Religious Education
RE at KNGS – inspiring you to openly explore, enquire and express ideas about beliefs, truth and meaning, with appreciation and respect.
Mission Statement
Religious Education at Kings Norton Girls’ School has as its primary purpose the aim of developing students’ ability to reflect in a critical way on what it means to be a human being in the world, in the context of the study of different faiths and worldviews. The Birmingham Agreed Syllabus states ‘In Religious Education, the deepest values of human existence are explored’ and we try to reflect this in all we do.
Students learn to approach views other than their own through critical thinking and dialogue. They engage with and are enthused by the exploration of values and attitudes and the search for answers to ultimate questions. They reflect on religious responses and the philosophical and ethical issues to which such reflection gives rise.
Religious Education and SMSC, including the promotion of British Values
Pupils’ Spiritual, Moral, Social and Cultural development is a whole school responsibility, but one to which RE makes unique contributions. At Kings Norton Girls’ we are committed to developing not just academic and practical skills but also self-knowledge, moral courage and a capacity for imaginative sympathy for others. Our long-term planning explicitly references opportunities to develop students’ understanding of models of spirituality, diverse moral perspectives and the impact of society and culture upon these. We aim to contribute to SMSC development not just through our content, but also our approach; modelling respectful dialogue and critical, yet charitable, exploration of ideas.
Mutual respect: this occurs often across the phases in RE lessons through case studies, religious teachings and ethical debates. Students hear stories of people who have taken particular actions because of their beliefs, actions that have been about equal treatment and respect for those who are, for example, black, female, or have a different religious belief from the majority, such as Martin Luther King or Malala Yousafzai. Students may question why some groups and individuals do not seem to be treated respectfully in the UK when studying units on prejudice and discrimination.
Tolerance of those with different faiths and beliefs: this is clearly a key driver in RE lessons across the age range. To learn about different ways of life and beliefs requires openness to difference. We hope that students will increasingly query whether tolerance as an ethic is powerful enough, and suggest warm acceptance, celebration or love is a better ideal to work towards.
Democracy: At KS3, a democratic country may be contrasted to a theocratic country or a monarchy if the class is exploring rules, free-will and determinism. KS4 students may debate the value of majority rule when studying the death penalty, and weigh up secular and religious viewpoints on the role of the state in justice.
Rule of law: In KS3 and KS4 the rule of law may be contrasted with religious rules or moral precepts. For example, in an exploration of the idea of rules generally, children may consider why we all have to follow civic law and the impact this has on our lives. This may then be contrasted with rules, precepts and guidance given by different religious communities. In addition, students may explore how democracy and legislation in the UK, in contrast to some other jurisdictions, support and protect people’s religious beliefs and freedoms. At KS3, students may encounter religious customs, such as polygamy which are not allowed under civic law. At KS4, students may contrast the rule of law to ethical and religious norms.
Individual liberty: in studying non-Christian faiths in the UK the idea of freedom of religion may arise as part of the rights of the individual. We explicitly explore human rights, including the right to expression of belief in KS3. Students will also explore examples of where, while we have individual liberty with some rights, religions may explain that there are certain responsibilities. As students move into KS4 they will explore in more detail the history of human rights, and responses to them within the Church of England and other religious traditions within the UK.
KS3 Curriculum
Year 7
Religious Studies is taught for 2 hours a week. Students develop their understanding and skills through the study of key beliefs of major world religions and worldviews with time devoted to considering both Abrahamic & Dharmic faiths as well as an inquisitive comparison of these worldviews. Students will explore initial philosophy of religion questions, such as whether we can know that God exists. This year allows students to develop mutual tolerance and respectful attitudes towards the different religious traditions of the UK, including a study of how the UK became a diverse multifaith society.
Year 8
Year 8 builds on the solid foundations laid down in year 7. Students will utilise their knowledge of different world faiths and worldviews to continue to develop their understanding through a study of the changing religious landscape within Britain. This year, they will enhance their knowledge of diverse attitudes and critical insight through various units, including the study of history’s great philosophers, the meaning of ethics, and a critical analysis of the existence of God.
Year 9
Pupils begin with a detailed unit on ethics in different religious traditions and an exploration of social justice. They will also experience a ‘taster’ of GCSE topics, including detailed analyses of war and conflict, abortion, and crime and punishment. This program of study allows students to not only preview potential GCSE topics but also consider the rule of law in relation to ethical issues such as abortion, capital punishment, and same-sex relationships. In the summer term, students will explore various non-traditional religions, including new age movements, new religious movements, and cults. This is designed to safeguard students by helping them understand the full spectrum of worldviews.
KS4 Curriculum
Students can choose to opt for GCSE Religious Studies or to study Core RE, which is not examined.
Core RE
In Core RE, students will explore questions of life and death, the meaning of life, community cohesion, and human relationships. There will also be opportunities to participate in our annual Interfaith Week activities, and we hope to organize at least one trip to local places of worship.
GCSE Religious Studies
Students who opt for the GCSE will study the AQA Religious Studies (Christianity and Islam) course, involving an in-depth exploration of Christian and Muslim beliefs and practices. They will also consider themes such as relationships and families, matters of life and death, crime and punishment, and peace and conflict.
Exam board
- AQA
KS5 Curriculum
Homework
Homework is set in line with the school’s policy. Students are encouraged to use a range of resources including StudentShare which is populated with relevant reading material, worksheets and website links. For GCSE and A Level students, there are sample assessment materials that can be accessed too.
Extra-Curricular activities
The RE department also arranges extra-curricular activities that can deepen students’ understanding and interest in the subject. For instance, the department marks National Interfaith Week with a dedicated ‘reflections room’ and a forum with a panel of faith leaders in the city in which pupils have an opportunity to ask questions on a wide range of subjects. These opportunities are designed to enable students to come face to face with the wide range of perspectives and cultures represented in the UK today.