The new GCSE course demands a heightened expertise of religious literacy. With recognition of the controversy regarding the use of this term, my research initially sought to create a range of teaching strategies and learning resources to develop pupils’ religious literacy for the GCSE Islam specification. This included developing resources to support pupils’ use and understanding of key vocabulary, such as knowledge checker activities. However, as my research progressed, I became increasingly aware that being religiously literate meant more than just pupils recalling and using the correct vocabulary. Crucially it involves equipping pupils with the knowledge, understanding and skills to […]
The motivation for this report arose due to the significant changes that the RS GCSE curriculum has undergone. It is evident that the new specifications demand a more rigorous approach to the subject and a review into the pedagogy previously employed. The substantial increase in religious content, together with assessment criteria that requires students to demonstrate well-informed and well-argued responses, has necessitated teaching and learning strategies that develop both students’ religious literacy and their higher order thinking skills.
In school, we learn History and, should we wish, we transfer to History A Level and perhaps a degree in History. If Geography is what really floats your boat, then a Geography degree could be in your future. Pick an element of Science – physics, biology or chemistry – and you can find numerous degrees focused on a particular strand of that science. If you enjoy RE at school however, what degree subjects are available to you? The majority of them include the word theology or even philosophy. RE is perhaps the only multidisciplinary subject striving to seek a balance […]