RPE Curriculum

Key Stages 3&4

RPE Curriculum Intent

Key Stage 3

The intent of our RPE curriculum at Aston Academy is to provide excellent standards of teaching and learning which enables all students to reach their full potential both personally and academically. We aim to develop students to be passionate learners of RPE who are equipped with the knowledge and understanding of a range of religions and world views which will in turn enable them to develop their own ideas, values and identity. As well as preparing students for their next phase of learning in RPE, our curriculum aims to contribute towards their personal development so that they can participate positively in 21st Century Britain.

In RPE we believe that it is important to provide a broad and balanced curriculum that fully meets the requirements laid out in the Rotherham Agreed Syllabus for RE. As such, our students will learn about Buddhism, Christianity, Islam and Sikhism. Our RPE curriculum aims to provoke 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. Our curriculum sequencing deepens students’ knowledge and understanding of religion and world views. We take into account students’ prior learning as well as recognise the local, national and global context. Each unit of work includes a context lesson that links the relevance of students’ learning to the modern world. In order to provide a rich and engaging curriculum, students will be provided with learning experiences and opportunities that enable them to encounter people from different religious groups and visit places of major worship.

Through our RPE curriculum students will learn key terminology and concepts that link to religion and belief. Through extended writing opportunities, students will develop their ability to identify, describe, explain and evaluate their own views as well as the beliefs and practices of religions and worldviews clearly, confidently and creatively.  RPE students will develop skills of knowledge recall, interpretation, analysis and critical thinking. Students will also learn to apply teachings to support ideas/ provide evidence for religious thought.

Assessment in RPE will be used to inform future teaching and learning. The progress our students make will be assessed every lesson using a range of strategies e.g. targeted questioning, knowledge tests and plenaries. Our students will also complete regular and varied formative assessments and milestone tasks to assess progress. Here students will be provided with clear next steps of improvement from their class teacher and time will be embedded into lessons for students to reflect upon and improve their work. Students will also be provided with opportunities to peer and self-assess.

In RPE we aim to provide a literacy rich environment. We know that reading builds vocabulary, fluency, and background knowledge so students will be given opportunities in each unit of work to read independently and aloud. There will be a focus on developing subject vocabulary using key word lists and key word tests. There will be regular opportunity for students to take part in respectful discussion and debate where they can present their beliefs and ideas.

In order to develop students’ ability to transfer learning from KS3 to KS4, lessons and units of work will be coherently sequenced to ensure that there are clear links to prior learning. In each unit of work students will revisit relevant content and skills previously learnt to then apply this to new learning. Lesson content will be covered in depth in order to secure knowledge retention. Our RPE curriculum will teach cognitive and metacognitive strategies in order to aid memorisation.

We believe that in order for our students to achieve their best in RPE, schemes of work must be stimulating and engaging, incorporating a range of teaching and learning styles. Lessons in RPE will be differentiated, allowing all, regardless of ability to access the curriculum, while stretching and challenging the most able. Teachers of RPE will have high expectations of all students and have the routine expectation that students will show resilience in each and every lesson. There will be clear learning objectives which will demonstrate progression both within lessons and across schemes of work. Students will be set regular ELT tasks that build upon learning. In RPE we will adopt a reflective approach to the continuing professional development of RPE teachers e.g. an open classroom policy, collaborative planning, and a teaching and learning focus to all faculty CPD.

Time allocation

Y7: 1hr per week

Y8: 1hr per week

Y9: 1hr per week

Key Stage 4

We aim to develop students to be passionate learners of RPE who are equipped with the knowledge and understanding of a range of religions and world views which will in turn enable them to develop their own ideas, values and identity. As well as preparing students for their next phase of learning in RPE, our curriculum aims to develop students’ well-being and to foster skills which will enable them to contribute meaningfully to adult society. The curriculum aims to promote appreciation and a sense of wonder at the world in which we live and its rich cultural diversity. RPE skills will develop students’ capacity to respond to questions of meaning, purpose, and suffering in life, to promote an understanding of rights and responsibilities and religious freedom. The RPE curriculum should develop their ability as young adults to respectfully  disagree with others and to be reasonable in their responses to the views of others. We aim to cultivate an environment of integrity and respect, which promotes open mindedness and in which all students are treated, and treat others equally. 

