Experiential RE supdocs.indd - SfE
Experiential RE supdocs.indd - SfE
Experiential RE supdocs.indd - SfE
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<strong>Experiential</strong> <strong>RE</strong><br />
Sue Phillips
<strong>Experiential</strong> <strong>RE</strong><br />
Teaching <strong>RE</strong> with the Theatre of Learning<br />
Sue Phillips<br />
Here you will see me teach a group of 22 mixed ability Year 11 pupils in a double lesson on a<br />
Thursday afternoon at the end of November.<br />
Bognor Regis Community College, where I have developed this method of teaching over the past<br />
ten years, is a school of 1500 pupils on a split site. 40% of its pupils have special educational<br />
needs. It is currently a school facing challenging circumstances having recently come out of<br />
special measures. The active experiential methods we use meant that the <strong>RE</strong> department was<br />
graded one for ‘behaviour’ and ‘attitude to <strong>RE</strong>’ during the inspection that placed the school in<br />
special measures. These methods have seen our results rise from 15%-32% A*-C to 60%-75%<br />
A*-C.<br />
The class you will watch are learning about Religious Experience for the Edexcel paper,<br />
Christianity and Philosophical Perspectives. At the time of filming, they are due to take their mock<br />
exam in two weeks time.<br />
They have already completed the topic on Religious Experience. Today they will reinforce their<br />
learning with a re-enactment of Orthodox worship, which they have not done before. They have<br />
prepared for this lesson over the previous three lessons, learning about the features of the church<br />
and this style of worship, with the set representing the church in the classroom for them to see.<br />
The re-enactment that you will see them take part in to sum up their learning is their first handson<br />
experience of Orthodox worship. This lesson, taken from Teaching Christianity with the<br />
Theatre of Learning, normally takes place in a candlelit classroom which is otherwise completely<br />
darkened to represent the death of Jesus on Good Friday. The highlight of the lesson comes<br />
when the doors of the iconostasis open and the “priest” brings the single lighted candle to the<br />
waiting “congregation” whose candles are all lit from his, gradually filling the classroom with light<br />
to represent the resurrection of Jesus on Easter day. It was not possible to film in the dark, so an<br />
important element of this powerful lesson is unfortunately missing.<br />
This DVD shows two lessons; the first is an experiential lesson which sums up a period of<br />
learning about Religious Experience. The aim of this is to reinforce not only the memory and<br />
understanding of what happens in order to prepare for the examination but also, and very<br />
importantly, to enable the pupils to evaluate religious experience. In this case, the religious<br />
experience is that of worship, and it is evaluated through this religion neutral exercise. How much<br />
more ably will they be able to discuss the effect of worship on a believer after a lesson like this?<br />
The second lesson is designed to prepare the pupils to write an essay on Religious Experience.<br />
In this lesson they revise previous knowledge and are introduced to the concept of verification. A<br />
series of fun and engaging practical activities prepare them to write a Caterpillar essay. My thanks<br />
go to my colleague Julie Woodward for developing this idea. This essay will enable pupils to<br />
organise information into a well structured argument using response levels to raise achievement.<br />
It will provide a useful revision aid and a structure for planning on the day of the exam. It uses<br />
active and spoken literacy concluding with a traffic lights discussion. This is more fully described<br />
in my article in <strong>RE</strong> Today, January 2007.<br />
Traffic lights discussion and Caterpillar essays are explained in more detail in Teaching<br />
Tolerance, published by Tribal in 2007.<br />
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If you are new to the Theatre of Learning you will find the following introduction to the five<br />
techniques and how they work useful before watching the film. If you are already familiar with the<br />
concept, you can skip to the two lesson recipes at the end.<br />
What is the Theatre of Learning?<br />
Theatre of Learning is a process not a place<br />
It is a process that I have developed over many years to make <strong>RE</strong> make sense. It is about using<br />
circle work and experiential learning techniques in a multi sensory setting with music, artefacts<br />
and displays to motivate, engage, and improve behaviour and written work. Most important of all,<br />
these techniques can change the way young people see themselves and others.<br />
Ten years after I began to develop the techniques and share them with other teachers, there has<br />
been an unforeseen benefit, the effect of these methods on the teachers themselves. For many,<br />
it has rekindled their passion for the subject, tapping into their own spirituality and creativity. It<br />
is enabling them to find <strong>RE</strong> teaching more satisfying and rewarding as they discover their pupils<br />
from all kinds of backgrounds engaging in the lessons and in many cases being moved by them.<br />
Not only has it enabled the pupils to understand and empathise with traditions and ways of life<br />
very different from their own, but teachers, also, have engaged with the traditions differently,<br />
as relating to the spirituality of the traditions has deepened their appreciation of them, both<br />
intellectually and emotionally.<br />
“After teaching the lesson on the Atman (the Hindu idea of god) the way you showed<br />
us, I felt I understood it properly myself for the first time.”<br />
Jenny, Head of <strong>RE</strong> in a Manchester school<br />
“You have completely changed the course of our careers – two weeks into our teaching<br />
practice Emma and I were on the point of giving up; the children just didn’t want to<br />
know. After we left your session on Saturday we hit the charity shops buying music<br />
and fabric, candles and plants. It changed everything; my head of department couldn’t<br />
believe the effect it had on the children.”<br />
Jill Blanchard a trainee at Manchester Metropolitan University in 2001<br />
Five years on, following a Theatre of Learning course on <strong>RE</strong> and Global Citizenship in March<br />
2006, Jill’s trainee, Andrew, writes:<br />
“I felt revitalised and energised; it reminded me that I too am a creative and energetic<br />
person who wants to enhance the learning of the pupils using other methods than<br />
textbook and worksheet. I had been feeling negative about the notion of teaching for<br />
the exam, but the ideas have helped awaken and enliven my passion for the subject<br />
again. It certainly gave me killer confidence to try new ways of working.”<br />
Following a day with the Roman Catholic Schools Partnership in Birmingham at the beginning<br />
of March, Theresa Edge from Cardinal Wiseman Catholic School tried the methods and wrote to<br />
say:<br />
“I tried The Island [one of the the Theatre of Learning techniques] and watched my<br />
