TMP RELIGIOUS STUDIES SSE,ECLPE

Topic outline

• 

  General

  • Announcements Forum
  • TMP RELIGIOUS STUDIES SSE & ECLPE SB File
  • TMP RELIGIOUS STUDIES SSE & ECLPE TG File
• Unit 1 INTRODUCTION TO RELIGIOUS STUDIES SYLLABUS

  Key Unit competence: Explain the rationale and
                                                   components of primary Religious
  

                                                   Studies

  Introductory activity
  

  Read the case study below and answer the questions.
  

  Nyiransabimana and Alexis are student teachers in Social Studies
  

  option in one of the TTCs in Rwanda. Musabyimana does not master the
  

  content of Religious studies for primary schools. However, she is very
  

  enthusiastic to study well Religious Studies in view of getting knowledge
  

  and enough skills in Religious Studies teaching in primary schools. On
  

  the contrary, Alexis does not like Religious Studies. According to him,
  

  they are not very important since everyone knows what is good and what
  

  is bad. He hopes to pass well other courses.
  

  1. Between the two student teachers who is right and who is wrong?
  

       Using various available resources like syllabus and textbooks,
  

       justify your opinion.
  

  2. Using the lower or upper primary Religious Studies syllabus,
  

       identify the main components of it.
  

  3. Using the Primary Religious studies syllabus, discuss the topics
  

        which seem to be very difficult for you as a future religious studies
  

         teacher .

  
  

  1.1 Importance of studying Religious Studies
  Activity 1.1
  Basing on your personal experience and using various resources, research
  on the importance of Religious Studies or religion in the society as well
  as its importance to the learners.
  Fundamentally, man is a religious being (homo religio) which implies that
  man cannot be separated from the ‘chains’ of religion. Nevertheless, it is quite
  difficult to find out a satisfactory definition of religion. Alternatively, Ninian
  Smart described religion as a « complex object », having six dimensions :
  doctrinal, mythological, ethical, ritual, experiential, and social (Holm :
  1984). From this perspective, studying religion consists of looking at the the
  way in which people actually experience and practice their religion: aspects
  such as worship, rites, customs, festivals, sacred writings, codes of ethics,
  institutions and communities and their traditions.
  Therefore, through Religious Studies pupils are helped not only to
  understand religious beliefs and practices but also they are offered some
  of the values and challenges proposed by religions to mankind. It is in this
  way that religion plays a great role in individuals’ lives and their respective
  societies at different dimensions such as spiritual, mental, social, economic,
  moral, political, civic, environmental, and so on.
  Thus, religion and Religious Studies are important to people in general and
  to learners in particular. Gates (2006) argued that:
  ‘The bracketing out of religion, for whatever reason, from within the
  public process of educating citizens is seriously debilitating. To have
  any vibrancy, citizenship and education related to it must give more
  attention to the fundamental matter of beliefs and believing. That
  entails scrutinizing religion as a common ingredient in the human
  condition, with a potential to transform, for both good and ill. I claim
  that the extent to which the moral roots of citizenship and citizenship
  education succeed in drawing on the energies of religion and refining
  its aberrations may even determine the operational worth and lasting
  

  outcomes of public education in any country’.

  1.1.1 The role of religion in socitey
  Human beings are social, rational, emotional and different. As such, there
  is a need of managing differences and emotions and searching for answers
  asked by their intellect. Religion helps in one way or another to meet those
  needs. More concretely, religion:
  ▪ Provides answers to fundamental and existential questions such as
     the origin of the world, the meaning and purpose of life, existence of
     God, evil, death and suffering.
  ▪ Allows their adherent to live the present without fear and despair by
      bringing about hope and promising a good future.
  ▪ Provides a moral or ethical framework for all human being. Many
      societies derived their ethical conducts, laws and other regulations
      from Religion.
  ▪ Promotes cooperation and solidarity among the adherents of the same
      religions.
  ▪ Contributes to the well-being of the society through promoting mutual
      respect and tolerance.
  ▪ Develops rights attitude towards life, their environment, interpersonal
      relationships and community life.
  ▪ Promotes social values such as faithfulness, generosity, honesty,
     peace, respect and responsibility by which people come to make good
     decisions and sound judgment.
  ▪ Helps people to build harmonious and peaceful commUnities.
  ▪ Gives sense of purpose and of belonging to the society.
  1.1.2 Importance of studying Religious Studies to primary
  school learners
  Religious Studies in primary schools aim at increasing knowledge about
  God and faith in Him (for those who believe), helping learners to develop
  good relationships with their fellow learners, living a meaningful life and
  being good citizens. Achieving these objectives is important for the learners
  

  in various aspects.

  

  Generally, studying Religious Studies helps to ensure the holistic growth of
  the learners. Particularly, doing Religious Studies:
  ▪ Positively change attitudes and behaviors of learners.
  ▪ Instill moral values in the learners’life.
  ▪ Create and develop awareness about the values and their significance
      and role. It helps in thinking critically and making appropriate social,
      moral and spiritual decisions.
  ▪ Shape the character and conscience of learners through providing
      them with education values, creative moral inspirations and guidance.
  ▪ Help learners to know about various living and non-living organisms
  

      and their interaction with the environment

  Application activity 1.1
  Having studied the rationale of Religious Studies for the society and for
  learners, and being a student teacher in social studies option, advise
  

  Johnson who considers studying Religious Studies as a waste of time.

  1.2 Components of primary Religious Studies syllabus
  Activity 1.2
  

  1. Read the Lower and Upper Primary Religious Studies syllabus and
  

         identify the main components of it.
  

  2. Using Religious Studies Syllabus for primary schools, discuss the
  

        role of each component in relation to teaching and learning.
  

  3. Identify the topics which seem difficult to be taught and explain
  

       why you would not be comfortable with them.

  Religious Studies and Social Studies are contained in one syllabus for the
  lower and upper primary schools. Furthermore, the Religious Studies part
  of the syllabus is divided into two components: Christian Religious Studies
  and Islamic Religious Studies.
  Moreover, the whole syllabus is internally structured into two main parts:
  the Preliminary part and the syllabus Units. The first part introduces
  the whole syllabus, presents the Rationale for the review and highlights
  pedagogical approaches, competences and useful resources in social and
  Religious Studies. The second part develops each Unit to be taught and
  learnt from P1 to P6.
  Each component of the primary Religious Studies syllabus plays an
  important role at every step of the teaching and learning process.
  Description of components
  The Christian Religious Studies component in primary schools is distinctively
  developed at the lower primary level and the upper primary level. Also, the
  instruction languages are respectively Kinyarwanda and English.
  Components are developed in various Units and each class has a specific
  number of Units to be covered. For the Christian Religious Studies, there
  are some Units which are commonly taught in schools as agreed on by the
  education advisors of different christian denominations. There are also other
  Units which are specific to doctrines of different christian denominations.
  For example, the role of the Blessed Virgin Mary for the Roman Catholic
  Church; the understanding of the Sabbath for the Seventh Day Adventists
  (SDA), etc.
  Concerning the Islamic Religious Studies component, Units are essentially
  Islam based. Its development emphasizes on values that can make young
  people good citizens in the world.
  Understanding the content of primary Religious Studies and major
  concepts
  Student teachers should clearly understand the content of Religious Studies
  and its key concepts. In fact, intending teacher ought to consider the
  relationship between the contents and their future professional needs. Those
  contents are mainly related to the major elements of Religious Studies such
  

  as biblical studies (texts and/or history and/or theology); church history;

  philosophy and/or ethics; world’s religions, including Christianity, liturgy,
  etc. To have a broad and deep knowledge in this, will allow student teachers
  to efficiently ensure in the future the teaching and learning process of this
  subject matter.
  However, being knowledgeable in Religious Studies only is not enough.
  The aims, intentions and methods of the course are more significant as a
  preparation for Religious Studies; respect, sympathy and tolerance, creative
  thinking, critical insight and disciplined study, combined with commitment,
  personal enthusiasm and intent are also essential qualities for the study of
  Religious Education as much as for schoolteachers and pupils. These are
  the more necessary when Religious education is related to, or integrated
  with, other subject areas or linked with the need of moral, multicultural or
  

  social education (Marrat: 1984).

