RE
Head of Department Mr M.Ibrahim (mibrahim@southgate.enfield.sch.uk)
The Department for Education states:
‘Education both influences and reflects the values of our society, and the kind of society we want to be. It is therefore important to recognise a set of common aims, values and purposes that underpin the curriculum and the work of schools.’
Also:
‘The curriculum should reflect values in our society that promote personal development, equality of opportunity, economic wellbeing, a healthy and just democracy, and a sustainable future.
These values should relate to:
- ourselves, as individuals capable of spiritual, moral, social, intellectual and physical growth and development
- our relationships, as fundamental to the development and fulfilment of happy and healthy lives, and to the good of the community
- our society, which is shaped by the contributions of a diverse range of people, cultures and heritages
- our environment, as the basis of life and a source of wonder and inspiration that needs to be protected.’
Religious education is a major, central contributor to these fundamental educational aims.
Furthering this are the two basic aims of the curriculum:
‘Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve.
Aim 2: The school curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.’
Religious education provides a central focus to these fundamental aims, with particular emphasis on aim 2, the development of the spiritual, moral, social and cultural.
Religious education at Southgate School complies with the legal requirements as a statutory subject, with the fulfillment of the Enfield Agreed Syllabus. Religious education has a unique position in law as it has been the only compulsory subject since 1944 and does not form part of the national but basic curriculum. As a consequence the content of RE is the responsibility of the local authority with through statute has an advisory group with represents the locality, known as the Standing Advisory Council for Religious Education (SACRE). Local communities are therefore stake holders in the subject putting it into a unique position, enabling the local authority to structure the content to meet local needs.
The locally agreed syllabus can be downloaded from the following site:
The structure of RE at Southgate School
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Year |
Area of study |
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Year 7 |
A systematic study of Hinduism, Buddhism and Sikhism |
|
Year 8 |
A systematic study of Judaism, Christianity and Islam |
|
Year 9 |
A thematic study of ‘Belief in God’, ‘Matters of Life and Death’, ‘Peace and Conflict’ and ‘Crime and Punishment’ |
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Year 10 |
A thematic study of ‘Rights and Responsibility’ and ‘Environmental and Medical Issues’ |
|
Year 11 |
A thematic study of ‘Marriage and the Family’ and ‘Community Cohesion’ |
|
Year 12 |
A study of the philosophy of religion and religious ethics to AS standard |
|
Year 13 |
A study of the philosophy of religion and religious ethics to A2 standard |
The school is divided into three phases: Transition (Years 7 & 8), Pathways (Years 9 to 11)and Sixth Form (Years 12 & 13). Assessment in each of these phases conforms to the following criteria:
Transition (Years 7 & 8)
Assessed through Level Descriptors, as a skills summary:
|
Level 3: |
Indentify |
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Level 4: |
Describe |
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Level 5: |
Explain |
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Level 6: |
Interpret |
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Level 7: |
Analyse |
Pathways (Years 9 to 11)
Assessed through GCSE criteria:
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Exam board: |
Edexcel |
|
Subject: |
Religious Studies |
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Subject codes: |
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Website: |
The full specification, content, assessment criteria can be downloaded from the above website.
Sixth Form (Years 12 & 13)
Assessed through A Level criteria:
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Exam board: |
OCR |
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Subject: |
Religious Studies |
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Subject codes: |
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Website: |
Parents often have a number of questions to ask. The following web links may be useful in understanding the current nature and delivery of the subject:
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What do you know about RE?
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Why study Religious Studies?
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RE in the curriculum
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