children learning <strong>RE</strong> for the first time. I had so much fun that I will definitely do more.”<br />
A month later she wrote again:<br />
“I wanted to do something different for our Year 5 taster days and Year 6 induction<br />
day. I thought I would have a go at your fabulous experiential teaching about Christian<br />
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prayer. We set the scene with a beautiful centre display and music as listed. I still get<br />
goose bumps, Sue, I had teachers with tears coming down their faces and by the time<br />
I put the music on (“Praise You”), the darling Year 5s were dancing! What a day. When<br />
the pupils went into the hall at the end of the day they were bursting to tell the deputy<br />
head what they had been up to. On every day, four in total, <strong>RE</strong> was what the kids<br />
enjoyed most!”<br />
Theatre of Learning creates awareness, compassion and empathy with people whose way of life<br />
is very different from the pupils’ own. Theatre of Learning transforms the classroom experience<br />
for both pupils and their teachers, making the whole enterprise more satisfying for them both.<br />
Teachers, like ourselves, came into this profession to make a difference; Theatre of Learning helps<br />
us to do that because it creates young adults who will go out into the world with the desire to<br />
make it a better place.<br />
Theresa wrote earlier in her email about a visit from Ofsted. For her observed lesson, she used the<br />
story I had told of an Indian woman who suddenly finds herself homeless; forced to make a home<br />
for herself in the car park outside Calcutta station, where she walked past the beggars every day<br />
in better times, on her way to market.<br />
“We were on tenterhooks. All staff were being observed and I was next. I wanted to do<br />
something from the Cardboard City book but was not sure whether I should play it safe<br />
with a lesson I knew they could cope with. Up until the morning, I had not made up my<br />
mind but I thought if it goes wrong at least I have tried!<br />
“I told them Sarita’s story of living on the street draped in fabric and bare feet. I asked<br />
them to choose a colour to describe Sarita’s life and then put it into a piece of poetry.<br />
Their poetry was amazing. We’ve got a huge display in the corridor.”<br />
Theatre of Learning also boosts pupils’ academic achievement. Motivated by engaging lessons<br />
which boost understanding and memory and leading to lessons aimed at improving literacy.<br />
How did Theatre of Learning come about?<br />
Theatre of Learning began as a result of my struggles to motivate disaffected 16 year-olds<br />
who said that <strong>RE</strong> was “nothing to do with us or anything else we know“. They were fed up with<br />
cramming facts and drawing ground plans of churches. That summer in 1996 only ten of my class<br />
of 22 pupils took the GCSE, The others refused because it was “so boring”; ”a waste of their<br />
time”. They wished to spend precious revision time on “something more useful”. I think they were<br />
right.<br />
The day I sat them down in a circle, using my student-centred learning training and my<br />
experience as a counsellor, to give them the opportunity to tell me why they were so fed up and<br />
why their mock results were so bad was the worst moment of a twenty year career. What they<br />
told me hurt; it hurt because I knew they were right. What I was teaching them really didn’t have<br />
anything to do with them or anything that they knew.<br />
Getting real with pupils can often be painful but it is a vital part of effective education. When I took<br />
the decision, on that occasion in January 1996, to put the desks against the wall, sit the class in<br />
a circle and ask them what was wrong, I was using the techniques I had established for teaching<br />
Personal and Social Education. We didn’t teach like that in those days, or indeed any other<br />
subject.<br />
I made a decision that day which, although I could have no idea of the consequences, completely<br />
changed my life. I vowed that I would never teach the same way again. At that moment, I had no<br />
4 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
idea what I was gong to do instead!<br />
That decision began a journey of experimentation and innovation, which has transformed the way<br />
I teach, giving me and my pupils enormous satisfaction. It has:<br />
• Increased motivation<br />
• Improved behaviour<br />
• Improved recruitment to GCSE<br />
• Involved all pupils, whatever their academic ability<br />
• Delighted parents<br />
• Raised the profile of <strong>RE</strong> throughout the school<br />
Theatre of Learning boosts emotional intelligence, empathy and compassion<br />
Most surprisingly, the methods I gradually developed, step by step, began to develop the pupils<br />
emotionally as well as academically. It was their growing awareness of their own inner selves and<br />
the change to their attitudes and values which became the most important aspect of this work.<br />
Not only were they becoming more compassionate, caring individuals, but their understanding<br />
and motivation to complete their academic work was also transformed. It is this dimension which<br />
I believe can make a real difference right across the curriculum. All the time, in those early days,<br />
I was asking myself “why?” It was, I believe, because the whole teacher is teaching the whole<br />
child and allowing the whole child to respond.<br />
What is Theatre of Learning and how does it work?<br />
We work in circles, creating a class “family”, as several groups have described it, through trustbuilding<br />
and listening exercises and creating a safe place to share personal thoughts, feelings and<br />
experiences. “Making <strong>RE</strong> Make Sense” (also published by <strong>SfE</strong> – see www.sfe.co.uk) explains this<br />
in more detail.<br />
We work in a multi-sensory environment, using displays in the centre of a circle of flowers;<br />
plants; candles; driftwood; scent; pictures; fairy lights; and fountains, together with photographs,<br />
quotations and artefacts to help pupils remember the lesson. All Theatre of Learning books on the<br />
various traditions will give you lots of ideas for creating an inviting and pleasant environment for<br />
your pupils which they will respect and you will all enjoy.<br />
Literacy is never the starting point<br />
This means that it cannot provide a barrier to learning. Every pupil takes part equally in the<br />
experiences and the discussions that follow. When the reading and writing does begin, after<br />
the learning takes place, pupils are more confident. They approach it with considerable<br />
understanding already and, as a result of the engaging, sometimes powerful experiences, they<br />
are motivated to write. They are able to read and write at a more demanding level than they would<br />
normally attempt because their level of motivation and understanding is so much higher. The<br />
writing frames and carefully structured levelled essays that follow each Theatre of Learning lesson<br />
recipe allow all pupils to write to the highest levels of the National Curriculum.<br />
Theatre of Learning boosts exam results<br />
British children follow the National Curriculum in all subjects. The framework for Religious<br />
