1. 3 RD P EDAGOGY Hugo, Hollie, Lauren, Emily, Zoe and Charlotte

2. P EDAGOGY Look for similarities between the children’s experiences and the specific religious experience We choose to concentrate on this pedagogy because it is something children are able to relate to within the classroom and they can see quite quickly that their lives are very similar to those of religious children. However it is good for children to be able to identify the differences in their lives and it is a good introduction into other religions. You are not spoon feeding a child.

3. T HE NC ‘All schools are also required to teach religious education at all key stages. Secondary schools must provide sex and relationship education.’ (Department for education 2013, P.7) This is the only statement regarding RE in the NC. The local authority will give a more in depth analysis of what they expect. However this task develops skills in finding similarities and differences as well a diary writing skill. This is cross curricular with history and English.

4. O UR ACTIVITY Children will have done work on diary writing in their English lessons so they will be aware of what is needed. Children will complete a diary entry of the day using a template provided to speed up the process. (As seen on the next slide)

5. Date and title Wake up to before school Morning at school up till lunch Afternoon till home time. After school Up till bed Overview of the day

6. T IMINGS AND DIFFERENTATION Depending on the age of the child will control how long it will take them to complete the task. We are basing our activity around a Year 3 class. Therefore we predict this activity will take around 25-30 minutes to complete depending on the task. Children can write in bullet points as this is not an English lesson. If there is a child who struggles writing fast they could use a computer to type up their diary.

7. P ART 2 OF THE LESSON.. In this part of the session the children will be given a diary entry by the teacher based upon a religious child. They will all receive the same diary entry. With two different colour pencils children will underline the similarities and differences between their diary and the religious child's and the similarities.

8. This last part of the session will take around 15 minutes. Therefore it will be a fast paced session to keep the child on task.

9. T HE FOLLOWING SESSION Starter: Children will talk in partners about the similarities and differences they found within their work and see if there are any clues as to what religion the child could be from. The class will then discuss this on the carpet. This activity could be an introduction to a topic or a conclusion to a topic.

10. I NTRO OR CONCLUSION If it is an introduction children can then tell the teacher the types of things they would like to know about the religion. The rest of the session can be a simple introduction to the topic where children have to opportunity to discuss and research the key religious elements they found in the diary entry.

11. I NTRO OR CONCLUSION If it is a conclusion to a religion then children can discuss what they have learnt about the religion. They can then create a neat mind map about that religion that they can keep in their books. The mind map could be done at the end of every topic as an overview and as a form of assessment.

12. H OW THIS LINKS TO THE 3 RD PEDAGOGY The activity that links to our chosen pedagogy is the diary similarities and differences task. This is a great task to do as it allows children to do their own enquiry into a topic and religion.