Department handbook Religious Studies KES King Edward VI ...

Department handbook Religious Studies KES

King Edward VI School

Southampton

Religious Studies and Philosophy

2017-2018

Department Handbook

Contents Section One: Department Statement Aims of Religious Studies 4 Aims of Philosophy 5 Shared Values of the Department 8

Section Two: Organisation of the Department Accommodation and Staffing in the Department 9 INSET undertaken by staff 10 Monitoring the work of the Department 11 Staff timetables 12 Departmental meetings 12 Room Timetables 12 Health and Safety 12

Section Three: Policies

Teaching and Learning 14

Homework/Marking Policy/Assessment and Recording 15

Presentation of work 16

Rewards and sanctions 16/17

Numeracy 18

Literacy 18/19

ICT 20

Use of the library (resources and learning centre) 21

Child Protection 22 Equal Opportunities 23

Able, Gifted and Talented / Scholars 24

Learning Support

Differentiation

24 25

EAL 25

Spiritual, Moral, Social and Cultural Education 26 Plagiarism 27 Careers 28 Preparation for university entrance 28

Section 4: Tracking Progress and Achievement


1. Tracking Progress in the department 29 2. Tracking Achievement in the department 29 3. Target-setting 29 4. Evaluation and Self-Assessment 29 5. Reports 29 Section 5: Curriculum 1. Curriculum map 31 2. Wider school curriculum map for this subject 33 3. Thinking Skills 33 4. Schemes of work 33

Section 6: Extra-curricular links 1. Co-curricular links and links with other departments 33 2. Curriculum trips and visits 34

Section 7: Liaison 1. Parents 35 2. Other secondary schools 35 3. Feeder schools 35 4. Local and wider community 36 5. Outside agencies 36 6. Dealing with complaints 36

Section 1: Department Statement The Aims of Religious Studies Aims:

Religious Studies at King Edward’s VI School is a rigorous academic subject. Religious

Studies and our Religious Studies provision at the school enables students to respond to

personal, spiritual and moral questions that face us all as human beings. The department

aims to engender mutual tolerance, understanding, openness and an appreciation of

diversity. Our subject deals with the ‘deeper’ issues of life and helps students to become

more adept at independent thinking and encourages them to think critically, creatively

and with sensitivity. As such it has a fundamental role to play in creating rounded students

who will be part of future societies. It is therefore clear that Religious Studies should be

at the centre of the curriculum and at the heart of what we do in education. This is very

much in keeping with the Christian heritage of the School and our Founders William Capon

and King Edward.

Good Religious Studies at King Edward’s should never seek to proselytise, preach or

indoctrinate and no teacher should find himself or herself in a position where they are

giving unbalanced, biased views to the pupils.

Religious Studies is currently delivered to students in the First through to the Fourth Year

at the School. From September 2011 Religious Studies was offered to all students in the

Third Year as part of an examined Short Course in Religious Studies and Citizenship. This

course has been hugely successful. After Government reforms, the new Religious Studies

GCSE AQA (9-1) has been introduced and the current Fourth Year are the first year to sit

this examination. Pupils study Christianity and Islam, considering different beliefs and

attitudes to religious and non-religious issues in contemporary British society. They should

be aware that the religious traditions of Great Britain are, in the main, Christian, and that

religious traditions in Great Britain are diverse. In addition to this course, there is the

opportunity to choose a Full Course GCSE in Religious Studies (AQA). Pupils may also study

for the HPQ. The full course GCSE builds towards a stronger link with the Sixth Form where

the skills learnt at GCSE form sound foundations for future studies at A-level and beyond.

Religious Studies at all levels offers pupils the opportunity to:

adopt an enquiring, critical and reflective approach to the study of religion;

explore religions and beliefs, reflect on fundamental questions, engage with them

intellectually and respond personally;

present their own ideas more clearly, confidently and logically;

learn the following, specified skills: to recall, select and organise material; to

analyse and explain the relevance and application of a religion; to offer a balanced

argument by evaluating different responses to religious, philosophical and moral

issues;


develop some understanding of the scope of both Theology and Philosophy;

learn to work independently and with others;

recognise the value and responsible use that Religious Studies plays within society;

promote an appreciation of the development and significance of religious studies

in personal, social, environmental, economic and technological contexts and an

awareness of advances in technology, including ICT and the utilization of Ipads for

First to Fourth Years relevant to religious studies and ethics;

be complete in themselves and perform a useful educational function for students

not intending to study Religious Studies and Philosophy at a higher level;

to have suitable preparation for theological and philosophical studies in higher and

other educational establishments and for professional courses which require

students to have a sound knowledge of Religious Studies and Philosophy when

admitted;

students should be made aware that Religious Studies and Philosophy is not to be

studied in isolation; it should be related, in a wider sense, to the needs of people.

Relevant and important aspects of modern life should be stressed, including those

of a personal, social, environmental, economic and technological nature. The

relevance of Religious Studies to everyday life should be borne in mind.

There are many opportunities in the Religious Studies curriculum for the delivery of

philosophical ideas, especially in the Full Course GCSE programme.

In the Sixth Form the Students can opt to take the Religious Studies: Religion, Philosophy and Ethics Advanced Level Course. The course provides a critical approach to the consideration of moral and philosophical issues. Students study the theories of philosophers such as Socrates, Aristotle and Aquinas to contemporary discourse from Bertrand Russell and Richard Dawkins. An integral part of the course is to apply theories to contemporary issues of, euthanasia and sexual ethics. As part of Government reforms, the A Level has been re-developed and now includes a study of developments in Christian thought.

