Introduction to Leaving Certificate Religious Education

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Introduction to Leaving Certificate Religious
Education

• Religious Education Support Service
• www.ress.ie

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Introduction to Leaving Certificate Religious
Education Agenda 9.30 12.30 Introduction Rati
onale Syllabus Structure Assessment Coursewo
rk 1.30 3.45 Section A (Compulsory
section) Conclusion and evaluation Stanford
Kingston National Co Ordinator Mobile 087
1234783 Lorraine Gillespie Regional Development
Officer Mobile [phone] Website www.ress.ie
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• Why Introduce Leaving Certificate R.E?
• It is a follow through from Junior Certificate
• It has a practical component that will aid
  weaker students especially
• The techniques for coursework are similar to
  third level work. Therefore it is good
  preparation for third level study
• It has the same points value as other subjects
• A1 100 points A2 90 B1 85
  B2 80 etc
• There are life issues that students can explore
• It is relevant to all professions
• Many trustees of schools want it on their
  timetables
• There is a syllabus and a curriculum framework
  to help teachers deal with the question of
  examined and non-examined Religious Education

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Statistics Numbers of candidates entered for
examination
The figures above represent a near 7 fold
increase in the numbers of candidates sitting the
examination over 3 years.
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The figures below show the numbers taking the
exam at Higher and Ordinary level
Higher Level
Ordinary Level
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Results Results compare very favourably with
other subjects. LCRE of Higher Level A grades
Comparison with History and English
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2007 LCRE of Higher Level As, Bs, Cs
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LCRE A grades at Ordinary Level 2007 6.8
(was 1.6 in 2006) LCRE As, Bs, Cs at Ordinary
Level 2007 57.6 (was 28.9 in 2006) LCRE
Rate of Es, Fs, NGs
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• Aims of Religious Education
• To foster an awareness that the human search for
  meaning is common to all peoples, of all ages and
  at all times
• To explore how this search for meaning has
  found, and continues to find expression in
  religion
• To identify how understandings of God, religious
  traditions, and in particular the Christian
  tradition, have contributed to the culture in
  which we live and continue to have an impact on
  personal lifestyle, inter-personal relationships
  and relationships between individuals and their
  communities and contexts
• To appreciate the richness of religious
  traditions and to acknowledge the non-religious
  interpretation of life
• To contribute to the spiritual and moral
  development of the student
• Leaving Certificate Religious Education Syllabus,
  p5

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Leaving Certificate Religious Education Syllabus
Structure UNIT 1 Section A The Search for
Meaning and Values (Compulsory) UNIT 2 (any 2
sections from UNIT 2) Section B Christianity
origins and contemporary expressions Section C
World Religions Section D Moral
Decision-Making UNIT 3 (Any 1 of the following,
excluding the 2 sections designated for
coursework) Section E Religion and
Gender Section F Issues of Justice and
Peace Section G Worship, Prayer and
Ritual Section H The Bible Literature and
Sacred Text Section I Religion The Irish
Experience Section J Religion and Science
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Each syllabus section includes Aims Setting
out the broad purpose of each section and how
each section is related to the overall aims of
the syllabus Parts each of which
contains Objectives indicating the direction
from which the content should be
approached Topics Presenting the areas of
study Description of Content and Learning
Outcomes Indicating the expected depth and
breadth of engagement with the topics When
planning a programme of study all four aspects of
each section need to be considered
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NCCA Guidelines for Teachers Part 1 The Syllabus
structure, sequencing, options, sample plan of
work Part 2 Teacher Guidelines on each section of
the syllabus Part 3 Teaching Approaches
practical tips for teachers Part 4
Assessment Part 5 Coursework Part 6 Bibliography
and websites Appendix 1 Planning for R.E. A
Curriculum Framework for Senior Cycle (for
non-certification and assessment)
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But what about Textbooks Materials for
teachers Resources Support ?
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Textbooks Currently only 1 series of textbooks
by Veritas Teacher Materials Notes from R.E.
Support Service Into the Classroom
Series, Veritas Websites www.ress.ie www.examina
tions.ie www.ncca.ie www.curriculumonline.ie ww
w.ncte/rtai/ie www.dictionary.com www.wikipaedia
.org (exercise caution!) Other websites
mentioned in Guidelines e.g. www.mythicalireland.c
om www.philosophypages.com Publication New RESS
publication due soon, called Teaching Religious
Education Irish Times materials /
archive www.ireland.com Literature / libraries /
religious magazines / RTAI conferences /
newspapers
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What is assessed in LCRE? Assessment of
religious education in the Leaving Certificate
examination will be based on the aims,
objectives, and outcomes of each section of the
course. Students personal faith commitment and
/ or affiliation to a particular religious
grouping will not be subject to assessment for
examination for national certification Leaving
Certificate Religious Education Syllabus p9
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Differentiation Ordinary and Higher Level All
material in red print in the syllabus must be
studied by students taking the examination at
Ordinary and Higher Level. Further sections of
the syllabus for higher-level students are
designated in black type.
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Assessment of LCRE Two Components Coursework T
erminal written paper Marks for
coursework and written examination will be
combined to constitute the final grade
awarded 400 marks shall be awarded in
total Leaving Certificate Religious Education
Syllabus p10
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Terminal examination At Ordinary and Higher
levels, all sections of the course, apart from
the sections designated for coursework, will
appear on the examination paper. The higher
level paper will be allocated 2 ½ hours. The
ordinary level paper will be allocated 2 hours.
Leaving Certificate Religious Education
Syllabus p10
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• Leaving Certificate Religious Education
• Aims of Coursework
• To allow students an opportunity for personal
  engagement on an issue of interest or concern
• To develop students knowledge, understanding,
  skills and attitudes as outlined in the
  objectives of the section designated for
  coursework
• To provide an opportunity for students to engage
  in extended research, analysis and reflection on
  a chosen topic
• To develop skills of research, analysis,
  evaluation, critical thinking, communication and
  reflection
• NCCA Religious Education Leaving Certificate
  Guidelines for Teachers Page 142

