Section 1 Department Statement

Religious

Department Handbook 2016-17

The Aims of Religious Studies

Aims:Religious Studies at Sir Thomas Boteler CE High School is a rigorous academic subject. Religious Studies and our Religious Studies provision at the school enables students to respond to personal, spiritual and moral questions that face us all as human beings. The department aims to engender mutual tolerance, understanding, openness and an appreciation of diversity. Our subject deals with the deeper issues of life and helps students to become more adept at independent thinking and encourages them to think critically, creatively and with sensitivity. As such it has a fundamental role to play in creating rounded students who will be part of future societies. It is therefore clear that Religious Studies should be at the centre of the curriculum and at the heart of what we do in education. This is very much in keeping with the Christian heritage of the school and our Church School Status.

Good Religious Studies at Sir Thomas Boteler CE High School should never seek to proselytise, preach or indoctrinate and no teacher should find him or herself in a position where they are giving unbalanced, biased views to the students.

Religious Studies is currently delivered to all students in the school. Key Stage 3 has a detailed scheme of work designed to prepare them for the topics and skills required in Key stage 4 where all year 10 students will study the AQA full course GCSE Specification A and year 11 pupils Edexcel Religion and Life.

Religious Studies at all levels offers students the opportunity to:- Adopt and enquiring, critical and reflective approach to the study of religions;- Explore religions and beliefs, reflect on fundamental questions, engage with them

intellectually and respond personally;- Present their own ideas more clearly, confidently and logically;- Learn the following, specified skills: to recall, select and organise material; to analyse

and explain the relevance and application of a religion; to offer a balanced argument by evaluating different responses to religious, philosophical and moral issues;

- Develop some understanding of the scope of both Theology and Philosophy;- Learn to work independently and with others;- Recognise the value and responsible use that Religious Studies plays within society;- Promote an appreciation of the development and significance of religious studies in

personal, social, environmental, economic and technological contexts and an awareness of advances in technology, including ICT;

- Be complete in themselves and perform a useful educational function for students not intending to study Religious studies and Philosophy at a higher level;

- To have suitable preparation for theological and philosophical studies in higher and other educational establishments and for professional courses which require students to have a sound knowledge of Religious Studies and Philosophy when admitted;

- Students should be made aware that Religious Studies and Philosophy is not to be studies in isolation; it should be related, in a wider sense, to the needs of people. Relevant and important aspects of modern life should be stressed, including those of a personal, social, environmental, economic and technological nature. The relevance of Religious Studies to everyday life should be borne in mind.

There are many opportunities in the Religious Studies curriculum for the delivery of philosophical ideas, especially at Key Stage 4 within the GCSE programme. Philosophy is integral to the Religious Studies units of study as it allows students to consider different arguments and the way in which people show that their case is more convincing than someone else’s. Philosophy also stimulates the imagination, requiring students to think laterally about a variety of issues, giving them the opportunity to think for themselves.

The aims of Philosophy are:

- To appreciate and employ with accuracy the formal language of reasoning: reasons, conclusions, assumptions and flaws;

- To analyse arguments presented in formal academic contexts as well as in the media, being able to recognise strengths and weaknesses;

- To appreciate and employ with a good degree of accuracy the formal language of credibility: bias, vested interest, neutrality, expertise, reputation and ability to perceive;

- To apply understanding to multiple choice questions about the structure of argument, such as those used in thinking skills’ tests increasing adopted by universities and employers;

- To recognise moral and other forms of dilemma and appreciate different points of view;

- To appreciate that there are competing scientific and/or philosophical approaches to the same issue;

- To underpin work in other subjects involving the use of reasoning skills, including any subject in which a line of argument must be sustained;

- To provide the opportunity to ‘think outside the box’, involving questioning the question or looking at an accepted idea from a fresh perspective;

- To stimulate both independent thinking and creative solutions to difficult problems;- To generate an atmosphere in which all questions are welcome and connections

made between subject areas usually regarded as separate;

At Sir Thomas Boteler CE High School we believe that Religious Studies:- Nurtures the habit of thinking.- Gives students a thinking edge- Improves speaking and listening skills- Supports the research that shows that philosophy training helps improve the

academic performance of students in all subject areas. (Tricky and Topping)- Helps students to think before they act- Provides opportunity for free-thinking and free-speaking- Provides fun and enjoyment- Helps students learn to follow through; to follow through on their own lines of

thought to some degree of depth supported by the rigour and disciple of Religious Studies and philosophy.

ValuesReligious Studies is implicit in so many curriculum areas. The department is committed to helping students reflect more readily on the intellectual and imaginative ideas they produce. The units of study and our provision here within the school have been designed to help the students reach their potential as students, thinkers and individuals.

