RE at KCC offers students the opportunity to understand their own belief system and the religions and beliefs that are held by others in the UK and globally, enabling the students to have a broad world view. This enables KCC learners to take their place within a diverse multi-religious and multi-secular society. The RE curriculum is rigorous and challenging, offering the opportunity for discussion and high-level questioning. Students are able to discover and deploy key terminology associated with the world religions and non-religious belief systems. RE at KCC offers knowledge of different religious traditions and a rich discourse between the World views that the students’ study and their own way of looking at the world. RE offers KCC learners the opportunity to debate and explore Ultimate questions and deepen their understanding of their own World perspective and that of their global neighbours, appreciating that “True religion is real living” and that RE as a subject can support their other academic subjects. “ Science without religion is lame, religion without science is blind.”
RE offers the students the opportunity to break down misconceptions and appreciate that all views are welcome. It gives them the skills to contest and challenge other people’s views in a reasoned and respectful manner. RE allows students to expand their minds and ensure that they are accepting and understanding citizens of the world. The curriculum at KCC evolves, develops and responds to local and global changes and events that the students need to be aware of and have the opportunity to learn about and learn from.
The KCC RE KS3 curriculum is totally impartial and teaches through rigorous enquiry, using a range of academic disciplines in an age appropriate way regardless of the prior knowledge and skills that the students join us with. From the start of year 7 students learn and develop the skills to express their own opinion in a reasoned and supported way. They are encouraged to offer reasons and examples to support their own opinion and consider a range of diverse views. They have the opportunity to develop analytical skills and practice evaluating key concepts and ideas. KS3 RE gives students an opportunity to respect and think about their own beliefs. RE teaches KCC learners to know their rights and that everyone is different and that we do not all think the same thing. As Kingsbridge is a relatively monocultural society, the KS3 curriculum offers students from all faith backgrounds and none the opportunity to explore and question different world views around ultimate questions. Students have the opportunity to reflect on their own spirituality and to break down misconceptions that religion is not relevant to them and that it is decreasing in their local community. KS3 offers the building blocks of knowledge that support students as they begin their GCSE journey. Key terms and concepts cross over from the KS3 curriculum and spiral up to support EDUQAS GCSE in RE: Themes, Christianity and Buddhism, building on the skills of Description, Explanation and Evaluation. At the end of KS3 students have the opportunity to learn about and from The Holocaust. They have the opportunity to reflect on their Holocaust Studies and produce a piece of creative work that demonstrates their knowledge and understanding of the persecution and devastation that was inflicted on the Jews and other target groups. We link this into their knowledge of Human Rights and UN Convention on the Rights of the Child that the students are aware of and learn about as a Rights Respecting School. This in turn empowers the students to recognise and speak up against prejudice and discrimination.
Students are given the opportunity to recognise the difference between right and wrong, and readily apply this understanding in their own lives, when studying ‘How do we make Good Decisions’ in Year 8, ‘Human Rights’ in Year 11 and in the GCSE, as well as ‘Good and Evil’ in the GCSE. They are also encouraged to understand the consequences of their behaviour and actions/inaction when learning about ‘The Holocaust’ in Year 9.
The aim of KS4 RE at KCC is to offer students the opportunity to build on skills learnt at KS3 and refine their knowledge, understanding and evaluative skills. All students take a Full course GCSE at the end of year 11 – EDUQAS Route A: Issues of Relationships, Issues of Life and Death, Issues of Good and Evil, Issues of Human Rights. The two religions that that the students do an in-depth study of are, Christianity and Buddhism: Beliefs and Teachings and Practices. The EDUQAS GCSE promotes the value of diversity and students are encouraged to interact meaningfully with a range of views and opinions. There is a plan across the department for what students should know and be able to do in RE by the end of KS4. Students are expected to be able to talk and write knowledgeably about religions and belief, using subject specific language fluently and accurately. This is embedded through the use of knowledge organisers and assessed at regular intervals through low-stakes quizzing, formative and summative assessment. The students will be able to make links between beliefs, teachings and practices and refer to how these influence believers and non-believers within the two religions. Students experience and search for meaning, the purpose in life and the values by which we live. In learning about different religions and why people believe, students should have the opportunity to learn from their experiences, to reflect on and interpret spirituality and their own lives and discuss and reflect on ultimate questions.
Students are given the opportunity to be reflective about their own beliefs when studying in KS3 as well as across the topics in the GCSE course. As a nontheistic ethical religion, Buddhism offers students the opportunity to gain valuable cultural insights while studying a belief system that is not believing in a supreme being, heightening the relevance for many students. Students learn about shared and differing moral values, while debating moral dilemmas about right and wrong, good and bad. Students discuss issues such as people’s responsibility towards the world and future generations. Students have the opportunity to make a personal response to right and wrong and to consider other peoples’ responses to moral issues.
Students explore similarities and differences in religions and cultures through which they should begin to link religion to personal action in everyday life. This is reflected in their relations with others in the classroom and their ability to work together co-operatively. Through the study of different religions, students are made aware of the similarities and differences they may have with other students in their class.
Students learn about other cultures and traditions through Christianity and Buddhism giving them an opportunity to see what it means to belong, to develop confidence in themselves and be able to respond positively to similarities and differences in our multi-faith and changing society.
Students are given the opportunity to understand and appreciate a wide range of cultural influences that have shaped their own heritage and that of others when learning about ‘Practices: Buddhism and Christianity’ in the GCSE.
AT KS5 students at KCC pursue AQA Philosophy. A highly academic and rigorous A level. Since 2021 all students sit the full A level at the end of year 13. The course enables students to become critical philosophical thinkers, visibly building confidence and hinterland knowledge. In year 12 they study Epistemology and Moral Philosophy and in year 13 Philosophy of Mind and Philosophy of God. The skills learnt enable students to think logically and to analyse and evaluate different and opposing theories and to make a reasoned and supported judgment, evaluating the strengths and weaknesses of theories. They'll learn to be clear and precise in their thinking and writing. Students are encouraged to make links across and between the 4 topics to show true depth of understanding and mastery of Philosophy. The course offers the students a chance to question their own morality and ethical decision making, they become skilled at discussion and debating and develop important skills that they need for progression to higher education. Students will have the opportunity to engage with big questions in a purely secular context.