The Philosophy for Children programme as used by Peter Worley is delivered to Lower

School students through the Junior Philosophy Society or at specialist Philosophy Days and

Events. The department also offer Philosophy sessions and provide consultancy to local

primary and preparatory schools. At King Edward’s we hold fast to the belief that the best

way to learn about Philosophy is to do it and to be actively engaged in the process of

philosophy. Our VIth Form students are organising a Philosophy Society for Upper School

and VIth Form students; making links with speakers from both the Universities of

Southampton and Winchester. At King Edward’s our Philosophy Societies reflect the

therapeutic value of Philosophy and embraces the community element that is emphasised

when doing Philosophy with young people. These sessions have become important forums

for training and teaching thinking and the importance of learning together.

In Philosophy at all levels students should be considering different arguments and the way

in which people show that their case is more convincing than someone else’s. Philosophy

also stimulates the imagination, requiring students to think laterally about a variety of

issues, giving them the opportunity to think for themselves.

The aims of Philosophy are:

To appreciate and employ with accuracy the formal language of reasoning: reasons,

conclusions, assumptions and flaws;

To analyse arguments presented in formal academic contexts as well as in the media,

being able to recognise strengths and weaknesses;

To appreciate and employ with a good degree of accuracy the formal language of

credibility: bias, vested interest, neutrality, expertise, reputation and ability to

perceive;

To apply understanding to multiple choice questions about the structure of argument,

such as those used in ‘thinking skills’ tests increasingly adopted by universities and

employers;

To recognise moral and other forms of dilemma and appreciate different points of

view;

To appreciate that there are competing scientific and/or philosophical approaches to

the same issue;

To underpin work in other subjects involving the use of reasoning skills, including any

subject in which a line of argument must be sustained;

To provide the opportunity to ‘think outside the box’, involving questioning the

question or looking at an accepted idea from a fresh perspective;

To stimulate both independent thinking and creative solutions to difficult problems;

To generate an atmosphere in which all questions are welcome and connections are

made between subject areas usually regarded as separate;

To enjoy the academic, rigorous and creative nature of the subject;

To have suitable preparation for philosophical studies in higher and other educational

establishments and for professional courses which require students to have a sound

knowledge of Philosophy when admitted;

Students should be made aware that Philosophy is not to be studied in isolation; it

should be related, in a wider sense, to the needs of people. Relevant and important

aspects of modern life should be stressed, including those of a personal, social,


environmental, economic and technological nature. The relevance of Philosophy to

everyday life should be borne in mind.

At King Edward’s we believe that Philosophy:

Nurtures the habit of thinking.

Gives students a thinking edge.

Improves speaking and listening skills.

We support the research (Trickey and Topping1) that shows that philosophy

training helps improve the academic performance of students in all subject areas.

Helps children and students to think before they act.

Provides opportunity for free-thinking and free-speaking.

Provides fun and enjoyment.

Helps students learn to follow through; to follow through on their own lines of

thought to some degree of depth supported by the rigour and discipline of

Philosophy.

Shared Values Philosophy and Religious Studies is implicit in many curriculum areas. The department is committed to helping the students reflect more readily on the intellectual and imaginative ideas they produce. The two discipline areas and our provision here within the School have been designed to help the students reach their potential as students, thinkers and individuals. We are in the unique position of being able to promote fundamental British values throughout our curriculum as through discussion and debate we enable pupils to develop their self-knowledge, self-esteem and self-confidence. In our examination of morality and ethics from our Second Year course on Beginnings, we encourage pupils to distinguish right from wrong and to respect the law. Of course through our study of the six major religions we assist pupils to acquire an appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions. The GCSE Short Course ensures that students should consider different beliefs and attitudes to religious and non-religious

1 Topping, KJ, and Trickey, S (2007) ‘Collaborative Philosophical Enquiry for School Children: Cognitive Effects at 10-12

Years,’ found in the British Journal of Educational Psychology, (2007), 77, 787–796

issues in contemporary British society. They should be aware that the religious traditions of Great Britain are, in the main, Christian, and that religious traditions in Great Britain are diverse.

As teachers of Religious Studies and Philosophy we have a challenging but rewarding job

to do. We need to engender a respect for and an interest in ideas without allowing

students to take those ideas at face value, thereby motivating, encouraging and inspiring

pupils. We need to promote a culture of listening to each other so that academic learning

can take place and so that the students can grow in experience, wisdom and

understanding. Alongside listening skills, the study of different religions and culture will

contribute towards the development of regard for others and the world in which we live.

As teachers, it is part of our role to give the students confidence to strive for higher

standards; supportive communication in lessons and in our written and verbal assessment

of their work is therefore essential. Assessment for learning will also enable students to

understand how their attainment can be improved.

We need to be prepared to answer questions and deal with queries that the students may

have and therefore good subject knowledge and the ability to think on one’s feet are pre-

requisites. However, it is sometimes right to communicate that we cannot say with

certainty whether an idea is right or wrong, and that some questions are very complex. It

is also essential to admit that one does not know the answer to a difficult or obscure

question and to look up the answer at a later date outside the classroom rather than to

pretend one knows the answer in a lesson.

