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This article provides an overview of the Senior Cycle Non-Exam Religion Framework, focusing on the curriculum and teaching strategies for two topics: The Search for Meaning and Religious Faith as a Response to Life's Search for Meaning.
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Part 1: What are you teaching? A look at the curriculum • Part 2: A look at how to teach two topics that may suit your classroom
The Framework • The Curriculum Framework for Senior Cycle can be found in the Guidelines for Teachers book. • This framework is for non-exam students and can be used over a two or three year period, depending on whether Transition Year is to be taken into consideration. • Most students will partake in the framework as opposed to the syllabus.
Framework cont. • The framework includes eight sections: • Section A – The Search for Meaning • Section B – Christianity • Section C – Religious Faiths in Ireland Today • Section D – Morality in Action • Section E – God-Talk • Section F – A Living Faith – Doing Justice • Section G – Story See page 152 - 169 in the Guidelines for Teachers.
The Framework: https://curriculumonline.ie/getmedia/5e6062d7-111e-4105-b81a-089fc73be199/SCSEC30_Religion_nonexam_syllabus_eng.pdf • The Syllabus and Framework: http://ncca.ie/en/Publications/Syllabuses_and_Guidelines/Leaving_Certificate_Religious_Education_Teacher_Guidelines.pdf
Each section of the framework is presented in two parts. • The first part of a topic outlines the areas to be covered. • The second part offers exploratory ideas. • Encouraging students to partake in self-directed learning is to be encouraged and these exploratory options are designed to aid the process.
The explorations aim to ensure that a variety of learner styles have been catered for through the use of multiple methodologies including: • Group work • Project work • Self-directed learning • Investigations • Visits and speakers • Cross-curricular linkages • Use of ICT, particularly beneficial use of the internet. See page 152 of the Guidelines
“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” John Dewey
Thinking Outside the Box! https://www.youtube.com/watch?v=PBe7Y4H8Ql8
Aims of Section AThe Search for Meaning • To explore the human need to question and to identify the great questions. • To explore some of the ancient and contemporary answers to the great questions. • To identify the pattern of religious faith in response(s) to the great questions. • To examine the place of religious faith in contemporary society.
Topics of Section A • Topic One: Searching • Topic Two: Symbol • Topic Three: Religious faith – a response to life’s search for meaning
Sample Lessons • Section A - Topic Three: • Religious faith – a response to life’s search for meaning • Look at Aung San Suu Kyi
Possible Learning Outcomes for the Study of Aung San SuuKyi Students should be able to: • Identify the main points with regards to the political situation in Burma. • Evaluate the reasoning and meaning behind Aung San Suu Kyi’s decision to stand up. • Use music to explore the issues further.
Resources • Handout/Powerpoint – background story of Aung San Suu Kyi. • Unplayed Piano by Damien Rice and Lisa Hannigan. • Student journal. • In a classroom context the film The Lady can be viewed and explored as an aid to deepening understanding of Suu Kyi’s story and further exploring students’ thoughts on issue that arise.
Illicit Prior Knowledge Do you know this lady?
Possible Approaches • Step 1: Provide background information on Suu Kyi in any format that you like. • Step 2: Watch a youtube clip where Aung San Suu Kyi speaks about violence. E.g. https://www.youtube.com/watch?v=j1ZlLd1fnxU • Step 3: Use music as a means of exploring the meaning of Suu Kyi’s importance to society. Use Unplayed Piano by Damien Rice and Lisa Hannigan. The video for the song is available on YouTube. The video shows Suu Kyi’s positive influence on her nation’s people. https://www.youtube.com/watch?v=NgQUBecM7OM
Possible Approaches Step 4: (i) Evaluate and reflect. Consider the song and the lyrics. What is your response to this song? Journal your thoughts. (ii) Exploratory questions for the song: a. Why might an artist use music as a means of highlighting an issue? b. Why did Damien Rice focus on a piano when discussing the life and struggle of Aung San Sui Kyi? c. Why is music so powerful? Step 5: Share. Step 6: Future work. Invite the students to research a person of their own choosing who has had or has a positive influence on others. This person must open questions about seeking meaning in life, in our thoughts and in our actions.
