QCA, REThinking Network Meeting the needs of able, gifted and talented pupils in RE (Stapleford Centre) Gifted and talented provision in RE at St. Peters Through Enrichment For example Art/Re projects at the Cathedral. Through lessons is approach ‘Less more’ Thinking actively in a social context Concept development Talmudic debate Literature Web Individual research Multiple Intelligences Using A Level text for KS4 and KS4 text for KS2 Section13 Learning Support SUPPORTING CHILDREN and STUDENTS WITH LEARNING DIFFICULTIES In RE pupils with special needs should be offered the same experiences as other children but with appropriate modification and the opportunity to explore in depth over time. Teachers of pupils having special needs (whether in special or mainstream schools) are encouraged, as far as is practicable, to follow the programmes of study, modifying content where appropriate. Many pupils with special needs respond positively to sensory experiences (especially artefacts) and, through the use of the senses, can develop their understanding of story, celebration, signs and symbols and other forms of creative expression. Individual differentiation should be led by each Education Plan). Repetition is a key element of learning and child’s IEP (Individual requires diversity of teaching methods and own experiences approaches. Children’s of life - celebrating, exploring, belonging, sharing, feeling and caring are critical aspects of effective RE in developing whole personalities. Children with learning difficulties can benefit from:-
QCA, REThinking Network Meeting the needs of able, gifted and talented pupils in RE (Stapleford Centre) Gifted and talented provision in RE at St. Peters Through Enrichment For example Art/Re projects at the Cathedral. Through lessons ‘Less is more’ approach Thinking actively in a social context Concept development Talmudic debate Literature Web Individual research Multiple Intelligences Using A Level text for KS4 and KS4 text for KS2 Section13 Learning Support SUPPORTING CHILDREN and STUDENTS WITH LEARNING DIFFICULTIES In RE pupils with special needs should be offered the same experiences as other children but with appropriate modification and the opportunity to explore in depth over time. Teachers of pupils having special needs (whether in special or mainstream schools) are encouraged, as far as is practicable, to follow the programmes of study, modifying content where appropriate. Many pupils with special needs respond positively to sensory experiences (especially artefacts) and, through the use of the senses, can develop their understanding of story, celebration, signs and symbols and other forms of creative expression. Individual differentiation should be led by each child’s IEP (Individual Education Plan). Repetition is a key element of learning and requires diversity of teaching methods and approaches. Children’s own experiences of life - celebrating, exploring, belonging, sharing, feeling and caring are critical aspects of effective RE in developing whole personalities. Children with learning difficulties can benefit from:-
Handbook_for_Religious_Education_Nov_2013_1-jm.docx