Intent

The intention of the RS curriculum at NAC is to explore what people believe and what difference this makes to how they live and understand the world. This is so pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. The intent is to help pupils to make sense of, make connections between and understand the impact of a range of religious and non-religious beliefs that reflect the local, national, and international milieu.

Our aim is for students to be able to:

• describe, explain, and analyse beliefs and concepts in the context of living religions using appropriate vocabulary
• recognise how and why sources of authority (e.g., texts, teachings, traditions, leaders) are used, expressed, and interpreted in different ways
• explain how and why people express their beliefs in different ways with links to their local community and the wider pattern of belief across the world
• give examples of how and why people put their beliefs into action in different ways
• think critically and challenge the ideas being studied, responding thoughtfully and creatively giving good reasons for their responses
• experience studying religion through the lenses of Philosophy, Theology, and the Social Sciences

*with reference to the Devon and Torbay Agreed Syllabus for RS 2019-2024

Religious Studies Learning Journey

Implementation

The RS department at NAC are specialist teachers who are passionate about their subject and the legal entitlement our pupils have to study it. They understand how necessary, integral and empowering it is for our students to make connections between their own and others worldviews. The RS curriculum is designed around big questions taken from the Devon and Torbay Agreed Syllabus for RE aimed to engage and inspire our students with the multidisciplinary subject of Religious Studies and how this fits into their local, national and international contexts.

Our curriculum intent is implemented through:

• meeting the needs of all students, including those with SEND and those who may be disadvantaged by including knowledge organisers per topic for all students, ensuring all pupils have access to the tier 2 and 3 vocabulary use
• a strong but scaffolded focus on literacy in our learning activities using sentence strands to support students to develop academic writing skills with a real focus on writing a balanced, reasoned argument
• giving pupils time to talk with a focus on discussion in class around our key enquiry questions
• ensuring our slides are designed in a way that avoids cognitive overload and supports the universal provision for all
• using story when introducing new concepts; our brains privilege stories and they matter because they create the big pictures
• studying religion through the lenses of Philosophy, Sociology and Theology so pupils experience its multidisciplinary nature
• using video clips showing insights into religious and non-religious perspectives
• using the shared time with have with Values at KS4 to continue to deliver our pupils entitlement to RS as a discrete subject (pupils rotate RS and Values each half term)
• building enrichment into the curriculum for all years with trips and visiting speakers
• making explicit links to careers and the transferable skills learnt through RS lessons
• referring to and updating lessons based on the current news and affairs, for example the latest census data

Impact

We are proud that as we have recently moved from full cohort entry at GCSE to RS becoming an option subject we have strong numbers at GCSE alongside a successful A Level programme where many students continue RS in the Sixth Form. We also have a dynamic and engaging KS3 and core curriculum where students engage well and are interested in their learning and want to continue their discussions when they leave the classroom.

Additionally, the impact of the curriculum is measured through:

• Learning walks based on department priorities
• RS Ambassador work
• Students demonstrating knowledge through debates/discussions in class
• Regular low-stakes quizzing based on our knowledge organisers
• Termly assessments in line with the college Assessment Calendar
• Student voice and parental feedback

Parents right to withdraw their child from RE

Parents/carers have the right to withdraw their children from all or part RE. Where the pupil has been withdrawn, the law provides for alternative arrangements to be made for RE. which the parent/carer is responsible for. The school remains responsible for the supervision of any child withdrawn from RE unless the child is lawfully receiving religious education elsewhere. If you wish to do this, please make an appointment with the Head of Religious Studies.