Presentation on theme: "Skills development in the study of a world religion"— Presentation transcript:
1 Skills development in the study of a world religion Advice and guidance for practitioners delivering RMPS National Qualifications1 – Introductory advice and guidance
2 Skills development in the study of a world religion Advice and guidance for practitionersContentsPowerPoint 1: Introductory advice and guidance for practitionersPowerPoint 2: Introductory examples and active skills development – world religionsPowerPoint 3: Active skills development – Christianity exemplarPowerPoint 4: Active skills development – Judaism exemplar
3 Skills development in the study of a world religion Advice and guidancefor practitioners1 - Introduction
4 Focus on skills development This support is designed to provide advice and guidance for practitioners by demonstrating potential approaches to learning and teaching.This presentation is intended to offer support to individuals and departments planning for the learning and teaching of world religions.It is designed to support practitioners working with learners from National 3 to Higher level.The examples provided are adaptable and may help to stimulate further development of approaches to learning and teaching relevant to the context of the practitioner.None of the presentations included in this support are designed to be used with learners in their current form. The presentations provide advice, guidance and exemplars for practitioners to reflect on in their own planning for learning and teaching.In order to support practitioners delivering across the levels of National Qualification presentation, the exemplification provided varies in depth and challenge.
5 Focus on skills development The development and application of skills, as outlined by both Bloom and McGinlay are crucial for the ‘transformational changes needed to improve the life chances of young people in Scotland.’ They develop towards higher order thinking skills, such as creating, evaluating and analysing and are essential Skills for Learning, Skills for Life and Skills for Work. These are illustrated at the end of this PowerPoint and more information can be found in ‘Building the Curriculum 4: Skills for Learning, Skills for Life and Skills for Work ‘Practitioners should refer to SQA documentation for the specific skills to be developed and assessed as part of the World Religions unit.Examples are provided from the contexts of Buddhism, Christianity and Judaism. However, the approaches are transferable across the study of any religion as the focus is on the pathways to develop skills, rather than content for knowledge and understanding.
6 Focus on skills development Practitioners should be encouraged to develop a holistic approach. Learning can focus on one aspect of one unit or can deal with a theme or issue across two or three units.The skills developed in these activities are to enable the learners to be at the centre of the learning experience. This material supports effective learning and teaching in National Qualifications but it is built on skills and knowledge developed from a broad general education.If practitioners choose to adapt and use any of the example material provided, they should ensure it is both contextualised for their own setting and prepared as appropriate for the level of study.
7 Focus on skills development As the approaches are transferable across the study of any religion due to the focus on the pathways to develop skills, this could be an opportunity for practitioners to share their skills with other practitioners, in the delivery of RME/RERC by leading CPD sessions for colleagues.Practitioners could also use this opportunity to share and develop skills in interdisciplinary and inter-sector contexts, eg through Glow Meets etc.
8 Focus on skills development All new and revised National Courses from SQA are designed to reflect Curriculum for Excellence values, purposes and principles. They offer flexibility and provide more time for learning, more focus on skills and applying learning, and scope for personalisation and choice.In the RMPS suite of courses there is an emphasis on skills development and the application of those skills.These courses provide learners with opportunities to continue to develop the attributes and capabilities of the four capacities as well as skills for learning, skills for life and skills for work.Learners should build on the knowledge, understanding and skills developed through the broad general education.All courses provide opportunities for learners to develop breadth, challenge and application.
9 Focus on skills development The main aims of the courses are to enable learners to develop:knowledge and understanding of the main beliefs and values of one world religionknowledge and understanding of religious and philosophical responses to moral questionsknowledge and understanding of religious and philosophical questions and responsesthe ability to reflect on, and relate, knowledge about religious, moral and philosophical questions to personal or practical contextsa range of skills, including investigation, analysis, evaluation and the ability to express beliefs and views in a reasoned manner.Drawn from SQA Course Specifications
10 Focus on skills development The aim of studying a world religion is that learners will:develop an understanding of the impact and significance of religion today through studying some of the key beliefs and practices found within one of the world’s six major religions and the contribution these make to the lives of followersdevelop skills to understand the context and relevance of sources drawn from the religion they study.SQA Unit Summary from Draft Higher RMPS Course Specification
11 Focus on skills development Learners will develop a wide range of important and transferable skills. The level of skills development progresses through the levels of qualification. Practitioners should make reference to the appropriate course and unit specifications.At National 5 the skills include:describing, explaining and analysing some religious, moral and philosophical questionsenquiring into and critically evaluating different ideas and viewpointsexpressing views about religious, moral and philosophical issues in a reasoned mannerinterpreting the meaning and context of key sources.SQA Draft Course Rationale and Summary National 5
12 Focus on skills development reflective questionsIn order to plan for skills development, it may be beneficial for practitioners and departments to consider their current practice and reflect on the following:Consider your current approaches to learning and teaching in National Qualification courses:How active are your current courses?In what ways are the skills of learners effectively developed? How could this be improved?What evidence do you have to support your conclusions?What aspects could be improved through increased use of active learning?What would the impact on learners be?
13 Focus on skills development In order to plan for skills development, practitioners may find it helpful to refer to Bloom’s taxonomy and the related work of Morag McGinlay.McGinlay’s skills path draws on Bloom’s taxonomy and demonstrates how learners can progress through their learning and develop higher-order thinking skills.The following two slides outline the revised version of Bloom’s taxonomy and McGinlay’s skills path.
14 Focus on skills development revised Bloom’s taxonomy Remembering: demonstrating the ability to remember previous learning by recalling facts, terms, concepts, ideas and answers. Can I recall my knowledge/learning?Understanding: demonstrating understanding of facts and ideas by organising, comparing, classifying, translating, interpreting, describing, discussing and stating ideas. Can I explain my knowledge/learning?Applying: using and demonstrating knowledge, understanding and information in a new way. Solving problems to new situations; implementing procedures in unfamiliar situations; constructing answers. Can I use my knowledge/learning in a new way or an unfamiliar situation?Analysing: differentiating and distinguishing information into appropriate parts, working out how the parts relate to each other and to the overall setting by comparing, contrasting, matching, classifying, grouping. Can I distinguish aspects of my knowledge/learning?Evaluating: making judgements, considering opinions, defending decisions by assessing, comparing, judging, deciding and/or proposing alternative solutions. Can I justify my decision?Creating: designing, constructing, formulating and/or adapting opinions, theories and/or products. Can I construct/create a viewpoint/theory?
15 Focus on skills development McGinlay’s skills path
16 Focus on skills development The examples provided in this support aim to demonstrate potential approaches to developing higher-order skills through active and collaborative learning in the study of a world religion.The in-depth exemplars from possible contexts within a study of Christianity and Judaism focus particularly on skills related to interpreting sources drawn from a religion.When using any of the other four presentations within this support, practitioners should make reference to this introductory advice and guidance.