Section 2: The Organisation of the Department


Accommodation: Within the Humanities Faculty, rooms H4, H12 and H14 are allocated to the Religious Studies and Philosophy Department although they are also timetabled for other subjects. They are the Group Bases of HEMS and CAL. These areas are all large rooms able to seat our largest year groups. They are all equipped with both a white board and electronic white board. The Head of Department shares an office, H13, with the Head of Humanities. Other members of the Department have desks in the Staff Pryory Room. JGP has his own office in his capacity as School Chaplain. Copies of the room timetables are located on isams. Staffing in the Department

Staff Helen Searles (HEMS)

Catherine Lane (CAL)

Rachael Kairis (RSK)

Julian Poppleton (JGP)

Tim Tofts (THT)

Qualifications BA Hons in Theology and Religious Studies MA in Geography

BA Hons English and History MA in Education

BA Hons in Theology and Religious Studies with Politics and Global Studies Preparing to teach in the Lifelong sector

BA Hons in Geography BA in Mission and Service Cambridge Diploma in Religious Studies

MA in Theology MA in Philosophy Dip Phil

Time spent at King Edwards

September 2012

April 2016 September 2015

September 1988

September 1994

Subjects taught

Religious Studies

Religious Studies, English and Drama

Religious Studies

Religious Studies

Religious Studies

Areas of responsibility within the department

Head of Department

Development of resources for examination groups, advisor on assessment

Departmental ICT representative Ipad Development and RS Website Co-ordinator

Philosophy Shop Co-ordinator

Areas of responsibility outside the department

Form Tutor. First Year Cookery Club, U14 Tennis

Form Tutor. Badminton Club

Duke of Edinburgh, Summer Camp

School Chaplain Assemblies and Events. Speech Day and Prizes

Philosophy Shop

INSET/Continued Professional Development (CPD) All members of the Department have attended INSET courses in the past in their previous positions before joining KES and have continued to take their continued professional development seriously. As the ‘Staffing Information’ grid above reflects all members of the department have trained to a high academic level within both the disciplines of Theology, Philosophy and Education. HEMS has concentrated on developing courses relating to the Religious Studies GCSE and GCE and has also been both an AQA and an OCR examiner at GCSE and at A Level. She has passed on insights from this experience to the department and will continue to do so. She has re-developed the curriculum and devised an extensive revision programme for pupils. THT has recently reduced his teaching to part-time and he has attended Philosophy Shop training. THT is trained a trained consultant at Level 1 Standard. THT is a key member of the Hampshire Schools Teaching Philosophy Groups. His conferences have been very well received and he has built impressive links with Southampton University. THT is also an invaluable member of the Extended Studies and Foundation Studies Staff. RSK has settled in to life at KES and brings a wealth of experience with her. She is a very experienced Duke of Edinburgh leader and has joined the summer camp team. She is involved with the new GCSE and A Level specification developments for the Department. She has worked closely with HEMS over the development of mark schemes and target-setting for all pupils. RSK has also designed and developed our new courses in the First Year and Second Year of “Interpretations” and “Beginnings”. JGP is enjoying the time that being part-time allows him for his pastoral work. He has focussed on his chaplaincy training within the Salisbury Diocese. As part of his continued ministerial training he is required to attend key training sessions, such as a Clergy Day and


Archdeaconry Training Sessions. JGP is the ICT representative for the Department and attends numerous sessions on the use of ICT in School’s and as a teaching resource. CAL joined the Department in 2016 to cover RSK’s maternity leave and we are delighted that she has been able to return to teach with us. Her enthusiasm and dedication has proved very popular with pupils as she has prepared them for their GCSEs. As an experienced examiner, CAL has been able to join the A Level team, delivering the Philosophy of Religion component of the new A Level course. The Department encourages its staff to attend and deliver INSET as appropriate, and it is vital to share information from external INSET within the Department and the School. Staff all follow the Continued Professional Development Policy and Programme (as found in the Staff Handbook) and all attend regular Twilight Sessions. Monitoring the work of the Department Within the RS and Philosophy Department the lessons of teachers will be monitored on both a formal and an informal basis by the Head of Department. Formal lesson observations take place in order to inform the performance management process. In addition, throughout the year the Head of Department will observe lessons on an informal basis through learning walks. Students’ work will be examined on a regular basis to check that mark schemes are being adhered to. Teachers’ records of student marks will be reviewed by the Head of Department in order to track each individual student’s progress. Mid-sessional examination results are organised into a spreadsheet and the UMS process is simulated. This record is monitored and compared with the Midyis results. Schemes of Work are regularly reviewed by the Department as a whole and updated and data from ALIS is used to form our planning for examination groups. Staff Timetables Staff timetables can be found on isams. Departmental Meetings These are generally held when necessary in the small departmental space in the Head of Departments Office (H13) or in either H4 or H14. Due to the nature of the Department timetabling this year, with almost all of the staff being part-time formal meetings could not be timetabled this year. All teachers in the Department are welcome to contribute items for discussion. These meetings offer an opportunity to raise concerns about teaching or about students, as well as for discussion of broader, general issues. Health and Safety This includes:

1. Health and Safety in the Department’s teaching rooms. 2. Following the School’s Trips and Visits Policy when running trips out of School.

Health and Safety in School:

1. Teachers must work in accordance with the School’s Health and Safety Policy (all members of staff have access to the Staff Handbook and School Policies on the shared staff drive).

2. In accordance with the School policy, the Head of Department carries out an annual risk assessment for the RS Rooms this is overseen by the Head of Faculty.

3. Individual teachers should report any concerns immediately to the Head of Department, who will then report faults/maintenance work to the Facilities Manager to arrange repairs.

Health and Safety on trips:

1. These follow the School’s Trips and Visits Policy (online) and complete the necessary training.

2. We complete a risk assessment for every trip and pass on a copy to the Assistant Head (Co-Curricular) who monitors risk assessments.

