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The Bridge

The Bridge is the monthly newspaper of the Anglican Diocese of Southwark.

Printed copies are available from all Southwark parish churches or from Communications & Resources at the Diocesan Office.

...see current issueReligious Education

Religious Education in Diocesan Schools

A Year 5 pupil in a diocesan primary school once said 'In Religious Education it is great because it helps me think about my own religion, Christianity, the similarities and differences between it and other religions and God'.

Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school.

RE enables pupils to think theologically and explore the great questions of life and death, meaning and purpose; reflect critically on the truth claims of Christian belief; see how the truth of Christianity is relevant today and face the challenge of Jesus' teaching in a pluralist and post modern society; experience the breadth and variety of the Christian community and become active citizens, serving their neighbour. As well exploring Christianity, students in Church of England Secondary Schools are given the opportunity to study other major world religions and consider what it means to be a practising member of a faith. All Church of England Secondary Schools offer the opportunity for students to study examinations in RE both at Key Stage 4 and Key Stage 5.

Southwark Diocesan Board of Education (SDBE) recognises that in a Voluntary Aided Church of England school the governing body is responsible for the syllabus for RE. The headteacher and staff work with and under the direction of the Governing Body. It is the governing Body's responsibility to ensure that the Religious Education is provided for all registered pupils including those in the sixth form, in accordance with the Trust Deed. The governors should work within the Board's policy for Religious Education in Church of England schools and in consultation with the Headteacher and Religious Education Subject Leader.

The Board's RE Advisers provide advice and primary schemes of work for Voluntary Aided schools. The curriculum teaches pupils about religion in accordance with two attainment targets, Learning About Religion (AT1) and Learning From Religion (AT2). These set out the skills, understanding and knowledge that pupils at different stages of their learning are expected to have. Details of the primary schemes of work can be found in the Members' Area. Aims

In Church Schools, RE should enable pupils to:

develop a strong foundation of the Christian faith through knowledge and understanding that includes Christian Beliefs and Values, The Bible, Old Testament Characters, the Life and Teachings of Jesus, Prayer and Worship, Saints, The Local Church, The Christian Community, Living out the Faith, Rites of Passage and Christian Festivals

apply an understanding of Christianity to make reasoned and informed responses to life issues and moral choices

develop some knowledge and understanding of the other main world faiths represented in the United Kingdom, applying an understanding of religion to develop respect, empathy and sensitivity towards all people

enhance their spiritual, moral, social and cultural development

develop the ability to reflect on their own beliefs, values and experiences and communicate issues of faith and truth

develop skills of critical analysis and evaluation and the promotion of understanding of people from different faith backgrounds and none.Religious Education Policy Guidance

The Religious Education policy can be downloaded from the Policies section of the Board's website. Further guidance is available in Section 12-16 of the SIAMS Evaluation Schedule and from the Members' Area.Support for Religious Education Subject Leaders and Heads of Department

Twice a year conferences are held for Diocesan Primary Religious Education Subject Leaders. Both of these gatherings offer a chance for our Religious Education teachers to share ideas and information and to discuss matters of interest. The gatherings are organised by Shaun Burns (Primary Religious Education Adviser). Meetings are also held for secondary Religious Education Heads of Department. These are organised by Jane Savill (Secondary Religious Education Adviser). The Board's advisers are aslo able to provide INSET.

To keep RE departments abreast of events, termly newsletters are published for schools. Latest copies of the REflections newsletter are availbale to download from the Members' Area.Continuous Professional Development Training for All Staff

Training is provided for teachers and RE subject leaders in church schools. Please visit the Training Page of our website.

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Home Remediation in the classroom should be dom more ca... The School and Schooling Environment: Teachers and... AIMS AND OBJECTIVES OF EDUCATION IN THE SOCIETY'S ... TIPS TO NEWLY QUALIFIED TEACHERS Education as an Instrument of Social Change Handle life with care: prevention of violence and ... The School Should Help to stop Indiscipline Among ... Education as an Instrument of Socio-Economic Devel... Schooling and work Making Yourself a good Reflective teacher!

