Academy Aim
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers. And ultimately we want students to ‘Know More, Do More and Go Further’
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The RE curriculum is planned to allow students to think critically about values and beliefs within both religious and non-religious groups. By studying a range of religions, students will have a greater understanding of the world we live in and issues related to be religious in modern Britain today. The RE curriculum will enhance pupils’ wider knowledge of religious changes through time and develop an understanding of similarities, differences and links between religious and non-religious values and beliefs. The RE curriculum is planned to enable all students to cumulatively develop skills in the following:
- Oracy through class and peer discussions
- Moral values and empathy
- Resilience and respect of different beliefs and opinions
- Evaluation of key moral questions
- An ability to express beliefs and values respectfully
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates. We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for careers and life after school.
Sequence and structure
Our curriculum is currently a KS3 only curriculum. It is structured to build on prior knowledge and inform for future learning through years 7, 8, and year 9. Pupils in all year groups are given opportunities to share ideas, beliefs and values without a fear of feeling judged.
Literacy
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. In RE we provide regular opportunities for students to read within the classroom environment from a range of genres and follow the whole school focus each term to improve reading skills. We also have aspirations for our students to use ambitious vocabulary and are using frayer models and ‘push’ techniques to widen the tier 2 and tier 3 vocabulary students use orally and in the work they produce. Coherent and fluent writing skills are also imperative for student achievement, so we support student writing skills by offering opportunities for extended writing, with modelling, and sentence stems to support. All curriculum areas use literacy end point document which details yearly end points for reading, writing and oracy to ensure consistent literacy skills embedded across the curriculum.
KNOW MORE: Our Key Stage 3 Religious Education Curriculum includes the following areas of study:
Three year KS3 with 1 hour per week allocated to RE.
| KS3 | Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
| Year 7 | (Unit 3.1) What does it mean for Christians to believe in God as Trinity?
God as the Father, Son and Holy Spirit. Concept of Trinity and the roles and actions of God through the bible. Influence God has on Christian practices. Other sources of authority in Christianity. Term 1 Assessment: Baseline in week 3 to assess KS2 knowledge and knowledge gained in the last 2 weeks. |
(Unit 3.6) Why do Christians believe Jesus was God on earth and Include unit 3.7 – what is so radical about Jesus? | (Unit 3.2) Should Christians be greener than everyone else?
The purpose of Genesis creation texts. Concepts of creation and stewardship within Christianity. Christian teaching on the nature of humans, and their responsibility. How Christians respond to Genesis and how they use this to guide how they treat the environment. Term 2 Assessment: Content so far |
(Unit 3.3) Why are people good or bad?
The idea of ‘The Fall’ in the text of Genesis. Different interpretations of Genesis and why most Christians view humans as ‘fallen’. The impact of the belief in the fall in regards to the treatment of women. Christian’s responses to the idea of being ‘fallen’ through confessions, forgiveness and seeking holy life. |
(Unit 3.5) What do we do when life gets hard?
Biblical concepts to do with wisdom, suffering, evil and the meaning of life. Christian responses to these concepts and how these influence Christians. Challenges of biblical teachings in the world today. Term 3 Assessment: End of year exam |
(Unit 3.4) Does the world need prophets today?
The place and role of the prophets in the Bible (Isaiah and Amos). Modern-day prophet – their actions and teachings. How far Isaiah and Amos’s messages are valued today. Does the modern world need prophets? |
| Year 8 | Islam belief and practices –
Beliefs and practices of Muslims, Five Pillars of Islam, the importance of Ramandan, Muslim Women. |
Islam – relationships
Family relationships within Islam. Beliefs around parenting, cohabitation, marriage, same-sex relationships and divorce. Term 1 Assessment: Islamic beliefs and practices |
(Unit 3.10) What is good and what is challenging about being a Muslim teenager in Britain today?
What is a British Muslim? Different Muslim traditions in Sunderland – mosques and communities in Sunderland today. Compare groups – Sunni/Shi’a. Islamophobia. Violent fundamentalist groups commandeering Islam (IS and Boko Haram), Muslim rejection to these groups. Different approaches to the term ‘iijthad’. |
(Unit 3.12) How are Sikh teachings on equality and service put into practice today?
