Religious Education Subject Handbook Contents

2012-2013 Page

Introduction 1

Location of Subject Study sessions 1

Your Subject Study Co-ordinator 1

Key contact details 1

Expectations 1

Module outlines 1

Portia: Moodle 1

What will I learn? 2

Structure and content of Module 1 3

Structure and content of Module 2 8

Assessment What do I have to do? What will my assessors be looking for?

12

Summative Assessment 12

Chart showing where Subject Study assignments fit into the assessment pattern of the PGCE programme

12

Details of Assignment 1 13

Details of Assignment 3 14

Formative Assessment 16

Summary of components of formative assessment 16

Theoretical School Policy Directed Task 18

Post 16 research tasks 19

Subject knowledge audit 20

Tutorials 20

Summary of subject teaching experience 21

Lesson Design and Planning 22

Lesson plan pro forma 26

Who will support me? 29

How will I learn? 29

A Summary of some Key Dates 30

Evaluation 31

How Subject Study modules are evaluated 32

Subject co-ordinator‟s summary of module evaluations 2011-12 34

Resource list 36

1

Introduction Your subject study modules will run alongside your Professional Studies programme and are complementary to your School Experience. Subject study sessions for Religious Education take place in room G.9 Mordington House on the Bognor Regis Campus Your Subject Study Co-ordinator is Ruth Mantin. She will also be your Academic Adviser (this role is explained in the Programme Handbook) and she is your first point of contact if you are experiencing any difficulties during your PGCE. Useful contacts are: Ruth Mantin RE Co-ordinator r.mantin@chi.ac.uk 01243 812070

Melanie Hopkins Programme Administrator m.hopkins@chi.ac.uk 01243 812043

Ann Jones Education Librarian a.jones@chi.ac.uk 01243 812094

SIZ Helpdesk Student ICT queries etc help@chi.ac.uk 01243 816222

Melanie Hopkins can be found in the Programme office which is in St Michaels F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm. Expectations You are expected to demonstrate the professional attributes of a teacher in your approach to your subject study. You are expected to:

Attend every session

Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University‟s published policies as detailed in the Programme Handbook

Use Portia regularly for communication and information

Bring your subject handbook to every session

Complete all pre and post session tasks as directed

Attend all tutorials arranged with your academic adviser

Be pro-active in addressing the targets set for you in conjunction with your tutor/academic adviser

Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place e.g. Programme Office)

In the event of ANY absence please follow the procedures detailed in the Programme handbook. Module outlines for your subject study modules can be found in the Programme Handbook. Portia: Moodle Information about your subject study, including this handbook, and session notes will be posted on Moodle.

2

COURSE TITLE: Religious Education (RE) Subject Study COURSE HOURS: 110 hours, Modules 1 and 2 USUAL DAY: Friday TIMES: 9.30 am -1.00 pm & 2.00-3.30 pm COURSE TUTOR: Ruth Mantin (Subject Co-ordinator)

What Will I Learn? The two RE Subject Study Modules are designed to produce reflective, analytical and effective classroom practitioners who can engage with current ideological and pedagogical debates surrounding the distinctive place of Religious Education (RE) in the curriculum. You are encouraged to reflect effectively upon your rationale for learning and teaching RE and relate this to your own classroom practice. The modules draw on your own prior experiences and skills and develops them within the partnership of school and University based training in order to enable you to become effective and creative teachers of RE. The approach of the modules underlines the understanding that theory informs practice and practice informs theory. You will:

learn to analyse pedagogical theories and apply them to the effective teaching of RE to learners of all abilities and ages for which you are trained;

learn to plan effectively in line with the requirements of an Agreed Syllabus and with the guidance of relevant Non-statutory Guidance and of the Secondary National Strategy;

develop your understanding of relevant subject knowledge and relate this to the promotion of active, inclusive, engaged and personalised learning in RE.

This M-Level course will address the Teachers‟ Standards as set out in „Teachers‟ Standards‟. The sharpest focus will be on Part One: Teaching, whilst Part Two will underpin everything you do and you will be expected to demonstrate consistently high standards of personal and professional conduct during your school placements. Learning Outcomes are set out in full in the module outlines to be found in your Programme Handbook. .

3

Structure and content

Module 1

WEEK UNIVERSITY SCHOOL STANDARDS

1 Wed.

12 Sept

Introducing the course and documentation

What is the aim of Religious Education?

The history and legacy of RE

Guidance and legislation

Approaching the teaching of World Religions

The nature of learning in RE

National Framework for RE

Introduction to the Teachers‟ Standards

Individual tutorials - monitoring Needs Analyses Reading: Barnes, L., Brandom, A., & Wright, A. Learning to Teach RE in the Secondary School D.E.S., Circular 1/94: Religious Education & Collective Worship Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach Hampshire Agreed Syllabus – Living Difference Ofsted Making Sense of Religion Ofsted Transforming Religious Education QCA: Non- Statutory National Framework for Religious Education The Religious Education CPD Handbook West Sussex Agreed Syllabus www.education.gov.uk http://www.natre.org.uk http://re-handbook.org.uk www.reonline.org.uk www.shapworkingparty.org.uk http://subknow.reonline.org.uk/

S3

4

1 Thu.

13 Sept

RE and the Secondary Curriculum;

Introduction to issues of diversity and equality

Introduction to addressing special educational needs

National Framework for RE

Introduction to methods of learning

Introduction to lesson design and planning and to learning outcomes

Individual tutorials - monitoring Needs Analyses Reading: Barnes, L. P. „Debates in Religious Education‟ Broadbent, L „The contribution of Religious education to whole school initiatives in Broadbent & Brown (eds) Issues in Religious Education Erricker, C. (Ed.): ‘Teaching World Religions’ Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach Ofsted Making Sense of Religion Ofsted Transforming Religious Education Hampshire Agreed Syllabus – Living Difference West Sussex Agreed Syllabus QCA: Non- Statutory National Framework for Religious Education Key Stage 3 National Strategy Key Messages: Pedagogy and Practice DfES Literacy in Religious Education www.education.gov.uk http://www.natre.org.uk http://re-handbook.org.uk www.reonline.org.uk http://subknow.reonline.org.uk/

S1-3

1 Fri

14 Sept.

Understanding world views: focus on ISLAM

Lesson design, planning and evaluation –university -based directed task

Reading: Esposito, J. Islam – The Straight Path Nasr, S. Ideals and Reality of Islam SCAA Faith Communities Working Group Reports Brine, A. & Riyami, M „Islam: an environment of peace and harmony‟ in Erricker, E. (ed.) Teaching World Religions Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach Ofsted Making Sense of Religion Ofsted Transforming Religious Education Hampshire Agreed Syllabus – Living Difference West Sussex Agreed Syllabus www.bbc.co.uk/religion/religions/islam www.islamicity.com www.livingislam.org www.reonline.org.uk http://subknow.reonline.org.uk/ www.theatreoflearning.org www.uga.edu/islam/home.html

