Outlines the kind of resources one could use for teaching the Eucharist such as books and audio-visual materials. Provides references to Eucharist in the SCAA Model Syllabuses for RE at Key Stage 2 and 3. Examines the religious understanding of the symbolism behind food, in particular the Eucharist and allows teachers the opportunity to create their own anthology of resources showing why the Eucharist has been and still is so important to Christians. The author applies a set of predetermined criteria to all book resources to check their suitability for the classroom ranging from materials for both students and teachers […]
Suggests that the heart of RE is theology, the exploration of questions about the nature of God and people and that people need to use creativity and imagination to facilitate learning. The author’s aim was to find ways of enabling students to develop a deeper understanding of theological concepts, in particular the Trinity. A variety of creative methods were chosen in order to achieve this and the author believes that in the encounter with the mystery of God and the mystery of the human person we are in a real sense ‘on holy ground’. The choice of the Trinity is […]
A practical guide with student notes examining 3 heretical viewpoints-Montanism, Marcion and Gnosticism for those doing the Christian Church in the Roman Empire as part of A level Religious Studies. Each topic has a series of preliminary activities designed to help students access ideas, plus student notes and seminar questions which are designed to test students’ understanding. Where possible, contemporary relevance has been drawn out with reference, for example, to New Age Movements, paganism and the Charismatic Movement. There is also a general investigation of the whole issue of Orthodoxy and Heresy which discusses issues surrounding doctrine with relevant quotes […]
Provides ideas for a multi-sensory, multi-faith assembly pack for pupils with severe learning difficulties. The author uses as her starting point the SHAP Calendar, which gives information on important dates throughout the year for each of the major religions in the UK. She aims to ensure ta good balance and has picked festivals that she felt would be accessible to pupils. Also includes themes of a general moral nature stories from traditions such as Australian Aborigines and North American Indians which have been simplified for ease of use. Provides a useful list of suggested reading and resources.
Examines what ‘more able’ means within the study of religion and the learning context of the more able in terms of enrichment and extension work. It contains a response to Ofsted comments on more able students and their specific learning needs. In particular, the author examines the use of different types of questions to stimulate a ‘higher order of thinking’ in the study of religion. The author aims to help the secondary teacher who wants to know how to make religious education more relevant to higher ability students, though what he says is relevant to all phases of education and […]
Focuses on how teachers can provide opportunity for children with dyslexia to demonstrate the level to which they are performing in R.E. without necessarily demanding a weight of written evidence. Considers ways a child may demonstrate their achievement. Suggests the answer comes from Graham Longtree’s manual “Are you REady?” He lists, alongside written work, oral work and creative and expressive outcomes. The author explores oral work and touches on creative and expressive work, showing how it can be used to boost the child’s self-esteem and help them to achieve to their full potential.
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Based on the Scottish 5-14 ME document and covering Hinduism, Judaism and Christianity, this report contains lessons divided into three main sections: Section 1 Knowledge and Understanding; Section 2 Questions which develop personal search; and Section 3 Activities to develop R.M.E. skills. The lessons have information about each religion relevant to the age and stage of the children, aimed at increasing the children’s knowledge and understanding and their tolerance towards other cultures. The activities listed follow a development of R.M.E. skills from level A – D/E. Concludes that children’s beliefs and values cannot and should not be assessed.
Presented as a handbook for teachers which examines the nature of Indian religious identity, the different ways Hindus think and speak about God and the importance of the image for Hindus. Issues of meaning, identity and representation are discussed with Punjabi Hindus of all ages and some of the issues arising are outlined for RE teachers. The shortcomings of some curriculum texts about Hinduism have been considered and the difficulties faced in producing such materials are reflected upon. examines concepts of monotheism and polytheism within Hinduism with reference to images of God. The author reflects in her conclusion on the […]
This report is designed to be an illustrated resource for RE teachers wishing to use icons in the classroom in order to encourage a more theological understanding of the incarnation, baptism, resurrection and atonement. Explanations of the significance and language of icons will allow teachers to adapt the material to their own needs when preparing lessons around the use of icons whether at primary, secondary or sixth form level. Includes information on the theology of the icon, the origin and development of icons, the language of icons and their liturgical function, the style of icons, and the setting of the […]