R.E. at KS3 and KS4 will be introduced from September 2015. We shall be following the agreed R.E. syllabus produced by SACRE. Please click on the link below for more details.
In Key Stage 3, religious education focuses on engaging students in developing a broader understanding of beliefs and the impact of religion on people's lives and on society. Through their study, students work towards two key attainment targets; 'learning about religion' and 'learning from religion' and as result, are expected to:
The Gloucestershire Agreed Syllabus is followed, which is taught thematically with respect to three focal religions; Christianity, Sikhism and Buddhism, whilst aspects of Judaism, Hinduism and Islam are brought in as appropriate to the following themes and concepts:
|Year 7||Year 8||Year 9*|
|Autumn||Believing||Beliefs: Big Questions Is there a God? What and why do people believe? Who made the universe? Why is there suffering? Death: Is it the end?||Teachings Was Jesus God on earth? Do the teachings of Jesus stand the test of time? Gotama Buddha: Do his experiences and teachings have relevance and meaning for people today? Teachings of the Ten Gurus: What meaning and relevance do these have for Sikhs today?|
|Spring||Expressing||Expressions of Spirituality How do humans express their spirituality?||Ethics & Values Good and bad; right and wrong - how do I decide?|
|Summer||Living||Religion Today What does it mean to be a Christian/ Muslim/Buddhist/Sikh/Jew/Hindu in Britain today?||Beliefs into Actions How do Buddhist beliefs motivate the actions of Aung San Suu Kyi? Beliefs and Global Issues Religion, peace and conflict: Living together: are religions a source of peace or a cause of conflict?|
*As Religious Education is a new subject to Al Ashraf Secondary School as of September 2015, Y8 and Y9 students will be taught the same content to ensure Y9 students have the necessary foundations to study RE to a higher level. Y9 also begin the GCSE syllabus alongside their KS3 studies; see GCSE RE overview for more details.
Religious Education at key Stage 4 is a thriving subject in which all topics are clearly structured to provide a fast-paced and challenging lesson that deals honestly with the basic questions of life.
The Religious department has inspired great interest leading to outstanding GCSE results with up to 100% of girls attaining A*-C grades reflect the departmen's excellent reputation for teaching and learning, and the support that students receive if required.
All Pupils are offered the opportunity to undertake the full course Religious Studies which will be studied from year 9 all the way through to year 11.
Religious Studies encourages students to think about their own beliefs through the exploration of other major faiths. It enables the students to foster deeper understanding of religious and moral view points. Key beliefs of major Faiths - secular world views - in particular a humanist approach to life are also examined. This will allow the students to bear the differing views of others and the right of others to hold views which are different to their own.
Religious Studies Students will leave with a lifelong appreciation of the central role faith has and aid greater tolerance and respect for the wider community.
The subject offers great scope for learning about, and learning from, different religious backgrounds, through classroom study, stimulating ideas and visits to local places of worship.
Students learn individually and in collaborative group situations, developing analytical skills and debating skills.
Students must take assessments in the following two components in the same series:
Students study two religions:
This unit requires students to study beliefs, teachings and practices of both religions specified in the specification and their basis in Christian and Islam sources of wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Common and divergent views within Christianity and Islam in the way beliefs and teachings are understood and expressed should be included throughout. Students may refer to a range of different Christian and Islam perspectives in their answers including Catholic, Orthodox and Protestant. Including those from Sunni and Shi’a Islam. They must study the specific differences identified in the specification.
This unit requires students to study four religious, philosophical and ethical studies themes based around Christianity and Islam.
Students should be aware of different religious perspectives on the issues studied within and / or between religious and non-religious beliefs such as atheism and humanism.
Students must also study religious, philosophical and ethical arguments related to the issues raised, and their impact and influence on the modern world.
Students will be expected to show their understanding of religion through the application of teachings from religion and beliefs. They will also be expected to make specific references to sources of wisdom and authority including scripture and/or sacred texts. They may refer to any relevant religious text such as the Bible, the Catechism of the Catholic Church, or the Qur’an and Hadith.