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Stretch & Challenge in RE

Stretch & Challenge in RE. Esther Messinger, Bristol Cathedral Choir School. Why bother with ‘stretch and challenge’?. Focusing planning on the most able improves provision for all. (Ofsted Bulletin 2013) Why? How? It e ncourages exciting and creative learning opportunities.

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Stretch & Challenge in RE

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  1. Stretch & Challenge in RE Esther Messinger, Bristol Cathedral Choir School

  2. Why bother with ‘stretch and challenge’? Focusing planning on the most able improves provision for all. (Ofsted Bulletin 2013) Why? How? • It encourages exciting and creative learning opportunities. • Emphasising challenge in classroom teaching and learning tackles underachievement. • Most students do not like ‘easy RE’ • Enrichment outside the classroom, forges partnerships with other subject areas and local faith communities. • It sharpens our own subject knowledge.

  3. 130. Where provision for promoting challenge in RE was most effective, it was characterised by: • opportunities for pupils to explore thought-provoking material, drawn directly from the faith traditions, and to use this to develop a deeper understanding of religion and belief. (Questioning) • effective planning where learning was sequenced in such a way as to help pupils develop their critical skills systematically (Planning) • opportunities for pupils to develop their own investigations, hypotheses and interpretations (Investigation) • using creative activities in ways which promote rather than detract the learning objectives relating specifically to RE (creativity) • the effective use of a wide range of media and new technology to explore concepts. (Resources) Ref: Ofsted’s report ‘Transforming religious education’ (2010)

  4. 130. Where provision for promoting challenge in RE was most effective, it was characterised by: • opportunities for pupils to explore thought-provoking material, drawn directly from the faith traditions, and to use this to develop a deeper understanding of religion and belief. (Questioning) • effective planning where learning was sequenced in such a way as to help pupils develop their critical skills systematically (Planning) • opportunities for pupils to develop their own investigations, hypotheses and interpretations (Investigation) • using creative activities in ways which promote rather than detract the learning objectives relating specifically to RE (creativity) • the effective use of a wide range of media and new technology to explore concepts. (Resources) Ref: Ofsted’s report ‘Transforming religious education’ (2010) HOW ARE YOUR STUDENTS BEING CHALLENGED?

  5. 130. Where provision for promoting challenge in RE was most effective, it was characterised by: opportunities for pupils to explore thought-provoking material, drawn directly from the faith traditions, and to use this to develop a deeper understanding of religion and belief. (Questioning) • ‘Silent Conversations’ or ‘Pass it’ using questions. This is best followed with ‘Ask the expert’. • Connection sheet (Handout) • Pre-planning three big questions. The lesson is punctured by ‘The three big ones’ (Handout) or two ticks and a question (Handout) • Thunks and ‘Would you rather?’ • Starting with a poem, piece of artwork, song and linking it to scripture, e.g. Shopping with the Buddha REToday (Handout) • This term’s Golden question. • Point scoring debates.

  6. 130. Where provision for promoting challenge in RE was most effective, it was characterised by: effective planning where learning was sequenced in such a way as to help pupils develop their critical skills systematically (Planning) • Inverted Blooms • Levelled tasks for students to access appropriately (Handout) • Begin with the end to allow students to plan activities • Map the big picture, put all the SOW onto one page • Will Jodi have an abortion? (Handout) • Marking with Ts (Handout) • Reading list (Handout)

  7. 130. Where provision for promoting challenge in RE was most effective, it was characterised by: using creative activities in ways which promote rather than detract the learning objectives relating specifically to RE (creativity) • Cross Curricular opportunities - ‘A Modern Day Frankenstein’ • Sheep and Goats animation • Rastafari - Music • Low imput - high impact - Tutu and Forgiveness • Skype - India RE & English, RE & Maths Islamic Art and Tesellations.

  8. Please share an idea emessinger@bristolcathedral.org.uk

  9. Stretch & Challenge in RE Contents: Reflection grid for Teacher/Student voice Silent conversation example resource Connections example resource Three Big Ones example resource Thunks resource Shopping with the Buddha REToday resource Levelled Tasks & 2 ticks and a question example Will Jodi have an abortion? resource Marking with Ts example Reading List example resource Esther Messinger, Bristol Cathedral Choir School

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