Secondary RE Network

7 March 2008

Mixed ability

teaching:

Group work

Group work gives pupils opportunities to:

What grouping will best enable all to achieve the learning outcomes for the lesson and complete the activities in

line with their ability?

• practice and learn from each other;

• develop a sense of empathy and to understand other views;

• develop problem-solving skills.

Mixed ability grouping

• When to use: Oral work/discussion, as most low ability pupils have weaknesses in reading/writing.

• When to use: Carefully structured presentations or research based work when task and resources equal ability.

• Advantages: Draws on wide range of opinions; inclusive; social benefits.

• Limitations: High ability may dominate. Can only succeed when activities planned to ensure inclusion.

Same ability grouping

• When to use: When tasks are set specifically to challenge pupils to work at their target level.

• Advantages: Easier to set; easier for pupils working to the same level to achieve their target when working together, c.f. working with pupils working to a different target.

• Limitations: Abilities of all pupils are made public.

Gender grouping

• When to use: In situations where in mixed groups one sex tends to dominate or lose control, e.g. boys competing to control computer.

• Advantages: Sometimes preferred; when there is no seating plan pupils tend to form same sex groups.

• Limitations: Increases the gender divide and limits the advantage of gaining an understanding of the opposite viewpoint.

• When to use: Where subject matter is more popular with one gender than the other, e.g. abortion.

Friendship grouping

• When to use: When discussing sensitive issues that may involve personal accounts.

• Advantages: Secure and unthreatening.

• Limitations: Isolated pupils stick out; less likely to produce a range of views.

Preferred learning style grouping

• When to use: When topic or activity benefits from multi-dimensional resources and outputs.

• Advantages: Pupils work in their comfort zone.

• Limitations: May result in same gender groups; if used too often prevents pupils developing other skills.

Mixed ability

teaching:

Resources

Basic principles regarding resources for the mixed-ability class:

• Single textbook for the whole class not an option.

• Books are the least interesting resource for most boys and several girls.

• Consider the implications of different learning styles.

• Ensure the availability of a wide range of written, visual, audio and electronic resources.

Mixed ability

teaching:

Tasks

Basic principles regarding tasks for the mixed-ability class:

• Not possible to achieve L6/7 on a L3/4 task. Different tasks should be set for pupils of different abilities.

• If mixed ability groups are working on an AT1 assignment, ensure that a range of related tasks is set so that all are sufficiently challenged.

• With similar ability groups, it can be easier to provide tasks and resources that facilitate collaborative working.

• Let the learning outcomes for the lesson/unit dictate the extent to which tasks need to be differentiated.

Learning styles

‘Rational’ learner

• Expects: Precise, to the point, information; theory and logical rationales; proof of validity; research references; textbook reading; quantifiable numbers, data sets, problems; opportunity to ask challenging questions; subject matter expertise

• Struggles with: Expressing emotions; lack of logic; vague, imprecise concepts or ideas

‘Safekeeping’ learner

• Expects: An organized consistent approach; staying on track, on time; complete subject chunks; a beginning, middle, and end; opportunity to practice and evaluate; practical applications; examples; clear instructions/expectations

• Struggles with: Risk; ambiguity; unclear expectations/directions

‘Feeling’ learner

• Expects: Group discussion and involvement; to share and express feelings/ideas; kinaesthetic, moving around; hands-on learning; personal connection with teacher/group; emotional involvement; a user-friendly learning experience; use of all the senses

• Struggles with: Too much data and analysis; lack of personal feedback; pure lecture with no pupil participation

‘Experimental’ learner

• Expects: Fun and spontaneity; playful, surprising approaches; pictures, metaphors, overviews; discovery of the content; freedom to explore; quick pace and variety in format; opportunity to experiment; new ideas and concepts

• Struggles with: Time management and deadlines; administration and details; lack of flexibility

Appreciating religious

differences

Personality type as described by Jung, Briggs and Myers

Extraversion-Introversion polarity

• Extraverts: will become excited by being part of a large assembly of people as they are energized by others. The type of religious ceremonies that last for hours are most likely to be enjoyed by the extraverted.

• Introverts: will be more nourished by quiet times alone, or in the silent times in a worship service. 

• However: In later years both extraverts and introverts will be drawn to finding more time to be alone to ponder their life, what it has meant and where they are going on their spiritual journey.

Sensation-intuition polarity

• Sensation: People of this type enjoy elaborate ceremonies that are a feast for the senses: the colours of the sacred place itself, the vestments of the officials, music, incense, taste of special foods that are part of the ceremony, the embrace of one another and the laying on of hands. These aspects of religious expression are capable of evoking memories and related emotions.

