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The De La Salle Academy

The De La Salle Academy

The De La Salle Academy

Inspiring People;
Breaking Boundaries

RE

 

Directorate Staff
Mr M. Bennett
Mr L. Mythen

Curriculum Intent

As a school community, we believe our children possess unique gifts and qualities; as such they have the right to succeed, recognise their own greatness, and break their own boundaries. This is all within a respectful and caring environment. Our school ethos is firmly rooted in our Lasallian core principles including a ‘Quality Education’ and ‘Respect in all Persons’ to name but a few.

Religious Education contributes to the nurturing role of the school as it develops the children’s own faith beliefs, values and attitudes and encourages respect for the faiths of others. Religious Education contributes to students’ personal development, including Spiritual, Moral, Social and Cultural development by providing opportunities for children to explore and reflect on their own, and other people’s experiences, develop their own feelings of self- worth and independence, explore what is right and wrong, fair and unfair and develop their awareness of awe, wonder and mystery in life.

Within the context of a church school the children will have the opportunity to develop a sound knowledge and understanding of the Christian faith. Students will also get the opportunity to celebrate Mass and the Eucharist during their education.

Equal Opportunities

The School’s general rules apply to the organisation and teaching of RE. Particular care should be taken to

  • Ensure that attitudes and beliefs are understood in their historical context, especially where these may not reflect the school’s ethos.  For example, beliefs about gender, violence or the treatment of particular groups
  • Discuss the values that different cultures and traditions place on groups within their society
  • Emphasise the diversity of human values and beliefs and encourage discussion and evaluation
  • Promote understanding and acceptance of the views, beliefs and attitudes of others
  • Emphasise that religious faith is a natural and positive aspect of human life and that it is accessible to everyone
  • Avoid stereotypes or generalisations of particular religious groups

Curriculum intent is all the planned learning that the Religious Education department offers and enacts. Curriculum intent is what we want students to learn from the mandated curriculum. Teachers decide how best to plan and deliver the curriculum to ensure that all students have opportunities to engage in meaningful learning.

Curriculum Implementation

 

 

 

 

 

 

Religious Education- Year 7

Pupils examine what it means to be Christian. In ‘The Living Church’ pupils identify different types of community and explore what it means to belong to a community, the De La Salle and Lasallian Community and the wider Catholic community. In ‘Christ the Light’ pupils differentiate between needs and wants, understand the gospel message that Jesus is the Saviour and explore ways in which Lent and Holy Week invite and challenge Christians in both their own faith and service to others. In ‘Becoming fully human’ pupils explore how self-esteem, self – knowledge and respect contribute to the growth and development of each person. Pupils also know and understand the Christian belief that the gift of life is the beginning of a loving relationship with God and that human beings have a unique place in creation. Pupils also complete a comparative study of Hindu communities in Britain.

Assessment

Each unit of work finishes with an end of unit assessment in order to indicate where each student is currently working at. Pupils will have access to the assessment sheet whilst completing the assessment which sets the criteria they need to reach. Students will make improvements of these assessments based on the feedback they have received.

Students will complete homework each term which will also be assessed.

Religious Education- Year 8

In ‘Living History’ pupils explore how the Exodus from Egypt and the Covenant at Sinai are key events in our history, preparing for the new and everlasting covenant. Through ‘Here in this place’ pupils understand that human beings are called to be co-workers in creation and reflect upon how the Kingdom of God is taught by Jesus through Parables. Pupils examine how our cultural and religious history helps to form Christian identity and explore the wonder and mystery of being human. In ‘Life Times’ pupils explore their cultural and religious backgrounds and reflect upon how that helps form our identity and prepares us to fulfil our vocations

Assessment

Each unit of work finishes with an end of unit assessment in order to indicate where each student is currently working at. Pupils will have access to the assessment sheet whilst completing the assessment which sets the criteria they need to reach. Students will make improvements of these assessment based on the feedback they have received.

Students will complete homework each term which will also be assessed.

Religious Education- Year 9

Pupils will begin the academic year by questioning faith, God and the purpose of Religion. They will understand arguments put forward by famous philosophers and writers and use evidence gathered in lesson to aid them in their own opinions and faith. Pupils will also examine how we live in a diverse and multi faith society. Pupils will make a comparison between the beliefs and practices of Roman Catholic Christianity and Islam. From January pupils begin their GCSE studies, they evaluate arguments for belief in God and pupils are expected to express their own responses to the issues and questions raised in each topic using reasons and evidence and evaluate alternate viewpoints about these issues and questions.

Assessment

Each unit of work finishes with an end of unit assessment in order to indicate where each student is currently working at. Pupils will have access to the assessment sheet whilst completing the assessment which sets the criteria they need to reach. Students will make improvements of these assessment based on the feedback they have received.

Students will complete homework each term which will also be assessed.

Religious Education- Year 10

Year 10 will continue with the work they completed in year 9, starting with a recap of their GCSE prior knowledge. Year 10 will primarily focus on paper one which is Catholic Christianity and the four sections the exam comes within. Pupils will begin with the belief and teachings of Catholics, this includes an in depth look at the trinity and the incarnation of God as a foundation of knowledge to carry throughout the two years of the course. Pupil will then move onto section two of their exam which is Catholic practices. They will use the foundation of knowledge acquired in term one to understand how Catholics develop their belief into practice and showcase this within their community. The third section of the Catholic paper focuses on the sources of wisdom and authority within Catholic Christianity and then finally a focus on how Christians express their faith in different ways.

Assessment

Each unit of work finishes with an end of unit assessment in order to indicate where each student is currently working at. Pupils will have access to the assessment sheet whilst completing the assessment which sets the criteria they need to reach. Students will make improvements of these assessment based on the feedback they have received.

Within year 10 pupils will also complete a Mock exam in the final term to prepare the pupils for exam conditions and workload.

Students will complete homework each term which will also be assessed.

Religious Education- Year 11

Pupils will begin the academic year by studying paper three which is philosophy and ethics and family and relationships. Questioning faith, God and the purpose of Religion are some of the skills they must master. They will understand arguments put forward by famous philosophers and writers and use evidence gathered in lesson to aid them in their own opinions and faith. They will use evidence gathered from religious experiences, visions and miracles throughout history to aid their arguments. An in depth look at Catholic belief of family life, sex, contraception and same sex couples and marriage will be the second focus of paper three. Pupils will finish their studies by learning about Judaism which is paper two. This is done closest to the exams is because it is statistically the hardest exam and therefore as a department we believe it will help the pupils to have it fresh in their minds. The pupils will finish the year by revising each lesson, structured by the teacher.

Assessment

Each unit of work finishes with an end of unit assessment in order to indicate where each student is currently working at. Pupils will have access to the assessment sheet whilst completing the assessment which sets the criteria they need to reach. Students will make improvements of these assessment based on the feedback they have received.

Within year 11 pupils will also complete a two mock exams in the academic year, to prepare the pupils for exam conditions and workload.

Students will complete homework each term which will also be assessed.

Curriculum Impact