Jobs directly related to RE include:
Jobs where RE would be useful include:
- Advice worker
- Charity fundraiser
- Civil Service administrator
- Community development worker
- International aid/development worker
- Newspaper journalist
- Police officer
- Youth worker
Social Studies Curriculum Statement
Religious Education aims to develop pupils’ knowledge and understanding of religion, religious beliefs, practices, language and traditions and their influence on individuals, communities, societies and cultures. It enables pupils to consider and respond to a range of important questions related to the development of values and attitudes and fundamental questions concerning the meaning and purpose of life. The teaching of religious studies aims to enable students to understand the deep meaning that individuals and groups make of their experiences and how this helps them give purpose to their lives. It provides opportunities to explore, make and respond to the meanings of those experiences in relation to the beliefs and experiences of others as well as to one’s own experiences. To promote pupils’ spiritual, moral, social and cultural development and to prepare all pupils for the opportunities, responsibilities and experiences of the present and the future
The GCSE covers two main world religions and four contemporary ethical components
Students are challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Students can also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. The aim is to develop analytical and critical thinking skills, the ability to work with abstract.
IMPLEMENTATION OF LEARNING IN SOCIAL STUDIES
We follow the locally Agreed Syllabus for Lincolnshire.
Compulsory Unit – Life Journey – Christianity, Hinduism and Islam
Compulsory Unit – God – Christianity, Hinduism and Islam
Compulsory Unit – Community – Christianity, Hinduism and Islam
Compulsory Unit – Being Human – Christianity, Hinduism and Islam
Additional unit – In-depth Study – Buddhism
Additional Unit – Philosophy and Religion
Our KS3 curriculum aims to set students up to succeed by making our learning objectives, expectations and the reasoning for them, clear from the start. We aim to use low stake quizzing, feedback, collaboration to enable our students to make progress. We aim to ensure that our KS3 curriculum enables all students to build on prior knowledge and understanding of beliefs and practices of the religions and belief systems we study. We aim to monitor student’s subject specific vocabulary and to embed literacy and reading into every lesson. It is our intention to build time into lessons for students to reflect on their learning and their own personal beliefs. We feel strongly about promoting British values and to embed kindness and empathy. We aim for our curriculum to be rich in more than just knowledge.
It is our intention to teach students to be knowledgeable and respectful of the content which we cover throughout the year. We aim that students will choose to put this in to practice both in the community and in society.
We aim for students to be passionate about the subject, enjoy lessons, and know that they are constantly making progress. We aim that our KS3 curriculum gives our student the tools, knowledge and confidence to carry on their learning journey into KS4.
It is the aim of the Social Studies faculty is to have high expectations for all students and to provide challenge, stretch and enrichment in learning because they know the starting points of the children and understand the progression required to reach the end goal.
This is achieved through use of a range of assessment and analysis strategies: timely testing, moderation of assessments and data tracking systems.
Summative assessments are completed three times a year in year 7,8, and 10 and twice a year in year 9 and 11.
In years 7 and 8 assessment material uses the skills required for the GCSE – evaluation, explain and being able to apply religious quotations for example
In years 9 to 11 GCSE papers or questions are used to allow students to become familiar with the format of the questions they will be required to answer and to build an understanding of different contexts the content can be displayed in.
In addition, all year groups take part in low stake testing and formative assessments such as quizzes, practice exam questions during lessons, to gauge students understanding on not only current topics but the recall for other subject areas.
Detailed analysis of internal testing provides the faculty with an accurate overview of pupil progress in order that gaps in learning can be closed through classroom and targeted intervention.