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Primary RE 1 > RE EXAM > Flashcards

RE EXAM Flashcards

1
Q

Explain the purpose of planning and preparation in RE.

A

Planning allows the teacher to find purpose and direction in their teaching. It allows them to plan teaching and learning strategies that will inform assessment strategies that can improve student outcomes.

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2
Q

Why is preparation important?

A

Preparation is vital when catering to students diverse needs. This allows the teacher to prepare resources, behaviour strategies and organise a timetable.

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3
Q

What are some resources used to assist in planning?

A

The Curriculum - CEWA RE Units
Liturgical Calendar
Program of the 5 weeks
Daily Work pad

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4
Q

What are the three contexts analysed when looking at Religious Education?

A
  1. Human Experience
  2. Jesus
  3. The church
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5
Q

What do students focus on when looking at the Human experience?

A

involve asking human heart questions,
wondering and seeking answers to life’s big issues; exploring personal emotions, relationships, events and circumstances and communities

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6
Q

What do students focus on when looking at Jesus centred lessons?

A
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7
Q

What do students focus on when looking at lesson based on the interplay of the gospel and life (Church)?

A
  • In the context of the Church, students may explore how people participate in communities, for example through raising religious and spiritual awareness.
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8
Q

What verse from John 13: 34-35 resonates with you?

A

34 I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another. 35 By this everyone will know that you are my disciples, if you have love for one another.”

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9
Q

Why is equity important to you as a preservice teacher?

A

As a preservice teacher i believe all students have a right to access education. I will cater to the needs of all students fairly.

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10
Q

Why is empathy important to you as a preservice teacher?

A

I acknowledge and celebrate differences in my students. When teaching religion i will be sure to be respectful to students of all different ethnicities and religions.

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11
Q

what are the benefits of developing spiritual and religious capabilities?

A

providing students with the skills to deal with the ‘challenges of life and living’, developing self-discipline, personal endurance and resilience.

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12
Q

Finish the quote: The Cardinal Virtues/Spiritual Capabilities are the values that…

A

‘dispose people to do good’ for both themselves and other people.

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13
Q

What did Ryan 2014 say about a schools population makeup?

A

‘Today’s school students come from a wider range of ethnic communities, Christian denominations, other religious traditions and varied family backgrounds…’

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14
Q

What are the 5 ways to cater to diverse religious backgrounds in your class?

A
  1. find out more about the religion
  2. be aware of the pitfalls of easy comparisons
  3. avoid generalised or simplified statements
  4. see religious and nonreligious traditions as diverse and dynamic
  5. be honest about the limits of our understanding
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15
Q

How can you find out more about diverse religions (1)?

A
  • Encourage inquisitive attitudes in students.
  • Encourage students to seek out information.
  • Formulate and pose open ended questions.
  • Communicate openly with parents and families.
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16
Q

How can you be aware of the pitfalls of easy comparisons (2)?

A
  • When dealing with academic content related to religion be aware that ideas may be hard to grasp.
  • Students might not be able to relate to these ideas about god, time, purpose of life and who we are.
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17
Q

How can you avoid generalised or simplified statements (3)?

A
  • Religions are internally diverse, dynamic and embedded in culture.
  • Many religious traditions use storytelling to illustrate central concepts.
  • Storytelling can be great sources for literacy instruction.
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18
Q

How can you see religious and non religious traditions as dynamic and diverse (4)?

A
  • Religious and nonreligious belief systems are internally diverse
  • Find diverse voices from within the belief system to explore.
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19
Q

How can you be honest about the limitations of our understanding (5)?

A
  • Acknowledge limited understanding
  • Open to learning about other religions
  • We cannot completely understand lived experiences
  • Do not turn individual students into the spokesperson for a religion or nonreligious beliefs.
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20
Q

What are the four spiritual capabilities?

A

Prudence, Justice, Fortitude, Charity

21
Q

Describe the habits of Prudence

A

MAKING THE RIGHT CHOICES
* To wonder and become awe filled
* To search beyond & become wise
perceiving the mystery of self, others, the world and God.

22
Q

How can prudence be developed in RE?

A
  • Identify wonder questions
  • Discuss choices made by key book characters.
23
Q

How can prudence be developed outside of RE?

