Beliefs and Ethics

At Maplewell Hall School, Beliefs and Ethics is the study of religious beliefs, practices and teachings in addition to moral principles that are shaped by social norms, cultural practices, and religious influences.

At Maplewell Hall School we believe that Beliefs and Ethics is for everyone. We want to give our students the right knowledge and skills to enable them to reach their future destination – whatever or wherever that may be.

We recognise that within each classroom there will be pupils working at different levels of challenge. We aim to provide suitable learning opportunities by matching the challenge of the task to the ability of the child. In addition to this, teaching and support staff are deployed effectively to maximise each pupil’s potential and to allow them to achieve ‘success’.

‘In Beliefs and Ethics lessons we strive for progression both academically and holistically. We aim to engage and enthuse students in their learning and inspire and foster a deep seated sense of self belief; which will aid them in becoming lifelong learners’

Curriculum Pathways

Here at Maplewell we have pupils arriving with widely differing Beliefs and Ethics knowledge and skills. In order to meet the needs of all learners we have developed the curriculum in three distinct pathways (see below).

We consider every pupil carefully and individually to ensure they are placed on the most appropriate pathway throughout their time at Maplewell. Over the course of their education, some pupils may move between pathways. All pathways centre on the National Curriculum and provide a broad and balanced education whilst supporting the lower ability and allowing stretch and challenge for the higher ability students to enable everyone to achieve their full potential whilst building upon their level of self esteem.

Pathway 1 Pathway 2 Pathway 3
KS3- This pathway follows the Leicestershire agreed syllabus for religious education.

Baseline tests are conducted at the start of year 7 and the curriculum is adapted accordingly. During these lessons significant stretch and challenge is applied through the structured progression skills chart (see below) to structure clear progression and aid discussion and questioning.

 

In KS4 students following this pathway have two lessons per week.

Further study option- Full Course AQA A GCSE Religious Studies.

KS3- This pathway follows the Leicestershire agreed syllabus for religious education.  Baseline tests are conducted at the start of year 7 and the curriculum is adapted accordingly. Students have one lesson per week in year 7, 8 and 9. This pathway aims to both stretch and support pupils through delivering a curriculum that will prepare them for a short course GCSE, while filling essential gaps in religious education knowledge.

 

In KS4 students following this pathway have 1 lesson per week.

Further study option- AQA short course GCSE Religious Studies and/ or AQA Unit Award Scheme in Religious studies topics.

 

KS3- This pathway follows the Leicestershire agreed syllabus for religious education.  Baseline tests are conducted at the start of year 7 and the curriculum is adapted accordingly. Students have one lesson per week in year 7, 8 and 9. This pathway is an inclusive pathway that aims to fill essential gaps in religious education knowledge and provide a curriculum that allows all pupils to have access to essenial knowledge and skills needed for furher study and adult life.

 

In KS4 students following this pathway have 1 lesson per week.

Further study option- AQA Unit Award Scheme in Religious studies topics.

Curriculum – KS3

  • World events in the 21st century draw attention to the continuing power and significance of religious belief and other beliefs and philosophies in shaping human minds and communities. An understanding of different faiths and beliefs has never seemed more relevant. Leicestershire is a microcosm of the wider world, is therefore important that this curriculum should promote understanding between all people.
  • It will enable understanding of concepts and the development of skills and attitudes so that students at Maplewell can explore wider issues of religion and belief in religiously literate ways. This curriculum prepares the young people of Leicestershire for active citizenship in a diverse and rapidly changing world, exploring some aspects of British values in relation to religions and world views.
  • Leicestershire is a vibrant and unique county with much diversity of religion and belief. The population of the city and county includes very large communities of tens of thousands of Christians, Hindus, Muslims and Sikhs, and smaller groups of other significant faith communities including Jews, Jains, Buddhists and members of the Bahá’í faith.
  • Many children in Leicestershire come from families that hold non-religious life stances. Beliefs and Ethics taught using the Leicestershire agreed syllabus allows all learners to share their experiences and to learn from one another and the religions and beliefs in our community. This rich diversity influences the religions and beliefs to be taught in Beliefs and Ethics in Leicestershire.
  • The curriculum makes space for all pupils to explore their own beliefs, values and traditions, and those of others, in engaged and engaging ways. It aims to support children to develop positive attitudes of respect towards people from all religions and worldviews and continues in the tradition of ensuring that Beliefs and Ethics is responsive to the changing nature of schools and education. The Curriculum takes into account the Government͛s Prevent Strategy and the Ofsted Framework for Inspection which requires schools ‘to ensure high standards of achievement, learning and behaviour for their pupils, as well as contributing to their spiritual, moral, social and cultural development’.

KS3 and KS4 Curriculum plan

Please click HERE to see the Curriculum Plans

Curriculum – KS4

KS4 Beliefs and Ethics lessons are built up on KS3 curriculum and they provide a broader and deeper understanding of the beliefs and practices of Christianity and Sikhism, as well as promoting religious literacy and the contemplation of ultimate questions. Students are able to reflect on and develop their own values, beliefs and attitudes in light of what they learn. Students study a range of relevant and contemporary ethical themes that promote British Values and awareness of modern-world issues.

Beliefs and Ethics at KS3 has been developed to allow students to progress to one of three outcomes at KS4 (Full GCSE in Religious Studies, Short course GCSE in Religious Studies and/or AQA Unit Award Scheme in Religious Studies).

 

AQA A Full course GCSE Religious Studies Topics include:

l  The religion, beliefs and teachings of Christianity

l  The religion, beliefs and teachings of Sikhism

l  Religion and life

l  Religion, peace and conflict

l  Religion, crime and punishment

l  Religion, human rights and social justice

AQA Short Course GCSE Religious Studies Topics include:

l  The religion, beliefs and teachings of Christianity

l  The religion, beliefs and teachings of Judaism

l  Relationships and families

l  Religion, Peace and Conflict

AQA Unit Award Schemes A wide variety of Awards are available. Which awards they will be entered for will depend on the individual student.

Assessment

Assessment in Beliefs and Ethics is an ongoing process. Students are assessed formatively throughout each lesson to assess their academic progress and for the teacher to reflect and evaluate on their teaching methods used and curriculum content delivered. At the end of each lesson teaching staff record student’s progress on a markbook system by using the criteria ‘beginning, developing, secured and mastered’. Summative assessments are conducted once each half term (a total of 6 a year) and DIRT stickers completed for reflection by the students (3 per year). Peer and self assessment opportunities are also built into lessons and are recorded with purple pen in students books.

Knowledge Organisers

‘For students to succeed in a particular area, they must have a foundation of factual knowledge, understand those facts in the context of a conceptual framework and organise knowledge in order to facilitate retrieval and application’ Bransford et al, 2000. We can see knowledge organisers as a way to enable this, in a much more systematic way than traditional revision guides and textbooks.

Due to research into the effectiveness of knowledge organisers and Maplewell Hall School’s recent Autism accreditation status we have decided to use knowledge organisers to support students in class and at home. These will include key words to support subject specific literacy and carefully chunked information to create a visual schema for our students. Thy will also enable students to visualise the bigger picture of a topic.

Knowledge organisers for Beliefs and Ethics will follow shortly.

 

Key skills progression chart

(To follow shortly)