By Andrew Wright
Studying to coach non secular schooling within the Secondary institution attracts jointly insights from present academic idea and the simplest modern school room instructing and studying, and indicates initiatives, actions, and additional studying designed to reinforce the standard of preliminary tuition adventure for the coed teacher.It goals to aid academics in constructing degrees of spiritual and theological literacy, either one of person students and the society as a complete. practicing lecturers and scholars will savour this entire and available creation to the craft of training spiritual schooling within the secondary tuition.
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Additional resources for Learning to Teach Religious Education in the Secondary School (Learning to Teach Subjects in the Secondary School Series.)
You need to consider the following related issues as you develop your rationale for teaching and learning, since RE continues to develop, and you are now part of it. The 1988 legislation on RE and collective worship arguably showed that RE had been ‘there and back again’ (Parsons 1994, p. 164). Though the subject in the classroom had changed beyond all recognition from the Religious Instruction of 1944, the legislators and their advisers seemed determined to recreate the past. A range of reasons for the continuation of RE’s local position have been given: • • • • a lack of central government interest; a fear of change and controversial legislative procedures; an appreciation of good practice in local curriculum development; the idea that RE really does affect religious belief and commitment, and that pupils in any local area should not be affected too much by the religious beliefs and values of others (Cox and Cairns 1989, p.
In this situation, the importance of respect and tolerance is normally stressed without playing down the specific commitment of the school’s foundation. Here RE lessons are likely to be multifaith in content. Taken together, these features can give RE in voluntary schools a somewhat different style from that in schools without a religious foundation. This is not, of course, to suggest that those schools never take pupils to places of worship, never have visiting clergy and tend to provide relatively little curriculum time and meagre resources for RE.
Types of contemporary schools There is a diverse range of different types of contemporary schools. Though the situation is fluid, with changes frequently being implemented, much of the basic terminology arises from the Education Act of 1944 (HMSO 1944). STATE AND FAITH COMMUNITY SCHOOLS 23 The main division is between maintained schools funded mostly through public funds, for example local and central taxation, and independent schools, which are mostly financed privately, for example through fees and scholarships.
Learning to Teach Religious Education in the Secondary School (Learning to Teach Subjects in the Secondary School Series.) by Andrew Wright