Education is non-statutory, allowing each area to have its own locally agreed syllabus, which can<br />
take account of the traditions of the local population.<br />
Assessment levels with accompanying level descriptors exist for all subjects but are not statutory<br />
for Religious Education. Using the levels to assess progress is a sensible and useful measure to<br />
<strong>RE</strong> teachers; most use them. They have done much to raise academic standards in <strong>RE</strong>.<br />
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The important issue for raising academic attainment in <strong>RE</strong> is to set questions at the highest levels<br />
in order to enable pupils to reach them and to develop their critical, analytical and evaluative<br />
skills. Government inspections have shown that, in the past, <strong>RE</strong> has not been good at doing<br />
this. There have been far too many low level activities, eg drawing, colouring and poster work,<br />
accompanied by short descriptive written work. The levels have enabled all of us to think hard<br />
about the questions we ask pupils to respond to.<br />
Theatre of Learning lesson recipes are all accompanied by structured, levelled writing frames and<br />
essays. The multi-sensory, experiential and enactive techniques used by the Theatre of Learning<br />
develop a deeper understanding and provide a more effective basis from which to evaluate the<br />
effect of belief, ritual and ceremony than the use of textbooks alone. They motivate pupils to read,<br />
research and write at higher levels than they would otherwise have attempted.<br />
I have summarised the levels in my resource files so that they can be a useful tool for teachers<br />
and pupils in discussion about written work.<br />
Level Three (average attainment for age 7) facts<br />
Level Four (average attainment for age 11) why and because<br />
Level Five (average attainment for age 14) the effects of religion upon an individual, a family or<br />
a community<br />
Level Six (attained by many at age 14) the variety of belief within a tradition<br />
Level Seven (attained by some at age 14) critical analysis<br />
Level Eight (attained by a few at age 14) comparison between traditions,; development of a<br />
tradition through history<br />
Answering the more difficult evaluative GCSE questions is so much easier for pupils when they<br />
are writing about experiences they actually took part in.<br />
After being taught using Theatre of Learning techniques, pupils are able to deal so much<br />
more effectively with Level Five questions about the effects of religion upon a person, family<br />
or community, Level Six questions about the variety of belief within a tradition, Level Seven<br />
questions requiring critical analysis, and Level Eight questions about the comparison between<br />
traditions, because the answers will come partly from their own experience and reflection, as well<br />
as being accompanied by real, motivated thinking and research.<br />
Joe, a very bright and articulate 16 year-old, was coming up to GCSE exams when he made the<br />
following statement. He was supported by Helen, also very bright. They both planned to read<br />
philosophy at University. They studied <strong>RE</strong> to A Level. Now graduates in English, they argued<br />
forever about which one of them made the statement to a research student who had come to look<br />
at our way of working:<br />
“In my other lessons, everything just goes straight out of my head the moment I walk<br />
out the door, I have to look back over my books to remember what I have learned, but<br />
<strong>RE</strong> is a memory, it becomes part of your life.”<br />
What they were saying is that these lessons affected them and changed them as they<br />
experienced, imagined, reflected, became aware and articulated; it was so much more than<br />
information learned from a book. This is what we need to do to bring the citizenship dimension of<br />
our work alive in whatever area of the curriculum we are working. Here is an example:<br />
In the early days I discovered the transformative power of this way of working almost by accident.<br />
After a lesson in which pupils were asked to think about a relationship that needed healing in<br />
preparation for a GCSE examination question on the effects of prayer on Christians, I invited<br />
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the pupils, if they wished, to write about what they had thought of during the exercise before<br />
answering the GCSE question. I thought that this might help to add depth to their answer.<br />
I had done the exercise many times before, but not suggested they share any of their personal<br />
experience. Pupils wrote at length and some of these responses can be seen in “Teaching<br />
Christianity with the Theatre of Learning” (see www.sfe.co.uk). One pupil realised how much she<br />
pushed everyone away, fearful of being hurt. She went home and “sorted out her relationship<br />
with her stepfather” telling him for the first time how much he meant to her and, after a long<br />
conversation with her mother, her “feelings about her real father.” Another pupil, realising how<br />
much she was going to miss an aunt dying of cancer many miles away, went home and told her<br />
mother how she felt. Together, they rang the aunt so that Sarah could ”tell her how much she<br />
really cared”. Her aunt died three days later.<br />
Examples like this occur all the time.<br />
Using Music to increase engagement and understanding and create pace<br />
Music is a vital ingredient of every Theatre of Learning lesson, creating atmosphere, soothing and<br />
engaging the pupils, marking transitions (when this track finishes in three minutes I would like you<br />
to have …), creating excitement and anticipation or calming and aiding concentration. Not only is<br />
it having a powerful effect in <strong>RE</strong> but it has enormous potential across the curriculum, especially<br />
where we are working on values education through the citizenship dimension of our work.<br />
Music has a powerful effect on mood and emotion. Whilst I was obviously aware of this because<br />
I use it in my work all the time, I am rarely on the receiving end of this kind of work. I don’t know<br />
how it feels to be taught like this.<br />
The power of music was very evident to me during a presentation by Marion de Souza who is<br />
working on spirituality with teachers in Australia. She was talking about the importance of using<br />
the imagination in teaching. She had prepared a PowerPoint presentation about war. It was<br />
designed to be used in English, <strong>RE</strong> or Citizenship lessons. It contained powerful visuals from<br />
Vietnam, together with quotations and poems.<br />
The point was simply to play it at the beginning of a lesson. The teacher would say nothing.<br />
However, when we met in Canberra the day before her presentation, she was most concerned<br />
to find some music to accompany it. Unable to find the piece she wanted, she settled on the<br />
soundtrack that accompanied the film Alexander, hoping that there would be something suitable<br />
on the CD.<br />
The result was extraordinary. It was the music filling the room as the images and text moved<br />
across the screen that made it so powerful and moving, filling one with a renewed passion for<br />
