EYFS EYFS –– Laying Foundations for Laying Foundations for Successful RE Successful RE

Wednesday 7th October 2009

Lisa Kassapian

Religious Education Adviser

Session AimsSession Aims

The purpose of this session is to enable you to:• gain knowledge and understanding of the Primary Scheme of work for Religious Education in Hertfordshire for FS1 and FS2

• apply knowledge and understanding to classroom activities and ideas

•review a range of resources to support the teaching of RE at Foundation Stage

ProgrammeProgramme

1.00 pm What is successful RE?1.10 pm The EYFS and RE in Hertfordshire -

Patterns of progression in RE1.20 pm Cracking Foundation Stage Stories1.35 pm Sharing Good Practice

Stilling1.45 pm Further resources to support the

Hertfordshire Scheme of Work 1.55 pm Questions2.00 pm Tea

RE RE –– In the beginningIn the beginning……RE RE –– What is Successful RE?What is Successful RE?

• What do you think constitutes ‘Successful RE’ ?

• In pairs fill in the blank grid, identify two areas each which apply specifically to successful RE in the Early Years Foundation Stage.

• What are the main issues for you in your teaching of Nursery or Reception? Please keep a note of any questions.

The Early Years Foundation StageThe Early Years Foundation Stage

• The EYFS seeks to foster positive attitudes to diversity and difference.

• Every child and their family should be valued and made to feel included.

• No child should be disadvantaged due to gender, socio-economic grouping, ethnicity, culture, home language or religion.

• The RE card -EYFS• 16 Commitments and Themes: EYFS• RE and the EYFS - guidance• RE Audit in the Foundation Stage, • Planning chart: Foundation Stage

Knowledge and Understanding of the Knowledge and Understanding of the World CommunitiesWorld Communities (40-60+ month phase)

• Introduce children to a range of cultures and religions.

• Tell stories, listen to music, dance.• Eat foods from a range of cultures.• Use resources in role play that reflect a

variety of cultures.• These resources could be clothes, symbols,

candles and toys.

Start with the childStart with the child…………....

• My family• My home• My friends• Food• Special times• My pets/natural world• Play

These are important to an Early Years Child

The Foundation Stage child isThe Foundation Stage child is……• Curious

• Full of wonder

• Exuberant

• Unpredictable

• Has a story to tell

• Finding their own place in the world

Exemplification of Standards in the Exemplification of Standards in the Hertfordshire Agreed Syllabus Hertfordshire Agreed Syllabus

of Religious Educationof Religious Education• Provides examples of the assessment of pupil’s work in

RE• Amplification of the Statements of Attainment (pages

13-16) • In pairs examine the levels and the specified examples.

Pick an AT1 and AT2 example and discuss alternative examples that you would actually expect to see in the pupil’s work.

• What could be added to improve the task?• What would pupils need to do to exceed the level?

Whole Class Responses Whole Class Responses -- Nursery ClassNursery Class

TEACHER: Children, who can tell me the name of the clothes I am wearing?GEMMA A shalwar kemise, miss.TEACHER Which religious group would wear these clothes?STEPHEN Muslims

Whole Class Assessment With differentiated Whole Class Assessment With differentiated OutcomesOutcomes -- Nursery/Reception ClassNursery/Reception Class

BEN That fish there is my favourite, it keeps coming up for the food TIM I wish I could put the food in. Why do you think the stripy one

keeps hiding? BEN I dunno. TIM Look, it’s coming out. The black one is after it.

Natural WorldNatural World

• Children are fascinated by nature.

• A good link to Buddhist and Muslim views on respect for all living things.

• Read ‘The Tiny Ants’, Seven Kittens or The Baby Birds - Muslim stories for examples.

Recommended StoriesRecommended Stories

Cracking RE Stories for Cracking RE Stories for Foundation StageFoundation Stage

• The Swirling Hijaab - By Na’ima Bint Robert and Nilesh Mistry

The following books and support materials are byGill Vaisey

• A Wet and Windy Harvest for Puddles • Puddles Lends a Paw • Puddles and the Christmas Play• The Baby Birds• The Tiny Ants• The Seven Kittens

Stories for Foundation StageStories for Foundation Stage

• In groups read the story and discuss any teaching notes (add your own ideas).

• Plan to give a 2 minute presentation to all. Include a reading of the first and last pages and a summary of the story.

• Highlight the specific religious focus and vocabulary

• Finally, outline any teaching ideas. Each group present back for 2 minutes

Recommendedwww. storybags.co - the bags are £12 include Noah and the Creation

CelebrationsCelebrations

• Get a festival calendar and plan celebration dates (some are moveable dates).

• Link to a theme or topic you are following.

• Check your resources beforehand.

www.shapworkingparty.org.uk/calendar.html

A Child's Eye View Of FestivalsA Child's Eye View Of Festivals

• A child's eye view of Festivals is a multi award-winning DVD Plus designed to introduce young children to the fesivals of Divali, Eid-ul-Fitr, Hanukkah and Chinese New Year. The vibrant and colourful films follow young children through celebrations at home, in their places of worship and in school.

• Divali. Join Shyam (2) at the Divali celebrations in Leicester and see his family prayer room. Learn stick dancing and how to make a Divali shadow puppet show.

• Suitable for ages 3 to adult • Endorsed by major faith groups • Includes curriculum-linked activities booklet • School section includes activities, songs and stories. • Suitable for use on DVD players, whiteboards or laptops.

Visits and VisitorsVisits and Visitors

• Use parents to explain the festival/celebration or a member of the local faith community.

Special FoodsSpecial Foods

• Children love to cook

• Each religion/ culture has its own recipes

• Make different foods to share

‘‘Dressing upDressing up’’

Practitioners can take part as Practitioners can take part as well!well!

Additional ResourcesAdditional Resourcesto Support to Support

the Hertfordshire the Hertfordshire Scheme of Work Scheme of Work

Recommended ResourcesRecommended Resources

• www.thegrid.org.uk/curriculum/re• RE Today – make sure your school has

this!• Hertfordshire Primary Scheme of

Work• Faith Communities Directory

Visits to Places of WorshipVisits to Places of Worship• Adult – child ratio.• Any precious objects

to be aware of?• Play the detective

game ask children to be detectives looking for certain objects!• What is within walking

distance?• Make contact with the

‘leader’.• Visit beforehand.• Think about visiting

guidelines.

Use the art work in the place of worship Use the art work in the place of worship to inspire art work in your settingto inspire art work in your setting

The children drew pictures and took photographs The children drew pictures and took photographs and designed their own stained glass windowsand designed their own stained glass windows

Using the Outside ClassroomUsing the Outside Classroom

Visiting OthersVisiting Others

Visitors to your settingVisitors to your setting

• Visitors are a very important resource.

• Talk to your visitor beforehand.

• Be clear about the learning intentions.

Any Questions?Any Questions?

Successful Foundation Stage RESuccessful Foundation Stage RE ……

Uses a multi-sensory approach to RE inthe Foundation Stage, incorporating:-1. Art - printing/painting/clay/puppets2. Music – reflective and cultural songs to

join in with3. Cooking4. Dance5. Role play6. Artefacts / photographs / books

brought in by staff and children7. Visits/visitors/Persona Dolls/class

mascot8. Small world/ Godly play e.g. nativity

figures9. Time for reflection and feelings10.Stories and stillingSolid foundations lead to successful RE