S1-4

5

2 Wed.

19 Sept.

Understanding religious symbols: focus on Hinduism

Experiential learning and teaching methods 1

Visiting speaker: Sue Phillips, Founder of the Theatre of Learning approach to RE

Reading: Phillips, S. Theatre of Learning, Experiential RE Reading: Erricker, C. „Religious education and Spiritual Development‟ in de Souza et al International Handbook of the Religious, Moral and Spiritual Dimension in Education Grimmitt, M. Pedagogies of Religious Education Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach Jackson, R.: Approaching Hinduism Kadodwala, D „From diversity to diversity: the unity of Hindu darshan‟ in Erricker, E.(ed.) Teaching World Religions Hampshire Agreed Syllabus – Living Difference SCAA Faith Communities Working Group Reports Phillips, S. Theatre of Learning, Experiential RE www.childrenspirituality.org www.bbc.co.uk/religion/religions/hinduism http://subknow.reonline.org.uk/ www.theatreoflearning.org

S1-3

2 Thu.

20Sept.

Introducing pedagogical issues in RE

RE and spiritual development

Understanding religious narratives: focus on Christianity

Reading: Barnes, L. P. „Debates in Religious Education‟ Cole, W. O. & Mantin, R. Teaching Christianity Brown, A, ‘How a Christian perceives the world’ in Erricker, C. (ed.) Teaching World Religions Hammond, J. et al New Methods in Religious Education an Experiential Approach Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach Grimmitt, M. Pedagogies of Religious Education Jackson, R. Religious Education an Interpretive Approach Phillips, S., Teaching Christianity with the Theatre of Learning http://www.bbc.co.uk/religion/religions/christianity/ www.request.org.uk http://subknow.reonline.org.uk/

S3

2 Fri.

21 Sept.

London field trip to visit Hindu and Muslim communities (To be confirmed)

6

3 Thu.

27 Sept.

Introduction to

Assessment for Learning and personalised learning in RE

Thinking skills, learning and teaching strategies in RE

Lesson design, planning and evaluation (2)

Effective use of IT in RE Visiting speaker: Rachel Wesley RE teacher, Bishop Luffa CE School (To be confirmed) Reading: Baumfield V, Thinking Through RE DfE Literacy in Religious Education Key Stage 3 National Strategy Key Messages: Pedagogy and Practice OfSTED Inspecting Religious Education 11-16 QCA: Non- Statutory National Framework for Religious Education Rudge, J: „Assessment in Religious Education‟ in Wright & Brandom, Learning to Teach RE in the Secondary School www.reonline.org.uk

School focus: Introduction to the RE department. Observation of teaching/ learning and use of resources

S1, S4-6

3 Fri.

28 Sept.

Presentations on lesson planning directed task

Understanding the Living Difference Cycle of Learning

Visiting speaker: Pat Hannam Hampshire Inspector/Adviser for RE Reading: Hampshire Agreed Syllabus – Living Difference Ofsted Making Sense of Religion Ofsted Transforming Religious Education QCA: Non- Statutory National Framework for Religious Education

School focus Aims, objectives and intended learning outcomes in RE

S3-4

7

4 Fri.

5 Oct.

Reflections on observations in school

Understanding ritual: focus on Judaism

Classroom management in RE Reading: Unterman, A.: Jews – Their Religious Beliefs and Practices Lawton, C. „The Jewish perspective‟ in Erricker, E. (ed.) Teaching World Religions SCAA Faith Communities Working Group Reports

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

http://www.jewfaq.org

www.shamash.org

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

School focus Approaches to learning and teaching in RE Working with groups/ team teaching ICT and RE Familiarisation with Agreed Syllabus, curriculum and exam specifications

S3, S7

5 Fri

12 Oct

Preparation for Assignment 1

RE through Enquiry – led Learning 1

Effective use of IT in RE 1 Visiting speaker: Gary Green, Head of Humanities, Bohunt School, Liphook

(Co-author of Thinking RE)

(To be confirmed) Reading: Clutterbuck, Andrew: „Information and Communications Technology‟ in Wright & Brandom, Learning to Teach RE in the Secondary School http://www.natre.org.uk www.reonline.org.uk

School focus Approaches to learning and teaching in RE Lesson planning and evaluation

S3-4

8 Fri

28 Oct

Individual tutorials - Preparation for Block School Experience A

10 Fri

16 Nov

„Oasis Day‟ – to share ideas and experiences at the mid-point of Placement A (Sat 17 Nov Southall field trip to visit Sikh and Hindu communities (to be confirmed))

6-14 BLOCK SCHOOL EXPERIENCE A

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Module 2

WEEK UNIVERSITY SCHOOL STANDARDS

16` 7-11 January Key Stage 2 Experience

17 Wed.

16 Jan

Review of School A experience

Reflections on KS2 experience

Preparation for School Policy Directed Task

Understanding the ethical dimension of religious traditions: focus on Sikhism

Preparation for university -based group directed task:

Assessment for Learning in RE

Medium and long term planning in RE

Individual tutorials: Needs Analyses review and action plans

Reading: Cole, W. O. & Sambhi, P.S. Sikhs: Their Religious Beliefs and Practices Kalsi, S. S. „Sikhism: perspectives and orientation‟ in Erricker, E.(ed.) Teaching World Religions Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach SCAA Faith Communities Working Group Reports www.reonline.org.uk www.sikhnet.com www.sikhs.org http://subknow.reonline.org.uk/

S3-4, S6

17 Thu.

17 Jan

Assessment for learning and personalised learning in RE

Using questions in RE

Individual tutorials: Needs Analyses review and action plans

Reading: www.education.gov.uk www.reonline.org.uk

S6

17 Fri.

18 Jan

Teaching Christianity and the Bible

Experiential learning and teaching methods 2

Visiting speaker: Sue Phillips, Founder of the Theatre of Learning approach to RE

Reading: Phillips, S. Theatre of Learning, Experiential RE www.theatreoflearning.org McGrath, A. An Introduction to Christianity Riches, Telford & Tuckett The Synoptic Gospels

Application of the agreed syllabus. Further exploration of classroom management and learning strategies.