3. We complete an evaluation form after each trip for use in future planning on Evolve.

Set Lists All set lists can be accessed on iSAMs


Section 3: Policies Teaching and Learning The teaching style in the Department acknowledges the various different learning styles of the students. In Religious Studies and Philosophy it is important to allow pupils to put forward their views, thoughts and questions in discussion and also through role-play and Drama. We emphasise the importance of giving aims and objectives at the start of the lesson. Reference to the role of fundamental British values is embedded in our curriculum. The Department recognises that Religious Studies and Philosophy is about giving students the capacity to analyse, evaluate, reflect, think and reason for themselves and therefore encourages independent learning. We are aiming to mix the best from traditional and modern teaching techniques including the use of both starter and plenary sessions. Our overall goal is to be committed to giving all students the best learning experience we can by being willing to take time to help them academically, both inside and outside, of lessons. The Religious Studies and Philosophy Department considers itself lucky that it is such a flexible and wide-ranging subject that can be communicated with a range of teaching and learning methods. The Department aims to use a variety of methods, to establish a variety of skills and to experiment with different tasks and activities. We regularly use these teaching and learning methods:

General discussion – this cannot be underestimated in value as it is always led by enquiry

Dilemmas

Group work

Drama, role-play

Games and simulations

Student research

IT/ Ipad/Internet – apps, for fact/image finding and for summative revision work (especially useful for GCSE and A Level )

Student presentations

Essays

Structured written questions

Starter sentences

Creative writing – poem, letter or diary form

DVDs

Trip/activities and workshops

The Department is committed to the importance of varied and engaging learning and teaching methods. All colleagues also ensure that their CPD review targets focus on the importance of delivering exceptional lessons. Homework The Department follows the School’s policy on homework. Please see Staff Handbook. At GCSE the allocation is two homework pieces per two week cycle. The expectation is that most weeks this will involve a written task, but prior to tests revision as homework is acceptable. The Homework should last between 50-60 minutes. At Advanced Level, students are expected to spend up to 3 hours each week on set tasks and additional reading. Students are given appropriate time to complete written assignments, which are set at regular intervals. Marking Policy The marking of students’ work should reflect both effort and attainment and should inspire the students. Teachers should use the Departmental grade descriptors for attainment and effort for First and Second Year work. This can also be used for essay work in the Third and Fourth Year; however the AQA and OCR mark schemes should be regularly used and reflected upon with these classes. In addition to this teachers use GCSE yellow target ‘Feedback Forms’ with their students regularly at GCSE in order to help them reflect upon the marking and the comments in particular. The descriptors should be displayed on the inside of pupil exercise books. Where appropriate e.g. for termly tests or certain exercises it may be more appropriate to give a numerical mark or a percentage. All students are to be given an outline of GCSE or A Level Marking criteria as appropriate or the more general Departmental based marking scheme at Key Stage 3 (First and Second Year). It is important for students’ work to be checked regularly by the class teacher. As a guide, work should be checked approximately once every two weeks as a minimum. Work given to the teacher for marking should be returned to the students as quickly as possible. In addition to a final mark or grade for work submitted by the student, it is very important for teachers to annotate the work, offering supporting comments when appropriate. Marking Policy for Examination Level Subjects The marking for A Level courses will vary from the above in several ways. Staff may find it more appropriate to use numerical marks instead of grades, which reflect attainment, and this will also be the case at GCSE.


Staff are encouraged to indicate the levels of response that the student is achieving (in accordance with the examination board guidelines). Supportive comments should be included to be in line with key GCSE and A Level criteria. Students’ work should also be annotated to reflect the School’s aim of improving literacy, for example, by correcting spellings and key terminology. Students should be encouraged to reflect upon their own work and results. Assessment, Recording and Reporting Students’ work is regularly assessed and a continuous record kept in the teachers mark book (either a hard copy or electronic). Class tests are set regularly. Based on all available evidence, grades are agreed in consultation with the Head of Department each in accordance with the School policy. A written report is sent to parents twice a year and consultation takes place at the annual parent’s evening. The Department is always pleased to discuss the progress of individual students with their parents at any time during the School year. Tracking is administered and used to help form progress and target setting. Half-termly grades are issued for Fourth Year pupils and above and are used to indicate expected grades and current performance. This allows both parents and pupils to know how they are progressing. Presentation of Work

It is important to set the highest expectations for the presentation of work.

Dates and titles should be included in each piece of work, and pupils should be actively encouraged to remember this

There should be clear sub-titles when dividing and categorising different pieces of work.

Tabulated work is to be completed neatly and concisely.

Students should be prepared to highlight or annotate key points as we read or discuss materials e.g. newspaper articles.

Rewards The use of encouragement and praise are vital in largely discussion based subjects where students must continue to contribute to lessons. At King Edward’s we operate a Merit

based system for the Junior School which is very well received by the students and should be actively supported and used by the teachers in the Department. The Department also seek to award both Dignioras and Dignissimas; the decision making process relating to these awards is recorded in the minutes and further information on the awards can be found in the Staff Handbook. A variety of reward stickers are also available for pupils. Sanctions It is first and foremost the responsibility of each classroom teacher to resolve inappropriate behaviour in their lesson. The Head of Department always remains on hand if there are persistent issues in a lesson. All members of staff adhere to the School’s Classroom Discipline Guidance and Discipline Policy as found in the Staff Handbook. Pupils can be sent out of class, using the G23 form and procedure. It is important to adhere to the various structures and levels of expectation (as contained in the School handbook) as this makes it clear to students where they stand, and teachers need to make clear their expectations of students’ behaviour and deal with any issues when they step over the line. Initially this should be firm but non-confrontational, and at the end of the lesson, if possible, while the event is still clear. Taking a positive approach that celebrates improvement and success often helps to re-establish a balanced working environment. Making a note of discipline stages allows the Tutor to gain an overview, but if there is a persistent problem it is advisable to discuss the matter with the student’s Tutor and Head of Year In serious or persistent cases the situation should be referred to the HoD and then to the HoY.


