1. Refreshing your RE Curriculum
EurECA Conference
Lisbon May 2016

2. Introductions Associate Professor of Education, Dana Hanesová
Katedra teológie a katechetiky, Pedagogická fakulta, Univerzity Mateja Bela
Brenda Lord, BA (London)
Teacher of History & RE; Youth worker
Our aims today:
To share some insights
To help you step back and review your RE.
To hear from you

3. How much change & how often?
Pace of change
How often do you review your curriculum?
How much change & how often?
Never/none =
stale
out of date
loss of passion & enthusiasm
Too much / too often =
stressful
exhausts time & energy

4. Jesus Our Role Model Jesus as a teacher was Interesting & Humorous
Good planner
Challenging
Relevant
Top aims
Enjoy: They need to enjoy the subject.
An old school friend came to visit me recently. She commented – they have taken all the enjoyment out of education. Example of Geography field courses.
Clarendon was a very Christian boarding school so my top aim was that they enjoy the lessons. I did not want them to feel that God or the Bible was boring.
My son’s school followed a GCSE course that seemed to me to be a very good one with many topics that I would include with a church youth group. However when I bought the books for the course, they were dull and boring! Why!?
Passionate teaching makes a great difference.
Jesus is our role model as a teacher.
Interest:
Attention grabbing start: e.g. some humour, something topical to them.
Teach them something they don’t know. Take a different
Relevance:
The Bible is very broad. Don’t get stuck teaching the same aim with the same story every time.

5. Firm but flexible: Allow room to move / adjust
Structure
Image: Freefoto.com
Firm but flexible: Allow room to move / adjust

6. Overview
story

7. Why?
Why do you teach RE?
It may feel obvious to you but it can help to write it down
There is a wide range of possible reasons
Which aims do you want to focus on at present?
Be selective. You can’t do everything
“Let us strip off every weight that slows us down and keep our eyes on Jesus.” Hebrews 12:1-2

8. Who? Children are not adults!

9. Children are: Physical beings Spiritual beings Emotional beings
Social beings
Intellectual beings

10. What questions are they asking?

11. What questions are they asking?
About 200 students aged were asked to submit ‘Difficult Questions’ for a lesson from a visiting Christian team.
The main themes that occurred were:
Suffering
Life after death
The universe: how was it made; are we alone
Purpose of life / why are we here?
Is God real?
Full details in the appendix
Do you ever ask your students for their questions?
You don’t have to base your whole curriculum around these but you could have a flexible section for them.

12. What issues are they facing?
A few of the top ones would include:
Fear
Guilt
Insecurity
Weak self-image
Identity
Anger

13. What? There have been many approaches to RE (especially in the UK)
Traditional: Journey through the Bible, alternating Old & New Testaments
Catechism
Moral Issues
Faith + different aspects of life
Faith + contemporary issues
Interfaith
Beliefs and values
Philosophy of RE
Details of these are available to those interested.
Skip this?

14. What? Areas you may wish to include in a curriculum:
All key Bible stories
Doctrines (creed / catechism)
Questions that children ask
Issues that children face
A blend of all of these?
5. Church History
6. Contemporary topics
7. Other major religions

15. RE can be holistic
The Bible is designed to bless every aspect of life.
Intellectual / apologetics & doctrine
Spiritual
Emotional / pastoral
Lifestyle = how to treat others

16. And Love your Neighbour
Love the Lord your God
Spiritual
Intellectual
with all your Heart,
with all your Soul
with all your Strength
and with all your Mind.
Pastoral
Lifestyle
And Love your Neighbour
as Yourself.
Luke 10:27

17. Plus Church history Contemporary issues Other religions
Do we just teach from the Bible or do we sometimes look at other areas but from a Christian perspective?
Church history
Denominations & Christian heroes
Contemporary issues
(not already included in main content)
Other religions

18. Church History Why? The value of role models, old and new
Who would you pick from your culture and from the international scene?

19. Contemporary Issues
We need to remember current issues – but can we often link them to our existing programme?

20. Other Religions
Should we study them?

21. Other Religions Should we study them? No
We don’t need to as we don’t have anyone from other religions in our country.
Our students might become confused in their own beliefs.
Yes
To understand & love our neighbour better
To promote respect and understanding for those of different faiths, especially Islam at this time.
How much detail / time on each?

