Presentation on theme: "Monday 9th December 2013 Graveney School"— Presentation transcript:
1 Monday 9th December 2013 Graveney School Committed to excellenceMonday 9th December 2013King’s College SessionHow to teach effectively at GCSEClare O’Brien@Graveney RS
2 Teaching GCSE Religious Studies How to get the most out of your GCSE students ……
3 A Quick StarterWord game. You need to think of a word associated with ethics that begins with the last letter of the word provided by the person who went before you E.g. If I said ‘Ethics’ the next person would have to think of a relevant word beginning with the letter s, e.g. Situation Ethics
4 Session Objectives:Explore a variety of different teaching and learning strategies to get the most out of your GCSE students
5 This session will cover; Why is GCSE RS important?ResourcesEdexcel Exam Spec Unit 2 and Unit 8How the GCSE is assessedHow to plan for GCSE teaching using the specificationsHow to build in exam practice / Preparing pupils for the examQuestions and or feedback from the group
6 1. Why do you think that GCSE RS is important? Can you argue, convincingly, why teaching GCSE RE/RS is necessary?
10 What the students say about ... Lesson resourcesLesson deliveryTypes of teachers
11 So, how do we achieve this? Lesson resourcesWhat they don’t want...What they do want....Interactive and fun resources, e.g. Sesame Street.Something that makes you laugh (‘stickability’)Copying from the boardSo, how do we achieve this?
12 So, how do we achieve this? Lesson resourcesWhat they don’t want...What they do want....Engaging, interesting lessons that involve debate, discussion and resources that are relevant to their livesUsing the text book too much – especially tasks that include copying from it.So, how do we achieve this?
13 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subjectYoutubeSocial Media – Facebook or TwitterThe DayChannel 4 Clipbank4Thought TV
15 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subjectSongs – go pgs 4 & 5
16 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subjectYouTube
17 Same Love Watch this video and read the lyrics to the song. Stick in your book
18 Same LoveWhat do you think is meant by the following lyrics; “If I was gay, I would think hip-hop hates me Have you read the YouTube comments lately "Man, that’s gay" gets dropped on the daily We become so numb to what we’re saying”What do you think is meant by the following lyrics; “I’m not crying on Sundays.”?
19 Same LoveWhat do you think is meant by the following lyrics; “Love is patient, Love is kind.” ?
20 1 Corinthians 13:4-8New International Version (NIV) 4 Love is patient, love is kind. It does not envy, it does not boast, it is not proud. 5 It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Could you use this passage to support same-sex relationships?
21 Same LoveWhat do you think is meant by the following lyrics; “I’m not crying on Sundays.”?Fred Phelps – leader of theWestboro Baptist Church
22 What is your opinion on promiscuity? What are the dangers of promiscuity?
23 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subjectAdvertisements
24 Section 4 – Roles of men and women Advertisements
32 Why is abortion a controversial issue? Watch this BBC news clip and answer the questionHow is Irish legislation on abortion different to British legislation on abortionSavita Halappanavar dies after abortion request 'refused'
33 Why is abortion a controversial issue? Why is the Irish Taoiseach being attacked on the abortion issue?
34 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subjectThe Day
58 Do we still need God?Today, we are going to look at 3 different responses to scientific explanations of the world, and try to answer this question for ourselves.
59 Atheistic evolution.Richard Dawkins is an atheist. He thinks that scientific explanations of the world mean that we no longer need to think that there was a God who started it all off.While you watch this clip, answer the questions on your sheet.
60 Atheistic evolution1) According to Richard Dawkins, how did the universe start?With the 'big bang'.2) How long ago was this?About 14 billion years ago.3) What does Dawkins think is the problem with the idea that God started the 'big bang'?It leaves God himself unexplained.4) How does Dawkins explain why animals and plants look like they have been designed?Natural selection- evolution has caused things to look designed.5) What does Dawkins say is the purpose of our existence?We are here by chance- we have to make our own purpose.6) What, does Dawkins say, is the difference between science and religion?In religion, belief is based on faith. In science, it is based on evidence.