Numeracy In the RS and Philosophy Department we seek to emphasise the importance of success across all curriculum areas for the students. Despite rarely dealing directly with the tools of mathematical reasoning we do emphasise the importance of understanding the language of Mathematics. Mathematical language occurs in a number of contexts. For example: Sign symbol; Year, Month; Prove, proof, theory, justify, verify; Infinite, doubt; Value, conclude and proportionality. Words that are used frequently throughout the year with all year groups: Answer, explain, justify, and support, reason, therefore. Literacy We encourage knowledge of specialist and technical words in lessons. We emphasise the importance of different styles of learning and reflect on the use of target audiences in helping to complete pieces of work. We discuss the different styles of language in Religious Studies, and writing frames are provided to aid pupils at GCSE as they interpret different types of question, with a particular emphasis on the difference between ‘describe’ and ‘explain’. A number of specialist words are used in each year group, for example:

Creation Sacrament Sin Easter

Bible Baptism Lent Old Testament

Advent Messiah Confirmation Lent

Resurrection Eucharist Denomination Rites of Passage

Buddha Shrine Suffering Precepts

Eightfold Path Sangha Bhikkus Karma

Monk Noble Truths Shrines Yoga

Siddhartha Gautama

Meditation Butsudan Mandala

Sukkot Tallit Kosher Orthodox

Synagogue Seder Bimah Shabbat

Holocaust Exodus Kosher Hebrew

Shofar Bar/Bat Mitzvah Tenakh Yom Kippur

Brahman Shruti Aum Mandir

The Trimuti Smriti Swastika Divali

Polytheism Samsara Sindoora Upanayana

Upanishad Karma Bindi Reincarnation

Sikh Khalsa Kirpan Kachera

Kara Punjabi Chauri Amrit

Langar Prashad Kirtan Convert

Guru Rumala Waheguru Sewa

Islam Sawm Surah Ummah

Ramadan Salah Hajib/niqab Islamaphobia

Hajj Muhammad (pbuh)

Eid al-Fitr Jihad

Zakah Qur’an Al-Fatihah Laylat al-Qadr

Theist Belief Science Divine

Evolution Agnostic Ultimate Questions

Spiritual

Deity Faith Transcendent Benevolent

Atheist Creation Omnipotent Omniscient

We also endeavour to help students structure their work in a logical, clear and accurate manner by using writing frames or structured questions.


ICT Policy Introduction and Aims The Department encourages the students to make use of the tools of ICT within their learning, not only to provide them with a wider variety of learning strategies but to enhance, develop and intensify their interest and learning in this subject. We also endeavour to support the ICT Department in achieving their aims of ensuring the students leave the School adept in their use of computers and empowered, able to cope with the rapid changes that occur within ICT. The RS and Philosophy Department is committed to providing regular opportunities for students to use ICT in a variety of ways. The students are very capable in their use of ICT and it gives us an excellent opportunity to praise their initiative.

We aim for each class to use the IT, be it ipad or the computer rooms regularly and encourage the use of the ipad for the pupils where appropriate to the learning experience.

Students are set research that may include ICT and the library on a regular basis.

An element of ICT is always built in to any project work and displays. The Department has access to general and specific software on both the School’s network and CD Rom. JGP is the Department’s ICT Co-ordinator. Additional specialist classroom facilities are available in Rooms IT1, 4, 5 and 6, which can be booked using the School’s IT booking system Book IT under the staff programmes area found within the shared area on the network. The Department recognises that the use of ICT in the classroom may vary according to the confidence and competence of the individual member of staff. The Department continues to develop and improve its website. Resources

The students are encouraged to use a variety of methods of handling information: word-processors, CD Rom, Internet, and PowerPoint as a tool for giving presentations.

There is also a subject specific area of the intranet which this needs to be kept up to date.

Students are able to submit work for marking easily through the email system.

Students receive timetabled ICT lessons regularly. This allows us to concentrate on the content of a topic rather than the mechanics by which the students will achieve.

We can work in conjunction with the ICT staff who may be able to build work into their lessons.

The School has many computer rooms which can seat a whole class and are available for our use as well as pupils have one-to-one mobile devices.

Specific Guidelines and areas of application When the students are using the ipad/ ICT this Department stresses the need to be selective (of resources such as the internet), to use paraphrase and to acknowledge anything that is quoted directly. Administrative use of ICT

Production of worksheets, tests and presentations.

Record keeping: the opportunity to keep electronic mark books (though this is not a requirement); reports. Form lists are available on iSAMs as required.

Teaching and ICT

Virtual Tours: Certain topics can be demonstrated by simulation

Dialogue magazine: articles are uploaded from the CD Rom onto the intranet

REOnline Database and its resources can be used to support teaching and learning

The internet: there are some excellent websites such as www.bbc.co.uk/ethics and www.bbc.co.uk/religion

The internet: YouTube and TrueTube also provide a vast range of highly relevant material, especially on religious experience and practical moral issues. All members of the department inform each other of any useful clips they have discovered by email or in departmental meetings.

The use of the school website is actively encouraged and many resources are available on there.