As teachers of Religious Studies we have a challenging but rewarding job to do. We need to engender a respect for and an interest in ideas without allowing students to take those ideas at face value, thereby motivating, encouraging and inspiring students. We need to promote a culture of listening to each other so that academic learning can take place and so that the students can grow in experience, wisdom and understanding. Alongside listening skills, the study of different religions and culture will contribute towards the development of regard for others and the world in which we live. As teachers, it is part of our role to give the students confidence to strive for higher standards; supportive communication in lessons and in our written and verbal assessment of their work is therefore essential. Assessment for learning and built in DIRT time will also enable students to understand how their attainment can be improved.

We need to be prepared to answer questions and deal with queries that the students may have and therefore good subject knowledge and the ability to think on ones feet are pre-requisites. However, it is sometimes right to communicate that we cannot say with certainty whether an ideas is right or wrong, and that some questions are very complex. It is also essential to admit that one does not know the answer to a difficult or obscure

question and to look up the answer at a later date outside the classroom rather than to pretend one knows the answer in a lesson.

Section 2 – the Organisation of the Department

AccommodationWithin the school the mobile classrooms M1, M2 and M3 are allocated to the Religious Studies Department and also house the PSHE and Citizenship Department. These rooms are equipped with whiteboards, electronic boards and projectors.

Room timetables are included in the Appendix for easy reference along with teaching timetables.

StaffingKate Coleclough- Head of Religious Studies, PSHE & CitizenshipSarah Rostron – Teacher of RS and AoY lead

There will also be other Humanities teachers delivering Religious Studies this year.

All members of the department have attended INSET courses in the past in their previous positions before joining STB and have continued to take their professional development seriously. All members of the department have trained to a high academic level within the disciplines of Theology and Philosophy and are well place to deliver good quality Religious Education, non-specialists are supported by KC and SR to ensure the best delivery.

The department encourages its staff to attend and deliver INSET as appropriate, and it is vital to share information from external INSET within the Department and school. Staff all follow the school CPD policy and programme and attend regular twilight sessions.

Monitoring the work of the departmentWithin the RS department the lessons of teachers will be monitored in both a formal and informal basis by the Head of Department. At least twice a year a formal lesson observation will take place in order to inform the performance management process. In addition, the Head of Department will observe lessons on an informal basis via learning walks and drop-ins.

Students work will be examined on a regular basis in line with the school improvement calendar. This serves to ensure that the departmental schemes are being followed and that marking is of a high standard informing students on how to improve. Records of achievement data should be kept by the teacher and reviewed by the Head of Department in order to track progress. This will be monitored in line with the SIC and entered onto Sims as part of the WA reporting process. Schemes of work are regularly reviewed by the department as a whole and updated and amended throughout the school year. All units of work are uploaded to the VLE so all staff have access to the resources and materials.

Departmental meetingsThese are held according to the school calendar within the department space. Members of the department are expected to attend and contribute to the development of the department. Minutes should be completed and sent to the department line manager in addition to the head teacher and the literacy coordinator. All teachers in the department are welcome to contribute items for discussion. These meetings offer an opportunity to raise concerns about teaching or about students, as well as for discussion of broader, general issues.

Health and SafetyThis includes:

1. Health and safety in the department’s teaching rooms2. Following the school’s Educational Visits Policy when organising trips out of school

Health and safety in school:1. Teachers must work in accordance with the Schools Health and Safety Policy as is

found in the school handbook and on the VLE2. In accordance with school policy, the head of department carries out risk

assessments for the teaching areas.3. Individual teachers should respect any concerns immediately to the head of

department, who will then report any faults/maintenance work to the site manager and or business manager.

Health and safety on visits1. These follow the Educational Visits Policy and procedures when organising a visit

outside of school.2. Every trip should have a risk assessment completed and passed onto the business

manager who monitors the visits3. Evaluations should be completed on completion of the visit and used in future

planning.

Section 3 – Policies

Teaching and Learning

The teaching style in the department acknowledges the various learning styles of the students. In Religious Studies it is important to allow students to put forward their views, thoughts and questions in discussion and also via role-play and drama. We empathise the importance of setting learning intentions at the beginning of lessons.

The department recognise that Religious Studies is about giving the students the capacity to analyse, evaluate, reflect, think and reason for themselves and therefore encourages independent learning. We are aiming to mix the best from traditional and modern teaching techniques including the use of both starter and plenary sessions.

Our overall goal is to be committed to giving all students the best learning experience we can by being willing to take time to help them academically, both inside and outside of the lessons.

The Religious Studies Department considers itself lucky that it is such a flexible and wide-ranging subject that can be communicated with a range of teaching and learning methods. The department aims to use a variety of methods, to establish a variety of skills and to experiment with different tasks and activities.