S3, S5

9

18 Thu.

24 Jan

Approaches to Diversity and Promoting Equality through RE

Applying Grade Descriptors to enhance progress

Developing literacy through RE Visiting speaker: Julie Woodward, AST for Literacy, The Regis School (to be confirmed) Reading: Barnes, L. P. „Debates in Religious Education‟ Hanlon, D. „Not „either – or‟ more a case of „both – and‟; towards a gender inclusive strategy for RE‟ in Broadbent & Brown (eds) Issues in Religious Education Mantin, R. „Religious Education‟ in Cole, M. & Hill, D. (eds.): „Promoting Equality in Secondary Schools’ www.reonline.org.uk

S3, S5

18 Fri

25 Jan

Teaching Philosophy and Ethics

Concept mapping in RE

Post-16 Education in RE Visiting speaker: Jane Dukoff-Gordon, Head of RE and Teaching and Learning, Portsmouth High School for Girls. (To be confirmed) Reading: Clack, B. & Clack, B. The Philosophy of Religion: A Critical Introduction DES Literacy in Religious Education Giles, A, The birth of a new Religious Studies at post-16 in Broadbent & Brown (eds) Issues in Religious Education Ogden, V, „Establishing and Enriching RE at 16 plus‟ in Wright & Brandom , Learning to Teach RE in the Secondary School OfSTED Inspecting post-16 Religious Studies www.aqua.org.uk www.edexcel.org.uk www.humanismforschools.org.uk www.ocr.org.uk http://philtar.ucsm.ac.uk www.reonline.org.uk www.wjec.co.uk www.ybgud.net

School focus: Introduction to RE department

S3

10

19 Fri.

1 Feb.

University -based subject directed task: Planning and Assessing for Learning in RE – group presentations

Teaching GCSE Visiting speaker: RE teacher from the Partnership (To be confirmed) www.aqua.org.uk www.bbc.co.uk/schools/gcsebitesize/rs/ www.britkid.org www.edexcel.org.uk www.humanismforschools.org.uk www.ocr.org.uk http://philtar.ucsm.ac.uk www.request.org.uk www.reonline.org.uk http://revisioncentre.co.uk/gcse/re/index.html http://subknow.reonline.org.uk/ www.wjec.co.uk

Observation of teaching and learning

S3-6

20 Thu.

7 Feb.

The experiential dimension of religions: focus on Buddhism

RE‟s contribution to learners‟ spiritual and moral development

Religious Education and Collective Worship Visiting Speaker: Clive Erricker, Author of Religious Education : A Conceptual and Interdisciplinary Approach, former RE Adviser, Hampshire (To be confirmed) Reading Cush, D.: Buddhism - a student’s approach to world religions Erricker, C Religious Education : A Conceptual and Interdisciplinary Approach Erricker, C & J: „Spirituality in the Classroom‟ in Wright & Brandom Learning to Teach RE in the Secondary School Hampshire Agreed Syllabus – Living Difference NCC Spiritual and Moral Development - a discussion paper SCAA Faith Communities Working Group Reports Stern, J. Teaching Religious Education: Researchers in the Classroom Webster, D: „Collective Worship‟ in Wright & Brandom, Learning to Teach RE in the Secondary School Williams, P. „On minds and mind-transformation‟ in Erricker, E.(ed.) Teaching World Religions www.buddhanet.net www.reonline.org.uk http://subknow.reonline.org.uk/ School focus: Monitoring and Assessment in RE

S3, S5

11

20 Fri.

8 Feb.

Preparation for Block Teaching Experience B

RE through Enquiry – led Learning 2

Effective use of IT in RE 2 Visiting speaker: Gary Green, Head of Humanities, Bohunt School, Liphook

(Co-author of Thinking RE)

(To be confirmed) Reading: Clutterbuck, Andrew: „Information and Communications Technology‟ in Wright & Brandom, Learning to Teach RE in the Secondary School http://www.natre.org.uk www.reonline.org.uk School focus: Learners‟ attainment in RE Saturday morning 16 Feb– Field Visit to Jewish community – to be confirmed

Agreed Syllabus, Key Stage 4, GCSE and post-16 syllabuses

S3-5

21-36 BLOCK TEACHING PRACTICE B

26 Fri.

15 March

Oasis Day - Opportunity for Group to meet at mid-point of Placement B

37 Wed.

19 June

Teaching practice - feedback, evaluation and critical reflection

Review and evaluation of the course.

Review of directed tasks

Individual tutorials

Review of Needs Analyses

Sign off Standards

37

Thu. 20 June

Individual tutorials

Review of Needs Analyses

Sign off Standards Evening – Social gathering to celebrate end of the course

12

Assessment A definition of summative and formative assessment is included in the Programme Handbook.

Summative Assessment What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your subject study summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:

Subject Study - Module 1

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

Professional Studies - Module 1

Reflective log highlighting the links between professional studies and subject application Satisfactory attendance and active participation in sessions and tasks

School Experience „A‟ Joint Summative Report graded at least “Satisfactory” (grade 3)

Professional Studies - Module 2

One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass

20 M level credits

Subject Study - Module 2

One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass

20 M level credits

School Experience „B‟ Joint Summative Report graded at least “Satisfactory” (grade 3) TA Skills Tests (Numeracy and Literacy) Completion of Standards Tracking Document

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Module One

Assignment 1 (4,000 words) Pose yourself a question which allows you to demonstrate your understanding of the relationship between theory and practice. Do this by choosing a particular aspect of classroom practice which you have observed and/or taught during School placement A. For example, this could be the introduction of a particular faith tradition, the introduction of a particular ethical or philosophical topic, working with artefacts, using experiential learning, using thinking skills, using ICT or using assessment for learning. Then analyse this aspect of classroom practice in the context of an understanding and evaluation of pedagogical theories about approaches to RE. These theories could include, for example, phenomenological, experiential, interpretive, critical realist or constructivist approaches. This analysis must also be linked to critical reflections upon the improvement of your own planning and teaching. Be sure to relate your analysis to appropriate theoretical literature, to the requirements of the Agreed Syllabus and to relevant Non-Statutory Guidance. Remember to maintain anonymity of the school and learners. Specific Assessment Criteria (Please also see the main Programme Handbook) This assignment will engage you in demonstrating and developing your own position with regard to the theoretical underpinning of your chosen approach to the teaching of RE, with special reference to the context in which you have been teaching. Specifically, the assessment criteria against which this assignment will be graded are as follows:

Demonstrate understanding and evaluation of a range of influential pedagogical perspectives in relation to RE ;

Exercise critical analysis of these perspectives in relation to the teaching and learning activities practised or observed;

Evaluate effectively your own planning and teaching in the light of your understanding of theoretical approaches to learning and teaching in RE;

Provide explicit reference, within the text, to the ways in which this assignment has helped you address the Standards for Teachers 2012;

Demonstrate a fluent argument written in an appropriate academic style and using Harvard style referencing.

The successful completion of this assignment could relate to the meeting of the following Standards for Teachers: S1, S3, S4, S8 Submission date: Thursday 20 December 2012 by 12 noon

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Module Two

Assignment 3 (4,000 words) Plan, implement and evaluate a Scheme of Work (SOW), in consultation with your mentor, for a year or exam group in School B or take an existing SOW and amend or adapt it to suit the particular needs of the learners in the group(s). Your analytical commentary must draw on and reference relevant theoretical literature (your bibliography should include at least ten sources) and refer to at least two different pedagogical approaches. Remember to maintain anonymity of the school and learners.