the avoidance of war. The music she chose was not martial, but emotional and moving, full of<br />
the sadness of war. I wonder what the effect would have been had she chosen a rousing military<br />
band?<br />
As I watched the “teacher” doing nothing, but in fact so much, I was reminded of a lesson taught<br />
by a student teacher, also on war, that I had observed a few days before, in England. I will call her<br />
Katy.<br />
It was a good lesson, very workmanlike. Katy’s planning had focused on the development of skills<br />
needed for answering the exam question. The content of the poem she used was delivered to<br />
serve that purpose, rather than also bring out the author’s aim which was to provoke an emotional<br />
response to the horror of war.<br />
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Katy read a poem to her class without expression or emotion, just got it out there, so it could be<br />
discussed and compared with another one. She focused on the vocabulary and the keywords<br />
pupils were learning to use. She tested their understanding of these terms and their ability to<br />
recognise where these techniques were being used in the poem. She fulfilled her aim very well in<br />
bringing out the salient points the pupils needed to make in order to write about the poem in their<br />
GCSE exam. The lesson was crisp, pacy and clear. The pupils showed evidence of having learned<br />
the terms and skills she had set out to teach. I gave her a grade two. The lesson was very good,<br />
it had fulfilled the stated learning objectives, and I had evidence that the pupils had learned them,<br />
but I felt an opportunity to look at the deeper moral issues had been missed.<br />
It was a bright Year 11 class. They were well behaved but not very engaged. They were reluctant<br />
to answer her questions – they were perfectly polite, they just couldn’t be bothered. I am not sure<br />
I would have been either.<br />
I felt that had Katy used some music and read with feeling that she could have got so much more<br />
out of the learning experience because she might have touched them emotionally – ie tapped<br />
into the spiritual dimension – and turned it into a powerful piece of citizenship teaching. The<br />
pupils would have been more likely to engage with the issues, which would heighten attention,<br />
focus, concentration and awareness. How much of our time in the classroom is spent recalling<br />
disengaged youngsters back to attention? How much teaching time is lost because pupils are<br />
bored?<br />
I have no idea how the pupils were feeling in this particular lesson but I imagine some of them<br />
were wondering why they needed to know these terms for analysis, some would have been<br />
thinking “yes, that’s easy. I know these, I don’t need to demonstrate this to you but I may or may<br />
not show you that I do know them.” If the pupils had been fired up by the issue at the beginning<br />
of the lesson, they might have been motivated to talk with each other and the teacher – using the<br />
terms they needed to know and discovering that these had equipped them with the keywords and<br />
skills they needed in order to have a satisfying discussion that they wanted to have.<br />
Pupils may well have left the room better able to answer an examination question, but also with<br />
values and attitudes and beliefs forming, developing and changing. Music could have gone some<br />
way to achieving this.<br />
It didn’t happen because it is not what Katy would expect to do in her planning. I think that had<br />
she introduced the lesson in this way, she would not have had to change a word of what followed:<br />
it’s not about cutting out what we need to fulfil our assessment targets in order to fit in more<br />
exciting things, it’s about thinking about our method of delivery in a more exciting way.<br />
It reminded me of how often our inspectors, while my school was in special measures (ie deemed<br />
to be a failing school), asked us to take risks in the classroom to engage our youngsters; but<br />
how many of us can be bold enough to take the risk when there is so much assessment at<br />
stake? I believe, and in fact I have demonstrated, that multi-sensory experiential methods boost<br />
achievement, because they boost engagement. They boost engagement because they introduce<br />
enjoyment and satisfaction, for teachers as well as pupils. It is about motivating people to learn<br />
and motivating them to care. It is about changing from passive learners to experiential learners,<br />
which is in fact how we learn naturally.<br />
The experience of watching that brief PowerPoint with music in Australia is not a new one; we<br />
do it every day when we watch television and go to the cinema. It was the context that made<br />
it so powerful – it is not what you expect in a lecture room – or in a classroom. Our pupils live<br />
in a multimedia age. They receive information at tremendous speed, decoding symbols and<br />
interpreting subliminal messages in adverts ,music videos and video games. They are surrounded<br />
8 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
y sophisticated information technology – except in school.<br />
No wonder they switch off when we come up with our information packages delivered in an<br />
archaic fashion which was interesting and exciting, in the past – to us.<br />
Those two experiences of learning about war underline my belief that it is not the information<br />
that fails to engage but the method. That is why we find ourselves angry and frustrated when<br />
young people do not seem to respond to issues that we feel are important. We need to find a way<br />
in through imagination and emotion, to “light the fire in their bellies,” as Anita Haigh, Advisory<br />
teacher for Citizenship and PSHE in West Sussex, puts it.<br />
Creating engagement, atmosphere and pace with lighting in the Theatre of Learning<br />
We work in soft lighting, provided by lamps and spotlights, which creates an atmosphere in the<br />
classroom, every lesson, which is more powerful than the pupils’ own agenda. Entering the circle<br />
to music which is gently faded, along with the lights, timed to their gradually ceasing chatter<br />
means I no longer start lessons frazzled and cross, or shouting – and neither do they – it is like<br />
the lights going down in the cinema. Everyone waits to see what is going to happen.<br />
The pupils may enter a brightly lit room to lively music for the introduction to the lesson which<br />
may be fast paced and energising, for example a true/false exercise testing previous knowledge.<br />
Then there may be a change of pace and atmosphere to set the scene for an emotional story, soft<br />
music fills the room, soothing the pupils and enabling them to change gear emotionally. The lights<br />
will be faded so that the room is lit by spotlights or table lamps, or perhaps simply the overhead<br />
projector shining on to the board to pick out the keywords that will appear in the story. There<br />
will be gentle fairy lights woven throughout the centre display so that the pupils have something<br />
attractive to look at and focus on. The music and the lighting, together, invite the children into<br />
the story, shutting out the outside world, their own thoughts and distractions from each other.<br />
