupils with skills to enter a wide range of careers including law, education, medicine, journalism, government, the non-profit sector, and spiritual leadership.