PGCE Foundation RS

Tutor: JACKIE GANDYE-mail: jackie.gandy@winchester.ac.uk

But Why?(some thoughts from Erricker and Bellchambers p195) It is about developing and supporting one’s

own beliefs and values and enquiring into those of others.

In doing this we gain a greater understanding of ourselves and the world we live in.

As a result we make more rational choices and come to recognise how and why others choose to live in ways different to our own.

The subject makes a significant contribution to negotiating our collective futures and dispelling ignorance.

What is good RE?Lowndes,J(2011) ‘What is good RE?’ in Erricker,C; Lowndes,J; Bellchambers,E; Primary Religious Education – A New Approach London: Routledge

VITAL INGREDIENTS: A focus on significant concepts. Exploration of religious material. Reflection and expression of children’s own

experiences in life. Strategies that provide experiental learning. Child centred approach that encourages. Balance between human experience and religious. Encourage a critical view of RE.

EXPECTATIONS:

The UK is still regarded as a Christian country.

ALL children are expected to be taught Christianity.

At KS1: Christianity plus 1 other religion.

At KS2: Christianity plus 2 other religions.

The OTHER religions:

BUDDHISM HINDUISM ISLAM JUDAISM SIKHISM

TIME LINE of RELIGIONS

2,500 BCEHINDUISM

2,000 BCEJUDAISM

500 BCEBUDDHISM

0CHRISTIANITY

600 CEISLAM

1500 CESIKHISM

LIVING DIFFERENCE

The Agreed syllabus for Hampshire, Portsmouth and Southampton.

It has 1 Attainment target:INTERPRETING RELIGION IN

RELATION TO HUMAN EXPERIENCE.

S A C R E

RE is part of a non-statutory national framework.

Each Local Authority has a SACRE. Standing Advisory Council for Religious Education

OBJECTIVES

To prepare for life in a culturally diverse society.

To develop a sense of responsibility for themselves and others.

To create a positive interest in other people, employing fair play and justice.

To provide opportunities to develop a positive self-image and to value all.

CONCEPTS

Living Difference is a conceptually based syllabus. This leads pupils to develop skills in understanding concepts within religious traditions.

3 TYPES of CONCEPT

CONCEPT A:Concepts that are common to religious and

non-religious experiences. CONCEPT B:Concepts that are common to many

religions that are used in the study of religions.

CONCEPT C:Examples of concepts that are particular to a

specific religion.

The Teaching Methodology

Communicate Apply Enquire Contextualise Evaluate