• Intuition: Intuitive types look for meaning in what is experienced. To them symbols are more than objects or drawings, but rather are capable of evoking an appreciation of the divine.

Thinking-feeling polarity

• Thinking: Thinkers are nourished by a theology that tells them what the supreme being(s) is like and how the world operates. The great theologians of the ages have had a strong thinking preference. Thinkers want to study the sacred writings and derive an intellectual grasp of the divine from them.

• Feeling: Feeling types want to know they are cared for by their faith. Does the supreme being know they exist and care about them? Performing certain rituals may be done to please the supreme being. They will also look for opportunities within their faith to reach out and care for others.

Judging-perceiving polarity

• Judging: Judgers tend to want everything to remain the same. New ideas are viewed with unease. They feel more comfortable when the order of the ceremony is the same each time they go to their place of worship, therefore religions with elaborate rituals that must be executed precisely might appeal to them.

• Perceiving: Perceivers want more variety, seeing the divine in novel presentation. Certain aspects of Zen Buddhism might appeal to such a type.

Assessing SEN and

gifted and

talented

P levels for RE

P1 (i) Pupils may be passive or resistant;

participation is fully prompted(ii) Emerging awareness of activities

P2(i) Show interest in people, events and objects

(ii) Begin to be proactive; communicate preference.

P3(i) Begin to communicate intentionally.

(ii) Interest in objects and events maintained for longer periods.

P4 Use single elements of communication to express feelings. Understand ‘yes’ and ‘no’.

P levels for RE (cont.)

P5 Respond appropriately to simple questions about familiar religious events.

P6Express and communicate feelings in different

ways. Contribute to celebrations and festivals; show concern for those in distress.

P7

Listen to and follow religious stories. Communicate their ideas about religion in

simple phrases. Begin to understand consequences of actions.

P8Begin to understand that religious stories have

moral and religious meaning. Demonstrate a basic understanding of right and wrong.

Identifying pupils gifted in RE

Range of levels within which the great majority of pupils

are expected to work

Expected attainment for the majority of pupils at the end of the key stage

Key stage 3 3-7At the age of

145/6

Academic achievement—majority expectations

Identifying pupils gifted in RE

AT1: Learning about religion

AT2: Learning from religion

8 Analyse/contextualise

Justify views

7 Coherent account Evaluate

6 Interpret/informed account

Express insight

5 Explain impact Express views

4 Show understanding

Apply ideas

3 Describe Make links

Simplified level descriptors used to assess attainment

Identifying pupils gifted in RE

AT1: Learning about religion AT2: Learning from religion

8

Analyse/contextualise: e.g. conduct questionnaire and produce findings re: whether

religions have a good or bad effect on different local communities

Justify views: e.g. write a dialogue between a Muslim and a Hindu on

how religious insights might save us from environmental disaster;

articulate own conclusions

7

Coherent account: e.g. using books and internet, investigate Sikh beliefs about the importance of the Guru, and do coherent presentation

Evaluate: e.g. research Jewish and Humanist views on ‘faith’ schools;

produce a report with recommendations regarding an

application for a new Jewish school

6

Interpret/informed account: e.g. produce a booklet explaining

symbolic acts in the life of a Buddhist monk or nun

Express insight: e.g. produce a presentation on ‘war’ with reference to religious and non-religious ideas,

including own conclusions

Gifted and talented at key stage 3

A spectrum of gifts

Gifts and talents in RE come in a variety of shapes, from logical to spiritual, critical to creative. All deserve to be noticed and nurtured.

• Imaginative use of symbols: e.g. Jesus speaking in parables

• Empathic understanding of religious experience: the ability to go into that quiet inner space and ponder, e.g. Muhammad meditating on Mt Hira

• Development of critical thinking: e.g. the long history of Jewish exegesis (“explanation of scripture”) found in the Rabbinic literature

• Logical insight: e.g. the Buddha’s exposition of the four noble truths

• Creative expression: all of the above

Special needs of gifted and talented pupils with learning difficulties or disabilities:

• Help in coping with failure.

• Help in understanding that they are valued and not seen as a ‘problem’.

• To be involved in negotiating and setting their own targets.

• To be protected from undue pressure from parents or teachers to succeed.

• The necessity for a secure environment.

• Teaching strategies that help with the development of self-esteem, as they are likely to suffer twice-over from being ‘different.’

It is worth noting that these children are likely to display peculiar or disruptive behaviour, as well as signs of a fragile self image caused by increased self-criticism.

The end