Religious Education and the

classroom

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 your education as a teacher;

To consider ‘What makes a good RE lesson?’

Teachers’ Standards:

Preamble: Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

1 Set high expectations which inspire, motivate and challenge pupils

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

5. Adapt teaching to respond to the strengths and needs of all pupils

7. Manage behaviour effectively to ensure a good and safe learning environment

Teachers’ Standards2:

“In the context of RE, boys and girls canbe encouraged to explore their finitude in ways

that heighten their sense of the specialness of human beings.

The awareness that emerges moves on ground that many would regard as both moral and

religious.Therein too lie criteria for checking that any associated development is indeed enriching

of humanity”.

(Gates B. Cited in Broadbent and Brown 2002)

What is the place of RE within your education as a

teacher?

What are your views of society,

culture, global issues etc.?

Use your CVs to help and discuss

how your backgrounds have helped form your

opinions

Knowing where you are starting fromHow will your own beliefs affect your teaching?I don’t believe that!Can you teach RE if you have no belief?

The different religious backgrounds amongst the class

Children 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

World Religions by Percentage

Source: CIA World Factbook 2010

Religion does have a major impact on the world and people’s actions.

Task:

1List the most important things

to learn as part of your training to become a teacher

2List the things that RE

uniquely contributes to the life of the school

3

List other things that university life can contribute

to your personal development

Conclusions

Is there any overlap between the three lists?

Is it possible to prioritise the lists, are they mutually reinforcing?

Do they repeat themselves in any way?

Which aspects do you feel are the most important?

Statutory role of the teacher

= enquiry into and investigation of, the nature of religion, its beliefs, teachings and ways of life, sources, practices and forms of expression.

= developing pupils’ reflections on, and response to, their own and others experience in the light of their learning about RE. Own ideas. Q’s of identity and belonging.

Learning about religion and belief

Learning from religion and belief

AT1 - Learning about religion and beliefEnquiring into, investigating and understanding religions and beliefs.This includes thinking about and interpreting religious beliefs, teachings, sources, practices, ways of life and ways of expressing meaning with reference to the specific beliefs and religions studied.

AT2 - Learning from religion and beliefQuestioning, exploring, reflecting upon and interpreting human experience in the light of religions and beliefs studied.This includes communicating reflections, responses and evaluations about questions of identity, belonging, diversity, meaning, purpose, truth, values and commitments, making increasingly insightful links to the specific religions studied.

RE is at its most effective when these two attainment targets are closely related in the learning experience.

Northamptonshire AS

Remember the Subject Knowledge

Audit/Presentation?

Subject knowledge audit...

Islam

Judaism

Buddhism

Hinduism

Sikhism

Christianity

Prepare a 5 – 10 minute presentation for the rest of the group on your allocated religion. This should be presented in an electronic form for sharing with all members of the group.You should include some pictures, music, a video clip and a key points list.

For Presentation in Session 3

Subject knowledge...

Islam

Judaism

Buddhism

Hinduism

Sikhism

Christianity

6

52

4

3

1

Presentation order

Subject knowledge audit

What about strategies to develop your own personal Subject Knowledge further?

Find, and complete, subject knowledge grid which can be found on Nile (e.g. next slide).

Look at RE Online.

http://subknow.reonline.org.uk/

RELIGIOUS EDUCATIONSUBJECT KNOWLEDGE AUDITKnowledge Level

Source of knowledge

Subject area 1= inadequate2= satisfactory 3= Good4= Very Good

Buddhism

Beliefs/concepts eg reincarnationWorship/ celebration/rituals / Rites of PassageKey figures / Sacred texts/stories /Language and symbolismAttitudes/behaviour/values and social action/ ethicsHoly places and communities

What makes a good RE lesson?

Look at the Ofsted lesson reports

Ofsted notes that good RE teaching which leads to effective learning is rooted:

• In good understanding of the subject;

• In high expectations;

• In methods of teaching that cater well

for all pupils in the class.

Ofsted notes the following indications of effective RE teaching:

• As a result of the teacher’s high expectations, pupils pursue fundamental religious and philosophical questions with sustained vigour and thought, and seek meanings and interpretations of religious texts, artefacts and symbols;

• Pupils develop a coherent understanding of religions, because of the teacher’s skill in relating one to another;

• Through the teacher’s knowledge and genuine interest in religion, ethics and philosophy, pupils are motivated and learn the value of religions in helping to understand the important moral and spiritual questions and issues in their own lives.

• Because of the atmosphere of mutual trust and respect created by the teacher, pupils have the confidence to draw upon their own faiths and beliefs to enhance the learning of the class;

• Pupils are able to learn from sensible and mature consideration of controversial and delicate issues, when they arise, because of the teacher’s awareness of the sensitivities involved and skills in handling such issues with their classes;

• The pupils increase their understanding through the teachers' stimulating use of audio-visual reference material, relevant ICT resources and visits to places of worship and religious interest.

ReferencesBrown A & Broadbent L (eds) (2002)

Issues in Religious Education, London, Routledgefalmer

Kirby Dr M. & Emnet P. (2006) Student Handbook: Religious Education, Cambridge, Pearson Publishing

McCreery E., Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter, Learning Matters

http://www.ofsted.gov.uk/node/2449

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

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

http://www.natre.org.uk/

Directed Tasks:1. Review the websites and add information to your Blogfolio;

2. Continue and finalise planning for your group presentation;

3. Complete the essential reading;4.Develop your subject knowledge audit, including key artefacts;

5. Reflect on the session and add to your Blogfolio.

Essential Reading:McCreery E., Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters Chapters 2 and 8.

Bastide, D (1992) Good Practice in Primary RE 4-11 Brighton: Falmer Press

Lindon, J. (1999) Understanding World Religions in Early Years Practice London: Hodder and Stoughton