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Bristnall Hall Academy, Bristnall Hall Lane
Oldbury, West Midlands B68 9PA

T: +44 0121 552 5425

E: principal@bha.attrust.org.uk

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Bristnall Hall Academy, Bristnall Hall Lane, Oldbury, West Midlands, B68 9PA

Area Leader: Mr S Ramsey

Spiritual

Students are encouraged to develop their awareness and understanding of different cultures and religious beliefs. By studying some of the world’s major religions, students develop a sense of empathy for others and honour the diversity of individuals. Students are supported in developing their thinking and reasoning skills in RS. They debate issues such as the existence of God, and learn a range of perspectives regarding spiritual beliefs and practices. Students are regularly provided with opportunities to question and time is provided to give them space for their own thoughts, ideas and concerns.

Social

Within the Religious Studies curriculum students are encouraged to think about their interaction with others, demonstrating respect and appreciation of a variety of cultures and beliefs. Students are encouraged to work collaboratively with a range of peers. We aim to develop students personal qualities; encouraging respect for difference, self-respect and honesty.

Moral

Students are provided with opportunities to explore and develop their understanding of moral concepts and values for example truth, justice and equality. Students develop their moral purpose throughout RS by discussing moral issues such as genetic engineering, euthanasia, abortion, animal rights and crime and punishment. Throughout the various topics students learn to understand the impacts of prejudice and discrimination and put into practice measures to prevent this for example on the basis of religion, race, sexual orientation, gender and age.

Cultural

Developing students understanding of the values, attitudes and traditions of culture both within and outside of religion is a central aim of the subject. Extending student’s knowledge of discrimination and equality allows them to appreciate their own lifestyle and empathise with others and develop an understanding of different beliefs and practices.

BHA Skills and Attributes Development

Student high aspirations – Within RS students are set challenging targets and students are encouraged to aim high and be aspirational.

Effective communication skills – group work, debating and presenting and justifying ideas to an audience are regular features of RS lessons.

Ability to lead and be a good team player – students will regularly participate in group work and will be expected to take a lead role when required.

Valuing diversity and difference – within RS students develop an understanding of the values, attitudes and traditions of different cultures, along with a variety of different religious beliefs and practices.

Pride/respect in themselves/community – students are expected to dress according to Academy policy in RS lessons and to present their work neatly.

Self-management skills – students will be expected to meet deadlines when given homework and tasks. They will be encouraged to manage their time effectively during assessments.

Confidence and resilience – within RS students are encouraged to meet each challenge with a positive attitude. They are set challenging work within lessons and are supported and encouraged to complete this to the best of their ability. Directed Improvement and Reflection Time is built into the curriculum where possible to support students to build resilience.

Problem solving and negotiation skills – Decision making tasks are regularly used in RS. Students have to work together to make informed decisions, particularly concerning moral issues and justify their choices and beliefs. They will then need to convince others of the validity of their argument, while still being open-minded to alternatives.

More Able Students:

A range of tasks are provided throughout the curriculum allowing for the more able to be challenged and stretched. Students in both KS3 and KS4 are encouraged to use a range of evidence to support both religious beliefs and moral viewpoints, enabling them to formulate a solid conclusion.

Key Stage 3

Y7

Autumn term

Who is God? – Students will examine the concept of faith and study Christian, Muslim and Sikh views about God.

Spring term

The life and death of Jesus Christ Students study the life and works of Jesus, including parables and miracles. They will examine Holy Week, beginning with looking at artwork from around the world and leading up to a study of both The Crucifixion and Resurrection.

Summer term

Sikh Worship – Students will examine Sikh beliefs and practices surrounding worship.

Additional Reading: Think RE1

Y8

Autumn term

Creation – Students will study both the Christian Creation Story and the scientific approach. They will consider the concept of Intelligent Design and relate this to examples within nature. They will also learn about Darwin’s theory of Evolution and begin to debate how ideas about our beginnings can prove or disprove the existence of God.

Spring term

Prejudice and Discrimination – Students will learn about various types of prejudice and discrimination and consider examples such as segregation and The Civil Rights Movement. They will also examine the life and works of key figures including Martin Luther King, Malcolm X and Gandhi.

Summer term

Poverty – Students will consider moral and religious issues / teachings about poverty and its causes and how it should be addressed.

Additional Reading: Think RE2

Key Stage Three Assessment – All students have one assessment each term which takes place in examination conditions.

Each year group will also sit one examination.

How parents can support:

Parents can support students in RE by ensuring they are properly equipped with pens, pencils and their exercise book for every lesson. Encouraging children to watch the news or read newspapers to keep up to date with current issues would encourage students to form opinions and debate topics. These issues can then be debated and discussed together to develop confidence and resilience. Additionally, students will be given regular homework in RE, therefore it would be beneficial for students have somewhere quiet to complete this to the best of their ability.

Parents could work on revision strategies and skills with their child to enable them to succeed in assessments and examinations.

 

Key Stage 4

GCSE – Years 9,10, 11

AQA Religious Studies B – Christianity and Islam

Short course :

Unit 2 – Religion and Morality

Crime and Punishment

Students will study the causes and types of crime and debate the different aims and forms of punishment. Students will also examine religious attitudes to the law and punishment and debate the place of Capital Punishment within today’s society.

Drug Abuse

Students will learn about different types and classifications of drugs and their effects. They will examine religious viewpoints about the use and abuse of drugs, and consider how the problem of addiction could be addressed.

Matters of Death and The Elderly

Students will examine death and the afterlife. They will learn about Christian and Muslim beliefs concerning the afterlife. Additionally, students will consider the role of the elderly in society and the issues they face. Students will then debate euthanasia, examine religious beliefs concerning end of life care and the moral and religious issues surrounding the prolonging of life through life support machines.

Matters of Life

Students will examine religious and moral issues surrounding IVF, transplant surgery, genetic engineering, cloning and human experimentation.

Full course :

Unit 2 as above

Unit 3 – Religion and life issues

Religion and Animal Rights

Students will examine ethical and religious issues regarding the value of animals in society, the use and abuse of animals (e.g. zoos, sport, work, transport, testing) and consider the use of animals as a food source, debating whether or not we should eat meat and the use of factory farming.

Religion and Early Life

Students will study the topic of abortion, considering when life begins, when and why abortion may be considered, current abortion laws and religious teachings from Christianity and Islam. Students will then debate pro-life and pro-choice arguments.

Religion and the Environment

Students will examine environmental issues such as global warming, pollution and conservation and the effect of modern lifestyles on the planet. They will consider the duty and responsibility of a religious believer towards the Environment.

Religion and Prejudice

Students will learn about various types of prejudice and discrimination and their effects. Students will consider moral and religious responses to prejudice and examine the life and works of key inspirational figures such as Martin Luther King, Desmond Tutu and Gandhi.

 

Additional Reading – GCSE Bitesize RE. AQA Religious Studies Religion and Life Issues and Religion and Morality. Newspapers and television news to keep up to date with current issues and changes to laws and legislation.

How parents can support:

Parents can support students in RE by ensuring they are properly equipped with pens, pencils and their exercise book for every lesson. Encouraging students to watch the news or read newspapers to keep up to date with current issues would encourage students to form opinions and debate topics. These issues can then be debated and discussed together to develop confidence, resilience and the ability to empathise and form a balanced argument. Additionally, students will be given regular homework in RE, therefore it would be beneficial for students have somewhere quiet to complete this to the best of their ability.

Parents could work on revision strategies and skills with their child to enable them to succeed in assessments and examinations.

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