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Monday 9 th December 2013 King’s College Session How to teach effectively at GCSE Clare RS Graveney.

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Presentation on theme: "Monday 9 th December 2013 King’s College Session How to teach effectively at GCSE Clare RS Graveney."— Presentation transcript:

1 Monday 9 th December 2013 King’s College Session How to teach effectively at GCSE Clare RS Graveney School Committed to excellence

2 Teaching GCSE Religious Studies How to get the most out of your GCSE students ……

3 Word 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 A Quick Starter

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; 1.Why is GCSE RS important? 2.Resources 3.Edexcel Exam Spec Unit 2 and Unit 8 4.How the GCSE is assessed 5.How to plan for GCSE teaching using the specifications 6.How to build in exam practice / Preparing pupils for the exam 7.Questions 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?

7 What do you think may put students off GCSE RS?

8 What does good RS teaching look like?

9 Positive learning environment Organisation Routines Good behaviour Clear expectations Interaction Enjoyment

10 What the students say about... 1.Lesson resources 2.Lesson delivery 3.Types of teachers

11 What they don’t want... What they do want.... Copying from the board Interactive and fun resources, e.g. Sesame Street. Something that makes you laugh (‘stickability’) So, how do we achieve this? Lesson resources

12 What they don’t want... What they do want.... Using the text book too much – especially tasks that include copying from it. Engaging, interesting lessons that involve debate, discussion and resources that are relevant to their lives So, how do we achieve this? Lesson resources

13 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subject Youtube Social Media – Facebook or Twitter The Day Channel 4 Clipbank 4Thought TV

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15 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subject Songs – 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 subject YouTube

17 Same Love Watch this video and read the lyrics to the song. Stick in your book

18 Same Love 1.What 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” 2.What do you think is meant by the following lyrics; “I’m not crying on Sundays.”?

19 Same Love What do you think is meant by the following lyrics; “Love is patient, Love is kind.” ?

20 1 Corinthians 13:4-8 New 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 Love 1.What do you think is meant by the following lyrics; “I’m not crying on Sundays.”? h?v=PYh9dpNFK1I&safe=active h?v=PYh9dpNFK1I&safe=active Fred Phelps – leader of the Westboro Baptist Church

22 What is your opinion on promiscuity? 1.http://www.youtube.com/watch?v=xxpOgw 89_1Uhttp://www.youtube.com/watch?v=xxpOgw 89_1U 2.http://www.youtube.com/watch?v=wLIghr7 46qk&feature=relatedhttp://www.youtube.com/watch?v=wLIghr7 46qk&feature=related 3.http://www.youtube.com/watch?v=mGFjc1jl obUhttp://www.youtube.com/watch?v=mGFjc1jl obU What are the dangers of promiscuity? CmH90&feature=related

23 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subject Advertisements

24 Section 4 – Roles of men and women Advertisements

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27 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subject 4thoughtTV

28 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subject Newspapers New clips News programmes (see page 7)

29 Section 4: Issues that arise from a multi-faith society

30 Why is abortion a controversial issue?

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32 Watch this BBC news clip and answer the question How is Irish legislation on abortion different to British legislation on abortion Savita 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 subject The Day

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38 Suggestions and ideas for quality teaching resources You need to build up a useful resource bank that ‘hooks’ students’ interest in your subject Social media Twitter Facebook

39 Follow us on Twitter Twits! Theology GraveneyRS https://twitter.com/GraveneyRS

40 b) Do you think prayer is a waste of time?

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47 Use news websites to inform discussion aith-healing-parents-will-avoid-jail-after-teen- dies-trying-to-pray-away-his-burst-appendix/

48 b) Do you think prayer is a waste of time? Use news websites to inform discussion /Terminally-ill-children-subjected- needless-suffering-futile-treatment-parents- hoping-divine-intervention-study-claims.html /Terminally-ill-children-subjected- needless-suffering-futile-treatment-parents- hoping-divine-intervention-study-claims.html

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51 Suggestions and ideas for quality teaching resources Use relevant documentaries but always provide them with a worksheet to keep them focused (see pg 6)

52 Resources

53 Set interesting homework tasks

54 Listen to Podcasts

55 Homework Why do you believe/ not believe in God? Bring in a resource that we can use in class to demonstrate the reason for your belief system

56 Suggestions and ideas for quality teaching resources Use BBC learning zone but always provide them with a worksheet to keep them focused (see pgs 8 – 9) ps

57 Do we still need God?

58 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. /the-argument-for-atheistic- evolution/430.html /the-argument-for-atheistic- evolution/430.html

60 Atheistic evolution 1) 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 Creationism Some 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. s/a-creationist-explains-his- beliefs/453.html s/a-creationist-explains-his- beliefs/453.html

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 Evolution Some 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. /explanation-of-theistic- evolution/431.html /explanation-of-theistic- evolution/431.html

64 Theistic Evolution 1) According to Alister McGrath, what started the world? The Big bang 2) 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 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). Answer I think that scientific explanations of the world do / do not get rid of the need to believe in God because; 1. 2.

