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Religious Studies

 

Learning Journey & Sequencing Rationale

As Religious Studies Teachers at Harrow High, we want our learners to be critical thinkers who are able to formulate their views taking into consideration different views and beliefs. We want learners to develop an enquiring mind where they will analyse different interpretations of beliefs. Through the lessons teachers want to encourage and develop the key attitudes including; curiosity and wonder, commitment, fairness , respect, self –understanding, open- mindedness, critical mindedness and enquiry. We want our learners to be effective communicators, we believe developing the skills mentioned will benefit learners during their journey at school but also within their future lives.   

unit overview - autumn term 

Subject: Christianity

Skills

  • Analyse religious text
  • Developing skills to examine various interpretations religion and what they mean.
  • Organisation of work via learning essay writing skills.
  • Developing communication skills via reading answers.
  • Developing a range quotes that could be used from knowledge organisers.
  • Developing exam skills to answer the exam questions.
  • Comparative skills when looking at different religions.
  • Develop translation skills.
  • Use comparative skills when looking at different Islamic roots.

Knowledge

. Throughout this topic learners will: 

  • Analyse the life, death and resurrection of Jesus
  • Learn the different practices including the different sacraments
  • Explain religious views regarding worship and prayer
  • Examine religious festivals
  • Examine the influence in believing in after life and salvation.
  • Analyse the importance of the role of the church in the local community as well as the worldwide church.
  • Examine Christian persecution and how the church responds to persecution and poverty.

Rationale

As part of the GCSE specification all learners must sit two papers focusing specifically on religious beliefs and practices. According to Wikipedia 59.5% of the U.K population identify as Christian. The  London Borough of Harrow agreed Syllabus 2016 states  37.3% of resident identify as Christian. Harrow High School is a mixed and diverse school with religious and non- religious families however taking into consideration that Christianity is the main religion in the U.K it was deemed as beneficial for learners to better understand Christian beliefs and practices.  It was also chosen due to the fact that nearly half of the U.K population identify as Christian. At Harrow High school we have many migrants from other parts of the world who may know little about Christianity but will have heard of the religion.  The specification gives learners an opportunity to better understand festivals such as Easter and Christmas giving them better understanding of why schools close at certain times of the year.

 The other religion chosen is Islam, by choosing Christianity as the other religion we also feel it gives learners an opportunity to learn about two religions that are often deemed as different yet hold so many similarities. The unit demonstrates similarities in both beliefs and practices, for example the story of creation/ important figures within both religions and angels.

Learners learn through their peers and identify similarities and enjoy sharing experiences.

unit overview - spring term

Subject: Christianity

Skills

  • Analyse religious text
  • Developing skills to examine various interpretations religion and what they mean.
  • Organisation of work via learning essay writing skills.
  • Developing communication skills via reading answers.
  • Developing a range quotes that could be used from knowledge organisers.
  • Developing exam skills to answer the exam questions.
  • Comparative skills when looking at different religions.
  • Develop translation skills.
  • Use comparative skills when looking at different Islamic roots.

Knowledge

. Throughout this topic learners will: 

  • Analyse the life, death and resurrection of Jesus
  • Learn the different practices including the different sacraments
  • Explain religious views regarding worship and prayer
  • Examine religious festivals
  • Examine the influence in believing in after life and salvation.
  • Analyse the importance of the role of the church in the local community as well as the worldwide church.
  • Examine Christian persecution and how the church responds to persecution and poverty.

Rationale

As part of the GCSE specification all learners must sit two papers focusing specifically on religious beliefs and practices. According to Wikipedia 59.5% of the U.K population identify as Christian. The  London Borough of Harrow agreed Syllabus 2016 states  37.3% of resident identify as Christian. Harrow High School is a mixed and diverse school with religious and non- religious families however taking into consideration that Christianity is the main religion in the U.K it was deemed as beneficial for learners to better understand Christian beliefs and practices.  It was also chosen due to the fact that nearly half of the U.K population identify as Christian. At Harrow High school we have many migrants from other parts of the world who may know little about Christianity but will have heard of the religion.  The specification gives learners an opportunity to better understand festivals such as Easter and Christmas giving them better understanding of why schools close at certain times of the year.

 The other religion chosen is Islam, by choosing Christianity as the other religion we also feel it gives learners an opportunity to learn about two religions that are often deemed as different yet hold so many similarities. The unit demonstrates similarities in both beliefs and practices, for example the story of creation/ important figures within both religions and angels.

Learners learn through their peers and identify similarities and enjoy sharing experiences.

unit overview - summer term

Subject: Religion, Human Rights and Social Justice

Skills

  • Analyse religious text
  • Developing skills to examine various interpretations religion and what they mean.
  • Organisation of work via learning essay writing skills.
  • Developing communication skills via reading answers.
  • Developing a range quotes that could be used from knowledge organisers.
  • Developing exam skills to answer the exam questions.
  • Comparative skills when looking at different religions.

Knowledge

Throughout this topic learners will: 

Analyse the impact of Human Rights ,

Examine different forms of discrimination and what Christianity and Islam teaches.

Explain religious views in regards to religious freedom, use of wealth and responsibility of those living in poverty.

Examine the religious views regarding giving money to the poor,

Examine the influence of religious text in matters of helping those in need and also how wealth is used.

Rationale

This is a theme within the GCSE specification, learners are taught about Rights and Responsibilities in Personal Development in year 7- 8, and the knowledge they have is built on to include religious views.

Learners are given opportunities to discuss and formulate different arguments regarding different forms of discrimination.

As part of the theme, learners look at Human Rights and the right to religious freedom, what learners find interesting most is analysing differences and also similarities. Learners are given an opportunity to look at examples of countries where gender inequalities still exist. The theme was chosen as it promotes social justice in many different areas.

Learners are interested in justice and their rights and find the subject interesting, as part of the topic, learners examine different reasons for certain inequalities and learners enjoy discussing their opinion on different aspects of social justice.

By giving learners different examples of social justice and injustices and the consequences of treating people unfairly, we believe learners will gain the knowledge they need in terms of tolerance of all and respect. We believe this will encourage respect and diversity during their school years at Harrow High School but also going on into their adult lives.

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.