Humanities
Religious Education at The Orchard Centre is designed to provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.
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It offers opportunities for personal reflection and spiritual development. It enhances students’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.
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RE has an important role in preparing young people
for adult life, employment and lifelong learning.
It enables students to develop respect for
and sensitivity to others, in particular those
whose faiths and beliefs are different from their own.
It promotes discernment and enables students to combat prejudice.
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At KS4, students follow the AQA GCSE in Religious Studies (Specification A), studying units on:
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Christianity
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Sikhism
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Relationships and families
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Religion and life
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Religion, crime and punishment
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Religion, human rights and social justice
Lawnswood Campus
The Orchard Centre
Lawnswood Campus
Nightingale Home and Hospital Service
Assessment
On entry to Orchard learners complete baseline assessments for accelerated reader, English and maths. Pupils with no previous data and/or baselines GCSE grade 3 or below will be set targets as 2 sub levels progress per year.
If existing FFT data and/or information from home school is available we may use this to raise the target if required, particularly if learners have baseline of GCSE grade 4 and above. Any knowledge about the pupil regarding circumstances and previous education engagement will help us to set the target. These baselines are used to set targets for all subjects.
Maths baseline only used for maths. English baseline only for Humanities, Health and social. An average of maths and English is used for Science, ICT, PE, Sport, Art, Food tech.
Learners are assessed against The Lawnswood Learning Ladder. This tracks attainment from entry level 1 up to GCSE grade 9. Pupils are regularly assessed through formative assessment. Learners complete demonstrate tasks regularly in lessons, connect activities then follow which allow learners to progress. Summative assessments are completed as appropriate to the subject and to the group.
Staff input teacher assessed grades every half term and this will be shared with pupils. Reports are issued to parents twice per year. There are two evenings per year where parents are able to discuss any issues arising from the reports.
All learners have Boxall Profiles completed termly to assess their Social and Emotional Wellbeing. The Boxall Profile is an assessment framework that is divided into two sections. The first section measures progress through different aspects of development in the student’s early years e.g. learning experiences, internalisation of controls. The second section measures behaviours that inhibit or interfere with a child’s involvement in school, underdeveloped behaviour and unsupported development. Once completed the Boxall Profile enables us to set early intervention targets to address social, emotional and behavioural difficulties within lessons and wider school activities.