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Coursework The inclusion of coursework as an
element of the assessment procedure for religious
education in the Leaving Certificate examination
arises from the nature of the subject. Students
at this level should be afforded an opportunity
to engage in extended reflection, research and
analysis. The results of this process will be
submitted for assessment. In each year of the
Leaving Certificate examination, two sections
from unit three of the syllabus will be
designated for coursework. The same sections will
be designated for Ordinary and Higher level. A
list of titles for coursework from each section
will be made available. Students must submit
ONE piece of coursework. 20 of the total mark
will be awarded on the basis of coursework.
Leaving Certificate
Religious Education Syllabus p10
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Marks for coursework Part A 10 (40
marks) Part B 10 (40 marks) Maximum marks
in total for LCRE Terminal examination
320 Coursework 80 Total
400
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Coursework - What is the student expected to
produce? Coursework booklet (sent from SEC) in
two parts Part A - A summary of the students
investigation of the title Part B - The
students personal reflection on the learning,
skills and experience gained through undertaking
coursework Format Hand-written (unless
reasonable accommodation applies)  NCCA Religious
Education Leaving Certificate Guidelines for
Teachers Page 143
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• Part A A summary of the students investigation
  of the chosen title
• The coursework booklet to date has required
  students to address the following three areas in
  this summary
• An indication of the sources of information that
  you used e.g. web based materials, literature,
  and other sources
• An outline of the steps you took and the skills
  you used in investigating your chosen title
• A summary of your findings on your chosen title

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• Part B the students personal reflection on the
  learning, skills and experience gained through
  undertaking coursework.
• Part B should include answers to the following
• Why was the title of interest to you?
• What different perspectives did you encounter in
  doin coursework on your chosen title?
• What questions arose for you through doing
  coursework on this title?
• What personal insights have you gained through
  doing coursework on this title?
• What has been the most valuable part of doing
  coursework on this title?

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Length of coursework
NCCA Religious Education Leaving Certificate
Guidelines for Teachers Page 143
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• Coursework
• Criteria for assessment of ordinary level and
  higher level
• The higher level student will be expected to
• use a greater range of sources of information in
  completing the research component of the
  coursework
• show a greater depth of understanding of the
  title and approach it from a variety of
  perspectives
• show a greater capacity to reflect personally
  and critically on the learning gained through
  coursework
•  NCCA Religious Education Leaving Certificate
  Guidelines for Teachers p143

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Any Questions?