Deep diving with the new Agreed Syllabus Introducing
‘Deep diving’ with the new Agreed Syllabus: Introducing the new RE syllabus for schools in Devon, Torbay and Plymouth (and possibly Cornwall? ) Katie Freeman – SLE for RE and SIAMS kfreeman@bickleighdown. devon. sch. uk @katiekates_84 Tatiana Wilson – Diocesan Education Adviser Exeter Diocese tatiana. wilson@exeter. anglican. org @tattywilson
Intent • Clear purpose and aims Implementation: • Individual religions studied before comparing • Core concepts • Spiral curriculum • Teaching and learning model Impact: • End-of-unit and end-of-phase outcomes • Additional support © RE Today Services 2019
1. Curriculum intent: purpose and aims Page 7 1. Make sense of a range of beliefs… 2. Understanding the impact… 3. Make connections… Page 8 © RE Today Services 2019
A more pupil-friendly version? RE explores big questions about life, to find out what people believe and what difference this makes to how they live. RE helps pupils to make sense of religion and belief, reflecting on their own ideas and ways of living. © RE Today Services 2019
Curriculum implementation: 2. Religions and beliefs © RE Today Services 2019 Page 12
Curriculum implementation: 3. Systematic units /thematic units © RE Today Services 2019 Pages 16 -17
Curriculum implementation: 4. Core concepts revisited – spiral curriculum © RE Today Services 2019 Pages 16 -17
Research Understanding Christianity Demographics Policy Spaced learning Knowledge e. g. Assessment Organising Instruction and Study to Improve Student Learning: A Practice Guide, IES, 2007 Ofsted Getting the bigger picture – making connections e. g. Why don’t students like school? Daniel Willingham, 2009 Census 2011 © RE Today Services 2019
God Creation Fall God Kingdom People of Prophecy Incarnation Gospel Salvation of God Wisdom Creation/ Fall People of God Incarnation Gospel Salvation Creation/Fall People of Incarnation God / God Gospel Salvation Kingdom of God Creation Incarnation Gospel Creation Incarnation Kingdom of God Salvation © RE Today Services 2019
Curriculum implementation: 5. Teaching and learning approach © RE Today Services 2019 Page 13/14
Intent • Clear purpose and aims Implementation: • Individual religions studied before comparing • Core concepts • Spiral curriculum • Teaching and learning model Impact: • End-of-unit and end-of-phase outcomes • Additional support © RE Today Services 2019
7. Units of study Key question Core concepts Principal aim e. g. Page 65 Unit outcomes Suggested unit content © RE Today Services 2019
Planning great RE using the syllabus e. g. Page 58 • Five-step planning process • Clear aims and objectives in the form of assessment outcomes • Ensures progression, achieves principal aim © RE Today Services 2019
Curriculum impact: 6. Outcomes Page 18/19 © RE Today Services 2019
Example unit of work: 1. 6 Who is Muslim and how do they live? (Page 48) Principal aim 1: Key question 2: Use learning outcomes 3: Select specific content 4: Assessment: write specific pupil outcomes 5: Teaching and learning © RE Today Services 2019
Example unit of work: L 2. 8 What does it mean to be a Hindu in Britain today? (Page 68) Principal aim 1: Key question 2: Use learning outcomes 3: Select specific content 4: Assessment: write specific pupil outcomes 5: Teaching and learning Visual learning in RE © RE Today Services 2019
Key issues • Legal position p. 9 • Academies p. 10 • Time p. 11 • RE and SEND p. 119 © RE Today Services 2019
What might a unit look like?
Benchmarking Knowledge…
Benchmark Assessment
Working Walls • Promoting the use of technical vocabulary. • Helping children to sequence their learning. • Child friendly reference point for future learning.
Key Stage One Example Unit
Creation • How do we create awe and wonder? • How do we use scripture and make our lessons engaging?
Outside learning • How do children experience being the creator? • How do we make text relevant to them? • Comparing the Beginner’s Bible to the NIV.
Creating awe and wonder… • Big questions, what do they want to know? • Encouraging children to lead their own learning. • Going outside and giving the children time to ‘drink in their surroundings. • How did everything get there?
Reading… Genesis 1: 26 -31 New International Version (NIV) 26 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, [a] and over all the creatures that move along the ground. ” 27 So God created mankind in his own image, in the image of God he created them; male and female he created them. 28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground. ” 29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food. ” And it was so. 31 God saw all that he had made, and it was very good. And there was evening, and there was morning —the sixth day.
Do you have any big questions about the text?
What do we do with these big questions? • http: //pof. reonline. org. uk/
What does it mean? • Discuss times God uses ‘good’ or ‘very good’ to describe his creation. Why does he do this? • Children to think about a time when they have created something. How would they have described it?
Being the Creator…
Stewardship • Read the text again, how would a Christian feel about creation looking like this? • Why do they feel that stewardship is important? • What could they do about it?
Key Stage Two Example Unit
Teaching the concept of ‘Creation’ Year 5
Science and religion, conflicting or complimentary?
Unpicking the text
Jennifer Wiseman • https: //www. youtube. com/watch? v=pjj 81 La 1 w. H 0 • https: //www. youtube. com/watch? v=5 QG 0 Dtm 2 K 3 o • https: //www. youtube. com/watch? v=Stp. Gq 2 Pl 1 Uw
Looking at different Christian theories… • The Reconstruction Theory – according to this theory, the days of creation are actually the days of reconstruction after creation suffered a terrible catastrophe which needed to be recreated. Look at the ‘gap’ in meaning between verses 1 and 2 in Genesis 1. • The Concordist Interpretation – This is the idea that the days in Genesis represent the different periods of time that science speaks of. • The Literal Interpretation – The idea that everything happened just as it is recorded in Genesis. • The Literary Interpretation – This interpretation suggests that the story in Genesis is not supposed to be taken literally but that it draws out themes to help us to understand what did happen.
Genesis explores why the universe and life exists. Science explores how the universe works in the way it does.
Asking big questions to deepen knowledge
Some other things to try…
Using artefact sheets…
Using ‘wordless’ to show understanding…
Investigating Artefacts
Investigating the mosque… • Thinking of big questions • Looking for signs and symbol • Using RE Online to ask a believer
Nativity Storytelling…
Intent • Clear purpose and aims Implementation: • Individual religions studied before comparing • Core concepts • Spiral curriculum • Teaching and learning model Impact: • End-of-unit and end-of-phase outcomes • Additional support © RE Today Services 2019
- Slides: 50