The atmosphere allows them to focus, to concentrate, to feel, to think and to imagine. In this<br />
atmosphere the potential for learning is maximised as the subject information is delivered. It may<br />
be through a visualisation, a mind movie (see p12), or a short story, all of which I have written<br />
myself, both as a vehicle for the subject content and to provoke an emotional response.<br />
Often I find, when supporting other teachers as a mentor, following observations or having been<br />
called to a classroom to settle a disruptive class, I am faced with a frustrated, often angry teacher<br />
who says “They just won’t listen! They won’t give me a chance.”<br />
We need to put ourselves into the shoes of the pupils entering a normal classroom, not<br />
necessarily through choice, to listen to information that they do not necessarily wish to know, in<br />
an environment that might not be very attractive and which is full of distractions (ie each other),<br />
and ask ourselves: “is this how people in advertising would work? What are you going to sell in<br />
circumstances like these? And if you have to work in these circumstances (which we do!) then<br />
what is the best way to grab the attention of your customers?”<br />
We need to ask ourselves: “what can we do to change the way we deliver the core content of our<br />
lessons?”<br />
We have looked so far at creating a multi-sensory environment. We have begun to look at the role<br />
of emotion and imagination in engaging the whole child. Now we need to think about the methods<br />
we might use within our engaging, multi-sensory environment. Here are two techniques, which<br />
have had the most profound effect on the pupils’ spirituality and moral development. What I call<br />
religion neutral exercises and participatory symbols.<br />
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Religion neutral exercises and participatory symbols<br />
Over the years in my <strong>RE</strong> lessons, these have become increasingly important as a way of making<br />
<strong>RE</strong> make sense and most importantly to enable pupils to enter into the experience of someone<br />
very different from themselves.<br />
Religion neutral exercises are activities that are planned to parallel the aspect of a tradition that<br />
you are teaching. They are religion neutral because they are not directed toward a divine being<br />
and are, if you like, tradition neutral. For example:<br />
A religion neutral exercise to help pupils understand the meaning of the Christian Eucharist<br />
Passing bread and water round a circle and reflecting on the symbolism of passing them to<br />
each other, together with tasting the bread and touching the water, enables pupils to reflect<br />
on the symbolism of sharing, being nourished, being cleansed and given life. When pupils are<br />
then asked to read the Eucharistic words of institution and think about what Christians believe<br />
is happening when they take bread and wine at Holy Communion, all the complicated theology<br />
suddenly makes sense. Together, with their community, they are being nourished, cleansed and<br />
given life. Answering a GCSE question on the value and effects of Christian worship suddenly<br />
becomes something that pupils can respond to meaningfully, as opposed to greeting it with blank<br />
incomprehension: ”How could anybody find that valuable?!”<br />
What also happens is that pupils are able to reflect on the transforming power of symbol and<br />
ritual. They begin to make sense, rather than remaining these rather bizarre activities, which other<br />
people do, and which have “nothing to do with us, or anything that we know”.<br />
A religion neutral exercise to help pupils understand the meaning of the Tefillin for Jews<br />
Show a group of Year 8s (age 12/13), for example, a picture of an Orthodox Jew in Tallit (prayer<br />
shawl) and Tefillin (small leather boxes containing special pieces of scripture and strapped to the<br />
forehead and arm) and they are liable to laugh.<br />
Explaining what is happening in the picture and/or reading from a book or worksheet is not likely<br />
to improve the situation. It is not just about information but also about prejudice, racism and<br />
being different.<br />
However, when asked to write on a strip of paper, something very important in their lives, a hope<br />
or wish or a special person and to fold it carefully and place it in a small box which is then placed<br />
for one minute against the forehead where they think about the person, the heart, where they feel<br />
loving thoughts for the person and finally held in their hands, where they think what they can do<br />
to help the person, there is a dramatic change. Pupils no longer find the idea of Jews wearing<br />
Tefillin amusing; they have usually been deeply moved by their own reflection during the religion<br />
neutral activity; their own spiritual awareness developed a little. Empathy is developed, racism is<br />
being eroded. Emotional intelligence is developing. Their ability to evaluate, answering a GCSE<br />
examination question, such as “It is silly to dress up for prayer. In your answer give more than<br />
point of view” is greatly enhanced.<br />
Participatory symbols<br />
This is a term used by Paul Tillich in his book Religious Language. In it he says that there are<br />
some symbolic actions (things we do), which we humans take which enable us to understand<br />
something at a much deeper level than if we simply described it. These actions, like eating<br />
symbolic food, giving gifts, wearing special clothes or giving a ring, help us feel changed. We can<br />
actually experience the spiritual change of a rite of passage, for example, through these actions.<br />
In class we can recreate this, enabling our pupils to experience spiritual growth spurts through<br />
developing awareness and promoting change. We can do this by inviting them to reflect and then<br />
10 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
write down or throw away regrets or special thoughts, light candles or simply eat symbolic food to<br />
help them remember an aspect of a festival or ritual. In planning lessons it is helpful to think about<br />
what we can ask pupils to do or take part in that will aid their learning, as well as bringing in the<br />
kinaesthetic dimension, so important in engaging pupils with different learning styles.<br />
Theatre of Learning works because it uses all the learning styles but is also a process that<br />
engages the feelings and the imagination as well as the mind. Theatre of Learning is a<br />
holistic process developing the spirituality of teachers and pupils.<br />
Without realising it I was unconsciously transferring to <strong>RE</strong>, a formal written subject, many of the<br />
communication skills I had learned as a counsellor and introduced into PSHE, when I began<br />
teaching it twenty years ago. Step by step I tried things out, gradually refining what I did into a<br />
number of techniques that could be applied to any age range, for any programme of study. It was<br />
unconscious because, at that time, I no longer taught PSHE and was not aware of the influence<br />
its active approach was having on the changes I was making to the way I taught <strong>RE</strong>.<br />
Applying Theatre of Learning techniques to PSHE and Citizenship<br />
