Units studied:

· Mark’s Gospel

· Christianity Ethics

Two externally assessed written papers, lasting 1 ½ hours each

Each written paper worth 50%

Summer

Religious Education

Aims of RE

The aim of R.E is to: -

• Develop mutual understanding and respect for one another and to be able to evaluate insights, experiences, beliefs, practices and concepts so that they are able to continue in, or come to, their own beliefs.
• R.E. should provide an environment where personal issues may be discussed assisting pupil’s personal, moral and spiritual growth.

Related aims: -

• To promote and encourage the develop of religious knowledge
• To become spiritually aware
• To promote and develop in the pupil a degree of moral competence.

VISION R.E. is the only subject that allows pupils to develop morally, pastorally and socially for life. It is the only subject that, (if well managed and lead over the next ten years), can enable pupils through an examination of historical facts to make sense of our ever increasingly diverse and challenging world, to make sense of contemporary issues.

ASSESSMENT AND CRITICAL EVALUATION Assessment is an integral part of the learning process in R.E. It is vital that pupils are assessed by their superiors but also the pupils need to have experience of peer marking and self-marking. This “marking for improvement” strategy not only develops pupils understanding but also gives them the opportunity to develop their critical evaluation skills which has become a vital part the curriculum itself.

LITERACY RE is the perfect opportunity to develop pupils’ literacy skills.  In KS4 they are using familiar factual knowledge and using that as a vehicle to develop vital skills. Express and justify feelings and opinions.

• To question and come to their own opinions as to the values and attitudes which influence them.
• Explore issues in discussion e.g. issues of morality connected to the 10 commandments or topical issues such as genetically modified food, drug abuse, in the light of Biblical teaching.
• Present logical arguments for and against issues related to R.E.
• Hypothesise e.g. “What would Jesus say to a drug addict He met on the street?” Or “Why do you think Jesus did not go to see His sick friend Lazarus sooner?”
• To share, co-operate, collaborate and develop respect for self, others, God and the environment.
• To come to an understanding of the values and attitudes that influence them.
• To question and search for meaning.
• As in other subjects, children should be encouraged to write with confidence, fluency and accuracy.

PURPOSE

• To express thoughts, feelings and imaginings
• To inform, explain, describe, recount, narrate, report, record, persuade
• To organise thoughts and ideas
• To encourage use of I.C.T.
• Provide opportunities for pupils to collaborate and constructively criticise

R.E. WITHIN THE CLASSROOM 

R.E. introduces the pupils with ideas, beliefs, values and essentially life.

Role of the teacher - create an atmosphere of mutual respect - create an atmosphere of reverence for the sacred - promote openness and sensitivity to others.

Key Skills The Education Reform Act 1988 states we should prepare pupils for the opportunities, responsibilities and experience of adult life! Key skills have become an integral part of the curriculum and intend assessment at examination level. The particular skills which aim to develop in R.E. are:-

Reflection, Empathy, Communication, Analysis and Evaluation Reasoning Enquiry

R.E. WITHIN THE CURRICULUM 

The curriculum aims to prepare pupils morally, pastorally and socially for life DENI Evaluation Criteria on quality teaching stated that the quality of teaching in R.E. is good when it will be seen in …

• the planning that involves a range of structured activities
• the opportunities for pupils to discuss religious issues in an atmosphere of mutual respect
• the forging of appropriate curricular links with subjects like science, history, literature and art
• a consideration of moral issues in the lives of the pupils
• the clarity about the relationship between religious belief and personal social behaviour
• the presentation of a range of complex concepts and material to pupils
• the regular revision for pupils to reflect on what they have learning
• The opportunities created for reading and discussion that will engage and motivate all pupils and enable them to develop a sense of morality as well as gaining factual knowledge

Therefore, this is the realistic model which I would hope to enthuse my department to aspire to.

R.E. WITHIN THE SCHOOL 

The chief component is not only the development of the child but also in the development of the Christian ethos in day to day work at the school, particularly relationships, policy making and implementation.

R.E. WITHIN THE COMMUNITY 

The aim of the school is to provide the child with a caring, self-fulfilling educational experience which will enable him or her to become a fulfilled and caring adult

RE gives the pupils:- The ability to relate information on religious themes to everyday life.  The ability to apply hesitant moral teaching to a range of contemporary issues. The ability to listen and evaluate the ideas of others.  Awareness of the spiritual dimension in life.  Understanding of and thoughtfulness towards others.