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What statistic might this represent?

Current Trends in RE

Lauren Nicholson-Ward
Mrs. Hammond! Id know you anywhere from little Billys portrait of you
What is happening?

British Values.

Radicalisation and Prevent.

Citizenship/ PSHE.

Now includes the study of at least two religions at GCSE.

Has the potential to make a profound impact on the whole person


(Theo van der Zee & Lovat 2012)- SMSC.

Understanding Christianity- to address the gaps.


Is the Pope Catholic? and other genuine
questions

Am I a Christian or a Capricorn?

Is the incarnation the one where Jesus


came back as another animal?

I once took your stapler and used it for a


whole day. Is that a really bad sin or just a
little one?
Good RE is relevant, contemporary and grounded

Students are people, and people are naturally and rightly critical.
Good RE has to have real-world application, outside the four walls of
the classroom, and they must be able to see it if they are to value it.

If something is deemed irrelevant, students levels of engagement and


motivation, rightly, decrease. (Frymier & Schulman, 1995; Martin &
Dowson, 2009).

Creating contemporary models of education is a challenge. We


cannot imagine the future we are preparing young people for.
Their beliefs?

Science v religion- parents reinforcing this, some teachers too.

Around 25% said they believed in an afterlife, despite only 5%


identifying as theists.

Scepticism as a default position by Y7.

This doesn't have to be viewed negatively!


Good RE starts with wonder

RE must begin with wonder, proceed with


questions, and end with some answers and even
more questions.

One study by claimed that serial-questioners; 4 year


old girls, ask around 380 questions a day. RE
teachers have been gifted a huge natural resource.

"Young children are motivated to actively seek


explanations. They use specific conversational
strategies to obtain that information. When
preschoolers ask 'why' questions, they're not merely
trying to prolong conversation, they're trying to get
to the bottom of things (Frazier et al. 2009).
It may be wrong, but its how I feel
Good RE does not ignore spirituality

Religion and spirituality are not the same.

RE does have a role to play in developing students spirituality as


distinct from (but potentially related to) faith or religion.
To take away

Their knowledge of Christianity will probably not be as good as you


think.

They are much more able than you may realise but they need you to
get their level so that you can speak to them in a way that they
understand.

They want variety and they see through gimmicks.

They are more curious, more compassionate and more complicated


than you can imagine!
References
Watson, B, Thompson, P, The Eective Teaching of Religious Education (Eective Teacher) 2006 Routledge London

Frazier et al. Preschoolers' Search for Explanatory Information Within Adult-Child Conversation. Child Development, 2009; 80 (6): 1592

Frymier, A.B., & Schulman, G.M. (1995). Whats in it for me? Increasing content relevance to enhance students motivation. Communication
Education, 44, 40-50.

Hayward, J, Jerome, L, Easy, J & Newman Turner, A 2003, The citizenship co-ordinator's handbook. Nelson Thornes, Cheltenham.

Ipgrave, J, Jackson, R and OGrady, K (eds) (2009) Religious Education Research Through a Community of Practice: Action Research and
the Interpretive Approach; Mnster: Waxmann.

Theo van der Zee, Terence J. Lovat(Hrsg.)New Perspectives on Religious and Spiritual Education 2012, Research on Religious and Spiritual
Education, Band4, 304Seiten, paperback, 34,90, ISBN978-3-8309-270

Stern, L J (2010) Research as Pedagogy: Building Learning Communities and Religious Understanding in RE, British Journal of Religious
Education, 32:2, March 2010,

Webster, R.S. (2009) 'The educative value of Deweys religious attitude for spirituality', International Journal of Childrens Spirituality 14.2. pp.
93-104.

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