61 CreationismSome Christians believe in the literal truth of the Bible. They reject scientific explanations of the world.Paul Taylor is one such Christian.While you watch this clip, answer the questions on your sheet.
62 Creationism 1) How does Paul Taylor explain how the world started? God created the world in 6 days, as told in Genesis.2) How old does he think the universe is?6000 years old.3) Why does Paul Taylor not think that the fossil records do not challenge the Biblical explanation of how the world started?Because of the flood in Noah's time, where lots of animals died and became buried.4) Why does Paul Taylor say that he does not need evidence for his faith?He says that his faith is itself the evidence.
63 Theistic EvolutionSome Christians believe that both the scientific explanations and the Bible are correct.This is known as 'theistic evolution'.Alister McGrath is one such Christian.While you watch this clip, answer the questions on your sheet.
64 Theistic Evolution1) According to Alister McGrath, what started the world?The Big bang2) How does Alister McGrath respond to the Biblical idea that the world was created in 6 days?It doesn't mean 6 literal days, it means a vast period of time.3) What is the difference between the way atheists and Christians understand evolution?The Christian believes that God is there, directing the purpose of evolution, whereas atheists don't.4) What does Alister McGrath say about 'truth'?He suggests that although some questions can be answered by science, some, like the meaning of life can only be answered by religion.
65 Suggestions and ideas for quality teaching resources Aim to build in exam practice into your lessons
66 Do we still need God? Exam question Answer Now it is time to make up your own mind!Answer this question in your books.b) 'Do scientific explanations of the world get rid of the need to believe in God?‘In your answer, say which position you take (atheist, creationist or theistic evolutionist).I think that scientific explanations of the world do / do not get rid of the need to believe in God because;
67 Exam question d) ‘Science undermines belief in God.’ Do you agree? Give reasons for your opinion. (3)Give reasons why some people might disagree with you. (3)Some people believe that ‘Science undermines belief in God.’ because;A Creationist would say….However, others disagree because;an evolutionary theist would argue that …..Finally, I believe
68 So, how do we achieve this? Lesson deliveryWhat they don’t want...What they do want....To feel included in every lesson and their contribution is valued.Everyone gets involved – get to know each other better and so improve confidence with other studentsHaving favourites and always picking the same students to answer.Ignoring some students.Too much teacher talkingSo, how do we achieve this?
69 So, how do we achieve this? Lesson deliveryWhat they don’t want...What they do want....Whole class discussions, working in pairs, debates especially with people who have different views from youGoing too fast, going too slowSo, how do we achieve this?
70 Suggestions and ideasYou need to ensure that your lessons are inclusiveSafe working environmentClass debates/discussionsRandomiser PowerPoint or other strategies to ensure all students contributeChallenging studentsInstilling ‘grit’ in your students to persevere (Carol Dweck)
71 Suggestions and ideasTry to vary your lessons and try different teaching strategies to ensure student engagement and tend to different learning styles.E.G. P4C
72 An opportunity to reflect upon our points of view Community of EnquiryAn opportunity to reflect upon our points of view
73 InstructionsLook at the stimulus and write down as many questions that this inspires in you
76 Get into groups of three and share your questions Choose one question between you that you all think is the most insightfulWrite this question on the back of one sheet of paper in large script
77 5. Choose a spokesperson from your group to read out the question you have chosen loud and twice 6. Put your question into the middle of the floor7. We need a volunteer to write up all the questions on the board
78 8. when the questions have been written up the volunteer will read these questions out twice. 9. All other students will close their eyes and listen10. Put your hand up to blind vote for the question you would like to discuss the most the second time it has been read out
79 11. Only one person is to speak at a time 12. No one is allowed to interrupt another speaker.13. If you would like to contribute your point of view then you must place your hand out and wait until the speaker has chosen you to participate
80 Suggestions and ideasTry to vary your lessons and try different teaching strategies to ensure student engagement and tend to different learning styles.Do the 6 thinking hats on philosophical questions;E.g; Is abortion wrong?
