Video 2 – How to teach Biblical text analysis effectively.
This video is a live lesson. It is the first lesson of the Easter unit taught in Year 6 entitled: How does the Christian festival of Easter offer hope?
The question for the lesson is: How do Christians believe the Easter story helps people to understand the meaning of forgiveness?
Background information of the class in the context of their RE learning:
This is a class that enjoy RE lessons. A variety of religions and world views are represented within the class and this contributes to the children’s confidence in discussing their own views and experiences, as well as their desire to learn about those of others. Prior to this lesson, the class had done very little biblical text analysis in as much depth as they do here; this is why the lesson was so heavily scaffolded at the beginning. Once biblical text analysis has been more embedded in the school’s RE teaching, it would be expected that by Year 6 the majority of children should have the skills to approach such an activity independently from the start.
Mary and Hannah in conversation…
Chapter 1: Can you just talk us through how you are intending on teaching this in terms of your input as the teacher, the tasks you intend to set the pupils and what you are hoping the pupils will learn both in terms of knowledge and skills.
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Watch the video from the beginning to 2.51.
Click on the first dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 1.
Also see:
Video 1 Part 1: Adapting a unit of learning to meet the needs of all. From a teacher’s perspective, Chapter 3 here.
Key things Hannah spoke about
- Her desire for children to have a deeper understanding of how Christians understand forgiveness.
- For pupils to use the Biblical text to help them to gain that understanding.
- The importance of modelling how to read the text and the thought processes that takes place.
- The importance of thinking through the questions she is going to ask the children to think about to help them answer the big question from the lesson.
- The importance of putting in the scaffolds and steps in place to help children really understand the Biblical text.
| Group Discussion |  |
- What do you currently do as part of the preparation process, before you start teaching a unit of learning?
- Before you start to teach Biblical text analysis to your children, what adaptations do you need to make to the planning to ensure your teaching meets the needs of your class?
Chapter 2: Recapping prior learning and introducing the big question for the unit of learning and the small question for the lesson.
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Watch the video from 2:55 to 9:01.
Click on the second dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 2.
Also see:
Video 1 Part 2: Adapting a unit of learning to meet the needs of all, From a perspective of the RE leader, Chapter 5 here.
Key things Hannah has does in her teaching
- Recapping prior knowledge using the knowledge organiser as the key tool kit.
- Making reference to children’s prior learning of the curriculum.
- Reference the Bible timeline.
- Reference to the big question and small question.
- Using the Bible as the tool to helping children explore the question of the lesson.
| Group Discussion | |
- How do you currently introduce children to a new unit of learning?
- How do you help children to recall prior learning? Do you have a good understanding of what the children have learnt in previous lessons?
- In the light of what you have heard from Hannah, what might you do differently or consider doing next time you are introducing a new unit of learning?
Chapter 3: Teaching religious vocabulary.
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Watch the video from 9:03 to 13:05.
Click on the third dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 3.
Key things Hannah does in her teaching
- Highlights key vocabulary.
- Gives children time to discuss their own thoughts and opinions.
- Provides children with a range of questions to consider during their conversations – providing challenge for pupils.
- Listens to children’s responses but also pushes their thinking on through skilled questioning.
| Group Discussion | |
- What made Hannah’s teaching of religious vocabulary effective?
- How do you teach religious vocabulary? Is what you do effective?
- What might you do differently in your own teaching from what you have seen?
Chapter 4: Introducing the four key ideas children will need to consider as they read the Biblical text analysis.
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Watch the video from 13:35 to 21:11.
Click on the fourth dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 4.
Key things Hannah does in her teaching
- Allows time for the children to consider their views and ideas.
- Encourages children to build on each other’s answers and responses.
- Gives children key knowledge they require.
- Gives time in the lesson to explore the key ideas.
| Group Discussion | |
- What is Hannah doing during this part of the lesson and why is it relevant?
- Expectations – what is Hannah expecting from her pupils?
- What does Hannah do when a pupil’s response isn’t quite accurate?
- Talk about how Hannah introduces the key four ideas – is it effective?
Chapter 5: Teaching Biblical text analysis – teacher modelling and scaffolding.
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Watch the video from 21.29 to 24.53 and from 28:04 to 38:33.
Click on the fifth and sixth dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 5a and 5b in turn.
Key things Hannah does in her teaching
- Provides children with the strategies they need to apply when reading the text.
- Provides children with the questions before they begin reading so they know what to look out for.
- Tells the children how to navigate their way around the Bible.
- Models and scaffolds.
| Group Discussion | |
- What does Hannah do really well?
- Talk about the quality of Hannah’s questioning – how does it support the learning for the children?
- Talk about the modelling and scaffolding – how does this support the learning for the children?
- How does Hannah make links to the four key ideas previously taught earlier in the lesson?
- What might you do differently in your own teaching from what you have seen?
Chapter 6: Pupils’ religious literacy – pupils working collaboratively together.
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Watch the video from 41:22 to 48:55.
Click on the seventh dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 7.
| Group Discussion | |
- Thoughts and reflections.
- From listening to the pupils, what can you say about the quality of discussion?
- Reflecting on the children you teach, how religiously literate are they? Do they talk with confidence in the RE classroom? What could you do to enable your children to becoming more religiously literate?
- How do you think the teaching has impacted on the pupils’ independent learning?
- Are the pupils appropriately challenged? If yes, how and how do you know?
- Thinking about your own classroom – do you think your children are appropriately challenged? If yes, how and if you not, what could you do to offer that challenge?
Chapter 7: Plenary – summing up the learning.
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Watch the video from 53:01 to 59:05.
Click on the eighth dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 7.
Key things Hannah does in her teaching
- Sums up the learning through skillful and well thought out questioning.
- Brings the learning back to the pupil’s own thoughts and reflections.
- Returns back to the question for the lesson and the small step questions that were used to help answer the question and explores with the children their responses now in the light of their learning.
| Group Discussion | |
- From what you have observed, have the pupils’ made progress and if yes, what evidence are you basing your answer on?
- In your own teaching, what strategies do you use within a lesson to assess pupil progress?
Chapter 8: Reflecting on the lesson.
As the RE lead…
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Watch the video from 59:12 to 1:06:47.
Click on the ninth dot to the right of the play button and press play or click on the chapter icon
below the video and select Chapter 8.
| Group Discussion | |
- Consider how Mary asks and phrases the questions. What does she do to help Hannah reflect on the pupils’ learning?
- Mary consciously plays back what Hannah has reflected on and in some cases extends her responses and adds to them. Why do you think Mary does this?
- Do you think the structured conversation was helpful for Hannah as the teacher?
- From observing the structured conversation, what can you take away from it as an RE lead and use when you are giving feedback to classroom teachers?