The projects are based upon the ideas, strategies and methods described in ‘Jesus – a Master Teacher’- see Stage One
The characteristic structure of each project
Each project focuses on teaching materials that encourage:
- Organised knowledge to be developed efficiently.
- Creative and expressive skills.
- Problem solving.
- Religious enquiry.
- Reflective thought.
- Spirituality.
- Inclusion of pupils of all abilities.
The projects are designed as follows:
Part A
Personal research showed that most pupils do not want to read more than approximately 500 words in each session. Therefore, the total text of each project usually consists of 6-8 sections, each containing 500 words in what amounts to a sub topic. After each section there are 5 tasks which are designed to ensure comprehension, reflection, enquiry and discussion can occur at group or individual levels.
Part B
This is an extensive range of pupil activities that can be used in mixed ability classes at genuinely appropriate levels. It consists of the following pattern.
Art and Craft
This is a good medium for promoting reflective thought as a different dimension is added to the learning. By providing essential instructions it can be continued beyond the lesson at home etc.
- Drawn tapestries
- Sequential Z books
- Silhouettes stories
- Jigsaws
Posters
- Photography
- Drawn symbols that characterise a person or situation
Diagrams and charts – providing opportunities to gain an overview of a topic’s developments and highlight such features as cause-and-effect, relationships, continuity and change, analysis, sequences etc. These can take forms such as :.
• Explosion
• Iimplosion
• Sequencing
• Relationships
• Exclusion
• Inclusion
• Insertion
• Time sequences
• Place relationships
• Growth
• Decay
• Cause-and-effect • Origins/development
• Contrast
• Similarity
• Circuit
• Venn diagrams
• Prioritisation
• Maps
Language
A – functional, comprehension etc (to recall and reinforce knowledge
• Question and answer
• Jumbled words
• Sentences halved
• Keywords into sentences • Keywords into paragraphs/story
• The use of ephemera
• Interpreting case studies
B- creative expression (using a given knowledge as a springboard for creativity)
C – book research (to use established sources to identify and verify facts etc)
• The Bible and other foundational sources
• Examine wider literary sources including ephemera
Problem solving
A. Deduction – a rule is stated, the situation is described and an outcome is predicted
B. Induction – demonstrate a situation, State the logical rule, principle governing it and likely developments
Interpersonal expression, enquiry using drama
• A personal report from the storyline.
• Dialogue about a story or situation
• A small drama illustrating a situation
• A small drama which pupils interpret
Library and Internet enquiry
• Prescribed enquiry.
• Personalised enquiries
Multicultural enquiry
• Cultural unity and diversity.
• Accommodation and assimilation.
• Cultural change and resistance.
Moral choices
• Personal moral choices based on social experiences.
• Predicted outcomes of moral decisions.
• Alternative causal moral choices
Gaming and related activities (a means of developing flexible thought patterns).
• Word pairing.
• Word building.
• Word sequencing.
• Q and A cards.
• Implicit word links.
• Major games that show sequences etc and outcomes
Project construction
• Supported self –studies.
• Group projects (peergroup teaching and writing project instructions. ) This includes such items as constructing a storyboard, displays, at PowerPoint etc
Plenary presentations
• Individual or group
• The use of frames and templates.
• The use of a Big Book etc to illustrate Project construction and findings.
• Any experiential elements
Assessment
• Individual or group
• Written or oral.
• Ongoing compilation or recall
The pattern of the RE projects
Key conceptual themes that run throughout the projects are:Factors influencing the establishment and development of religious faith. Values Revelation Reflection. Community influences. Observation. Interpretation. Personal identity and role modelling. Personal and social development. Renewal Recognition. Key particular knowledge. Continuity and change. Concepts for framing. Conflict. Resolution. Culture. Vision. Causation. Similarity and difference. Boundaries. Mystery. Authority and reverence. Truth. Creativity. Relativity. Covenant. Ritual.. Spirituality. Expression. Leadership. Power
At the time of writing this (May 2014) the projects which are shaded have either been completed or are approaching completion.
Christianity – roots and developments
• Jesus – One solitary life.
• The last seven days.
• Jesus/Joshua goes to Birmingham.
• Follow the Master.
• A flush of action.
• Monasticism builds.
• Reformations.
Change in the 20th/21st centuries Religious themes
• Early developments
• Justice and reconciliation.
• Worship.
• Healing.
• Creativity.
• Holy books and c.
• Communication Racism
• Nelson Mandela.
• Archbishop Tutu
• Dr Martin Luther King.
• Healing racism
Caring
• Cicely Saunders – hospices.
• Teresa of Calcutta
• Worldwide care- Christian Aid etc.
Missionary Aviation Fellowship Judaism.
• Early Judaism- Moses and freedom
• Prophets and scribes.
• 1st centuries BCE/ CE
• Rabbinic Judaism Islam.
• Foundations.
• Classical Islam
• The spread of Islam.
• The achievements .
• Modern Islam
Eastern religious thought.
• Hinduism.
• Buddhism (2)
• Sikh.
• China.
• Japan’ Modern society.
• Religion in a secular age (post modernism)
• Industrialisation and religion.
• Science and religion.
• Philanthropy Problems to be resolved.
• Poverty.
• Conflict.
• The Earth.
• Youth, age and the family
Obviously no school would want the complete package or projects in the order in which they will be written, but each month the website will indicate what has been written. If there is a particular project which has not yet been written but which would be useful, please let me know and every effort will be made to adjust the order in which they can be written.