  Unit Structure

  Lower primary

  
  

  Upper primary syllabus Unit:

  

  Application activity1.2
  Discuss the importance of major components in Religious studies syllabus
  

  in relation to teaching and learning.

  1.3 Generic competences and cross cutting issues related to
  Religious Studies lessons
  
  Activity 1.3
  

  Suppose that you are teaching in P4 the following topic: “Respect for
  

  God’s creatures”.You invite learners for a nature walk around part of the
  

  school compound and observe creaures for ten minutes. Then, return to
  

  class and you ask the pupils to discuss and present as a group what they
  

  found out and their importance.
  

  1. Which competences do you expect from learners to develop while
  

      performing the assigned task?
  

  2. Which cross-cutting issues will you adress as they discuss on
  

      respect of God’s creature?

  The selection of the types of learning activities and teaching and learning
  methods must focus on two things:
  ▪ Competences that the learners are able to demonstrate throughout
     and at the end of the learning process.
  ▪ Cross cutting issues to be addressed.
      Religion as a subject has its own way to develop competences and address
      cross cutting issues.
  1.3.1 Generic competences in Religious Studies
  Critical thinking and problem-solving skills
  

  Critical thinking has been described as “the intellectually disciplined
  

  process of actively and skillfully conceptualizing, applying, analyzing,
  

  synthesizing, and/or evaluating information gathered from, or generated by,
  

  observation, experience, reflection, reasoning, or communication, as a guide
  to belief and action” (Scriven & Co : 1987). These competences are part of
  the Religious Studies process as they help students know in proper terms,
  what the teacher is talking about and they help them in an exploratory way
  to relate to the text in search for relevant solutions.
  Critical thinking competences are developed as far as leaners assisted by
  the teacher strive to know about the subject from more angles than one
  and to consult as many sources as possible to a realistic picture of the said
  idea could be created. Therefore, critical thinking skills are developed in
  Religious Studies by asking learners open-minded questioning, leading
  them think imaginatively and broadly, encouraging creativity and using
  demonstrative examples, involving them in productive debate, organizing
  

  interactive games and teaching them independence.

  Creativity and innovation
  All people are by nature creative. Indeed, to develop as a person is to undergo
  a process of creation and to know anything is to invent it. In education,
  creativity is used to alter parttens of conformity, streotyping and prejudice.
  Educationally, to enhance the competences of creativity and innovation go
  with placing a positive value upon stress and conflict, by affirming that the
  inner life may be source of truth, by working in a context where there is
  no absolute human authority and by recognizing and accepting personal
  

  differences (Loder : 1984).

  In Religious Studies, the teacher involves learners in learning activities that
  enable them to take initiatives and use imagination beyond the provided
  knowledge and to generate new ideas or ways of dealing with situations or
  issues. For instance, the teacher can also help learners develop creativity
  and innovation by asking them to compose songs about the life of first
  Christian community when teaching that Unit in P5.
  Research and problem solving
  An effective education does not only focus on the transmission of
  knowledge; it also stresses much on the development of capabilities of
  searching autonomously for non-given information and aspects of truth.
  Therefore, the teacher is supposed to groom a learner into an “agent of his
  or her own learning”. In other words, teachers should help learners become
  “researchers”.
  In Religious Education, research skills development is fostered by creating
  attitudes to learning. This requires learning activities that enable learners
  to learn by themselves. For example, the teacher can initiate real life
  situations that touch the reality of learners and move them to feel the
  responsibility to research for solutions. This can also be developed by using
  learner-centered methods. The teacher can for example invite pupils for
  a nature walk so as to observe and identify God’s creatures, discuss the
  

  problems associated with biodiversity and come up with possible solutions.

  Communication
  Communication plays a great role in education; knowledge and skills,
  attitudes and values are acquired and transmitted through communication
  

  means. Therefore, learners are to be helped develop communication skills.

  In Religious education, communication competences are developed through
  the teaching and learning process of its content. The teacher should ensure
  the proper use of the language of instruction and correct learners whenever
  they make mistakes. He or she should also encourage learners to actively
  participate in hihe or sher classes. On the other hand, he or she has to be
  attentive in listening learners’ interventions and reading their answers in
  view of appreciating their ideas and correcting their mistakes in language
  structure and relevant vocabulary used in religion. Moreover, the teacher
  

  can use learner-centered methods like group discussions and presentations,

  role play and debate where learners can have an opportunity to develop
  communication skills.
  Cooperation and interpersonal management
  Religious Studies are related to, or integrated with other human sciences.
  As such, they are also meant to improve human values. When those values
  are well assimilated, they become competences. From this perspective,
  Religious Studies can effectively and concretely develop the competences
  of cooperation and interpersonal management. This is possible when the
  teacher uses active teaching and learning methods like group discussions,
  role play and debate, think pair and share, and so forth.
  Through these exercises, pupils indeed learn to cooperate with others as
  a team in whatever task assigned to them practice positive ethical moral
  values and respect for the rights, and accept feelings and views of others.
  Some topics seem more useful than others in developing cooperation and
  interpersonal management competences. For instance, teaching the “Acts
  of charity and faith” in P5 or “God’s creatures” Unit in P4 could be more
  effective of practical activities are assigned to learners. In fact, these are
  topics which advocate for personal, family and community health, hygiene
  and nutrition, environmental conservation and respond creatively to the
  variety of challenges encountered in life.
  Lifelong learning
  Generally, competences are combination of knowledge, skills and attitudes.
  They are needed for personal development, employability, social inclusion
  and active citizenship. It is the task of education to enable young people
  to develop their competences so as to give them the best possible start in
  life. In this vein, lifelong long learning competence is described as nonstop
  learning in our lives; it is essential in satisfying the rapidly changing
  societal needs (Wang : 2008).
  In the lifelong learning process, learners should possess the following
  qualifications; “Self-Planning their learning”, “Self-assessment of their
  learning”, “Become more active learners”, “Learn in any environment”,
  “Peer-learning and teacher-oriented learning skills”, “The ability of
  applying different learning strategies in different situations” (Knapper, C.,
  & Cropley, A. J. : 2000). To acquire these abilities, students need teachers
  to assist them develop habits of lifelong learning, adjust themselves to the
  changes they encounter in their lives and renew themselves constantly
  

  (Demiralay, R., & Karadeniz, Ş.:2008).

  In Religious Education, lifelong learning competence can be developed
  through teaching and learning activities which focus on the demands of
  individuals, taking responsibility in their learning process, building up
  learners’ potentials at utmost degree and increasing the social welfare by
  assisting their development on learning skills.
  1.3.2 Addressing Cross cutting issues in Religious Studies
  Cross-cutting issues are integrated in Religious Studies activities and
  examples as well as in the standing Units that are to be taught. Below are
  examples on how the eight identified crosscutting issues can be addressed
  in Religious Studies.
  Peace and values education
  The overall purpose of Religion and Ethics is the behavioral and positive
  attitude change in the learners. In all activities, after exploring the Holy
  Scripture passages, learners are helped to live and apply what they have
  learnt in everyday life. Precisely, peace and values education is included
  in each and every lesson more especially in the application activities and
  in the End Unit assessment tasks. In some Units, learners are called to
  practiceUnity in diversity and to respect other people’s beliefs, and to live
  in harmony as Children of the same Heavenily Father.
  Gender equality
  This cross-cutting issue is dealt with in Religion and Ethics especially in
  the activities of Unit 5 about Christian family where the interdependence
  and complementarity of family members is highlighted. Involve both girls
  and boys in all activities: No activity is reserved only to girls or boys. Boys
  and girls should read equally the Holy Scriptures in the classroom without
  discrimination. Teachers should ensure equal participation of both girls
  and boys during reading the Word of God and during carrying out other
  assigned tasks
  Inclusive Education
  Involve all learners, even the special needs education students and the
  

  physically disabled children, in all activities without any bias. For example:

  Allow a learner with physical disability (using wheelchair) to take notes or
  

  lead during assigned tasks. The needs of every learner should be catered for

  

  Standardization culture
  All lessons involve scripture readings from which we get the moral behavior
  to adopt in our daily life. Students are invited to stick and stand for their
  values. Decision making and right use of the conscience will help them to
  live a standard life in matters of morality and avoid dichotomous life.
  Environment and sustainability
  In all lessons imbedded in Religious Studies, the teacher encourages
  learners to recognize the importance of nature and the interdependence
  of all creatures should be upheld to enhance peaceful coexistence. Hence,
  learners glorify God by protecting and respecting his creatures and taking
  positive attitudes of beautifying the world.
  Financial education
  Financial education is very necessary for students in gaining and spending
  money. Learners are encouraged to have a reasoned spirit in gaining and
  spending money. Earning money should be just and fair. Spending money
  should be reasonable by remembering the values of indifference and
  modesty.
  