We regularly use the following teaching and learning techniques:- General discussion – this cannot be underestimated in value as it is always led by

enquiry- Dilemmas- Group work- Drams, role-play- Games and simulations- Student research- ICT for fact/image finding and for summative revision work- Student presentations- Essays- Structured written questions- Starter sentences- Creative writing – poem, letter or diary form- DVDs- Trip/activities and workshops- Input from visitors.

The department is committed to the importance of varied and engaging learning and teaching methods. All colleagues also ensure that their CPD review targets focus on the importance of delivering exceptional lessons.

HomeworkThe department follows the school’s policy on homework – please refer to the staff handbook.

At GCSE the allocation is 2 homework pieces per 2-week cycle and KS3 is 1 piece. The expectation is that most weeks this will involve a written task, but prior to tests revision as homework is acceptable. The homework should last between 50-60 minutes.

Marking PolicyThe marking of student’s work should reflect both effort and attainment and should inspire the students. Teachers should use the schools marking policy and symbols to accurately correct literacy issues and outline how to progress.

It is important for students’ work to be checked regularly by the class teacher. As a guide work should be checked approximately once every two weeks. Work given to the teacher for marking should be returned to the students as quickly as possible. In addition to a final mark or grade for the work submitted by the student, it is very important for teachers to annotate the work, offering supporting comments when appropriate. Students should be encouraged to respond to the marking and reflection the advice given in addition to correcting any spelling and grammatical errors. This should be done in purple pens as to identify actions taken by the student in response.

Assessment, Recording and ReportingStudents’ work is regularly assessed and a continuous record kept in the teacher’s mark sheets. Class assessments are set regularly.

Written reports are sent to parents once a year and consultation takes place at the annual parent’s evenings. The department is always happy to discuss the progress if individual students with their parents at any time during the school year.

Presentation of work- It is important to set the highest expectations for the presentation of work.- Dates and titles should be included in each piece of work and students should be

actively encouraged to remember this.- There should be clear sub-titles when dividing and categorising different pieces of

work.- Tabulated work is to be completed neatly and concisely- Students should be prepared to highlight or annotate key point as we read or discuss

materials e.g. newspaper articles.

RewardsThe use of encouragement and praise are vital in largely discussion based subjects where students must continue to contribute to the lessons. At Sir Thomas Boteler we operate a lesson monitor system where students are graded on their performance in lessons. There are also departmental opportunities to reward students for performance and contributions in and around lessons with extra-curricular opportunities. Praise postcards are given out each week by each teacher to 5 students who deserve to be rewarded/recognised for their contributions.

SanctionsIt is first and foremost the responsibility of each class teacher to resolve inappropriate behaviour in their lessons. The head of department always remains on hand if there are persistent issues in a lesson. All members of staff adhere to the school’s positive behaviour steps policy and the use of the buddy system. The patrol system should be utilised

appropriately and effectively and all issues followed up by staff members in order to maintain high expectations.

It is important to adhere to the various structures and levels of expectations as contained in the school handbook, as this makes it clear to students where they stand and teachers need to make clear their expectations of students’ behaviour and deal with any issues when they step over the line. Initially this should be firm but non-confrontational, and at the end of the lesson, if possible, while the event is clear. Taking a positive approach that celebrates improvement and success often helps to re-establish a balanced working environment.

Making a note of disciple stages allows the tutor to gain an overview and all instances should be recorded on Sims via lesson monitor, if there is a persistent problem it is advisable to discuss the matter with the student’s head of year. In serious or persistent cases, the situation should be referred the head of department and the line manager for Religious Studies.

NumeracyIn the Religious Studies Department, we seek to emphasise the importance of success across all curriculum areas for the students. Despite rarely dealing directly with the tools of mathematical reasoning we do emphasise the importance of understanding the language of Mathematics. Mathematical language occurs in a variety of contexts.

For example: sign symbol; year, month; proof, theory, justify, verify; infinite, doubt; value, conclude and proportionately.

LiteracyWe encourage knowledge of specialist and technical words in lessons. We emphasize the importance of different styles of learning and reflect on the use of target audiences in helping to complete pieces of work. We discuss the different styles of language in Religious Studies, and writing frames are provided to aid pupils at GCSE as they interpret different types of question with a particular emphasis on the difference between ‘describe’ and ‘explain’.

