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KS 4 Religious Education

Key Stage 4 Religious Studies From June 2011 – May 2012

All pupils in Key Stage 4 taking GCSE and ELC, will follow the same course and receive their qualification in the Summer of 2013. For those pupils taking GCSE they will take their first examination in summer 2012 and their second examination in summer 2013.

These are the taught topics for 2011 - 2012
GCSE AQA Specification B: Religious Expression in Society Unit 5

Topic 1 Religion and Art

This topic explores art in its various forms, how spirituality has influenced art, and the contribution art has made to spirituality. You will be expected to be able to discuss at least one piece of art (You have looked at Wilton Diptych and Caravaggio Descent from Cross in detail

· what is religious art?; how is it produced – inspiration, revelation or devotion?; different types, and examples, including icons, painting, calligraphy, graffiti, sculpture;

· how and why religions use art;

· how is religious art used in worship (public and/or private)?;

· what impact does religious art have on those looking on – believers and non-believers?;

· what does religious art tell us – about God, about belief, about the artist?; the symbolic nature of this form of spirituality.

Topic 2 Religion and Literature

This topic explores literature in its various forms, how spirituality has influenced literature, and the contribution literature has made to spirituality. You will be expected to be able to discuss at least one work of literature (You have looked at the Journey of the Magi and The Lion Witch and Wardrobe as well as the Holy Books of Christianity; Islam; Judaism and Sikhism

· what is religious literature?;

· how is religious literature produced – inspiration, revelation or devotion?;

· different types, and examples of the following: holy books, books of teachings of famous believers, fiction with a religious message, poetry;

· how and why religions use literature;

· how is religious literature used in worship (public and/or private)?;

· what impact does religious literature have on those looking on – believers and non-believers?;

· what does religious literature tell us – about God, about belief, about the writer?;

· the symbolic nature of this form of spirituality.

Topic 3 Religion and the Media

This topic explores media in their various forms, how spirituality has influenced media, and the contribution media have made to spirituality. You will be expected to be able to discuss at least one piece from one or two genres. [newspaper, magazine analogue/satellite/digital TV, radio, Internet, film, documentary]

· how is religion portrayed in the media – newspaper, magazine, analogue/satellite/digital TV, radio, Internet, film, documentary?; the positive and negative sides of religious portrayal, including education, supporting/ strengthening faith, indoctrination;

· should religions be able to censor what is shown through different media forms?;

· how and why religions use the media;

· what impact does religious media have on those looking on – believers and non-believers?;

· what does religious media tell us – about God, about belief, about the producers?;

· the symbolic nature of this form of spirituality

Topic 4 Religion and Contemporary Society

The topic explores how people express their spirituality generally within society, and the comparative impact of each, as well as how this expression can lead to negativity from others in society.

· expressing belonging – membership of a religion (including different types of membership such as lay/denominational, faith commune, community and monastic); how would someone become a member of a faith group

· use and wearing of symbols, and their meaning;

· attendance to acts of worship; the importance of any of the following: membership, use of symbols and attendance at worship;

· the benefits drawn from the following: membership, use of symbols and attendance at worship;

· the difficulties brought for a believer by public expression of spirituality.

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Religious Education at Longfield

Religious Education must be taught in all schools. Each Local Education Authority is required to produce a locally determined syllabus which should reflect the religious beliefs of the people in their area.

It is possible find out what your Local Education Authority expects its schools to teach by asking to see its "Agreed Syllabus".
Although there is an emphasis on teaching about Christianity, children are also taught about the other faiths that are present in the United Kingdom, such as Judaism, Sikhism, Hinduism, Islam, Buddhism and Humanism. Pupils should learn about the principle practices and beliefs of Christianity, and compare them to those of other faiths.

Children are encouraged to respect the beliefs of others, and to understand the values shared by all the major religions - honesty, caring, forgiveness and justice.

If you do not want your child to take part in the religious education provided by the school, you may request that they are withdrawn from the classes and provide the religious education that you would prefer they are taught.

KS 3 Religious Education

Religious Education requires the developing and deepening of subject specific skills to enhance and to deepen learning. These skills are the key to becoming a reflective and affective RE learner

Investigation
Asking questions; gathering information; selecting evidence; using different sources

Interpretation
Drawing and expressing meaning from religious artefacts; language and literature and other forms of religious symbolism

Reflection
Pondering on feelings and emotions and their causes; ultimate questions; relationships; expressing reflection through speaking, listening, art and drama.

Empathy
Considering the thoughts, feelings, and beliefs of others, exercising the imagination in ways to be able to see the world from another person’s viewpoint.

Evaluation
Making a reasoned judgement using evidence and argument; expressing ‘both sides of an argument’; offering an informed and thoughtful point of view.

Expression
Explaining concepts; rituals and practices; identifying and articulating matters of deep conviction and concern; responding to religious issues