R.E. Key Stage 3

RE recovery statement 

Throughout lockdown pupils in KS3 did not continue with RE lessons and this time was used to priorities their core subjects. However, Year 9 completed booster courses in preparation for year 10. Live lessons were received enthusiastically, with the majority of our cohort attending every lesson. All students who have attended have successfully completed all of their year 10 content in RE. 

What are the gaps? 

Our areas of focus on returning to school is to give students the opportunity to develop, with the aim of mastering, the following in RE:

Knowledge: We will continue to focus upon enquiry led learning, we want our students to be engaged in our subject and to bring back their love of learning. Our schemes of work in the first term: Who is God? Can we have peace without conflict? What does it mean to be a Muslim in Britain today? Are engaging and provide the opportunity for your child to consider their own views and others in our society. It is important our students feel that their views are valued and voiced, whilst respecting the views of others.

Skills: All students will have the opportunity to build upon their critical thinking skills in RE. We are continuing to re-introduce and build upon their prior skills in RE: writing a thesis, interpreting textual sources and writing a justified conclusion. 

How will they be addressed?

We know your child will have some gaps from missing in school teaching during the COVID lockdown, but we have made sure our curriculum addresses these as a priority. Our lessons are differentiated to ensure your child accesses the work that is suited to their current level, but crucially has the opportunity to challenge them beyond that level consistently. We take time every lesson for students to build their metacognition skills which will allow them to take control of their own learning and for them to feel comfortable and confident working independently. We are also using self and peer assessment to enable your child to more confidently assess their own strengths and areas for development to empower them. Whilst marking work we will be able to identify more gaps and adapt our teaching to fill these and our weekly home learning tasks will give your child the opportunity to consolidate their learning. 

What are students expected to do?

We would strongly advise you to encourage your child to extend and research the Religions and individuals we are studying in RE. We would also like your child to independently expand their knowledge of the world and communities around them, through accessing the links below and completing every home learning to the best of their ability. 

How can I support my child?

  • > Talk to them about what they have learnt in RE. 
  • > Ensure they complete all home learning tasks.
  • > Ensure they begin to research their future goals and the skills they need in order to achieve these goals. 
  • > Encourage writing and journaling the world around them. 
  • > Year 7 useful links
  • > Year 8 useful links

Pupils can create a free account on true tube 

We are really excited for the year ahead!

Contact us – all staff are available to contact via email – just ask. Any questions or concerns you have we’re here for you and happy to help! 

Eknowles-jones@stretfordhigh.com

 

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Welcome to the humanities department; at Stretford High, we deliver a combined Humanities programme consisting of Geography, History and Religious studies. Our aim is to inspire a curiosity and fascination about the world in which we live.

Students have two forty-five minute lessons each week as part of their Humanities curriculum. Links between the three subjects are identified and embraced in the amalgamated humanities programme of study. All programmes meet the requirements of the national curriculum.

Year 7

Year 7 Curriculum Overview Topic Unit content
Term 1 Who is God? Natures of God, different types of belief, monothiesm vs polythiesm, Evil and suffering, Religious experience, Humanism
Can places hold their significance years on? Sacred ground, Mahabodhi Temple, the journey of Hajj, the significance of Lourdes, Jerusalem as a centre of faith or conflict
Term 2 What is reality? The journey of the Buddha, wealth vs contentment, suffering, detachment, morality, meditation and truth
Term 3 Heroes of today and yesterday Guru Nanak, Khalsa, sewa and langar, Prophet Muhammad and Aisha, Moses and everyday heroes

 

Year 8

Year 8 Curriculum Overview Topic Unit content
Term 1 Can there be peace without conflict? Forgiveness, justice, just war theory, Greater and lesser jihad, Pacifism, Israel-Palestine conflict, WMD’s
Was Jesus a radical? Jesus’s life, incarnation, man or God, Jewish messiah, miracles and Jesus’ death
Term 2 What is really out there? Near death experiences, the afterlife, religion vs athiesm, resurrection, reincaration, rebirth, mind, body and soul
Term 3 What are the humanist values? Humanist values, absence of God and it’s effect on a person’s life, challenging death, purposeless universe and morality

 

Year 9

Year 9 Curriculum Overview Topic Unit content
Term 1 What does it mean to be a Muslim in Britain today?
Being Muslim in Britain, media representation of Muslims, believing, belonging and behaving in Islam, Rumi and women’s rights
Medical ethics Abortion, genetic engineering, euthanasia, organ transplantation, animal rights, drug abuse
Term 2 The Big Questions Original sin, homosexuality, Human rights (UN), stewardship and it’s role in religion
Term 3 How should we treat criminals? Changing face of punishment, rehabiliation vs deterrent, corporal punishment, capital punishment