Key beliefs of Sikhism and their importance for Sikhs living in Britain today. How do Sikhs interpret the Mool Mantar and what does this tell them about God. How these beliefs and practices influence their lives. Comparison of Kartarpur to UK today. Challenges Sikhs face in Britain today. Term 2 Assessment: Teacher written feedback |
(Unit 3.13) What difference does it make to be non-religious in Britain today?
Reasons for being atheist or agnostic. Sources of authority for non-religious people. Term 3 Assessment: End of year exam |
(Unit 3.13) What difference does it make to be non-religious in Britain today?
Different actions for non-religious people (from indifference to hostility to religion). How do non-religious beliefs influence moral decisions? |
| Year 9 | (Unit 3.8) The Buddha: How and why do his experiences and teachings have meaning for people today?
Buddhist beliefs and practices. The Four Noble truths and the Eight Fold path. How do Buddhist express themselves through Art. |
(Unit 3.18) How can people express the spiritual through the Arts.
Term 1 Assessment: Buddhism beliefs and practices. |
(Unit 3.15) How far does it make a difference if you believe in life after death?
Key beliefs about life after death from Christianity and non-religious beliefs (comparing to Buddhist beliefs taught in Autumn term 1). Differences in Christianity and their interpretation of biblical sources relating to life after death. Affect beliefs have on the way people live, including how death is marked. Reasons for different views. Term 2 Assessment: Based on Buddhism and Unit 3.15 |
(Unit 3.14) Good, bad, right, wrong: how do I decide?
Differences between absolute and relative morality. How do people decide what is right and what is wrong? Sources of authority and the influence on how people decide to live. Religious and non-religious ideas, beliefs and teachings on making moral decisions. Why do people have different views on moral issues? |
(Unit 3.16) Why is there suffering? Are there any good solutions?
Comparing religious views on why people suffer and the solutions, these offer. Religious and non-religious responses to suffering and why people respond in different ways (reject God, seek to heal the world) Does religion exist to help people cope with suffering, fear and despair? |
(Unit 3.17) Should happiness be the purpose of life?
Different ways of happiness – Christians, Buddhist and non-religious views. Different sources of authority, which influence decisions on the purpose of life. How do beliefs and views affect people’s views on whether it is important to achieve happiness or not. Term 3 Assessment: End of year exam |
DO MORE: Milestone assessment end points
| Subject: RE
Local Authority Content: The curriculum for RE aims to ensure that all pupils:
1. make sense of a range of religious and non-religious beliefs, so that they can: • identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary • explain how and why these beliefs are understood in different ways, by individuals and within communities • recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation.
2. understand the impact and significance of religious and non-religious beliefs, so that they can: • examine and explain how and why people express their beliefs in diverse ways • recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world • appreciate and appraise the significance of different ways of life and ways of expressing meaning.
3. make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can: • evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses • challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response • discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding.
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| Year Group | Basic
(Lower Ability End Points) |
Clear
(Middle Ability End Points) |
Detailed
(Higher Ability End Points) |
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| Students can:
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In addition to the basic response students can: | In addition to the clear response students can: | ||
| 7 | Make sense of belief, understanding the impact and make connections.
Unit 3.1 What does it mean for Christians to believe in God as Trinity? (Unit 3.6) Why do Christians believe Jesus was God on earth and Include unit 3.7 – what is so radical about Jesus? (Unit 3.2) Should Christians be greener than everyone else? (Unit 3.3) Why are people good or bad? (Unit 3.5) What do we do when life gets hard? (Unit 3.4) Does the world need prophets today?
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State their own views about God and creation in simple terms. Recognise that other people have different views. Describe some of the key beliefs about God and creation. Identify different sources of authority. Identify different viewpoints in Christianity and be able to describe some of the impacts differing views have on Christian practices.
