The purpose of Religious education is to enable students ‘to continually deepen their religious and theological understanding’ (Bishops conference of England and Wales,2012:6) and be able to communicate their faith effectively. In the Bishops conference of England and Wales it acknowledges that for some students classroom RE may be their first personal encounter ‘with the truth of living faith’ (http://rcdow.org.uk/education/headteachers/re-in-catholic-schools/ accessed on 2/10/2015), therefore it is important that classroom RE encourages students to reflect and search their inner self and feelings, ‘questioning their assumptions and fully engages with their thoughts (Erricker et al,2011:32). In the following essay I will explore how effective classroom RE can help students engage with religious content bringing them to a knowledge and understanding of their commitment to their catholic faith.
Religious education recognises the importance of children having more than mere subject knowledge and how it must be seen in the context of the holistic person (C.E.S,1995). RE is often looked upon as ‘value education’ (Erricker et al,2011:19), as it concerns itself with the learners development as a human being. In order for RE to be effective children must show progression, a good starting point to monitor this progression is through the use of a mind map. By placing the word ‘Christianity’ for example, at the center of the page you are able to get an idea of what children know, don’t know and want to find out. From my experience this is an effective way to develop a direction for your RE content, while ensuring are that students are continually deepening their religious and theological understanding (Bishops conference of England and Wales,2012).
It is through RE children develop reflective and critical attitude which enables them to connect with underlying aims of education, which work towards pupil’s spiritual, moral, social and cultural development (Erricker et al,2011). According to the Catholic education service the primary responsibility of such development lies with parents, with catholic schools supporting parents in carrying out this task, thus as a result of the 1988 Education Reform Act RE must promote SMSC. A key aim in RE is to offer children a sense of self-worth, which comes from ‘their experience of belonging to a caring community and an awareness of the demands of religious commitment in everyday life’ (Hummell,2012,11). I believe that circle time is an effective way of achieving this objective. During circle time children are able to gather as a class, establishing this sense of community and appreciate each other self-worth, by giving someone within the class a positive comment.
Classroom Re encourages pupils to have respect for others and empathy towards them in terms of what is meaningful to them. One effective way I have seen this being done is through the shoe box appeal at Christmas. As part of the RE class students were asked to buy something with their pocket money for a child in a deprived area. This was an effective way for children to relate to the concept of sacrifice; contributing to their moral development, which hinges on the practice of self-denial. (C.E.S,1995:11). In using such strategy within the classroom, children are able to nurture consideration for others and self-sacrifice. This enhances children’s moral developing, as it teaches young people about the greater good which helps strengthen ‘the reason why we make decisions that cause us sacrifice’ (C.E.S,1995:27), thus enabling children to morally develop. ‘Such a conviction gives rise to a commitment in Christians towards the wider world’ (C.E.S,1995:7)
Through classroom RE children nurture skills of rational thinking and explore ethical issues, these aspects of RE are key in their moral development. Students through effective RE should thus be able to respond to others in relation to their own experiences, which are ‘informed by ways in which they rationalise and make sense of those experiences’ (Erricker et al,2011:28) In order for Re to be thought effectively we as teachers must look at ourselves as role models. In that ‘we are constantly making moral decisions in the classroom’ (C.E.S,1995:25). Thus in order to help develop children’s SMSC we must uphold all the attitudes which we nurture in RE; honesty, respect for others and moral values so as we can formatively aid them in their spiritual and moral development. As much as RE is about community and commitment RE is also controversial, therefore it is important that children are given an opportunity to engage with deepest questions of life, by enabling them to think about issues in human experience and analyse them in a way which they can relate to so as they can ‘find reasons for hope’ (Bishops conference of England and Wales,2012). In a recent Ofsted report, teachers were criticised for ‘limiting enquiry by directing pupil to a happy end’(OFSTED,2013:10). As Watson and Thompson (2007) rightly observe, effective RE encompasses explanation and evaluation. As a teacher it is important that you are open minded in your approach to RE, giving time to pupils for personal reflection, which enables RE to fulfil its aim of challenging pupil’s critical thinking.
