1 / 8

Primary RE Conference Years Three to Six in Sixty Minutes – An Accelerated Encounter with KS2

Wednesday 7 th October 2009. Primary RE Conference Years Three to Six in Sixty Minutes – An Accelerated Encounter with KS2. Alexis Fowler Raj Khindey Gill Filer Nina Leigh. Session Outcomes. To gain knowledge and understanding of the pre-planning stage of RE in KS2.

orien
Download Presentation

Primary RE Conference Years Three to Six in Sixty Minutes – An Accelerated Encounter with KS2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Wednesday 7th October 2009 Primary RE ConferenceYears Three to Six in Sixty Minutes – An Accelerated Encounter with KS2 Alexis Fowler Raj Khindey Gill Filer Nina Leigh

  2. Session Outcomes To gain knowledge and understanding of the pre-planning stage of RE in KS2. To participate in practical RE activities for KS2. Share some resources available from the Scheme of Work.

  3. Pre-Planning Stage In all curriculum areas planning is carried out in reflection of the needs of the pupils in your class. Interactive Overview – Years 3 - 6 The Interactive Overview provides the opportunity to find out what the pupils already know and the Scheme of Work is flexible in order to meet the needs of the pupils. Teaching activities can be amended, substituted or deleted, providing there is coverage of the Programmes of Study (PoS) across KS2. (All PoS numbers are now referenced in the Scheme of Work and written in full in the adjacent column.) Use tick sheets on pages 11 and 12. The activities in the Interactive Overviews also provide opportunities to start growing display boards, beginning with the pupils prior knowledge, including vocabulary. (Vocabulary to introduce is now in the SoW.) Pupils are asked to consider what they would like to find out by the end of the year and this can be added to the display. A topic table can also be set up displaying artefacts, books, photos, thought provoking questions, etc. (Artefacts are now listed in the SoW.)

  4. Pre-Planning Stage As the year unfolds, vocabulary can be added to the display. Children should be encouraged to use it correctly. Photographs, interesting facts, more questions that arise, personal experiences, personal reflections and classwork can all be added to the display. Comments from religious visitors can be displayed and any questions left unanswered can be put to religious visitors at school, or on visits out of school. The revised Hertfordshire Scheme of Work is aiming to put across to pupils that people of all the faith backgrounds studied in KS2 live here, in Hertfordshire and that they are living religions. Families from faith backgrounds connected to schools are a wonderful resource. The interactive display should be used in a lively way, involve pupils in their own learning and be an opportunity to display photographs and other sources that help children to understand that religion is a way of life and that there are similarities and differences within and between religions, and that religion is significant in local, national and global communities. The Interactive Overviews commence each academic year providing continuity throughout KS2.

  5. Other Changes The final column contains points to note and resources. Resources include useful weblinks relating to the activities. In response to teachers’ request due to the curriculum overload in the year of SATs, the study of Hinduism hasbeen moved to Year 4, reducing the content in Year 6 to Christianity and Buddhism. The following activity is taken from Year 3 and demonstrates how the Scheme of Work provides points to note and resources.

  6. Year 3 Autumn A (p104) What was Muhammad’s Life Like? Muhammad (pbuh) was born in Mecca in about 570ce. He is very special to Muslims. (Points to Note) PBUH: When Muslims refer to Muhammad they say Peace Be Upon Him (pbuh). Pupils should be encouraged to write this next to the name of Muhammad and any Muslim pupils should be invited to share with the class how this is said. Make it clear you are not a Muslim, but you show respect.

  7. Year 3 Autumn A (p104) What was Muhammad’s Life Like? Before hearing the story of Muhammad’s life, sequence the story cards. Pupils would do this in pairs or fours. Take a card each and sit in colour groups. As a group memorise the card in order – a sentence each or in pairs – prepare to recite! Now recite the story in order as a class.

  8. Year 3 Autumn A (p104) What was Muhammad’s Life Like? Points to Note: The focus of this activity is to empathise with Muhammad (pbuh) as he learnt the words from Allah by heart. This should be drawn out and provide an AT2 balance. Where to find additional resources. http://www.thegrid.org.uk/learning/re/general/index.shtml In the weblink there are no pictures of living things (especially people) because it is considered to rival the creativity of Allah.

More Related