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Religious Education in Post – Primary Schools in Northern Ireland

Explore the types of post-primary schools in Northern Ireland and the role of religious education in the curriculum. Discover the various school systems and the significance of RE in developing students' understanding of different religious beliefs.

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Religious Education in Post – Primary Schools in Northern Ireland

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  1. Religious Education in Post – Primary Schools in Northern Ireland

  2. Types of Post-Primary Schools in N. Ireland • Controlled SchoolsWhen the State of Northern Ireland was set up, the main Protestant churches transferred their ownership of schools to the State. These and new schools established by the State have became known as 'controlled' schools. (State Schools) • Voluntary Maintained SchoolsAt that time 1921, the Catholic church retained ownership of its schools. These schools have evolved into a system of Catholic voluntary maintained schools and were initially only partly funded. • Voluntary Grammar SchoolsIn 1993 there were 52 voluntary Grammar schools in Northern Ireland of which 31 are Catholic voluntary Grammar schools. The others are schools which were established with a distinctive ethos related to the founding body (in many cases church related). • Integrated Schools (1980s) • Irish Medium Schools • Small number of Independent Schools

  3. The Education System…… The system is segregated by religion in that most children attend predominantly Protestant (Controlled) schools or Catholic (Maintained) schools. It is also segregated on the basis of academic ability (and some would argue social background) in that a selection system operates at age 11 to decide which children attend Grammar schools. Approximately one third of children in second level education attend Grammar schools. 11 plus examination abolished but many Grammar Schools introduced their own entry tests – ongoing debate

  4. RE in the curriculum The Department of Education for Northern Ireland formally adopted a "Core Syllabus for Religious Education" in 1993. At the time, there was a fairly high degree of public welcome because of the involvement of the four largest Christian denominations in the process. These four churches - the Catholic Church in Ireland, the Presbyterian Church in Ireland, the Church of Ireland (Anglican) and the Methodist Church in Ireland - were invited by government in 1991 to act jointly to prepare a syllabus and to appoint members of a Working Party. It was agreed that the "core" would include those areas on which all could agree and that additional material - such as Catholic teaching in preparation for the sacraments - could be taught "outside the core"

  5. as individuals; as individuals; The place of RE in the revised N. Ireland Curriculum The Northern Ireland Curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work: • as individuals; • as contributors to society; • as contributors to the economy and the environment. Religious Education has a significant role to play in this. It provides pupils with the opportunities to learn about, discuss, evaluate and learn from religious beliefs, practices and values by supplying opportunities to engage with challenging questions about: • the meaning and purpose of life; • our place in society and the world around us. This presents pupils with chances to develop their personal understanding, moral character and enhance their spiritual and ethical awareness The Northern Ireland Curriculum aims to empower pupils to achieve their potential and The Northern Ireland Curriculum aims to empower pupils to achieve their potential and to make informed and responsible choices and decisions throughout their lives. It is about to make informed and responsible choices and decisions throughout their lives. It is about helping all pupils prepare for life and work: helping all pupils prepare for life and work: as contributors to society; as contributors to society; as contributors to the economy and the environment. as contributors to the economy and the environment. Religious Education has a significant role to play in this. It provides pupils with the Religious Education has a significant role to play in this. It provides pupils with the opportunities to learn about, discuss, evaluate and learn from religious beliefs, practices opportunities to learn about, discuss, evaluate and learn from religious beliefs, practices and values by supplying opportunities to engage with challenging questions about: This presents pupils with chances to develop their personal understanding, moral This presents pupils with chances to develop their personal understanding, moral and values by supplying opportunities to engage with challenging questions about: character and enhance their spiritual and ethical awarenes character and enhance their spiritual and ethical awarenes the meaning and purpose of life; our place in society and the world around us. the meaning and purpose of life; our place in society and the world around us.

  6. Meeting Curriculum Objectives Religious Education develops pupils as individuals by: • providing pupils with varying opportunities to develop a positive sense of themselves, their own beliefs, values and ideas; • promoting the development of a sense of identity as individuals; • challenging pupils to consider and analyse religious and moral issues, encouraging them to develop moral character and to communicate their responses in a sensitive and respectful manner.

