TT431- Developing a Creative Approach to Religious Education in Primary Schools Through Visits and Visitors

Little Leigh Primary School is a one form entry village school with approximately 156 pupils and a creative ethos of topic-based learning through the arts. RE, however, is predominantly taught by HLTAs during teachers’ PPA, and although it has taught a broad and balanced curriculum, I felt the lessons lacked enthusiasm, excitement and a deeper moral meaning.  I wished our children to experience religion in its 3D form, with visits and visitors from a diversity of faiths, to make religion ‘real’ with experiences they could relate to.  Visits to  Chester and Liverpool Cathedrals were transformational and led to a series of curriculum days, where children worked collaboratively […]

TT421: What is the Value of RE Within Catholic Schools?

During my time researching this year I have been able to pause, sit back and reflect about my role as a facilitator and educator of RE.  I have been able to meet and discuss with students, teachers and other professionals about the value of RE and I have taken time to study national reports published on its status within our schools. “Why do we have to do RE sir?”, a question I am sure many of us have been asked on multiple occasions over the years. This was the start of a discussion I had with a nurse, who was […]

TT419: An Embroidery: Peace

Schools can be full of noise, activity and demands with little time set aside for peace and quiet. SEN pupils, especially those with literacy, numeracy, working memory and processing weaknesses, can often feel bombarded by noise. In addition, for many, the ‘noise inside their heads’ is frenetic as they try to keep up, try to absorb and make sense of the information coming their way. Noise can be negative if their thoughts are always on catch up. For autistic pupils with social and communication difficulties, constant noise including instructions and discussions can be overwhelming. This project looked at the concept […]

WR73: Inter Faith Dialogue for young people: Innovative ways to allow for encounter in areas lacking in cultural/religious diversity

Summary: The study has arisen from an awareness of the real need for young people throughout the country to engage in inter-faith dialogue across different cultural and religious boundaries. It builds on work already done at Coopers’ Company and Coborn School with models of dialogue which include video-conferencing, the Inter-Faith Forums, and visiting of communities/places of worship, all of which students have been participating in for several years. The research includes also two innovative models of practices in two schools in the South-West. Each model has been evaluated according to the same overarching criteria, but each has the strengths and […]

WR72: Baha’i Resources for RE Teachers

Summary:The aim of this project is to provide accessible and freely available resources for teachers wishing to include a study of the Bahá’i Faith in their RE lessons. It follows on from the work of Scott Murray, Farmington Fellow 2008, whose work provides a very clear and concise introduction to the Bahá’i Faith and its inclusion in the Scottish RE Curriculum. The pitch is upper-Primary / lower-Secondary, with the information building from the introductory level to more in-depth study. The range covers the history of the Faith; key figures; principles and teachings and places of worship. It occurred to me […]

WR71: Religion in Contemporary Society: Turkey

Summary: This project arose originally out of my own interest in the relationship between religion and secularism in society, and the inclusion of this as a topic in some recent A Level and GCSE syllabuses (in particular the new OCR GCSE syllabus C and the AQA Religious Studies A level). My aims in this report were to research and describe Religious Education in an unfamiliar context, and to try to understand the relationship between religion and society that lay behind it; to produce some background information for teachers and students as material for study and debate; to help students and […]

WR70: The Importance of Music in Different Religions

Summary: The report first deals with the history of music and its importance in five of the world’s main religions: Judaism, Christianity, Islam, Hinduism and Sikhism: these being the religions which are usually covered in schools. I have then concentrated on the themes of ‘Spirituality’, ‘Greetings’, ’Celebrations’ and ‘Blessings’, using the similarities between the religions to suggest ideas for listening, composing and performing. It is hoped that children will celebrate the similarities between the religions, helping them to express their own beliefs, empathise with other faiths whilst, at the same time, helping them to develop their own spirituality. There are […]

WR69: Key Stage 2 Thematic Schemes of Work

Summary: A Scheme of Work for Key Stage 2 to meet the needs of the Norfolk Agreed Syllabus through units based on themes and concepts. Long, medium and short term lesson plans for teachers which will help with the teaching of Attainment Target 1 – Learning about Religion, and Attainment Target 2 – Learning from Religion. The lessons are non-resource specific so that they can be used in different schools. One of the aims is that the units also go some way to help in developing coverage of the area of experiences and opportunities: visits and visitors, using senses, art, […]

WR68: Introducing the Baha’i Faith to the Scottish Curriculum

Summary: This report looks at the development of an eight week compulsory course on happiness and wellbeing as part of the current development (PD) rota system which operates for S5 pupils. It includes lesson outlines and materials.

WR67: Chanting: An interfaith resource pack

Summary: The aim of this resource pack is to enable music and R. E. teachers to access easily some examples of chant and vocal pieces used in times of worship across the five largest world faiths. The explanatory material deals only with the sources of texts and performance details. The resource pack is not intended to be a definitive study of religious practice, but could be used alongside more in depth lessons on each religion. I have deliberately concentrated on only a few services as obviously it would not be possible to mention every possible variation.