1. Tutor: JACKIE GANDY E-mail: jackie.gandy@winchester.ac.uk
PGCE Foundation RS
Tutor: JACKIE GANDY

2. But Why? (some thoughts from Erricker and Bellchambers p195)
It is about developing and supporting one’s own beliefs and values and enquiring into those of others.
In doing this we gain a greater understanding of ourselves and the world we live in.
As a result we make more rational choices and come to recognise how and why others choose to live in ways different to our own.
The subject makes a significant contribution to negotiating our collective futures and dispelling ignorance.

3. What is good RE. Lowndes,J(2011) ‘What is good RE
What is good RE? Lowndes,J(2011) ‘What is good RE?’ in Erricker,C; Lowndes,J; Bellchambers,E; Primary Religious Education – A New Approach London: Routledge
VITAL INGREDIENTS:
A focus on significant concepts.
Exploration of religious material.
Reflection and expression of children’s own experiences in life.
Strategies that provide experiental learning.
Child centred approach that encourages.
Balance between human experience and religious.
Encourage a critical view of RE.

4. EXPECTATIONS: The UK is still regarded as a Christian country.
ALL children are expected to be taught Christianity.
At KS1: Christianity plus 1 other religion.
At KS2: Christianity plus 2 other religions.

5. The OTHER religions:
BUDDHISM
HINDUISM
ISLAM
JUDAISM
SIKHISM

6. TIME LINE of RELIGIONS 500 BCE BUDDHISM 2,000 BCE JUDAISM 2,500 BCE
HINDUISM
1500 CE
SIKHISM
600 CE
ISLAM
CHRISTIANITY

7. INTERPRETING RELIGION IN RELATION TO HUMAN EXPERIENCE.
LIVING DIFFERENCE
The Agreed syllabus for Hampshire, Portsmouth and Southampton.
It has 1 Attainment target:
INTERPRETING RELIGION IN RELATION TO HUMAN EXPERIENCE.

8. S A C R E Standing Advisory Council for Religious Education
RE is part of a non-statutory national framework.
Each Local Authority has a SACRE.
Standing
Advisory
Council for
Religious
Education

9. OBJECTIVES To prepare for life in a culturally diverse society.
To develop a sense of responsibility for themselves and others.
To create a positive interest in other people, employing fair play and justice.
To provide opportunities to develop a positive self-image and to value all.

10. CONCEPTS
Living Difference is a conceptually based syllabus. This leads pupils to develop skills in understanding concepts within religious traditions.

11. 3 TYPES of CONCEPT CONCEPT A:
Concepts that are common to religious and non-religious experiences.
CONCEPT B:
Concepts that are common to many religions that are used in the study of religions.
CONCEPT C:
Examples of concepts that are particular to a specific religion.

12. The Teaching Methodology
Communicate
Apply
Enquire
Contextualise
Evaluate