During this session we had to teach our activities that we planned last week as part of the directed task. Ours was to plan something for Pedagogical principle 3. We came up with looking for similarities between the children’s experiences and the specific religious experience.
Drama techniques such as hot seating and conscience alley can be used effectively in RE as they require pupils to come up with opinions and put themselves in other peoples shoes.
This session was aimed at looking at AT2 in more depth.
To learn from AT2 effectively pupils need to make personal and impersonal evaluations.
Personal evaluations are about pupils thinking about themselves where as impersonal evaluations are where pupils evaluate and judge other religions and look at what we can learn from them. this often requires us to look beyond the obvious and lead to higher level discussions.
For effective teaching to take place lessons should involve both AT1 and AT2 together.
This session started by doing an ice breaker activity. This involved picking a noun to describe yourself and partner. This could easily be transferred over to a classroom where a new teacher or pupil has joined. It could also be used if a class is having fallings out. Pupils could then have to pick a positive noun to describe their partner.
We then looked at the importance of RE. Although RE is not in the national curriculum it is considered to be important and what is taught is chosen by each individual county. There are two parts of RE that must be taught to pupils. These are AT1 and AT2. AT1 involves learning ABOUT religion and beliefs whereas AT2 involves learning FROM religion and beliefs. AT2 is an opportunity to talk and debate and there are usually no definitive answers for this part.