The submitted assignment must include:

an introduction (Guide length 1,000 words) which provides a critical analysis of the background to the choice of that SOW, its development and/or the reasons for the changes made. This discussion must also refer to appropriate pedagogical theories and indicate the means by which the SoW is to be assessed;

the detailed SOW (this can be in grid form); (nominal 500 words) which provides a clear indication of the intended learning outcomes and the ways in which they are linked to learning activities and to assessment strategies.

an evaluation of the SOW in practice; (Guide length 2,500 words) This evaluation needs to draw on your own research in order to focus on the learning experience in the context of appropriate theoretical perspectives. The analysis must be at M level, engaged with theoretical literature and related to critical reflection upon your role as teacher and its implications for future planning. In addition to explicit reference to pedagogical theory, you need also to refer to the appropriate Agreed Syllabus or exam specification and to relevant guidance.

The submitted assignment can also include:

Where relevant, appropriate examples of learners’ work. (Provided as appendices)

Where relevant, appropriate examples of no more than four lesson plans. (Provided as appendices)

Specific Assessment Criteria (Please also see the main Programme Handbook

understanding and application of effective and informed subject knowledge and planning, demonstrating the use of appropriate and challenging learning objectives and assessment strategies;

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analysis and evaluation of the effectiveness of the scheme of work, providing relevant research, which focuses on the learning taking place, and evidence that this process informs your further planning and teaching;

understanding, analysis and application of relevant pedagogical theories in relation to the effective evaluation of the learning experiences

critical reflection upon your own practice in the light of effective evaluation

explicit reference, within the text, to the ways in which this assignment has helped you address the Standards for Teachers 2012;

fluent argument written in an appropriate academic style and using Harvard style referencing.

The successful completion of this assignment could relate to the meeting of the following Standards for Teachers: S1-6 Submission date: Monday 17 June 2013 by 4.00 pm

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Formative Assessment All formative assessment is designed to demonstrate your ability to achieve successfully the required level of attainment in your subject specific assignments and Modules 1 and 2 of School Experience. Formative assessment of Subject Study is summarised below. Details can be found on the following pages. Formative Assessment of Assignment 1 You are required to provide a 500 word summary of your planning for Assignment 1 with an annotated bibliography. This is to be submitted by email by Friday 9 November. Diagnostic feedback will be returned on „Oasis Day‟, Friday 16 November. Formative Assessment of Assignment 3 You are required to provide a 500 word summary of your planning for Assignment 3 with an annotated bibliography. This is to be submitted by email by Friday 12 April. Diagnostic feedback will be returned by email on Friday April 19. Further discussion of the feedback can take place during the subject visits.

Directed Tasks You will be required to complete a number of subject specific tasks during university based sessions and during school experience, as directed by your subject tutor, in order to address your specific needs. Directed tasks required of all RE student teachers are outlined on the following pages. They are designed to help you to meet the standards. Their assessment does not, however, contribute to the award of M-level credits. Whilst you are expected to keep to the submission times, these can be negotiated and failure to meet the deadlines does not carry the same sanctions as failure to submit the assignments on time. Post 16 Research Tasks There follows a list of specific Subject-specific guidance to include in your post-16 experience report

17

Subject Knowledge Audit Auditing your subject knowledge and taking steps to enhance the breadth and depth of your knowledge effectively is a continuing process throughout the PGCE programme. Summary of Subject Teaching Experience This enables your tutor and mentor to view the scope of your experience across the age ranges you are trained to teach and, if necessary, identify any targets. Tutorials These take place with your subject tutor to review your individual progress. Further detail is outlined below. Subject Knowledge Resource File (To be placed on „Moodle‟)

As part of your Subject Knowledge development you are required to produce a Subject Knowledge Resource File. In your Induction tutorial, you will identify, in conjunction with your tutor, the Subject Knowledge area which you most need to develop. This will be the focus for your Subject Knowledge Resource File. Over the course of the programme, you will collect information about the resources you have used to develop this area of subject knowledge e.g. websites, books, visits etc. If you have the opportunity to teach this area, you can also use your teaching and learning resources. This file is to be emailed to Ruth as a Word document or zip file by Friday 31 May 2013 and Ruth will place them on Moodle. (Please ensure that you provide a clear title with your name included.) They will be viewed by the group during the session on June 19 2013.

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Theoretical School Policy Directed Task Approx. 2,500 words or equivalent. Submission date: Friday 22 February 2013 (This can be undertaken as a joint submission) The policy needs to:

Present an overview of schemes of work for Key Stage 3, Key Stage 4 and post-16 (may be presented in table format) related to the National Framework for RE or to a specified Agreed Syllabus;

Provide a rationale for your approach to RE (including teaching/learning methods) -approx. 500 words;

Give an account of how legal and statutory requirements are to be met;

Relate your policy to the National Framework for RE

Address the management of resources, including links with the local community, local and national faith groups, the use of visits and visiting speakers;

Demonstrate RE‟s contribution to:

The Secondary Curriculum

social, moral, spiritual and cultural development;

equality of opportunity and inclusion;

citizenship;

literacy;

numeracy

Present strategies and procedures for monitoring and assessing, learners‟ attainment and providing effective feedback;

Discuss the role of ICT in meeting learning objectives;

Address the need to motivate and enthuse learners and teachers. Resources Non- Statutory National Framework for Religious Education QCA Relevant Agreed Syllabus

http://re-handbook.org.uk www.reonline.org.uk

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Post-16 Experience and Research Rationale: Regardless of the Key Stages chosen for assessment, during the Programme, each student should gain experience of co -planning, co -teaching and co- assessing at post-16. They need also to complete the following subject-specific directed task via observation of RE teaching and discussion with teaching staff as well as an investigation into resources and approaches to teaching RE at this level. Students should present their findings, as part of their Post-I6 Experience Report, in their Personal Development Profile: please recognise the constraints surrounding the access to this information. Not all aspects of the tasks will be relevant to all situations. Please ensure that you undertake these tasks with courtesy and professionalism. Directed Tasks 1. Study the specimen papers of the syllabuses being taught in the RE department.

Look closely at the questions and associated marking schemes. Consider what teaching and learning strategies could be employed in order to tackle effectively such questions and discuss these (and other) approaches with staff in the department:

What do the students need to know?

What skills do they need to employ? How could the answers to these two questions affect lesson planning and choice of teaching strategies?

2. Discuss with the relevant staff, the ways in which the school meets the statutory requirements for RE at KS4 and prepare „A‟ level learners for their RE course. (For example, do all learners undertake a short course GCSE?)

3. If in a school, discuss with the relevant staff how the statutory legal requirements

for the provision of RE to all post-16 learners is addressed. (The legal requirements for further education differ from those applied to schools.

If you are in a sixth form college, discuss with the relevant staff how these requirements are understood and applied.)