31 October 2010SCHEMES OF WORK IN THE EDUCATION SYSTEM.No teacher can effectively teach with out schemes of work ,worse still the syllabus and lesson plans. Schemes of work is the candle light which guides the teacher to follow the education curriculum designed in the society to educate its own members.The scheme is the breakdown of syllabus into teachable units for a specifically given time frame. For example week ,month or term. In other words it is the amount of materials the teacher prepares and intends to teach during a stipulated period of time.The reflective teacher has to plan a scheme of work in advance for the coverage of subjects topics or concepts as drafted in the syllabus. It's basically the teacher's own personal plan of what he /she intends to teach why and how will teach over a period of time thus aims ,methods and activities.Characteristics of good schemes of work should take into account the pupils' needs and interests which allow plenty of activities and involvement suited to their age ,experiences and stage of cognitive development.Normally pupils in any class organisation usually without strict and precise sreen criteria, they possess different learning levels ,that's slow ,average and fast. Then the teacher must have a variety of learning activites to cater for these differences.The schemes must be very clear in its various components ,that's the content ,instructional media ,methods , aims and also duration of lessons.In most developing countries where internet and computer technology is still at its infancy usually schemes of work is done manually written by hand in a hard cover exercise book A4 size ,neatly well covered and submitted to the head of institution normally on weekly basis.On the cover before plastic cover a label of the name of the teacher and relevant personal details are included.On the first page normally contains timetable ,information of the number of pupils ,thus in terms of their sex and age range. Page two is used to reflect the index of all subjects in the order they are schemed. Anywhere the teacher can device his/her own methods of attaching labels to the first page of each separate scheme.Then the rest of the scheme book is divided into section for individual subjects . On the first page of each subject or discipline usually contains the index -name of the subject ,topics to be covered ,broad aims of the subject to be achieved.A good aim contains words which express the philosophy of the subject ,that's it defines the unique of reference which the subject seeks to investigate for example in social science: To develop pupils ' ability to relate to others in the home ,school or community.The format of the schemes of work like the different of schools or teachers is also the same .Each institution has its own agreed format which they all emphasise.Generally scheme include the week ending date which in most countries ends on Friday or week's beginning of Monday. The topic to indicate the material to be covered during a particular week .Content derived from the topic and to cover a number of lessons per week.Sources of matter should show the reference books ,journal ,newspapers,sites or resource persons from which information to be taught taken.The media or instructional aids are objects ,charts ,pictures,wordcards or anything used by the teacher and pupils to facilitate learning process, to enhance the comprehension of the concepts in question. Please note to be specific in listing media ,value it and name only which is readily available.Methods and activities enumerate the various steps to be followed when teaching .Lessons should flow sequentially . The activites of both the teacher and pupils to facilitate learning process should include discussion,story telling,dramatisation,demostrate ,practice ,questioning and answering and so on.Evaluative comments are made at the end of the period for which each topic is schemed normally at the end of the week.The evaluation should reflect the lessons performance ,without bias list what has being achieved and not achieved or successes and failures or strength and weaknesses of the lessons within the same topic. The teacher should then gives possible extension or remedial work as solutions on how she/he intends to rectify the findings.Posted by zvavanhu at 6:39 AMEmail ThisBlogThis!Share to TwitterShare to FacebookShare to PinterestLabels: period time planning scheme work teaching evaluation2 comments:

Juma DemwaJanuary 5, 2014 at 2:59 PM

This is what is required undre this globalized world, media will help even students from rural benefit from this through printed materilas taken from different sources in internet Reply lim kohOctober 18, 2014 at 12:19 PM

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DISCUSSION METHOD OF TEACHING AND LEARNING. Exchange of ideas between several people is the best process of learning and teaching from one another. In the classroom environment ,discu... SCHEMES OF WORK IN THE EDUCATION SYSTEM. No teacher can effectively teach with out schemes of work ,worse still the syllabus and lesson plans. Schemes of work is the candle light wh... The Importance of Learning and Teaching Aids in the Education Process The governments and other responsible authorities in schools spent a lot of funds buying audio-visual aids through the audio visual service... DISCOVERY METHOD OF TEACHING AND LEARNING IN MODERN EDUCATION SYSTEM! Pragmatism as it advocates for progressivism in the education system which emphasises on the learner to be responsible for his/her own learn... THE PHILOSOPHY OF TRADITIONAL AFRICAN Education SYSTEM Why it is necessary to study African Education? What principles that formed this type of Education? These are some of educational questions ... THE STORY TELLING METHOD OF TEACHING IN PRIMARY SCHOOLS. Children love stories,they make interesting images in the minds when listening to a story. Teaching by story telling is one of the best met... Teaching and Learning of Environmental Science Education is now populary regarded as selection of culture.Curriculum planners had also realised the need to teach young children the import... DEVIANCE BEHAVIOURS IN THE SOCIETY AND THE SCHOOL Deviance as a social problem which needs are holistic approach ,by all community members.According to symbolic interactionism and functional... Types of Media used in Teaching and Learning for its conducive Environment Media are any devices that assist an instrutor to transmit to a learner facts,skills ,attitudes ,knowledge and appreciation or additional ma... Measurement and Evaluation in the Teaching and learning Process Measurement and Evaluation in Education sector is very important on wide spectrum across the board. They provide information needed in over...

