Office for Education and Office for Education and SchoolsSchoolsDiocese of LeedsDiocese of Leeds

Religious EducationReligious Education Equipping Children for LifeEquipping Children for Life

WHAT IS RE ABOUT?WHAT IS RE ABOUT?

““IMAGINE”IMAGINE” Word of Jesus that begins the Parable of Word of Jesus that begins the Parable of

“The Sower”“The Sower” Why does he use the word “IMAGINE”?Why does he use the word “IMAGINE”? Is it to pretend?Is it to pretend? Is it to make people happy?Is it to make people happy? Is it to help them think and understand?Is it to help them think and understand?

IMAGINE…IMAGINE…

Jesus is critical of the Pharisees Jesus is critical of the Pharisees Speaks in Parables so that they won’t Speaks in Parables so that they won’t

perceive or understandperceive or understand Why can’t they understand?Why can’t they understand? Has it got something to do with their in-Has it got something to do with their in-

ability to “imagine”? ability to “imagine”? Are they ‘closed off’ (Pharisee ‘separated Are they ‘closed off’ (Pharisee ‘separated

ones’), not open to change?ones’), not open to change?

IMAGINE IS REALIMAGINE IS REAL

We have grown up with “Imagine” We have grown up with “Imagine” meaning ‘make believe’.meaning ‘make believe’.

‘‘PUT OUT INTO THE DEEP’ (Lk. 5:4)PUT OUT INTO THE DEEP’ (Lk. 5:4) Imagination is about a depth of Imagination is about a depth of

understandingunderstanding It is about perceiving beyond the surface It is about perceiving beyond the surface

and seeing something much deeperand seeing something much deeper Great saints had the ability to “imagine”. Great saints had the ability to “imagine”.

IMAGINE IS THE WAYIMAGINE IS THE WAY

Saint Therese; St. FrancisSaint Therese; St. Francis Saw beauty and magnificence of God in a Saw beauty and magnificence of God in a

little flower/ ‘brother sun and sister moon’little flower/ ‘brother sun and sister moon’ Therese recognised she was called to be Therese recognised she was called to be

something like the flower – to do her part in something like the flower – to do her part in the service of Godthe service of God

Francis saw the imprint of God within Francis saw the imprint of God within creation: ‘seeing God in all things’creation: ‘seeing God in all things’

Use of imagination – Perceive the height Use of imagination – Perceive the height and depth and depth

RE and IMAGINATIONRE and IMAGINATION

Religious Education is about developing Religious Education is about developing ImaginationImagination

In school it is about children and young In school it is about children and young people contemplating the depths of the people contemplating the depths of the mystery of God in the reality of their livesmystery of God in the reality of their lives

Scripture, Tradition and Interpreted Scripture, Tradition and Interpreted Experience will be the foundation of this taskExperience will be the foundation of this task

THE TEACHER…THE TEACHER…

The task of the teacher is to tap into the The task of the teacher is to tap into the “Religious Imagination” of our children who are “Religious Imagination” of our children who are by nature – receptive and open to the by nature – receptive and open to the transcendenttranscendent

To enable them to discover the heights and To enable them to discover the heights and depths of the Mystery of Goddepths of the Mystery of God

Teachers have the task of facilitating this Teachers have the task of facilitating this discovery through their ministry to the childrendiscovery through their ministry to the children

To Teach is To IMAGINETo Teach is To IMAGINE

What does the teacher need to do?What does the teacher need to do?

Need to be somebody who can answer that command Need to be somebody who can answer that command of Jesus: “IMAGINE”of Jesus: “IMAGINE”

To see beyond the surface – to begin to perceive - like To see beyond the surface – to begin to perceive - like in the Parable of the Sower - the hidden meaning. in the Parable of the Sower - the hidden meaning.

To be engaged themselves with RETo be engaged themselves with RE To continue to develop their religious imaginationTo continue to develop their religious imagination

How Do We Accompany the How Do We Accompany the Children?Children?

This is truly an adventure into learningThis is truly an adventure into learning Need to have a good idea of styles of learning Need to have a good idea of styles of learning

appropriate for RE and for the children we appropriate for RE and for the children we work withwork with

Everybody has a learning style and we must Everybody has a learning style and we must identify thisidentify this

What does a Visual Learner Look Like in RE?

““that looks right” – needs to see it (sees text in recall)that looks right” – needs to see it (sees text in recall) Sit near teacher to avoid visual distractionsSit near teacher to avoid visual distractions Likes writing and drawing: remember that wayLikes writing and drawing: remember that way Neat handwriting and good spellingNeat handwriting and good spelling Likes to readLikes to read DoodlesDoodles Struggles with the spoken wordStruggles with the spoken word Quiet and neatQuiet and neat Attention to detailAttention to detail Awful at jokes!Awful at jokes!

VISUAL IN REVISUAL IN RE

Enjoy DemonstrationEnjoy Demonstration Watch DVD and PresentationWatch DVD and Presentation Read Religious Text: HIGHLIGHTERRead Religious Text: HIGHLIGHTER Enjoys Visual Media – Art and SymbolsEnjoys Visual Media – Art and Symbols Draws Religious Pictures Draws Religious Pictures Imagine what Things Look Like: thinks in picsImagine what Things Look Like: thinks in pics Imagine Narrative, Use Pictures to Explain, Imagine Narrative, Use Pictures to Explain,

Discuss, Analyse NarrativeDiscuss, Analyse Narrative

What does an Auditory What does an Auditory Learner Look Like In RE?Learner Look Like In RE?