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Subject Knowledge Audit On your first subject day, you will be required to complete a Subject Knowledge Audit, following the brief audit you submitted at interview and in the light of any subject development undertaken before starting the course. In your individual tutorials with Ruth, you will undertake your needs analysis and identify your targets. This tracking document is then to be used to review and set targets with your subject mentors and with Ruth in order to develop and enhance your subject knowledge. This document will be reviewed by your subject mentor throughout school experience. During the induction period, at the end of School A experience, at the end of School B experience and at the end of the course, this information will be used to complete the Subject Knowledge Action Plan and Progress Review document. Entries at the review points will signed by your mentor, subject tutor and by yourself. (The review also includes the Resources File – see page 17)

Tutorials These take place with your subject tutor to review your individual progress. Tutorials with your subject tutor will be arranged:

at the beginning of Module 1 and Module 2 to monitor needs analysis and set targets for personalised learning;

before the beginning of each School Experience to check your preparation f0r school experience and discuss your targets/subject needs;

following the marking of assignments to consider any areas for development identified by your tutor to help you improve your level of attainment in the following assignment;

at the end of Module 2 to monitor the completion of directed tasks and prepare for the NQT year.

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PGCE SECONDARY RELIGIOUS EDUCATION SUMMARY OF RELIGIOUS EDUCATION TEACHING EXPERIENCE FOR 2012/2013

NAME OF STUDENT TEACHER: …………………………………………………………………………..(PLEASE NOTE: MENTOR TO SIGN AT END OF TEACHING PRACTICE)

Experience of Teaching at KS3

Experience of Teaching at KS4

Experience of Teaching at GCSE

Experience of Teaching at AS & A2

Experience of Teaching using ICT

NAME OF SCHOOL A: ………………………………………………………. MENTOR SIGNATURE: ………………………………………………………………….

List Experience:

List Experience: List Experience: List Experience: List Experience:

NAME OF SCHOOL B: ……………………………………………………….. MENTOR SIGNATURE: ………………………………………………………………….

List Experience:

List Experience: List Experience: List Experience: List Experience:

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Lesson Design and Planning You will, during subject days, have opportunities to practise the skills of lesson design and planning. Your subject tutor and your school mentors will support you in the development of these important skills. We require you to use the Lesson Plan documentation set out on the pages which follow, in order to be sure that you meet the Standards for Teachers (2012). If your school asks you to adapt your planning to a standard school format, then please ensure that all elements of the University template are incorporated. Please note that some boxes are not expected to be addressed until School B. You need to complete a lesson plan for every lesson during your school practice and provide a copy for your mentor. Your mentor may wish to see the plan in advance of the lesson. University based training will help you learn how to use the Lesson Plan proforma in order to prepare the most effective learning experiences for your learners. There follows, however, a brief overview of some guidelines to assist you.

Aim of the scheme of work This relates to the scheme of work or unit as a whole and should be the same for each lesson within that unit. Each individual lesson plan should relate to the overall aim(s) of the unit. The expression of this aim is usually cognitive e.g. „To understand the importance of Islam in the lives of Muslims‟. The aim often informs the summative assessment at the end of the unit. Application of Agreed Syllabus/ Exam Specification: It is important to show how the lesson fulfils the requirements of the appropriate Local Agreed Syllabus or the relevant exam specification. For example, if you are teaching at Key Stage 3 and following the Living Difference Agreed Syllabus you need to show how the lesson meets required enquiry and skills (most Agreed Syllabuses refer to „attainment targets‟) e.g. 1a - enquire into religion and human experience through the study of key concepts; 4a - knowledge and understanding of concepts within a particular religion and its belief system, and the way they are expressed in its teachings and practices

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Contribution to wider curriculum This section does not need to be completed until School B. It allows you to show how the learning experience provided by the lesson relates to aspects of the wider curriculum and allows the learners to develop a range of skills which contribute to the education of the whole child. Particularly helpful here isreference to the Non-Statutory National Framework for Religious Education pages 14-18. Skills and attitudes to be developed This section requires you to consider the wider context in which learning takes place. It relates to the notion that learners learn from their Religious Education. It therefore relates to more affective aspects of learning, such attitudes, as well as skills. These aspects may not be able to be assessed within the lesson but this section shows that you are aware of the „bigger picture‟ in which the material addressed in RE is meaningful for the learners. Consideration of this „bigger picture‟ contributes to your ability to provide personalised learning. Particularly helpful here is reference to the Non-Statutory National Framework for Religious Education guidelines for „Learning from Religion‟ on pages 28 and 30 e.g. students should be taught to „develop their own values and attitudes in order to recognise their rights and responsibilities in light of their learning about religion,‟ Learning Outcomes This is the most important aspect of planning and designing a learning experience for the learners. (They are sometimes referred to as objectives.) This is where you state what it is you want the learners to learn in your lesson. This defines the design of the learning experience, the teaching and learning strategies used and the means by which you will assess whether the learning has taken place. The learning outcomes need to be suitably challenging, relevant and engaging. They need to demonstrate what the learners will be able to do at the end of the lesson as a result of the learning experience you have provided. This needs to be expressed in terms of the skills they will develop rather than just the knowledge they will acquire. (You may need to provide an expression of the outcomes in accessible language to share with the learners.) You need to avoid terms such as „look at‟, „know about‟, and „explore‟. These terms are too vague for you to assess whether or not learning has taken place. Similarly, „discuss‟, „write about‟ or „work in groups‟ describe the activities or procedures taking place in your lesson, not your learning objectives. Particularly helpful here is reference to the specific skills specified in the relevant Agreed Syllabus or the Non-Statutory National Framework for Religious Education. These could include, for example, demonstrating the ability to „identify‟, „interpret‟, or „evaluate‟

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Key concept/words/questions As part of your determining the intended learning outcomes, you need to consider the concept(s) which form the focus of this lesson‟s learning experience. (This is a requirement when following Living Difference.) You need also to identify and share with the learners the key words they need to know for this learning to take place. Some schools require that each lesson be presented as a key question. This is central to an enquiry-led approach to learning.

Preparation/ Resources (including ICT) This section refers to the practical preparation that you need to consider in order to ensure that you have ready all the resources you need for the learning experience you have designed. Provision for Special Educational Needs and Inclusion This section provides evidence that you are planning for the needs of all the learners with special needs, including those who are considered to be „gifted and talented‟. Some schools require you to identify here the learners who are listed on the school‟s SEN register. Strategies for personalised learning This section requires you to identify the means by which you are ensuring that this lesson provides personalised learning for the learners. This can include the procedures you are using to differentiate the learning activities for learners of differing abilities. It can also refer to the strategies you employ to make the learning engaging and accessible to all learners, e.g. the use of group work or card sorting exercises, and to the procedures used to address different learning styles. Changes made to planning in the light of previous evaluation It is very important to provide written evidence of the ways in which your planning has been informed by your critical reflection upon evaluation of previous lessons. (This does not always have to refer to the same lesson or the same group.) Health & Safety Issues This section provides evidence that you are considering health and safety issues. In most cases, the statement that you are following school policy is sufficient. (You must ensure that you have consulted this policy, as required by the induction checklist in your Personal Development Profile.) If the lesson requires specific consideration of health and safety issues, for instance if the learners are engaged in movement around the classroom, you need to show that you are aware of this.