  Genocide Studies
  

  Genocide Studies as a competence consists of understanding circumstances
  

  that lead to genocide and those which led to the 1994 Genocide against Tutsis
  particularly. It also provides an understanding of the circumstances that
  led to the remarkable story of recovery and establishment of reconciliation,
  social cohesion and national unity in Rwanda. Nevertheless, the root cause
  of genocide is surely the lack of values and most specifically the sense of
  human dignity which is a core value in most of world religions. Therefore,
  Religious Studies can help student teachers to comprehend the sacredness
  and inviolability of human life and the role of every individual in ensuring
  that genocide never happens again.
  For this, the participatory and interactive learner-centered approach to
  teaching and learning process seems to be more appropriate. This approach
  allows focusing on case studies and individuals’ testimonies and viewing
  them from the perspective of religious beliefs and doctrines such the fifth
  commandment of Ten Commandments of God “You shall not kill,” the Word
  of God, etc.
  Comprehensive Sexuality Education
  

  Religious Studies aim at helping learners to positively change behaviours
  

  and attitudes. Also, they develop in learners the ability to relate not only
  

  with God but also with others. From this perspective, Religious Studies
  

  should help to address the Comprehensive Sexuality Education (CSE)
  

  competence specifically with regard to sexuality and reproductive life. In
  

  fact, CSE is defined as an age-appropriate and culturally relevant approach
  

  to teaching about sex and relationships by providing scientifically accurate,
  

  realistic and non-judgmental information.

  In addressing the CSE in Religious Studies, teachers should explore all
  social norms and religious values and factors related to sexuality in order
  to address them through discussions, case studies, storytelling and field
  study. Pedagogically, teachers should consider views from learners about
  their sexual life and reproductive health, as opportunities to build on in
  discussion. Thus, learners will be enabled to establish goals and achieve
  them, make good decisions related to parenthood, make responsible choices
  about their sexual and social relationships, explain and clarify feelings,
  

  values and attitudes, promote and sustain risk-reducing behaviour.

  Application activity 1.3
  If you are given to teach the topic “Ten Commandments” discuss crosscutting
  issues you would address and how you would develop creativity
  

  and innovation, and communication, in learners?

  End Unit Assessment 1
  Primary learners are between 7 and 13 years old, according to you and to
  what you have learnt in this unit and what you have learnt in Foundations
  of education about the socio-affective development of the child, why do we
  teach them religion and what content are adapted to the them. Justify your
  position.
  1. Discuss the importance of studying religious studies/Education to the
  society and to the leaners?
  2. All components of the lower or upper primary Religious studies
  syllabus are important for the teacher in the teaching and learning
  process. In your understanding, how are the following components in
  teaching and learning of Religous Studies in primary level important.
        ▪ Assessment Approach
        ▪ Resources
        ▪ Syllabus Units
        ▪ References
        ▪ Pedagogical Approach
  3. Discuss the components of units and their link in teaching and learning
     process
  4. Discuss the information found in the religious studies content in
     primary that seems to be difficult for you.
  5. Discuss the generic competences and cross-cutting issues that can be
     addressed in teaching the following topics :
          ▪ Importance of relationship and friendship (Unit 3: P6 Christian)
  

          ▪ Works of charity to the people in needs ( Unit 5, P4 Islam)

• Unit 2 TEACHING AND LEARNING RESOURCES

  Key Unit competence: Differentiate available/possible
                                                    learning and teaching resources
                                                    required for the learning of
  

                                                    Religious Studies in primary.

  Introductory activity 2
  

  Basing on the information learned in Foundations of Education on
  

  teaching and learning resources brainstorm and come up with materials
  

  that can be used in teaching Religious Studies and discuss how they can
  

  be used.

  Teaching and learning resources belong to the channels of communication
  wich a teacher can use to develop competences and convey vividly knowledge
  to learners. In other words, they constitute the media of exhange through
  which message transaction is facilitated between the teacher and learners.
  
  Teaching and learning resources are important to the teaching and learning
  process of Religious Studies. Its use ensures effective preparation and
  delivery of Religious Studies lessons. They help to concretize concepts and
  contents in teaching and learning process. They also allow to share feelings
  or experiences to learners as results of someone else than the teacher in
  teaching and learning situation. There are three major types of teaching
  and learning resources: printed materials, non printed materials and
  

  Resource persons.

  

  For an effective use of teaching and learning resources, the teacher should
  pay attention on the level of learners while selecting materials because
  some concepts may sound abstract or may be above the level of the learners.
  A Religious Studies teacher should think critically before using a given
  material. This will allow him/her to relate the content to be taught with
  

  the right material to be used.

  2.1 Use of printed materials
  Activity 2.1
  

  After discussing and identifying the printed materials that can be used
  

  in the teaching and learning process, select those that can be used in the
  

  learning of Religious Studies.

  The teaching of Religious Education relies on reference materials; one
  type of them is “Printed materials”. These consist of all written materials,
  excluding non-print resources.The most important printed materials are :
  Religious Studies students’ Textbooks, Teacher’s Guide, Sacred Scriptures
  (the Bible in Christianity and Judaism and the Qur’an in Islam), Religious
  dictionaries, Holy Scriptures commentaries, Religious pamphlets, Religious
  maps, religious magazine and news papers and Religious books written by
  

  the right authorities to explicite or to explain various doctrines.

  Again, other books can be used when revealed necessary in preparing
  Religious Studies lessons. For example, in preparing a lesson on civic
  education topic ordinary, textbooks can be used. For teaching Relationship
  and friendship, justice and peace, human sexuality the other textbooks
  which are not related to Religious Studies can be used. Although, these
  topics sound civic, the teacher can also use the Holy Scriptures to make
  

  sure that they are understood in the light of Holy Scriputres.

  Regarding the use of Sacred Scriptures, the teacher should be aware of
  potential difficulties related to the contemporary pluralistic world and
  multicultural environment. In view of those difficulties, the teacher has
  to consider how to use Sacred Scriptures in lessons in an educationally
  approved way. This may vary according to the context. For instance, in
  a faith situation, where the teacher and pupils recognize the Bible as
  inspired book and use it at other times liturgically and devotionaly, the
  

  teacher may feel justified in presenting it as God’s truth and the arbiter of

  sure beliefs and sound morals. In a multicultural situation caution may be
  necessary. In that context, the use of Sacred Scriptures is still possible but
  without infringing pupils’ intellectual freedom. For example, teaching must
  recognize that there are those who hold that Bible or Qur’an is sacred and
  

  brings the information which they belive true (Cox E.: 1984).

  Application activity 2.1
  Suppose that you are given a lesson to teach on “The journey of Israelites
  from Egyptian captivity to the Promised Land”. What printed materials
  could you use and how would they be used in preparation and delivery of
  

  the above mentioned lesson?

  2.2 Non-printable /Technological Teaching & Learning aids
  

  Learning activity 2.2

  Basing on the knwoledge from Foundations of education on teaching and
  learning aids, recall non-printable materials that are used in teaching
  and learning process. Select teaching and learning aids that can be used
  

  in teaching religious studies and explain how they can be used.

