School-Produced Material

What do we need to consider?

See what the DCSF / University of Wawick report had to say

Do we present materials carefully, thus demonstrating the value of the subject and topic to pupils?

School-produced resources can be cheaper than textbooks, as well as being tailored to the make-up of your pupils or specific RE syllabus. However, it is important that the resources are well produced, with clear fonts of a suitable size, clear layouts, correct spelling, accurate referencing and careful use of technical terms. This then provides a model for pupils using the material.

Do we put together resources that can be used within a range of learning activities?

School-produced materials are both flexible and focused in that a range of resources can be selected to stimulate thinking and learning around a specific question or concept as part of a coherent programme of lessons. Consideration should be given to producing material that presents pupils with a range of beliefs or sources from within and/or between faith or belief traditions. It can also be helpful to put tasks and activities on a separate sheet or in a format that may be projected on to the whiteboard. This creates more space for sources as well allowing for flexibility of use in different contexts or as a scheme of work develops.

Do our classroom resources present a range of authentic materials from within traditions of faith and belief?

There is much to be gained from presenting a range of sources for a theme or key question. Finding original sources (e.g. from the internet) should be a priority in order to present authentic texts or images. A variety of authentic material–including extracts from sacred texts and interviews with contemporary believers representing a range of backgrounds within a tradition, including the work of poets and artists - helps to bring the traditions alive while allowing pupils to develop their interpretive skills and conceptual understanding.

Checklist that addresses all three of these questions