The Religious Education programme of study facilitates a better understanding and appreciation of the stimulating world in which we live and the past and present impacts made by people to the planet. Gartree’s mission is to develop “global citizens” that have a profound awareness of the world around them to make conscientious, informed contributions to the wider world in which we live based on respect, tolerance and mutual appreciation of diversity and cultural differences.
In Religious Education, students are encouraged to discuss and debate about moral and ethical issues. There is a focus on the teachings, beliefs and practices of the six major world religions that make up the modern face of multicultural Britain through topics such as Rites of Passage to the Origins of the Universe and the Causes of Suffering.
Key Stage 3
The teaching of Religious Education is delivered by the Humanities department and each child will expect to receive one lesson each week at Key Stage 3 as part of their normal timetable of 30 lessons. A modular approach is taken in Religious Education with important literacy skills developed alongside contextual knowledge and understanding. Each module carries an assessment in the form of a test, timed essay, presentation or project. Homestudy is set fairly regularly to consolidate and develop knowledge, understanding and skills including research-based tasks and independent enquiry.
A day trip is offered to enable students to experience and deepen their understanding of what they have studied, as well as, encouraging an interest in the subject with a focus on war, conflict and genocide.
Year 9 Imperial War Museum visit
Students are required to develop a range of valuable skills throughout their course of study. These skills may be assessed across any of the examined components in each of the three Humanities subjects.
formulating an argument by examining and considering both points of view from written and visual forms of evidence
developing a conclusion and offering a balanced, reasoned opinion supported by evidence considering different beliefs or cultures
Transferable skills enable young people to face the demands of further and higher education, as well as the demands of the workplace, and are important in the teaching and learning of History, Geography or Religious Education through Key Stage 3 and 4.
Cognitive skills ● Non-routine problem solving – expert thinking, metacognition, creativity ● Systems thinking – decision making and reasoning ● Critical thinking – definitions of critical thinking are broad and usually involve general cognitive skills such as analysing, synthesising and reasoning skills ● ICT literacy – access, manage, integrate, evaluate, construct and communicate
Interpersonal skills ● Communication – active listening, oral communication, written communication, assertive communication and non-verbal communication ● Relationship-building skills – teamwork, trust, intercultural sensitivity, service orientation, self-presentation, social influence, conflict resolution and negotiation ● Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation
Intrapersonal skills ● Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to different personalities, communication styles and cultures, and physical adaptability to various indoor and outdoor work environments ● Self-management and self-development – ability to work remotely in virtual teams, work autonomously, be self-motivating and self-monitoring, willing and able to acquire new information and skills related to work
Key Stage 4
As we continue to develop our Schemes of Learning for RE GCSE we have decided that the second religion that pupils must study will be a free choice for the pupils. Their learning will be directed by the classroom teacher as regards to the content and understanding needed for their chosen religion, but which religion they choose will be up to them.
This seems the most inclusive and logical decision, as many of our pupils have an extensive understanding of their own religions and this will help prepare them for a successful examination.
Religious Studies GCSE (8062)
How the course is assessed: 100% final examination
Exam Board: AQA A
Students consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. Students should be aware that the religious traditions of Great Britain are, in the main, Christian and that religious traditions in Great Britain are diverse. Students study the religious beliefs, teachings and practices of Christianity and another nominated religion along with four religious, philosophical and ethical studies themes:
The qualification has a clear structure with two main components. Students consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. As part of the specification, the students study the beliefs, teachings and practices of two nominated religions: Christianity and Islam. As a matter of course though, students with a good grounding in another faith are welcome to use their own personal knowledge and understanding in the exam if it is one covered by the exam board.
Students learn how religious believers consider relationships and families, religion and life, crime and punishment, human rights and social justice. Students consider secular concepts too to try and ensure a balance of view and understanding through atheism and humanism. Both examinations include a number of short and extended writing questions that also focus on spelling, punctuation and grammar.
Where does it lead?
Studying Religious Studies will teach you to think logically and critically about issues, to analyse and construct arguments and to be open to new ways of thinking. In addition, you will develop an ability to write clearly and persuasively, absorb and sift complex information and to distinguish between different views and come to a reasoned opinion. It helps young people to understand and appreciate the diverse nature of modern society by considering opposing and contrasting beliefs and cultural ideas different to their own. Religious Studies both informs and challenges student’s preconceptions of religious beliefs, teachings and practices enabling students to embark on adult life with tolerant, open-minded views about religion in the 21st Century. The skills developed by students will be useful for a career path in journalism, media, politics, teaching and the legal profession.
You can expect to:
Develop your knowledge and understanding of religions and non-religious beliefs.
Develop your knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.
Develop your ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.
Reflect on and develop your own values, belief, meaning, purpose, truth and their influence on human life to give a reasoned consideration of a single point of view through a logical chain of reasoning.
Reflect on and develop your own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.
Have a knowledge and understanding of different attitudes about an ethical or philosophical issue or belief.
Have a knowledge and understanding of how a religious belief or practice influences individuals or groups.
“The highest result of education is tolerance” Helen Keller