  Teaching and learning aids are tools that a teacher uses to reinforce learning
  (Shitohi . 2008).Recently, educational technology has expanded to include
  ICT tools. These tools present teaching-learning programmes to pupils. The
  use of ICT has helped to improve in many ways including teaching and
  learning aids. These include:
  ▪ Visual aids: these are items of illustrative matter such as real
     objects, slides, models, posters, maps, charts, flash cards, pictures,
     photographs, insects, flowers, models, etc.
     Examples: posters of Jesus Christ and Virgin Mary, pictures of Churches
     and Mosques buildings, photographs of natural environment, crucifix
     and rosary, portrait of King Pharoah of Egypt, maps of ancient Egypt
     and Israel, etc.
  ▪ Audio aids: these are materials on which only sounds are stored/
     recorded and can be played back mechanically, electronically or both.
     These materials include diskettes, cassettes tapes or cartridges, radio,
  

     audiocassettes, talking books, tape recorders, etc.

  ▪ Audio-visual:these are the educational materials directed at both the
     sense of hearing and the sense of sight. They include films, video clips,
     computers,televisions, etc.
  The strength of audiovisual resources lies in the fact that they can present
  the closest thing to a real life experience (Groenewegen: 1995). Therefore,
  the use of audiovisual aids in teaching and learning can make concepts
  more real to students and more applicable in their lives.
  For this, a Religious Studies teacher should ensure that all the teaching
  aids to be used in the lesson are prepared before the lesson. For example,
  charts, posters,pictures can be locally made. The teacher can use a manilla
  paper or rice sack to draw them.
  Some real objects can be obtained from the local environment. For
  example, the teacher can get flowers, fruits, insects etc. to teach about
  God’s creatures. Others materials can be bought in bookshops like rosary,
  crucifix, etc. or can be borrowed from people who have them. Maps can be
  borrowed from the Library and Teacher Resources Center (TRC) or some
  are found in some religious textbooks and sacred books like Bible. Audiovisual
  aids can be borrowed or bought like radio-cassettes, video clips,
  religious education films, etc.
  When using charts, pictures, map and posters, the following elements
  shoul be takedn into account :
  ▪ Selected teaching aids should be appropriate to the topic in order to
  avoid confusion.
  ▪ The Religious Studies teacher should stand beside the chart or map
  so that he or she does not block learners from seeing the teaching aid.
  If possible, he or she can fix them on the wall and request students to
  make a gallery walk to see them.
  ▪ After using charts, posters and pictures they should be displayed in
      the Religious Studies’ corner to reinforce learning.
  ▪ Religious Studies teacher should first know if the selected objects are
     really needed in teaching and learning of a given topic.
  ▪ Before using audio materials, a Religious Studies teacher should first
      find time to listen to it and make sure they are not damaged or contain
      the right information. Depending on the level of learners, the teachers
      should ensure that the audio-visual materials is not too speedy nor too
  

      slow for the learners.

  In sum, Julia Situma (2016) attests that if resources are properly selected
  and used, the following benefits can be realized:
             i. Knowledge obtained through instructional materials is retained
                  longer than that obtained by purely verbal teaching.
             ii. Greater benefits can be obtained from the use of multimedia that
                  enhances students’ participation.
             iii. Learning becomes easy, more interesting, effective and meaningful.
  Application Activity 2.2
  Using Religious Studies Syllabus, select a unit of your choice and identify
  teaching and learning aids that can be used in the teaching and learning
  

  process.

  2.3 Resource persons
  Activity 2.3
  

  Brainstorm some examples of people who are models regarding religious
  

  matters in your locality.
  

  A resource person refers to a person who is knowledgeable in a given
  

  subject. He or she should be well experienced. A resource person is useful
  

  in teaching and learning Religious Studies. The teacher can invite them to
  

  intervene for clear understanding of the learner on a given topic.

  
  

  To use a resource person, a teacher should do the following activities :
    ▪ Identify a relevant resource person and the area of specialization.
    ▪ Send an invitation letter with detailed information on the topic to be
         covered and the time of presentation.The resource person should be
         invited earlier and be given enough time for preparation.
    ▪ Inform the head of the institution about your intention to invite a
        resource person.
    ▪ Prepare the learners for the resource person by asking them to bring
       writing materials, be attentive during the presentation and ask
       questions on areas that they do not understand.
    ▪ Introduce the resource person to learners.
    ▪ Give the resource person time to make the presentation.
    ▪ Ensure that there is class control during the presentation.
    ▪ Allow learners to ask questions or give comments.
  

    ▪ Summarise the presentation.

  Application activity 2.3
  Identify some topics in the primary religious syllabus which would use a
  

  resource person.

  End of unit assessment 2
  1. Describe the resources used in teaching religious studies.
  2. Classify the resources used in teaching Religious Studies.
  3. Explain the importance of using teaching aids in Religious Studies
       teaching process.
  4. Give the examples of resource persons and the respective topics in
  

       primary religious syllabus that you would invite them to talk about.

• Unit 3 GENERAL PRINCIPLES AND APPROACHES OF TEACHING RELIGIOUS STUDIES

  Key Unit competence: Describe the general principles and
  

                                                  approaches of Religious Studies
  

                                                  Teaching.

  Introductory activity
  Using the lower and upper primary Religious Studies syllabus, choose
  two topics. Then, propose and justify the appropriate approaches of
  

  teaching each one.

  3.1 Principles of teaching and learning Religious Studies
  Learning activity
  

  Suppose that you are going to teach “Jesus the Saviour of Humanity”
  

  lesson in P5 and in this class you have pupils who belong to various
  

  religious groups (Christians, Muslims, etc.).
  

  1. Which principles would you use to ensure that your lesson is
  

      successful for all leaners?
  

  2. How your professionalism and these principles will help you to
  

      achieve your objectives?

  Teachers are influential people. However, it is important that this influence
  be exercised in a professional and responsible manner. In regard to Religious
  Education, teachers and tutors are encouraged to be aware of the religious
  diversity of students. Therefore, teachers should strive to handle religious
  topics in professional and educational ways. This need has brought about
  setting some guiding principles in teaching and learning Religious Studies
  

  lessons:

  Respect of one’s belief
  The teacher will not undermine or impose a given set of beliefs. In fact, the
  reality is that students in schools belong to different religious denominations
  and religions. It is not surprising to see a Muslim in a Christian school or
  vice versa. Religious Studies should be learned in a conducive environment
  that allows every learner to express his or her ideas freely, respecting
  everybody’s belief and recognizing the diversity of religious denominations
  and religions. Therefore, depending on the religion that the school has
  chosen, the learner will enjoy his or her freedom of religion by respecting
  and following what is supposed to be taught.
  Focusing on values
  Religious Studies deal with religious teachings. They aim at changing
  behaviors, inculcating values and developing attitudes in learners. It is
  not surprising that learners have critical engagement and respectful,
  vigorous debate where deep thinking is valued. In this case, the teacher
  will encourage the learners to think skillfully and critically about, reflect
  on and take responsibility for the beliefs that shape their behaviors and
  attitudes so that they continue in or develop their beliefs through lifelong
  critical reflection.
  In this sense, the teacher is encouraged to use a variety of learning methods
  and aids and carefully use appropriate assessment tasks that allow learners
  to think critically but also help them to adopt positive attitudes and values
  imbedded in the learnt religious themes. This religious theme should be
  relating to the learners’ real-life situations.
  Openness
  Appropriate openness about what a teacher believes can be a professional
  asset. This means that teachers should be prepared to answer questions
  and talk about their own beliefs when that is appropriate in a way that
  enables pupils to develop their own learning. Teachers will make their own
  professional judgment on the extent to which they should be open about
  their own beliefs. In this case, the teachers should judge if revealing what
  

  he or she believes in, will help learning.

