S2 Religious Education
In S2, pupils continue to make links between the writings of the Old Testament and the teachings of Jesus Christ. The course starts with a unit on Prophets, which includes examining the Messianic prophecy of Isaiah – a key text which pupils use to understand the Jewish expectation of the Messiah. This then puts in to context the social, political and religious issues that existed during the time of Jesus.
The teachings of Christ are explored in the unit on Luke’s Gospel, which is then referred back to during Lent and Easter when pupils deepen their understanding of Christ’s Passion, death and Resurrection.
The course concludes with the Other World Religion project for S2. Pupils gain a good understanding of a chosen faith, and are able to make links between the 3 Abrahamic faiths which they will have covered by the end of this year: Judaism, Christianity and Islam.
- Word of God
- Luke’s Gospel
- Advent & Christmas
- Holy Orders
- OWR Project
Each unit covers outcomes from A Curriculum for Excellence: Religious Education in Roman Catholic Schools, as well as core learning from level 3 ‘This is our Faith’. A key focus comes from the Principles and Practice of A Curriculum for Excellence. One of the aims of this document reflected in the unit is to:
- Develop the skills of reflection, discernment, critical thinking and deciding to act in accordance with an informed conscience when making moral decisions.
(A Curriculum for Excellence: Religious Education in Roman Catholic Schools – principles and practice. P.2)
Page 3 of the same document sets out approaches to Religious Education, which are integral to the delivery of each unit, and to the delivery of all subsequent materials. This means that each unit should be engaging and reflective. Questioning, responding and explanation are also central to the themes and practices of the unit. This unit also fulfils aspects of the principles and practice document, which take into consideration experiences of learning and teaching, as it seeks to:
- Help learners to recognise the significance of their experience and nurture their capacity to reflect on and evaluate it.
- Take account of the developmental stage of children and young people and their capacity to engage with complex ideas.
- Help children and young people to develop critical thinking skills.
- Maximise opportunities for collaborative and independent learning.
- Draw upon a variety of creative approaches which promote active learning.
- Engage learners in the assessment of their own learning.
- Make imaginative use of resources.
Pupils and their parents have a right to know how they are doing in RE. Clarifying with pupils the objectives of lessons, the knowledge, understanding, skills and attitudes they could be developing and giving them opportunities to reflect, with teachers, on their progress are the essential elements of the assessment process. This sort of on-going, learning-centred assessment can be a powerful means of motivating pupils while also raising their expectations of themselves and of the subject itself. RE deserves this style of effective teaching as much as every other subject in the curriculum. Not all learning in RE can be assessed. However, within the framework of the whole school curriculum, assessment in RE is about:
- Knowledge and understanding
- Beliefs, Values and Practices
Each unit aims to incorporate all aspects of AiFL. The main aspect which runs through each unit is sharing learning intentions as all lessons include learning objectives and a re-cap or extension task, which ensures learning intentions have been met.
Where an outcome is to be assessed, pupils will be informed that the task will be a piece of evidence for assessment.
To promote assessment by pupils there is a range of peer marking activities and evaluative exercises, including clock partners, traffic lights and homework activities.
In order to mark less to achieve more, the departmental scheme for marking jotter work will be used in each unit.
All units aim to tune into learners minds by using a range of questioning techniques throughout the course.
To step forward with feedback, evaluation and assessment is kept informal, pupils are given the opportunity to comment upon and evaluate each other’s contributions to class discussion, and praise is encouraged throughout.
Recording & Reporting
Within the RE department, assessment of day-to-day progress depends heavily upon the marking and correction of written work and other tangible forms of pupil response.
The main purpose is formative – helping pupils to see how their work can be improved and developed, identifying weaknesses and uncertainties as a basis for remedial action, and as a major and effective practical means of establishing suitably high expectations of each pupil.
Pupil progress will be reported via tracking, full reports and a parents evening.