Introduction to RE at Brine Leas
Religious Education is taught to all pupils in Years 7-11.
At Key Stage 3 all students follow the curriculum laid down in Cheshire’s Agreed Syllabus. This syllabus implements the requirements of The Education Act 1988 which promotes the ‘spiritual, moral, cultural, mental and physical’ development of pupils and prepares them for the opportunities, responsibilities and experiences of adult life. The content of the Agreed Syllabus (see S@LT website) should ‘reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principle religions represented in Great Britain. At Key Stage 4 all students follow the EDEXCEL short-course GCSE Religion and Life form the point of view of Christianity and at least one other religion (see EDEXCEL website). Religious Education makes a distinctive contribution to pupils learning enabling them to reflect upon themselves as a whole person.
Pupils will be presented with information which will lead to an understanding of world religions.
Pupils will be encouraged to make their own personal responses to spiritual and moral issues about life.
Pupils will be encouraged to develop an appreciation and respect of other beliefs and lifestyles of the different religious groups.
Pupils will be encouraged to use empathy in order to enter creatively into the lifestyles and cultures of the different believers of the world religions.
Pupils will be encouraged to consider their own experiences and the ways in which religious belief demands action.
Pupils will be encouraged to respond in different ways (e.g. essays, diaries, drama, discussion, graphical design, etc.).
Equal Opportunities Policy
The department aims to ensure that all students have equal opportunities for learning and development in R.E. in the following ways:
Through equal access to the curriculum by differentiating the content of the schemes of work, through the provision of appropriate materials and resources and through using teaching and learning strategies that reflect the needs and abilities of students.
Through the use of non-exclusive language by staff, that does not reinforce stereotypes.
Through the challenging of inappropriate language or ideas of students that is disrespectful or abusive on grounds of sex, race, colour, disability or sexual orientation.
We aim to make it clear that such comments are not acceptable. We are particularly sensitive towards the ‘traveller’ population.
Through the fair allocation of teacher time in lessons, sot that individuals are not allowed to dominate to the detriment of others.
Through a marking policy that records effort as well as ability and gives all students equal opportunities to experience success.
Through enforcing the same standards of discipline for all students regardless of age, sex and ability.
Through enforcing positive role models of both sexes for students so that Religious Education remains popular with both male and female students.
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The School has a responsibility to provide a broad and balanced curriculum for all pupils. There are three principles which are essential to developing a more inclusive curriculum:
1) Setting suitable learning challenges.
2) Responding to pupils' diverse learning needs
3) Overcoming whole school and subject specific barriers to learning and assessment for both individuals and groups