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Planning for questioning This section does not need to be completed until School B. The use of questions and answers is a vital part of the learning taking place in RE lessons and yet it is rarely planned sufficiently. Research has shown that the majority of questions used in the classroom are closed questions which do not involve learners in higher order thinking. This section provides evidence that you are planning questions which will enable learners to develop their ability in a wider range of skills. (The effective use of „Bloom‟s taxonomy‟ is helpful here.) You need also to show how you are planning effective strategies for questions e.g. „no hands‟, thinking time, random generation of names. Assessment strategies/procedures Your lesson design needs to include opportunities for learners to consolidate, apply and review their learning. This section provides evidence that you are considering the means by which you are able to assess, during the lesson, whether the learning outcomes that you have intended are taking place. The plenary is one important means by which this can be assessed but an effective and engaging lesson should include a range of opportunities for learners to demonstrate what they have learnt. It is often helpful to relate the assessment strategies directly to the intended learning outcomes. Standards for Teachers to be addressed Before the lesson you need to identify which appropriate standards you intend to address in the planning, teaching and assessment of this lesson. The extent to which you achieve this can be part of your evaluation. Follow up/progression This section provides evidence that you are considering how this lesson is linked to subsequent lessons in the unit of work in order to achieve the aims of the unit as a whole. Evaluation Reflection upon the quality of the learning taking pace in your lessons is an essential aspect of your role as an effective teacher. It is very important that this evaluation is recorded for your mentor and tutor to review. The relationship between your written evaluations, your evidence that this has influenced your future planning and your individual targets is an important aspect of the discussions taking place in your mentor meetings. There needs to be a brief written evaluation for every lesson plan, preferably written as soon as possible after the lesson. Once a day, you need also to complete a fuller daily evaluation sheet.

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SECONDARY PGCE: RELIGIOUS EDUCATION LESSON PLAN

Class: Date:

Length of lesson:

Aim of the scheme of work: (This should be the same for each lesson in a scheme of work)

Application of Agreed Syllabus/ Exam Specification:

Contribution to wider curriculum e.g. smcs, literacy, numeracy, ICT, key skills. (School B)

Skills and attitudes to be developed: (e.g. see National Framework Attainment Target 2 – ‘Learning from Religion’)

Learning Outcomes: Lesson outcomes to be displayed for learners: ‘In this lesson you will …

Preparation/ Resources (including ICT):

Key concept/ words/questions:

Provision for Special Educational Needs and Inclusion:

Strategies for personalised learning

Changes made to planning in the light of previous evaluation

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Health & Safety Issues:

Planning for questioning (School B)

Assessment strategies/procedures: (Linked to Learning Outcomes – how do you know whether the learning you intended has taken place?)

Standards for Teachers to be addressed

Follow up/progression:

Evaluation: [If appropriate, see separate sheet]

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TIME LESSON OUTLINE Introduction/Starter activity/‘Big picture’:

Learning activities (Please indicate how these enable the consolidation, review and/or application of learning) Conclusion/Plenary:

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Who will support me? Your Subject Co-ordinator, Ruth Mantin, is also your Academic Adviser (see the main Programme Handbook). She will support your progress in your academic studies and your school experience and will meet you for tutorials at key points in the Programme, notably

at the beginning of Modules 1 and 2

at the beginning and end of both teaching blocks.

How will I learn? Ruth will introduce and lead subject sessions, supported as appropriate by visiting speakers. These sessions will include discussions, collaborative planning and learning activities, differentiated and individualised practical tasks and presentations. The collaborative and supportive nature of the sessions reflects the practice of and within school departments and will support your development towards Standard 8; Fulfil wider professional

responsibilities. Your full participation in and commitment to the subject study sessions and the activities therein is both expected and valued. Throughout both modules, there will be an emphasis on sharing experience, as well as an increased focus on self and peer critical analysis of practice, reflection and evaluation. Students will be expected to take responsibility for their own learning and to demonstrate originality, determination and professionalism in tackling and solving problems. At different points in the course, each student will: In groups:

prepare and present a Planning directed task;

prepare and present a Monitoring and Assessment directed task; Individually:

submit a theoretical School Policy for RE (this can be produced in collaboration with another student);

compile a Subject Knowledge Resource File and email it to be posted on Moodle;

be prepared to provide feedback on set reading;

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A Summary of Some Key Dates for Religious Education Subject Study

Friday 28 September Group presentations of Planning Directed Task

(Islam)

Friday 9 November Submission of Formative Assessment for Assignment 1 (by email)

Thursday 20 December Submission of Assignment 1 (contributes towards M level credits)

Thursday 1 February Group presentations of Planning and Assessment for Learning Directed Task (Sikhism)

Friday 22 February Submission of School Policy

Friday 12 April Submission of Formative Assessment for Assignment 3 (by email)

Friday 31 May Submit Resource File (by email)

Monday 17 June Submission of Assignment 3 (contributes towards M level credits)

Wednesday 19 June Completion of

Post-16 Research Task

Subject Knowledge Audit

Teaching Experience Summary

Please note: failure to submit assignments 1 and 3 by the deadlines carries serious sanctions. Submission dates for directed tasks and formative assessments do not carry these sanctions. These submission dates are negotiable but directed tasks must be completed by the end of the course.

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Evaluation Details of the evaluation of the Secondary PGCE Programme can be found in the Programme Handbook. As part of this process, each subject study module is evaluated. You will be asked to complete a module evaluation form, an example of which follows. Your subject tutor will analyse the responses and identify areas for development, an example of which is included in this section. Each subject route is required to select a representative member of the Secondary PGCE Programme Board. The Programme Board meets three times a year and each student representative is offered the opportunity to raise issues on behalf of their subject group.

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Secondary PGCE

Module Evaluation – Co-ordinator’s Summary Module Title: Religious Education Subject Study 1: 2011 Number on Module: 7 Returned: 7 1. By the end of this module have you made progress in terms of the following learning outcomes?

Analyse and evaluate strategies and pedagogical theories for effective teaching of RE

Yes No

Gain critical understanding of contribution of RE to the wider context of education

6 (86%) 1 (14%)

Reflect critically upon the role of RE in developing practical means of addressing issues of diversity, inclusion and the promotion of equality, particularly in relation to Every Child Matters

7 (100%)

0

Reflect critically upon the principles, concepts and skills underpinning the subject knowledge relevant to RE

7 (100%)

0

Analyse, demonstrate and evaluate a range of teaching methods and resources, including ICT, to promote active, inclusive, personalised and independent learning

7 (100%)

0

Understand, analyse and demonstrate the use of inclusive and challenging learning objectives and appropriate assessment strategies and their application to the relevant Agreed Syllabus or non-statutory guidance

7 (100%)

0

2. Were you motivated by the learning and teaching approach?

Comment

Yes 7(100%)

No 0

„Felt overwhelmed at times‟ Teaching approaches useful for modelling activities which could be used in class. (x2) „thoroughly enjoyed „Felt that no question was stupid‟ Field visits and guest speakers add to relaxed but informative approach of tutor „Engaging‟ Tutor‟s enthusiasm apparent

3 Was all the information you needed to complete this module available through the handbook? Comment - Useful having online and hard copy Some confusion over areas of the PDP Would like more on effective use of white boards For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

Yes 7 (100%)

No 0

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4. Please evaluate the resources available.

