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Primary Religious Education - A New Approach: Conceptual Enquiry in Primary RE [Kõva köide]

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(University of Winchester, UK), (Religious Education Inspector, UK),
  • Formaat: Hardback, 232 pages, kõrgus x laius: 246x174 mm, kaal: 590 g, 3 Tables, black and white; 4 Illustrations, black and white
  • Ilmumisaeg: 28-Jul-2010
  • Kirjastus: Routledge
  • ISBN-10: 0415480663
  • ISBN-13: 9780415480666
Teised raamatud teemal:
Primary Religious Education - A New Approach: Conceptual Enquiry in Primary RESuurem pilt
  • Formaat: Hardback, 232 pages, kõrgus x laius: 246x174 mm, kaal: 590 g, 3 Tables, black and white; 4 Illustrations, black and white
  • Ilmumisaeg: 28-Jul-2010
  • Kirjastus: Routledge
  • ISBN-10: 0415480663
  • ISBN-13: 9780415480666
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415480666.html
Märksõnad:

The role of Religious Education within the primary school and how it should be implemented has been the subject of worldwide debate. Responding to the delivery of the non-statutory framework for RE and the recent emphasis on a creative primary curriculum Primary Religious Education - A New Approach models a much needed pedagogical framework, encouraging conceptual enquiry and linking theory to its implementation within the wider curriculum in schools.

The book outlines this new conceptual approach to Religious Education and is based upon the Living Difference syllabus successfully implemented in Hampshire, Portsmouth, Southampton and Westminster. It demonstrates how to implement the requirements of the new QCDA curriculum and Ofsted criteria for effective RE and is rapidly gaining both national and international support. Through this approach, Religious Education is discussed within the larger context of primary education in the contemporary world. This book will help you to teach RE in a creative way in the primary classroom by providing:

  • historical commentaries
  • an overview of existing approaches
  • case studies based upon developments in religious literacy
  • connections to initiatives such as Every Child Matters and cross-curricular links to other areas of the curriculum, including PSHE.

With an all-encompassing global context, this book provides tutors, students and practicing teachers with a firm basis for developing their thinking about the subject of RE, how it is placed in the primary curriculum and how it may be successfully implemented in schools.

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

Judith Lowndes is a general inspector/adviser for Religious Education in Hampshire. She has extensive experience of teaching primary pupils and advising on Religious Education provision, she has also been a Lecturer for Religious Education to students and trainee teachers in higher education.

Elaine Bellchambers has worked as a teacher and as an Ofsted inspector. She is currently Senior Lecturer in Religious Education and Professional Studies at the University of Winchester and responsible for co-ordinating primary Religious Education.