81 Thinking Hats Information Metacognition Gut Feelings Optimism CreativityJudgement
82 Suggestions and ideasYou need to break concepts down for your studentsNever assume knowledge but do try to get the answers from themThis can be done through effective questioning
83 Happy BirthdayRead the lyrics (stick into your book) and watch this video. What do you think is the message of this song?
86 Is abortion is sometimes justified. http://www. 4thought YesNoMany people believe thatAbortion Is sometimes thelesser of two evils if thebaby will be born withSevere disabilities then itis the more loving thing todo if it will have a poorquality of life
87 You should alwayschoose the actionthat leads to theleast amount ofsuffering. E.g. it isbetter to have anabortion than toforce a woman togive birth to a childthat is a product of rapeLesser oftwo evils
88 ‘We must as second best … take the least of the evils’ Aristotle, Ancient Greek Philosopher and student of Plato(384 BC – 322 BC)
89 quality of life quality The general well-being of an individual
91 So, how do we achieve this? Types of teacherWhat they don’t want...What they do want....Teachers to make them feel valuedConnect with ALL the studentMake a personal connection with all students (conversations etc)Boring (voice, monotonous) no intonation, expression or enthusiasmUnapproachable teachersToo strictToo friendlySo, how do we achieve this?
92 So, how do we achieve this? Types of teacherWhat they don’t want...What they do want....Banter is good (if it is gentle and not belittling)Organised teacherTeacher in controlFriendly (but not too friendly) teachersBadly organisedWho don’t prepareWho don’t mark our booksBeing made feel ‘stupid’Sarcasm (if it is mean)ShoutersSo, how do we achieve this?
93 Highlighters and colours provided Lesson resourcesWhat they do want....Highlighters and colours providedQuick quizzesWorksheets instead of note-takingEnd of unit testsGood notes in book (but not too much)
94 Teaching style/type of teacher What they do want....Good behaviour managementMakes learning funUses their voice well – no monotone instructionsApproachable and friendlyYou must establish at the start that you are the boss
95 It’s all about striking a balance They want you to be strict, but not too strict
96 2. Exam specifications Edexcel Unit 2 – Religion and Life based on a study of Christianity (Year 10)Unit 8 – Religion and Society based on a study of Christianity and Islam (Year 11)Have a look at pgs in your work pack.
97 GCSE Religious Studies Course Outline Year 10 Edexcel RS A Unit 2 - Religion and Life Based on a Study of ChristianitySection 1: Believing in GodThe main features of a Christian upbringing and how it may lead to belief in God.How religious experiences, as seen in the numinous, conversion, miracles and prayer, may lead to belief in God.The argument from design and how it may, or may not, lead to belief in God.The argument from causation and how it may, or may not, lead to belief in God.Why scientific explanations of the origins of the world may lead some people not to believe in God.How Christians respond to scientific explanations of the origins of the world.Why unanswered prayers may lead some people not to believe in God.How Christians respond to the problem of unanswered prayers.Why evil and suffering may lead some people not to believe in God.How Christians respond to the problem of evil and suffering.How two television and/or radio programmes and/or films about religion may affect a person’s attitude to belief in God.Section 2: Matters of life and deathWhy Christians believe in life after death and how beliefs about life after death affect their lives. Non-religious reasons for believing in life after death (near-death experiences, ghosts, mediums, evidence of reincarnation).Why some people do not believe in life after death.The nature of abortion, including current British legislation, and why abortion is a controversial issue.Different Christian attitudes to abortion and the reasons for them.The nature of euthanasia, including current British legislation, and why euthanasia is a controversial issue.Christian attitudes to euthanasia and the reasons for them.Arguments for and against the media being free to criticise what religions say about matters of life and death.The causes of world poverty. How and why one Christian agency is trying to end world poverty.How an issue arising from matters of life and death has been presented in one form of the media, for example in a television or radio programme, or in a film, or in the national press; including whether the treatment was fair to religious beliefs and religious people.Section 3: Marriage and the familyChanging attitudes to marriage, divorce, family life and homosexuality in the UK and the reasons for them.Christian attitudes to sex outside marriage and the reasons for them.The purposes of marriage in Christianity and how this is shown in the wedding ceremony.Different Christian attitudes to divorce and the reasons for them.Christian attitudes to homosexuality and the reasons for