'How do we do RE?'

Schemes of work and some text books will contain suggestions for how to teach RE, but there are a few other things about RE pedagogy that might help here.

• one key to good RE is ENGAGEMENT: at some point in the teaching you will need to enable pupils to make connections between the religious examples, texts or material and their own interests and concerns.
• sometimes it might be best to start with the pupils' own interests and concerns and make a 'bridge' to the religious material. For example, you might introduce the concept of creation and ask pupils about the things that they have made or constructed before going on to specific religious stories and teachings about creation. What insights might these stories offer into the things children create?
• at other times it might be best to go straight into the religious material and make connections to pupils' interest afterwards. One such approach is provided in the 'Gift to the Child' series of lesson ideas (available from www.articlesoffaith.co.uk). Another is through using material provided by the faith communities themselves, found on their websites (see 'What to teach')

Finding a focus for RE in the classroom

In practical terms, the non-statutory national framework for RE in England identifies six areas of study (page 37) that provide a useful starting point or focus for learning in RE. The first three areas of study may be characterised as having to do with specific religious or non-religious belief systems. The second group of three are more connected with the learner's personal quest for meaning:

Attainment Target 1: In learning about religion, pupils develop their knowledge, skills and understanding with reference to:

1. beliefs, teachings and sources;
2. practices and lifestyles;
3. forms of expression;

Attainment Target 2: In learning from religion, pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about:

4. identity and belonging;
5. meaning, purpose and truth;
6. values and commitments.

We can further unpack these areas of study and identify some key questions, such as:

1. how do religions (and non-religious systems) develop and present their beliefs, teachings and sources within their traditions?
2. how do people keep in touch with their 'faith'?
3. how do people communicate their beliefs and practices to others?
4. what do religions (and non-religious systems) say about human nature?
5. how do religions (and non-religious systems) say in response to the big questions of life?
6. how do religions (and non-religious systems) hope to guide people into the best possible use of life?

Many teachers have found it useful to focus on just ONE area from Attainment Target 1 and ONE area from Attainment Target 2 in any block of RE work.

This makes it easier to:

• plan for pupils' learning;
• assess their progress and
• give guidance on what to do next.

To go into depth about the varieties of RE pedagogies read Michael Grimmitt's book on the subject: Grimmitt, M., ed. (2000) Pedagogies of Religious Education: case studies in the research and development of good pedagogic practice in RE, Great Wakering, Essex: McCrimmon.