  7. Religious Education develops pupils as contributors to society by: enabling pupils to develop and reflect on their understanding and awareness of the influence religious beliefs have on themselves, others and society; highlighting the diversity of beliefs in our society; promoting cultural understanding and sensitivity towards the beliefs and values of others. By doing this it works against sectarianism, racism and prejudice, fostering a positive attitude towards reconciliation and inclusion. Religious Education develops pupils as contributors to the economy and environment by: empowering pupils and preparing them for life and work in a rapidly changing and challenging world; helping them to become more aware of the responsibilities they have towards the world; helping them to become more aware of the responsibilities they have towards those around them and how this can have an impact on their lives now and in the future. Meeting Curriculum Objectives

  8. General Aims of Religious Education • To facilitate and support pupils ongoing faith and spiritual development. • To provide opportunities to come to a deeper knowledge and understanding of their faith and then apply that knowledge and understanding to their life experience. • To develop skills of listening, discussion, analysis, evaluation, articulation and communication in the area of RE. • Promote understanding of other faiths and respect for the beliefs of others. • To promote pupil independent learning. • To encourage active participation, teamwork and mutual understanding. • To develop skills in ICT. • Through RE promote the key elements as identified in the Revised Curriculum. (key elements – see hand-out) • To provide experiences and opportunities in RE for all pupils to develop their individual potential in the skills and capabilities identified within the N.I Curriculum. • To promote Connected Learning between RE and other subjects. (Nigerian project)

  9. Keystage 3 (1st, 2nd and 3rd year students) All pupils in Junior School follow the Irish Catechetical Programme ‘Fully Alive’ . The Key Stage 3 programme of study follows the Core Syllabus for Religious Education espoused by the Department of Education. The programme of study has four Attainment Targets which form the basis for student assessment:  Learning Objective 1: The Revelation of God. • Pupils develop an awareness, knowledge, understanding and appreciation of key Christian teachings about God, Jesus Christ and about the Bible; they develop an ability to relate the Bible to life. Learning Objective 2: The Christian Church • Pupils develop a knowledge, understanding and appreciation of the growth of Christianity, of Christian worship, prayer and religious language; they develop a growing awareness of the meaning of belonging to a Christian tradition, and sensitivity towards the beliefs of others. Learning Objective 3: Morality • Pupils develop their ability to think and judge about morality, to relate Christian moral principles to personal and social life, and to identify values and attitudes that influence behaviour. Learning Objective 4: World Religions • Pupils are introduced to two world religions other than Christianity in order to develop an appreciation and a culture of tolerance towards the religious beliefs, practices and lifestyles of people of other religions in Northern Ireland and beyond.

  10. R E S O U R C E S

  11. Year 11 (4th and 5th year) GCSE GCSE in Religious Studies is available as a full course and a short course. Full course students study two of the modules listed below: • The Christian Church through a Study of the Catholic Church and One Protestant Tradition; • The Christian Church with a Focus on EITHER the Catholic Church OR the Protestant Tradition; • The Revelation of God and the Christian Church; • Christianity through a Study of the Gospel of Matthew; • Christianity through a Study of the Gospel of Mark; • World Religions: Islam; • World Religions: Judaism; • An Introduction to Christian Ethics; and/or • An Introduction to Philosophy of Religion

  12. Year 11 (4th Year) Year 11 students follow the CCEA GCSE Specification in Religious Studies. Year 11 -  Christianity through a Study of the Gospel of Mark This unit aims to introduce students to a number of themes in the life and ministry of Jesus, as portrayed in the Gospel of Mark. In their study students have an opportunity to enhance their knowledge, understanding and ability to evaluate key passages. Themes studied include: • The Identity of Jesus; • Jesus the Miracle Worker; • The Kingdom of God; • The Death and Resurrection of Jesus; • The Role and Nature of Christian Discipleship. Assessment • Students sit an examination paper at the end of Year 11.  It is worth 50% of the total examination marks. • Each written examination will last 1 hour 30 minutes. There will be some questions which require short answer responses and some which require extended writing.

  13. Mark’s Gospel ISBN: 9781906578350Publisher: Colourpoint Books The books follow the contents and themes of the specification and include questions and activities to test knowledge and understanding, provide opportunities for group discussion and presentations, and extension activities to provide a chance for further study. A CD resource containing additional worksheets, quiz sheets and examination practice questions in PDF format is also available.

  14. Resources: An Introduction to Christian Ethics ISBN: 9781906578367Publisher: Colourpoint Books A CD resource containing additional worksheets, quiz sheets and examination practice questions in PDF format is also available.