A number of specialist words are used in each year group, for example:

Creation Sacrament Sin EasterBible Baptism Lent Old testamentAdvent Messiah Confirmation LentResurrection Eucharist Denomination Rites of passage

Buddha Shrine Suffering PreceptsEightfold path Sangha Bhikkus KarmaMonk Noble truths Shrines YogaSiddhartha Gautama Mediation Butsudan Mandala`

Sukkot Tallit Kosher OrthodoxSynagogue Seder Kimah ShabbatHolocaust Exodus Kosher HebrewShofar Bar/bat mitzvah Tenakh Yom kippur

Brahman Shruti Aum MandirThe Trimurti Smriti Swastika DivaliPolytheism Samsara Sindoora UpanayanaUpanishad Karma Bindi Reincarnation

Sikh Khalsa Kirpan KacheraKara Punjabi Chauri Amrit

Langar Prashad Kirtan ConvertGuru Rumala Waheguru sewa

Islam Sawm Surah UmmahRamadan Salah Hajib/niqab IslamaphobiaHajj Muhammad (pbuh) Eid-al-fitr JihadZakah Qur’an Al-Fatihah Laylat al-Qadr

Theist Belief Science DivineEvolution Agnostic Ultimate questions SpiritualDeity Faith Transcendent BenevolentAtheist Creation Omnipotent Omniscient

We also endeavour to help students structure their work in a logical, clear and accurate manner by using writing frames or structured questions.

ICT policyIntroduction and AimsThe department encourages the students to male use of ICT within their learning, not only to provide them with a wider variety of learning strategies but to enhance, develop and intensify their interest and learning in this subject. We also endeavour to support the ICVT department in achieving their aims of ensuring the students leave the school adept in their use of computers and empowered, able to cope with the rapid changes that occur within ICT. The Religious Studies Department is committed to providing regular opportunities for students to use ICT in a variety of ways. The students are very capable in their use of ICT and it gives us an excellent opportunity to praise their initiative.

- Aim for each class to use the ICT facilities and encourage the use of ICT for homework tasks where appropriate to the learning experience.

- Students are set research that may include ICT and the library on a regular basis- An element of ICT is always built into any project work and displays.

The department recognises that the use of ICT in the classroom may vary according to the availability of the facilities and the confidence and competence of the individual member of staff.

The department continues to develop and improve its VLE page.

Resources- Students are encouraged to use a variety of methods of handling information: word-

processing, CD Rom, Internet, and PowerPoint as a tool for giving presentations.- There is also a subject specific area of the VLE that needs to be kept up to date.- Students are able to submit work for marking easily via the email system.- The school has ICT facilities – Rooms 12 and 13, the loft and room 19 also has a few

computers. These rooms can be booked via the ICT technicians office,

Specific Guidelines and areas of ApplicationWhen the students are using the ICT facilities this department stresses the need to be selective (of resources such as the internet) to use paraphrase and to acknowledge anything that is quoted directly.

Administrative use of ICT- Production of worksheets, tests and presentations- Record keeping: the opportunity to keep electronic mark books (though this is not a

requirement); reports. Form lists and registers are available on SIMs as required.Teaching and ICT- Virtual tours: certain topics can be demonstrated by simulation- Dialogue magazine: articles are uploaded from the CD Rom onto the VLE

- RE online database and its resources can be used to support teaching and learning- The internet: there are some excellent website such as www.bbc.co.uk/ethics and

www.bbc.co.uk/religion- The internet: YouTube provides a vast range of highly relevant material, especially

on religious experience and practical moral issues. All members of the department inform each other of any useful clips they have discovered by email or in departmental meeting. Some are put onto the VLE so they can be implemented into SFL.

- The use of the school VLE is actively encouraged and many resources are available on there.

Use of the Library and Resources CentreThe library has a good collection of materials appropriate to Religious Studies. Students should be encouraged to use the library facilities from the outset so that they can get used to the books that are available as well as gaining useful research skills. The library is also used periodically for research lessons.

Child Protection Policy1. Staff should be familiar with the school’s policy on child protection and act in

accordance with it.2. In a subject like Religious Studies, issues involving child protection may be discussed

as part of a lesson, e.g. child abuse when studying the problem of evil. Human relationships and sexuality also feature heavily with these topics. If a child becomes distressed during a lesson, it is important to allow the student the time to deal with whatever is distressing them outside the classroom and to follow it up quickly, such as the head of department or the form tutor. Serious distress or any resulting disclosures and their context should be reported immediately to the Child Protection Officer, or the other 3 designated members of staff.

Equal OpportunitiesWe are committed to offering tall of the students an opportunity to reach their potential by meeting their specific needs. Our lesson planning should reflect those who are more able, those requiring learning support and those for whom English is an additional language.

More Able, Gifted and TalentedReligious Studies can provide challenges to more able students by developing higher level thinking opportunities (interpretation, insight, analysis, synthesis); explore a range of philosophical ideas; develop thinking skills such as argument, reasoning and logical analysis. Extension tasks should not be so enticing that they encourage students to race through the initial work without being sufficiently thorough, but neither should they be more of the same.

