Religious Studies

Curriculum Intent

The main aim of Religious Studies at BGGS is to provide a stimulating, varied and enriching learning experience to prepare pupils for life in a culturally diverse modern world. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities. To this end, pupils study the six major world faiths as well as having the opportunity to explore alternative world views. As well as learning the key beliefs, teachings and practices of the different religions pupils will consider the influence of these beliefs on the lives of adherents and apply beliefs and teachings to a range of ethical and philosophical issues. Fundamental to pupils understanding of religion is the development of their religious literacy – achieved through the specific teaching of key terms and regular reading from a variety of texts. RS provides students with the opportunity to debate and discuss, enabling them to articulate their views verbally as well as developing their extended writing skills. Pupils are encouraged to research thoroughly, to weigh up evidence, to develop chains of reasoning and to evaluate – articulating their responses using religion specific terminology.

From September 2021 Bradford is adopting the Kirklees Agreed Syllabus - ‘Believing and Belonging’.

Religious Studies - Curriculum Intent, Implementation and Impact

Golden Threads - Knowledge

In Religious Education religions and concepts are revisited and developed from EYFS to year 11 to produce a knowledge rich curriculum. Christianity and Islam are studied from Year 1, Sikhism and Judaism are added from Key Stage 2, and then Buddhism and Hinduism are added from Key stage 3. In addition, non-religious world views are included at each key stage. At KS4 students follow AQA GCSE Specification A – focusing on Christianity and Islam.

To embed prior knowledge into pupils’ long term memory the department regularly uses:

· Retrieval practice as lesson starters

· Low stakes tests/quizzes/MCQs

· Knowledge organizers – either provided complete as a topic overview or provided blank/partly filed in for students to complete as a revision activity.

Golden Threads - Diversity

Pupils study a range of religions and world views and are given opportunities to explore similarity and diversity both between and within them in order to develop mutual respect, tolerance and understanding of different communities. Pupils compare beliefs studied to their own worldview and are provided with opportunities for reflection and evaluation.

Golden Threads - Cultural Capital

The RE curriculum provides pupils with the knowledge and skills needed to prepare them for life in a culturally diverse modern world. The aim is for Key Stage 1 and 2 pupils to visit a place of worship or welcome a visiting speaker for each religion studied. Key stage 3 pupils take part in NATRE’s ‘Spirited Arts’ competition. Links are established with the Buddhist Centre in Keighley. The wall art on the Humanities Corridor displays a timeline of key figures and events from history. The Year 9 SoW and GCSE specification cover ethical topics which link to current affairs, offering opportunities for debate. RE plays an important role in preparing pupils for their future – for employment and for lifelong learning.

Golden Threads - Vocabulary

Developing religious literacy is a crucial part of the RE curriculum. Specific religious terminology is taught and embedded in lessons and homework tasks. Key term glossaries and knowledge organizers are provided, and key vocabulary is a focus of starter tasks and low stakes testing. Pupils regularly read aloud from a variety of texts, including religious texts. Frequent opportunities are provided for students to articulate their views in response to the issues studied.

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Religious Studies

Curriculum Intent

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