The Conceptual Cycle of Learning Clive Erricker Living Difference CommunicateApplyEnquireContextualiseEvaluate

Living Difference Agreed syllabus from Hampshire Adopted by Westminster Communicate Apply Enquire Contextualise Evaluate

Why was ‘Living Difference’ chosen? Compatible with non-statutory National Framework for RE Quality of support material Ease of using level descriptors Flexible concept-based approach permits suitability to Westminster school rolls New emphases: – Learning through conceptual enquiry – Focus on acquisition of skills, through AfL – Development of students’ own beliefs & values Communicate Apply Enquire Contextualise Evaluate

AIMS OF THE SECONDARY CURRICULUM Living Difference seeks to address religious, social and racial harmony through respect for difference and diversity. This handbook shows how this can be done. By ensuring that pupils enquire into, understand and are able to recognise the importance of key concepts within a pluralist society, with a range of diverse communities and religions, they will be able to play an active part in starting to shape the future direction of society. They will be able to communicate effectively, negotiate rights and responsibilities and recognise the importance of taking into account the needs of others in working towards common goals and values, and a communal sense of citizenship. At the same time, this respect for diversity is encouraged through the recognition and acceptance of difference. Successful learners Confident individuals Responsible citizens

Living Difference combines the two targets in an effort to address how children can interpret religion. In National Framework: Attainment Target 1: Learning about Religions. Attainment Target 2: Learning from Religion. ATTAINMENT TARGET Interpreting religion in relation to human experience. The Syllabus emphasises the importance of the interpretation of concepts (but recognises that this ability depends greatly on the age/ability of children)

Conceptual Enquiry What is a concept? An idea, especially an abstract idea A construct of the characteristics of something

Celebration Birth Belonging Specialness Family Love God Worship Faith Sacred Angels Symbol Church 5 Pillars Rabbi Key Concepts Guru Bible Prayer

Celebration Birth Belonging Specialness Family Love God Worship Faith Sacred Angels Symbol Church 5 Pillars Rabbi Key Concepts Concept Triangle Guru Bible Prayer

Key Stage 3: Students are introduced to some of the more complex type A concepts, further more complex type B concepts and type C concepts as they build a more systematic understanding of faith traditions. For example, justice, prejudice, faith and identity (type A), salvation and sacred (type B), redemption, tawheed, dukkha and moksha (type C). Expectations…

Key Question Communicate Apply Enquire Contextualise Evaluate The Cycle: Methodology for Teaching and Learning What the concept means to a pupil A pupil can say what they think (in response to a stimulus) The significance of the concept A pupil can justify their view, giving reasons / explanations / examples A pupil can say how it (the concept) affects the lives of others or why it matters Meaning of the concept A pupil can define the concept (with the religious context in mind) Pupil’s opinion A pupil should be able to make a judgement about the concept from WITHIN and / or WITHOUT the religion Evaluation from within involves appreciating how the concept and its interpretation influences understandings and judgements. Evaluation from without involves recognising the issues and implications of the concept and responding to them. Concepts within religion A pupil can explain the importance or significance of the concept in a particular religious context

Key Question Communicate Apply Enquire Contextualise Evaluate SALVATION Pupils respond to salvation stories – what can people be saved from? When have you been saved? What from? What lessons were learnt? Ranking activity: What do people need saving from the most? (What different types of salvation are there?) How is salvation achieved in each religion? Abrahamic Faiths Tour Which kind of salvation is hardest to attain?

Significance role play, hot-seating, debate, persuasive writing, interviews, diary entries etc. Meaning discussion, brain-storming, concept-mapping, dictionary definitions, glossary of terms. Concept within Religion storyboards, visits, visitors, artefacts, research, guidebooks, captions, character profiles etc. Pupil's Opinion debate, discussion, circle-time, speech bubbles, sorting tasks, writing. What concept means to pupil first-hand experience, guided imagery, drama, art, poetry, circle time. Pupil Activities…?

Using NC Levels Level 4 Pupils can explain key concepts that are common to many religions and used in the study of religion. They can describe some key concepts specific to the religions studied. They can explain how these concepts are contextualised within the beliefs and practices of the religions studied. They can evaluate the concepts by explaining their value to believers and by identifying and describing some issues they raise. They can express a personal response and explain examples of how their response to the concepts can be applied in their own lives and the lives of others.

Using the conceptual cycle to inform planning Choose a concept from the original list… or pick a concept of your own Use the cycle to plan a lesson or series of lessons Present ideas CommunicateApplyEnquireContextualiseEvaluate