1 2 3 4

Rooms 1 (14%)

4 (57%)

2 (28%)

0

Learning Resources Centre 0 5 (71%)

2 (28%)

0

Access to Portia 3 (43%)

3 (43%)

1 (14%)

0

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 6 (86%)

1 (14%)

0 0

Preparation for and follow-up to sessions 2 (28%)

5 (71%)

0 0

Active participation in sessions 3 (43%)

4 (57%)

0 0

6. Has this module contributed to your understanding of the following

Yes No Comment

Personalised Learning 6 (86%)

1 (14%)

More info on classroom techniques would be good Still need to grasp what personalised learning is

Diversity 7 (100%)

0

7. What are the strengths of this module

Visiting Speakers (2)

Subject Knowledge sessions focussing on particular faith traditions (2)

Enthusiasm of tutor(3)

Teaching of pedagogies in preparation for assignment 1

Seeing classroom techniques in practice

Closely related to difficulties faced in the classroom

Interconnection of subject knowledge, teaching techniques and pedagogical issues

Oasis day

Diversity of the programme

Approachability of tutor Tutor comment/Action Points

In evaluating the module‟s contribution to an understanding of personalised learning, two comments indicated that some students would welcome more in this area. This concern was also expressed last year. The tutor will need to continue monitor this in module 2.

The tutor is pleased to see that, as on previous occasions, the students valued the quality and variety of teaching and learning approaches and their relevance to the classroom situation. She will ensure that these methods are maintained and developed.

As on previous occasions, the students indicated the value of the input provided by visiting speakers. The tutor will ensure that this aspect of the module is maintained and, if possible, developed.

Jan 2012

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Module Title: Religious Education Subject Study 2: 2012 Tutor: Ruth Mantin Number on Module: 6 Returned: 6

1. By the end of this module have you made progress in terms of the following learning outcomes?

1. By the end of this module have you made progress in terms of the following learning outcomes?

Yes No

Develop your rationale for the nature and purpose of RE 6(100%) 0

Continue to develop your role as a reflective, analytical, effective and autonomous teacher of RE

6 (100) %)

0

Analyse, demonstrate and evaluate the use of long term planning of SoWs which challenge and motivate pupils and encourage independent and personalised learning in RE

6 (100%)

0

Analyse, demonstrate and evaluate the application of effective strategies for enabling assessment for pupils‟ learning

6 (100%)

0

Demonstrate the application of relevant pedagogical theory to planning and evaluating RE

5 (83%) 1 (17%)

Analyse, demonstrate and evaluate the role of RE in the wider curriculum 6 (100%)

0

2. Were you motivated by the learning and teaching approach?

Comment

Yes 6 (100%)

No 0

Enjoyed guest speakers (3) especially Clive Erricker Tutor inspiring and engaging (2) Practical tasks useful It would be good to have more focus on the application of Living Difference from the outset

3 Was all the information you needed to complete this module available through the handbook?

Comments Comprehensive The importance of reading the handbook needs to emphasized (2) It could be clearer, e.g. a checklist of what needs doing when

For the following 2 sections, please use the 1-4 scale as indicated:

1 very good 2 good 3 satisfactory 4 poor

Yes 6 (100%)

No 0

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4. Please evaluate the resources available.

1 2 3 4

Rooms 0 3(50%) 3(50%) 0

Learning Resources Centre 2(33%) 3 (50%)

1(17%) 0

Access to Portia 1(17%) 4 (67%)

1(17%) 0

5. Please evaluate your own contribution to the module

1 2 3 4

Attendance 5(83%) 1(17%) 0 0

Preparation for and follow-up to sessions 5(83%) 1(17%) 0

0

Active participation in sessions 4 (67%)

1(17%) 1(17%) 0

6. Has this module contributed to your understanding of the following

Yes No Comment

SEN 5(83%) 1(17%) More in schools (2)

Personalised Learning 6 (100%)

0

Diversity 6(100%) 0

7. What are the strengths of this module?

Visiting speakers (4) Tutor is engaging (3) Support from the tutor (2) and the rest of the group Others in the group Tutor providing ideas for the classroom Doing the scheme of work Subject knowledge sessions on specific religions 8. Subject Co-ordinator's Action Points:

As in previous evaluations, the contribution of guest speakers was identified as a very significant strength of this module. The tutor will try to ensure that this aspect of the module is maintained and, if possible, developed.

The teaching and learning approaches used in the module especially when they were related to classroom – based activities, were also identified as strengths of the module. The tutor will therefore try to ensure that this aspect of the module is maintained and, if possible, developed.

Not all students could confirm that that were able to apply relevant pedagogical theory to planning and evaluating RE. The tutor will undertake to clarify this further for the next cohort

Two comments indicated the importance of emphasising the importance of reading the handbook from the start of the course. (Following last year‟s evaluation, the handbook now contains a checklist for the assignments and directed tasks). The tutor will undertake to highlight this for the following cohort

Two comments indicated that there could be more emphasis on teaching SEN through RE in the university based sessions. The tutor will undertake to address this more fully for the following cohort.

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Resource List

General and Introductory BARNES, A., WRIGHT, A. & BRANDOM, A. (eds.) 2008

Learning to Teach RE in the Secondary School (2

nd Edition)

Routledge

BARNES, L. P. 2011

Debates in Religious Education (also E-book)

Routledge

BLAYLOCK, L. & RIVETT, R. (eds.). 2003

A Teacher’s Handbook of Religious Education (2

nd Edition)

CEM

BROADBENT,L & BROWN, A. 2002

Issues in Religious Education Routledge Falmer

CHRYSSIDES, G. & GEAVES, R. 2007

The Study of Religion: An Introduction with Key Ideas and Methods

Continuum

COLE W. O. & MANTIN R. 1994

Teaching Christianity Heinemann

COPLEY T. 1997

Teaching Religion: Fifty Years of Religious Education in England and Wales

University of Exeter Press

M. DE SOUZA, K. ENGEBRESTON et al (eds) 2006

International Handbook of the Religious , Moral and Spiritual Dimensions in Education Parts 1 & 2

Springer

DES 2005

Key Stage 3 National Strategy: Literacy in Religious Education

DES

DES 1994

Religious Education & Collective Worship Circular 1/94

DES

ERRICKER C. (Ed) 1993

Teaching World Religions – A Teacher’s Handbook

Heinemann

GEARON, L. 2004

Citizenship Through Religious Education

RoutledgeFalmer

ERRICKER C. 2010

Religious Education: A Conceptual and Interdisciplinary Approach for Secondary Level