Needs of more able students:- Demanding questions that encourage the use of analysis, argument and application

to new learning contexts.- Extension that deepens understanding and reflection- Strategies that engage thinking at a deeper level- Activities that demand higher language skills- Target setting to encourage ambitions work

It might be appropriate to supplement teaching materials with the use of books from the departmental collection for more able pupils.

Criteria for identifying Able, Gifted and Talented Learners

The teaching of Religious Studies uses a range of adjectives for some criteria in order to allow for differing levels of ability of different year groups. It is not necessary for a pupil to meet all the criteria to be regarded as Able, Gifted or Talented.

These criteria have been taken or adapted from Level 8 and Exceptional Performance descriptors published by QCA in the Religious Education Non-Statutory National Framework, 2004:

- The ability to use a very good/comprehensive/complex religious, moral and philosophical vocabulary to analyse a range of philosophical and theological ideas.

- The ability to contextualise interpretations of religion with reference to historical, cultural, social and philosophical ideas.

- The ability to critically evaluate the impact of religions and beliefs on differing communities and societies.

- The ability to analyse differing interpretations of religious, spiritual and moral sources

- The ability to interpret and evaluate varied forms of religious, spiritual and moral expression

- The ability to analyse a variety/a good range/a wide range of viewpoints on questions of identity, belonging, meaning, purpose, truth, values and commitments

- The ability to synthesise a variety/ a good range/ a wide range of evidence, arguments, reflections and examples, justifying their own ideas and evaluating the perspectives of others.

Criteria which will normally only apply at Key Stage 4: - the ability to evaluate in depth the importance of religious diversity in a pluralistic

society- a clear recognition of the extent to which the impact of religion and beliefs has

changed over time in different communities and societies- the ability to analyse in detail the principal methods by which religion and morality

are studied- The ability to give independent well informed and highly reasoned insights into their

own and others’ perspectives on religious and spiritual issues, providing well-substantiated and balanced conclusions.

Learning SupportThe department recognises that some students have special educational needs. Arrangements are made on an individual basis to accommodate such needs in consultation with the SENCO, form tutors, pastoral leaders and the SLT.

There are details of students with SEN and learners with difficulties available from the SENCO or Links. Most students with SEN are keen to make staff aware that they have a recognised learning difficulty e.g. dyslexia and this allows for discussion on how the student best handles their own needs. However, some are not so forward and care must be taken to ensure that students with particular needs or difficulties are able to succeed, when an individual student has a supporter in lessons it is important to recognise that the support is not the teacher and that the student needs their fair share of teacher input.

The department recognises that Religious Studies is a subject that has particular appeal to dyslexic students as much success can come from discussion work. However, the subject is only assessed though the written medium and this can pose challenges to otherwise highly successful pupils. Differentiation plays a key part in enabling the success of such pupils.

DifferentiationThe Religious Studies department recognises that there are different abilities and skills and that each student has their own strengths and weaknesses. The subject requires varied skills and those that are very able at analysis may be less able at expressing an empathetic response; those who are able speakers may be less able listeners.

In mixed ability classes it is important to establish partnerships in learning and set times for review and setting regularly (but not so often that it becomes meaningless). Performance data such as CATs can help provide benchmarks, but it is recognised that these are not perfect systems. The best way of establishing an appraisal of the ability and effort of individual students is by seeing their individual work, discussing their work in progress and talking to other subject teachers about a student.

The Religious Studies department is particularly interested in the establishment of data on pupils’ particular learning styles so as to empower teachers and learners. This will help teachers to cater for the particular needs of individuals.

The department is committed to the importance of visual and engaging learning and teaching methods.

EALThe department needs to be informed of students on the EAL register in order that we set up strategies to help them cope with the work we set.

Strategies to assist students with EAL:- clarify the meaning of key technical terms by asking a member of the class to define

them (this is especially important is the words appear as part of a written task)- set students the task of creating a glossary, either in small groups or as a class, or as

a homework piece- teachers should take care over their expression; it is important to use more complex

language to challenge the brightest, but explanations and instructions can often be given twice using simpler language the second time. This is an excellent method of building vocabulary.

- It is important to develop a positive learning environment and good relationships with all pupils so that they feel able to ask questions of clarification when necessary

- It may be appropriate to pass notes including key words or lists including key words to Links.

Spiritual, Moral, Social and Cultural EducationThe importance of students as individuals and the development of the whole child are vital to the department. Spiritual, Moral, Social and Cultural development is obviously an integral part of Religious Studies lessons both explicitly and implicitly. Each lesson will give a planned or unplanned opportunity to explore social, moral, spiritual or cultural issues. We hope that the students have the ability to express inner thought in a variety of ways, to sense wonder and mystery and to transcend the mundane.