  Promotion of fairness
  In schools, pupils may belong to various religions. This diversity may be
  at the same time an opportunity for both conflict and co-operation. It is
  the role and responsibility of teachers to value and manage this diversity
  positively by always striving for fair and accurate representation of religions
  in forming groups for a given task. Hence, teachers should treat diversity
  as an opportunity to work with others in the shared task of achieving
  excellence in teaching and learning. In this case, they develop a sense of
  belonging, cooperation, collaboration and do away with bias or eventual
  religious conflict.
  Role Modelling
  Teachers of religion have always been considered as role models for the
  students of their class or for the entire school. Teachers of religion or
  Religious Studies should always strive to be exemplary and have sound
  judgment and attitudes so that their students emulate their good behaviors.
  The professional life of Religious Studies teachers should be guided by
  humility and other good values.
  Impartiality
  Teachers should be impartial in dealing with controversial religious issues.
  The position should always be based on facts and truth not just opinions of
  students. The teacher is encouraged to respect freedom of opinion; but with
  regard to taking a decision on a given controversial issue he or she should
  be guided by facts and teaching of a given religious belief even when the
  teacher find it uncomfortable for him or her.
  Note: The list of these principles is not exhaustive; there are others that
  should be considered while teaching Religious Studies such as inclusiveness,
  gender balance, etc.
  Application activity 3.1
  Choose a religious topic of your own from the syllabus and explain
  

  religious principles that would help you to deliver this lesson successfully.

  3.2 Approaches of Religious Studies
  Activity 3.2
  Using the principles of teaching Religious Studies and the knowledge
  aquired in Foundations of education on approaches in teaching and
  learning, search and indicate the most appropriate teaching approaches
  

  to Religious Studies. Justify your answer.

  An approach in pedagogy refers to the way of looking at teaching and
  learning that gives rise to methods, which use classroom activities or
  techniques to help learners to learn. In Religious Education, teachers are
  encouraged to diversify teaching and learning approaches so that pupils
  can make progress at a good pace and achieve the highest standards of
  which they are capable.
  In fact, Religious Education improves where teachers don’t just transmit
  knowledge but enable pupils to be active, thoughtful, reflective and
  expressive in their handling of questions about beliefs, religion, spirituality
  and values. For this, teachers should adopt a wide variety of professional
  pedagogy and use varied range of teaching and learning strategies in order
  to make Religious Education dynamic and challenging for all students. Six
  

  examples of different approaches are given here and developed below:

  1. Life approach
  Life approach is commonly and widely used in teaching Religious Studies.
  In the life approach, the teacher uses the actual day to day experiences of
  learners and moving through reflection on these experiences to a religious
  understanding of them (Shitohi 2008). It is a recommended way of teaching
  primary school pupils, because it focuses on reflection and critical thinking
  and promotes interactive and participatory learning. Life approach has five
  steps as follows:
      a. Human experience
           This is the first step of the lesson. Teachers and learners discuss
           an event or experience in the life of the learners. The experiences
           discussed can be current or those that happened in the past. Events
           could be those that affected other people or those read or reported in
           the print and electronic media. Human experience should always be
  

           based on the known.

        b. Scripture experience
             It is the second step. The teacher introduces a relevant scripture
             passages or texts. These are read and discussed. The biblical text or the
             Qur’an passage for Islamic Religious Studies should shed light on the
             theme of the lesson. The learners reflect on this to see the connection
             between the biblical and the human experience to discover how God
             reveals Himself through the human experience.
        c. Explanation
             At this third step, the teacher explains and elaborates the biblical
             experience and analyses issues at hand so that the learners understand.
            The main points of the lesson are explained in a logical way, using a
             variety of teaching methods and aids.
          d. Application and Response
              This fourth step give learners an opportUnity to respond or to react
              to the message.The teacher guides learners to identify the relevance
              of the content to their individual lives. The learners are also helped
              to reflect, analyse and synthetise information so as to apply it in their
             lives. It should make them better people in their personal relationship
              with God and others.
          e. Pupils’activity
             This is the fifth and last stage of the lesson. The teacher gives
             learners learning activities which are meant to assist them express
              their responses practically. Such activities include writing, singing,
             drawing, role-play and reciting memory verse.
  2. A Phenomenological approach
  The phenomenological approach to Religious Studies treats religion as a
  phenomenon. Associated with this is the attempt to approach a religion in
  a presuppositionless way, namely through the procedure of bracketing-out
  possible distorting pre-conceptions.
  The advantage of this approach consists of helping learners to overcome
  

  stereotypes of any religion in their own quest for meaning. This involves

  students looking at personal life experiences through the various dimensions.
  Using this approach there can be discussion about stories, beliefs, ethics,
  etc., that are of personal significance to them (Ian L. Higgins I.: 1984).
  In a Religious Studies class, a phenomenological Approach focuses on
  studying religions through stories, moral behavior, rituals, beliefs,
  experiences and community life, the art and architecture of the faith. For
  example: A teacher plans to introduce a class to the Mystery of Death and
  Resurrection of Jesus Christ and uses a selection of artefacts from the church
  (crucifix, portraits of Jesus, film on the passion of Jesus, etc.). Children are
  asked to develop their understanding of what Catholic Christians believe,
  what they say and think about Jesus’ actions. Pupils make a selection of 10
  artefacts, images and texts to sum up all they have learned so far about the
  catholic faith.
  3. An Experiential approach
  In the context of Religious Education, “experiential” is often used to refer to
  anything connected with the realm of “lived” experience or human experience.
  The experiential approach (also referred to as existential approach) is
  based on the principle that all experience is essentially religious. Thus,
  man’s experience of awe and wonder, guilty and anxiety, joy and sadness
  always bears a religious dimension (Surin K.: 1984). The objective of the
  experiential approach is to get the pupils to reflect on these fundamental
  experiences, to recognize the cognitive and affective significance of these
  experiences in their live and to make reasoned judgments (including valuejudgments)
  about them.
  In the classroom, the application of this approach will take as its startingpoint
  the ordinary, everyday, experiences of pupils and teachers, and
  the encounters between teachers, teachers and pupils, and the pupils
  themselves. How, and on the basis of what principles, pupils and teachers
  respond to these experiences and encounters constitutes the subject-matter
  of Religious Education (Surin K.: 1984). For instance, in the light of a guided
  story on Pesach which focuses on Jewish concepts of freedom, tradition and
  community, the pupils express their own spiritual ideas about concepts
  like these and concepts of love, sacrifice, submission or thankfulness in
  sculptures and poems. In sum, the experiential approach enables spiritual
  development in learners.
  

  4. Concepts for learning Approach
  

  This approach takes key concepts from a given religion and from Religious
  

  Studies as a discipline and enables pupils to increase their understanding
  

  about this religion and its beliefs.
  

  For example, in the Unit about Christian beliefs about God, pupils learn
  

  three concepts: Incarnation, Trinity and Resurrection. They enquire into
  

  the ways these concepts make sense of the Christmas and Easter narratives
  

  and how these festivals are celebrated. They develop understanding of
  

  beliefs and think about how beliefs can be tested by argument or experience,
  

  moving towards analyzing for themselves truth claims from religion.
  

  5. Ultimate questions as a focus Approach
  

  This approach uses ‘big questions’ of meaning, purpose and truth to explore
  

  the impact of religion on life, to construct meaning and to challenge the
  

  learners to deepen their own ideas. Pupils begin a Unit of work by raising
  

  all the questions they would like to ask of God / the creator / the Supreme
  

  Being / the Almighty. With stimulus from religious texts and practices,
  

  learners in groups for example and under the guidance of the teacher
  

  explore the pupils’ own questions. Afterwards, the class develops pieces
  

  of personal work using their own and religious ideas about the ultimate
  

  questions explored.
  

  6. Pupils’ world views Approach
  

  A world views approach develops answers to human questions, using
  

  religious ideas and teachings as a resource for pupils’ own development.
  

  During teaching about commitment and values, pupils begin with their
  

  own commitments and generalize from these. Exploring the ways in which
  

  their everyday commitments can be structured into a view of what matters,
  

  a view of the world, is more important than gathering understanding of
  

  religion, as the aim of Religious Education is to clarify the learner’s vision
  

  of life.
  

  Application activity 3.2
  

  Using various resources from the library and TRC, internet and the
  

  religious studies in lower and upper primary syllabus, find out topics where
  

  life phenomenological, experiential and life approaches can be used.