‘In short, religious education, is helping pupils understand religion’(Bastide,1992:10). However, what I have come to learn through my own RE lectures is that classroom RE goes far beyond this. In order for religion to be effective children must be able to engage personally with ‘religious beliefs, teaching sources and practices’ (Erricker et al,2011:24). Useful integration of AT1 and AT2 is an effective way of achieving this. AT1 is centred on learning about religious belief, whereas AT2, involves learning from religion, which enables students to interpret the content in a way which is meaningful to them. In a recent Ofsted report, it was believed that teacher were ‘rushing pupils towards a personal response before they had investigated it properly’ (OFSTED,2013,10). This is cause for concern as a key aim of classroom Re is to stimulate pupils to use ‘imagination and provoke a desire for personal meaning as revealed in the truth of the Catholic faith.’ (Bishops conference of England and Wales,2012:6) If religious education focuses on merely religious knowledge, children are provided with fewer opportunities to relate to the material and so they gain no significance from the lesson. According to (Erricker et al,2011), effective RE provides a balance between both dimensions, as this enables pupils to use ‘religious beliefs and values as instruments for the critical evaluation of their own beliefs and values.’ (Erricker et al,2011,23) From my experience in the children’s liturgy, this is an effective strategy which enables students to personally respond to religious practices and beliefs, and recognise parallels in their own life experience. For example when exploring the 10 commandments, ‘love thy neighbour’ (Mark, 12:31), by putting this in a context that children comprehend enables them to recognise and relate to their commitment as Catholics to love one another and treat everyone equally.
As is evident Catholic religion is a commitment which encompasses our whole of life, and so RE works on developing a wide range of invaluable skills across the curriculum. In the Bishops conference of England and Wales, it states ‘RE is not simply one subject among many, but rather it provides the foundations of the entire educational process’ (http://rcdow.org.uk/education/headteachers/re-in-catholic-schools/ accessed on 2/10/2015). Thus through Catholic RE, teachers aim to enable children to gain knowledge and skills which aid their understanding in other curriculum subjects. The attitudes which are nurtured in RE, such as tolerance, appreciation of differences as well as open-mindedness lend themselves to pupils understanding of Citizenship. As part of Catholic faith we believe that we are all made ‘in the image and likeness of God’(Genesis 1:27), thus through citizenship we are able to build upon ideas which centre around this. Concepts such as relationships, equality, identity and human rights can all be explored both in RE and citizenship. Citizenship concerns itself with teaching children about our diverse and multicultural society, therefore builds upon a key aim of classroom RE which attempts ‘to raise pupils’ awareness of the faith and traditions of other religious communities’ (Bishops conference of England and Wales, 2012:6).In doing so classroom Re attempts to build respect and understanding for those who hold beliefs which are different from their own. This encourages students to live and contribute ‘to an inclusive and caring community and a society of devise religions’ (http://www.sandwell.gov.uk/info/200295/schools_and_learning/965/religious_education/4 accessed on: 4/10/2015), allowing for clarification of their faith development with their cultural development.
According to Watson and Thompson (2007), the fundamental factor in effective RE is the classroom teacher and how they apply RE within the classroom. As Bastide observes, ‘teachers are concerned with laying foundations, with the questions of the extent to which we can equip children with the tools of understanding’(Bastide,1992:10). A key aim of Religious studies is to enable students to consider and respond to important questions related to their own spiritual development as well as the development of their values and attitudes. RE is therefore inseparable from spiritual development as it introduces pupils to Jesus Christ and enables them to relate him to their experience. It is through discussion and debate within RE that fundamental questions concerning our commitment to the ‘search for meaning and purpose and value’ (Bastide,1992:10) by which we live can emerge. From my experience the use of artefacts is an effective way of stimulating this discussion within the classroom. Religious artefacts in classroom RE help ‘bring a faith tradition, especially the practices and rituals to which these items relate, more alive and ‘real.’(http://re-handbook.org.uk/section/approaches/using-artefacts-in-religious-education, accessed on: 5/10/2015) Such approaches allow for experimental learning, however it is important to be respectful and sensitive in your approach to RE especially when incorporating religious artefacts, so as you do not cause offence to any other religious belief.