A
  • Debate an issue
  • Follow behaviour management policy or class and school is based on making ‘good choices’
24
Q

Describe the habits of justice

A

MAKING THE RIGHT RELATIONSHIPS
* To relate and become loving
* To regret and become forgiving
Adopt habits of seeking harmony with oneself, others the world and God.

25
Q

How can justice be developed in the RE classroom?

A
  • Follow the steps of an examination of conscience.
  • Discuss what it means to be fair
  • Dramatic scenarios about being helpful.
26
Q

How can justice be developed outside of RE?

A
  • Reflect each day and work cooperatively.
  • Identify there are people less fortunate in the community
27
Q

Describe the habits of fortitude

A

INNER STRENGTH
* To dare and become resilient
* To yearn and become good
Adopt habits of integrity to overcome temptation and sinfulness.

28
Q

How can fortitude be developed in RE?

A
  • Explore scenarios that require resilience.
  • Read about a fundraising community organisation.
29
Q

How can fortitude be developed outside of RE?

A
  • Encourage children to ‘have a go’ in other activities.
  • Health lessons: develop resilience
30
Q

Describe the habits of temperance.

A

MODERATION
* To fast and become grateful
* To meditate and become peaceful
* To enjoy life and become happy
Adopt habits of positive self-discipline, propriety and contentment.

31
Q

How can temperance be developed in the RE classroom?

A
  • Explore scenarios that develop self-discipline
  • Discuss prayer in a wider context.
32
Q

How can temperance be developed outside of the RE classroom?

A
  • Identify emotions
  • Recognise self monitor behaviours and focus on building independence.
33
Q

What are the cardinal virtues? What is their purpose?

A

relate directly to God and encourage Christians to live in a relationship with God – the father, Son and Holy Spirit.

34
Q

Explain what a student with Faith is able to do.

A
  • To search for God and become mystified
  • To serve god and become his witness
  • To worship god and become reverent
  • To adopt habits of awe, mission and praise for God.
35
Q

How can faith be taught in RE?

A
  • Memorise prayers and the sign of the cross
  • Explore that Jesus is the son of God
  • Parish priest speaks with children about the church being God’s family.
36
Q

How can faith be taught outside of RE?

A
  • Prayer different prayers
  • Explore children’s literature on the theme of family and relationships
  • Prepare for a mass
37
Q

Explain what a student with Hope is able to do.

A
  • Trust and become hope-filled
  • Repent and become redeemed by god
  • To follow and become a missionary disciple of Jesus.
  • To adopt habits of joy, optimism and humility in God’s benevolence.
38
Q

How can hope be taught in RE?

A
  • Pose questions about the good in themselves and others.
  • Explain why we say ‘sorry’ to restore relationships.
39
Q

How can hope be taught outside of RE?

A
  • Make individual and class goals for them.
  • Childs’ Lit: positivity and reconciliation.
40
Q

Explain what a student with Charity is able to do.

A
  • To give and be charitable
  • To act justly and become merciful
  • To respect all people and become tolerant.
  • To adopt habits of love, service, and thanksgiving for God’s sake.
41
Q

How can charity be taught in RE?

A
  • The Good Samaritan
  • Life of Schools patron Saint
  • Explain importance for caring for people in need
42
Q

How can charity be taught outside of RE?

A
  • Identify acts that show concern for others.
  • Consider what makes a good friend – how can we care for our friends.
  • Caring for the natural environment – sustainability in Science.
43
Q

What did Ryan (2014) say about being religious?

A

‘To be religious means to bind oneself to a community of people who hold beliefs in divine power and participate in rituals and observances that relate to these beliefs.’

44
Q

What is catechesis?

A

the process of sharing and nurturing faith in Christian communities (liturgies, mass, retreats, community service and sacraments)

45
Q

What is evangelisation?

A

Evangelisation is the mission of the Church to proclaim the good news concerning the life, death and resurrection of Jesus.

46
Q

What is the aim of teaching RE?

A

to develop students growing knowledge and understanding of Catholicism

47
Q

What did Mercer and Long say about music and religion?

A

“Music and art are not just to be considered as an add-on or enrichment… we cannot make sense of religion without engaging with music and visual arts”.

48
Q

What are some effective teaching and learning strategies for teaching RE?

A

Create a creative classroom - allow flexible seating and different spaces around the room.
- use art and music
- childrens literature
- scripture and godly play

Primary RE 1 (1 decks)

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