The Green School for Girls

Let your
Light shine

Matthew 5:16

Religious Education

FACULTY OF HUMANITIES


Head of Department Mrs M Cannon

CURRICULUM VISION

Religious Education has a central role in the core Curriculum at the Green School for Girls.  Our intent of Religious Education  is for students to leave school as religiously literate and culturally aware young people. Students will have had opportunities to explore their own beliefs and learn from and about religion as we explore life’s biggest questions about existence, morality and faith.  

We strive to provide an outstanding education which is rich and varied and encourages every student to ‘let their light shine’.  As a Church of England school we stimulate knowledge and understanding of the Christian faith and how it influences the lives of people worldwide as well as shaping British culture.

  In particular our students will:

  • be able to make links between the beliefs, practices and value systems of a range of faiths and world views. They will also develop critical thinking skills such as analysis and evaluation. Students will learn to write and articulate coherent arguments to challenge or justify beliefs and values. 

What is Religious Education?

Religious Education is learning about and from world religions. Religious Education is about understanding yourself and understanding the world.

Why do we study Religious Education?

Religious Education at The Green School for Girls plays a vital role within the curriculum and the wider context of the School. As an Anglican school, Religious Education is integral in delivering social, moral, spiritual and cultural aspects of learning. We look to be forward thinking and dynamic, offering outstanding teaching and learning that is challenging and engaging. The study of religious education aims to make all students religiously literate while undertaking a journey of discovery about belief systems, ethical choices, philosophical arguments and their own faith. In Key Stage 3 we aim to encourage students’ thinking skills along with knowledge and understanding of their own beliefs and those of others. They engage with a wide range of topics covering philosophical enquiry (e.g. What is Reality? Year 9), ethical debate (e.g. Why should I care about the environment? Year 8) and world religions comparative theology (e.g. What is it to be Human? Year 7). This curriculum gives students a strong foundation for undertaking the full course GCSE in Years 10 and 11. The GCSE course (AQA) gives students the opportunity to study Christianity and Islam in depth examining both the beliefs and pratices of these world religions. Students also apply these religious beliefs to a range of ethical and philosophical issues.In the Sixth form Philosophy and Ethics is a popular choice at A-Level.

What do we study? 

Students cover a range of units from theology, philosophy and ethics.

To view a full summary of our KS3 and KS4 Religious Education curriculum please click here

To view information about A-level Philosophy and Ethics at the Green School Sixth Form please click here

CURRICULUM IMPLEMENTATION

How do we study Religious Education? 

Our ethos strives to widen the personal, social and spiritual development of every individual student in the school through a variety of activities and range of pedagogical techniques. Students can enjoy a combination of independent work, group projects and discussions. In lessons there is often a focus on students working to think independently then share their ideas with a partner or in group then debate and evaluate their ideas as a class.

Presentation of Work 

All students should write the TITLE and DATE  in your book and underline them IN PENCIL, with a ruler. All sheets should be stuck in their books. Home learning and classwork should be clearly labelled. When students are completing feed forward they must use green pen to feedback.

Home Learning

Students will be set regular independent work in line with the school’s Home Learning Policy. Home learning is an integral part of the curriculum and tasks are aimed to either consolidate knowledge from the lessons or to prepare students for future learning. Tasks could involve independent research of a particular idea (e.g. ‘research and create a fact file about one inspirational person’, Year 7) or creative work (e.g. NATRE spiritualist arts competition). When no specific task is set students are always encouraged to read around the current topic or revise their recent work. Students should use google classroom to access lessons to extend learning. Students are responsible for completing key word sheets and feedforward in exercise books.

Co - curricular activities

Clubs
Monday RElevance Club (Applying to scripture to daily life) ran by year 10 students on Mondays in room 19, all years welcome
Wednesday REmindfulness  (Mindful activities e.g. coloring, meditating) runs every Wednesday in room 19 and is open to all years.

Trips
Y8 - Islam trip to Hounslow Central Mosque.  (Spring) 
Y9 - Denominations trip to Catholic Church , Church of England and Quakers meeting house. (Autumn)
Y10 - Speaker from Stonewall Charity for GCSE Theme A (Summer) 
6th Form A Level Philosophy and Ethics Students - Candle conference study day, talks from Peter Vardy, Robert Bowie and Peter Singer ( Autumn) 
6th Form Moral Maze - Trip to Imperial War Museum Holocaust Exhibition. (Autumn) 

 Competitions
Y7 The Schools Bible Project Competition. (Summer)
Y9 - NATRE Spiritualist Art Competition (Spring)
6th Form - NCH Essay Competition, University of St Andrews Philosophy Essay Competition (Autumn)

 Recommended places of interest in London and around London 
The British Library Sacred Texts Exhibition
St Pauls Cathedral
The National Art Gallery (Art and Religion)
Natural History Museum (Creation)

How parents/carers can support their children

  • regularly checking work and home learning
  • actively take part in revision activities e.g. testing keywords
  • encourage students read from reading lists and visit places of worship or museums
  • encourage an awareness of current world events through reading newspapers and watching news programmes 
  • encourage debate and discussion at home about current events or ethical topics to develop debating skills and stretch their own ideas
  • show support through asking students what they are studying and open up discussions at home

Recommended Reading

KS3:

  • 'Alice’s Adventures - Wonderland' by Lewis Carroll.
  • 'Theo’s Odyssey'  by Catherine Clement
  • 'Sophie’s World' by Jostein Gaarder
  • '101 Ethical Dilemmas' by Martin Cohen
  • 'The Little Prince' by Antoine de Saint-Exupéry

KS4:

  • 'CPG Books New Grade  9-1 GCSE Religious Studies: AQA' A Revision guide
  • 'AQA GCSE (9-1) Religious Studies Specification A' Hodder Education
  • 'AQA GCSE Religious Studies A: Christianity', Oxford University Press
  • 'AQA GCSE Religious Studies A: Islam', Oxford University Press
  • 'GCSE Bitesize Religious Studies' https://www.bbc.com/bitesize/subjects/zb48q6f
  • 'BBC Religions : Islam' http://www.bbc.co.uk/religion/religions/islam/
  • 'BBC Religion: Christianity' http://www.bbc.co.uk/religion/religions/christianity/
  • 'My life, My Religion: Islam' BBC Documentary
  • 'My life, My Religion: Christianity' BBC Documentary
  • Truetube.com Short Films
  • 'The Life of Prophet Muhammad' BBC Documentary Series
  • 'Crash Course Philosophy' Youtube Channel
  • “The Bible Project” Youtube Channel
  • 'The School of Life' Youtube Channel

CURRICULUM IMPACT

Assessment

Assessment is an integral part of our RE curriculum. Students regularly self and peer assess work. Teachers give detailed feedback once a half term. 

Formative assessment is used in lessons to help plan students progression. Summative assessments take place at the end of each unit and at the end of each academic year.

Careers Leading on from Religious Education

Knowledge of other cultures and world religious beliefs can be useful in many jobs where you are working with the public or communities. These include counselling and social services, marketing, sales and advertising, catering and hospitality, leisure, sport and tourism, retail sales and customer services, education and training, medicine and nursing, and service sector roles.

This list is not exhaustive, Religious Education gives students the analytical skills that are relevant in any career or venture.

To view more information about our school Careers programme please click here