- Spiritual development
- Moral development
- Cultural development
- Social development
We are not purely there to teach students what different religions think or believe. We are there, as a consideration of the assessment criteria for RE show, to challenge students in their personal responses to the ideas under consideration. We are there to enable them to make sense of a very complicated multicultural milieu at a time of their life when they are exploring what it means to be human.
For me this is the most fundamental value in teaching RE. I must provide a role-model for how students can address these questions without patronising, condemning or coercing.
Am I successful? The answer has to be yes and no. I could only be 100% successful if 100% of students enjoyed, engaged with and succeeded in the subject. However, there are success indicators that suggest partial success.
- Former students come up to me in the street and greet me with joy and gratitude. (Some surprising me in the process.
- Lesson observations continually comment on the engagement and atmosphere from the majority of students.
- I am usually satisfied with how classroom discussions and debates go on.
Unfortunately, that is not the end. I want to move the teaching on and so need to consider different ways of developing. I am limited, somewhat, by the constraints of various curricula. However, I would like to:
- DEvelop opportunities for learning outside the classroom.
- I want to push the development of SMSC development in the academy - a major strand in the latest OFSTED framework.
- The resources in RE need moving beyond the textual without reducing RE to the study of modern culture.
All material for future blog posts.