SocialThroughout Religious Studies lessons we emphasise social perspectives on a variety of issues. We deal with social issues like family relationships. In addition, we discuss euthanasia, abortion, contraception and suicide. We look at how societies may differ in their approach different issues i.e. cultural perceptions of Jesus and societal issues at GCSE. In lessons we encourage positive social interaction through group and collaborative work.

MoralMoral issues, questions about the nature of ethics and morality and ethical theories are central to the curriculum. At key stage 3 ethical approaches taken by and within different religions are explored. In key stage 4 students study the nature of ethics and morality and we introduce the key ethical theories.

SpiritualSpirituality, we encourage the students to have insights into their personal experiences to reflect and think about their learning and to think beyond their material status. We also encourage students to address the big questions in life and to adopt an open-minded approach to issues.

CulturalWe regularly deal with questions of cultural diversity, discovering that even within societies there are differences of approach to issues. We discuss the limits of tolerance and the rights of the individual, e.g. in the study of religion and equality at GCSE.

PlagiarismAll students should be informed that work handed in must be their own and any significant help received must be acknowledged. Any quotations should be in quotation marks and the source clearly identified. Copying from another student or from the internet, a book or any other resource without acknowledgement should be taken seriously and reported to the head of department. In some cases, especially with younger students, pupils need help to understand the difference between copying from the internet or another source and using a source for research purposes. It is important to clear up any misunderstandings early in a pupil’s educational development in order to avoid significant problems later on, especially with coursework for public examinations.

Pupils should be made aware of the need to acknowledge quotations and resources as appropriate. They should be told that they must write answers in their own words, not those of the internet or a book.

CareersWe will ensure that we keep the students informed of the options available for subject related courses at 6th form and degree level and advise them of the wide range of university options open to them, it is important to encourage the students to consider degrees in subjects not offered as whole A Level courses at 6th form such as the social sciences, especially since Religious Studies and Critical Thinking offer an excellent introduction in many respects to this area of study.

Section 4 – Tracking Progress and Achievement

Tracking progress in the departmentPupil tracking needs to be maintained to give breadth of evidence of pupil performance. In addition, mark books need to include marks given in the approved scheme. The end of unit assessment should be included in the pupil’s books and the grades recorded on the tracking sheet on the front page. Teachers in the department will provide samples of work for QA purposes and also to show student progress.

Tracking Achievement in the DepartmentProgress is formally reviewed at the end of each unit of work. Projects, tests and individual items of work should be available for evidence and also standardisation purposes. The head of department should be notified of praise worthy pupils and any sanctions given during lessons.

Evaluation and Self-AssessmentSelf-evaluation and assessment in lessons can inform this process and should be incorporated into ordinary lessons. It is particularly important for year 9-11 to review their own work, and peer marking can play a useful part in this process. Each pupil has an assessment log in their books; in addition to this various resources are used by the department to reflect upon learning and progress. This oral feedback or the methods used can be found in the pupil’s books, DIRT time is clearly built into lessons and pupils are given sufficient reflection time to review their work and progress.ReportsFormal reporting takes place in the form of written reports and parents’ meetings and in the completion of the mark sheets. These are timetabled for the whole school and the assessment calendar is provided for all staff in line with the SIC. The written portion of the report should explain the grading’s, assess progress, celebrate achievements and give strategies for improvements. The tome of the report should be supportive, personal and

realistic. It is important to put the comments in the context of progress since the last report/examination.

Guidelines for reports1. State what pupils have been doing in the standard text – consideration should be

given to content as well as skills2. Comment on how the student has been working this term, you could highlight a

particularly good piece of work or particularly good behaviour, or strategies to which they respond well. Areas for discussion could include:

- Participation in class – is the student actively involving themselves in the learning process?

- Concentration- Organisation in lessons and for the homework- Quality of written work: suitable time spent, organisation of ideas, level of detail and

use of specialist terms.- Understanding – key ideas/concepts, having an overview/complex idea/ concepts,

linking different ideas, prioritising information and extending understanding through additional work.

3. Always identify a target to deal with difficulties or to lead students onto the next step:

- Expectations should be clear- Targets need to be SMART

Informal reporting might also take place and through comments in planners and books. Positive comments written in planners and praise cards are instant encouragement to students and indicate that their work has been noticed. This is also an effective way for form tutors and parents to monitor general pupil progress.

Informal reporting may also take place via discussions with the teacher, pastoral lead and when appropriate discussions with parents.

