Download Religion In Life® Sample Lessons
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| Some assumptions | |
| The students
The Religion In Life® programs are rich in stories, drama, ideas, activities and suggested ways of teaching that seek to engage the students’ interest and to facilitate their learning. The assumption is that, to learn, students need to be given ‘space’ to explore and to think out their attitudes to life matters. Accordingly, the program makes use of methods that promote inquiry and reflection. Students are invited to consider questions involving different ways of thinking, such as” ‘What do you think is happening in this picture?’, ‘How many disciples did Jesus choose?’, ‘Where did these events happen?’, ‘Why do you think that Jesus told this story?’, ‘Can you remember a time when…?’, ‘What might have happened if…?’ ‘How might you retell this story of Jesus today?’, ‘What kind of person do these stories show Jesus to be?’, “What puzzles you most when you think about God?’. |
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| The educational setting
Religion In Life® is designed for use in the pluralist and secular setting of the state school classroom. Teachers cannot assume that students have a religious faith, or that the students’ value systems (or those of adults significant to them) are the same as theirs. Accordingly teacher should provide an atmosphere of openness and sho respect for points of view that differ from their own. They also should be aware that in any classroom there will be students with special needs and sensitivities; for example, students hurt by family breakdown, or students with disabilities, or those who experience prejudice or low self-esteem. However, it should be noted that it is not the role of the teacher to counsel students or to handle personal issues which may arise during a religious education session. These matters remain fully the responsibility of the school. |
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| The teacher
Every teaching program requires the touch of the inspired and creative teacher to bring it to life and to make it real for the learner. One of the most useful and lively resources the student can have is the person of the teacher. Each teacher brings to the task his or her own unique experience of life, wisdom, sincerity, personality and concern. For the students the teacher will personify and demonstrate the reality of the ideas embodied in Religion In Life® , and they will respond to the teacher who is seen to be fair-minded, who truly listens to them, who values hearing their opinion, and who respects their points of view. |
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| Use of language | |
| Because they are teaching religion in a pluralist and secular setting, Religion In Life® encourages teachers to be aware of the hidden agenda that language conveys and to use the normal language of the school classroom. | |
| Faith statements
Teachers are advised to be wary of using generalised statements about what ‘we’ believe, or of presenting beliefs and interpretations as if they are a generally accepted fact.They are encouraged to ‘own’ or ‘ground’ the faith statement, such as * nominating the Bible as the source, for example saying ‘This passage in the Bible says …’ or ‘Paul wrote to his friends …’ * saying ‘Christians believe that …’, ‘Many Christians believe that …’ or ‘Some people find that …’; * saying ‘I think that …’. |
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| Prescriptive terms
Teachers are advised to avoid the use of terms such as ‘should’, ‘ought’, ‘need to’, ‘must’, ‘have to’. * ‘You should …’ can become ‘Many people find it is a good idea to …’ * ‘We ought to …’ can become ‘Some people like to …’ or ‘Some people try to …’ * ‘You need to …’ can become ‘If you wish to, you can …’ or ‘Many people are helped by …’ |
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| Jargon
Religion in Life® encourages teachers to use language with which the students are familiar and concepts they can understand. It is quite common for people to speak a special religious language when they talk about their faith, but teachers should avoid religious cliches and concepts which are meaningless to many students, such as ‘salvation’, ‘redeemed’, ‘incarnate’, etc. Where important terms with rich and special meanings are used in Religion in Life® programs they should be explained, for example ‘grace’, ‘sacrament’, ‘synagogue’. |
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| Further assistance
Advice and suggestions about important matters such as those outlined on these pages, and more general aspects of teaching and learning are given throughout the Religion In Life® Teachers’ Books. This information is often highlighted and printed in a box, providing both pertinent reminders and incidental advice and handy hints. |
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