Commentary on Religious Education unit of work, to demonstrate the knowledge, skills, concepts, values and attitudes that are taught and learnt through it.
Commentary on Religious Education unit of work, to demonstrate the knowledge, skills, concepts, values and attitudes that are taught and learnt through it.
For many in education, both teachers and students, religious education is a controversial subject. It is neither a core or foundation subject: it is described simply as being ‘ part of the basic curriculum’, and until 1988 it was the only subject that was required to be taught at all (Ashton 2000). The presence of children of different faiths in many schools, gives the study of religion a reality, which is more difficult to achieve when all the children are at least nominally of Christian background or of no faith at all (Dean 2001). However an understanding of other world religions is necessary in order that a child can understand present-day British society and also to understand what is happening in the world around them. These three lesson plans have been based upon the Devon, Plymouth and Torbay agreed syllabus 2001, and the QCA Schemes of work which have been adapted and applied to the Agreed Syllabus. This essay will outline the knowledge and understanding, skills, concepts, values and attitudes that will be taught and learnt through them.
Knowledge and understanding
This particular unit of work gives the children the opportunity to learn about a particular religion through a festival. They begin to learn about the meaning of the festival for believers and the way in which it is celebrated. My lesson plans also draw upon the pupil’s own understanding and experiences of celebration and of special, celebration foods. This then leads into what Jews perceive as special food and looks at the significance of food at Passover. In this unit I am drawing on the previous units covered in Reception and Year 1, which cover Harvest Festivals and Christmas. The lessons begin by recapping on the previous and highlighting continuity between them. The lessons aim to develop progression on the topic by going from the general to the specific. I aim to make good use of oral examination, combined with discussion. There is use of pictures and other visual stimuli and opportunity provided for group and pair work. Cooper and MacIntyre (1996 cited Dean 2001) indicate that effective learning in the classroom is greatly strengthened when factors such as these are developed in classroom practice. As well as the objectives aimed for, the children have increasing opportunities to learn from religion by developing positive attitudes towards other people and their right to hold different beliefs. Examples of this could include, feeling confident about their own religious and cultural background or simply enjoying stories from a different religious tradition. A child’s own spiritual and moral development is enhanced by talking and thinking about puzzling questions which may arise from the study of religion or talking about things which matter to them and listening to what others have to say. When compiling the lesson plans, I have tried to be aware of the fact that the outcome of the lessons may be reflective on the extent to which there is multi- faith within the class. I have tried to incorporate religious diversity into the lessons, and depending on the religious mix, the lessons are able to reflect this. Where appropriate, religious traditions represented locally would be used as a way of contexualising the learning. In my lesson planning, I had taken note from The Devon SACRE Report 1999, which indicates that for the promotion of quality religious education in the curriculum, there should be opportunities provided for the children to understand religious concepts and symbolism both in Christianity and other religions, and allow for thoughtful views on religion to be formed and developed.
