ERS

Upcoming Events

KS3

Students are to complete one task for each ERS based project from the activities listed below. This should be based on the topic being studied.

Year 7

 

Beginning

Developing

Secure

Excellence

Activity

 

 

Students to create a video on the topic being studied, showing similarities and differences between different ideas and belief systems.

Students to create a storyboard on the topic being studied, making sure they use philosophical and ethical language to highlight similarities and differences between belief systems.

Students to create a website on the topic being studied, showing similarities and differences between belief system, and using evidence and examples support their arguments.

Students to create a speech on the topic being studied, making sure they include arguments from different perspectives and using examples.

 

Year 8

                          

Beginning

Developing

Secure

Excellence

Activity

 

 

Students to create a video on the topic being studied, showing similarities and differences between different ideas and belief systems. Students to use some philosophical and ethical language.

Students to create a storyboard on the topic being studied, making sure they use philosophical and ethical language to highlight similarities and differences between belief systems. Students to explain what inspires and influences them.

Students to create a website on the topic being studied, showing similarities and differences between belief system, and using evidence and examples support their arguments. Students to consider the challenges of belonging to a belief system.

Students to create a speech on the topic being studied, making sure they include arguments from different perspectives and using examples. Students to show understanding on the historical and cultural aspect of the belief system and show critical evaluation.

 

 

Beginning                                 

Developing

Secure            

Excellence     

Year 7

Students recognise similarities and differences within different belief systems. They can identify the impact belief systems have on individual’s lives. They can describe how religions express themselves in the world. They can make links between their own and others responses to important questions e.g. understanding opinions contrary to their own.

Students use some religious, philosophical and ethical language to describe how belief systems impact and are interpreted by individuals. They can highlight similarities and differences within and between belief systems. They can describe what influences and inspires themselves and others. They can raise and suggest answers to ultimate questions.

Students can describe why people adopt and/or follow beliefs systems. They show understandings of differences within belief systems and use evidence to support answers to ultimate questions. They will be able to relate experiences of others to their own lives. And explain what inspires and influences them.

Students interpret arguments, explaining how they can be used in different ways by individuals or organisations. They can use reasoning and examples to express insight into the relationship between beliefs, teachings and issues. They can express a deep understanding into their own and others views on ultimate questions. They consider the challenges of belonging to a belief system.

Year 8

Students use some religious, philosophical and ethical language to describe how belief systems impact and are interpreted by individuals. They highlight similarities and differences within and between belief systems. They can describe what influences and inspires themselves and others. They can raise and suggest answers to ultimate questions.

Students can describe why people adopt and/or follow beliefs systems. They show understanding of differences within belief systems and use evidence to support answers to ultimate questions. They will be able to relate experiences of others to their own lives. And explain what inspires and influences them.

Students interpret arguments, explaining how they can be used in different ways by individuals or organisations. They can use reasoning and examples to express insight into the relationship between beliefs, teachings and issues. They can express a deep understanding into their own and others views on ultimate questions.  They can consider the challenges of belonging to a belief system.

Students analyse the historical and cultural aspect of belief systems. They explain why the consequences of belonging to a belief system can vary for different people. They can offer developed explanations, supported by academic evidence to ultimate questions. They evaluate the significance of belief systems to human relationships and societies. They can contextualise interpretations of belief systems and philosophical ideas. They critically evaluate belief systems of different communities and societies and the impact on them.

 

KS4

Students studying GCSE courses are expected to complete home based revision of topics learnt in class. This will include making revision notes, flash cards, mind maps and completing past exam questions. In addition specific activities will occasionally be set by the teacher in response to the identified needs and areas of weakness for the individual or group.

Revision aids and booklets are available on the school website under the department page.

 

KS5

Students studying AS and A’ levels are expected to complete at least five hours of private study outside of class per subject, per week. This will include flipped activities, reading up on new topics ahead of the lesson, completing set exam style questions, personal research to support and develop understanding and knowledge of the topics studied as well as compiling and using class notes to create revision materials and use these alongside other materials to revise consistently from the start of the course through to completion.