Talented Scheme
The Humanities Area are proud to have developed a Talented Students Scheme that is aimed at stretching those students that show particular aptitude within History, Geography or Religious Education.
In order to be selected to be involved in this scheme, students must fulfil the following criteria:
Essential
- High levels gained in assessments and exams
- Completion of all work including extension work
- Proven interest in the subject and a natural flare for the subject
- Extremely reliable and mature student
- Strong effort marks for both homework and class work
- Participation in class
Preferred:
- Extra involvement with these subjects outside of school
- Independent research
- Various clubs including WWF, English Heritage
There are already 10 students in the scheme for next academic year as they have continued to be identified as talented in Humanities from this years Scheme.
The National Curriculum
The National Curriculum sets out levels, which each student can obtain during various assessments. In order for these talented students to gain higher levels they need to experience history in different ways via different mediums. This will involve various things happening so that all pupils should reach the following National Curriculum levels in Religious Education as they progress through KS3:
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LEVEL |
Attainment target 1: Learning about religions There are three aspects in this attainment target: knowledge and understanding of religious beliefs and teachings (what people believe) knowledge and understanding of religious practices and lifestyles (what people do) knowledge and understanding of ways of expressing meaning (how people express themselves). |
Attainment target 2: Learning from religion There are three aspects in this attainment target: skill of asking and responding to questions of identity and experience (making sense of who we are) skill of asking and responding to questions of meaning and purpose (making sense of life) skill of asking and responding to questions of values and commitments (making sense of right and wrong). |
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4 |
Students describe the key beliefs and teachings of the religions studied, connecting them accurately with other features and making some comparisons between religions (1). They show understanding of what belonging to religions involves (2). They show how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language, using technical terminology (3). |
They ask questions about the significant experiences of key figures (1), puzzling aspects of life (2) and moral and religious issues (3), and suggest answers from their own and others' experiences (1), making reference to the teaching of religions (2) and showing understanding of why certain things are held to be right and wrong (3). . |
|
5 |
Students explain how some principal beliefs, teachings and selected features of religious life and practice are shared by different religions (1,2). They explain how these make a difference to the lives of individuals and communities (1,2) showing how individuals and communities use different ways to express their religion (3). |
They make informed responses to questions of identity, experience (1), meaning and purpose (2), and to people's values and commitments (including religious ones) (3) in the light of their learning |
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6 |
Students use their knowledge and understanding of the religions studied to explain how the principal beliefs and teachings, belonging to a faith community and religious expression vary among different groupings, denominations and traditions, correctly using technical terminology (1,2,3). |
They respond to the teachings and experience of inspirational people (1), and religious perspectives on questions of meaning and purpose (2) and on a range of contemporary moral issues (3) by relating these to their own and others' lives. |
