RE
Religious Education
“The lamps are different but the light is the same”
Rumi
In Religious Education (RE) we offer a broad curriculum which encompasses the main teachings from the major six world religions, in Key Stage 3. In Key Stage 4, we focus on the beliefs, teachings and practices of Islam and Judaism (in line with Edexcel specification A) alongside Philosophical and ethical thought. All students at B.G.G.S study RE to GCSE level at least, and many study it to A Level.
RE is a highly popular subject amongst students, attracting both internal and external students, who often choose to continue the study of religious education at Key Stage 5 where they take papers in the Philosophy of Religion, Religion and Ethics and a Major World Religion.
The RE curriculum offered at Bordesley Green Girls' School and Sixth Form aims to challenge misconceptions, develop holistic religious and non-religious world views, and encourages our students to become open minded, empathetic, respectful and tolerant individuals who value diversity as well as develop social, moral, spiritual and cultural sensitivity and awareness.
The teaching and learning methodology deployed gives students a deep learning experience in which the teachers of RE employ various pedagogical strategies to help students reflect, empathise, and develop communication skills along with rational reasoning and enquiry.
Our aim is to equip and enrich our students to learn about and from religious and non-religious diversity in the 21st century and become global and positively contributing citizens living in a multi-ethnic and multi-faith world.
Year 12 - Philosophy of Religion
Year 13 - Philosophy of Religion
Year 7 RE
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
Topic: - Religious founders Enquiry Question-How did the religion begin? Is religion dying or growing? This unit will enable students to consider questions such as:
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Assessment Half termly assessment covering content studied up to this point. CAT-Common assessment task. This would cover the whole unit. |
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Spring |
What does it mean to be the part of one particular religion in Britain today? (Christianity)
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Assessment Half termly assessment covering content studied up to this point in term 2 CAT-Common assessment task. This would cover both the units, studied in term 1 and Term 2. |
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Summer |
Enquiry question: What can we learn from different festivals? Is it important to have/celebrate religious festivals?
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Assessment Half termly assessment covering content studied uptil this point in term 3. End of Year test Everything studied in year 7 will be included. |
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Extra-Curricular Activities Revising key content using bite size revision website How you can help at home: Wider Reading around the topic Reading relevant books from the library Reading newspaper article around the topic to broaden Knowledge |
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Year 8 RE:
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
Enquiry Question: What does it mean to follow the Buddha? This unit will enable students to consider questions such as:
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Assessment Half termly assessment covering content studied up to this point. CAT-Common assessment task. This would cover the whole unit. |
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Spring |
What can religions and worldviews contribute to ‘Saving and looking after the Earth’? What does it mean to be a Steward?
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Assessment Half termly assessment covering content studied up to this point. CAT-Presentations on Stewardship |
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Summer |
Enquiry question: How does the teachings and practices of Religious leaders affect the way we live our lives?
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End of year Test-This will include everything studied in Year 8. |
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Extra-Curricular Activities Revising key content using bite size revision website How you can help at home: Wider Reading around the topic Reading relevant books from the library Reading newspaper article around the topic to broaden Knowledge |
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Year 9 RE:
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
Enquiry question: How do people decide what is good in terms of ethical issues? Focusing on Marriage and Family life This Unit will enable students to consider questions like Is it important to have families? Does belonging to a family makes you a better person? Is it important to know your partner before marriage? Do you need to be married to love someone? Is it better to divorce than argue all the time? What are the Christian and Muslim teaching on Marriage and Family life? Are the religious teachings on Family life outdated? What are different religious teachings on homosexuality and their relevance in the 21 century. |
Assessment Half termly assessment covering content studied up to this point. CAT-Common assessment task. This would cover the whole unit. |
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Spring |
Enquiry question: What does it mean to be the part of one particular religion in Britain today? Judaism This Unit will enable students to consider questions like
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Half termly assessment covering content studied up to this point this half term. CAT-Common assessment task. This would cover the whole unit of Judaism as well as content studied in Term 1. |
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Summer |
Enquiry question: Is it the end? Religion, science and controversy. This unit will enable students to consider questions such as: ?
