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Making sure RE goes well in the next 5 years. SACRE Conference Life as a journey

Making sure RE goes well in the next 5 years. SACRE Conference Life as a journey. A metaphor for learning and for life, worked out for children to use, exemplifying the thoughtful and creative directions for the subject.

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Making sure RE goes well in the next 5 years. SACRE Conference Life as a journey

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  1. Making sure RE goes well in the next 5 years.SACRE ConferenceLife as a journey A metaphor for learning and for life, worked out for children to use, exemplifying the thoughtful and creative directions for the subject

  2. Pick a route: Notice the starting point – the baby in the pram leaving the hospital. The baby is setting out on her life journey. If you could choose the route for her, where would she go? What would you include and what would you avoid? Why have you picked this route? Does a good life mean no suffering or do we need the stormy times too? Guidebook for the journey of life: Notice the man selling guidebooks. These might be guidebooks for the journey of life. If you were asked to write the first page of the guidebook for the journey – what would you say? What advice would you give? Is your advice similar to any you know from holy books? Buildings: Notice the buildings on the journey. 8 shops, 2 sheds, religious buildings, a wedding chapel, a hospital – if you could take one thing from each building to help you on your journey of life, what would it be and why? Shopping: If you could choose something from only four of the shops to help you on your journey of life which would you choose and why? Put these four in order. Which matters most of all to you? Can you say why? Now think about someone who is a Christian, Muslim, Jew or another religion: what would they choose and why? Before and after: This map shows the journey of life – but what about what happens before we are born and after we die? Show your ideas using pictures / symbols / colours and words. Fold a sheet of paper diagonally. Bottom left: what you think came before this life? Top right: show what you think / believe happens after this life. Do the same for a Hindu or Christian.

  3. Thomas Butler [9] has investigated and charted life’s journey as he sees it. Does he show his understanding of the idea of life as a journey? Does he apply the idea for himself? (L4) Does he need to get some different viewpoints as well? Explaining in the light of religious ideas takes it up to L5.

  4. Jack, 9, from Hartpury School has recognised the different ways people have of approaching life’s challenges. He’s also made a link to his understanding of Christian faith, using a Bible verse to describe what matters to Christians.

  5. Thomas, 9, has written the opening page to his ‘guidebook to life’ in some work on the Bible and sacred texts. He was able to do this after working on the ‘journey of life’ theme.

  6. 10 year old Catherine from Meadowside PS gives her introduction to the guidebook to life. Can she enquire into ideas about the impact of values? Can she use appropriate concepts to express her own views of questions of value thoughtfully?

  7. Emily, 7, has given us two interesting ideas of her own about life before birth and life after death. The visual stimulus + scaffoldedstructure enables her to put the ideas down in a controlled way. This shows some of the value of creative thinking and expression in RE

  8. Life as a journey: evidence of achievement • Levels 1-5 • Masking tape lines on the playground with 4-5s going on the journey, making chalk pictures on the playground in 2s of some key moments and big ideas. • Engagement and handling questions just as important at knowledge and understanding • Pupils’ own ideas and insights: harder to assess? • Evidence of achievement in many forms here • What tasks would you do next?

  9. A favorite path on the journey of life

  10. The Journey of Life How can the sacraments mark the turning points in life’s journey? Thanks to Gerri Yates and her talented pupils at Our Lady Queen of Martyrs RC Primary in Durham

  11. How can we ensure RE makes a difference in the future? • Stitch it into the whole curriculum • Set high standards – as Alan suggested it’s about clear purpose, consistent subject leadership, good planning + monitoring, dialogue, the challenge to enquire + question, collaboratively developed. • Be creative and imaginative in planning • Use pupil-interest to challenge negativity of staff or parents • Combine the fighting spirit of Bruce Willis with the subtle magic of Dumbledore and the persistence of Robert the Bruce’s spider • Stay in there: Mr Gove is not forever.

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