Ccrs Rationale

CCRS Rationale
One way of teaching Religious Education in schools is through the systematic approach. This technique usually focuses on one religion and is mainly taught throughout the Key Stage two classes. Children engaging with the systematic approach normally build a holistic picture of the faith they are being educated about. The Key Stage two lesson plan that I have come up with is for schools that focus and believe in Catholicism.

Byrne, Malone and White from the ‘Here I Am’ scheme argue that the main aim for Catholic Religious Education is to give children ‘a systematic study…of the life and teachings of Jesus’. The lesson plan that I have come up with enables children to do this as it focuses on the account of ‘Jesus feeding the Five Thousand’. After reading the account to the class I would ask the children what they think the main teachings of the story are. Also, by reading the story aloud to the whole class we are able to see what type of man Jesus was. For instance we could say that was a very active man ‘…when they eventually got there a vast group of people were waiting to see Jesus’. In class we could discuss the significance of the word ‘eventually’ in this sentence and talk about what and where Jesus may have been travelling from and doing earlier in the day. However, although his life was demanding we are also able to see from this account that he always made time for people ‘…we wanted to send the crowd away but He insisted on talking to them’. The class could then go on to reflect about times when they have made time for people.

An additional aim for Catholic Religious Education was put forward by the Pope in 1996. He argued that Religious Education in schools should help children ‘…foster appropriate attitudes’. An attitude is defined as acting in a certain way towards someone or groups of people. I believe that the starter of my lesson does just this. Children will be asked to sit in a circle and will be given a scenario which links in with the account ‘Jesus feeding the Five Thousand’. For example, you’re with your friends and you have some sweets. However, there are only enough sweets to go around your friends which means there will be none left for you. The children will be asked the following questions; do you hand the sweets out or do you keep them to yourself? A discussion will then take place. Children will be given the opportunity to share their ideas and solutions on how they can solve the problem. Once the discussion has ended, emphasis will be placed by the teacher of the importance of sharing and giving to others. This activity also links in with AT2 as it ‘encourages reflection and the sharing of their own ideas and concerns’.

The ‘Here I am’ scheme believes that a further aim for Religious Education is for children to receive an education ‘…which will enable them to engage with the deepest questions of life.’ I believe that the discussion at the beginning of the lesson will be able to do this as view points will be put forward and the children will have the chance to ask others why they believe in what they do. I also believe that the main drama activity will provoke deep questions due to the fact that the pupil playing the role of the boy who gives up his lunch to Jesus will be ‘hot- seated’ by a pupil playing a role of an interviewer. As a result of this, questions will be asked which will hopefully require some thought. For instance, why did you give up your lunch for others? How did it make you feel? And so on.

The activities I have come up with are appropriate for Key Stage two children because in the National Curriculum it states that Key Stage two children should… ‘1a describe the key aspects of religion, especially the…stories’…’2d reflect on ideas of right and wrong…’ I believe that the lesson plan I have come up with will produce some positive outcomes if carried out in the classroom. I think that because the activities I have set are very interactive and do not consist of children working in their exercise books they will be more enthusiastic and engaged in what they are doing. I also consider that pupils’ confidence will develop because of the huge amount of interaction work involved. Their questioning, listening and speaking skills which they will need in future situations also develops through the use of the discussion and debate work at the beginning of the lesson. A final reason as to why I think my lesson plan could be a success is because it can link in to the subject of English and ICT. Bryne, Malone and White argue that religious beliefs and teachings should ‘…frequently arise within other subjects’. A follow on activity that I have come up with is to create a newspaper article based on ‘Jesus feeding the Five Thousand’ using their knowledge and skills of ICT. Children will be asked to pretend that they are reporters and will produce an article including an outline of what happened, eye witnesses accounts and appropriate images that can be inserted from the internet.