  Which approach do you think is most suitable to teach “Relationship and
  friendship” in primary school. Justify your choice.
  

  3.3 Methods of teaching Religious Studies
  Activity 3.3
  Basing on your own experience and on the knowledge acquired in
  foundations of education, identify the methods that you think can be
  used in the teaching and the learning of Religious Studies and explain
  

  why?

  In teaching Religious Studies in primary school, the choices made on the
  methods depend on the content being taught, the mental age of the learners
  and their levels of interest. It should help learners to discover truths for
  themselves and relate them to their life experiences. Teachers may choose
  any of the following methods when teaching Religious Education (Shitohi:
  2008).
  3.3.1 Story telling
  It is a common method used in teaching Religious Studies. This method was
  used by Jesus himself (See Jesus’ parables). It is an appealing method in
  both lower and upper primary classes. The value of this method lies not only
  in entertaining the student and capturing the pupils’ attention, but also
  stories linger in the memory, instruct in rights and wrongs, and move the
  hearers to change.Stories can be drawn from the Bible, traditional African
  

  communities and daily experiences.

  The teacher should consider some of the following points:
  ▪ Read and understand the story in depth.
  ▪ Prepare the lesson plan such that follows a logical sequence.
  ▪ Involve learners actively in the story being told.
  ▪ Demonstrate actions that need to be shown practically to reinforce
     understanding.
  ▪ Use of tone variation to avoid monotony.
  ▪ Choose an effective way of ending a story so that it is brought to a
     climax.
  3.3.2 Dramatization/role play
  Drama is an exciting and motivating method of teaching Religious Education
  when exercised in an appropriate way by a competent and imaginative
  teacher. This method is used by religious teachers to reinforce the contents
  taught. An effective use of this method follows the flowing steps:
  ▪ Together with learners, review the content taught to ensure that
     learners have understood the lesson.
  ▪ Ask learners to volunteer to take part in the drama.
  ▪ Identify the characters and ensure that the case is made up of learners
     of different abilities.
  ▪ Add tasks to different characters and consider gender and personality
      traits.
  ▪ Give adequate time to characters to rehearse their parts prior to the
     lesson.
  ▪ Prepare appropriate costumes and props.
  ▪ Organize the drama for the religion class or the whole school.
  ▪ Evaluate the effectiveness of the drama by asking oral questions.
  ▪ Emphasize important points and lessons learnt.
  

  ▪ Guide the learners to write down important points of the lesson.

  It is a method used to reinforce facts or information already taught like
  dramatization. However, it does not require a lot of time to prepare. Few
  minutes of the teaching time may be set aside to prepare for the role-play.
  For example, the students may role play the parable of prodigal son.
  

  3.3.4 Group discussion
  Discussion still has a place in Religious Education. Conventionally, it is done
  in form of “spokes of wheel”, where the teacher responds to each contribution
  from the class. One of the weaknesses of this form is that individual pupils
  have very few opportunities to speak. In order to enrich this method, its
  variations have been developed. They include: pupils discussing in pair
  at the beginning of a lesson, perhaps arguing for and against a particular
  course of work; small discussion groups dealing with a question arising
  out of a story the class is reading; groups of pupils working out the most
  appropriate way to present a topic in assembly, or amount a display, or plan
  

  what questions to ask a visitor to the class (Holm J.: 1984).

  

  For a class debate to be effective the teacher has to play a great role; it is up
  to him/her to conduct/facilitate it. According to Keller, T., Whittaker, J., &
  Burke, T. (2001), three major stages mark an effective run of a class debate:
  

  before, during, and after.

  

  3.3.5 Discovery method
  This method leads learners to discover truths, values and information
  for and by themselves. This method is used by teachers of religion when
  they involve learners in the process of finding out or becoming aware of
  something. The teacher facilitates and guides in the learning process and
  engages learners in the teaching and learning process so that they are able
  to use their imagination and creativity to think critically. The teacher asks
  leading questions to help learners to arrive at a particular answer.
  Discovery method can also be used on Scripture based lessons. For instance,
  the teacher can read a Bible story for the pupils and suspend the reading
  at certain point. This strategy helps the pupils to discover the originality
  of the story. Its advantage is that it attracts pupils’ attention as they are
  curious of knowing the end of the story. For this, the teacher must choose
  the right and interesting point on which he suspends the reading (Niyigena
  J.-P.: 2018). Example: what would be the attitude of Joseph when he meets
  his brothers who sold him into Egypt? (Genesis 37: 12-36). The exercise is
  performed as follows:
  ▪ Choosing a Scripture story and begin to read it for learners
  ▪ Suspending the reading at an interesting point and asking the learners
  

     to complete it, individually or in groups through writings or drawings

  ▪ Sharing with others in the classroom achievements by individuals or
     groups: pupils should explain why they have chosen to complete the
     story that way. Through those explanations, ideas and values appear;
     they can be compared, corrected and appreciated;
  ▪ Reading the unread part of the original story;
  ▪ Comparing with learners their works and the original story looking
     for similarities and dissimilarities (what matters at this stage is not
     indicating who was wrong or true; difference does not always imply
     that the other is wrong);
  ▪ Articulating pupils’ ideas and values with the lessons hidden in the
     Bible story.
  To sum up, in order to make Religious Education a lively and active subject,
  there is avariety of teaching methods that the teacher is encouraged to use.
  Those methods include art, music, discussion, the development of thinking
  skills, drama, the use of artefacts, pictures, modelling, visits, miming,
  question and answer, demonstration, memorization, stories and the use of
  

  periods of stillness.

  Application activity 3.3
  1. Suppose that you are given to teach a lesson on “Ububabare n’izuka
      bya Yezu” (Christian Religious Studies P3, Unit 3). Explain the
     most suitable methods you would use to effectively teach this topic.
  2. Why fasting is necessary for Muslim during the month of Ramadhan
  

      (Islamic religious studies P4 unit 3).

  End Unit Assessment 3
  1. Kaliza is a Religious Studies teacher in Dutsinde Catholic Primary
  School. Today, she has planned to develop “Christianity and
  persecution” topic. In her class, she has a Muslim, protestant,
  catholic and Seventh Day Adventist pupils. Advise her on the
  

  principles she can use in order to deliver well this religious studies
  lesson.
  

  2. Explain the teaching and learning approaches used in Religious
  

       Studies.

• Unit 4 TEACHING /SCRIPTURE RELATED LESSON

  Key Unit competence: Demonstrate each step in a
                                                Scripture related lesson with
  

                                                practical examples.

  Introductory activity 4
  Using various resources (internet, religious textbooks, religious
  pamphlets) research on steps of teaching a Religious Studies lesson
  

  which is Scripture based and explain the role of each step.

  A Scripture based lesson is a lesson that is entirely based on the Sacred
  Scriptures texts.Its aim is learning about a given sacred scripture theme for
  change of behaviour or increase of faith. It presents the religious doctrines
  in view of developing spiritual attitudes and moral behaviours in learners.
  
  The Religious Studies in lower and upper primary syllabus proposes some
  biblical related topics including: Iremwa no gucumura kwa Muntu (P1,
  Unit1), God’s commandments (P4 Unit 3), God’s revelation in History (P5
  Unit 1), Islamic faith (P4 Unit 1), Grave sins and the Qur’an ( P5 Unit
  2). The scripture related lessons are thaught in particular way following
  given steps. There are three steps in teaching the scripture related lessons:
  

  Preamble, Conversation and application activity.

  4.1 Preamble

  Learning activity
  

  Suppose you are given to teach on “ The call of Abraham” in P4; how
  

  would you start your lesson for learners to be in good mood of studying?
  

