RELIGIOUS EDUCATION DEPARTMENT Key Stage 3 Curriculum

Key Stage Three Curriculum

Prior to the publication of the ‘ICONS’ scheme for Religious education the department had already begun a complete revision of its previous units of learning based on the ‘Broad Areas of Attainment’ document (1994) We chose to develop the four key concepts identified from Vatican II and produce a KS3 programme which would enable students to develop an understanding in a progressive way appropriate to their age and development.

• Lumen Gentium (LG) ‘Community’

• Sacrosanctum concilium (SC) ‘Celebration’

• Dei Verbum (DV) ‘Revelation’

• Gaudium et spes (GS) ‘Way of Life’With the publication of the ‘Catholic Curriculum Directory’ (CCD) we were able to cross- reference our units to ensure that the key requirements of the Bishops’ statement were being covered within the programme. We contributed nationally to the consultation on the ‘Icons’ programme. We affirmed the initiative and many of the ideas and resources it contained but were openly critical of the educational process which underpinned the scheme. It was our view that the process throughout KS3 was unnecessarily complicated and did not allow for the progressive development of key theological concepts appropriate to the age and abilities of the students. Following its publication we went through the whole scheme and selected a variety of tasks & resources which we have used to enrich our own schemes.

There is a very strong emphasis on the exploration of scripture in KS3 & 4 with some very creative learning experiences.The exploration of the Sacraments of the Catholic Church is also an intricate part of the KS3 programme (See KS3 overview)and developed further at GCSE.

The units of learning were designed to incorporate a significant amount of the PSHE programme for the school which gave topics such as sexuality a ‘value-based’ context within which they could be explored.

The audit for ‘Citizenship’ (2003) also shows a wide base for many of the topics highlighted to be explored in RE.

Throughout the history of the Department there has been a positive choice to teach pupils in mixed ability groups. This decision has been frequently reviewed by the Department to ensure that the students are receiving the best possible learning experience in RE. The department does not attempt to advocate mixed ability teaching for the whole school but does believe that in the context of Religious Education it provides a unique opportunity for students of all abilities to be challenged by each other in their quest for a deeper understanding of ‘Faith’, ‘Morality’ & ‘Belief’ systems. Given the expertise within the department the insight and lived wisdom of all pupils is drawn out and developed through the Units of Learning. On many occasions the insights of students who are classed as ‘less-able’ have shown a depth and wisdom which is significantly beyond that of their ‘academically gifted’ peers. The mutual benefit of such a classroom climate allows for students to be challenged at an appropriate level to their age and ability. The skill of the teacher is to ensure that in a climate of respect and tolerance, all pupils feel able to contribute to their lessons and that what they contribute is valued. By removing the potential stigma of being in lower sets, pupils are encouraged to aspire to maximise their potential.

The Gospel message of seeing Christ in all people regardless of religion, race, ability or disability should be apparent in every lesson. In KS3 the year 7 & 8 Tutor groups allows the tutor to be supported by the RE teacher in Charity work and Mass preparation etc. In year nine with the creation of the ‘Yellow & Green’ bands potentially disruptive pupils are not grouped together but are carefully placed in different groups. This has proved extremely successful in reducing disruption to lessons and has allowed a number of these students to succeed beyond expectation in a positive classroom climate. The consistent success at GCSE has also supported the view that students have reached their potential within the RE curriculum.