22. Other Religions
How?
A strong Christian foundation. Bible stories such as the Good Samaritan, Ruth, Naaman encourage a tolerant attitude.
One major religion each year. Otherwise they cannot distinguish between different faiths.
Content could include:
Foundation / History; Key figures; Main beliefs & writings; Main duties & festivals;
Main differences & similarities with us
In the UK, where children look at several religions each year, it has been found that they cannot distinguish between different faiths.

23. Other Religions Our attitude:
Study other faiths in a spirit of love not criticism.
Look for both the similarities and the differences. There is some truth in all.
To compare Christianity with other faiths can help Christians to better understand their own beliefs.
See what you can learn from other faiths.
So What’s the Difference?: Fritz Ridenour is a good introduction.
The Vicar of Baghdad: Andrew White
This is a guide for leaders, especially with the older groups.
See what you can learn from other faiths.
E.g. The Hindus & Buddhists may have much to teach many Christians about why our pace of life is keeping us from the peace of God.
Rev Andrew White, ‘the Vicar of Baghdad’ knows many religious leaders of different faiths including Islam, Judaism, the Orthodox Church and the Roman Catholic Church, whom he respects and regards as friends.

24. A New Look at Old Stories
Rejection
Ishmael
Single parents
Solomon
Temptation
David & Saul
Forgiveness
Joseph
Parents
Jesus
How did Ishmael feel when his father sent him away? Was he just a mistake? The ‘spare’.
Both God and Solomon showed compassion to the prostitutes who were arguing over the baby
Nothing in many stories was inevitable.
Joseph had to struggle to forgive his brothers.
David battled with the temptation to kill Saul
Even Jesus had misunderstandings with his parents
There is so much to learn from the story of Adam and Eve
Fear; self-image
Adam & Eve

25. Lifestyle - Loving other people
We are quite good at teaching this on the whole.
e.g. Ten commandments
How can we vary the approach?
Yet relationship problems are one of our biggest challenges.
How can we help them to understand people better?
Behind the Masks

26. Pastoral - Emotional Literacy
What are our main emotional needs?
To love & be loved
Security
Self-worth
Significance
Identity & belonging
Problem areas
Fear
Guilt
Anger

27. Pastoral - Emotional Literacy
Value – Reflecting on our image
Value: Is My Self-Image Built on Sand?
Dealing with Fear
The Battle for the Mind
For younger children the ‘Inside Out’ film has been used as a focus for teaching material on emotions:
-childrens-ministry-curriculum
This material is expensive but you can use the basic ideas to write your own.

28. Spiritual We teach about spiritual matters.
Can we also help their spiritual development?
Are there any opportunities outside the classroom?
Prayer spaces
How to Set Up a Prayer Space
Prayer+Room+Resource
24-7 Prayer International | Origins: Youth Prayer Course

29. Apologetics & Doctrine To understand what we believe and why.
Traditionally we are good at teaching doctrine
Do you include apologetics?
Do you assume that all your students believe in
- God
- the resurrection
- the authority of the Bible…?
How do we equip them to share/retain their faith?

30. Different Christian viewpoints
Fact: Christians hold different beliefs over certain key issues
How do we feel about this?
What attitude do we hold/encourage towards Christians with whom we disagree?
How do you deal with controversial issues e.g. evolution
Do you present one view point or several?
What questions may they face after they leave school?
Romans 15:7 Accept each other just as Christ has accepted us so that God will be given glory

31. Call My Bluff! 5. Do Christians believe in evolution? All Some No

32. What do Christians believe about Evolution?
God made everything instantly. Nothing evolved.
There was evolution within species e.g. the first dogs had the gene pool for every type of dog.
Unsure. God created everything somehow.
God triggered evolution from one species to another at various stages of creation He created Man separately.
Everything evolved
Many Christians believe this.
Many Christians believe this

33. Spirit Fall
You breathe life, You restore. Awaken my soul, I know that I've been made for more. You speak truth, You renew. When I'm in Your presence, You show me the glory of You. Spirit fall. Spirit fall. Fall on us for we are Yours. Fall on us for we are Yours. You will make, all things new. Until you return all creation cries out for you. There is power in Your presence, Hope and healing in your presence, There is freedom in Your presence. Spirit fall
Integrity Music presents "Spirit Fall taken from the album SPIRIT FALL by New Wine Worship." Sung by Susie Woodbridge.

