‘Growing RE’...the Extended Subject department in the 21 st Century School.

‘Growing RE’...the Extended Subject department in the 21st Century School.

Objectives

I would like us to consider:

• What role can RE play in the learning experience of the 21st Century learner and across the 21st Century ‘school’?

• What are the future opportunities for RE in the developing 4-19 curriculum?

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Setting the Scene:

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Three Questions

Q1: Tell me about RE in your school.

Q2: What’s the learning like in RE?

Q3: Why do you think everyone does RE?

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“Where students were more critical, they said that

teaching in art and design lessons was becoming too

similar to that in other subjects.”

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Three Questions

1. What is learning like in good art lessons?

2. What is learning like in the majority (51%-64%) of RE lessons?

3. What is your 21st Century vision of the learning in the RE classroom?

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EDUCATION AND CREATIVITYhttp://www.youtube.com/watch?v=ga2CYYCrtNE

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Breakpoint and Beyond: Mastering the Future Today.

Divergent thinking is not the same thing as creativity, but it is a good example of it. It’s the capacity to think non-logically: to think analogically and associatively.

• 1600 3-5 year olds tested

• Tested again 5 years later; 8-10 yrs old

• At age 14-15

• Also tested 200,000 adults

“Now this doesn’t tell us everything, but it tells us something”

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How are PLTS part of our vision for the 21st Century RE classroom

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Revisit your original response to the question: What is your 21st Century vision of the learning in the RE classroom?

RE in a Humanities Specialist School

• Raise attainment and the quality of T&L for all students

• Contribute to whole-school improvement through developing innovative approaches to T&L

• Lead in the provision of related Diplomas

• encourage students to learn about issues and to examine their own values and attitudes as individuals in a post-industrial, global and interdependent society

• foster an understanding of human values and different value systems, past and present, and of how society is organised, develops and changes

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• raise the post-16 participation rate

• be an active partner in a learning society with their local families of schools and communities; sharing resources and developing and sharing good practice

• enable learners to develop their active contribution to wider society and work in partnership with the wider community, including business and industry, to enhance opportunities for lifelong learning in a Humanities context

• play a key role in promoting young people’s understanding and appreciation of the richness and diverse range of cultures represented in Britain today

• forge partnerships with humanities-based organisations to deepen students’ understanding of human society, culture and ethics.

• extend learning opportunities through the use of community contexts, including faith communities, places of religious worship or other relevant study; and

• explore and establish innovative applications of ICT and media technologies to learning in religious education.

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Humanities Diploma

• Level 1

- Who do we think we are?

- Where do we live?

- How do we communicate with others?

- What do we care about?

- How can we make a difference?

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Humanities Diploma

• Level 2

- Choosing a research methodology

- Exploring social change

- Investigating people and their environment

- Examining economic change

- The role of governance

- Communication and the use of the media

- Understanding principles, practices and values

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Humanities Diploma

• Level 3

- Challenging knowledge, argument and evidence

- Understanding oneself and others

- Exploring diversity

- Sustaining environments

- Expressing culture

- Living with rules and governance

- Linking local and global economies

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The diploma as a whole

• PL + ASL + GL{FS+PLTS+Pr} = D

• For example at level 3

• PL – Humanities and Social Sciences Principal Learning

• ASL – A Level Religious Studies

• GL – FS and PLTS + Extended Project

(perhaps a report on an investigation into local faith provision or the local activity of a particular religious group over time)

General Qualifications Support ProgrammeFor the revised A level and Extended Project

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Extended project – background

• The 14-19 White Paper (DfES, February 2005) set out the Government’s intention to offer an extended project to stretch all young people at advanced level and test a wider range of skills. This was described as:

‘a single piece of work, requiring a high degree of planning, preparation and autonomous working. The projects would differ by subjects, but require persistence over time and research skills to explore a subject independently and in real depth’.


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Views of HE admissions tutors on A level students

Nuffield Review Higher Education Focus Groups – Preliminary Report (February 2006)

“They struggle to cope with the more independent and self-directed style of learning expected by higher education tutors. Valuable time is lost at the beginning of HE courses developing independent learning skills that should have been developed, at least to an extent, already.”

“…learning and assessment at Level 3 needs to place greater emphasis on what might be seen as rather traditional virtues: the ability to read critically, to communicate ideas in writing (which means using appropriate and grammatically correct language) and to argue a case.”


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Criteria development

Students:• choose their own topic and plan their project• carry out research and select and use resources• develop the project to achieve their intended

outcomes• carry out a full evaluation• present their findings and respond to questions


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Criteria development

• The project may have as its outcome: – a report of an investigation– a dissertation– an artefact– a performance

• Projects may involve group projects, but the individual’s role needs to be clearly identified


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Assessment of the extended Project

The following aspects are assessed:• identifying, designing and planning the project• selecting, organising and using a range of resources;

analysing data, applying findings and demonstrating understanding of any linkages, connections and complexities of the topic

• selecting and using a range of skills to take decisions critically and achieve planned outcomes

• evaluating all aspects of the project; using a range of communication skills and media to present the outcomes of the project


Some examples of EPQ titles

• How fit are Formula 1 racing drivers?

• Why has MRSA proved so difficult to combat?

• How has technology changed American films from the 1930s to the present day?

• What has been the impact on human rights of the UK’s legal response to terrorism?

• How can small to medium sized enterprises in the creative and media sector survive the economic downturn?

• What is the impact of corporate social responsibility on fast food chains like MacDonalds and Pizza Hut?

• What are the considerations when designing a remote controlled robot to disarm a bomb?

General Qualifications Support ProgrammeFor the revised A level and Extended Project Some RE examples

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•A linguistic and literary exploration into 17th Century Religious sonnets•What influences people into taking a religious pathway? •Space: Created or evolved?•Is religion important in the relationship between Pinkie and Rose in ‘Brighton Rock’ by Graeme Greene? •An analysis of the causes of the conflict between Sunnis and Shiite •Opium for the masses: A historical analysis of the role of religion as a tool of government.• ‘The implications of physical determinism for belief in free will’ •‘A religious and philosophical analysis of the moral issues raised by embryo research’•Does the Copernican Revolution imply that humanity is insignificant?

Growing RE – the extended subject department in the 21st Century school

Within RE

• Creativity

• PLTs

• Curriculum development

Beyond RE• Values in PLTS

• Partnerships

• Networks

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Philippa Darley

[email protected]

07894 691907

‘Growing RE’...the Extended Subject department in the 21 st Century School.

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