Religious Education

The Course

The Subject Application part of the Religious Studies GTP Course is continually revised and updated in order to respond to feedback from trainees and mentors and to take account of ongoing government initiatives and legislation. It has been planned to include a range of experiences that will allow trainees to develop the knowledge, skills, understanding and awareness to become good Religious Studies teachers. There are three elements that contribute to this: the Subject Application course; the generic Professional Studies course and the two school placements. Making coherent links between these three elements is essential if trainees are to exploit the course to its full potential and make the most of their development opportunities over the course of the year.

Religious Studies Content

During the course trainees will become acquainted with the content and nature of the Religious Studies curriculum 11 - 18 and will develop a language to describe the teaching and learning of Food. Relevant literature such as the National Curriculum, OFSTED Reports, and the National Strategies will provide a framework to describe Food, the variety of activities, outcomes of related activities and ways of promoting Religious Studies in the classroom. A wide range of exemplar resources and methods will be used so that trainee teachers experience different approaches, reflect on their experiences and consider the implications for the classroom. Specific aspects of classroom organisation and management of the National Curriculum and the National Strategies will be introduced. The appropriate use of ICT in teaching and learning in Religious Studies will be addressed throughout the course. Sessions will involve trainees in discussions, presentations of work and practical activities. Each session is supported by relevant subject reading.

Religious Studies in the National Curriculum - Key Concepts

There are a number of key concepts that underpin the study of Religious Studies and students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 Cultural understanding

a. Understanding how products evolve according to users' and designers' needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.
b. Exploring how products contribute to lifestyle and consumer choices.

1.2 Creativity

a. Making links between principles of good design, existing solutions and technological knowledge to develop innovative products and processes.
b. Reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.
c. Exploring and experimenting with ideas, materials, technologies and techniques.

1.3Critical evaluation

a. Analysing existing products and solutions to inform designing and making.
b. Evaluating the needs of users and the context in which products are used to inform designing and making.
c. Exploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions.
2. Key processes3. Range and content4. Curriculum opportunities

Religious Studies in the whole curriculum

The effective teaching of Religious Studies requires a clear understanding of the purpose of the subject and its distinctive and wider contribution to the school's curriculum.

The purpose of Religious Studies

In Religious Studies pupils combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.

Working in stimulating contexts that provide a range of opportunities and draw on the local ethos, community and wider world, pupils identify needs and opportunities. They respond with ideas, products and systems, challenging expectations where appropriate. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects. Through design and technology pupils develop confidence in using practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.