  This is the first step in teaching Bible/scripture related lesson. It is a
  

  preparatory step in teaching the Bible related lesson. It helps the teacher
  to be creative to introduce the learners into the scripture related lesson and
  create a conducive environment for listening to the Word of God. This may
  start by the teacher inviting the student to offer a short prayer or by a song
  or by telling a story or asking questions leading to the Scripture related
  lesson.
  Example:Introducing the teaching Unit 1 in P4 about “Respect of God’s
  creatures”, you can sing Psalms 8:
  “O Lord, our Lord. How awesome is your name through all the earth! I
  will sing of your majesty above the heavens with the mouths of babes and
  infants. You have established a bulwark against your foes, to silence enemy
  and avenger. When I see the heavens, the work of your fingers, the moon
  and stars that you set in place, what is man that you are mindful of him,
  and son of man that you care for him?...”
  This part is also used for Islam Religious Studies; it is just meant to involve
  and put learners in the mood of studying Religious Studies.
  Application activity 4.1
  State the importance of Preamble as a step in teaching scripture related
  lesson and with an example, explain how you will use it while teaching
  

  the scripture related lesson.

  4.2 Conversation
  Learning activity
  After first step in teaching Religious Studies, What do you think would be
  the second step what elements would it address in teaching and learning
  process.
  This is the second step of teaching scripture related lesson. In this step,
  the teacher engages dialogue with learners, using question and answer
  method, which is related to the Word of God that is going to be read. It has
  

  five components:

  4.2.1 Preparation
  Here, the teacher engages a dialogue in line with the Scripture related
  lesson. The questions must have relationship with the Scriptural text
  that is to be studied. This aims at introducing the Holy scripture text that
  constitutes the lesson. This text comes from the Bible for Christians and
  

  from Qur’an for Islamic religion.

  Example of the lesson from Unit 1 in P4: Respect of God’s creatures” (Gn
  1:1-8.20-25). You can start this by asking the following questions: Have
  you ever gotten a chance to observe nature, flowers, fruits, natural places?
  What impression does it give to you? Do you admire artistic products? Ask
  learners to identify some other questions that deserve admiration. And tell
  learners: “We notice that, around us, we meet with many things that arouse
  joy in us or help us to live happily. Because of that we should not destroy/
  

  misuse them and know that they are not by themselves”.

  4.2.2 Presentation
  The teacher indicates/presents the scripture text in the Bible or in Qur’an
  or written on a flash card and ask learners to read. He or she involves
  

  learners in reading the Word of God.

  

  the darkness” The Word of God. Thanks be to God.

  4.2.3 Elaboration
  This is where the teacher explains the Word of God and helps the learners
  to internalize, actualize and apply the Word of God in real life situation.
  The elaboration part has the following parts:
  

  ● Explanation
  It helps to bring out the message intended by God.
  “Before all, God existed. He is alpha and omega. He is eternal”. The heaven
  and earth constitute an ordered universe which is the result of creation. The
  biblical text affirms that the earth/world has a beginning. The creation of
  the earth marks the beginning of history. The story of creation is a revealed
  teaching of permanent value about God who is unique, transcendent and
  creator and he was before the world.
  The earth without form or shape, with darkness over the abyss, a mighty
  wind sweeping over the waters are images which, by their abstract character,
  show that God created everything out of nothing. That is, it is like if God
  was going to blow over the earth to transform it and then appear the living
  organisms through his breath.
  All that exists is God’s work. The light is mentioned the first because the
  succession of the day and night is going to be the point where the work
  of creation will take place. The light and darkness symbolize the day and
  night. All that God created was good and He blessed it, God’s blessing is
  taken as his powerful act that gives life. The essential richness of blessing
  

  is that of life and fecundity: be fertile and multiply.”

  ● Interiorization
  The learner, through the Word of God, enters into himself/herself and looks
  for the meaning and develops the attitude of welcoming and commitment.
  That is, the learner incorporates the message from the Word of God into
  hihe or sher innerlife and becomes part of hihe or sher life. For example,
  after the above explanation the learner retains: believing in the action in
  the creation story, believing in visible creation is a good way of believing in
  the invisible God. God, by his Word, creates and conserves everything, and
  shows to the created world his everlasting witness wanting to open the way
  of eternal salvation. Jesus Christ is the Word of God that came on earth to
  

  teach us the love of God who created everything.

  ● Actualization
  The learner finds the relationship between the scriptural message with
  his life. God continues to give life to the living organisms. A might wind
  sweeping over the waters to give life at the beginning continues to give
  life to all that God has created. Human beings live due to the breath of
  God that is in them. To know in our daily life, the beauty of God helps us
  to know better God’s love that he has given and continues to give us all
  wonderful things. Nowadays, God continues his work of creation: in new
  born, in discovery through research, in nature that keeps on showing its
  wonders, in the intelligent student and in every humankind that breathes.
  

  All these deserve respect because they are God made creatures”.

  ● Application
  The learner is moved to change hihe or sher negative behaviour and attitude
  to positive ones and to commit himself/herself to avoid sin and live a holy
  life. He/she will display concrete christian actions in daily life situation
  such as “In my daily life, I want to have mervellous attitude and gratitude
  towards God, the creator of all things. It is a call to admire the beauty of
  

  God’s nature”.

  

  4.2.4 Synthesis
  The learners, guided by the teacher, bring out the essential of the message
  

  from God’s Word.

  “In summary: God created the world. It is he who created the heavens and
  the earth. Everything that exists is God’s work. God was not created, He
  was before all things and he is without end. He created everything out of
  nothing. It is through his Word that everything was created. Everything he
  created was good and was blessed by him. The visible creation makes us
  understand the existence of God the creator. We need to respect all he has
  

  created”.

  4.2.5 Prayer
  At the end of conversation, the learner formulates a prayer in response to
  the Word of God and he/she allows himself/herself to be changed by it. He
  

  or she may play as follow:

  “O Lord, my God, how wonderful is your name to your creatures. I thank
  you for you have created me and you have given me everything to live.
  May your name be glorified and your creatures be respected throughout the
  

  earth”.

  Application activity 4.2
  “Jesus healing the sick”.
  Suppose that “Jesus healing the sick” is your today’s lesson. Discuss
  

  steps you would use while in the second step of Bible related lesson.

  4.3 Application

  Learning activity 4.3
  What do you think you would end your lesson with on “Ten
  

  commdandments”?

  By the end of the lesson the teacher gives assessment tasks to verify if the
  objectives of the lesson have been achieved. The tasks should be related to
  what they have learnt whilethe practical activities should engage Learners
  to practice values and attitudes learnt. The learner assimilates the message
  and expresses faith which is interior and spiritual and which calls to take
  

  initiative. Example of assessment tasks: “What are the creation elements

  that arouse admiration in me? How is God revealed through creation? How does God continue his work of
  

  creation nowaday

  Application activity 4.3
  State the importance of application as the last step in teaching a Bible
  related lesson and with an example, explain how you would use it when
  teaching that lesson.
  4.4 Developpig generic competences and adressing CCI in a Scripture related lesson plan
  

  School name …….……………………… Teacher’s name …...…

  

  

  

  

  

  

  Application activity
  Using the above lesson plan as an example, choose a biblical lesson in the
  syllabus of Religious Studies in primary and prepare a detailed lesson
  plan?
  End Unit assessment 4
  

  Explicate the three major steps in teaching a Bible related lesson.

• Unit 5 TEACHING A CIVIC OR MORAL RELATED LESSON

  Key Unit competence: Prepare a civic or moral related
                                                 lesson respecting all steps and
  

                                                 structure of a lesson plan.

  Introductory activity 5
  

  1. Using both lower primary and upper primary syllabus of religious
  

  studies, identify one topic which has civic or moral lessons and
  explain why?
  

  2. Do you think there are specific steps for teaching civic and moral
  

      lessons? Why?