Give examples of how Christians have responded to the idea of stewardship, as a community and as an individual. Identify and begin to describe how Christians have used Genesis 1 and 2 to guide how they treat the environment. Explain how the idea of ‘the Fall’ is found in the text of Genesis 3. Explain why this is a significant part of the ‘salvation narrative’ of the Bible. Explain the nature of the texts in Genesis 1, 2 and 3. Give at least two examples of how they have been interpreted differently by Christians and explain why. Give reasons and arguments for why most Christians view humans as ‘fallen’, using examples. Suggest meanings of biblical concepts and texts to do with wisdom, suffering, evil and the meaning of life. Understand the impact of biblical ideas and teachings on Christians and their responses to suffering and evil. Suggest meanings of biblical concepts and texts to do with wisdom, suffering, evil and the meaning of life. Understand the impact of biblical ideas and teachings on Christians and their responses to suffering and evil. Suggest meanings of the selected texts, explaining their ideas with reasons and evidence. Show how Christian worship reflects Christian beliefs in Jesus as God incarnate • Comment on the different ways in which Christians express worship of God. |
Describe and begin to explain their own views about God and creation. Listen with respect and make some responses to the views expressed by others. Describe some of the key Christian beliefs about God and creation. Describe some of the ways in which sources of authority influence Christian practices. Describe different viewpoints in Christianity and impacts differing view have on Christian practices.
Describe and begin to explain the purpose of Genesis Creation texts, and their place in the overall Bible narrative. Explain the concepts of Creation and stewardship in Christianity. Describe and begin to explain what Genesis 1 and 2 tell Christians about the nature of humans, their capabilities and their responsibilities. Explain the impact of Genesis 3 and how belief in the Fall has affected the treatment of women. Show how Christians have responded to the idea of being ‘fallen’, in the church community and personal living. Explain meanings of biblical concepts and texts to do with wisdom, suffering, evils and the meaning of life. Give reasons and examples to explain the range of ways Christians respond to and are influenced by Bible texts about the meaning of life, suffering and wisdom, and the key concepts studied. Explain meanings of biblical concepts and texts to do with wisdom, suffering, evils and the meaning of life. Give reasons and examples to explain the range of ways Christians respond to and are influenced by Bible texts about the meaning of life, suffering and wisdom, and the key concepts studied. Explain, with reference to the ‘I am’ sayings and/or the signs, what John’s Gospel says about Jesus’ true nature, and how this connects to Christian beliefs about what God is like • Explain how the Bible uses different types of text (for example, the Gospels) and language (such as, metaphor) to communicate ideas about Jesus as God incarnate. |
Express some of their own beliefs about the nature of truth and belief and consider how they relate to their own beliefs about God and creation. Make informed responses to the views of others. Explain how the life and teaching of Christian beliefs and sources of authority can influence Christian practices. Make comparisons between sources of authority and express some of their own beliefs relating to sources of authority. Make comparisons between viewpoints in Christianity and begin to evaluate the impact differing view have on Christian practices.
Explain the type and purpose of the Genesis Creation Texts, and their place in the overall Bible narrative. Explain what Genesis 1 and 2 tells Christians about the nature of humans, their capabilities and their responsibilities. Provide justified responses to the question of whether Christians should be better Stewards than everyone else. Evaluate the challenges of caring for the planet. Give a coherent account of how being ‘fallen’ has influenced how people live and behave. Evaluate personally and impersonally how far this helps to make sense of the world. Evaluate the influence of biblical ideas and teachings in the world today and their own lives, offering reasons and clear justifications for their responses. Evaluate the influence of biblical ideas and teachings in the world today and their own lives, offering reasons and clear justifications for their responses. Evaluate the value of belief in Jesus as God incarnate for Christians in the world today. Assess how far the world today could benefit from a saviour, offering their own reasons and justifying their responses. |
| 8 | Make sense of belief, understanding the impact and make connections.
Islam belief and practices. Islamic relationships. (Unit 3.10) What is good and what is challenging about being a Muslim teenager in Britain today? (Unit 3.12) How are Sikh teachings on equality and service put into practice today? (Unit 3.13) What difference does it make to be non-religious in Britain today? (Unit 3.13) What difference does it make to be non-religious in Britain today?
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State similarities between Allah and different Gods from other religions. State the rules Muhammad taught. Identify the five pillars of Islam. Identify reasons for the different practices Muslims follow. State what life is like for Muslims in Britain.