34. Web Links & Resources Subscription
Urban Saints have a wide range of resources for many age groups. They offer a 30 day free trial.
Shops
Free
– offers plans and leaders’ notes for some of the topics mentioned on this PowerPoint.
- in different languages

35. Text books Top educational publishers include:
Hodder:
Nelson Thornes – now part of Oxford University Press
Every UK GCSE curriculum now has books that are written by the examiners. The main examination boards are AQA and OCR.
Their books can be found easily on Amazon as well as the web sites above.

36. Extra / appendix
The following slides contain extra information relating to this workshop

38. Questions Children Ask
How do we know there is a God?
Who made God?
Where did God come from?
How old is he?
What race is He?
What is he like?
Where does he live?
Does God live in the sky?
What does he look like?
Are there 3 Gods or just one?
Has God ever made a mistake?
What is God’s real name?
How big is God?
What do we mean by the word god?
Is our God the only god?
Does God ever get cross?
Would God forgive a murderer?
Is God a man?
Why did God make people?
How do you know God is your friend?
Does God ever go to bed?
Does God have feelings?

39. Questions from a Church youth group
Who goes to heaven?
Why should a bad Christian go to heaven when a good non-Christian won’t?
Do you still go to heaven if you backslide/rebel/go away from God?
Why do bad things happen to good people?
Why do we have so many wars?
What are the main differences between Christianity and the other Religions?
Do we pray to God the Father or Jesus?
What is the role of the Holy Spirit in prayer?
How do you know if God is speaking to you?

40. Top Spiritual Questions of Adults: UK survey in 2000
Destiny – what happens when we die?
Purpose – why are we here?
Universe – accident or design?
Is there a God?
What about the supernatural?
Why is there so much suffering?

41. Questions Teenagers Ask
‘REinspired’ collected questions from about 200 students aged in preparation for a guest lesson from a visiting Christian team on the theme of ‘Difficult Questions’ (UK state school)
The main themes that occurred were:
Suffering
Life after death
The universe: how was it made; are we alone
Purpose of life
Full details in the next 4 slides
Do you ever ask your students for their questions?
You don’t have to base your whole curriculum around these but you could have a flexible section for them.

42. Age 12-13: Difficult Questions List
1. If God is real and supposed to be good, then how come so many bad things happen in our world today?
2. Why do bad things always happen to good people?
3. Where was God on 9/11?
4. Why does violence exist?
5. Will the universe ever end?
6. Is God real?
7. Do spirits exist?

43. Age 12-13: Difficult Questions List
Do Christians believe in the Big Bang Theory?
Did God make the world in 6 days?
Do Christians believe in evolution?
Did humans evolve from apes?
What is the reason for us living/existing?
13. Are we alone in the universe?
14. Are there other universes and if so do they have their own God?
15. Which religion is real? Why can’t we just have one?

44. Age 12-13: Difficult Questions List
16. What do Christians believe happens after you die? 17. Will people go to heaven if they commit suicide? 18. Is heaven actually real as there is no proof it exists? 19. Why do some people think they are better than you? 20. Do all humans have emotions and how do we know that we’re human? 21. Why does God not speak to us? (from a Muslim student)

45. Age 12-13: Difficult Questions List
22. If Jesus is the Son of God, who is God’s wife?
When Jesus was buried after he died, how come he came back to life?
Unusual questions:
24. Is the weather God’s emotions?
25. Is it ever acceptable to murder a wanted murderer?
26. Is animal testing right?
27. Was Hitler a good person?

46. Some questions from our Year 8’s
Is God real?
Do spirits exist?
If God is supposed to be good, then how come so many bad things happen in our world today?
Where was God on 9/11?
Will the universe ever end?
Do Christians believe in the Big Bang Theory / evolution ?
What is the reason for us living/existing?
Are there other universes and if so do they have their own God?
Which religion is real? Why can’t we just have one?
What do Christians believe happens after you die?
Will people go to heaven if they commit suicide?
Is heaven actually real as there is no proof it exists?