  In the Religious Studies syllabus, there are Scripture related Units and
  the civic or moral related topics both in Christian and Islamic Religious
  Studies. Civic or moral related topics are those related to people’s everyday
  life. For example: Ubutabera n’amahoro (P3, Unit 4/Christianity), kubana
  mu mahoro (P2, Unit 4/Christianity), Conflict resolution (P5 Unit 5/Islam),
  Relationships and friendship (P6 Unit 3/Christianity), Ubupfura n’imibanire
  myiza n’abandi (P2 Unit 5/Islam), Kwiyubaha no kubanira abandi neza (P3
  Unit 5/Islam), Relationship and friendship (P6, Unit 3).
  These topics are intended to help learners to develop moral values and to
  be good citizens and active members of the society. More concretely, a Civic/
  moral related lesson is meant to develop competences by which the pupils
  are enabled to make good decisions, sound moral judgements, to skilfully
  solve problems and civically engage in the community life.
  Though they are called Civic/moral related topics, they easily relate to
  the Sacred Scriptures (Bible and Qur’an). The lessons derived from these
  topics are taught in the light of the Sacred Scriptures. This is done through
  the selection and use of appropriate verses and extracts from the Sacred
  Scriptures.
  The following are steps used in teaching civic/moral related lessons using
  Sacred Scriptures. Many techniques are used to teach the civic/moral
  related lessons. These techniques include role-play, drama, stimulation,
  games, group discussion, projects, education visit, investigation, inquiry.
  These techniques help teachers to engage students in the critical thinking
  in the topics of Religious Studies and marrying them with the personal and
  

  societal life.

  5.1 Human experience/Inquiry
  Learning activity
  Recall a personal experience or an event that taught you a moral lesson
  and share it with the class. Which importance does your personal
  experience have with regard to teaching and learning a moral or a civics
  lesson?
  When teaching a moral or civic lesson, the life approach seems to be
  the most suitable because it focuses on ordinary experiences of learners
  which are studied through inquiry processes. This means that pupils are
  actively engaged in exploration, reflection and expression, making learning
  personalised and effective. At the end of the day, they discover new ideas
  and draw the civic or moral lesson from the teaching and learning activities.
  At this the first step of the lesson, teachers and learners discuss an event
  or experience in the life of the learners that has a moral or civic connection.
  The choice of a human experience depends on the age of the learners
  and their environmental background. It can be in form of a story, song,
  picture,an explanation drama, questions and discussion especially for upper
  primary. The choice of a human experience to ponder on needs to consider
  learners’background. Thus, learners from the rural background should be
  given examples drawn from their local situations while learners from the
  urban areas should be given examples drawn from urban life.
  Given a short duration of time, this frist step is prolonged by the reading of
  a biblical extract appropriately and relevantly chosen.
  Example of a human experience drawn from a story used to teach about
  “Relationships and friendships” in Unit3 in P6:
  Dative and Yves were pupils in class six at Shyanda primary school in
  

  Gisagara district. They came from the same village near the school. They
  always walked back home together after classes. One day Yves revealed to
  Dative that he loved her so much and wish her to be his girlfriend. Dative
  at first was shy to respond to the demands of Yves but later they started to
  relate as girlfriend and boyfriend. They began to meet secretly in hidden
  places. They eventually fell into temptation of having sexual relationship.
  

  After three months, Dative, was found pregnant and dropped out of schools.

  Application activity 5.1
  In your respective groups formed at the beginning of the lesson, discuss
  and write down a human experience that you can use in connection with
  your topic of choice in teaching a moral or civic lesson.
  5.2 Scripture, experience and explanation
  Activity 5.2
  In pairs, discuss about God’s commandments and find out which one
  forbids sexual relations between unmarried people.
  The second step allows the teacher to introduce a relevant Holy scripture
  readings. In upper primary school, the teacher should allow the pupils who
  

  can read to do so in class.

  
  

  
  

  Where fluent learners are few, the teacher should train the pupils how to
  read in advance before the lesson. For lower primary, where pupils have
  

  grasped simple reading skills should be allowed to read short and simple

  Bible texts. Where the reading skill is not developed, the teacher should
  read short passages because of their short level of concentration.
  The teacher may also tell the Bible story in an interesting way without
  reading the Bible but he or she should indicate the references in the Bible.
  Nevertheless, the teacher should bring the Bible to class to help the pupils
  register that they are using the Word of God.
  Example : Matthew 5:27-30 is a biblical experience (Jesus’ teaching about
  adultery)that adequately enlights the human experience given in the first
  step.
  Explanation
  It is the third step. The teacher may begin by asking the pupils few questions
  to assess what they have understood from the Bible reading. Then the
  teacher proceeds to explain the Bible text. In explanation, the teacher uses
  a variety of learner centred methods, including asking questions and the
  use of relevant teaching aids like a chart, poster, real objects and so forth.
  In addition, the teacher should relate the Bible message to the human
  experience used at the beginning of the lesson.
  Example of explanation of Matthew 5:27-30 in connection with the human
  experience:
  First the teacher asks the learners what they have heard from the Bible
  text read. Next the teacher explains about the biblical text as follows:
  ▪ Jesus warns against all forms of sexual immoralities. It is against the
     sixth commandment of God. It is not only committed through deeds
     but through words and thought. God is not happy with us when we
     break this commandment. We make impure the temple of the Holy
     Spirit our bodies and He cannot dwell in us unless we repent and ask
     for forgiveness.
  ▪ The story given about Dative and Yves in the human experience, clearly
     shows that they had a bad relationship that resulted to breaking God’s
    sixth commandment and negative consequences in their lives specially
     to Dative, who became pregnant at her tender age, thus affecting her
     life and studies. It is important to practice values like respect for one
     another, care, geniune love, self-control, assertiveness and strive to
  

     relate well with one another as young people.

  Application activity 5.3
  Identify a Biblical text that connects with the human experience and the
  topic you have chosen, then write down an explanation.
  5.3 Application and Response
  Activity 5.3
  Recall some learner centred methods that can be used to assess learners
  in the teaching and learning process.
  This step has two elements:
  a. Application
  Here the teacher helps the learners to relate the moral lessons learnt from
  the topic. The teacher may help pupils to identify and emulate examples
  of characters taught under the biblical experience. It can be done using
  learner centred methods like asking oral questions in lower primary and
  in upper primary group discussions and presentations,debates, think pair
  and share, etc.
  b. Response
  This means allowing the pupils to respond to the message learnt. This is
  a way of evaluating whether the lesson objectives were achieved or not.
  The teacher is able to evaluate pupils’ responses by using learner centred
  methods for example oral questions and discussions. The learners are also
  helped to reflect, analyse and synthesise information as to apply it in their
  lives. It should make them better people in their personal relationship with
  God and others.
  Example:
  In this step the teacher may ask what the learners have learnt from the
  human and biblical experiences. Some possible answers of learners would
  be : to respect their bodies as the temple of the Holy Spirit, to respect
  others, to choose good friends, to be patient until they are married, to
  avoid meeting friends in hidden corners, to obey the sixth commandment
  of God etc. Then the taecher should challenge them more to internalize and
  cultivate values that will enable them to grow morally like self control,
  

  true love for others, respect for themselves and others, patient and so forth.

  5.4 Final activity and conclusion
  This is the final step of the lesson. The teacher gives learning activities
  to learners so as to assist them to express their responses practically. In
  lower primary, pupils, can do activities such as filling in blank spaces,
  memorising a verse, singing a relevant song, drawing pictures, modelling
  and dramatising. In upper primary, some activities can be performed
  in addition to group discussions, guided note taking, debates, copying,
  illustrations or key points from posters,and carrying out service in the
  classroom such as, cleaning the class or supporting a needy child. When
  pupils do an activity and marks are awarded, the teacher should record
  them in pupils` progress record book.
  In our topic of discussion, the teacher can assign an activity to the learners in
  groups, to design posters identifying the moral values in good relationships
  and friendships. Then select the best to put at the religion corner.
  Conclusion
  This is the final stage of the moral lesson. The teacher summarizes the
  main points of the lesson. The lesson summary should address itself to the
  objectives of the lesson. The main points of the lesson should be emphasized.
  Application Activity 5.3
  In your respective groups, discuss the possible application and response
  of your learners and the activity you would give them then write down
  the main points of your lesson as a conclusion, in connection with the
  

  topic you had chosen.

  5.5 Example of moral/ civic lesson plan

  
  

  
  

  
  

  
  

  
  

  
  

  End of unit assessment 5
  Prepare a lesson plan which is civic/moral related using the syllabus
  referring to the example of the lesson plan provided and the steps of the
  

  civic and moral based lesson.

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       University of Exerter

• Topic 6
• Topic 7
• Topic 8
• Topic 9