How can embedding critical thinking as part of enquiry-led learning in RE enhance pupils’ progress in the subject?
Dear writer
This is what I have so far and need to complete. Please refer to the highlighted sections to add words. When you hand this back to me, please remove all the blue questions and submit as one block of words. II need 825 additional words, so feel free to add additional information beyond the blue questions, those are signposts. Please aim to use English sources and references. I will refund this order if I can tell you are not a UK writer.
If you have limited knowledge on the topic, I have included some references below that you can click and check to get the right background. Please bare in mind this discusses TEACHING IN THE UK! Primary School.
Literature Review
What’s the point? – Introduce the literature review. What is the main argument?
In this chapter, literature relevant to critical thinking will be explored and related to pupil progress in Religious Education (RE). I will also analyse literature which discusses effective learning strategies specific to RE and core critical thinking skills such as enquiry-based learning. The aims and objectives of RE differs from subjects such as maths or literacy as it has an additional element of spiritual, moral, social, and cultural development (DCSF, 2010). As a compulsory subject which is not listed on the national curriculum, the purpose of RE can become confusing (OFSTED, 2013) in comparison to core subjects with in-depth programmes of study. This can make the application of learning strategies such as critical thinking very important for consistency and efficiency (REFERENCE).
What’s the point? – What is critical thinking in relation to education?
There has been great emphasis placed on critical thinking in recent years. The concept of introducing critical thinking to the curriculum explores how we can enhance attainment and learning through the development of pupil thinking skills such as problem solving and metacognition (Muijs, 2018). At the core of the term – critical thinking, each pupil is recognised as an individual who is independent and capable of taking an active role in the process of understanding (Fisher, 1999). (elaborate and discuss critical thinking in deeper definition)
What’s the point? – What is critical thinking in relation to RE?
The significance of critical thinking has been studied curriculum-wide in reference to multiple subjects including RE. (Discuss autonomy and self-government). This is a very important part of Religious Education, as it is a deeply personal subject, pupils need to have access to teaching which welcomes their views and goes beyond the typically ‘didactic transfer of curriculum knowledge’ (Freathy and John, 2018:2). It is imperative that pupils are rewarded the opportunity to build a personal perspective and understanding of the society they are part of. Through religious education pupils should be introduced to challenging questions and discussions which explore not only faith, religion, and worldviews but also reflects on what it means to be human, for example, exploring our purpose in life, ultimate reality, or issues of right and wrong (NATRE, 2022). Religious Education is an intellectually rigorous subject which delivers children the opportunity to gather information, make considerations and develop an argument to articulate their beliefs and determine their viewpoints (Cush, 2014, OFSTED, 2013). Due to the enquiring nature of the subject, it is very difficult to reach the aims of RE with constant colouring pages, online PowerPoints, and worksheets – which has been my previous experience of taught sessions.
The inclusion of critical thinking as part of quality RE teaching is reflected in various learning approaches and proposed curriculums (Freathy and John, 2018). In both the 2010 and 2013 OFSTED reports, placing enquiry at centre of learning is strongly highlighted as being fundamental to improving RE teaching (OFSTED, 2013). This is a key argument for this dissertation as all areas of effective enquiry in RE can be argued to be synonymous with critical thinking.
What’s the point? – What teaching strategies and or curriculums support critical thinking?
RE offers opportunities to develop both knowledge and opinion. Pupils learn information about religion – which is attainment target one and pupils also learn from religion and society – which is attainment target two (REFERENCE). This is a significant point in relation to critical thinking as pupils will have a more integral role in their learning with a much less rigid requirement of finding the ‘correct’ answers. Attainment target two sees the demand for many teaching approaches which promote thinking skills such as Philosophy for children (P4C), the RE-searchers approach and the use of different learning strategies such as talk for learning and enquiry-based learning.
What is the point? – How does critical thinking enhance pupil engagement and enjoyment of the subject? (this may include more experiential experiences)
What is the point? – How does critical thinking fit in with enquiry led learning and how does this support learning in RE?
What is the point? – Summarise this/conclude
https://www.tandfonline.com/doi/pdf/10.1080/01416200903537399?needAccess=true
https://www.tandfonline.com/doi/pdf/10.1080/01416200802560047?needAccess=true
Rob Freathy & Helen C. John (2018): Religious Education, Big Ideas and the study of religion(s) and worldview(s), British Journal of Religious Education. Available at: file:///C:/Users/rache/Downloads/Religious%20Education%20Big%20Ideas%20and%20the%20study%20of%20religions%20and%20worldviews.pdf
Freathy, R., J. Doney, G. Freathy, K. Walshe, and G. Teece. 2017. “Pedagogical Bricoleurs and Bricolage Researchers: The Case of Religious Education.” British Journal of Educational Studies 65 (4): 425–443. Available at: https://www.tandfonline.com/doi/full/10.1080/00071005.2017.1343454
Muijs, D. (2018) Metacognition and Self-Regulated Learning. In Effective teaching: evidence and practice. 4th ed. London: SAGE Publications. Pp.78-90.
Fisher, R (1999) Thinking Skills to Thinking Schools: Ways to Develop Pupils’s Thinking and Learning. Early Child Development and Care. 153(1), pp51-63. DOI:10.1080/0300443991530104