Identify reasons for the different practices Muslims follow. State what life is like for Muslims in Britain. State how Muslim beliefs can influence personal relationships and marriage. Describe examples of how Muslims put their beliefs into action in different ways. Make some comparisons between Sunni and Shi’a traditions. Show how beliefs and teachings guide Sikhs in responding to the challenges of life in Britain today. Identify Sikh views on equality. Suggest how Humanist beliefs and principles guide some non-religious beliefs in the changing religious landscapes of the UK. Explain what sources of authority non-religious people might use and why; to decide how to live. |
Describe and begin to explain similarities between Allah and different Gods from other religions. Describe how the rules Muhammad taught can influence Muslim beliefs. Describe the five pillars of Islam. Describe the different practices Muslims follow and begin to explain the reasons for this. Describe some of the challenges faced by Muslims who live in Britain.
Describe the different practices Muslims follow and begin to explain the reasons for this. Describe some of the challenges faced by Muslims who live in Britain. Describe how Muslim beliefs can influence personal relationships and marriage. Explain how and why Muslims put their beliefs into action in different ways. Compare Sunni and Shi’a traditions. Explain the importance of the key beliefs studied for Muslim ways of living in Britain today and make connections to the challenges these can bring. Explain the key beliefs of Sikhism and their importance in Britain today. Explain how Sikhs interpret the Mool Mantar and what it tells them about God, life and how to live. Explain what is meant by the terms ‘atheist’ and ‘agnostic’ and give reasons for the range of views that can be covered by these terms. Give reasons and examples to explain how and why non-religious people put their beliefs into action in different ways. |
Make connections between Allah and different Gods from other religions. Explain the meaning of the Five Pillars of Islam to Muslims practicing the Islam religion. Explain the reasons for different practices Muslims follow. Explain the challenges faced by Muslims who live in Britain.
Make connections between Muslim teachings and personal relationships, such as family values, roles of family members and the value of marriage. Explain the reasons for different practices Muslims follow. Explain the challenges faced by Muslims who live in Britain. Make complex connections between beliefs and relationships, including how these influence marriage and divorce. Give coherent account of the challenges and opportunities of being a Muslim teenager in Britain today. Evaluate how challenging it is to be Muslim teenager in Britain today. Give reasons and examples to explain how and why Sikhs put their beliefs into action in different ways. Offer an account of the value and impact of Sikh practice of service and equality in the UK today. Evaluate how far the non-religious beliefs and practices studied help to make sense of the world, offering reasons and justifications. Offer an account of the significance and impact of non-religious beliefs in the changing religious landscape of the UK. |
| 9 | Make sense of belief, understanding the impact and make connections.
(Unit 3.8) The Buddha: How and why do his experiences and teachings have meaning for people today? (Unit 3.18) How can people express the spiritual through the Arts.
(Unit 3.15) How far does it make a difference if you believe in life after death? (Unit 3.14) Good, bad, right, wrong: how do I decide? (Unit 3.16) Why is there suffering? Are there any good solutions? (Unit 3.17) Should happiness be the purpose of life?
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Describe how the life of the Buddha led to his teachings (dhamma). Explain the Buddhist dhamma, making connections to the universal truths, noble truths and noble path. Give reasons and examples to explain how and why Buddhists put their beliefs into action in difference ways.
Compare and explain at least two ways to describe ‘the spiritual’. Explain how and why music and art are important ways of expressing the spiritual. Show how people express spirituality in different ways (e.g. through art, music, activism). Explain the key beliefs about life after death in at least two traditions. Explain how and why Christians interpret biblical sources about life after death differently (e.g. Protestant/Catholic). Show how religious and non-religious ideas, beliefs and teachings guide people in making moral decisions. Give reasons and examples to explain why people come to different views on moral issues. Compare and explain two religious views of why humans suffer. Identify how some religious and non-religious beliefs and teachings affect how people respond to suffering. Compare and explain different ways to happiness. Identify and show how beliefs and teachings can affect people’s views on whether or not it is important to achieve happiness. |
Compare some varieties of Buddhist traditions and describe how they relate to the dhamma. Assess how Buddhist teachings guide them into making moral decisions.