67 Exam question d) ‘Science undermines belief in God.’ i)Do you agree? Give reasons for your opinion. (3) ii)Give reasons why some people might disagree with you. (3) Some people believe that ‘Science undermines belief in God.’ because; A Creationist would say…. 3. However, others disagree because; 1. an evolutionary theist would argue that … Finally, I believe

68 What they don’t want... What they do want.... Having favourites and always picking the same students to answer. Ignoring some students. Too much teacher talking 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 students So, how do we achieve this? Lesson delivery

69 What they don’t want... What they do want.... Going too fast, going too slow Whole class discussions, working in pairs, debates especially with people who have different views from you So, how do we achieve this? Lesson delivery

70 Suggestions and ideas You need to ensure that your lessons are inclusive Safe working environment Class debates/discussions Randomiser PowerPoint or other strategies to ensure all students contribute Challenging students Instilling ‘grit’ in your students to persevere (Carol Dweck)

71 Try to vary your lessons and try different teaching strategies to ensure student engagement and tend to different learning styles. E.G. P4C Suggestions and ideas

72 Community of Enquiry An opportunity to reflect upon our points of view

73 Instructions 1.Look at the stimulus and write down as many questions that this inspires in you

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76 2.Get into groups of three and share your questions 3.Choose one question between you that you all think is the most insightful 4.Write 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 floor 7. 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 listen 10. 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 Try 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? Suggestions and ideas

81 Thinking Hats Information Metacognition Gut Feelings Optimism Creativity Judgement

82 You need to break concepts down for your students Never assume knowledge but do try to get the answers from them This can be done through effective questioning Suggestions and ideas

83 Read the lyrics (stick into your book) and watch this video. What do you think is the message of this song? Happy Birthday

84 Why is abortion a controversial issue?

85 Controversy Causes argument due to differing opinions

86 Is abortion is sometimes justified? YesNo Many people believe that Abortion Is sometimes the lesser of two evils if the baby will be born with Severe disabilities then it is the more loving thing to do if it will have a poor quality of life

87 Lesser of two evils You should always choose the action that leads to the least amount of suffering. E.g. it is better to have an abortion than to force a woman to give birth to a child that is a product of rape

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 of life The general well-being of an individual

90 What do you they want from you?

91 What they don’t want... What they do want.... Boring (voice, monotonous) no intonation, expression or enthusiasm Unapproachable teachers Too strict Too friendly Teachers to make them feel valued Connect with ALL the student Make a personal connection with all students (conversations etc) So, how do we achieve this? Types of teacher

92 What they don’t want... What they do want.... Badly organised Who don’t prepare Who don’t mark our books Being made feel ‘stupid’ Sarcasm (if it is mean) Shouters Banter is good (if it is gentle and not belittling) Organised teacher Teacher in control Friendly (but not too friendly) teachers So, how do we achieve this? Types of teacher

93 What they do want.... Quick quizzes Good notes in book (but not too much) Lesson resources End of unit tests Highlighters and colours provided Worksheets instead of note-taking

94 What they do want.... Makes learning fun You must establish at the start that you are the boss Teaching style/type of teacher Approachable and friendly Good behaviour management Uses their voice well – no monotone instructions

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 Christianity Section 1: Believing in God The 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 death Why 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 family Changing 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 cohesion How 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?

99 Why assess? It allows you to celebrate success

100 10B1 Geniuses of the day

101 10B1 Marking feedback Homework and book issues to discuss during after school detention = Gaby Wright Chloe Oliver Shehryar Joanna Gray Naomi Homework and book issues to discuss during after school detention = Gaby Wright Chloe Oliver Shehryar Joanna Gray Naomi I need to mark your books Ashvini Joshua Ling

102 A Quick Starter How 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 scheme SPAG Literacy is a responsibility of all teachers

104 Common spelling errors in Religious Studies Religion Religious Focus Focused Euthanasia Miracle Palliative care Omniscient Promiscuity Discrimination “Make no mistake ” Prejudice Conscience Cohesion Racism Contraceptive Agnosticism Ethnicity Embryo Environment Surrogacy Reconciliation Pacifism Judgement Rehabilitation Retribution

105 Try an exam question In 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 a)= simple definition (2) b)= your opinion and two developed reasons for your opinion (4) c)= 4 developed points (8) d)= 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 classes So what does this involve then? ……..

