RE & Citizenship
Key Stage 3 Curriculum Overview
Understanding the importance of British Values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith is at the heart of the RE/Citizenship curriculum.
Students are supported to develop their understanding of key humanitarian and religious concepts through a study of a broad range of topics. Students reflect on and celebrate faiths and cultures to ensure that they develop an understanding of the multi – faith and multi – cultural society we live in. Students in Years 7 and 8 will be challenged to demonstrate their skills of research and presentation of ideas through a specially designed homework project task.
Students are given regular opportunities to share their views and to consider the views of others. Students are encouraged to challenge ideas in a respectful and considered manner and will be expected to appreciate that diversity of opinion enriches understanding.
Any views that are contrary to British Values will be challenged and the student(s) supported to understand why this is wrong. In cases of concern the safeguarding policy, anti-bullying policy, equalities policy and Prevent strategy will be utilised where relevant.
Lessons will be based on an ethos of respect, tolerance and inter-dependence.
How RE at JMHS builds on the National Curriculum
Christianity and at least two other principal religions: By the end of Key Stage Three students at JMHS will have studied Christianity, Judaism, Sikhism, Hinduism, Islam and Buddhism.
Religion and science: This is covered in a range of modules rather than once. For example in Year 7 students learn about creationism and evolution. In Year 9 students learn about how compatible religious views are with scientific argument e.g. GM foods.
Expressing spirituality: This key issue is covered in each year rather than once. In Year 7 students examine religious arguments about suffering, in Year 8 students examine whether religion can make a difference to the world and in Year 9 students study the Holocaust and Rwanda as examples of people’s abiding sense of meaning in the face of pain and fear.
World issues: This is a theme that is prevalent throughout each year as opposed to a single module of study. Examples of this wide coverage can be found for example in Year 7 with multi-culturalism, In Year 8 with Islam and Islamophobia and in Year 9 with considering geo-politics.
Ethics and relationships: In each module questions and influences about ethical and moral choices, including forgiveness and issues of good and evil, are covered where students are challenged to continually refine their understanding of ethics and morality.
Develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens: Rights and responsibilities of citizens is covered in each of the Citizenship modules as an ongoing theme that students develop. In Year 8 the curriculum focuses on political systems and the key role that we must all play in the British Values of Democracy and the rule of law.
Pupils should use and apply their knowledge and understanding to present reasoned arguments and take informed action: In every lesson students are challenged to use the knowledge acquired within the lesson to add to that which they may already know to develop reasoned arguments. Students are required to actively listen to the ideas of others and develop skills of challenge and response in a supportive climate.
The operation of Parliament, including voting and elections, and the role of political parties: Students in Year 8 are required to learn the key political beliefs of the main established political parties in the UK. Students use these principles to create their own political party and are required to produce persuasive arguments as to why their policies would make Britain a better place.
Students should be equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs: Debating political questions runs throughout the Citizenship curriculum and is debated in depth for example in the Geo-Politics module in Year 9 where students are required to consider complex and challenging political questions such as Brexit. Financial sustainability is covered for example in the political systems and budgets module in Year 8.
RE/Citizenship module sequencing
|Half Term||Year 7||Year 8||Year 9|
|1||PREVENT||BUDDHISM||SCIENCE AND ETHICS|
|2||MULTI CULTURALISM||CRIME||RELIGIOUS CONTROVERSIES|
|3||RELIGIOUS INTRODUCTION||ISLAM||JUDAISM AND HOLOCAUST|
|4||CREATIONISM & CHRISTIANITY||VOTING||SECTARIANISM|
|5||SUFFERING AND THE AFTER LIFE||POLITICAL SYSTEMS AND BUDGETS||GEO POLITICS|
|6||HUMAN RIGHTS AND REFUGEES||HOW RELIGION CAN MAKE A DIFFERENCE||HINDUISM & SIKHISM|
Support for students in RE/Citizenship include strategies such as:
- Targeted support for identified students as first priority.
- Writing frames/sentence starters or other written scaffolding devices.
- Tasks broken down into more manageable building blocks to promote understanding.
- Positive peer seating so that students are well supported by effective peer role models.
- Using JMHS strategy guides to produce tailored strategies to meet the needs of the most vulnerable students.
- Provision of pre learning to take place in tutor time or at home with support.
- Literacy comprehension checks to embed key vocabulary.
- Regular praise and encouragement.
Challenge for students in RE/Citizenship include strategies such as:
- Application of concepts to additional scenarios.
- Developing links between a range of areas.
- Challenging established arguments and being asked to argue for views different to their own.
- Developing links with other curricular areas to deepen understanding.
- Developing ideas and supporting evidence in greater depth.
- Leading peer sessions to support and deepen understanding.
- Producing complex answers using challenging vocabulary.
Assessment in RE/Citizenship
Assessment is in line with the JMHS assessment policy whereby one marking sticker (or equivalent) is provided every 6 to 8 lessons. Students are expected to follow purple pen marking with green pen reflection in their books.
There is no formal end of year test in RE/Citizenship. In years 7 and 8 students complete a project that allows them to demonstrate their research and understanding of a chosen topic.
Progress checks and reports are completed in line with the JMHS reporting calendar. A JM Level is not reported for RE/Citizenship.
Curriculum by Year