Slide 1

Theology in the curriculum Kathryn Kane Archbishop Tenisons School Croydon Slide 2 This presentation will give you an opportunity to explore and reflect on: Reasons why it is important for students to be theologically literate and the impact this can have on RS and other subject areas Bruners spiral curriculum as a pedagogical model for teaching RS/Theology Ways of using narrative to explore theological ideas Slide 3 Our schools story Started with Year 8 and the Farmington Fellowship (one lesson a week) Year 7 Biblical Studies Carousel (equivalent to one lesson a week) Year 9 Carousel (half a lesson a week) Slide 4 Our curriculum Year TheologyRS 7The Bible: Genres of writing Ways of interpreting The meta-narrative Introduction to RS Heroes and Heroines of the Hebrew Bible Judaism Holocaust 8Theology Nature of God Christology Pneumatology Eschatology St Paul Life of Jesus The Church Islam 9Salvation Grace Baptism Hinduism Buddhism Sikhism Slide 5 Theology is valued by: Society Religious communities Academic community Slide 6 The History of Theology During the Middle Ages, theology was the ultimate subject at universities, and was named "The Queen of the Sciences". Other subjects, including mathematics, grammar and music, existed primarily to help with theological thought. Slide 7 Other subjects existed primarily to help with theological thought Maths understand mathematical patterns in the world Science understand the universe Art create beauty Geography stewardship History HIS story English what it means to empathise Slide 8 Starters getting them engaged Slide 9 What do these pictures have in common? Slide 10 What do these shadows promise? Slide 11 Slide 12 RE as Theology RE learning about phenomenological, human practices of religion -Focused on the religious community RE learning from student focused Theology God focused, beliefs behind the practices of religion Slide 13 Why is theology intrinsic to good RE? Leads to better learning Valued by different parties, (religious, academic, society) Educational, religious and cultural benefits to students Slide 14 Teaching theology leads to better learning Structure is valuable Students learn more Less likely to forget Makes information more comprehensible Jerome Bruner 1915- Slide 15 Example - Abraham Year 7 The story of Abraham and Isaac Concept of Covenant and Type Year 8 Ibrahim and Ismail, Eid ul Adha Year 9 - Covenant Year 10 GCSE, conflict and crucifixion Year 11 GCSE, community cohesion Year 12 AS, background to Lukes Gospel, miracles Year 13 A2, symbolism in the crucifixion, purpose of Lukes Gospel, Conflict in Lukes Gospel Slide 16 Example engaging with voices from the past the story of Samuel Slide 17 The Tabernacle at Shiloh Slide 18 Eli the Priest Elis sons Slide 19 Hannah prayed for a son Slide 20 Hannah dedicated Samuel to God Slide 21 Stilling exercise Slide 22 Slide 23 Benefits of Narrative Theology in the classroom Respects the narrative aspect of the text Narrative is accessible to all it doesnt matter if you are a believer or not Gives the text space to speak for itself Avoids the dullness of much academic theological writing Hans Frei (1922-1988) Slide 24 Job was a good man Slide 25 Satan and God had a conversation Job only worships you because youve blessed him with riches and family. If you take it away he will stop worshipping you. Slide 26 A mighty wind has destroyed your sons house, all your children have been killed. Slide 27 Job was distraught Naked I came from my mothers womb and naked I shall depart. The Lord gave and the Lord has taken away; may the name of the Lord be praised Slide 28 Job questioned God Why? Slide 29 Slide 30 Slide 31 Slide 32 The Nature of Jobs God To the theme tune of Red Dwarf 1. God of Job Ultimate questioner Creator of all the earth God of order and authority He is in control Over all creation. ( 3 more verses ) (Final verse) 5. Only God Understands the world beyond A mystery for all of us God who asks Penetrating questions (To Him) as simple as ABC But baffling to Job and me Slide 33 Questions to ask ourselves as teachers: a)Do I understand the theological meaning of the story? b)Can I convey the theological meaning, avoiding misunderstanding? c)Does the story give a false or unworthy view of God or people? If the answer to a) or b) is no or c) is yes think carefully before proceeding Slide 34 Which other stories could be used theologically to think about Gods nature? Where have you seen this in the classroom? Think, pair, share Slide 35 What happened to Saul on the Road to Damascus? Students are given the packs of cards. They are encouraged to look back at the question frequently to allow the question to guide their thinking. Make sure the students are encouraged to discuss and justify their views, begin to clarify reasons relevance, cause, effect, background statements, irrelevant statements Help them to see that the quality of their thinking is important Slide 36 Saul was zealous for Judaism and persecuted Christians Slide 37 Saul asked the High Priest for permission to arrest Christians and bring them to trial in Jerusalem Slide 38 On the Road to Damascus Saul heard the voice of Jesus Slide 39 Saul was blinded by the light and was led to Damascus Slide 40 Ananias prayed for Saul and led him to faith in Jesus Slide 41 Saul started telling others about Jesus Slide 42 How can stories be told? Text Talk Task Slide 43 Conclusions: Since the 1960s RE has aimed to be non- confessional, has this fear hampered theology? Including theology as an intrinsic part of RE will produce better learning in RE with the possibility of other benefits to the student, and the wider community Narrative theology makes theology accessible Teachers and exam boards need to be confident and competent in their understanding and portrayal of Christian beliefs Slide 44 Time for Questions