Non-Statutory Curriculum Planning Guide Page 61
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63Non-Statutory Guidance 2012
Section 1 – Curriculum Planning
a choice of enrichment modules designed to complement studies in A/S or
A2 course or to prepare students for university courses:
units researching historical, social, ethical or moral points of contact
between a subject and religion;
a unit on Christianity and Western Culture (eg the influence of the
Bible on art, English literature or politics;
a bank of modules with vocational links (eg researching information about
religions in relation to careers such as catering, hotel management, medicine,
nursing, clothing design, tourism, architecture, nursery teaching).
Over a period of time, a set of useable modules can be built up, thoroughly
prepared and resourced, and re-used with minimal updating. The units
offered can be varied according to the cohort, shared across several schools
and take different forms – research based, taught, etc. They may be
offered by the Religious Education Department, taught by specialists from
other departments or delivered by a visiting expert.
2.
A supported self-study approach providing 16-19 Religious Education
through:
Taking an accredited course with timetabled support (eg from the Head of
Religious Education), or through links with another school, where no provision
for a course is possible;
Tackling one of the modules as mentioned above and working on it as an
individual (eg in relation to a particular career choice).
3.
A Key Skills approach providing Religious Education through:
The use of Religious Education material by individuals, small groups or
classes, which develop the Key Skills of:-
communication (eg working with local Primary schools on a particular
world religion, presenting/performing a series of religious stories for
infant children, talking to Christian artists, dramatists or poets and
communicating their own ideas in similar vein);
application of number (eg collecting, recording, presenting and
interpreting data to do with religious communities);
information technology (eg using spreadsheets and databases to
handle and present data relevant to the study of Religious Education,
use of digital cameras and other equipment to create studies of a
cathedral or abbey);
Section 1
61
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