‘The outcome of excellent Religious Education is religiously literate and engaged young people…who are aware of the demands of religious commitment in everyday life’.
Religious Education Curriculum Directory (Bishops’ conference, 2012:6)
In what ways does classroom RE achieve this? (1,500 words)
The outcome of Religious Education within a classroom setting is to engage young people to become aware of the demands of religious commitment in their lives, each day. This includes being able to have the knowledge, understanding and skills to enable them to reflect on their social, moral, spiritual and cultural values which have direct links to the catholic faith. It is considered to be “core of the core curriculum” in a Catholic school according to Pope St John Paul II (http://www.catholiceducation.org.uk/schools/religious-education/item/ 1002967-about-religious-education-in-catholic-schools accessed on the 0110.2015). In this essay I will look at how classroom RE achieves this and examine how it is promoted through the ethos of the school and other subjects in the curriculum.
In religious education, within the classroom, there is explicit religion, which is learning about religion. This is gaining a basic knowledge and understanding of the religion. As well as this there is implicit learning, learning from religion, which is the skill of asking and responding to different questions and relating it to everyday life experiences .This type of learning is where the values and commitment derive from to ensure religious commitment. In the Catholic scheme of work, Come and See, it is clear that it focuses mainly around the area of implicit learning as it starts with relating each area to real life as well as reflecting upon and considering the message in ‘all its richness’ (Hummell, 2012 :24). This helps children become aware of the demands of religious commitment and plays a vital role in promoting the spiritual, moral, social and cultural development of each child.
The first educators of faith is the parents, that is where the responsibility of ‘religious, spiritual and moral education lies’ (Catholic Education Service, 1995: 5). The parents establish a faith connection which makes children aware of the presence of God within their lives. They nourish the child in love and faith by entering into the communion of the church, Baptism. This is built upon within their communities and local parishes by gathering together to proclaim the word of God. In catholic schools this is reflected in gathering together to proclaim the Word of God, in morning prayers, assembly or special masses (Hayes & Gearon, 2002). It can also take place in the classroom my creating a sense of community by gathering together in activities such as circle time. This connection is relatable to daily life and provides a basis of knowledge and understanding of Catholicism (Bishops’ Conference of England and Wales, 2012).
Within a catholic school, faith is enhanced and encouraged to flourish as it is intended to promote the wellbeing and freedom of each child, as everyone is made in the image and likeness of God as well as playing a ‘central and vital part of life’ (http://rcdow.org. uk/edu cation/headteachers/re-in-catholic-schools/ accessed on the 02.10.2015).The beliefs and values of RE draw together all aspects of school life which enable students to engage with and resolve the demands of religious commitment in everyday life and encourages them to question and find reason, it develops the ‘critical faculties of pupils’ (Bishops’ Conference of England and Wales, 2012: 6). RE within the classroom pursues a life of meaningfulness and encouraging both investigation and reflection as well as engaging with the ‘deepest questions of life’ (http://rcdow.org.uk/education/headteachers/re-in-catholic-schools/ accessed on the 02.10.2015), in order to find reason and answers.
As you engage with the Catholic faith on a deeper level there is a greater sense of the attitudes nourished and developed which bring clarity to the relationship between faith and life (Bishops’ Conference of England and Wales, 2012). Each day in the classroom, both the teacher and the students make choices which engage with their faith and develop good attitudes and dispositions. This is seen in both their active faith and their value of faith which is at a deeper level such as morality and love. One instance, I seen, of this being present in the classroom is when I was on placement at Christmas time. The class remembered other children, who were less fortunate than themselves. For the children this meant, not buying each other presents but instead working together to put together shoeboxes for little boys and girls of the same age in Romania. This in terms of faith was related back to the true meaning of Christmas and got them to put others first before their own needs as well as developing a sense of equality and love for others. This forms part of the development of a social conscience and is an integral part of the faith which is identified as ‘seeking the common good’ (Hummell, 2012: 37).
RE creates a climate of respect for the beliefs of all learners and teaches how to reflect, identify and describe, doing so provides the opportunity to deepen faith and become aware of the demands in everyday life. Each one of us ‘has received a special gift’ (Ephesians 4:1-7). In the classroom, each child is different and has different gifts and values. RE provides a chance to develop and shine in a way which allows for individual uniqueness as ‘the promotion of the human person is the goal of the catholic school’ (Bishops’ Conference of England and Wales, 2012: 3).
Religious Education is a gift which ‘grows from a seed to full maturity’ (Hayes & Gearon, 2002: 84) to ensure that young people are literate and engaged religiously and spiritually. The classroom can nourish this and help it grow by encouraging questioning, reflecting and appreciating. In the classroom, these stages of spiritual development are marked in the secular world but they further deeper in the world of faith. This happens through the sacraments, as much work and preparation surrounds them. The initial sacraments prepare children for the adult world and strengthen their sense of commitment to their faith as well as continuing on their faith journey, the Sacraments are the building blocks of faith particularly confirmation which reaffirms the baptismal promises that your parents took on your behalf, to mark the start of religious commitment.