109 Teacher Planning Write 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 it What 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 Assessment How would you assess your class to check their knowledge and understanding of Section 1 Unit 2?

113 5. Preparing students for the exam

114 Religious Studies Videos CPO Religious Studies There are great Religious Studies clips on YouTube that can help you revise for your exam

115 Download our GCSE RS Revision App on the App Store It’s free this Thursday only!

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117 End of Unit Revision Quiz Get into groups of four Create a team name Choose a scribe to write down the answers

118 Section 1 Believing in God Quick Quiz

119 Quick Quiz 1 1.How many sections are in this GCSE exam? 2.What section are we studying now? 3.What do we call people who believe in God? 4.What do we call people who don’t believe in God? 5.What is an agnostic? 6.What is the main reason for belief in God? 7.What is the other reason for belief in God? 8.What is a miracle? 9.What does numinous mean? 10.What is conversion? 11.What did William Paley compare the world to? 12.What is the design argument? 13.What is causation?

120 Quick Quiz 2 1.How can you believe in science and God? 2.What is the scientific explanation for life? 3.What is the scientific explanation for the universe? 4.What do we call people who believe that the world was created in 6 days by God 6,000 years ago? 5.What do we call people who believe God is the cause of evolution? 6.What do we call people who believe evolution disproves God? 7.Why do some people not believe in God? 8.What is the Christian response to unanwered prayers? 9.What is the problem of evil and suffering? 10.How do Christians respond to evil and suffering?

121 What is the question? 1.Atheist 2.The Big Bang 3.A feeling of awe and wander 4.Life is a test 5.William Paley 6.Baptism 7.Every 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 stars ConversionWhen your life is changed by giving yourself to God MiracleSomething which seems to break a law of science and makes you think only God could have done it PrayerAn attempt to contact God, usually through words AgnosticismNot being sure whether God exists, whether there is enough evidence to be able to prove it AtheismBelieving that God does not exist Moral evilActions done by humans which cause suffering eg, murder, rape Natural evilThings which cause suffering but have nothing to do with humans eg earthquakes, volcanoes OmnipotentThe belief that God is all-powerful OmnibenevolentThe belief that God is good/kind / loving OmniscientThe belief that God knows everything that has happened and everything that is going to happen Free Willthe power of making free choices unconstrained by God

123 Omnibenevolent PrayerResurrectionLiberal HomosexualityCohabitationConfirmationAdultery BaptismEuthanasiaAbortionParanormal ConceptionContraceptionMediumsMiracles AtheismAgnosticismTheismConversion Immortality of the soul PurgatoryHellPromiscuity

124 Possible exam questions Section 1 a)(2) 1.Define the term ‘miracle’. (2) 2.What does ‘numinous’ mean? (2) b) (4) 1.Do you think God is the cause of the universe? (4) 2.Do you think prayer is a waste of time? (4) c) (8) 1.Explain why some people do not believe in God. (8) 2.Explain how causation may lead to believe in God. (8) d) (6) 1.“Science disproves God.” Do you agree? 2.“Miracles do not happen.” Do you agree?

125 How do I answer the questions? a)DEFINE: A clear definition is required (2) b)You must provide a personal response to a statement with two developed reasons to support your point of view. (4) c)EXPLAIN: Aim for 4 because sentences! (8) d)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 Possible exam questions; a) b) c) d) Key terms: 1.Numinous 2.Conversion 3.Miracle 4.Prayer 5. Agnosticism 6.Atheism 7.Moral evil 8.Natural evil 9.Omnipotent 10.Omnibenevolent 11.Omniscient 12.Free Will Section 1 – Believing in God Revision Grid

127 How do I answer the questions? a)Atheism means ………(2) b)‘I think prayer is (or is not) a waste of time because… 1. 2.(4) c)A religious upbringing may lead to belief in God because … (8) d)(i) Some people believe that evil and suffering proves that God does not exist because; (ii) However, others would disagree because: 1.Christians believe (6)


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