Session 2 - RE and Modern Britain

8/11/2019 Session 2 - RE and Modern Britain

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Session objectives:To review previous session and check progress

of Subject Knowledge audit/presentation;To consider the importance of RE in the

curriculum;To explore the role of RE within education as ateacher;To consider What makes a good RE lesson?

To explore influences in your life which willimpact upon you as a teacher;


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Remember - What is the place ofRE in the Primary School

Curriculum?RE is notpart of the National CurriculumRE is a statutorypart of the basic

curriculumRE is locally determined following the

locally Agreed Syllabus (unless it is a faithschool) provided by the SACRE

All registered children from YR in maintainedprimary schools have a statutory entitlementto RE

http://www.natre.org.uk/explore/video.php?id=49
http://www.natre.org.uk/explore/video.php?id=49http://www.natre.org.uk/explore/video.php?id=49


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How have yourbackgrounds/experiences and

attitudes helped to shape yourviews, form your opinions andmotivate you to enter the

teaching profession?


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What issues doyou think there

are in teachingRE in Modern

Britain?


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Historically and today religion and religious education areregarded with passion and suspicion. This poses somequestions that need to be considered

1. In a modern democratic society does teaching religionin state schools make sense or not?

2. What sort of RE can you agree with, if any, and whatcould it achieve?

3. What is your view? Is religion a serious matter and anappropriate subject for the primary curriculum or is itsomething to laugh about or at least keep private?

Erricker (2011)


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Knowing where you are starting fromHow will your own beliefs affect your teaching?

I dont believe that!How can you teach RE if you have no belief?

The different religious backgroundsamongst the classChildren of different faiths can be a useful resource but need to be handled sensitively

The fear of mishmashShould RE be delivered discretely or in a cross-curricular way a bit of both?

[McCreery E et al (2008) Teaching RE Ch 2]

Issues in teaching RE


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Statutory role of the teacher

= enquiry into andinvestigation of, the

nature of religion, itsbeliefs, teachings andways of life, sources,practices and forms of

expression.

= developing pupilsreflections on, and response

to, their own and othersexperience in the light oftheir learning about RE.Own ideas. Qs of identity

and belonging.

Learning aboutreligion and belief

Learning fromreligion and belief


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AT1 - Learning about religionand belief

Enquiring into, investigatingand understanding religionsand beliefs.This includes thinking aboutand interpreting religiousbeliefs, teachings, sources,

practices, ways of life andways of expressing meaningwith reference to thespecific beliefs and religionsstudied.

AT2 - Learning from religionand belief

Questioning, exploring,reflecting upon andinterpreting human experiencein the light of religions andbeliefs studied.This includes communicating

reflections, responses andevaluations about questions ofidentity, belonging, diversity,meaning, purpose, truth,values and commitments,making increasingly insightful

links to the specific religionsstudied.

RE is at its most effective when these twoattainment targets are closely related in the

learning experience.Northamptonshire AS


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Whatmakes a

good RElesson?

Look at theOfstedlesson

reports


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Ofsted notes thatgood RE teaching

which leads to effective learningisrooted:

In good understanding of the subject;

In high expectations;

In methods of teaching that cater wellfor all pupils in the class.


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The new Ofsted Long Report on RE (ReligiousEducation: realising the potential) was

published on 4th

October 2013. It emphasisesthat schools can learn from the best practice:

Place Enquiry at the heart of learning as a key

to improving teaching;

High-quality leadership and management inPrimary schools as a key to improvement and

raising the status of RE;

Effective RE in Special Schools adapting REto meet the distinctive needs of pupils who havelearning difficulties.


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What is religion?In the 1960s Professor Ninian Smartpioneered an approach to answeringthis question. This has remained amajor influence on the writing ofAgreed Syllabuses. Even thoughpedagogy has moved on it is still auseful frame work for consideringwhat RE encompasses.

McCreery et al, Teaching Religious Education (2008)


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1. The practical and ritual dimension; the aspects of religious lifethat are visible.

Daily rituals Blessing of meals Communal rituals like sharing of bread and wine Yearly rituals like festivals Rites of passage from birth to death

2. The experiential and emotional dimension; the way people feel or

sense the presence and power of God in their everyday lives.Though this does differ in different religions

3. The narrative and mythic dimension; the religious stories of eachreligion.

Creation and founders Religious heroes parables

4. The doctrinal and philosophical dimension; these are the basic

teachings of all religions or doctrines.


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5. The ethical and legal dimension; this can be from moral law toritual law. Ten commandments Food laws

Awareness of the way each of the religions have different sectswhich have different adherences to the laws

6.The social and institutional dimension; idea that religions can beboth very private and have social dimensions. Festivals Charity work Social gatheringsAll religions have institutional elements or they wither and die. Pastorial Governing bodies

7. The material dimension; all religions abound with objects. Clothing buildings] Imagery

Books


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Now your turn;Using the principles and discussions points ofthe session so far you are going to create aconcept map for an RE topic. You can chooseone of the following topics and in groups startto plan how this topic would be explored with

children over a series of lessons. Special places Food Clothes

Giving to others Pray/speaking to God/god Rites of passage


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Reference:

http://www.ofsted.gov.uk/resources/religious-education-

realising-potential
http://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potentialhttp://www.ofsted.gov.uk/resources/religious-education-realising-potential


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Essential Reading:McCreery E., Palmer S. & Voiels V. (2008) Achieving QTS: TeachingReligious Education Exeter: Learning Matters

Chapters 2 and 8.

Erricker C., Lowndes J. & Bellchambers C. (2011) Primary ReligiousEducation A New Approach Abingdon, RoutledgeChapter 2 and 3

Further Reading

Brown, A. & Broadbent, L. (eds) (2002) Issues in Religious Education,London, Routledgefalmer

Kirby, Dr M. & Emnet, P. (2006) Student Handbook: ReligiousEducation,Cambridge, Pearson Publishinghttp://www.ofsted.gov.uk/node/2449
http://www.ofsted.gov.uk/node/2449http://www.ofsted.gov.uk/node/2449


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Remember the SubjectKnowledge Audit/Presentation?

To help


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Some Key Websiteshttp://subknow.reonline.org.uk/

http://www.bbc.co.uk/religion/religions/

http://www.natre.org.uk/
http://subknow.reonline.org.uk/http://www.bbc.co.uk/religion/religions/http://www.natre.org.uk/http://www.natre.org.uk/http://www.bbc.co.uk/religion/religions/http://subknow.reonline.org.uk/http://subknow.reonline.org.uk/http://subknow.reonline.org.uk/http://subknow.reonline.org.uk/


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Directed Tasks

Review the websites and add information toyour Blogfolio.Continue and finalise planning for your

group presentation.Complete the essential reading.Develop your subject knowledge audit,

including key artefacts.Reflect on the session and add detail toyour Blogfolio.


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Subject knowledge audit...

Islam

Judaism

Buddhism

Hinduism

Sikhism

Christianity

Prepare a 5 10

minute presentationfor the rest of thegroup on your allocatedreligion. This should

be presented in anelectronic form forsharing with allmembers of the group.

You should includesome pictures, music, avideo clip and a keypoints list.

For Presentation in Session 3


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Subject knowledge...

Islam

Judaism

Buddhism

Hinduism

Sikhism

Christianity

1

43

2

5

6

Presentation order

Documents

Session 2 - RE and Modern Britain