World Views and Religious Studies
In Worldviews we aim to instil a curiosity of the world into every student, developing them into critical thinkers who can confidently question the world they live in. The aim of Worldviews is to give students the opportunity to learn about different cultures, perspectives and philosophies from around the world at present and in the past, which supports the development of students cultural competency and capital. Understanding how worldviews can influence peoples’ actions and behaviour can enable students to reflect on the impact they can have on the society around them. Worldviews is about equipping students with the knowledge, skills and appreciation for life in the 21st Century.
|Learning hours per week
Knowledge, Understanding and Skills
How do we know something is real?
Are we all equal?
Do our actions affect our future?
How do we decide what is right and wrong?
Why do we suffer?
Do we need religion if we have science?
What do we mean by family?
Do religions promote rights?
Is religion dangerous?
Religion, crime and punishment
Religion, war and peace
Religion, relationships and family
Religion and life
Understanding what makes a religion and culture
How religion and culture links to equality and diversity
How do our actions impact our future?
How ethical decisions are made
What are the consequences of suffering and how this can impact us?
Relationship between religion and science whilst comparing and contrasting the two.
Family dynamics in different types of families
The role of men and women
Dangers associated to religion and whether they are justified (links to PSHE)
Fundamental Christian and Buddhist beliefs
How Christians and Buddhists respond to criminal sanctions
How religions respond to peace and confilct
Religious perspective on roles within the family
Christian and Buddhist practices and beliefs into action
Issues that affect life including controversial, ethical issues
Think pair share
Think pair share
Socratic questioning and answering
Think pair share
Socratic questioning and answering
5 year learning journey
Through the study of world views and religious studies, there is a significant contribution to students personal development. PSHE also prvides opportunities for pupils spiritual, moral, social and cultural development.
We learn from religion through discussion and questioning and support students to develop their self-awareness and understand values are important to them. We allow students time and space to develop these themselves in accordance with their age expectations. This is vital to enable children to develop confidence, self-esteem, self-reliance, self-discipline and responsibility. Lessons engage students in questions that are difficult to answer. Students have a great wealth of ideas which they share in their written work as well as through discussion and debate which supports the development of oracy. Students feel their voices are valued.
Our GCSE covers a range of religions and philosophical and ethical themes, ensuring our students have a variety of intriguing subjects to explore.
Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own values and attitudes towards religious issues.
Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. All these will help prepare them for further study.
Religious Studies is intellectually exciting because it provides access to the mystery of the other. Religious Studies provides the opportunity to understand, with depth and nuance, the many beliefs and rituals that move persons to appreciate the alternative world of the religious reality.
Studying theology and world views gives an insight into humanity's history and its present, whilst developing key skills such as critical thinking and analytical writing. The exploration of Theology and Religious Studies will give you the skills to analyse writing, concepts and arguments in a wide range of contexts.
At KS3 students complete a Challenge Question three times over a term. The first attempt is based on their opinions and ideas and a mark out of 12 is recorded but not given to students. The second attempt is the first review and students are given a structure strip to help them include the beliefs and ideas required. This is marked and an individual mark is given back to all students. The final attempt is given as part of Assessment Week and students are given a mark for the overall assessment as well as for the Challenge Question. This happens every term.
At KS4 students will continue with the format of KS3 but exam questions will be used as part of the assessment process.
Students are given individual feedback for each attempt at the Challenge Question and given time in the lesson to improve on their work. Lesson time is given following each Challenge Question attempt to respond to the feedback and understand what is required to make further progress.
All assessments and the final Challenge Question attempt are given feedback via the same marking proforma as the previous Challenge Questions, to allow for consistency. Important reflection time is then given for students to improve and develop their answers further.
Links to PSHE
Personal, Social and Health Education (PSHE) enable students to become resilient, independent and responsible members of society. We encourage our students to play a positive role in contributing to the life of the school and the wider community through encouragment to participate in extra curricular opportunities. In so doing we help develop their sense of self-worth. We teach them how society is organised and governed.
PSHE and worldviews promote students to critically think and actively listen to the opinions of others, which can enable students to develop their own informed ideas and opinions.
At MHS, PSHE is taught as a discrete subject for 1 hour a week. The PSHE curriculumm is aligned with not only World Views, but English, History, Sociology, Psychology and Science. PSHE in our school follows the Framework for PSHE, given as non-statutory guidance in the National Curriculum.
The aims of PSHE and worldviews are to enable the children to:
- Know and understand what constitutes a healthy lifestyle
- Be aware of safety issues
- Understand what makes for good relationships with others
- Have respect for others regardless of race, gender and mental and physical disability
- Be independent and responsible members of the school community
- Be positive and active members of a democratic society
- Develop self-confidence and self-esteem and make informed choices regarding personal and social issues
- Develop good relationships with other members of the school and the wider community
- Understand the importance of consent and how to identify a toxic relationship (which is futher supported by the SEMH groups)
- Mental and physical wellbeing
Learning beyond the classroom
Trips and Visits
Visits to key places of worship like St Paul’s Cathedral and a local Buddhist Temple to experience living religion.
Useful websites to support learning
Crash Course Philosophy on Youtube
Truetube for videos based on religion and philosophy/ethics
The Odyssey by Homer
BBC Bitesize for GCSE revision (can be used by KS3 too).
The Root of all evil by Richard Dawkins