Literacy in PSHE and RE
A focus on literacy is vital when teaching Religious Education:
“Pupils should be able to communicate their knowledge and understanding using religious vocabulary and conventions in both speech and writing.” QCDA 2011.
Literacy skills are practised through a number of activities, including:
- Written reports, e.g. Essays and paragraphs within their exercise books.
- Speaking and listening presentations, e.g. Debates and Speeches
- Reading and sorting information, e.g. Text book reading
- Speaking and Listening debates, e.g. For and Against abortion, marriage, euthanasia, etc.
- Creative writing, e.g. Letters to amnesty international, etc.
- Drama- Poverty role-plays.
There are many ways in which high standards of literacy in RE & PSHE can be maintained:
- Encourage the use of development strands, i.e. “This will lead to, This is because, This means that, etc” in lesson to ensure students improve the complexity of their sentences, along with the effective usage of connectives.
- Focus on the correct spelling and usage of keywords. Displayed on all desks are the level descriptors and keywords which are often spelt wrong; these should be referred to often.
- Literacy posters should be displayed and referred to during lessons.
- Literacy word mats should be used to support students doing extended writing, alongside writing frames for LABs,
- Keywords from the lesson should be displayed and copied into book if relevant and defined. When used in main bodies of work, they should be highlighted or underlined,
- The use of high level questioning and expectation and extraction of high level answers in class discussions.