'What is a 'successful learner in RE'?

Deborah Weston

November 2009

• The most successful learning happens when students are asking the questions and planning the enquiry

• My students make most progress when I present conceptual challenges to them

What does it mean to

talk of LIFE after DEATH?

If Islam m

eans peace; how

can people use the expression

Islamic terro

rist?

Is religious fundamentalism

always a bad thing?

Does belief in God make

people behave in a

more ethical way?

• Developing specific skills should always be a key focus of planning

• I am aware of how I develop students confidence in dealing with religious issues

• My students’ appear to be most engaged when dealing with spiritual concepts

• My students appear to be most engaged when dealing with moral concepts

• Developing students’ skills with sources is a major part of RE

• I should really give students more opportunity for quiet reflection on big questions in my lessons

• I have given my students more opportunities to learn outside the classroom over the last year

• Visitors to the classroom provide the best opportunities to investigate competing truth-claims

• My students are more interested in questions about identity that they were in the past

• There are more opportunities to discuss questions about values and commitments at key stage 4 than key stage 3

• Questions about meaning and purpose form a large part of my lessons

• My students seem to learn more when working collaboratively (as opposed to individually)

• The religious literacy developed in RE has a significant impact in other areas of the curriculum at my school