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Half termly assessment covering content studied up to this point. End of year Test- This will include everything studied in Year 9 |
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Extra-Curricular Activities Revising key content using bite size revision website How you can help at home: Wider Reading around the topic Reading relevant books from the library Reading newspaper article around the topic to broaden Knowledge |
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Year 10 RE (GCSE)
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
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Spring |
3.Practices (Judaism) What is meant by public acts of worship? What is the nature and purpose of public worship? What type of services take place in the Synagogue? Why Synagogue services are important for Jewish community? What is the nature and purpose of the Tenakh? What is the significance of Tenakh (written law) and Talmud (oral law)? What is the nature and purpose of Jewish food law, including Kosher, Trefiah and separation of dairy food including reference to Deuteronomy 14:3–10? What are the implications of the Jewish food laws for Jews today? What is the nature and purpose of prayer in the home and of private prayer? Why do Jews pray three times a day? Why do Jews have different forms of prayers, including interpretations of Psalm 55:16–23? What are the different types of prayer that take place during public worship? How and when are the Shema and Amidah prayers said? Assess when the Shema and Amidah might be used and why (AO2) Why are rituals so important for Jewish people? What is the purpose of various ceremonies like birth, Brit-milah, Bar and Bat mitzvah, marriage and death rituals? Why festivals are important in Jewish history? What is the purpose behind celebrating the Jewish festivals? How are these festivals celebrated in home and at the Synagogue? What are the Key features of the Synagogue? Why is the Synagogue so important within the Jewish community? |
One GCSE exam style question at the end of each topic Modelling exam style questions End of topic test Mock exam Self/Peer/Teacher assessment |
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Summer |
4.Religious teachings of families and relationships (Philosophy and ethics from Islamic perspective) Why is marriage important in Islam? What are different non-religious attitudes towards marriage? What does Islam say about sex outside marriage? What are the non-religious attitudes to sex outside of marriage and how do Muslims respond to it? What are Muslim teachings on the importance of family life? How families do strengthen the Ummah? What role do mosques play in keeping the Ummah strong? What are different Muslim teachings on contraception? How is divorce seen in Islam? What are the non-religious teachings on divorce and re-marriage? What does Islam teach about the equality of men and women in the family? How do Muslim teachings oppose gender prejudice and discrimination? |
One GCSE exam style question at the end of each topic Modelling exam style questions End of topic test Mock exam Self/Peer/Teacher assessment |
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Extra-Curricular Activities Revising key content using revision booklets given from school and bite size revision website How you can help at home: Wider Reading around the topic Reading relevant books from the library Reading newspaper article around the topic to broaden Knowledge |
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Year 11 RE (GCSE)
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
1.Sources of wisdom and authority (Islam religion) What do you know about the revelation and compilation of the Quran? How significant is the authority of the Quran within Islam? How is the Quran used in the daily life of a Muslims, through formal and informal worship? Analyse how the Quran is used as a source of teaching and guidance at home and in Mosques? How is the Quran used in the daily life of a Muslims, through formal and informal worship? Analyse how the Quran is used as a source of teaching and guidance at home and in Mosques? What do you know about Prophet Muhammad? How important was his call to Prophet hood? What were the main achievements in Madina and Mecca? How significant were his achievements at that time and now for Muslims in the 21CE? Why is Prophet Muhammad so important in Islam? Who are the Ahl Al Bayt and why are they important? What are hadith and why are they important in Islam today? What is the Shari’ah law and why is it important? What are the different understandings and role of an Imam in Sunni and Shi’a Islam? 2. Beliefs and teachings (Judaism) What are Jewish Beliefs about the Almighty and the Shekinah? What is the nature and purpose of the Messiah? Why is the covenant at Sinai important for Jews? Why is the covenant with Abraham important for Jewish people? What is the nature and sanctity of human life according to Judaism? What are mitzvot and why are they important? How might belief in life after death affect the life of Jews? |
One GCSE exam style question at the end of each topic One GCSE exam style question at the end of each topic Modelling exam style questions End of topic test Mock exam Self/Peer/Teacher assessment |
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Spring |
