Twitter

09/03/19

Retweetd From Harris Careers

Exam Invigilators and Scribes required .Apply now https://t.co/7hNmdoyqyR https://t.co/aqv3xdV44K

09/03/19

Retweetd From Transformation Trust

It was fantastic to start with completing the The winning team came up with a great idea https://t.co/KMpjYGbcFO

13/02/19

Retweetd From ElaineWilson

Well done! Tom Harriott EdD student and will also present his work

04/02/19

Retweetd From Harris Careers

Harris Academy Battersea are looking for an Achievement Director for Business and Economics. Apply now https://t.co/l2FcWH2de0 https://t.co/SKRdkbjiYv

28/01/19

Retweetd From Schools Plus Ltd

Our is Harris Academy Battersea! We're thrilled to get to work closely alongside this successful Academy to offer their facilities for community use and hire. To take a detailed look at what they can offer please visit.. https://t.co/wqcqQL5jI1 https://t.co/okzZ20NqKe

24/01/19

Retweetd From Parents and Teachers for Excellence

Great work from , whose overall P8 is a very impressive 0.49. in particular stands out with a stunning score of 1.26.

19/01/19

Retweetd From #SLTnetwork

Happy Friday . We have our 3rd visit locked down and it's at the famous ! It's your chance to learn from one of the most successful turnaround schools, now rated outstanding. https://t.co/17Tp8Rtoke

14/01/19

Retweetd From HarrisSchoolDirect

Lovely to see our Scholars here for the second Regional Training Day . Thank you to and for hosting school visits. It is wonderful to see the Scholars really engage with the programme.

18/12/18

Retweetd From Classics For All

Find out how pupils at are finding Latin, as over 400 students embark on the subject https://t.co/1XvX09D1Ms

14/12/18

Retweetd From WandSchoolGames

Congratulations for winning our U14 🏀 Girls Basketball yesterday. Good luck in Representing in London School Games final. https://t.co/prwNjA3dwN

04/12/18

Retweetd From Transformation Trust

Students from and taking advantage of the CV surgery and job advice from the mentors 😁 https://t.co/sHp5gldEsQ

18/10/18

Retweetd From Parents and Teachers for Excellence

. once again had some brilliant results: , Harris St Johns Wood, and had great P8 scores of 0.34, 0.58, 0.89 and 1.27 respectively.

18/05/18

Well done to our Year 9 Boys' Football Team who have secured a place in the final of the Wandsworth League. The final is this Wednesday at Southfields and they'll be playing against Ernest Bevin. We wish them all the best of luck.

18/05/18

Students Secure Second Place at Wandsworth Athletics Championships - Latest News - Harris Academy Battersea https://t.co/3OHmfM1fwe

18/05/18

Did you know we now have a page to keep you up to date with all our Academy news? Search for Harris Academy Battersea and follow and share us.

23/06/17

Retweetd From Karl Hoods

Great to see inspiring future generations. Hope the students had fun! https://t.co/DWifo4WsCa

20/06/17

Retweetd From FDM Group

Congratulations to students! Fun 3 days!! Thank you for coming https://t.co/IkGSt8kDmV

20/06/17

Retweetd From FDM Group

Aiming for the top are with super ✏️ skills to boot. We know our Senior Designers will agree 🌟 https://t.co/61krlim4cM

06/04/17

Retweetd From Wandsworth Council

Young chef 2017 winner Shanice from with her signed cookbook https://t.co/igl0J0HHEp https://t.co/XDndwwZJrT

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office

Bexley

Bromley

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Religion and Philosophy

Religious Studies curriculum and assessment

Overview
Religious Studies at HABS allows students to develop student’s awareness and understanding of the religious approaches to a range of ethical and philosophical issues. Throughout their time at school students investigate a wide number of religions including, but not limited to, Christianity, Islam, Judaism and Islam, investigating the customs and practices of each religion and study integral parts of holy texts. We believe that Religious studies should also allow pupils to explore their own beliefs and questions of meaning, ensuring that they reflect on, and evaluate issues of truth, belief, faith and ethics and to communicate their responses. The subject should also enable pupils to develop their sense of identity and belonging within their communities and as citizens in a diverse society and global community.

Mastery
1. Philosophers comprehend the belief systems groups, societies and individuals, and can explain the similarities and diversities between them.