““That rings a bell”: needs to hear it!That rings a bell”: needs to hear it! Talks to Self AloudTalks to Self Aloud Enjoys TalkingEnjoys Talking Easily DistractedEasily Distracted Likes to be Read to: - written info little meaning Likes to be Read to: - written info little meaning

until it is heard!until it is heard! Enjoys MusicEnjoys Music Likes Listening Activities/Hearing ExplanationsLikes Listening Activities/Hearing Explanations

AUDITORY AND RE…AUDITORY AND RE…

Likes to Sing WordsLikes to Sing Words Mnemonics Mnemonics Retell and Explain NarrativeRetell and Explain Narrative Share Evaluations and Point of ViewShare Evaluations and Point of View Work Well in Groups and in Partner Talk Work Well in Groups and in Partner Talk

Sessions / interviewingSessions / interviewing Listening to Demonstration / guest speakersListening to Demonstration / guest speakers Engage in Discussion LessonsEngage in Discussion Lessons

What about our friend Mr What about our friend Mr Kinasthetic?Kinasthetic?

““I don’t follow you”: needs to touch, move, do it!I don’t follow you”: needs to touch, move, do it! Taps Pencil or Foot…Taps Pencil or Foot… Enjoys Doing…Enjoys Doing… Not a Great ReaderNot a Great Reader Outgoing by NatureOutgoing by Nature Hands While TalkingHands While Talking Walks Around and Daydreams!Walks Around and Daydreams!

KINASTHETIC AND REKINASTHETIC AND RE Working with artefacts, symbolsWorking with artefacts, symbols Role Play: Envoys; act out rituals / storiesRole Play: Envoys; act out rituals / stories Liturgical danceLiturgical dance Works standing upWorks standing up Sign languageSign language Listen to music while workingListen to music while working ‘‘Freeze Frame’: ‘meaning of things’, ‘Stations of the Freeze Frame’: ‘meaning of things’, ‘Stations of the

Cross’, reactions to eventsCross’, reactions to events TimelinesTimelines Write things down / scribingWrite things down / scribing Highlighting textHighlighting text Modelling behaviour / instructing othersModelling behaviour / instructing others Making models etcMaking models etc Story sacksStory sacks

Implications…. VisualImplications…. Visual

Colourful ResourcesColourful Resources Use of Religious TextUse of Religious Text Links with Literacy and Guided ReadingLinks with Literacy and Guided Reading Use of SymbolismUse of Symbolism Importance of ArtefactsImportance of Artefacts

Implications… AuditoryImplications… Auditory

Good Use of Reading Aloud Good Use of Reading Aloud Discussion GroupsDiscussion Groups Trios and EnvoysTrios and Envoys Hot Seating Hot Seating Role PlayRole Play Contributing to Discussion and DebateContributing to Discussion and Debate Being Attentive to Speaking and Being Attentive to Speaking and

Listening SkillsListening Skills

Implications…Implications… KinastheticKinasthetic

Lessons with Pace and Clear ExpectationsLessons with Pace and Clear Expectations Activities that Involve Different SkillsActivities that Involve Different Skills Inviting children to Move Around: EnvoysInviting children to Move Around: Envoys Discussion GroupsDiscussion Groups Working with IWBWorking with IWB ArtefactsArtefacts Drama Work and using Lots of Different Media.Drama Work and using Lots of Different Media.

DEVELOPING RELIGIOUS DEVELOPING RELIGIOUS IMAGINATIONIMAGINATION

Three Storey HouseThree Storey House

To To GatherGather:- various sources of information :- various sources of information using skills and mediausing skills and media

To To Explore - InterpretExplore - Interpret:- engaging in the media :- engaging in the media gathered –asking questions using skills to gathered –asking questions using skills to work with the sources; giving reasons, show work with the sources; giving reasons, show understanding, explanationunderstanding, explanation

To To ApplyApply:- make links to my life; engage and :- make links to my life; engage and respondrespond

Gathering InformationGathering Information

Who is the Greatest Resource?Who is the Greatest Resource?

What Do You Do With Your What Do You Do With Your Information?Information?

IMPORTANCE OF questionsIMPORTANCE OF questions What Type of Questions Do You Ask What Type of Questions Do You Ask

Children In RE?Children In RE? Explore the RangeExplore the Range What Opportunities do we Give Children What Opportunities do we Give Children

to Raise Questions?to Raise Questions? To Model Good Questioning?To Model Good Questioning?

KEY SKILLS TO SUPPORT KEY SKILLS TO SUPPORT EXPLORATION AND EXPLORATION AND INTERPRETATIONINTERPRETATION

Importance of the Use of SkillsImportance of the Use of Skills Skills Associated With All Learning Styles Skills Associated With All Learning Styles

Engage using Art: QuestioningEngage using Art: Questioning Choose suitable image – National Choose suitable image – National

Gallery/GoogleGallery/Google Use art to develop EXPRESSION / EMPATHYUse art to develop EXPRESSION / EMPATHY Challenge spiritual imaginationChallenge spiritual imagination Match scripture with artMatch scripture with art Design CD cover with scripture / hymn wordsDesign CD cover with scripture / hymn words Anything puzzling, interesting, surprising?Anything puzzling, interesting, surprising? What’s missing? What would you add?What’s missing? What would you add? Prediction: what happened next or before?Prediction: what happened next or before?

Skills in RE Using ArtSkills in RE Using ArtINVESTIGATION: INVESTIGATION:

~ find out about / from~ find out about / from~ sort ~ sort ~ sequence~ sequence

INTERPRETATION:INTERPRETATION:~ draw meaning from ~ draw meaning from ~ understand meaning of symbol~ understand meaning of symbol

EMPATHY:EMPATHY:~ recognise motivation, emotions~ recognise motivation, emotions~ understand peoples’ circumstances ~ understand peoples’ circumstances

and reasoning and reasoning(bubble map, target map, bridge map, continuum line)(bubble map, target map, bridge map, continuum line)