3. Forms of expressions and ways of Life (Islam religion) How the Ummah influences the lives of Muslims? How is Muslim identity expressed through the ummah in different ceremonies and key aspects of their life? Why do Muslims need a Mosque to pray to Allah? What is the main purpose behind the design of the Mosque? Why do you think it is important for Muslims not to have pictures in the Mosque? What is the purpose of Calligraphy in Islam? How is calligraphy used to express belief? And how it may be used in Mosque and other settings? What is meant by Sufism? How important are the Sufi ways of life? What led to the emergence of Sufism and how it was established through orders, saints and practice today? What is the purpose of fasting and Dhikr in Islam? How significant are the Sufi practices of fasting and Dhikr (remembrance of Allah)? Who was al-Gazali and ib-al-Rabia? What great contributions were made by teachers like al-Ghazali, ibn al-Arabi and Rabia al-Adawiya? What lessons can we learn from their lives? What is Islam’s view on, dance, music and poetry within Islam with specific reference to Sufism? How can dance, music and poetry be used to express belief as a devotional act and how may be used in other settings? What are the differences of interpretation for the use of dance and music within Islam? What do charity organisations do in order to eliminate the poverty and suffering in the UK? What is the main aim of the Muslim charity Organisations? What are the 10 Obligatory acts of Shi’a Islam? |
One GCSE exam style question at the end of each topic Modelling exam style questions End of topic test Mock exam Self/Peer/Teacher assessment |
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Summer |
4.Arguments for the existence of Allah (Philosophy and ethics from Islamic perspective) How does revelation proof the existence of Allah? Why the beliefs about revelation important for Muslims and how do they affect their lives? How do visions proof the existence of Allah? How might visions lead to belief in the existence of Allah and reasons why they might not? What are the different Muslim attitudes towards miracles and belief in Allah? How might Miracles lead to belief in the existence of Allah and reasons why they might not? How non-religious people may explain miracles and can use Muslim teachings to counter this view. How might Religious experiences lead to belief in the existence of Allah and reasons why they might not? How non-religious people may explain Religious experiences and can use Muslim teachings to counter this view. What is the Design arguments and how does it lead to belief in Allah? Why might some people reject the design argument? What is the cosmological argument and how does it lead to belief in Allah? Why might some people reject the cosmological argument? How may evil and suffering reject belief in Allah? How do Muslims justify the nature of Allah against the problem of evil and suffering? |
One GCSE exam style question at the end of each topic Modelling exam style questions End of topic test Mock exam Self/Peer/Teacher assessment |
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Extra-Curricular Activities Revising key content usingrevision booklets given from school and bite size revision website How you can help at home: Wider Reading around the topic Reading relevant books from the library Reading newspaper article around the topic to broaden Knowledge |
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Year 12 RE (AS)
Philosophy of Religion: paper 1
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Term |
Topic/ Key questions: |
Type of Assessment |
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Autumn |
1.2 Cosmological Argument With reference to the ideas of Aquinas and D Hume, I Kant. 1.1 Design Argument With reference to the ideas of W Paley and D Hume 1.3 Ontological Argument With reference to the ideas of Anselm and B Russell. Clarify the notions of proof and the definitions of God in this argument. Define key terms and add to glossary Explore Anselm’s Ontological Argument. Discuss and note key themes and stages of Anselm’s argument Define key terms, types of argument, build own glossary of philosophical terms Note key themes of Design Arguments Analyse the challenges posed to the ontological argument by its weaknesses and the ideas discussed by Russell. Debate the idea there are fundamental flaws in the OA (Act) Evaluate the success of this type of argument. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Spring |
2.1 The nature of religious experience With reference to the ideas of W James and R Otto Influence of religious experience as an argument for the existence of God Problem of evil and suffering With reference to the ideas of D Hume and J Mackie. Theodicies and solutions to the problem of suffering With reference to the ideas of Augustine and Irenaeus. Explore the main ideas in religious experience as an argument for the existence of God. Analyse the strengths and weaknesses of religious experience as an argument for the existence of God. Explore the nature of the problem of evil and suffering. Explore the ideas of different theodicies. Evaluate the strengths and weaknesses of a variety of responses to the problem of suffering. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Summer |
Anthology (Evil and Suffering, the context of the writings of Russell and Copleston and the way these ideas are applied to issues in religion and belief, including the argument from contingency and religious experience) 6.3 Religion and science debates and their significance for philosophy of religion With reference to the ideas of C Darwin and R Dawkins Evaluate the strengths of Mackie’s argument Explore methodologies in science and religion. Clarify the impact of miracles on this area. Clarify ideas regarding creation and scientific cosmologies. Evaluate the differences, similarities and strengths and weaknesses of these views. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Extra-Curricular Activities/ How you can help at home; Wider reading around the topic using bite size revision websites Reading relevant books from the library Newspaper articles on relevant topics Students going over content covered in school on regular weekly basis Read scholarly work as stated on syllabus overview |
