'What is a 'successful learner in RE'? Deborah Weston November 2009

The most successful learning happens when students are asking the questions and planning the enquiry

My students make most progress when I present conceptual challenges to them What does it mean to talk of LIFE after DEATH? If Islam means peace; how can people use the expression Islamic terrorist? Is religious fundamentalism always a bad thing? Does belief in God make people behave in a more ethical way?

Developing specific skills should always be a key focus of planning

I am aware of how I develop students confidence in dealing with religious issues

My students’ appear to be most engaged when dealing with spiritual concepts

My students appear to be most engaged when dealing with moral concepts

Developing students’ skills with sources is a major part of RE

I should really give students more opportunity for quiet reflection on big questions in my lessons

I have given my students more opportunities to learn outside the classroom over the last year

Visitors to the classroom provide the best opportunities to investigate competing truth-claims

My students are more interested in questions about identity that they were in the past

There are more opportunities to discuss questions about values and commitments at key stage 4 than key stage 3

Questions about meaning and purpose form a large part of my lessons

My students seem to learn more when working collaboratively (as opposed to individually)

The religious literacy developed in RE has a significant impact in other areas of the curriculum at my school