Syllabus: CfE (Curriculum for Excellence, from Education Scotland) Level: BGE S1-3: Third and Fourth Levels Subject: RME Modernise and refresh RME. Topics such as social media, gender identity and artificial intelligence are explored alongside world religions, as pupils think critically about our rapidly changing world. Covering all CfE Third and Fourth Level Benchmarks (plus some key content for Second Level), this ready-made and differentiated course puts progression for every pupil at the heart of your curriculum. > Ask questions and solve problems: 'Thinking skills' for later life are developed through sensitive, scaffolded consideration of Judaism, Christianity, Islam, Buddhism, Humanism and diverse and inclusive morality and belief topics that will capture every pupil's interest > Personalise the learning process: Each chapter contains learning intentions, starter tasks, explanations and activities (with accompanying success criteria) that you can deliver across one or two lessons, choosing the appropriate depth and pace for your pupils > Meet the needs of each pupil in your class: The content and activities are designed to ensure accessibility for those with low prior attainment, while 'Challenge' tasks will stretch high achieving pupils > Effectively check and assess progress: Activities that can be used for summative and formative assessment, 'progress check' questions, and suggestions for gathering a portfolio of evidence help you to monitor progression against the Experiences & Outcomes and Benchmarks > Lay firm foundations for National qualifications: The skills, knowledge and understanding established through the course will set up pupils for success in National 5 RMPS > Deliver the 'responsibility for all' Es and Os: Plenty of activities that address literacy, numeracy and health and wellbeing skills are threaded through the book

MasterClass in Religious Education provides a comprehensive exploration of the major themes in religious education research and pedagogy, drawing on international research. The author draws together historical, theological/religious and comparative and international perspectives to explore religious education's role in confronting controversial issues, and the implications this has for teaching, learning and research. This book incorporates discussions of current, post-9/11 debates on religion in the modern world, focusing particularly on the relationship of religion to secular, political contexts. Liam Gearon pays close attention to debates around religion in liberal democratic societies, looking at topics such as citizenship, human rights, and identity.

Why do animals make the noises they do? You may not have known it, but its all thanks to an old man named Noah, who once upon a time built an ark. Noah is trying to build an ark, but with the snakes quacking, the beavers crowing, and the pigs howling, he cant get anything done.

Religion is suddenly perceived as high profile internationally (9/11, Israel-Palestine, London bombings). It arouses interest at the level of popular reading ("The Da Vinci Code"), critical diatribe (Dawkins), and educational controversy (Faith Schools). Against that background, there is a renewed interest in how schools can best equip boys and girls to be critically intelligent about beliefs and values. It is evident in continental Europe, in the US and in Asia. Throughout the world, Citizenship Education and Moral Education are receiving special attention, but in themselves they are incomplete, for they commonly overlook religion. This book argues the importance that public education should have as a priority not only that pupils become literate, numerate and sociate, but also 'religiate'. In this fascinating study, Professor Brian Gates sets out the grounds for the distinctive approach to Religious Education. He argues that this approach, central to which is a comprehensive network of local ecumenical councils, is a model worthy of global imitation. As part of the argument, Professor Gates examines four areas of complementary concern. The first is the logic of religion in education and the second concerns the process of religious development. Are there stages of understanding? What sense do children and young people have of God and transcendence, as of death and finitude? The third is the relationship between RE and Moral Education - their respective autonomies and mutual challenge. And the fourth is that of Collective Worship and its appropriateness or otherwise in public educational provision.