1. Compelling Learning in Religious Education1 1 1

2. The Importance of RE
RE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It develops students’ knowledge and understanding of Christianity, other principal religions, other religious traditions, and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances students’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.
RE encourages students to learn from different religions, beliefs, values and traditions, while exploring their own beliefs and questions of meaning. It challenges students to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.
RE encourages students to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a diverse society and global community. RE has an important role preparing students for adult life, employment and lifelong learning. It enables students to develop respect for and sensitivity to others, in particular those whose faiths and beliefs and different from their own. It promotes discernment and enables students to combat prejudice. 2 2 2

3. Designing compelling learning experiences in RE
What are the elements of a successful RE experience?
grab attention, produce amazement, engage imagination or create a sense of wonder;
involve a real-life choice or inspire action;
affirm identities and sense of belonging, relate to social interests, involve working with others and leave nobody out;
offer an authentic experience or encounter, which challenges their own views and extends their understanding of others;
introduce something new that they feel impelled to share with others; or help them to see the significance of something already familiar. 3 3 3

4. Planning RE Enquiries A key question; A ‘hook’; A compelling activity;
A satisfying ‘outcome’;
A reliable structure. 4 4 4

5. A Range of Outcomes Oral outcomes Written outcomes Visual outcomes
Presentation
Academic article
PowerPoint – picture/photo selection
Lecture
Report
Documentary film: Movie-maker
Debate
Letter/
Web pages
‘Panel’ discussion
Review
Exhibition gallery
Interview
Short biography
Museum / gallery / site guide
Tour guide / audio presentation
Fictional story
Souvenir
Radio documentary
Web debate
Model
Podcast
Text book spread
Film/stage set
Movie-maker commentary
Poem/song/rap
Board game
Peer work reviews
Blog
Interactive display
Exhibition commentary
Web site text
Multi-media storyboard
Speech to virtual character or audience
Trailers for movies / TV religion series
Graphic novel 5 5 5

6. Inspiring videos for the teacher of RE
Brampton Manor
Holmfirth High
Kingsmead
Royal Manor 6 6 6

7. Using Visual Images and Photographs to Support Learning in RE
Pictures can be read as texts in their own right, not as mere illustrations
Although children are surrounded by visual images, particularly on television, they often cannot comment on or remember what they have seen – they have not engaged with the images, have not ‘read’ them.
For that they need to look deeply, to enter imaginatively into the picture, to question, to hypothesise. 7 7 7

8. Develop use of Analytic and Evaluative Questions
Invite pupils to identify patterns and structures, to seek for hidden meanings and to make judgements based on evidence and ideas, for example:
What are the most important features of this picture?
What ideas might justify the behaviour you see here?
Can you make a distinction between this type of activity and everyday life?
What evidence can you find in the picture that might support belief / disbelief in God?
Do you agree with the actions taking place here?
What course of action would you recommend to the person in this photograph?
Based on what you know, how might you explain / defend what is happening here?
How would you rate the effectiveness of this photograph in getting over its apparent message?
Which of these pictures presents the most powerful message about the environment / religious belief / value of human life? 8 8 8

9. Develop a sound structure for breadth and depth
Key Concepts in the Non-statutory framework for RE
Beliefs, teachings and sources
Practices and ways of life
Expressing meaning
Identity, diversity and belonging
Meaning, purpose and truth
Values and commitments

10. AT1: Learning about religion AT2: Learning from religion
Key processes
AT1: Learning about religion AT2: Learning from religion
The first three key concepts may be linked with AT1 and the second three with AT2.
In devising a series of lessons on a topic, try to focus the learning on one concept from AT1 and one from AT2 to assist assessment.
Autumn
Spring
Summer R
B&D
C&F
A&E Y1
C&E
A&D
B&F Y2
A&F
B&E
C&D

11. Curriculum opportunities
encounter people from different religious, cultural and philosophical groups, where possible;
visit places of major religious significance, where possible;
use ICT to enhance understanding of religion;
discuss, question and evaluate important issues in religion and philosophy;
reflect upon and carefully evaluate their own and others’ beliefs and values;
use a range of forms of expression to communicate their ideas and responses;
explore the connections between RE and other subject areas.

12. YEAR 7 AUTUMN TERM SPRING TERM SUMMER TERM
What’s worth celebrating and why?
Key RE Concepts: B & D
What’s the impact of Christians’ commitment on individuals and on British society? How do varied Christmas celebrations relate to Christian texts? Pupils study gospel texts about Christmas and Easter and relate these to the varied practice of the celebrations in secular and religious families, exploring Christian diversity. A focus on the meaning of the social impact of faith explores examples of ‘belonging’ including community life, charitable giving, work with homeless people.
Curriculum links: History, Literacy Citizenship.
Expressing beliefs about God: who, what and why?
Key RE Concepts: C & F
How can people in our community best express and communicate their beliefs about God and demonstrate their values? Pupils use Hindu, Muslim and agnostic ideas about belief about God found in the local community to explore expressions of belief in art, worship and architecture. Using the NATRE ‘Spirited Arts’ Web gallery, pupils produce works of art of their own in response to a big theological or philosophical question.
Curriculum links: Art, English, History. Performing arts??
Religion and environment: can we save the planet?
Key RE Concepts: A & E
What makes a religion green? How green will I be in my lifetime? Is God green? Do creation stories imply green beliefs? Exploring sources in texts, the history and the practice of environmentalism in religion, learners link science, religion and green issues. They produce ‘green charters’ for religious communities, and ask ‘what can environmentalism learn from Hindus and from Christians?’ They explore their own sense of purpose in relation to caring for the Earth, creating action plans for local and global change.
Curriculum links: Citizenship, Science