Use of the Library and Resources Centre The Library has a good collection of materials that can come to the fore now that the old material has been weeded out. There are still some gaps and these need to be worked on steadily as the need arises and budget allows. Requests should be made to the HoD first and suggestions will then be put to the Librarian. Students should be encouraged to use the library facilities from the outset so that they get used to the books that are available as well as gaining useful research skills. The library is also used periodically for research lessons at GCSE and Advanced Level.

http://www.bbc.co.uk/ethics

http://www.bbc.co.uk/religion


Child Protection Policy

1. Staff should be familiar with the School’s policy on child protection and act in accordance with it.

2. In a subject like Religious Studies and Philosophy, issues involving child protection may be discussed as part of a lesson, e.g. child abuse when studying the problem of evil. Human relationships and sexuality also feature heavily on the GCSE and A Level specifications, and teachers should deal sensitively with these topics. If a child becomes distressed during a lesson, it is important to allow the student the time to deal with whatever is distressing them outside the classroom and to follow it up with them afterwards, or to make sure that it is reported to someone who will follow it up quickly, such as the Head of Department or the Group Tutor. Serious distress or any resulting disclosures and their context should be reported immediately to the Child Protection Officer, or in her absence, a member of the Child Protection Team. Likewise, should a pupil present an issue which causes concern for a member of staff in relation to matters in our Prevent training, this should be referred on to the Child Protection Officer.

Equal Opportunities We are committed to offering all of the students an opportunity to reach their potential by meeting their individual needs. Our lesson planning should reflect those who are Gifted and Talented, those pupils requiring learning support and those for whom English is an additional language. Able, Gifted and Talented Religious Studies and Philosophy can provide challenges to more able students by developing higher level thinking opportunities (interpretation, insight, analysis, synthesis); explore a range of philosophical ideas; develop thinking skills such as argument, reasoning and logical analysis. Extension tasks should not be so enticing that they encourage students to race through the initial work without being sufficiently thorough, but neither should they be more of the same. Needs of more able students:

Demanding questions that encourage the use of analysis, argument and application to new learning contexts.

Extension that deepens understanding and reflection.

Strategies that engage thinking at a deeper level.

Activities that demand higher language skills.

Target setting to encourage ambitious work. It might be appropriate to supplement teaching materials with the use of books from the departmental collection for gifted and talented pupils.

Criteria for Identifying Able, Gifted and Talented Learners The teaching of Religious Studies and Philosophy uses a range of adjectives for some criteria in order to allow for the differing levels of ability of different year groups. In the Fourth Form, we would be looking for ability in line with at least the first adjective, in the Fifth Form ability in line with at least the second and in the Sixth Form ability in line with the third. It is not necessary for a pupil to meet all the criteria to be regarded as Able, Gifted or Talented. These criteria have been taken or adapted from Level 8 and Exceptional Performance descriptors published by QCA in the Religious Education Non-Statutory National Framework, 2004:


The ability to use a very good/comprehensive/complex religious, moral and philosophical vocabulary to analyse a range of philosophical and theological ideas

The ability to contextualise interpretations of religion with reference to historical, cultural, social and philosophical ideas

The ability to critically evaluate the impact of religions and beliefs on differing communities and societies.

The ability to analyse differing interpretations of religious, spiritual and moral sources

The ability to interpret and evaluate varied forms of religious, spiritual and moral expression

The ability to analyse a variety/a good range/a wide range of viewpoints on questions of identity, belonging, meaning, purpose, truth, values and commitments

The ability to synthesise a variety/a good range/a wide range of evidence, arguments, reflections and examples, justifying their own ideas and evaluating the perspectives of others.

Criteria which will normally only apply to Fourth Year and above:

The ability to evaluate in depth the importance of religious diversity in a pluralistic society

A clear recognition of the extent to which the impact of religion and beliefs has changed over time in different communities and societies

The ability to analyse in detail the principal methods by which religion and morality are studied

The ability to give independent well informed and highly reasoned insights into their own and others’ perspectives on religious and spiritual issues, providing well-substantiated and balanced conclusions.

Learning Support The Department recognises that some students have special educational needs. Arrangements are made on an individual basis to accommodate such needs in consultation with the Head of Curriculum Support (Stefan Smart), Group Tutors, Pastoral Heads and the Deputy Head Academic. There are details of students with Special Educational Needs (SEN) and Learners with Difficulties (LDD) available from the Head of Curriculum Support. Most students with SEN and LDD are keen to make staff aware that they have a recognized learning difficulty, e.g. dyslexia, and this allows for discussion on how the student best handles their own needs. However, some are not so forward and care must be taken to ensure that students with particular needs or difficulties are able to succeed. When an individual student has a supporter in lessons it is important to recognise that the supporter is not the teacher and that the student needs their fair share of teacher input. Staff are required to read and

implement the pupil T-Rex forms which inform us of pupil needs and the ways in which we can enable their learning. The Department recognises that Religious Studies and Philosophy are subjects that have particular appeal to dyslexic students as much success can come from discussion work. However, the subject is only assessed through the written medium and this can pose challenges to otherwise highly successful pupils. Differentiation plays a key part in enabling the success of such pupils. Differentiation The Religious Studies Department recognises that there are different abilities and skills and that each student has their own strengths and weaknesses. The subject requires varied skills and those that are very able at analysis may be less able at expressing an empathetic response; those who are able speakers may be less able listeners. Extra time when allowed, should be given to pupils in class tests so as to enable them to fulfil their potential and to establish a usual working method. In mixed ability classes it is important to establish partnership in learning and set times for review and target setting regularly (but not so often that it becomes meaningless). Performance data such as MIDYIS and ALIS can help provide benchmarks, but it is recognised that these are not perfect systems. The best way of establishing an appraisal of the ability and effort of individual students is by seeing their individual work, discussing their work in progress, and talking to other subject teachers about a student. The Religious Studies and Philosophy Department is particularly interested in the establishment of data on pupils’ particular learning styles so as to empower teachers and learners. This will help teachers to cater for the particular needs of individuals. The Department is committed to the importance of varied and engaging learning and teaching methods. EAL The Department needs to be informed of students on the EAL register in order that we set up strategies to help them cope with the work we set. Strategies to assist students with EAL:

Clarify the meaning of key technical terms by asking a member of the class to define them (this is especially important if the words appear as part of a written task)

Set students the task of creating a glossary, either in small groups or as a class, or as a homework piece


Teachers should take care over their expression; it is important to use more complex language to challenge the brightest, but explanations and instructions can often be given twice using simpler language the second time. This is an excellent method of building vocabulary

It is important to develop a positive learning environment and good relationships with all pupils so that they feel able to ask questions of clarification when necessary

It may be appropriate to pass notes including key words or lists including key words to the Curriculum Support department.