Ten years on, the process of Theatre of Learning in <strong>RE</strong> is being shown to teachers all over the<br />
UK, Australia and New Zealand. During the period of its development I became an Advanced<br />
Skills Teacher working on in reach in my school. In this role, where I mentored and coached<br />
teachers in a number of departments, I had the opportunity to see how the Theatre of Learning<br />
could be applied in other areas of the curriculum. Striking results occurred in geography, for<br />
example, where two NQTs transformed behaviour and motivation in their classes by applying the<br />
techniques to some of their lessons.<br />
A turning point occurred in January 2005; the day before I returned to school for the spring term.<br />
I wrote the last sentence for a series of teacher resource files on <strong>RE</strong> which had taken five years<br />
to complete. It was a significant moment, one that I will always remember. It was filled both with<br />
immense satisfaction and also a sense of loss. What now?<br />
Then I realised what a pivotal moment it was.<br />
The next day, in one of the many unplanned twists of fate that occur for all of us, I was returning<br />
to school with an additional role. Deep in the trauma of special measures and with HMI (Her<br />
Majesty’s Inspectors) concerned about the personal and spiritual development of our pupils, we<br />
had found ourselves without a head of PSHE and Citizenship. I had come full circle.<br />
Focusing on PSHE and Citizenship again, with all the techniques I had developed in <strong>RE</strong>,<br />
presented me with the possibility of extending them to these areas. The concept of multi-sensory<br />
learning with its potential to engage, motivate and promote memory and understanding, was<br />
something I was keen to do, but most of all I wanted to use them to change pupils’ attitudes, to<br />
enable them to care, and to care enough to change their own behaviour and do something about<br />
injustice.<br />
I mounted a two stage campaign: Step One is about ‘Making the Connection’, raising awareness<br />
of citizenship across and within the life of the school. How I did this is not relevant here, but<br />
during the second stage, Step Two, which was about using Theatre of Learning techniques<br />
across the curriculum to develop an awareness of Citizenship, I discovered and developed<br />
techniques for promoting positive moral values, attitudes and beliefs in young people that made a<br />
difference to my <strong>RE</strong> teaching. These are:<br />
Confidential feelings visualisations in which pupils can explore alternative feelings in tempting<br />
situations.<br />
<strong>Experiential</strong> <strong>RE</strong>: Supporting documents<br />
11
Anonymous thought sharing circles in which classes can share safely what they did and felt in<br />
their visualisations.<br />
Mind movies in which pupils listen with eyes closed, using their imagination to enter a scene or<br />
historical time period, or imagine themselves as part of a process described by the teacher.<br />
Storytelling in role in which the teacher or pupils tell “their story” in the first person allowing<br />
pupils to imagine what it might be like to be homeless or a refugee, for example.<br />
What’s in the bag? in which the teacher removes artefacts, objects, surprising facts and<br />
statistics one by one to intrigue and motivate the class as the lesson content is delivered and to<br />
aid recall and discussion.<br />
Traffic lights discussions in which pupils vote with coloured cards on whether they agree,<br />
disagree or are not sure about provocative statements made by the teacher concerning the moral<br />
issue discussed that lesson. Pupils are invited to explain their opinion, developing their skills in<br />
evaluation.<br />
So this is where I am now, ten years on from that painful day in January 1996 when Lizzie said to<br />
me so angrily “What has this got to do with us or anything that we know?” teaching, writing and<br />
developing lesson recipes using these techniques to develop values and concern for our fellow<br />
humans and our planet for use in <strong>RE</strong> and across the curriculum.<br />
12 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
Lesson Recipes<br />
Lesson One: Re-enacting Orthodox worship<br />
What you need:<br />
• Five desks, or seven if you want to create a larger edifice<br />
• Four pieces of A3 card, with a hole punched in each corner. They are tied together to form<br />
the royal doors<br />
• Gold effect wrapping paper to stick over the doors. Any richly patterned paper will do, but<br />
gold will flicker best in the candlelight.<br />
• Icons photocopied to stick on the doors<br />
• String to tie the doors together and to suspend the doors from poles<br />
• Two pieces of dowling or two bamboo canes<br />
• One curtain or piece of fabric for the altar in the sanctuary<br />
• A cup, spoon and some bread mashed up with real wine for real taste and smell, placed on<br />
altar<br />
• Two long pieces of fabric or curtain (velvet is best) to form the iconostasis<br />
• Two or more curtains or fabric to put over the side pieces of the screen<br />
• One candle for each pupil.<br />
• Tin foil to put round the base of each candle to catch drips.<br />
• Candles and tea lights (as many as you can find) to put on the side altars near the screen<br />
• Scented candles and/or incense<br />
• Music<br />
What you do:<br />
• To create the church: place one table at the back of the room for the altar, cover with fabric<br />
and place objects for communion on it.<br />
• Place two tables in front of the altar, leaving enough space for people to move around in<br />
the sanctuary.<br />
• Leave a gap between the tables for the royal doors, sufficient for the priest to pass<br />
through.<br />
• Place two tables on their ends on the two tables that you have placed to form the base of<br />
the screen. These will form the upright part of the screen.<br />
• Place tables at the side of the base tables to create space for candles and artefacts.<br />
• Cover the tables with fabric or curtains.<br />
• Suspend the doors from the table legs. (During the service two pupils will be needed to<br />
stand behind the screen with the priest. They will need to lift the doors off the legs and<br />
place each door on a set of legs, out of sight of the congregation.)<br />
• Place a chair for the bishop’s throne in front of the iconostasis. Cover this with fabric.<br />
• On the opposite side of the chair make a side altar. If you can, place on this a large Bible or<br />
an icon.<br />
• Place chairs for the pupils in a half circle around the iconostasis.<br />
The lesson:<br />
1 Light candles and put on music quite loudly. Use blackout if you can.<br />
2 Put the projector on. The projector should be directed at the ceiling, displaying an icon of<br />
Christ Pantocrator, if you can get one.<br />
3 Pupils come in to music and sit quietly<br />
4 Fade the music<br />
5 Ask them to remember previous lessons they may have had on the special place and<br />
remember the feelings they had. This is how Christians feel here.<br />
6 Ask the pupils to imagine how Christians feel about these icons.<br />
<strong>Experiential</strong> <strong>RE</strong>: Supporting documents<br />
13
I sometimes do the introduction to this lesson in the role of the priest, welcoming them as visitors<br />