Within classroom RE, there is opportunity to ensure that young people are aware of moral questions and moral choices, ensuring that there is a clear distinction between ‘right and wrong, good and evil’ (Catholic Education Service, 1995: 19). This sense of morality is reflected in everyday life and in the values which are held, from this a person is able to make reasoned and informed choices. It aids social development as they belong to something they gain a sense of identity. This can be seen effectively in the classroom as children are able to know what is acceptable and what is not, such as leaving one person out or laughing at someone, this essentially provides a way of critiquing the trends of culture and society (Bishops’ Conference of England and Wales, 2012).
The teaching of RE is approached with an open-mindedness, empathy and respect for all. This creates awareness which reflects and engages with other religions to gain an insight into tradition of other religious communities (Bishops’ Conference of England and Wales, 2012). As the Church says, ‘The love for all men and women is necessarily also a love for their culture. Catholic schools are, by their very vocation, intercultural’ (Congregation for Catholic Education, 2013: 61, from http://www.catholiceducation.org.uk/schools/religious-education/item/1002967-about-religious-education-in-catholic-schools accessed on the 02.10.2015). From gaining an appreciation of these religions, there is a sense of respect and appreciation. This classroom knowledge refers to AT1, learning about religion and enlightens knowledge of the world. There is a respect and value which is needed in a democratic society and an appreciation that not everyone is the same, not everyone has to hold the same beliefs, classroom RE highlights many similarities and differences between the different religions.
In classroom RE, the teacher engages with the children and establishes a relationship of respect and trust, this makes it easier for both the teacher and the pupils to relate learning back to personal experiences encouraging implicit learning, this can be achieved in the classroom, with the idea of love and friendship, by encouraging them to explore what they believe their values as a friend are. They can then reflect upon each other’s responses and life experiences and respond in a way that deepens their faith and commitment.
The knowledge and understanding gained in the Religious Educational Curriculum can be related to many other areas of the Curriculum. The range of attitudes and values are life skills which are beneficial in other areas of life. Linking RE with a creative subject such as art ‘can open minds, enable connections, deepen thought and engagement and so explore spiritual questions profoundly’ (http://re-handbook.org.uk/section/curriculum/religious-education-across-the-curriculum/creativity-and-religious-education#tab-0 accessed on the 02.10.2015). These subjects together can work hand in hand to benefit each other, as often in Religious Education, the curriculum doesn’t provide enough time to fully explore one concept, such as expression and experience. In art children can express themselves and develop their creative thinking skills, which expands knowledge and imagination, as a whole range of possibilities emerge. Ofsted in the 2013 report stated that ‘effective enquiry gave opportunities for spiritual and creative development which are built into a process’ (Ofsted, 2013: 24).
Religious learning connects to art by exploring and questioning the meaning and purpose of a certain piece of work. There are many visuals which can help explain an area of religion. In Catholicism, art is seen everywhere and it brings to life the faith, such as Stained glass windows in a chapel. Art has a major influence within Religion, when it comes to Sacraments. Displays of artwork in the chapel show learning and understanding, for example in school, children completed visuals of doves symbolizing peace for the sacrament of Confirmation.
In conclusion, religious education in the classroom enables young people to become religiously literate and engaged with the demands of religious commitment in their everyday life. It provides the skills and attitudes which are then fostered in the classroom and presented through many approaches. The ability to reflect spiritually, and think ethically and theologically is present and the knowledge, understanding and skills are effectively interwoven through the curriculum and everyday life.
Reference List
Bishops’ Conference of England and Wales, (2012), The Curriculum Directory for Roman Catholic Schools, London: Catholic Education Service.
http://www.catholiceducation.org.uk/schools/religious-education/item/1002967-about-religious-education-in-catholic-schools accessed on the 02.10.2015.
Catholic Education Service, (1995), Spiritual and Moral Development across the Curriculum, A discussion paper for the Professional Development of Teachers in Catholic Schools, London: Catholic Education Service.
(https://www.gov.uk/government/publications/religious-education-realising-the-potential accessed on the 03.10.2015).
Hayes, A, & Gearon, L, (2002), Contemporary Catholic Education, Herefordshire: Gracewing.
Hummell,V, (2012), Come and See: Catholic Primary Religious Education Programme: Year 5, Chelmsford : Rejoice Publications.
Hunt, T, Et Al, (2000), Catholic School Leadership, London : Falmer Press.
McLaughin, T, Et Al, (1996), The Contemporary Catholic School: Context, Identity and Diversity, London: Falmer Press.
New Revised Standard Version Bible. 1995, Oxford University Press.
Ofsted, (2013), Religious Education: Realising the Potential, London: Ofsted
http://re-handbook.org.uk/section/curriculum/religious-education-across-the-curriculum/creativity-and-religious-education#tab-0 accessed on the 02.10.2015
(http://rcdow.org.uk/education/headteachers/re-in-catholic-schools/ accessed on the 02.10.2015