them.Christian teachings on family life and its importance. How Christian churches help with the upbringing of children.How Christian churches help to keep the family together.Different methods of contraception and the reasons for them.Different Christian attitudes to contraception and the reasons for them.How an issue arising from marriage and the family has been presented in one form of the media, for example in a television or radio programme, or in a film, or in the national press; including whether the treatment was fair to religious beliefs and religious people.Section 4: Religion and community cohesionHow and why attitudes to the roles of men and women have changed in the UK.Different Christian attitudes to equal rights for women in religion and the reasons for them.The nature of the UK as a multi-ethnic society, including the problems of discrimination and racism. Government action to promote community cohesion in the UK, including legislation on equal rights for ethnic minorities and religions.The work of a Christian Church to help asylum seekers and/or immigrant workers in the UK, including the reasons for the work and its importance and significance.Why Christians should help to promote racial harmony.Differences among Christians in their attitudes to other religions (exclusivism, inclusivism, pluralism). The UK as a multi-faith society, including the benefits of living in a multi-faith society. Issues raised for religion by a multi-faith society — conversion, bringing up children, interfaith marriages. Ways in which religions work to promote community cohesion in the UK.How an issue arising from religion and community cohesion has been presented in one form of the media.
98 3. How the GCSE is Assessed Why is AFL important?
100 10B1 Geniuses of the day Ella West Naomi Havell Rose Nuha Tiger RosalindTillyJenniferAnnaRubyfor outstanding class work and homework
101 10B1 Marking feedbackHomework and book issues to discuss during after school detention =Gaby WrightChloeOliverShehryarJoanna GrayNaomiI need to mark your booksAshviniJoshua Ling
102 How much of a difference can AfL make? A Quick StarterHow much of a difference can AfL make?
103 3. How the GCSE is Assessed Read pgs 10 – 14 of your work pack and look over the exam and mark schemeSPAGLiteracy is a responsibility of all teachers
104 Common spelling errors in Religious Studies PrejudiceConscienceCohesionRacismContraceptiveAgnosticismEthnicityEmbryoEnvironmentSurrogacyReligionReligiousFocusFocusedEuthanasiaMiraclePalliative careOmniscientPromiscuityDiscrimination“Make no mistake”ReconciliationPacifismJudgementRehabilitationRetribution
105 Try an exam questionIn pairs try to answer a d) type question in the different corners of the room on the A3 paper. You have 6 minutes to complete this and then report back.
106 Mark Scheme = simple definition (2) = your opinion and two developed reasons for your opinion (4)= 4 developed points (8)= 3 reasons supporting the statement, 3 reasons challenging the statement including a Christian teaching (6)
107 4. How to plan for GCSE teaching using the specifications Why is planning important?
108 Teacher Planning …. is ESSENTIAL in order to have a successful lesson It is so important to be well organised for your lessons – particularly for exam classesSo what does this involve then? ……..
109 Teacher PlanningWrite a check list of all the things you should have before tackling a GCSE class;E.g the register list!
110 Teacher Planning Look at the marking policy (page 15) What’s good about itWhat would you add or takeaway from this list?
111 Graveney School Religious Studies KS4 Teaching and Marking Checklist: All members of the Department must ensure that;It is essential that all teachers adhere to the course outline and scheme of work so that we are all working at the same pace and as such the summer exams and mocks can be uniform. Please do not deviate from this.All KS4 books are marked consistently every three weeks. This must include both formative and summative comments. Formative comments should include areas in which students are making good progress and constructive advice on how they can improve their progress, e.g. ‘you must provide at least 4 developed explanations for c) type questions.’It is important that all work produced is acknowledged in some way. You can do this simply by ticking the work or providing a sticker or stamp.Homework must be set each and every week.Homework and class-work must include exam question practice (aim to set at least one exam question per topic)All books should have a course outline stuck in the front of their books. You will all have these copied for you for each class you teach.All books should have a glossary stuck in their books for each and every section. You will all have these copied for you for each class you teach.All students should have a mark scheme in the back of their books. You will all have these copied for you for each class you teach.All books should demonstrate evidence of a variety of teaching and learning techniques to ensure motivation to learn.
