With a number of significant historical events within the city connected to religious tensions there is a connection to be made with the teaching of Religious Education and it’s “unique contribution to the spiritual, moral, social and cultural development of pupils and support of wider community cohesion” (gov.co.uk) The non-statutory framework provides a structure for the teaching of RE and suggests children should be taught about a range of religions and the significance and impact...
With a number of significant historical events within the city connected to religious tensions there is a connection to be made with the teaching of Religious Education and it’s “unique contribution to the spiritual, moral, social and cultural development of pupils and support of wider community cohesion” (gov.co.uk) The non-statutory framework provides a structure for the teaching of RE and suggests children should be taught about a range of religions and the significance and impact of religions on society. “History provides individuals, families and nations with a sense of where they have come from and a context within which to understand contemporary affairs”. With this in mind my planned RE lessons would begin with looking at the diversity within our city today (and indeed the whole of Great Britain) looking at different religions and religious beliefs and inviting community speakers into school to develop pupils knowledge of the important cultures within society and investigating how this differs from centuries gone by, looking at what factors brought about the historical and religious conflicts which notoriously occurred within Worcester during the 17th Century, linking together elements of the required history and religious education curriculum.