to my church. I then describe to them the features of the church, reminding of the previous lesson<br />
in this way. In this role, I can ask them questions about the previous lesson’s learning, referring to<br />
the lessons they have had on the Orthodox Church in preparation for their visit.<br />
Now you should conduct a visualisation to help the class empathise with how Christians might<br />
feel in this place. Ask pupils to close their eyes and relax. Turn the music up a little to enhance the<br />
atmosphere.<br />
In order to engage the pupils’ feelings and empathy and develop their own spirituality, have a tray<br />
of tea lights ready and invite each student to light one for someone or something special to them<br />
or that they wish to think about. I remind them that Christians call this a visible prayer.<br />
Visualisation:<br />
It is Easter time, when Christians remember how Jesus died on a cross, was buried in a tomb and<br />
on the third day rose from the dead. It is Saturday evening. Your grandmother has taken you to<br />
this church to celebrate the Resurrection of Jesus. She is Russian, and although she has lived in<br />
England all her life, she attends this church every week, where she meets other members of the<br />
Russian community.<br />
This is the most important festival of the year. Imagine that you have just entered this church. You<br />
have never been here before. You are struck by how beautiful it is. You walk quietly to the side<br />
and sit on one of the chairs and look around you. You can hear the sound of the choir singing.<br />
You can smell the incense. You can see the candlelight flickering on the gold of the icons. Your<br />
eyes settle on a picture of Mary nearby. You see her sad eyes looking sorrowfully into the future,<br />
thinking of the suffering of her son who she holds tenderly in her lap.<br />
Your grandmother has arrived early to tend the flowers. As you sit quietly by yourself in the corner,<br />
near the sad icon, the door opens slowly with a creak. A lady who is leaning on a stick walks over<br />
to the icon. She approaches the icon and kisses it. She reaches out and slowly strokes the figure<br />
of the child. She steps back and gazes prayerfully at the figure of Mary. She lights a candle and<br />
places it in the holder by the icon.<br />
As she stands before the icon, her lips moving silently in prayer, two tears slide slowly down her<br />
cheeks, splashing onto her hands. You wonder what, or who, she prays for so fervently.<br />
The priest’s voice begins the liturgy. People begin to fill the beautiful church. The smell of the<br />
incense drifts through the air as your grandmother leads you to stand near the iconostasis. “Her<br />
son is a soldier,” whispers your grandmother as you turn back to look at the woman. “Perhaps<br />
he too prays for her on the other side of the world,” she adds. “On this special day when we<br />
remember how our Lord defeated death and rose from the darkness of the tomb. Look the lights<br />
are going out, we are almost ready.”<br />
Ask pupils to open their eyes and come back to the classroom.<br />
Now it is time for us to re-enact the service.<br />
14 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
Re-enactment:<br />
• Blow out the candles on the altars and around the church, asking the pupils to imagine the<br />
sadness at the death of Jesus and the desolation of the world as he lies in the tomb.<br />
• Ask for four volunteers to come behind the screen.<br />
• While that happens each pupil can take a candle and wrap a piece of foil around the base<br />
to catch the drips.<br />
• Behind the screen, allocate two pupils to move the screen back and rest it on the table<br />
legs.<br />
• Allocate one pupil to come through the screen carrying a single lighted candle. All the other<br />
candles will be lit from this one, gradually filling the classroom with light.<br />
• The other pupil will come through the screen giving each pupil a tiny piece of bread and<br />
wine from a long handled spoon, without touching their mouths.<br />
• Tell the pupils behind the screen to open it and begin the re-enactment when they hear the<br />
music raised. At that point the class should stand and move forward in front of the screen<br />
to form a horseshoe.<br />
• The first priest comes through the screen and goes round the horseshoe, lighting each<br />
person’s candle.<br />
• The second follows, giving each person some bread and wine.<br />
• When everyone has a lighted candle and taken some bread and wine, fade the music and<br />
ask everyone to return to their seats. They can either blow out their candles or sit quietly<br />
holding them.<br />
• Debrief: ask the pupils what they think it is that they have just acted out. Ask them why<br />
they think Christians do this and what they might get from the experience.<br />
You may wish to follow up the lesson with an Orthodox wedding and an Orthodox baptism,<br />
making use of the set and building on what the pupils have learned so far.<br />
<strong>Experiential</strong> <strong>RE</strong>: Supporting documents<br />
15
Lesson Two: What is Religious Experience? Can it be verified and how far is it a proof of<br />
God? An active literacy lesson.<br />
This lesson follows a period of learning about religious experience using a variety of methods.<br />
The learning has culminated in an experiential re-enactment of Orthodox worship. Pupils have<br />
also had, as part of the term’s work, an experiential lesson on Prayer, the Eucharist and a reenactment<br />
of various forms of baptism, including Orthodox Baptism and Chrismation (the lesson<br />
recipes for these can be found in Teaching Christianity with the Theatre of Learning).<br />
Pupils have studied the arguments for the existence of God and examples of religious experience<br />
using active and experiential methods (see Teaching Philosophical and Abstract Concepts<br />
with the Theatre of Learning). They have written very little. The learning shown in this film is the<br />
product of activity and oral work rather than reading and writing in class.<br />
In this lesson they will prepare for writing an essay at home using the Caterpillar technique<br />
developed by my colleague in the <strong>RE</strong> department, Julie Woodward. She is our school literacy<br />
coach and this technique is now being used by many departments in the school to raise<br />
achievement in examinations.<br />
Aims:<br />
• To prepare an essay on religious experience<br />
• To reinforce learning about religious experience through:<br />
1. Revising key words<br />
2. Introducing the idea of verification<br />
3. Using academic quotation<br />
4. Using a traffic light written exercise<br />
5. Creating a Caterpillar essay to be completed for homework and used for revision<br />
6. Summing up the learning through a traffic light discussion essay.<br />
Outcome:<br />
A twenty mark essay written from a Caterpillar framework; the Caterpillar will provide a useful<br />
revision tool as it is quick and easy to read and retain unlike an essay. The structure will be used<br />
on the exam day to provide a quick planning tool.<br />
Starter: Balloon activity<br />
This activity reinforces knowledge of key words and develops thinking skills and critical faculties.<br />
1. Have enough balloons for each pupil<br />