112 AssessmentHow would you assess your class to check their knowledge and understanding of Section 1 Unit 2?
119 Quick Quiz 1 How many sections are in this GCSE exam? What section are we studying now?What do we call people who believe in God?What do we call people who don’t believe in God?What is an agnostic?What is the main reason for belief in God?What is the other reason for belief in God?What is a miracle?What does numinous mean?What is conversion?What did William Paley compare the world to?What is the design argument?What is causation?
120 Quick Quiz 2 How can you believe in science and God? What is the scientific explanation for life?What is the scientific explanation for the universe?What do we call people who believe that the world was created in 6 days by God 6,000 years ago?What do we call people who believe God is the cause of evolution?What do we call people who believe evolution disproves God?Why do some people not believe in God?What is the Christian response to unanwered prayers?What is the problem of evil and suffering?How do Christians respond to evil and suffering?
121 What is the question? Atheist The Big Bang A feeling of awe and wander Life is a testWilliam PaleyBaptismEvery effect has a cause, there must be a first cause.
122 Make sure you have all your glossaries!! NuminousThe feeling of the presence of something greater than you eg in a church or looking up at the starsConversionWhen your life is changed by giving yourself to GodMiracleSomething which seems to break a law of science and makes you think only God could have done itPrayerAn attempt to contact God, usually through wordsAgnosticismNot being sure whether God exists, whether there is enough evidence to be able to prove itAtheismBelieving that God does not existMoral evilActions done by humans which cause suffering eg, murder, rapeNatural evilThings which cause suffering but have nothing to do with humans eg earthquakes, volcanoesOmnipotentThe belief that God is all-powerfulOmnibenevolentThe belief that God is good/kind / lovingOmniscientThe belief that God knows everything that has happened and everything that is going to happenFree Willthe power of making free choices unconstrained by God
123 Immortality of the soul Purgatory Hell Promiscuity OmnibenevolentPrayerResurrectionLiberalHomosexualityCohabitationConfirmationAdulteryBaptismEuthanasiaAbortionParanormalConceptionContraceptionMediumsMiraclesAtheismAgnosticismTheismConversionImmortality of the soulPurgatoryHellPromiscuity
124 Possible exam questions Section 1 (2)Define the term ‘miracle’. (2)What does ‘numinous’ mean? (2)b) (4)Do you think God is the cause of the universe? (4)Do you think prayer is a waste of time? (4)c) (8)Explain why some people do not believe in God. (8)Explain how causation may lead to believe in God. (8)d) (6)“Science disproves God.” Do you agree?“Miracles do not happen.” Do you agree?
125 How do I answer the questions? a) DEFINE: A clear definition is required (2)You must provide a personal response to a statement with two developed reasons to support your point of view. (4)EXPLAIN: Aim for 4 because sentences! (8)EVALUATE:(iii) Three simple reasons to support the statement including a Christian teaching (3)(iv) Three simple reasons to challenge the statement including a Christian teaching (3)(6)
126 Section 1 – Believing in God Revision Grid Possible exam questions;a)b)c)d)Key terms:NuminousConversionMiraclePrayer AgnosticismAtheismMoral evilNatural evilOmnipotentOmnibenevolentOmniscient Free Will
127 How do I answer the questions? Atheism means ………(2)‘I think prayer is (or is not) a waste of time because…1.(4)A religious upbringing may lead to belief in God because …2.3.4.(8)d) (i) Some people believe that evil and suffering proves that God does not exist because;1.2.3.(ii) However, others would disagree because:Christians believe(6)