Curriculum Map Year Group Autumn Term Spring Term Summer TermYear 7 Illuminating

PathwaysAOY Illuminating

pathways

Year 8 Illuminating pathways

Illuminating pathways

Illuminating pathways

Year 9 GCSE Specification B Religious Studies

GCSE Specification B Religious Studies

GCSE Specification B Religious Studies

Year 10 GCSE Specification B Religious Studies

GCSE Specification B Religious Studies

GCSE Specification B Religious Studies

Year 11 GCSE Specification B Religious Studies

GCSE Specification B Religious Studies

GCSE Specification B Religious Studies

Wider school CurriculumThe knowledge, skills and abilities required in Religious Studies are particularly relevant to a number of subjects. For example:

- History – analysis of evidence and credibility of sources and an understanding of religious belief in history.

- English – an understanding of religious beliefs through literature and the development of independent thinking

- Science – debates about the origins of the world- Mathematics – reason and logic

- Geography – development, poverty and wealth- Art and Drama – philosophical ideas often provide impetus for creative work.

Thinking skillsThe term ‘thinking skills’ is usually applied to higher order reason or rationality. There are many examples of thinking skills in action across Religious Studies.

We sort out and organise information when completing presentations on the credibility criteria in Critical Thinking. We analyse information in Religious Studies continually throughout the course.

Self-assessment is a key part of many of our units which gives the students time to reflect on their progress. These skills emphasise the fact that thinking extends beyond the acquisition of knowledge and includes the ability to reflect on the processes by which information is gained. They encourage the development of ideas and the use of discussion and group work for generating and evaluating alternative solutions. It is hoped that thinking skills developed in one context will foster the confidence and understanding to enable them to be transferred to other areas.

Well-developed thinking skills are essential to ensure a proper understanding of all subjects, and the opportunities provided for discussion, collaborative work and individual research are valued by the students. The ability to explore the subject in depth and the chance to discuss major issues is usually appealing to pupils.

Schemes of WorkSee the appendix for all schemes of work. These resources are also available on the VLE.

Section 6 – Cross- Curricular Links

Curriculum Trips and VisitsTrips are a key part of life in the Religious Studies Department.

There are a variety of day trips on offer such as a visit to Chester Cathedral and places of worship tour of Liverpool. There is a Sikh Gudwara in the local community and further links with them are currently being established.

Section 7 – Liaison

ParentThe Religious Studies department believes that there needs to be an active partnership between school and parents which involves an honest and constructive exchange of information. Our department is always available to discuss a student’s progress or behaviour as well as address any concerns or queries parents might have.

Parents’ evenings are regularly scheduled, at which there is an opportunity for teachers to discuss verbally a child’s performance or any concerns on either side. These are followed up by written reports. There are three reports (including grades) per academic year and one written report and one parents evening.Any communication with parents about matters such as trips is always checked by the head of department before being passed on to the business manager for approval.

If a need arises to speak to a parent, the teacher concerned should always brief the head of department.

Other Secondary Schools

Sir Thomas Boteler has recently formed a working partnership with Great Sankey High School in order to share good practice and collaborate with GCSE work.

We are also part of the Diocese Network and KC meets regularly with them enabling the sharing of good practice and support with new initiatives.

Feeder Schools, Local and Wider Community

The department has forged some good relationships with local religious communities and has developed some strong community links.

Outside Agencies

Our examination boards are Edexcel and AQA

AQA.org.ukEdexcel.org.uk

Dealing with Complaints

The teacher must follow the school complaints policy, which is found in the school handbook and on the VLE. They must make sure a response is made to the parent within 24 hours. A response to a parent could be as simple as stating that the matter is being investigated. We take complaints very seriously and will do the best we can to reach a solution. In most cases it will be appropriate to inform the head of department of the complaint.

Section 8 – Department Planning

Departmental Operational Targets and Review of Previous Targets

These can be found in the appendices. The target review forms part of the departmental self-assessment review also found in the appendices.

Budget and AdministrationThe Religious Studies budget details can be found in the appendices and the cost centre monitoring sheets.

Appendices1. Timetables2. Minutes of department meetings3. Class lists4. Schemes of work5. Development plans 6. Departmental budget7. Grade descriptors 8. Departmental risk assessment9. PSHE audit10.ICT audit

For further information, please see the departmental reviews for the previous academic year.

Religious Education in Church of England Schools

A Statement of EntitlementA high quality religious education (RE) curriculum is essential to meet the statutory requirement for all maintained schools to teach a broad and balanced curriculum. At the heart of RE in church schools is the teaching of Christianity, rooted in the person and work of Jesus Christ. There is a clear expectation that as inclusive communities, church schools encourage learning about other religions and world views* fostering respect for them. Although there is not a National Curriculum for RE, all maintained schools have a statutory duty to teach it. This is equally applicable to academies and free schools as it is to maintained schools. In foundation and voluntary controlled schools with a religious character, RE must be taught according to the Locally Agreed Syllabus unless parents request RE in accordance with the trust deed of the school; and, in voluntary aided schools RE must be taught in accordance with the trust deed.

