41 research outputs found
Religious Education, Big Ideas and the study of religion(s) and worldview(s)
This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.This article outlines the âBig Ideasâ approach to curriculum reform, as applied in the âPrinciples and Big Ideas of Science Educationâ project (Harlen 2010). A critical analysis follows of the outcomes of the University of Exeterâs âIdentifying Principles and Big Ideas for Religious Educationâ project, which sought to apply the same approach to Religious Education (RE) in English schools (Wintersgill 2017). This project made great headway in generating âBig Ideasâ to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge mean that âBig Ideasâ about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our âknowledgeâ of religion(s) and worldview(s) is generated. In this regard, the article posits four âBig Ideas about the study of religion(s) and worldview(s)â to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the âRE-searchers approachâ to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice.The âIdentifying Principles and Big Ideas for Religious Educationâ project was supported by the St Lukeâs College Foundation (016J-086). The âRE-searchers: A critical dialogic approach to Religious Education in primary schoolsâ project was supported by the Culham St. Gabrielâs Trust and Hockerill Education Foundation
Cynnydd dysgu yn y dyniaethau: canfod tensiynau wrth gyfleu cynnydd yn y dyniaethau yng Nghymru
Maeâr papur hwn yn edrych ar y tensiynau syân codi wrth gyfleu cynnydd mewn dysgu yn nisgyblaethauâr Dyniaethau. Ar sail ein hadolygiad o ymchwil yn nisgyblaethauâr Dyniaethau, cwricwla rhyngwladol ar gynnydd yn y meysydd hyn a myfyrdodau o weithgarwch proffesiynol ym âMaes Dysgu a Phrofiadâ y Dyniaethau, sydd newydd gael ei ddiffinio yn y Cwricwlwm i Gymru newydd, maeâr papur hwn yn disgrifio sut mae cynnydd dysgu yn y Dyniaethau wediâi gysyniadoli yn y cwricwlwm newydd ac wedyn yn amlinellu ac yn adolyguân feirniadol bedair her a gododd wrth ganfod a disgrifioâr cynnydd dysgu yng nghwricwlwm newydd y Dyniaethau. Maeâr tensiynauân cynnwys y berthynas rhwng disgyblaethau; y cydbwysedd rhwng gwybodaeth, sgiliau a gwerthoedd; y gwahaniaethau rhwng modelau cynnydd sylfaenol yn y Dyniaethau; a chydbwyso cymhlethdod y dysgu ag ystyriaethau ymarferol ar gyfer cwricwlwm cenedlaethol. Drwy ddefnyddioâr Model Newid Integredd, maeâr papur hwn yn cyfrannu drwy gynnig mewnwelediadau newydd i agweddau eang ar gynnydd dysgu yn y Dyniaethau a thrwy dynnu sylw at y buddion a heriau dichonol o wneud penderfyniadau penodol mewn perthynas â phob un oâr tensiynau hyn. Trafodir goblygiadau syân codi mewn perthynas â chynllunioâr cwricwlwm ac ymchwil yn y dyfodol, yn cynnwys y rĂ´l sylfaenol sydd gan ddysgu proffesiynol wrth ddatblygu a gweithreduâr cwricwlwm
Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales.
The paper explores tensions in the articulation of progression in learning across
the Humanities disciplines. Informed by our review of research in the Humanities
disciplines, international curricula on progression in these areas, and reflections
from professional activity within the newly defined Humanities âArea of
Learning and Experienceâ (AoLE) in the new Welsh curriculum, this paper
describes how learning progression in Humanities has been conceptualised within
the new curriculum and then delineates and critically reviews four challenges that
emerged when identifying and describing progression in learning in the new
Humanities curriculum. Tensions include the relationship between disciplines;
the balance between knowledge, skills and values; the differences between
underlying models of progression in Humanities; and balancing the complexity of
learning with practical considerations for a national curriculum. Underpinned by
the Integrity Model of Change, this paper makes a contribution, through
providing new insights on broad aspects of learning progression in Humanities
and highlighting potential benefits and challenges of taking particular decisions
within each of these four tensions. Implications for curriculum planning and
future research are offered, including the fundamental role of professional
learning in curriculum development and enactment
Putting Big Ideas into practice in religious education
This book is a sequel to 'Big Ideas for Religious Education'. As the name suggests, it demonstrates how Big Ideas might be put into practice in providing a rationale and learning objectives for the selection and organisation of subject knowledge and for assessment. It is intended for anyone who designs syllabuses, schemes of learning and units of work in RE. The book takes account of the recommendations of the Commission for Religious Education and also of the feedback received after the publication of Big Ideas for Religious Education. The most frequent comment concerned the length of the Big Idea narratives. We have accordingly revised both the overall narrative for each Big Idea (below) and the key stage narratives (Appendix 1)
Big ideas for religious education: curriculum design for a 21st century education in religion and worldviews [website]
Big Ideas for Religious Education is an approach to curriculum, teaching and learning used around the world. It was a key influence on the development of the Commission on Religious Education (CoRE) national entitlement and has been developed by RE professionals with many years of experience at local and national level