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RE

 In religious education (RE), pupils enter into a rich discourse about the religious and non-religious traditions that have shaped Great Britain and the world. RE  enables pupils to take their place within a diverse multi-religious and multi-secular society. At its best, it is intellectually challenging and personally enriching. It affords pupils both the opportunity to see the religions and non-religions in the world, and the opportunity to make sense of their own place in that world. (DfE)

Intent

At Cardrew Court School we aim to provide a safe, positive learning environment where our learners feel they belong, can believe in themselves, developing confidence and resilience as learners. We support them to achieve the desired outcomes to be successful in their next steps on the path to the world of work and independence, well-prepared for life and adulthood, who are keen to make a difference to the world they live in.

We aim to make it accessible and enjoyable, a broad and balanced religious curriculum which enables learners to appreciate that we live in a multicultural society, developing an understanding of others' beliefs and viewpoints.  We develop learners British Values, which include mutual respect, the rule of law, democracy and tolerance of different faiths and beliefs. We explore humanity’s responsibility towards the environment and the religious responses to this. For instance, stewardship and dominion.

We promote the learner's spiritual, moral, social and cultural capital by developing learner's knowledge and skills to:

  •  be reflective about their own beliefs and perspective on life.
  • respect different people's faiths, feelings and values.
  • develop independence through learning about themselves, others and the wider world.
  • consider the consequences of their behaviour and actions on others.
  • recognise the difference between right and wrong, applying it to their lives.
  • appreciate and support the viewpoints of others regarding ethical issues.
  • engage and cooperate effectively with people from a diverse range of belief systems.
  • understand the wide range of cultural influences in their heritage and that of those around them - appreciating the things we have in common.
  • participate and respond positively to creative, artistic and musical opportunities.
  • embrace cultural diversity

Implementation

Our curriculum up to the end of Key Stage 3 is based on the Cornwall  Syllabus. The teaching and learning approach is based on making sense of beliefs, making connections and understanding the impact. There is a development of making connections and then moving into Key Stage 3, application and interpretation.

In Key Stage 2, learners study Christians, Muslims, Hindus and Jews. In Key Stage 3, Christians, Muslims, Buddhists and Sikhs. Each half-term there is a big question to explore as a focus for the topic.  This question allows learners to demonstrate their existing knowledge and skills as well as identify what they need to do to answer the question. Weekly lessons focus on discussion and developing knowledge and then making connections such as between what people believe and how they live.

In Key Stage 4 and 5 learners follow the ASDAN Beliefs and Values short course. This follows half-termly modules that have been selected to continue to build on the skills of tolerance, integrity, decision-making, social perceptiveness, openness, life in Modern Britain and openness. 

Impact

Our learners will leave with an understanding of the world they are living in, and have learnt to live alongside, and show respect for, a diverse range of people. 

Their focus in RE will support the progress to the next stage of their chosen path to independence and the next stage in their lives, be it in further education or as an apprentice. We aim to provide our learners with the skills necessary in order to continue along their journey to achieve their goals.​

Careers in Religious Education

  • Minister
  • Chaplain in the Navy, Army, RAF, prison, hospital
  • Writer
  • Journalist
  • Social Worker
  • Charity Worker
  • Civil Service Administrator
  • Equality, Diversity and Inclusion Officer
  • Diplomatic Service Officer
  • Archivist
  • Teacher
  • Solicitor
  • Youth Worker

 

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