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Islam?
Teaching
Religious Literacy & Controversy
Through
Cooperative Learning
From world pioneers of science, philosophy, trade and spirituality...
...to global terrorists?
Headmasters and Teachers will:
This course is ideal for:
- Headmasters
- Teachers
- Those responsible for 'Behaviour' and Safeguarding Leads
- Police Officers
- Social Workers
- SACRE members
- Ideal for Religious Education and Humanities Teachers in Years 5 -11
Basic course total time: 6 hours, lunch and breaks included.
Location and Dates: We have a variety of dates in Birmingham.
Methods endorsed by Ofsted and The Sutton Trust
This tailored course facilitates the best-practice outlined in Ofsted’s RE report "REalising the Potential", and both subject knowledge and enquiry are facilitated through Cooperative Learning techniques endorsed by The Sutton Trust-EEF Teaching and Learning Toolkit.
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This is a particularly high demand course and spaces are limited.
Very inspiring - it was immediately obvious why the Cooperative Learning approach would have multiple benefits, especially when learning about controversial topics.
Norfolk SACRE
Norfolk County Council
Cooperative Learning has been a valuable learning experience (...). It enables everyone to contribute, encourages participants to actively listen to each other (...) provided a way to engage in controversy within a safe social environment. The tools are very easy to use and I have particularly liked the assessment element.
The course
Module A - Primary Objectives
1
Practical Tools
You will be provided with tools to facilitate religious literacy through enquiry.
2
Teaching Techniques
You will learn a series of fully transferable and scalable enquiry exercises applicable to any world religion.
3
Empathy with students
You will experience some of the challenges of enquiry-based fact-finding from a student’s perspective.
4
Practical Application of Knowledge
You will learn how to construct individualised reference frameworks to organise teaching and materials in relation to Islam specifically.
5
Assessing Suitable Learning Materials
You will learn how to quickly and precisely assess potential teaching materials on Islam for relevance and context.
Module B - Primary Objectives
1
Personal Belief and Identity
You will be taught how to demonstrate fully transferable and scalable enquiry exercises into personal belief and identity, building on religious literacy.
2
Dealing with Controversy
You will learn how to manage safe enquiry into controversial areas of Islam.
This specific course uses media content following the attacks on Charlie Hebdo in Paris.
Secondary objectives include:
- Collaborative reflections on method and content
- The role and impact of RE, SMSC and Citizenship Education in schools and society at large
- The role of religion in contemporary society
- The role of the teacher in enquiry-based learning.
- Discuss the PREVENT programme in education
Cooperative Learning is useful in any situations, even at the workplace.
Chaplain of The Grey Coat Hospital and Westminster City School
...it responds to both to the demand of government and community as well as those like myself who see young people on a daily basis trying to understand their world view and equipping them with skills to evaluate the things thrown at them.
Was £250 now just £200 for a limited time only
In response to the dark anniversary of Charlie Hebdo and the latest catastrophe in Paris, the generous funding of The Association of Muslim Schools have made this unique course available at only £250 (excl. booking fees).
Register your interest for free today:
Your privacy is protected.
How did we get from Islamic Spain to ISIS?
The course "Islam? Religious Literacy & Controversy through Enquiry" deals with Islamic history to discuss ISIS, terrorism, homophobia, and similar difficult issues in relation to statutory requirements, including community cohesion, safeguarding, actively promoting British Values and Citizenship/ SMSC (Social, Moral, Spiritual and Cultural Education).
Especially state schools with many Muslim pupils may find some of these subjects difficult to approach. "Islam? Religious Literacy & Controversy through Enquiry" gives each teacher the confidence to teach the Islamic component of the RE curriculum in depth through carefully guided enquiry. In the religious literacy module delegates will investigate Islamic civilisation’s winding road from spearheading science, philosophy, trade and spirituality to murdering civilians in European cities.
Delegates will be provided with a content-void lesson plan to stage safe debating and handouts empowering teachers to utilise the techniques demonstrated with their existing lesson plans and materials throughout the curriculum with no further work.
The controversy module specifically uses Charlie Hebdo subject materials to facilitate an authentic debate on respect for religion vs freedom of speech. Ancillary objectives include collaborative reflections on method; on the role and impact of RE and SMSC in society; and the role of student-centred enquiry-based learning to shield the teacher.
Extensively trialled and tested
This course was first trialled in 2014 to a group of RE teachers, SACRE members, social workers, PGCE students and researchers at the University of East Anglia, School of Education and Lifelong Learning.
It subsequently formed part of the PGCE RE programme at the Institute of Education, London, in October. It has been presented in CPD events in London and East Anglia, and has been continuously updated and refined.
Your teacher - Jakob Werdelin
Jakob is a Danish teacher and Muslim convert since April 2001. He discovered Cooperative Learning in 2006, when he was Department head of English in a highly challenged school in inner city Copenhagen. He moved to the UK in 2013 and opened Werdelin Education.
He specialises in socially challenged, multicultural, multilingual learners and sees outstanding academic achievement of each individual pupil in relation to the wider impact of education on communities, citizenship, business, culture and politics.
On top of ongoing Cooperative Learning CPD, a diploma degree in psychotherapy, and a Cambridge CELTA, his teaching is supported with insights from three years studying Arabic and Middle Eastern studies at Copenhagen University, where he is currently writing a BA paper on the Trojan horse scandal in Birmingham.
Jakob has also studied Islamic Law with traditional scholars in the UK, Denmark, Jordan and the Yemen, where he wrote first paper on Islam and statecraft for Copenhagen University. He has been instrumental in the publication of the Quran in Danish and “The Practical Guidebook of Essential Islamic Sciences” by Ali Laraki.
A number of Jakobs research papers on student-centred strategies in traditional environments, Islam and statecraft, media, social constructivism, are available for peer review on ResearchGate.
He has spoken on these topics in several workshops, conferences and seminars, including BRAIS 2014 and the United Kingdom Forum for International Education and Training 2015 conference at Oxford University.
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Worth checking out, if you teach Religious Education in Schools https://edubusiness.ac/islam-religious-education/
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