| Acknowledgements |
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viii | |
| Introduction |
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1 | (4) |
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PART 1 RE IN THE PRIMARY CURRICULUM |
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5 | (46) |
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6 | (16) |
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6 | (1) |
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Religion and religious education - something to laugh about? |
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6 | (4) |
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Religion and religious education - something to worry about? |
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10 | (3) |
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Religion and religious education - something to change? |
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13 | (5) |
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Religion and religious education - the good, the bad and the ugly |
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18 | (3) |
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21 | (1) |
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22 | (12) |
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22 | (1) |
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22 | (2) |
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Learning about religion and Learning from religion. What do they mean? |
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24 | (5) |
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The great and the good in RE |
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29 | (4) |
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33 | (1) |
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3 How do we create effective learning? |
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34 | (17) |
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34 | (1) |
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34 | (2) |
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Belief and its relationship to knowledge |
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36 | (1) |
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Constructivism as a means to knowledge acquisition |
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37 | (2) |
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39 | (2) |
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Valuing identity, diversity and difference |
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41 | (2) |
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43 | (1) |
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Critical and creative thinking |
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44 | (4) |
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The contribution of religious education |
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48 | (2) |
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50 | (1) |
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PART 2 CONCEPTUAL ENQUIRY AS AN APPROACH TO RE AND THE PRIMARY CURRICULUM |
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51 | (84) |
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4 Why conceptual enquiry? An introduction to the methodology |
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52 | (39) |
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52 | (1) |
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The research of the Children and Worldviews Project |
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52 | (6) |
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Pedagogy and curriculum in religious education |
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58 | (3) |
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The Living Difference project: an exercise in pedagogical design |
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61 | (14) |
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Identity formation and religious literacy |
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75 | (2) |
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The impact of conceptual enquiry |
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77 | (1) |
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Review: constructing your own cycle of enquiry |
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78 | (1) |
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78 | (8) |
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Appendix 2 Levels of attainment |
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86 | (5) |
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5 Holistic and creative learning |
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91 | (27) |
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91 | (1) |
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What do we mean by holistic and creative learning? |
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92 | (2) |
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What can go wrong and what happens when it goes right? |
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94 | (8) |
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102 | (1) |
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Connecting learning across the curriculum |
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103 | (1) |
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The effect of holistic and creative learning on planning, the motivation of teachers and the status of RE |
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104 | (3) |
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Curriculum planning within and across key stages |
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107 | (3) |
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Community cohesion: a holistic and creative approach |
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110 | (6) |
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116 | (2) |
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6 Case studies in good practice |
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118 | (17) |
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PART 3 TRANSFORMING YOUR PRACTICE |
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135 | (74) |
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7 Creating an enquiry-based curriculum |
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136 | (27) |
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136 | (1) |
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136 | (2) |
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Developing units of work across a key stage: long-term planning |
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138 | (6) |
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RE in a cross-curricular setting |
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144 | (6) |
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150 | (1) |
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150 | (4) |
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154 | (5) |
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159 | (1) |
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Use of effective questioning |
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160 | (1) |
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161 | (2) |
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8 Strategies and resources: using the skills of the non-specialist |
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163 | (22) |
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163 | (1) |
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163 | (1) |
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What are the skills to be developed for learners? |
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164 | (1) |
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What professional skills and experiences do we bring to religious education? |
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165 | (1) |
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Where can we start in the classroom? |
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165 | (1) |
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165 | (1) |
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How does the non-specialist begin to acquire the relevant knowledge and understanding? |
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166 | (1) |
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What about remaining neutral? |
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167 | (1) |
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What is the value and place of religious education in the curriculum? |
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167 | (1) |
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What is the educative value of the concepts underpinning a conceptual enquiry approach to religious education? |
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168 | (2) |
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How might non-specialists tackle religious education from their strengths? |
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170 | (14) |
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184 | (1) |
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9 What next for RE and the primary curriculum? |
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185 | (24) |
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185 | (1) |
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In 20 years who will be here? Reviewing the purposes of the primary curriculum |
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185 | (4) |
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The purpose of the school |
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189 | (2) |
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Curriculum: the contribution of subjects as disciplines |
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191 | (1) |
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Concepts as a way of focusing children's learning |
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192 | (2) |
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The purpose of religious education and attitudes towards it |
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194 | (2) |
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A new vision of primary education and RE? |
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196 | (3) |
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Beliefs and values in the 21st century curriculum |
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199 | (9) |
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208 | (1) |
| References |
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209 | (6) |
| Index |
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215 | |