Presentation on theme: "St Vigor and St John Church of England Primary School Chilcompton, Somerset We are building a sustainable community of adventurous lead learners."— Presentation transcript:
St Vigor and St John Church of England Primary School Chilcompton, Somerset We are building a sustainable community of adventurous lead learners
Relationships Collaboration, power of the cooperative, well being, dispositions, attitudes, skills Beliefs/Values Key beliefs, values, being human and unique Being ‘bothered’ Beliefs about learning Questing Asking questions, being curious, seeking answers. Search for meaning. Worthy agendas. Creative, adventurous ideas. Connectedness Relevant, linking. Rootedness/grounded in the community/ environment and beyond, Building concepts and big ideas that relate personally - creativity ‘A sustainable community of adventurous lead learners’ The curriculum we provide must celebrate and further enable these behaviours to develop. We have a belief that if we behave in particular ways we will be successful in making our vision real. What? How? Why? for each
Research Questions How can I be a good story-teller ? What’s it like to live in Ghana ? How can I tell others about myself by making a portrait gallery ? How can I make an information leaflet about keeping healthy for the children Who visit the doctor’s surgery ? What’s happening in the world around me and what’s my responsibility towards it? What was it like to be a child in World War I ? How can I grow and share my ideas about change in a workshop?
So how can focus weeks specifically support learning in RE?
Diversity Focus Week Problem-solving I can find out about different cultures within my local area e.g. Polish, Portuguese, Communication I/we can tell a story which offers a piece of wisdom to ‘foolish human beings' (through e.g. drama, dance, poetry, song, written in a book, film) We can develop and respond to diverse ideas in response to a ‘thing’ (different culture), a picture (situation) an issue (school/community/globally based) Creativity Identity Communication Enquiry/Prob.Solving Creativity I am unique and have my own talents – e.g. ‘me boxes’ I respect other people’s uniqueness and their talents. I know diverse stories from different cultures which tell me how to behave well as a human. I recognise there are stereotypes e.g. gender, race, disability I can challenge a stereotype and explain my reasoning. Learning dispositions: Interdependence Reasoning Questioning Making links Empathy & listening Diversity Identity
If we work together, The world all as one We can stop all the fighting the wars that‘ve begun It doesn’t matter ‘bout colour Religion or race It’s the person inside Not just the face
So let’s all be equal Let’s give it a try Let our words create smiles Not people who cry Let’s get rid of hatred And all be as one In a world where it’s peaceful And love everyone.
How can we develop a more creative curriculum that makes RE more ‘questful’ and ‘connected’ for pupils and staff? What do we need to do?
B I can demonstrate a knowledge of a range of features of religious life and practice D I can discuss other peoples identity in relation to their beliefs FS/KS1 Unit 4: Friends Family & Community Learning opportunities: This unit explores ideas of those aspects of human nature which relate to religious practices and communities. Pupils should be given the opportunity to: share their feelings and experiences associated with belonging to a group or community; identify the types and characteristics of groups or communities people belong to; learn about some practices and events associated with some religious groups or communities and roles that people might have within them
ethicsconnectednessrelationshipsquesting Unit 4 Friends, Family and Community Family What types of family are there? What do you do with your family? What do some families do to celebrate special occasions? Why do they do this? How does it feel to be part of a family? What do you like about it? What challenges are there? What responsibilities do you have as a member of a family? own stories, special times open morning with parents roles and jobs, open morning with parents Shabbat with Alasdair & Mrs Green Sunday with Mrs Addicott story collections, open morning with parents P4C feelings photograph album
QUEST in RE What’s it like to be part of a family? RESEARCH QUESTION for half term How can I tell others about myself by making a family portrait gallery ? ethicsconnectednessrelationshipsquesting Big idea in RE Family
A I can describe the significance of some Christian beliefs, teachings or ideas to the lives of Christians F I can ask questions about the decisions people make (including believers) and can suggest answers that show I understand some religious views KS2 Unit 6: Barriers & Bridges Learning opportunities: This unit explores how religious beliefs affect approaches to moral issues. Pupils should be given opportunities to: identify a range of questions related to a moral issue; hear stories about people/organisations who have been involved in some way in moral issues; consider some of the factors that may affect attitudes and behaviour towards a moral issue, e.g., rules, beliefs, traditions, principles, commitments, experiences, possible consequences; express their own ideas and views about a moral issue in the light of a range of responses.
ethicsconnectednessrelationshipsquesting Unit 6 Barriers and Bridges Freedom What organisations and individuals defend people’s freedom? How do rules, laws and beliefs support or deny freedom of choice? What rights and responsibilities do people have? What is freedom? freedom or not in people’s lives learning wall How did slavery take away peoples rights? who protects our freedom? people who are not free UN, school, legal drama – dilemmas with slavery dilemmas at school and home dilemmas with homeless Pressures, pushes, pulls to making decisions stories from Bible drama and photographs visit to Pinney’s house values William Wilberforce visiting St Julian’s Hostel, interviews stories from Bible
QUEST in RE How do people’s ideas and beliefs affect their behaviour? RESEARCH QUESTION for half term What does freedom look like? ethicsconnectednessrelationshipsquesting Big idea in RE Freedom
You can make your fortune if you sell slaves Life is so easy when you’ve got slaves The slaves can do all the jobs you don’t want to do Its God’s will He’s a person, you don’t own him…he has his own soul God has made rules to protect everyone in the world Human beings have rights to live God will send you to hell for against
What ‘grabs’ you as a focus for a quest in RE? What might ‘grab’ your pupils? What important ideas/concepts might there be? What might a ‘bit’ of learning look like in relation to the demands of RE syllabus? How might these link to your school beliefs/ principles/ vision? What might your RE quest be?
What are future opportunities for us in RE? Fair trade sustainability community adventure global agendas outdoor environment
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