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Year 12 RE-Religion and ethics: Paper 2
World religion Islam paper 4
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
Significant concepts in issues or debates in religion and ethics: Environmental issues With reference to the ideas of J Lovelock and A Næss. With reference to the ideas of Martin Luther King and JoniEareckson Tada A study of three ethical theories: Utilitarianism With reference to the ideas of J Bentham and J S Mill. Situation Ethics With reference to the ideas of J A T Robinson and J Fletcher. Natural Moral Law With reference to the ideas of Aquinas and B Hoose. Outline and analyse key themes in environmental issues. Outline and analyse the strengths and weaknesses of one religious and one secular perspective to environmental issues. Explore the work of one significant figure in the campaign for equality. Explore the challenges areas of disagreement and debate. Assess the strengths and weaknesses of the applying religious perspectives to these debates. Clarify the approach to moral decision making in this theory. (Utilitarianism) Explore Bentham’s or Mill’s form of Utilitarianism. Analyse the challenges posed to the theory. Evaluate the success of Utilitarianism. Clarify the approach to moral decision making in this theory (situation ethics) Explore Fletcher’s distinctive approach to Situation Ethics. Analyse the challenges posed to the theory. Evaluate the success of Situation Ethics. Clarify the approach to moral decision making in this theory. (NML) Explore Aquinas’ understanding of Natural Moral Law. Analyse the challenges posed to the theory. Evaluate the effectiveness of NML.. |
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Spring |
Application of ethical theories to issues of importance: War and peace With reference to the ideas of Augustine and Aquinas. Sexual Ethics With reference to the ideas of P Vardy and J Dominion. (Islam: world Religion-Paper 4) Religious beliefs, values and teachings: The interpretation and application of the Six Beliefs Sources of wisdom and Authority. The meaning and significance of the life and work of the Prophet Muhammad in its historical, political, religious and social context and assessment of his significance for Muslims today The key events in the life of Muhammad and his sayings as a basis for Muslim living, With reference to the ideas of S H Nasr and F R Malik. Explore the contribution made by the Just War Theory. Explore the success of the Just War Theory. Assess the strengths and weaknesses of the applying religious perspectives to views about pacifism. Outline and analyse key themes in sexual ethics. Outline and analyse the strengths and weaknesses of one religious and one secular perspective to sexual ethics. To explore the key concepts of the following Six Beliefs and their importance for Muslims. •Allah: Tawhid and its significance; Names of Allah •Angels: What these are and their roles in relation to Muhammad and mankind •Scriptures: The Revelation of Allah and the nature and significance of the Qur’an. To explore the following: •The compilation and authority of the Qur’an with specific reference to its status as the revealed word of Allah, its revelation and formation, purpose and message. •Types of authority and the Qur’an as the basis and source of authority for all Muslim belief and practice. •The use of the Qur’an and the Hadith in the establishment of Shari’ah law, and its various interpretations and expressions, including its application to key moral principles and activities. To explore the following: •The key events of the life of Muhammad and their significance for Muslim practice today (as shown in the Specification). •The significance of these in understanding the role of Muhammad and his importance for Muslims today. To study the key concepts and traditional attitudes and responses to the following Six Beliefs and reasons for them. To explore the following: •Prophets: the role of the prophets; examples of the prophets and Muhammed’s role as Seal of the Prophets. •Akirah: Judgment and the Last Day in the Qur’an and Muslim Tradition; After Life in Muslim thought and implications of Akirah. •Al Qad’r: ‘The command of God is a decree determined’ (Sura 13 v.42, Allah’s Master-Plan for the Universe). |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/ Teacher assessment |
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Summer |
Practices that shape and express religious identity The central role of the five pillars of Islam as fulfilling the purpose of life to live in submission to the will of Allah and a way of shaping and expressing religious identity. The key events in the life of Muhammad and his sayings as a basis for Muslim living. a) The Hadith and Sunnah, their compilation and authority. b) The significance and implications of the Hadith and Sunnah for Muslim living. The interpretation, significance, treatment and use of the Qur’an. specific reference to surah 1 and 2. To explore the following: •The Five Pillars as expressions of Islamic belief. •The meaning and importance of individual pillars and their unity as the basis of Islamic practice and identity today: O Shahadah O Salah O Zakah • Their practice, significance, and any difference in understanding between Sunni and Shi’a Islam. To explore the following: •Types of authority and the distinctive emphases of the Hadith and Sunnah. •The compilation and authority of the Hadith and Sunnah. •The importance of the Hadith and Sunnah in the lives of Muslims To explore on the following: •The compilation and authority of the Qur’an with specific reference to its status as the revealed word of Allah, its revelation and formation, purpose and message. •Types of authority and the Qur’an as the basis and source of authority for all Muslim belief and practice. •The use of the Qur’an and the Hadith in the establishment of Shari’ah law, and its various interpretations and expressions, including its application to key moral principles and activities. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/ Teacher assessment |
