ABOUT THIS COURSE
This course will delve into the AQA GCSE Specification for Component 1, particularly with reference to the Beliefs and Practices of Christianity and Islam. Jonathan will discuss various ideas for how to bring Beliefs and Practices of these two faiths to life in the classroom, and methods to maximise student success in the various types of questions that can be asked on this paper. Most importantly, we will examine innovative and stimulating techniques to ensure effective teaching, learning, and exam performance with the 12 mark questions on these religions.
BENEFITS OF ATTENDING
- Take away proven techniques in bringing religious Beliefs and Practices from Christianity and Islam to life in the classroom.
- Explore innovative methods to excite students about the relevance of Christianity and Islam beyond the examination, useful links and resources for this, and to minimise any student boredom with this paper as opposed to Themes / Component 2.
- Find out which organisations are available for schools and how to best utilise the British religious communities for Christianity and Islam in the classroom, as well as on trips and visits.
- Gain insights into maximising student outcomes in Component 1, increasing your confidence in preparing students for these exams.
- Find out what examiners are looking for in Beliefs and Practices responses across all question types.
- Develop teaching and assessment techniques for the 12 mark A02 questions on Christianity and Islam, and how to structure these answers effectively.
- Explore student-centric methods for revision and exam-technique exercises for classrooms that focus on Christian and Islamic beliefs and practices.
- Discover the importance of key terminology at GCSE for Christianity and Islam.
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.00am
AQA GCSE Component 1 (Christianity and Islam): How the Paper is structured and marked
- Types of questions and responses (A01 and A02)
- Brief summary of the syllabus and specification
- How to teach Beliefs and Practices through a GCSE course with Component 2 (thematic studies with or without textual elements)
- Mark schemes and examiner reports – what we need to take away from them, and how to utilise these in the classroom through lesson activities, including some example lesson plans
11.00 – 11.20am
Discussion: coffee break
11.20 – 12.10pm
Top Tips in teaching CHRISTIANITY Beliefs and Practices
- Key content to be covered by students for these questions, with example writing frames to assist in your teaching of technique
- Areas of challenge and stimulating methods that ensure understanding
- The importance of Biblical quotations, which ones are most ‘portable’ for students, and how to train students to use these quotations in an adaptive style (and also use them for the Themes paper as well!)
- Take away ‘quote banks’ and key term lists/definitions for you, your colleagues, and your students, including model answers of these being used innovatively
- The importance of key terminology, how to use these to show development and detail to access higher marks
- How to best encourage/motivate students to learn both inside and outside the classroom
12.10 – 1.00pm
Top Tips in teaching ISLAM Beliefs and Practices
- Approaches for the key and most complex content in Islam at GCSE,
- Explore example writing frames and exemplar answers at key grades.
- The importance of Quranic quotations and understanding of the Quran.
- Take away ‘quote banks’ and key term lists/definitions for you, your colleagues, and your students, including model answers of these being used innovatively.
- The importance of key terminology, how to use these to show development and detail to access higher marks, and how to best encourage/motivate students to learn these both inside and outside the classroom.
1.00 – 2.00pm
Lunch and informal discussion
2.00 – 2.30pm
Examination Technique for A01 questions
- How to maximise student outcomes in questions 1-4 (knowledge and understanding) for Christianity and Islam, including exemplar answers.
- Strategies for developing confidence with timings and finishing every question, including how to move students through questions rapidly.
- How to maximise student outcomes in questions 1-4 (knowledge and understanding) for Islam, including exemplar answers.
- How to teach technique effectively in lessons, and ensure detailed answers for questions 3 and 4, including effective inclusion of ‘a source of wisdom and authority’ for question 4.
2.30 – 3.00pm
Examination Technique for A02 questions [12 markers]
- How to maximise student outcomes in question 5 (knowledge, understanding, evaluation) for Christianity and Islam, including exemplar answers.
- Strategies for how to develop confidence with timings and finishing every question, including how to move students through questions rapidly.
- How to maximise student outcomes in question 5 (knowledge, understanding, evaluation) for Islam, including exemplar answers.
- Tried and tested methods to ensure students maximise their outcomes, including what to do with question 5 if students are running out of time and/or knowledge in the exam.
3.00 – 3.15pm
Discussion: afternoon tea
3.15 – 3.45pm
Final ideas for teaching Christianity and Islam innovatively
- The importance of Key Stage 3 and including certain beliefs/practices in Years 7-9
- How to introduce the GCSE content effectively in Year 10 / the beginning of Key Stage 4
- Ideas on how to revise religion content to ensure optimal outcomes across both Component 1 (Study of Religion) and Component 2 (Themes with or without textual studies).
Jonathan is an experienced Religious Studies teacher and Head of Department. As a current RS teacher with strong GCSE valued-added results (most recently +2.4 grades against standardised testing and national averages), he aims to ensure teacher courses are rooted in classroom practice and realistic ‘take away’ methods and techniques. He has worked for several examination boards at GCSE and A Level, including as an Assistant Principal Examiner for Christianity at GCSE. He is experienced in delivering CPD, INSET, and teacher training for examination boards.