Sample Lessons • Section A - Topic One: Searching • A brief look at Plato
Possible Learning Outcomes for the Study of Plato Students will be able to: • Explore what philosophy is. • Identify the origins of philosophy and the key people involved. • Identify the background of Plato. • Examine the Allegory of the Cave.
Who can be a philosopher? • Anyone! If you ponder about life e.g. what will you do after school/college? Where will you be in five years? If you participate in such questions then you too are a philosopher!
Philosophy and Students • What kinds of philosophical questions might be asked by young people today?
Philosophy and Students • Time and time again, students frequently ask the same or similar philosophical questions: • Why do good things happen to good people? • Why are there so many natural disasters? • Why can’t countries solve their problems without resorting to war? • Why am I here? • Where will I be in five/ten years time? • Who is the most influential person in the world? • Why can’t Tipp win an All-Ireland title? • What is going to be on Friday’s test?
Possible Ways to Teach Philosophy and Plato • Introduce the concept of philosophy. • Ask the students if anyone knows what philosophy is. • Explore any answers that may be offered. • If no answers are offered, use probing questions such as: have you ever thought about where you came from? • Allow the students time to consider such a question. • Give a brief introduction to the idea of philosophy.
Possible Ways to Teach Philosophy and Plato • Introduce Plato. • Has anyone ever heard of him? • Does anyone know anything about him? • What would they like to know? • How could they find out more? KWHL template. • Background information on Plato. • Thinking and exploring activities. • Plato’s central ideas • The Allegory of the Cave. • Modern concepts of the Cave.
Section B - Christianity Aims • To explore the historical context into which Jesus was born. • To develop an understanding of the message and vision of Jesus in the context of his time. • To examine the early Christian movement – its identity and vision. • To investigate contemporary and historical attempts to return to the original vision.
Section B Topics Topic 1: Jesus – His life and times Topic 2: The early Christian movement Topic 3: Returning to origins
Section C Religious Faiths in Ireland Today Aims of Framework 1. To encourage respect and appreciation for the richness of religious traditions in Ireland today. 2. To explore at least two major living religious traditions and to compare and contrast elements of these. 3. To examine the emergence of new religious movements in Ireland today
Section C Topics of the Framework: • Religion – a rich tapestry of beliefs • A closer look at two major living traditions • New religious movements
Why is it important to study various religions? Religion is humanity’s greatest response to questioning the meaning of life. Religion attempts to answer questions and to make life better. Religion is a universal concept that can be experienced by any person.
Using Images in the Classroom • To verbally introduce topic with suitable image for support. • To illicit prior knowledge. • To initiate an understanding of a new religion through images associated with that religion. • To bring a new way of living to life through images. • To promote the student’s interest and self-involvement through the asking of their questions.
What Do You Know? • You can use an image such as the previous one to determine what information the students know about a topic. • E.g. • What can you see in this picture? • Where was this picture taken? • What do you think is happening in this picture? • What is the black box in the centre of the picture called? • What does this black box represent? • Do you know anything about any tradition associated with the box?
What does it mean to be a part of the Hajj? • What does the pilgrimage celebrate? • How many people normally participate in the pilgrimage? • Does the pilgrimage stay at this place by the black box only? • Where else do pilgrims travel to? • What are some of the customs/traditions associated with the pilgrimage? • Have you ever seen the pilgrimage on the news? • You could watch “The Hajj: The Greatest Trip on Earth” on Channel 4.
Section D – Morality in Action • To understand the stages of moral development. • To introduce students to a process for moral decision-making and consider the implication of these for personal decision-making. • To understand the elements and context of moral decisions. • To critically reflect on a range of moral issues from a religious perspective.
Section D Topics Topic 1: Becoming Moral Topic 2: Morality and Religious Belief Topic 3: Moral Dilemmas
Section E – God-Talk Aims • To examine present image of God and compare to childhood image. • To examine images of God in art/music/literature and contemporary culture. • To examine images of God in two major religions. • To explore images of God in scripture/sacred texts
Section E Topics Topic 1: My Image of God Topic 2: Images of God in Sacred Text Topic 3: God ‘in the bits ’n pieces of the everyday’
Using Images of God in the Classroom • First, reflect on students’ own images of God. • Look at other sources for images of God, both historical and contemporary. • Explore various examples of images of God. Probe the students’ understanding.