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Extra-Curricular Activities/ How you can help at home: Wider reading around the topic using bite size revision websites Reading relevant books from the library Newspaper articles on relevant topics Students going over content covered in school on regular weekly basis Read scholarly work as stated on syllabus overview |
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Year 13 RE:
Philosophy of Religion paper 1
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
Religious language Analogy and Symbol With reference to the ideas of Aquinas Verification and falsification debates Language games With reference to the ideas of L Wittgenstein and D Phill Explore the notions of analogy and symbol and evaluate the strengths and problems of these types of religious language. Clarify the different approaches to the meaningfulness of religious language. Assess the strengths and weaknesses of these approaches. Explore the terminology of the meaning of language. Clarify the ideas of Wittgenstein and Phillips in this topic. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Spring |
Influences of developments in religious belief Views about life after death across a range of religious traditions With reference to the ideas of J Hick Points for discussion about life after death With reference to the ideas of Plato and Aristotle Clarify the meaning of key terms in this topic. Explore the different views regarding the possibility and nature of life after death. Clarify ideas regarding the relationship between mind and body. Analyse and evaluate ideas regarding life after death related to evidence, near death experiences, language and moral reasoning. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Summer |
Works of scholars Context to critiques of religious belief and points for discussion With reference to the ideas of R Dawkins and M Westphal A comparison between a critic of religion, Bertrand Russell, and a religious believer, Frederick Copleston Clarify key terms of Atheism and agnosticism. Assess strengths and weaknesses of religious belief and alternative explanations of religion. Explore the context of this debate and the background of these key thinkers. Clarify the views of Russell and Copleston. Evaluate the strengths and weaknesses of these positions. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Extra-Curricular Activities/ How you can help at home: Wider reading around the topic using bite size revision websites Reading relevant books from the library Newspaper articles on relevant topics Students going over content covered in school on regular weekly basis Read scholarly work as stated on syllabus overview |
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Year 13: Religion and ethics paper 2
World Religion Islam Paper 4
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Term |
Topic Key questions: |
Type of Assessment |
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Autumn |
Deontology, Virtue Ethics and the works of scholars A comparison of the work of Immanuel Kant and Aristotle with regard to Deontology and Virtue Ethics respectively. Issues in medical ethics with a focus on beginning and end of life debates: Clarify this approach to moral decision making. Explore Kant’s distinctive form of Deontology. Analyse the challenges posed to the theory. Evaluate the value of a prima facie approach to deontological thinking. Explore the key concepts of this ethical theory. Analyse the challenges posed to the theory. Evaluate the value of a Eudaimonia as a guide to living morally. Explore the context of this debate and the background of these key thinkers. Clarify Evaluate the strengths and weaknesses of these positions. The views of Kant and Aristotle. Outline and analyse key themes in medical ethics. Outline and analyse the strengths and weaknesses of one religious and one secular perspective on medical ethics. Outline and analyse key themes in medical ethics. Outline and analyse the strengths and weaknesses of one religious and one secular perspective to medical ethics. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Spring |
Ethical language Meta-ethics The relationship between religion and morality (World religion Islam-Paper 4) Social and Historical Developments The origins and features of the differences between and development of Sunni and Shi’a Islam following the death of the Prophet Muhammad With reference to the ideas of K Armstrong and S H Nasr. The meaning and importance of the Rightly Guided Caliphs in Islam and to the spread of Islam Martyrdom of Husain With reference to the ideas of H Halm and N Ahmed. With reference to the ideas of R Geaves and W Chittick. Clarify the different approaches to the role of ethical language. Assess the strengths and weaknesses of these approaches. Explore the terminology. Clarify the differing relationships between religion and morality. To explore the following: Students will focus on: •The key people, events and beliefs, including the importance of the companions of the Prophet (including Abu Bakr) and the family of the Prophet (including Ali) and their impact on the Sunni/Shi’a split. •Debates surrounding divine authority, succession and representation and their respective importance for different types of Islam. This should include reference to the Caliphate and the Imams, and some later examples of how the caliphate was expressed in practice. •The importance of the Rightly Guided Caliphs in Islam and to the spread of Islam. •The historical and religious context of this period such as major developments, geographical, migration, economic and social factors and ‘Umayyad’ and ‘Abbasid’ dynasties. •The significance of the martyrdom of Husain in 680 CE to Shi’a history and practices. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Summer |
