Curriculum RPE

 

Rationale:

Through the whole school ethos ‘all different, all equal, all important’ we aim to promote a common sense of identity and support diversity, by showing our students how different communities can be united through shared values and common experiences.

 

Kirklees and Calderdale are enriched by a wide and profound diversity of cultures and beliefs. Human beings are strengthened and empowered by learning from each other. Through this treasury of human experience and culture, it is possible to explore the opportunities, challenges and purpose of our individual lives, and the ways our varied perspectives can strengthen our local communities and relationships. Engaging and stimulating RPE helps to nurture informed and resilient responses to misunderstanding, stereotyping and division. RPE offers a place of integrity and security within which difficult or ‘risky’ questions can be tackled within a safe but challenging context.

 

RPE contributes dynamically to student’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RPE students discover, explore and consider different answers to these questions, in local, national and global contexts, through learning about and from religions and other world views. They learn to appraise the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.

 

At Ravenshall School we have combined Religious Studies with PSHE, Citizenship and Communication and Social Interaction (CSI) to encourage students to become respectful, responsible, independent and healthy members of society.  More importantly the subject is a vehicle in which our richly multi-cultural society can promote community cohesion, harmony, peace, and respect, built on a strong sense of personal identity.

 

Aims :

The RPE curriculum includes a balance of three main aims: -

 

A. Know about and understand a range of religions and other world views, so they can:

 

 A1 Describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals (worship, ritual and ways of life).

 

A2 Identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and other world views (sources of wisdom).

 

A3 Appreciate and appraise the nature, significance and impact of different ways of expressing meaning (symbols and actions).

 

B. Express ideas and insights about questions of beliefs and meaning, so they can:

 

B1 Explain and give reasons for their ideas about how beliefs, practices and forms of expression influence individuals and communities (impact of beliefs on choices).

 

B2 Find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively (questions of meaning, purpose and truth).

 

B3 Appreciate and appraise varied approaches of religions and world views to ultimate questions (different responses to ultimate questions).

 

C. Investigate and respond to important questions for individuals and the wider community, so they can:

 

C1 Express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues (identity and belonging).

 

 C2 Enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all (cooperation and cohesion).

 

C3 Articulate beliefs, values and commitments clearly in order to explain why these may be important in their own and other people’s lives (evaluating moral dilemmas).

 

How will we achieve these 3 main aims at Ravenshall School?

Teaching and Learning

Teaching and learning experiences have been designed to equip students with knowledge and understanding of a range of religions and other world views, allowing them to develop their ideas, values and identities. It has been designed to develop in students an aptitude for dialogue so that they can participate positively in society with its diverse understanding of life from religious and other world views. Students should gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. Students learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

Foundation Stage: - Teaching and learning is focused through purposeful play with a mix of adult-led and child-initiated activities. Sensitivity to the backgrounds and experience of young children is especially important, including those who come from a particular faith background.

At Key Stage 1:- Teaching and learning is focused around Christianity and Islam, alongside understanding of non-religious approaches to life. This does not preclude inclusion of aspects of other faiths and world views.

At Key Stage 2:- Teaching and learning is focused around Christianity, Islam, Judaism and Sikhism, alongside understanding of non-religious approaches to life. This requirement does not preclude study of aspects of other faiths and world views.

At Key Stage 3:- Teaching and learning includes all six major world faiths, Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism, alongside understanding of non-religious approaches to life. Recognition of other belief systems and practices and understanding of the diversity within religions should also be taught.

At Key Stage 4 and PFA:- Teaching and learning should extend and deepen student’s knowledge and understanding of religions and other world views, reflecting local, national and global contexts. Building on their prior learning, they appreciate and appraise the nature of different religions and other world views in comprehensive ways.

 

Implementation & Assessment :

To deliver the local Agreed Syllabus with integrity, the equivalent of an hour a week has been allocated to teaching RPE.

Primary: - Students receive the one hour a week through the Creative Curriculum which is a theme-based’ creative approach to learning. (Refer to RPE highlighted in the CC overview). It is delivered via ‘Topic’ lessons. This approach has, at its core, the development of a set of skills that are progressive. Wherever possible the themes are used to link together the core subjects.

The core principles include:

  • A thematic approach to teaching and learning.

  • A pre-formal/ semi-formal or formal approach to learning, depending upon the needs of the learner.

  • In-depth working to give children the time they need to consolidate learning.

  • Placing direct experience and opportunities to apply learning and skills at the centre of the curriculum.

  • Needs-based learning experiences.

    KS3:- Student’s receive the one hour a week in a dedicated Integrated Studies (RPE) lesson.

    KS4 and PFA students receive the one hour a week in 2/5 Community and Social Interaction (CSI) lessons. 

 

Assessment, Recording and Reporting:

• Students are regularly assessed informally according to Integrated Studies Progression Skills.
• Students are assessed formally at the end of each term. This level is recorded in Integris.
• Once a term feedback and intervention lessons are delivered. During these lessons students receive both written and verbal feedback and are given the opportunity to improve and correct work and set targets.
• A verbal progress report at parents evening will be given and a written end of school year assessment
will be part of a general report for each student.
• At the end of each Key Stage students are assessed against the Integrated Studies Progression Skills.

• IPERF Levels are updated regularly in class work.

IPERForm Levels:

• Introduced

• Prompted

• Emerging

• Reached

• Functional 

 

 

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