Learning about religion

Religious Education

Primary

A look at the educational work of two Madrasahs in Birmingham

A look at the teaching and learning in two Madrasahs in Birmingham; the Zawiya Madrasah, located in an Islamic centre, and Madrasah Salafiyah, based in a more traditional mosque setting. All over the UK, 200,000 Muslim students attend a Madrasah after school each day where they learn and discuss the practices of their religion. On average the children spend two hours at Madrasah focusing on learning to read and write Arabic, and Islamic studies. Madrasah teachers endeavour to link the curriculum to children's needs and interests. They also employ storytelling, group work and other strategies to make learning at the end of a long day at mainstream school as enjoyable as possible. Staff, pupils and parents talk about the importance Madrasah education has for them, as well as its relevance in the 21st century.

Islamic Education - My Other School is a Madrasah

A Christian worker helps to tell the story of The Good Samaritan

Reception teacher Jo Bailey introduces the story of The Good Samaritan to her class at Fairlop Primary school in Essex. When it comes to teaching parables or other faith stories with a moral message, non-specialist teachers are sometimes faced with a dilemma as to how much they can adapt the story for their audience, and how best to draw out key messages. At Fairlop Primary, faith visitors are invited to the school to help with this problem and to help improve communication with pupils. Christian worker Neil Poole assists here by simplifying the story, whilst keeping in key vocabulary. Neil also encourages pupil participation with acting and use of costumes. This helps to keep the class focused but also helps them to recall the story in detail, which is seen during a discussion exercise.

KS1 RE - Exploring Parables: The Good Samaritan

The theme of moral value is explored with two religious stories

Themes of universal values are presented with two colourful stories from different faiths, narrated through dramatic and stylised performances. Buddhist tale The Brave Parrot features great courage and selflessness, whilst Hindu story Ganesh and the Cat highlights the importance of respect for all living things. Their messages can be displayed alongside moral tales from different religions to demonstrate the universality of shared values, as well as features unique to different religions. With introductions from representatives of each faith, children are invited to explore the qualities and values examined in each fable.

KS1 RE - Exploring Values: Two Religious Tales

How one teacher encourages children to express their own beliefs

In this series of KS1 lessons, Paul Newbould from Minchinhampton School, uses techniques including "philosophy for children", to encourage deeper-thinking among Year 1 pupils, in an RE context. He exploits both AT1 and the often under-used potential of AT2 of the National Framework (learning from religion), by enabling and making room for children to express their own ideas and beliefs. Through a series of discussion-based activities, including role-play, think-pair-share and thinking books: pupils are encouraged to think about the big, philosophical and theological questions of morality, concepts of "right" and "wrong" and the nature of God. Without the barriers that writing activities present to this age group, pupils can reflect on deeper questions. The lesson's ultimate aim is to get the pupils to reflect on what they think is the biggest question of all.

KS1/2 RE - Big Ideas for Small People

How do you explain philosophical concepts to a child?

How do you explain theological or philosophical concepts to a child? This discussion programme looks at how primary teachers can best plan, manage and assess RE learning which promotes the asking of big or puzzling questions. Following a viewing of the "Big Ideas for Small People" lesson, the panel of practictioners and experts review key issues such as the use of stories in RE, techniques to open-up pupils' thinking, the use of vocabulary and the need to distance pupils from any one particular religion and its hidden assumptions. The panel features Will Ord, a leading RE trainer in Philosophy for Children, Julie Grove, former head of the Association for Religious Education Inspectors, Advisors and Consultants (AREIAC), Paul Newbould, who teaches the "Big Ideas" lesson in primary schools and Kym Porter, a primary school teacher who helped develop the lesson.

KS1/2 RE - Big Ideas for Small People - Lesson Analysis

An RE specialist teaches three lessons exploring devotion

Inspirational AST and RE specialist Georgina Mulhall, who believes that RE is best taught by concept rather than by religion, teaches three lessons exploring devotion. Year 4 pupils get to role play as archaeologists speculating about Hindu artefacts, and then go into role as devotees worshipping in a Hindu temple, and finally they apply the concept of devotion to their own lives. It's fun and inclusive, and with no right or wrong it encourages higher-order thinking. As RE is culturally sensitive and subjective, Georgina believes it's often side-lined. She sums up the values of a creative, concept-driven approach and advises on how to use role-play with confidence.

KS1/2 RE - Experiential Approaches to Hinduism

A focus on the art of religious storytelling

A practical workshop designed to de-mystify the art of storytelling and offer guidance on how to tell great stories and maximise their effect. Led by Julie Grove, author and former head of AREIAC, the workshop explores the importance of religious stories and looks at how they can develop a deeper level of religious understanding. On a more practical level, the workshop covers storytelling techniques including: using visual beginnings and ends to religious stories, carefully selecting your language, and the importance of telling, not reading, stories.

KS1/2 RE - Storytelling Workshop

Incorporating Jewish storytelling techniques to engage pupils

There's nothing like a well-told story to draw pupils in to religious education. Laurie Rosenberg from Simon Marks' Jewish Primary School in north London is passionate about storytelling. In this programme, he demonstrates the Jewish storytelling technique of "Pardes" as his Year 6 class present the story of Abraham and Isaac. This technique involves breaking down a story into four dimensions: what it says, what it means, the story itself and the hidden meaning. From setting the scene through to rehearsals and a mini performance, the pupils' captivation shows the magical power a story can have. With insight and guidance from Laurie, this programme aims to provide the confidence and know-how needed to use this engaging approach yourself.

KS1/2 RE - Using Stories the Jewish Way

Teaching a lesson on Christianity to a multi-faith class

This programme shows how to teach a lesson on Christianity to pupils from a multi-faith background with little or no knowledge of the subject. The Easter story is the subject of KS1 and KS2 lessons. The programme features an RE coordinator teaching her own Year 3 class and a mixed reception/Year 1 class about the Easter story. In both classes the emphasis is very much on encouraging speaking and listening skills. The idea of "giving up" something is introduced to the Year 1s and the concept is developed to build up to Jesus giving up his life in the Easter story. The Year 3 children are introduced to the word "sacrifice" and the Easter story is read to them. The children are encouraged to think of sacrifices they have made in their own lives. This enables them to relate to the sacrifice Jesus made on the cross. They learn that for Christians, Easter is the most important event in the calendar.

KS2 RE - Christianity 1

Teaching Easter, prayer and parables and miracles

Two primary school teachers, one from an inner-city school in Birmingham attended predominantly by Muslims and another from a middle-class school in the suburbs, join the head of a Church of England first school and a lecturer in theology from Newman College to discuss effective ways of teaching Christianity. This programme should help viewers learn from our experts' and practitioners' experiences and knowledge, to be better resourced and equipped to teach certain aspects of Christianity to KS2 pupils. Issues covered in this programme include: <ul> <li> The challenges of teaching christianity to primary school children</li> <li> Teaching the Easter Story</li> <li> Teaching Christian prayer</li> <li> Teaching the parables and miracles </li> </ul> This programme provides positive advice, hints and tips from a diverse group of people who are able to share from their own experiences.

Professional Development for Quality Teaching

Subjects

> Primary Religious Education

> Learning about religion