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.

religious studies - carousel

Subject: RS Carousel
Skills	Developing skills to examine various interpretations of religion and what they mean. Developing communication skills via reading answers. Comparative skills when looking at different religions. Develop translation skills. Organise and critically analyse various types of information, Developing communication skills via reading answers.
Knowledge	The RS Carousel in Year 8 provides learners the opportunity to understand, with depth, the many beliefs and rituals that people take part in all around the world. This encourages learners to engage in deeper thinking of religious concepts and cultures, and learners are able to develop a valuable insight into diversity. Throughout the 8-week carousel year 8, learners will gain knowledge of: Judaism: When it began, Types of Judaism, Places of Worship, Practices and celebrations Buddhism: Who the Buddha was, the life of Buddha, reincarnation, practices. Hinduism: Origins of Hinduism, Trimurti, Puja, Practices.
Rationale	Religious Studies has had a place on the basic curriculum as a statutory requirement for many years, with the purpose of encouraging children and young people to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own personal development. Religious Studies in KS3 provides learners with the opportunity to develop an understanding of themselves and others. It promotes spiritual, moral, social and cultural development of individuals, groups and communities, which links in well with the Personal Development subject that is delivered throughout Years 7-10 at Harrow High School. Through delivering a RS carousel to Year 8, learners are able utilise the analytical and evaluating skills they will have developed throughout the previous units PD units, and in turn use these skills to gain a deeper understanding and appreciation for their spiritual development and the impact of faith systems on peoples’ lifestyles and perspectives of life. As part of the carousel learners learn about Judaism, Buddhism and Hinduism. With neighbouring Boroughs and areas such as Golders Green having such a large community of Jewish people, we feel it is important for learners to learn about Judaism, it also gives us an opportunity to celebrate similarities between Judaism and the other Abrahamic religions. We then move onto looking at Buddhism as an example of a religion which does not necessary believe in a God but holds many values similar to other religions. Finally we look at Hinduism, this provides a great wider opportunity for learners to study a religion that is widely followed by a big population of Harrow. Statistics from the 2011 Census show that 25.3% Harrow’s population identified themselves as Hindu – the highest in the UK. This shows the extent of the Hindu community in Harrow, so delivering a unit to learners on the religion is a great way of engaging them in the beliefs and faith of many of their peers in the school and local community. Learners then move onto year 9 and learn about Islam and Christianity as part of the RS GCSE.