Spiritual, Moral, Social and Cultural Education The importance of students as individuals and the development of the whole child are vital to the Department. Spiritual, Moral, Social and Cultural Development is obviously an integral part of Religious Studies and Philosophy lessons both explicitly and implicitly. Each lesson will give a planned or unplanned opportunity to explore social, moral, spiritual or cultural issues. We hope that the students have the ability to express inner thoughts in a variety of ways, to sense wonder and mystery and to transcend the mundane. Please also see the Staff Handbook and the Worship and Religious Education Policy which both JGP and HEMS are responsible for their respective areas. Social Throughout Religious Studies and Philosophy lessons we emphasise social perspectives on a variety of issues. We deal with social issues like family relationships (at GCSE Level). In addition we discuss euthanasia, abortion, contraception and suicide. We look at how societies may differ in their approach to different issues i.e. cultural perceptions of Jesus and Cultural Relativism at A Level. In lessons we encourage positive social interaction through group and collaborative work. Moral Moral issues, questions about the nature of ethics and morality and ethical theories are central to the curriculum. In the Lower School and indeed the Fourth Year, ethical approaches taken by and within different religions are explored. Spiritual Spiritually, we encourage the students to have insights into their personal experiences to reflect and think about their learning and to think beyond their material status. We also encourage students to address the big questions in life and to adopt an open-minded approach to issues. Cultural We regularly deal with questions of cultural diversity, discovering that even within societies there are differences of approach to issues. We discuss the limits of tolerance and the rights of the individual, e.g. in the study of religion and equality at GCSE.


Plagiarism All pupils should be informed that work handed in must be their own and any significant help received must be acknowledged. Any quotations should be in quotation marks and the source clearly identified. Copying from another pupil or from the internet, a book or any other resource without acknowledgement should be taken seriously and reported to the Head of Department as well as the pupil’s tutor. In some cases, especially with younger students, pupils need help to understand the difference between copying from the internet or another source and using a source for research purposes. It is important to clear up any misunderstandings early in a pupil’s educational development in order to avoid significant problems later on, especially with coursework for public examinations. Pupils should be made aware of the need to acknowledge quotations and resources as appropriate. They should be told that they must write answers in their own words, not those of the internet or a book. Staff should refer to the whole School policy on plagiarism. Careers We will ensure that we keep the students informed of the options available for Theology and Philosophy degrees and will advise them of the wide range of university options open to them. It is important to encourage the students to consider degrees in subjects not offered as whole A Level course, such as the social sciences, especially since Religious Studies and Critical Thinking offer an excellent introduction in many respects to this area of study. The Department is also seeking to work more closely with the School’s Student Guidance Department, and to this end, a number of careers workshops are being organised for students studying Philosophy and Theology. Preparation for University entrance In addition the schemes of work at all levels encompass skills and abilities which are useful in presenting students in the best light for University interviews. Students have a good grounding in the use of presentation, communication and composition which will assist them in preparing for University entrance. The analytical skills involved in Philosophy and Religious Studies will help students to achieve their potential in interviews for Oxbridge and other top Universities.

HEMS is currently preparing Guides to Studying Philosophy and Theology at Oxbridge. Section 4: Tracking Progress and Achievement Tracking progress in the Department Pupil work is assessed and marked on a regular basis following Departmental schemes and referral made to Midyis and ALis. The end of unit topic assessment enable pupils to access the same assessment opportunities and be measured across the year. Tracking Achievement in the Department Progress is formally reviewed at the end of each unit of work and on a half-termly basis for the Upper School. Progress is regularly monitored through marking of homework. The HoD should be notified of exceptional work which can be given a Digniora or Dignissima. Evaluation and Self-Assessment Self-evaluation and assessment in lessons can inform this process and should be incorporated into ordinary lessons. It is particularly important for the Third, Fourth and Sixth Form Years to review their own work, and peer marking can play a useful part in this process. Pupils has a can reflect upon learning and progress. Fourth and Fifth Year students should review their own work, particularly in relation to Mid-sessional performance. Reports Formal reporting takes place in the form of written reports and parents’ meetings and in the completion of grades. These are timetabled for the whole School. The tone of the report should be supportive, personal and realistic with SMART targets. It is important to put the comments in the context of progress since the last report/examination. Guidelines for reports-see Whole School Policy on reporting on the TDrive Informal reporting might also take place and through comments in diaries and exercise books. Positive comments written in diaries and exercise books are instant encouragement to students and indicate that their work has been noticed. This is also an effective way for Group Tutors and Parents to monitor general student progress.


Informal reporting may also take place by discussions with the Group Tutor, Pastoral Head or if and when appropriate discussions with parents. Parents should be contacted by the student’s group tutor, who is in any case in regular contact with parents.

Section 5: Curriculum Curriculum Map

YEAR GROUP

AUTUMN TERM

SPRING TERM

SUMMER TERM

First Year RS

Interpretations and Hinduism.