Give reasons and examples to explain how music and art can help people understand big ideas in their tradition. • Show how religious and non-religious beliefs about life after death affect the way people live, including how death is marked. Give reasons and examples to explain why people have different views on the idea of life after death. Middle ability: In addition to the basic response, pupils can: Explain the differences between absolute and relative morality and what different they make for how people decide what is right and wrong. Explain how and why people use and make sense of different sources of authority in deciding how to live. Explain at least two solutions to suffering offered by religious traditions. Give reasons and examples to explain why people respond to suffering in different ways. Explain how people use different sources of authority in deciding what the purpose of life is. Explain and begin to justify opinions on the purpose of life and the attainment of happiness. |
Offer an account of what difference it makes that overcoming dukkha and attaining enlightenment is achievable by anyone without supernatural help, justifying opinions. Evaluate how far the ideas of the Buddhist dhamma help make sense of the world and make connections to own experience.
Offer a coherent account of the value of spirituality in the lives of religious and non-religious people, including themselves. Evaluate how far growing up in a tradition will shape the way someone sees all aspects of life, offering insights, reasons and justifications for their responses. Offer a coherent account of the impact of beliefs about life after death, comparing two views (e.g. one religious and one non-religious; or contrasting religious views, within or between faith traditions). Evaluate how far different ideas about life after death help students to make sense of the world. Evaluate how far the beliefs and principles studied help make sense of the world, offering reasons and justification for their responses. Offer a coherent account of the impact of beliefs on how people decide what is right and wrong, comparing two views. Offer a coherent account of the causes of suffering and the solutions offered by at least one religious tradition. Evaluate how far it is the case that religions exist to help human cope with suffering, fear and despair, offering reasons and justifications. Offer a coherent account of the value of happiness as the purpose of life, weighing up religious and non-religious views, including their own. Evaluate how far ideas and beliefs about happiness help make sense of the world, offering reasons and justifications for responses. |
GO FURTHER: Skills Builder
We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for higher education and employability skills for the future. This year in RE we will focus on TEAMWORK including group decision making and recognising the value of others. PROBLEM SOLVING by exploring complex problems by analysing cause and effect, and understanding through research. Furthermore, we want our students to AIM HIGH by setting goals, prioritising tasks and involving others.
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- Seating to allow inclusion
- Differentiation activities to stretch and support in all lessons
- Resources are accessible yet challenging
- Displays and visual learning tools are used where necessary
- Where appropriate support from additional adults is planned to scaffold students learning
- Group work and discussion
- Clear teacher/student communication
- Feedback that allows students to make progress, whether written or verbal
- Independent study/homework.
- Intervention when required
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Geography, we;
- work to identify barriers, interests and what might help each
pupil make the next steps in learning using lead practitioner research and actions to support. - provide targeted support for under-performing pupils during
lesson time, such as targeted questioning, live marking and seating, in addition to revision lessons and intervention outside school hours. - use strategies best suited to addressing individual needs
- Ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time through the use of Teams
- Provide students with revision materials to reduce financial burden on families
How do we make sure that our curriculum is implemented effectively?
- The Head of the Humanities faculty is responsible for designing the Geography curriculum and monitoring implementation.
- Monitoring is validated by senior leaders.
- Staff have regular access to professional development/training to ensure that curriculum requirements are met and subject knowledge developed
- Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
- Curriculum resources are selected carefully and reviewed regularly.
- Assessments are designed thoughtfully to assess student progress towards curriculum end points, long term knowledge retrieval and also to shape future learning.
- Assessments are checked for reliability within departments and across the Trust.
We have staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data. We also work closely with examination team leaders across trust to valid.
Gap analysis spreadsheets are used to identify areas of development for students at KS4 to identify areas of weakness.
How do we make sure our curriculum is having the desired impact?
- Assessment results analysis and evaluation
- Termly assessments based upon prior learning for retrieval-analysis and evaluation meetings
- Lesson observations
- Learning walks for KS3 and KS4 based upon departmental priorities
- Work sample for each year group cross referenced against milestone assessment end points
- Regular feedback from teaching staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- Parental feedback
- Weekly assessment and feedback using a variety of methods including peer and self-assessment, whole class feedback, teacher assessed feedback and exit tickets.
- Regular teacher analysis of classes to identify gaps.
- Half termly reports.