In RPE we believe that it is important to provide a broad and balanced curriculum that fully meets the requirements laid out in the Rotherham Agreed Syllabus for RE. As such, our students will study the AQA GCSE Religious Education qualification and will learn in depth about the beliefs and practices of two world religions - Christianity and Islam. The curriculum aims to investigate the impact these beliefs have on the lives of the believer and on their responses to moral issues in the modern world. Our curriculum sequencing builds on prior learning, it deepens students’ knowledge and understanding to include alternative views and diversity within religious traditions and it considers the impact of multi–culturalism on how faith is expressed in the local, national and global context. In order to provide a rich and engaging curriculum, students will be provided with learning experiences that enable them to encounter people from different religious groups, engage in meaningful dialogue with people of faith and visit places of worship. It is our intent through this study to promote positive attitudes to others and respect for the individual’s right to hold different beliefs. We aim to reduce intolerance, foster community cohesion and to celebrate the richness of multi-cultural society. 

Through our KS4 curriculum, students will learn complex subject specific terminology and how to meaningfully apply their knowledge and understanding in order to answer challenging questions about religious beliefs, values and moral issues. They will develop their ability to explain the influence of religion on individuals, communities and society, developing understanding of common and divergent views within and between religions. They will learn to critically evaluate and reflect on the key sources of wisdom and authority, which inform contemporary faith. In KS4, RPE students will develop advanced skills in knowledge recall, interpretation of meaning, and critical thinking. They will develop the religious literacy to construct well-informed and balanced arguments, synthesising evidence from sources of authority with opinions and teachings to support them in making reasoned personal judgements on a range of religious and moral issues. Our RPE curriculum will engage students in becoming reflective enquirers, furthering personal development, ensuring their own attitudes are well informed and reasoned in preparation for adult life in a pluralistic society.

All assessment in KS4 will be used formatively to develop teaching and learning and improve student progress. Assessment will monitor that information is understood, recalled and embedded. Assessments will closely follow the structure of those  in the AQA GCSE RE syllabus. This will enable students to develop the essential question style techniques, through which they will need to demonstrate their knowledge, understanding and skills in evaluation. The progress our students make will be assessed every lesson using a range of strategies e.g. targeted questioning, knowledge tests and plenaries. Our students will also complete regular and varied formative assessments and milestone tasks including key words and key quotes tests, topic tests and exam question practice. Here students will be provided with clear ‘next steps’ of improvement from either their class teacher and or peer/self review. Time will be embedded into lessons for students to meaningfully reflect upon and actively improve their work. 

In RPE we aim to provide a literacy rich environment. We know that reading builds vocabulary, fluency, and background knowledge so students will be provided with opportunities in each unit of work to read independently and aloud. IN KS4 we aim to challenge students’ further through ensuring access to more complex and demanding reading, promoting struggle time over challenging texts and quotations and through developing subject vocabulary, disciplinary vocabulary and an understanding of symbolic language through  the use of word walls, key word tests and high quality discussion and debate. 

In order to develop students’ ability to transfer learning from KS3 into KS4, lessons and units of work are coherently sequenced to ensure that KS4 units build on prior learning. In each unit of work students will revisit relevant content and skills covered in KS3, embedding knowledge and practice and supporting progression of skill as maturation occurs. Our RPE curriculum will teach cognitive and metacognitive strategies in order to aid memorisation in preparation for end of KS4 assessment.

We believe that in order for our students to achieve their best in RPE schemes of work must be stimulating and engaging, incorporating a range of teaching and learning styles. Lessons in RPE will be differentiated, allowing all, regardless of ability to access the curriculum, while stretching and challenging the most able. Teachers of RPE will have high expectations of all students and have the routine expectation that students will show resilience in each and every lesson. There will be clear learning objectives which will demonstrate progression both within lessons and across schemes of work. Students will be set regular and varied ELT tasks that build upon learning. In RPE we will adopt a reflective approach to the continuing professional development of RPE teachers e.g. an ‘open classroom’ policy, collaborative planning, and a teaching and learning focus to all faculty CPD.

RPE Learning Plans

Please click the links below to view our RPE learning plans.

Key Stage 3

RPE KS3 Learning Plan

Key Stage 4

RPE KS4 Learning Plan


RPE Learning Expectations

Please click the links below to view our RPE learning expectations

These documents show the progress we expect students to make by the end of each term.

Key Stage 3 Learning Expectations

Key Stage 4 Learning Expectations

Learning Expectations in RE KS4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mission Statement

At Aston we are committed to providing high quality learning and teaching, enabling everyone to reach their full potential, whatever their age, ability, gender or ethnicity.

We believe that every person is unique and we work together in an inclusive environment of mutual respect and consideration, valuing everyone's contribution.

Through our partnership with the local and wider community we aim to support our young people in successfully taking their place in society.

All adults in school have a responsibility to safeguard and promote the welfare of children.

With your commitment we will make a difference.

 

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