Divinity

Department of Divinity & Religious Studies

"Religion is a significant area of human experience. As such, it is worthy of study by pupils so that they can have some understanding of one of the prime motivating factors behind human behaviour, both individual and social."
(Learning and Teaching Scotland)

Curriculum

II Form Curriculum pdf: divinityII_Form_Curriculum_Plan_2009-10
III Form Curriculum pdf: divinityIII_Form_Curriculum_Plan_2009-10
IV Form Curriculum pdf: divinityIV_Form_Curriculum_Plan_2009-10
V Form Curriculum pdf: divinityV_Form_Curriculum_Plan_2009-10
AS Curriculum pdf: divinityAS_Curriculum_Overview_2009-10

Teaching in Divinity and Religious Studies includes learning about Christianity and other world religions, and supports the development of beliefs and values. This also includes aspects of philosophical enquiry.

"Scotland is now a nation which reflects a wide range of beliefs, values and traditions. Religious and moral education enables children and young people to explore the world's major religions and approaches to living which are independent of religious belief, and be challenged by these different beliefs and values. It supports children and young people in developing responsible attitudes to other people, their values and their capacity for moral judgment. The study of Christianity, which has shaped the history and traditions of Scotland and continues to exert an influence on national life, is an essential feature of religious and moral education for all children and young people."
(Learning and Teaching Scotland)

Glenalmond is a foundation of the Scottish Episcopal Church but welcomes pupils of all faith backgrounds. Recognising the history and traditions of the College, aspects of Episcopalian belief and practice are explored in the classroom, alongside other Christian and non-Christian traditions.

Throughout, the intention is to enable pupils to:

• develop a knowledge and understanding of Christianity and other world religions and recognise religion as an important expression of human experience
• explore moral values such as wisdom, justice, compassion and integrity
• investigate and understand the responses which religions can offer to questions about the nature and meaning of life
• develop the skills of reflection, discernment, critical thinking, and deciding how to act when making moral decisions
• develop their beliefs, attitudes, moral values and practices through personal search, discovery and critical evaluation, and make a positive difference to the world by putting their beliefs and values into action.

In an attempt to achieve this, the sub-Sixth Form curriculum is seeks to engage pupils through the following:

II Form: The Old Testament; The New Testament

III Form: Christianity: Beliefs & Sources of Authority; Commitment & Membership; Places of Worship

IV Form: Christianity: Worship; Holy Communion; Festivals

V Form: Ethics: The Right to Life; The Use of Medical Technology; Personal Responsibility

The sub-Sixth Form curriculum is subject to ongoing active review and development. We have started to introduce units from a GCSE Religious Studies curriculum although pupils are not presented for the GCSE examination.

AS Level Religious Studies

Exam Board

The exam board used at present for the AS Level in Religious Studies is Edexcel. The two areas of primary study are Philosophy of Religion, and Ethics. The special area of study for Unit 2 in 2008-9 is A Study of Ethics: Sexual Equality in the Modern World.

Resources

The department/classroom is well resourced with its own computer, video projector, television, video player, DVD player, tape and CD player, OHP, whiteboard and a telephone. In addition to this, there is a very good departmental library ranging from confessional Christian works to areas of sociology and philosophy. There is also a small library of relevant DVDs and videos.

The Library

AS Level pupils are encouraged to use both the Departmental and School library for their coursework. They are introduced to the relevant sections and personal research is expected. The library areas pertaining to the course of study are updated with new publications in consultation with the Librarian, and these areas have been continually developed under previous heads of department. There is, therefore, a very substantial and developed library resource for this subject.

The Rev'd Giles Dove MA, MPhil, BD

Head of Department