Buddhism and Sikhism

Revision and examination technique. Reincarnation games

Second Year RS

Beginnings and Judaism

Islam and the Person of Jesus

Revision and examination technique. Festivals- Christianity, Judaism and Islam

Third Year RS

Christian beliefs and War, Peace and Conflict

Relationships

Revision and examination technique

Fourth Year RS

Muslim Beliefs



Fourth Year RS (Full Course AQA) HPQ

Christian Practices Taught modules

Muslim Practices HPQ

Themes: Religion and Life HPQ

Fifth Year RS AQA Full course and HPQ

Themes- Crime and Punishment


Religious Studies GCSE (Full Course) Revision Exam technique

Lower Sixth A Philosophy and Ethics

Introduction to the Philosophy of Religion, Introduction to Ethics, Developments in Christian Thought

Philosophy of Religion, Ethics and Developments in Christian Thoughts

Revision and examination technique Philosophy of Religion, Ethics and Developments in Christian Thoughts


Upper Sixth A Philosophy and ethics



Revision Programme

Wider School Curriculum The knowledge, skills and abilities required in Religious Studies and Philosophy are particularly relevant to a number of subjects. For example:

History – Analysis of evidence and credibility of sources and an understanding of religious belief in history

English – An understanding of religious beliefs through literature and the development of independent thinking

Science – Debates about the origins of the world

Mathematics – Reason and Logic

Geography – Development, poverty and wealth

Art and Theatre Studies – Philosophical ideas often provide impetus for creative work.

Thinking Skills The term ‘thinking skills’ is usually applied to higher order reason or rationality. There are many examples of thinking skills in action across both Religious Studies and Philosophy. We sort out and organise information when completing presentations on the credibility criteria in Critical Thinking. We analyse information in Religious Studies and Philosophy continually throughout the course but particularly in relation to A Level Religious Studies and Philosophy. Self-assessment is a key part of many of our units which gives the students time to reflect on their progress. These skills emphasise the fact that thinking extends beyond the acquisition of knowledge and includes the ability to reflect on the processes by which information is gained. They encourage the development of ideas and the use of discussion and group work for generating and evaluating alternative solutions. It is hoped that thinking skills developed in one context will foster the confidence and understanding to enable them to be transferred to other areas. Well-developed thinking skills are essential to ensure a proper understanding of all subjects, and the opportunities provided for discussion, collaborative work and individual research are valued by the students. The ability to explore the subject in depth and the chance to discuss major issues is usually appealing to pupils. Schemes of Work The Schemes of Work are available on the TDrive.


Section 6: Co - Curricular Links Curriculum Trips and Visits

Trips are a key part of life in the Religious Studies and Philosophy Department.

Istanbul – HEMS introducing a religious and cultural trip to Istanbul for with the Classics

Department which ran Easter 2014 including Years 2- Upper VIth (no longer politically

viable) a new Classics and Humanities trip to Italy.

Ethics Conferences in Oxford and at North London Collegiate School.

There are a variety of day trips on offer to students such as a trip to Winchester Cathedral,

and other religions places of worship such as local mosques and Bournemouth

Synagogues.

Section 7: Liaison Parents The RS and Philosophy Department believes that there needs to be an active partnership between School and parents which involves an honest and constructive exchange of information. Our Department is always available to discuss a student’s progress or behaviour as well as address any concerns or queries parents might have. Parents’ meetings take place regularly, at which there is an opportunity for teachers to discuss verbally a child’s performance or any concerns on either side. These are followed up by written reports. There are two reports (including grades) per academic year and one grade report and one parent’s evening. Any communication with parents about matters such as trips is always checked by the Head of Faculty before being passed on to the Head of Co-curricular for final approval. If a need arises to speak to a parent, the teacher concerned should always speak to the Head of Department to brief her/him. Other Secondary Schools

THT continues to host and is a key member of the Hampshire Schools Teaching Philosophy Groups. HEMS is currently working with the RS department at Thornden School in order to share good practice and collaborate with GCSE work, also with Portsmouth Grammar School and Andover College (A Level). Resources are being shared with other local schools, including Cams Hill School. HEMS has implemented a working relationship with Rachele Morse, Humanities PGCE co-ordinator at the University of Southampton. Feeder Schools, Local and Wider Community Our Philosophy Shop sessions are offered as part of King Edward’s School Local Partnerships programme. Our consultancy services and Philosophy Shop sessions have also been used by key feeder Schools such as Stroud, Twyford and Sherborne House. The Department has forged sound relationships with local religious communities. THT has forged impressive links with the Southampton University. JGP has strong links with Winchester College. JGP in his capacity as School Chaplain maintains crucial links with parishes and charities in both the Winchester and Salisbury diocese. He also operates within Stroud School. Outside Agencies Our examining boards are OCR and AQA – www.ocr.org.uk http://aqa.org.uk/ OCR Address: 1 Hills Road Cambridge CB1 2EU Tel: 01223 553 998


Fax: 01223 552 627 Email: [email protected] AQA Tel 01483 506 506 (Guildford) Tel 01423 840 015 (Harrogate) Tel 0161 953 1180 (Manchester)

E-mail [email protected].

Dealing with Complaints The teacher must follow the School complaints policy, which can be found in the staff handbook. They must make sure a response is made to the parent within 24 hours. A response to a parent could be as simple as stating that the matter is being investigated. We take complaints very seriously and will do the best we can to reach a solution. In most cases, it will be appropriate to inform the HoD of the complaint.

mailto:[email protected]

mailto:[email protected]

Section 8: Department Planning Departmental Operational Targets and Review of Previous Targets The Department Development Plan is available on the TDrive and is reviewed annually with AJT. Budget and Administration The Religious Studies budget can be found on the T-drive.

Department handbook Religious Studies KES King Edward VI ...

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Transcript of Department handbook Religious Studies KES King Edward VI ...