The development and rise of Sufism as a movement within existing traditions. The relationship between Islam and science Comparative study of Jihad in the works of two scholars The challenges of multi-faith societies, pluralism, religious freedom and interfaith dialogue. Gender and Islam Challenges of secularisation The challenges of multi-faith societies, pluralism, religious freedom and interfaith dialogue A comparison of the significant ideas about the challenges of the secularisation and the modern ‘Western’ world; the impact of migration and how these have been met by different traditions of Islam •What is the history and practices of Sufi Islam and reasons why these mystical and devotional ideas about a more personal relationship with Allah developed. •To explore the extent to which Sufism penetrated existing Muslim-majority societies and the ways in which it did so. •What is the significance of involvement and support in and for issues of science such as creation and scientific method for Muslims today and in history. •What is the significance of jihad for Muslims today and in history. •The significance of lesser and greater jihad in Islam. •The significance, and any difference in understanding and practice between Ramadan and Khadduri. •To focus on the significance of involvement and support in and for, religious freedom, religious tolerance, pluralism and interfaith dialogue for Muslims today and in history. Students will focus on: •The significance of men and women in Islam. •The significance of men and women in the family. •Feminist approaches in contemporary Islam their significance, and any difference in understanding and practice between different forms of Islam. To focus: •The impact and interpretation of Shari’ah law, including interpretations of different teachings, evidence for these views, contextual issues and textual materials, assessment of their significance for Islam, implications for beliefs and practices and moral behaviour, including links to liberationist approaches within Islam. |
One/two exam style questions per topic under timed conditions Modelling exam questions during lessons End of topic tests End of year tests Mock papers Self/Peer/Teacher assessment |
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Extra-Curricular Activities/ How you can help at home: Wider reading around the topic using bite size revision websites Reading relevant books from the library Newspaper articles on relevant topics Students going over content covered in school on regular weekly basis Read scholarly work as stated on syllabus overview |
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How we assess the impact what your child has been taught:
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Religious Education |
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How will classwork be marked/ monitored/ graded/ self-assessed? |
KS3 |
All general classwork will be tick marked. If the work has a cross next to it, then you need to check and go over it again Tasks where students demonstrate their learning i.e. exam questions will be marked by teacher/ peer/self-assessment Once a half term the DIRT sheet with comments will be used for formative marking and self-reflection from students |
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KS4 |
All general classwork will be tick marked. If the work has a cross next to it, then you need to check and go over it again Tasks where students demonstrate their learning i.e. exam questions will be marked by teacher/ peer/self-assessment Once a half term the DIRT sheet with comments will be used for formative marking and self-reflection from students Practice exam questions will be given marks and feed back |
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KS5 |
Class work will be self-assessed or peer assessed, using success criteria/mark scheme/oral feedback from the teacher Practice exam questions will be given marks and feed back |
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What classwork will be marked? |
KS3 |
Exam style questions (this could be self/peer/teacher marked) |
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KS4 |
Exam questions(this could be self/peer/teacher marked) |
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KS5 |
Exam questions/essays(this could be self/peer/teacher marked) |
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How will students ‘reflect’ on marking/ feedback? |
KS3 |
Students fill in the new pink marking DIRT Students fill their assessment booklets Self/peer assessment in green during lessons when needed |
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KS4 |
Students fill in the new pink marking DIRT sheets Students fill their assessment booklets Self/peer assessment in green during lessons when needed |
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KS5 |
Students fill their assessment booklets Self/peer assessment in green during lessons when needed |
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How will Homework be marked/ monitored/ graded? |
Homework-Exam questions will be marked and graded for all stages Students will clearly indicate on homework that it was homework Homework is not always written and knowledge will be tested in class as the students apply their learning (flipped learning) to the lesson Homework not done will be logged on students SIMS record as behaviour issue |
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What are the formal Assessments? When are they marked? |
KS3-one per term KS4-one per topic KS5-1/2 per topic |
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