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The Focus

This is a blog about social issues, be they political, economic, religious or cultural . It aims to create awareness especially on those issues that the mainstream media will ignore, and will provide useful insights on how to produce a better society. All views expressed are strictly personal.Monday, 16 July 2012A Free Scheme of Work for Primary and Secondary SchoolsPrefaceOn July 10, 2012 I wrote an article entitled New generation, new society, new Nigeria. I was really humbled by the responses I received from different individuals. The responses came from different segments of the society. From Muslims to Christians, students, friends, policy makers etc. This strengthened my believe that people generally want something good for Nigeria.But I also believe that the responsibility of making Nigeria a better place is not the responsibility of government alone. It is an obligation on each and every one of us. The article in question actually started as an informal discussion on Sunday 8th July, 2012 at Mera Hall in Newcastle upon Tyne. We were attending an African Food Fun Fair in support of orphans in Nigeria organised by the wives of the members of Nigeria Muslim Forum, UK, Newcastle branch. We were having a discussion with Sheikh Ibrahim Khalil, chairman of the Kano State Council of Ulama, and members of the NMF (UK) Newcastle chapter, when I informally suggested that for Nigeria to be good, we must have a long term approach by inculcating the values we need to see leading our lives in the younger generation. This is something that has to start in our schools, otherwise we will just be making noise.In the evening after the event, Shekh Ibrahim Khalil suggested if I can write something about this idea, so that it can be used in our schools, and I told him insha Allah the weekly column which I write for Premium Times, and Blueprint Newspapers will be on that topic. After writing the article I continued to receive suggestions and words of encouragement. This is what informed the decision to convert that newspaper article into a teaching scheme of work so that teachers can break it down into their syllabus and use it for teaching purposes. I intend to distribute it free to our primary and secondary schools. The management of the schools can decide under which subject to teach it. They can also modify it to suit their needs. This is just a general guide. I pray to Almighty Allah to accept this work, and include it in the scale of our good deeds. If you happen to come across this scheme of work, kindly contribute also by giving it to the school in your neighbourhood. If you can afford, print copies and distribute in schools.If you are already a teacher, please think of the way you can use your skills to imbibe these qualities in your students. The journey of a thousand miles, start with a step, do what you can at your own level.Thank youMuhammad Jameel YushauNewcastle upon Tyne 22nd Shaaban 1433=12th July 2012

Aims and objectives

To prepare Nigerian youths on how to become responsible citizens in the future To teach the younger generation basic etiquettes needed for the emergence of a responsible society To practically demonstrate to the students the effect of bad behaviour and how that reflects on the larger society To prepare the youth into responsible adulthood so that they can become exemplary members of society To inculcate those values like obeying traffic rules, selflessness, and respect for rules and procedure so that they grow with them To make the youth understand that the quality of the younger generation will determine the success of that society To make the youth understand that addressing the needs of fellow human beings is a way of securing the pleasure of God.

Learning outcome

Practically learn the basics of hygiene such as washing hands after toilet, speaking with respect and selflessness Learn those attributes like self esteem, respecting elders, sympathy and the importance of charitable work Become disciplined in whatever they do and recognise merit over favouritism Understand the value of knowledge and how it can guide the individual into a purposeful life Demonstrate leadership qualities and love for justice , community cohesion and voluntary service Learn the effect of breaking the law and assisting others to be responsible citizens Understand the value of human life and that saving it from harm is like saving the entire humanity

Teaching strategy

Dedicating at least two hours per week depending on the level (s) to teach this course Invite healthcare officials to schools to teach the pupils/students the importance of hygiene and its effect Use videos, games, competitions to demonstrate the values enumerated Organise special sessions in schools by inviting Road Safety Officials, the Police and other law enforcement agents to demonstrate to students the imperative of respecting the law and the consequence of breaking it Introduce prizes at each level for the best student in the course Organising trips to hospitals, orphanages, villages and other places where pupils/students can appreciate how lucky they are in life Asking students to write essays, poems, short stories on how they can make the society a better place for everyone

Primary school

Primary 1-3

Basics of hygiene Speech etiquette Self confidence Queuing culture Traffic rules

Primary 4-6

Respecting parents Valuing neighbours Community engagement Charitable work Voluntary service

Secondary School

JSS 1-3

Dignity of labour/entrepreneurship Self reliance Recognition of merit The essence of knowledge Assisting the underprivileged

SS 1-3

Valuing human life Honesty and transparency Social justice Abhorrence for corruption The family as the most important unit of society.

