KS1/2 RE - Big Ideas for Small People
- Duration: 15 mins
- Subtitles available
- Published: 28 April 2006
- Licence information for KS1/2 RE - Big Ideas for Small People
In this series of KS1 lessons, Paul Newbould from Minchinhampton School, uses techniques including "philosophy for children", to encourage deeper-thinking among Year 1 pupils, in an RE context.
He exploits both AT1 and the often under-used potential of AT2 of the National Framework (learning from religion), by enabling and making room for children to express their own ideas and beliefs.
Through a series of discussion-based activities, including role-play, think-pair-share and thinking books: pupils are encouraged to think about the big, philosophical and theological questions of morality, concepts of "right" and "wrong" and the nature of God.
Without the barriers that writing activities present to this age group, pupils can reflect on deeper questions.
The lesson's ultimate aim is to get the pupils to reflect on what they think is the biggest question of all.
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A marvelous example of the fact that even young children can think when the opportunity is presented in ways like this.
I thought the best question here was from the little girl who said "where is god" made me smile ("out of the mouths of babes"). This was from the prompting of the teacher, an obvious Christian trying to lead the children into the acceptance of the idea of god and a christian god at that! No allowance or case was allowed for atheism or even agnosticism.
This was a shame - the children were obviously largely free from the teachers own religious shackles but he kept bring them down to his level.
Having said that - the basic idea is wonderful and to be applauded - children can and should be opened up to the big ideas - hurrah!
Did the questions really come from the children? How many of them do you think were thinking about God before the teacher prompted them to? I would also consider some aspects of his lesson a bit suspect. Could the children read the final questions printed out and stuck to the white-board? Also, you'll notice most of them had stopped listening and started to decide which table to stand at before he had run through the options! This came about because his instructions were not explicit enough.