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Oh no, no, no.
I wish I could sit you down with a GCSE RS text book. Just the scale of the amount you have to learn in 2 years is daunting.
Every tried teaching a mixed-ability group how to evaluate different attitudes to the Trinity? Or a class where 25% of the students have English as a second language, but speak 4 different languages between them, and try to explain the controversy over transubstantiation?
How are you with evaluating the importance of different aspects of Allah's characteristics?
Homework policies are usually school-wide, and based on how many lessons you have in a week, so if someone is doing GCSEs in the EBacc subjects of French and geography as well as RS, and each is taught for 3 hours a week, they'll get the same amount of homework. Same number of assessments, usually once a half term, always moderated.
Workload in and out of school for those three subjects will be identical, as will scrutiny and pressure for results. All are measured by the same government Progress 8 performance measure - it's calculation across all non-core subjects is identical. English and maths are the odd ones out, as their results are double-weighted, but all other subjects have the same standard.
The biggest difference is that the smaller your subject the less support you'll get. Less people in your school/academy/trust/LA on hand to support. Less hours of support from extra staff. No drop-down days to catch up if things are a bit behind.
Another difference is that English, maths and (usually) science groups are almost always in ability sets, whilst all other subjects are mixed ability.
As for unified pay scales, you're having a laugh. They've gone. Academies can pay what they like.
I'm sure you'll be happy that I've set the record straight with a few facts. |
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