47. Why? RE can be used to teach:
Skills
Enquiry
Reasoning
Interpretation
Empathy
Reflection
Evaluation
Analysis
Meditation
Attitudes
Tolerance
Open-mindedness
Appreciation
Self-worth
Morality
Curiosity
Respect
Fairness/justice
Commitment
A critical mind

48. Why do we teach RE? The UK Journey in RE
The UK is unusual in that RE is compulsory in all schools.
It is interesting to look at how the approach to RE has changed in the UK over the last few decades
Until the 1960’s, the aim was to help children understand their faith - which was
assumed to be Christian.
By the end of 1960s: there was an increasing emphasis on moral problems.
By 1980s: multi-faith teaching had been introduced
By 1990s: Many people began to be interested in the philosophy of religion.
With the emphasis on ‘learning about RE’ and ‘learning from RE’ since the late 1990s, RE teachers began to realise that something needed to be done to make bridges with children who were highly secular in their outlook.
“Self-understanding or ‘emotional intelligence’—whichever phrase you use—has never been more urgently needed than today.” Cavan Wood: ‘Emotionally Intelligent RE: Learning About Our Emotions from Bible Stories’

49. An RE text book showing the approach to RE in UK in 1980’s & 90’s.
Christianity: Joe Jenkins 1989

50. An RE text book showing the approach to RE in UK in 1980’s & 90’s.
Contemporary Moral Issues: Joe Jenkins 1989

51. A UK GCSE Example AQA GCSE: schools choose 2 units of 6 topics from:
Unit 1 Religion and Citizenship
Unit 2 Religion and Life Issues
Unit 3 Religion and Morality
Unit 4 Religious Philosophy and Ultimate Questions
Unit 5 Religious Expression in Society
Unit 6 Worship and Key Beliefs
They spend one year on each unit.
The next few slides show a short summary of each unit.
Full details available on:
Post full syllabus on web site

52. 3.1 Unit 1 Religion and Citizenship – summary
AQA Religious Studies Specification B Ethics, Philosophy and Religion in Society
3.1 Unit 1 Religion and Citizenship – summary
Topic 1 Religion and Relationships
Topic 2 Religion, Sport and Leisure
Topic 3 Religion and Work
Topic 4 Religion and the Multicultural Society
Topic 5 Religion and Identity
Topic 6 Religion and Human Rights  

53. 3.2 Unit 2 Religion and Life Issues – summary
AQA Religious Studies Specification B Ethics, Philosophy and Religion in Society
 3.2 Unit 2 Religion and Life Issues – summary
Topic 1 Religion and Animal Rights
Topic 2 Religion and Planet Earth
Topic 3 Religion and Prejudice
Topic 4 Religion and Early Life
Topic 5 Religion, War and Peace
Topic 6 Religion and Young People

54. 3.3 Unit 3 Religion and Morality – summary
AQA Religious Studies Specification B Ethics, Philosophy and Religion in Society
3.3 Unit 3 Religion and Morality – summary
Topic 1 Religious Attitudes to Matters of Life (Medical Ethics)
Topic 2 Religious Attitudes to the Elderly and Death
Topic 3 Religious Attitudes to Drug Abuse
Topic 4 Religious Attitudes to Crime and Punishment
Topic 5 Religious Attitudes to Rich & Poor in British Society
Topic 6 Religious Attitudes to World Poverty

55. 3.4 Unit 4 Religious Philosophy and Ultimate Questions
AQA Religious Studies Specification B Ethics, Philosophy and Religion in Society
3.4 Unit 4 Religious Philosophy and Ultimate Questions
Topic 1 The Existence of God
Topic 2 Revelation
Topic 3 the Problems of Evil and Suffering
Topic 4 Immortality
Topic 5 Miracles
Topic 6 Science and Religion

56. 3.5 Unit 5 Religious Expression in Society – summary
AQA Religious Studies Specification B Ethics, Philosophy and Religion in Society
3.5 Unit 5 Religious Expression in Society – summary
Topic 1 Religion and Art
Topic 2 Religion and Architecture
Topic 3 Religion and Literature
Topic 4 Religion and Media
Topic 5 Religion and Music
Topic 6 Religion in Contemporary Society

57. 3.6 Unit 6 Worship and Key Beliefs – summary
AQA Religious Studies Specification B Ethics, Philosophy and Religion in Society
3.6 Unit 6 Worship and Key Beliefs – summary
Topic 1 Places of Worship
Topic 2 Worship
Topic 3 Pilgrimage
Topic 4 Origins and Beliefs
Topic 5 Practices and Belonging
Topic 6 Authority