In Church of England schools the students and their families can expect a religious education curriculum that is rich and varied, enabling learners to acquire a thorough knowledge and understanding of the Christian faith: for example through the Understanding Christianity resource. Church schools should provide a wide range of opportunities for learners to understand and to make links between the beliefs, practices and value systems of the range of faiths and world views studied. Church schools should use some form of enquiry approach that engages with, for example biblical text, and helps develop religious and theological literacy. Links with the Christian values of the school and spiritual, moral, social and cultural development are intrinsic to the RE curriculum and should have a significant impact on learners.

RE must have a very high profile within the church school curriculum and learning activities should provide fully for the needs of all learners. Learners should be inspired by the subject and develop a wide range of higher level skills such as enquiry, analysis, interpretation, evaluation and reflection to deepen their understanding of the impact of religion on the world. Attainment should be high and progress significant in developing an understanding of Christianity and a broad range of religions and world views.

The effectiveness of denominational education in Church of England schools is evaluated during the statutory section 48 (SIAMS) inspection. The Evaluation Schedule assesses the way RE contributes to a church school’s Christian character. It highlights the responsibility of church school leaders to support and resource RE, and those teaching it. In voluntary aided schools, a judgement on standards in teaching and learning in RE is included in the SIAMS report. This judgement is made against the expectations set out in this document.

Religious education (RE) 1. The aims of Religious Education in Church schools are:

To enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage.

To enable pupils to know and understand about other major world religions and world views, their impact on society, culture and the wider world, enabling pupils to express ideas and insights.

To contribute to the development of pupils own spiritual/philosophical convictions, exploring and enriching their own beliefs and values

2. Appropriate to age at the end of their education in Church schools the expectation is that all pupils are religiously literate and as a minimum pupils are able to:

Give a theologically informed and thoughtful account of Christianity as a living and diverse faith.

Show an informed and respectful attitude to religions and world views in their search for God and meaning.

Engage in meaningful and informed dialogue with those of other faiths and none.

Reflect critically and responsibly on their own spiritual, philosophical and ethical convictions

Effective teaching and learning about Religions and World Views3. Church schools have a duty to provide accurate knowledge and understanding of

religions and world views. They should provide: A challenging and robust curriculum based on an accurate theological

framework. An assessment process which has rigour and demonstrates progression based

on knowledge and understanding of core religious concepts. A curriculum that draws on the richness and diversity of religious experience

worldwide. A pedagogy that instils respect for different views and interpretations; and, in

which real dialogue and theological enquiry takes place. The opportunity for pupils to deepen their understanding of the religion and

world views as lived by believers. RE that makes a positive contribution to SMSC development.

Curriculum balance4. Christianity should be the majority study in RE in every school. In Church schools that

should be clearly adhered to. KS 1 – 3 at least 2/3rds Christianity. KS 4 the study of Christianity will be a significant and substantial part of any

Religious Studies qualification. KS 5 continue the study of religion and world views within the provision of core

RE in an appropriate format for all students.

Curriculum time5. Sufficient dedicated curriculum time, meeting explicitly RE objectives, however

organised, should be committed to the delivery of RE. This should aim to be close to 10% but must be no less than 5%. NB: The RE entitlement is totally separate from requirements for Collective Worship

Developing staff expertise 6. To demonstrate the subject’s comparable status with other core curriculum areas in

both staffing and resourcing, it should be a priority in Church schools to build up staff expertise in RE specifically but not exclusively, working towards:

At least one member of staff having specialist RE training or qualifications. All staff teaching RE having access to appropriate professional development. All teaching staff and governors having an understanding of the distinctive role

and purpose of RE within church schools. A governing body which monitors standards in RE effectively.

Expected academic outcomes for pupils 7. Pupil achievement in RE should equal or be better than comparable subjects, and all

pupils should take a recognised and appropriate qualification at KS 4.

The role of the Diocesan Boards of Education 8. One function of Diocesan Boards of Boards of Education (DBEs) as set out in the DBE

measure is to promote, or assist in the promotion of, RE in schools in the diocese. This can be fulfilled by:

Monitoring the quality of RE in church schools. Offering high quality training to all schools throughout the diocese so that

provision for RE is effective and promotes religious literacy.

Support for effective and outstanding RE 9. RE teachers belong to a wider educational and church community. They should

expect positive support in providing effective and outstanding RE from: Their senior management team. Their governing body, especially Foundation governors. Their local Diocesan Board of Education, including a Schools’ Adviser with an

appropriate RE background. Clergy. The Church of England Education Office (see Making a Difference p.31 no.4) The Church of England representatives on their local SACRE.

Derek Holloway June 2016 School Character and SIAMS Development Manager