Assessment/review

For primary 1-3: the teacher should have a log book indicating how the pupil (s) respond to the subject using a grading system to be decided by the school Primary 4-6: Write short stories, essays, drama and poetry Junior Secondary School: Giving presentation in class on how to help the community. The presentation should outline what he intends to achieve Senior Secondary school: community projects: there should be a week dedicated to the course. Each student should select a community project like teaching in schools, raising funds to support the underprivileged, organising the youth in the community to clear waste, voluntary lessons in his neighbourhood etc and submit a short report on what he has learnt from the project.

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Email: [email protected]: @jameelyushauFacebook: Muhammad Jameel YushauPosted by Muhammad Jameel Yusha'u at 10:39Email ThisBlogThis!Share to TwitterShare to FacebookShare to Pinterest1 comment:

GIM16 July 2012 at 18:35

Best Salaams, Mall. Jameel,

Thanks a lot for this blog generally and the excellent piece above. I see this as an intelligible brief and reference point for professionals in the education sector, but also for parents too at home. However, I became a bit worried that what we lack in Nigeria are not the intellectuals like you, and not even the very good pieces as presented in the above scheme of work for teachers. What we lack is the spirit to fully utilise our God-given human/intellectual resources, or implement our laws, policies and programmes we've thoughtfully put in place.

Your piece reminded me of a discussion I had recently on the same issue with some friends in Nigeria we together read an email I received from my daughter who just started her SS1 in Scotland. She was briefing me in the email the outcome of the "Work Experience" programme they underwent. This programme can be likened to the industrial training (IT) that students with OND attend before they are accepted to proceed with their HND under the Nigerian system. This is what they start here right from their Secondary School level. Her narrative, according to my friends who read it, was marvellous both in content and presentation. It was also very inspirational from the system perspective.

But, as said, Mall. Jameel, that has been part of our system too at least in our days. It might not be in the organised and sophisticated manner we see it happening in the UK and other more developed societies across the globe as you elicited in the original article. Your ability to come up with this piece is a testimony to what I'm saying, namely, it was partly because yourself you came through the same pattern of training both from primary/secondary schools and of course from your parents at home.

I want to say, also, that whatever our private primary and secondary schools will be able to do to inculcate those values, the bigger challenge is how to revive our public school system. This is because the greater majority of the population still attends the public schools as they cannot afford the private. Reviving the system should include using your great ideas to refine and up-grade the curriculum being used.

I have always thought of a way to go about reviving the public schools system: if we as a nation are serious about this, the Government on power should require all public office holders and particularly political appointees and bureaucrats to, as a matter, of policy, enrol their children only in public schools. Within no time, Im sure you will see public school system receiving the attention and care (up-grade) it has been dying for. Does this sound naive?

Of course, there is also the issue of the parent responsibility. Most parents unfortunately themselves need the kind of training suggested in the suggested scheme of work. They, thus, lack the moral standing to perform their part of the responsibility to complement the efforts of the teachers in the school. I will leave the parents in this category to proffer a solution to this challenge.

Once again, Mall. Jameel, jazakumullahu khairan. Reply

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Muhammad Jameel Yusha'u is a researcher, journalist and public relations practitioner. He holds a BA in Mass Communications from Bayero University, Kano, Nigeria; MA in Political Communication and PhD in Journalism Studies From the University of Sheffield, United Kingdom. He was a Senior Lecturer in Media and Politics at Northumbria University, Newcastle upon Tyne, UK, as well as a former producer at the BBC World Service, London. Apart from opinion articles published in various newspapers around the world, his research has been published in the Journal of African Media Studies, Global Media and Communication, Ecquid Novi: African Journalism Studies, Journal of Arab and Muslim Media Research, Journal of Global Mass Communication as well as chapters in edited books.

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