The curriculum is sequenced coherently, allowing the interweaving of topics to support the acquisition of key concepts; it is compatible with the key requirements of the National Curriculum and robust collaboration between primary and secondary phases ensures progression.
Curriculum components are repeated over time, ensuring all pupils practise retrieval, master skills and concepts, develop long term memory and make progress from starting points. Retrieval tasks are built into all lessons to enable pupils to remember more.
The ‘Bigger Picture’ is shared with pupils, providing them with a rationale for their learning and to make links between lessons, allowing them to know more and remember more.
Teachers ensure lessons provide a supportive environment for all pupils including those with SEND, removing barriers to learning and participation through adaptive planning, modelling, scaffolding, explicit instruction and metacognitive strategies.
Accurate, regular assessment enables an informed and systematic judgement to be made about a pupil’s knowledge, understanding, skills and attitude. Pupils are provided with feedback and set ‘perfecting our work’ targets to close any learning gaps.
Teachers provide a language-rich environment. Key tier 2 and tier 3 vocabulary is mapped out carefully across the curriculum to enable our pupils to learn the correct words and phrases in the right order. A phonics-led approach is used to improve reading and spelling. Carefully selected texts are used to foster a culture of scholarly reading.
Pupils are given opportunities to consider how their learning links to future study and careers, and the importance of British Values.
The curriculum is enriched to include experiences outside the classroom, such as Spirited Arts competition and homework activities. Our school chaplain visits lessons to ensure students understand how to take their curriculum experience into the Mass. Trips are organised to support the curriculum including visits to the Diocesan Youth Village.
Homework tasks allow pupils to practice skills and extend their knowledge. They allow research of broader areas of the curriculum and foster a love of learning.
Literacy is encouraged within the curriculum though Frayer models, word etymology, exploration of Bible stories, key tasks, extended writing, scholarly reading and homework activities.
Key Stage 4 assessment objectives
AO1 Demonstrate knowledge and understanding of religion and belief, including:
- beliefs, practices and sources of authority
- influence on individuals, communities and societies
- similarities and differences within and/or between religions and beliefs.
AO2 Analyse and evaluate aspects of religion and belief, including their significance and influence.
Key Stage 5
A01-Demonstrate knowledge and understanding of religion and belief, including:
- religious, philosophical and/or ethical thought and teaching
- influence of beliefs, teachings and practices on individuals, communities and societies
- cause and significance of similarities and differences in belief, teaching and practice
- approaches to the study of religion and belief.
AO2 Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study.