I can evaluate the validity of a belief within a religious, spiritual or moral tradition
I can provide a detailed analysis of how religious, spiritual and moral sources are interpreted in different ways
I can place different interpretations of religious, spiritual and moral sources in their historical, cultural, social and philosophical context
I can present a coherent picture of religious beliefs, values and religious sources which takes account of personal research on different religious topics and a variety of sources and evidence
I can say what religions teach about some of the big questions of life, using different sources and arguments to explain the reasons for diversity within and between them.
I can suggest reasons for the similar and different beliefs which people hold, and explain how religious sources are used to provide answers to important questions about life and morality
I can make links between the beliefs (teachings, sources, etc.) of different religious groups and show how they are connected to believers’ lives
I can identify the group of religious teachings that have a common moral outlook from a range of religions.
I can identify a group of beliefs from a single tradition which have a conflicting moral outlook
I can identify a group of beliefs from a single tradition which have a common moral outlook
I can give an example of a religious teaching as evidence for a moral standpoint.
I know what a religion thinks about an issue
I can recognise a belief.
I cannot recognise a belief

2. Philosophers appreciate the complexities of practices and traditions, and understand the significance of these two groups and individuals.

I can evaluate how and beliefs have had a changing impact on different communities in different contexts, even within the same religion.
I can hypothesise why people belong to certain worldviews considering issues such as birthplace, identity, moral outlook and culture
I can evaluate how and beliefs have had a changing impact on different individuals in different contexts, even within the same religion.
I can demonstrate how religious activity in today’s world has been affected by the past and by traditions.
I can state how different practices and ways of life followers of religions have developed over time
I can use the right religious words to describe what practices and experiences may be involved in belonging to different groups
I can identify practices and rituals which are important to people.
I can talk about similarities between worldviews and compare similar aspects (books, holy places etc.)
I can use the right names for things that are special to people
I can identify things that are special to people
I cannot identify things that are special to people.

3. Philosophers can cause religious, moral and philosophical vocabulary to accurately describe religious, spiritual and philosophical concepts.
I can use a religious, moral and philosophical vocabulary to accurately describe complex transcendent and abstract concepts.
I can use a religious and philosophical vocabulary to articulate different forms of religious, spiritual and moral expression
I can use a religious, moral and philosophical vocabulary to compare forms of religious, spiritual and moral expression found within and between religions
I can compare the meanings of religious words to other similar words from differing worldviews
I can use a religious and philosophical vocabulary to present a clear picture of how people express their religious, spiritual and ethical beliefs
I can express religious and philosophical beliefs in words used by believers and suggest what they mean
I can express beliefs (ideas, feelings, etc.) through the use of general religious, moral or philosophical words
I can use religious, moral or philosophical words to describe ways in which I express my beliefs
I can give the meanings of religious, moral and philosophical words.
I can recognise religious, moral or philosophical words
I cannot recognise religious, moral or philosophical words.
 
4. Philosophers understand the differences and similarities between and within ideologies.
I can create my own philosophically rigorous theory on identity
I can evaluate the validity of theories on the existence of identity.
I can question the existence of identity.
I can identify the different identities that an individual may have (cultural identity, gender identity, national Identity, online identity) and how they interact with one another.
I can hypothesise the challenges and benefits of belonging to certain groups.
I can identify conflicts within different groups, both for individuals and for society.
I can compare practices, beliefs and expressions of religious, moral and philosophical groups with other groups.
I can state the shared practices, beliefs and expressions of religious, moral and philosophical groups.
I can identify a range of religious, philosophical and moral groups.
I can talk about groups that I belong to, and the things that we share in that group.
I can talk about a characteristic that I have.
I can identify a characteristic.
I cannot identify a characteristic.

5. Philosophers always question the truth of a statement/ concept or belief
I can create my own philosophical theory on truth and meaning.
I can evaluate the validity of religious, moral and philosophical truth claims.
I can question the existence of truth.
I can identify the extent to which religious, moral and philosophical worldviews assist in understanding questions about the meaning and purpose of life
I can suggest a range of ideas which might be given by me about truth from religious, moral or philosophical groups or individuals about truth
I can articulate what others think the meaning and purpose of life is.
I can articulate what I think the meaning and purpose of life is.
I can ask compare my ideas about life with those of other people
I can identify the differences in what I think "is", and what other people think "is".
I can talk about what I think "is".
I cannot talk about what I think "is".

6. Philosophers comprehend the values of groups, societies and individuals, and can explain the similarities and diversities between them
I can create my own religious, moral or philosophical framework
I can resolve hypocrisies in value frameworks, using the fundamental constructs of the framework itself.
I can spot hypocrisies in value frameworks
I can use other religious, philosophical or moral values to make a judgement on moral questions.
I can use my religious, philosophical or moral values to make a judgement on individual moral questions, and give a range of reasons why my viewpoint does not contradict this.
I can identify links between things that are important to me, and my religious, moral or philosophical values.
I can identify the relationship between context and values.
I can ask hypothesise about the religious, moral or philosophical decisions I and other people make, and suggest what might happen as a result of these decisions.
I can link things that are important to human behaviours.
I can identify reasons why other people think that something is religiously, morally or philosophically "right".
I can talk about something that is religiously, morally or philosophically important to other people.
I can talk about something that is religiously, morally or philosophically important to me.
I can state that something is right.

 

Documents

AQA RS Specification 2016 31st Jan 2018 Download
Back to Subjects Menu