  15. GCE (AS/A2) 6th and 7th Year Students This specification has 16 units in four different content areas. • Students must complete two units from different content areas at AS level and two units from different content areas at A2. The A2 units can (but do not have to) come from the same areas chosen at AS level. • The AS units make up 40% of the full A level, and the A2 units make up 60%. The table below shows the available units. Textual Studies AS 1   An Introduction to the Gospel of LukeAS 2   An Introduction to the Acts of the ApostlesAS 3   An Introduction to Themes in the Old TestamentA2 1   Themes in the Synoptic Gospels A2 2   Themes in Selected Letters of St Paul A2 3   Themes in the Old Testament

  16. Systematic Study of One Religion AS 4   The Origins and Development of the Early Christian Church to AD 325 A2 4   Themes in the Early Church and the Church Today AS 5   The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries A2 5   Themes in the Celtic Church, Reformation and Post-Reformation Church AS 6   An Introduction to Islam A2 6   Islam in a Contemporary Context Religion and Ethics AS 7   Foundations of Ethics with Special Reference to Issues in Medical Ethics A2 7   Global Ethics Philosophy of Religion AS 8   An Introduction to the Philosophy of Religion A2 8   Themes in the Philosophy of Religion

  17. AS (6th Year Students) Year 13 students study CCEA GCE Religious Studies – 2 modules • AS1 - An Introduction to the Gospel of Luke. • AS5 - The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries AS1 - An Introduction to the Gospel of Luke. Students explore the content of the Gospel of Luke, starting with an understanding of how and why the Gospel was written and learn about the religious and political situation in Palestine at the time of Jesus.  Students examine key events in the ministry of Jesus and explore the teachings on the Kingdom of God through a study of selected miracles and parables.  They study the themes of mercy, discipleship and Salvation History within the context of contemporary scholarship.  Students also explore the relationship between the Gospel of Luke and other aspects of human experience.

  18. This well-researched study situates Luke’s Gospel within its historical context and explores all its major events, themes and concerns. Each chapter includes tasks to encourage students to evaluate what they have read. Areas explored are: > AS 1 - Religious and Political Background; Introduction to the Gospel of Luke; Selected Narratives in Luke’s Gospel; The Words of Jesus; The Deeds of Jesus > A2 1 - Biblical Criticism; Christology; Religious Themes; Theological significance of the words and deeds of Jesus; Interpreting Luke

  19. AS5- The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries Students explore the origins, development and nature of the Celtic Church in Ireland from its pagan roots. They explore the arrival of Christianity in Ireland and focus on the mission and writings of Patrick.  Students focus on the origins and development of Celtic monasticism and examine the impact and importance of monasticism in Ireland and elsewhere. In the theme of Celtic hagiography, students examine the content and features of key texts along with their historical value and reliability. Students also study the development of the claims of Armagh, referring to relevant sources.  They also explore the relationship between the Celtic Church in Ireland in the fifth, sixth and seventh centuries and other aspects of human experience. Assessment • AS1:- Students complete a 1 hour 20 minute externally assessed written paper. • AS5:- Students complete a 1 hour 20 minute externally assessed written paper.

  20. This resource explores the origins of the Celtic Church in Ireland and the beginnings of its missionary outreach as well as the development and impact of the Celtic Church in the 5th, 6th and 7th centuries. The book clearly explores the modules, helping students develop the relevant knowledge and understanding of the topics and the connections between different elements of their course of study. In addition each chapter includes tasks, questions and practice essay titles of exam standard as well as activities highlighting the new requirement to link in other aspects of human experience.

  21. General Studies RE post 16 • REAL (Religious Education and Life) provides students with an opportunity to explore a number of pastoral and religious issues.  Some are of a practical nature and others are not - sometimes an opportunity to provide some ‘time out’ for prayer and liturgy. The programme is delivered in a modular way.  Guest Speakers will visit the school to speak to the students.  REAL is validated by the Bishop of Clogher Diocese.  Students will be awarded their certificate at the end of Year 14, when they have completed their portfolio of evidence. • Millennium Volunteers • Peace Studies • Prayer/ Reflection followed by outreach in the local community, visitation to nursing homes, to schools for students with special needs

  22. Liturgical Life of schools Weekly Adoration

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