2. Put vocabulary on card (easier to insert than paper!) in one half of the balloons and<br />
definitions in the other<br />
3. Pupils blow them up and burst them on a signal and find their partners and sit with them<br />
4. Share keywords and their meanings in a circle<br />
5. Draw out deeper knowledge with questioning during the sharing.<br />
Activity One: Caterpillar exercise<br />
1. Pupils collect a sheet of coloured A3 and a felt tip and draw four large circles to represent<br />
the topic for and against and the conclusion<br />
2. Caterpillars are explained<br />
3. The pupils learn to describe the topic in a way to gain maximum marks<br />
16 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
4. As the first circle, the topic, is explored pupils are reminded of the response levels:<br />
One – a single word answer<br />
Two – a sentence<br />
Three – the preferred response, a sentence with key words<br />
Four – the most desirable response, sentences with keywords, links with history Biblical<br />
quotations and or examples to illustrate the point being made.<br />
Activity Two: Learning to use arguments for and against<br />
1. Pupils have a list of points for and against arguments for the verification of religious<br />
experience on a sheet of A4. The text is demanding.<br />
2. In pairs or groups they discuss these, underlining each one in red (stop) if it is against and<br />
green (go) if it is in favour.<br />
Activity Three: Learning to write conclusions<br />
Spoken literacy. Here the pupils practise expressing themselves. They need to be able to speak<br />
the ideas before they can write them. The class discuss how to express a conclusion.<br />
Plenary<br />
The learning is summed up and reinforced through a traffic lights discussion (as opposed to the<br />
true/false factual check seen at the beginning of the first lesson)<br />
1. Pupils have three cards: red for ”I don’t agree”; green for “I do agree” and amber for “I am<br />
not sure”.<br />
2. They vote in response to a series of statements.<br />
3. There is no right or wrong answer but this facilitates real thinking and reflection before the<br />
vote and an inclusive and full discussion, deepening the learning after the vote.<br />
Traffic lights discussion questions and statements<br />
• If religious experience is ineffable then it cannot act as proof of God<br />
• Arguments for the existence of God work (to convince people of the existence of God)<br />
• Every person agrees that if there is a God that he is omnipotent; omniscient and<br />
benevolent<br />
• Religious upbringing leads people to believe in God<br />
• Parents should not make their children go to church<br />
Theatre of Learning techniques have made <strong>RE</strong> make sense. Pupils have used multi-sensory,<br />
active and experiential techniques which have motivated and engaged them in their learning,<br />
raised their academic achievement and helped to promote their own spirituality and ability to<br />
empathise with people whose experience is very different from their own.<br />
<strong>Experiential</strong> <strong>RE</strong>: Supporting documents<br />
17
Sue Phillips<br />
Sue teaches at Bognor Regis Community College in West Sussex where she is Head of <strong>RE</strong>,<br />
Professional Tutor and an Advanced Skills Teacher working on in reach within her own school. In<br />
her AST role Sue supports a number of departments through coaching and mentoring. A trained<br />
counsellor, she delivers CPD on communication skills together with multi sensory learning and<br />
assessment.<br />
Over the past ten years she has developed an approach to <strong>RE</strong> which she calls the Theatre of<br />
Learning.<br />
Pupils work, using music, in circles within and around huge multi-sensory sets representing<br />
whatever aspect of the religious tradition she is teaching. The active and experiential activities<br />
which take place in the Theatre of Learning enable pupils to develop their own spirituality,<br />
empathise with beliefs and practices different from their own and promote high quality written<br />
work, enabling and inspiring pupils to write up to level eight. The techniques of the Theatre of<br />
Learning can be adapted to any programme of study and any age range and are being used by<br />
teachers in both primary school and to teach sixth form.<br />
Sue now demonstrates the techniques of the Theatre of Learning in courses she runs regularly in<br />
her own classroom for teachers on the south coast and, as time permits, at venues around the<br />
country.<br />
In schools where Theatre of Learning is being used, the techniques have transformed motivation,<br />
behaviour and recruitment to GCSE, improved examination results and enabled teachers to<br />
experience more job satisfaction and fulfilment as their own creativity and spirituality is developed<br />
alongside that of their pupils.<br />
Sue has an international reputation through her presentations at the International Conference on<br />
Children’s Spirituality and her writing in their journal. She has written a chapter for an international<br />
handbook on <strong>RE</strong> and spirituality to be published in Australia later this year. She has demonstrated<br />
her work at the National Symposium of Religious Education in Australia and New Zealand and<br />
presented Theatre of Learning in <strong>RE</strong> and Citizenship throughout Australia to teachers in the<br />
Catholic and Lutheran church in August 2006.<br />
Articles on Theatre of Learning have appeared in the TES, the SHAP Journal for World Religions,<br />
<strong>RE</strong> Today and the International Journal for Children’s Spirituality.<br />
A series of five teacher resource files containing lesson recipes for all aspects of <strong>RE</strong> are available<br />
from <strong>SfE</strong> - samples can be viewed on the website www.sfe.co.uk/theatreoflearning.<br />
Sue can be contacted at njphillips@supanet.com<br />
18 <strong>Experiential</strong> <strong>RE</strong>: Supporting documents
Further <strong>RE</strong> resources available from <strong>SfE</strong>/Sue Phillips<br />
For more information and to order any of these resources, please visit www.sfe.co.uk, call us on<br />
0117 3115276, fax 0117 3115421 or email sfe@ctad.co.uk.<br />
Making <strong>RE</strong> Make Sense:<br />
Bringing <strong>RE</strong> to life<br />
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Successive annual reports<br />
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■<br />
■<br />
■<br />
■<br />
■<br />
■<br />
Early religion<br />
Myth<br />
Life after death and how we cope with death<br />
Arguments for and against the existence of God<br />
Science and religion<br />
Verification of religious experience<br />
Religion-specific resources<br />
Comprehensive and eLC-eligable, these provide thorough<br />
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■<br />
■<br />
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Support the literacy strategy, with cloze passages and vocabulary<br />
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Bringing <strong>RE</strong> to life<br />
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<strong>Experiential</strong> <strong>RE</strong>: Supporting documents<br />
19
<strong>Experiential</strong> <strong>RE</strong>: Supporting documents<br />
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