1. World Religions Pilot Course: critical thinking and conceptual enquiry

2. © International Baccalaureate Organization 2007 Helen James & Clive Erricker  Helen : Subject Area Manager for world religions based in the IB offices in Cardiff.  Email: helen.james@ibo.orghelen.james@ibo.org  Clive: Hampshire County Inspector for religious education, pilot examiner for world religions  Email: clive.erricker@hants.gov.uk Page 2

3. © International Baccalaureate Organization 2007 The Hexagon Diagram Page 3

4. © International Baccalaureate Organization 2007 IB World Religions  Importance of studying world religions in 21 st century  Affective and critical aspects of student development Page 4

5. © International Baccalaureate Organization 2007 Place in IB Diploma Programme  IBO mission statement: fostering “ intercultural understanding and respect”  Learner profile: “open minded and principled”  Group 3: “encouraging the systematic and critical study of human experience and behaviour” Page 5

6. © International Baccalaureate Organization 2007 Development of the Pilot Course  Running for two years-first cohort of students has just gone through the examination session  Currently six schools -4 in the US,1 in UK and 1 in Brazil. September 2008-1 US school and 1 school in India will join  Meetings twice a year to develop the guide and to set questions for the examinations  Two meetings for teachers a year focusing on: amends to the guide; teaching and learning strategies; training in examination technique Page 6

7. © International Baccalaureate Organization 2007 Aims of the course  Promote an enquiring, empathetic approach to the study of religion  Develop an informed understanding of the diversity of world religions  Foster a respectful awareness of the significance of the beliefs of the faith member  Encourage a global appreciation of the issues surrounding religious and spiritual beliefs, controversies and movements in the world today Page 7

8. © International Baccalaureate Organization 2007 Assessment objectives  Define, understand and use concepts associated with particular world religions  Demonstrate knowledge and understanding of a range of world religions reflecting different traditions  Demonstrate how the key concepts of a religion are expressed in the behaviour of believers  Evaluate the reliability of evidence and the appropriateness of a chosen method of research Page 8

9. © International Baccalaureate Organization 2007 Syllabus: Part 1 Introduction to world religions- five religions to be chosen from a choice of nine, at least one from each column: Page 9 HinduismJudaismTaoism BuddhismChristianityJainism SikhismIslamBaha’i Faith

10. © International Baccalaureate Organization 2007 Syllabus: Part 1 Study of each religion guided by three fundamental questions:  What is the human condition?  Where are we going?  How do we get there? Page 10

11. © International Baccalaureate Organization 2007 Syllabus: Part 2 In-depth studies- two world religions to be chosen from a choice of six, each chosen from a different column: Page 11 HinduismJudaism BuddhismChristianity SikhismIslam

12. © International Baccalaureate Organization 2007 Syllabus: Part 2  In depth studies are approached through themes using key questions  Approach is analytical not descriptive-achieved by the understanding and application of key concepts Page 12

13. © International Baccalaureate Organization 2007 Syllabus: Part 3  Written analysis based on an investigative study  The investigation should be a visit, interview secondary and/or primary research  Any religion can be the focus of the study Page 13

14. © International Baccalaureate Organization 2007 Examples of Internal Assessments  How do a typical Roman Catholic mass and a typical Shabbat morning service compare and contrast with one another?  What is the link between the physical space of a mosque and the practice of Muslim prayer, including the presence or absence of objects or decoration?  What were the reasons for the dietary restrictions of the Jewish faith? Page 14

15. © International Baccalaureate Organization 2007 Teaching the syllabus  Identifying the conceptual heart  Students should be developing skills through an enquiry process Page 15

16. © International Baccalaureate Organization 2007 Conceptual development Is not:  an extension of knowledge and understanding Does not:  involve teaching to extend knowledge and understanding Does:  involve setting up learning on the basis of explicit conceptual engagement Page 16

17. © International Baccalaureate Organization 2007 Assessment  Paper 1: stimulus response question testing knowledge and understanding of the five religions studied for the introduction  Paper 2: essay questions testing critical thinking and evaluation of in-depth studies  Internal assessment developing research skills and critical reflection on research methods Page 17

18. © International Baccalaureate Organization 2007 Descriptor for a grade 6 Very good performance demonstrates:  detailed knowledge and understanding  ability to analyse, evaluate and synthesise knowledge and concepts  consistent evidence of critical thinking Page 18

19. © International Baccalaureate Organization 2007 Descriptor for a grade 7 Excellent performance demonstrates:  conceptual awareness  insight and knowledge and understanding which are evident in the skills of critical thinking  the ability to analyse and evaluate evidence  the ability to synthesize knowledge and concepts Page 19

20. © International Baccalaureate Organization 2007 Student comments United World College of the Atlantic:  “ How can you ever hope to understand other cultures if you do not understand the beliefs that motivate them?”  “I want a better cultural and theological understanding of the world, and to dispel any misconceptions that I hold with regard to other religions”.  “World religions has enabled me to focus on not only the differences but also the similarities that exist between different religions”. Page 20

21. © International Baccalaureate Organization 2007 Student comments James Robinson School:  “IB world religions is a class in which for the first time I felt as if my eyes were truly opened to the world and the diversity that it contains. I believe that it is essential for a true seeker of an international diploma to take this class. Not only does the course broaden the mind and open doors into uncharted territory but it also encourages a sense of empathy and understanding for others”. Page 21