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Religious Studies

The aims of religious education are to help pupils to:

  • Develop an awareness of spiritual and moral issues in life experiences.
  • Develop knowledge and understanding of Islam and other major world religions and value systems found in Britain.
  • Develop an understanding of what it means to be committed to a religious tradition.
  • Be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life.
  • Develop an understanding of religious traditions and to appreciate the cultural differences in Britain today.
  • Develop investigative and research skills and to enable them to make reasoned judgements about religious issues.
  • Have respect for other peoples’ views and to celebrate the diversity in society.

Curriculum

Key stage 3
Key stage 4
Year 10 and 11

Pupils in year 10 and 11 have two lessons a week, with the same teacher.


GCSE
Pupils start their GCSE in year 10 and finish in year 11. The exam board is Edexcel and the focus is on the study of Islam.

The examination is based on the study of two units:

Unit 4 and Unit 11.

  •   Pupils for this full course are required to study both units.
  •   Each unit has a separate examination paper divided into four sections.
  •   Each section requires the candidate to answer one question from a choice of two.
  •   Each examination will last for 1 hour 30 minutes.
  •   There are no Tiers

Pupils in year 10 will study unit 11.

Unit 11 of Edexcel’s GCSE in Religious studies provides a wide ranging exploration of the beliefs and practices of Muslims today.  It invites pupils to study the nature of Islam and the way it affects the lives of the believers, especially in the UK.

 Unit 11 has four sections:

  •   Beliefs and values
  •   Community and tradition
  •   Worship and celebration
  •   Living the Muslim life

Pupils in Year 11 will study Unit 4.

Unit 4, the religion and life module for the Edexcel GCSE has always been the most popular modules of those offered, covering some of the most central themes in Religious studies at any level of study.  The course offers an introduction to matters at the heart of Islam philosophy of religion and, as such, it offers a good foundation for those students moving on in due course to AS level.  Issues in key ethical problems and questions about life, death, relationships and the community are all addressed, focusing on a study of Islam and on how religion affects and influences the lives of those who believe. 

The unit has four sections:

Believing in Allah

Matters of life and death

Marriage and the family

Religion and community cohesion


Further Information


Teaching and learning

We base our teaching and learning style in RE on the key principle that good teaching in RE allows pupils both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables pupils to extend their own sense of values and promotes their spiritual growth and development. We encourage pupils to think about their own views and values in relation to the themes and topics studied in the RE curriculum.

Our teaching and learning styles in RE enable pupils to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences at religious festivals such as Eid etc. to develop their religious thinking. We organise visits to local places of worship and invite representatives of local religious groups to come into school and talk to the pupils.

Pupils carry out research into religious topics. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Pupils discuss religious and moral issues using computers and working individually or in groups.

We recognise the fact that all classes in our school have pupils of widely differing abilities, and so we provide suitable learning opportunities for all pupils by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways, for example, by:

  • setting common tasks, such as in-depth research tasks, which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty (we do not expect all pupils to complete all tasks);
  • grouping the pupils by ability in the room and setting different tasks for each ability group;
  • providing resources of different complexity, adapted to the ability of the child;
  • using classroom assistants to support the work of individuals or groups of pupils.

Resources

Basic resources for the delivery of the curriculum are kept in classrooms.  A variety of published material and photocopiable teaching resources are used to facilitate the teaching of religious education.

Meeting the needs of all pupils – SEN and gifted and talented pupils

At our school we teach religious education to all pupils, whatever their ability. Religious education forms part of the school curriculum policy to provide a broad and balanced education to all pupils. Through our religious education teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels.

When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, and differentiation – so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the child’s needs.

We enable pupils to have access to the full range of activities involved in learning religious education. Where pupils are to participate in activities outside the classroom, for example, a visit to a Sikh temple, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.

Assessment and record keeping

We assess pupil’s work in religious education by making informal judgements as we observe them during lessons. We mark a piece of work once it has been completed and we comment as necessary, in line with our feedback policy.  We record the attainment grades in our assessment files using the classroom monitor programme, which we use as a basis for assessing the progress of each child, for setting new goals, and for passing information on to the next teacher at the end of the year.

Staff

(Head of Department)

Mrs F. Makda

Mrs S. Ditta 

Mrs A. Ravat