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Key Stage 3
GCSE
A Level

Aims

The Religious Studies Department, whilst endeavouring to assist Magherafelt High School to fulfil its stated aims, sees its primary role as being instrumental in the promotion of each pupil's spiritual and moral development. To that end the department seeks to broaden the pupil's ability to reason through a study of the Christian faith using the Attainment Targets.

(a) The Revelation of God
(b) The Christian Faith
(c) Morality
Consequently the department has the following aims:

1. To increase pupil awareness and understanding of the religious and spiritual dimensions of life.
2. To assist pupils in their search to find a premise or faith by which to live by reflecting on the experiences of others.
3. To stimulate pupils to examine their own viewpoints and to reflect on religious responses to moral issues.
4. To encourage them to respect the beliefs, values and attitudes of others. 5. To assist in the personal and social development of the pupils, encouraging the ability to form and maintain relationships with peers and others.

• Developing an understanding of God in His revelation of Himself through the Bible and Creation.
• Developing an appreciation of some of the events centred on the Old and New Covenants.
• Investigating some of Jesus' teaching about the Kingdom.  
• An understanding of worship, prayer, religious symbols, language and festivals relating to the Christian Church.
• Considering Christian roles and responsibilities towards others and the     environment.
• An in-depth study of personal and social issues of family life, relationships, work and leisure, and the Christian perspective on life.
• An informed understanding and application of the criteria and topics outlined in the external examination syllabus which would lead to a competent performance in the GCSE Religious Studies Examination.

Courses Offered [Top]

Years 8-10

• All pupils are taught Religious Studies.
• Pupils in Years 8 - 10   (3 X 35 minute periods per week)

Key Stage 3, will follow the North Eastern Education and Library Board Religious Studies Scheme. This core syllabus is split up into a number of Modules for each year. Each module has the content, teaching methods, resources, attainment targets, assessment methods and Bible references listed. These may be used by the class teacher. These are flexible and teachers may expand into other areas but should avoid topics which will occur in other modules or years. The syllabus is Bible based and requires a non-denominational teaching approach. The presentation should be from a positive stance with the Bible regarded as the inspired word of God - an accurate record of what God wanted to have revealed and recorded - and of relevance for today.

Years 11-12 [Top]

Key Stage 4 pupils will follow one of the following syllabus:
The CCEA GCSE Syllabus                                             

• 5 x 35 minute periods per week
  

• 2 x 35 minute periods per week

• 2 x 35 minute periods per week.

Years 13-14 [Top]

These pupils will study the AS & A2 CCEA syllabus which includes:
The Study of the Early Christian Church to AD 325                      

• 5 x 35 minute periods per week

• 4 x 35 minute periods per week

• GCSE Religious Studies is taught by specialist teachers - Mrs A. Adams, Mrs G. Wishart & Mrs E. Beckett
• Key Stage 3 and Key Stage 4 Core Syllabus is taught when possible by specialist teachers.
• Three ministers (Presbyterian, Church of Ireland and Free Presbyterian) teach Year 10 classes one period per week, rotating classes over the three school terms. They use the NEELB syllabus and cover the modules - "Teaching about the Kingdom" and "Worship, Prayer and their effects". The third minister speaks on the topics abortion, euthanasia, drugs, violence etc under the Attainment Target - Morality - making decisions.
• Various guest speakers participate throughout the year eg. Life Organisations, Leprosy Mission, Open Doors.

Teaching Strategies [Top]

The Department uses a large variety of teaching/learning strategies. We have a good range of text books suited to the different abilities of our pupils and a large number of videos to reinforce lessons. Handouts and powerpoints of differing tasks, at different levels of ability, have been produced to stimulate pupil learning and drama is used to reinforce the meaning of Parables. Group work in the form of debates and discussions enhance pupils' learning by engaging them actively in talking, listening and questioning. ICT is finding its place in the production of newspaper articles, class projects and in Key Stage 4 for coursework. We are fortunate to be within walking distance of local Churches and visits to these take place once a year. Links with these churches also provide us with visits from ministers and various guest speakers.

Additional Strategies for Special Needs Students [Top]

Teachers are to be selective in their use of material from the Resource Booklets and Pupil Workbooks. As well as the use of text books and handouts suited for the different abilities of our pupils, help is often given by writing pupils' answers, ideas or points on the board or overhead to support them in writing and spelling. More oral work and story illustration by pictures takes place also. Photocopies of class notes are sometimes sent home to allow very slow learners to get caught up.  Year 8 lowest ability class have their exam papers read to them by their class teacher.  Provision has now been made for the lower ability pupils to sit the Entry Level COEA Exam.
       

SPECIAL NEEDS PUPILS [Top]

A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

(a) has a significantly greater difficulty in learning than the majority of children of the same age;

(b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in ordinary schools.

(a) seeks to ensure that each pupil achieves the highest level of academic, personal, moral, spiritual and social development of which he/ she is capable, through a broad, relevant and differentiated Religious Studies Programme and suitable external examination.

(b) seeks to identify children with special educational needs as early as possible through observation of children and their work, oral answers and the various means of work assessment outlined in the Religious Studies Policy, enabling each pupil's performance to be monitored.

(c) seeks to ensure that all special needs children feel valued and have a positive self-image by helping pupils individually with their problems, giving praise rather than criticism and by displaying pupils’ work. Also allowing pupils to voice how they feel they learn best and then modifying teaching strategies to suit their needs.

(d) encourages the use of varied stimulating teaching strategies previously outlined, to ensure effective learning by each pupil at their own level. Pupils' work will be compared to his/her previous work - not other pupils' work.

(e) seeks to create a caring and supportive environment for the pupils by giving positive feedback, praising achievements, giving pupils the opportunity to experience some measure of success and by creating a stimulating and attractive classroom environment which features their work. Key Religious Studies words will be displayed around the room to aid pupils with spelling.

(f) will liaise with SENCO in identifying pupil learning difficulties, monitoring progress setting targets and taking into consideration information supplied by the SENCO on specific pupils' backgrounds, medical needs and reading ages.

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