Routledge

GRIMMITT, M. 2000

Pedagogies of Religious Education

McCrimmon

HULL J. 1998

Utopian Whispers

RMEP

HUNT, D. 2005

Meeting SEN in the Curriculum: Religious Education

David Fulton

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HUNT, D. 2007

Meeting the Needs of Your Most Able Students: Religious Education

Routledge

JACKSON R. (Ed) 1982

Approaching World Religions

John Murray

KAY W. & FRANCIS L 1992

Religion in Education Vol. 2 Gracewing

MORREALL, J. & SONN,T. 2012

The Religion Toolkit: A complete Guide to Religious Studies

Wiley-Blackwell

NCC 1993

Spiritual and Moral Development: a Discussion Paper

NCC

OfSTED 2007

Making Sense of Religion: A Report on Religious Education in Schools and the Impact of Locally Agreed Syllabuses

OfSTED

OfSTED 2010

Transforming Religious Education: Religious Education in Schools 2006 – 2009

OfSTED

QCA 2000

Non Statutory Guidance on RE

QCA

QCA 2005

Non Statutory National Framework for Religious Education

QCA

QCA 2007

Non Statutory Programmes of Study for Religious Education

QCA

RIVETT, R 2007

A Teacher’s Handbook of Religious Education (3

rd Edition Revised)

CEM

TTA 2004

The Use of ICT in Subject Teaching – RE

TTA

SCAA/QCA 1994

Model Syllabuses for Religious Education

SCAA

SCHOOLS PROJECT 1971

Working Paper 36, Religious Education in the Primary School

HMSO

WATSON B. & THOMPSON P. 2007

The Effective Teaching of RE 2nd

ed Pearson

WEST MIDLAND RE CENTRE

Assessing Reporting and Recording in RE - A Handbook for Teachers

Westhill College

WOOD, C 2008

100 Ideas for Teaching Religious Education

Continuum

WOOD, C 2009

The RE Teacher’s Handbook Continuum

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Further Theoretical Perspectives BAUMFIELD V 2002

Thinking Through RE Chris Kingston Publishing

COOLING T. 1994

A Christian Vision for State Education SPCK

ERRICKER, C. & ERRICKER, J. 2000

Reconstructing Religious Spiritual and Moral Education,

Routledge

GATES G. (Ed) 1996

Authority and Freedom in Religious Education

Cassell

GRIMMITT, M. 1987

Religious Education and Human Development

McCrimmon

HAMMOND J. et al 1990

New Methods in Religious Education an experiential approach

Oliver & Boyd

JACKSON R. 1997

Religious Education: an interpretive approach

Hodder & Stoughton

JACKSON R. 2004

Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy

Routledge Falmer

ELEANOR NESBITT 2004

Intercultural Education: Ethnographic and Religious Approaches

Sussex Academic Press

PHILLIPS, S 2005

Theatre of Learning, Experiential RE: Making RE Make Sense

SfE

SHORTT J. & COOLING (eds.) 1997

Agenda for Educational Change Apollos

STERN, J. 2006

Teaching Religious Education: Researchers in the Classroom

Continuum

WRIGHT A. 2004

Religion, Education and Postmodernity Routledge Falmer

WRIGHT A. 1993

Religious Education in the Secondary School: Prospects for Religious Literacy

Fulton 1993

RE and Spiritual Development BEST, R. (ed.) 1996

Education, Spirituality and the Whole Child

Cassell

COOLING T. 1994

Spiritual Development in the State School

University of Exeter Press

ERRICKER, C. et al The Education of the Whole Child Cassell

39

1996 ERRICKER, J. OTA, C. ERRICKER, C.(Eds) 2001

Spiritual education: Cultural, Religious and Social Differences

Sussex Academic Press

GREEN, A 1998

Spiritual Pedagogy Culham

HAY D. with NYE R. 1998

The Spirit of the Child Fount

THATCHER, A.(ed.) 1999

Spirituality and the Curriculum Cassell

WRIGHT A. 1998

Spiritual Pedagogy

Culham

WRIGHT A. 2000

Spirituality and Education RoutledgeFalmer

Approaches to Teaching Religions COLE W. O. & MANTIN R. 1994

Teaching Christianity Heinemann

ERRICKER C. (ed) 1993

Teaching World Religions – a teacher’s handbook

Heinemann

JACKSON R. (ed) 1982

Approaching World Religions John Murray

JACKSON R. & KILLINGLEY, D. 1988

Approaches to Hinduism

John Murray

PHILLIPS, S 2005

Teaching Christianity with the Theatre of Learning

SfE

PHILLIPS, S 2005

Teaching Hinduism, Buddhism, Islam and Sikhism with the Theatre of Learning

SfE

PHILLIPS, S 2005

Teaching Judaism with the Theatre of Learning

SfE

PHILLIPS, S 2005

Teaching with the philosophical issues and abstract concepts Theatre of Learning

SfE

TAMES, R. 1982

Approaches to Islam John Murray

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Approaches to Teaching and Learning BLACK, P. & WILIAM, D. 1998

Inside the Black Box: Raising Standards Through Classroom Assessment

Nelson

BLACK, P. et al 2003

Assessment for Learning: Putting it into Practice

Open University Press

BROOKS,V et al 2004

Preparing to Teach in Secondary Schools (3

rd ed)

Learning Matters

CAPEL, S., LEASK, M. &TURNER, T. 2009

Learning to Teach in the Secondary School

Routledge

COHEN, L. et al 2004

A Guide to Teaching Practice Routledge Falmer

DYMOKE, S. & HARRISON, J. 2008

Reflective Teaching and Learning Sage

ELLIS, V.et al 2007

Learning and Teaching in Secondary Schools (3

rd ed)

Learning Matters

POLLARD, A. 2002

Reflective Teaching: Effective, Evidence-Informed Professional Practice

Continuum

POLLARD, A. 2002

Readings for Reflective Teaching Continuum

Please note that many other relevant books and journals are available in the university library and online via the e-library. Journals British Journal of Religious Education

International Journal of Children’s Spirituality Journal of Beliefs and Values Panorama Religious Education World Religions in Education

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Useful websites www.britkid.org www.buddhanet.net www.childrenspirituality.org www.education.gov.uk www.farmington.ac.uk www.hindunet.org www.humanismforschools.org.uk www.natre.org.uk/ http://philtar.ucsm.ac.uk http://re-handbook.org.uk www.request.org.uk www.reonline.org.uk www.retoday.org.uk www.shamash.org www.shapworkingparty.org.uk www.sikhnet.com www.sikhs.org www.theatreoflearning.org www.ybgud.net

Examination Boards

AQA - http://www.aqa.org.uk

EDEXCEL - http://www.edexcel.org.uk

OCR - http://www.ocr.org.uk

WJEC - http://www.wjec.co.uk