From the Front Row: Observing Foundation KS1 Teaching at an English Primary School

Within this research the location, and the people involved in the interviews will remain confidential. I will therefore refer to the school as Merry Meadows Primary school. I have carried out the research by conducting interviews with teachers at the school and by examining the Ofsted Inspection. The teachers’ interviews and the Ofsted Inspection Report will help to measure the success of the teaching techniques that connect religious studies to citizenship.

Pedagogy is the method of teaching at Merry Meadows Primary School. Pedagogy can be defined through questions and answers in teacher-pupil exchanges. The method of Pedagogy is taught within a long established controlled environment, (Curzon, 1996, pps. 101-109). Information is acquired by the child; which becomes learnt knowledge. This is also the teacher’s perception of reality. Therefore the child receives information as knowledge and can internalise it. Thereby, information becomes their “reality” (Freire, 1996, pp.56-5). One problem may be that it creates an inability for the pupil to challenge the teacher’s view of the world, “first task of basic education”, (Freire, 1996, p.104).

It may be argued as Freire suggests that the children’s real truthful knowledge can be considered their existential existence, i.e. what they experience through their senses. This is unlike taught knowledge, where they are deferring to the teacher’s status and authority, “almost passively learning about the world as the teacher understands it.” Freire continues, “It stimulates and maintains the contradiction which mirrors an oppressive society because of the attitudes and practices such as the teacher teaches and the students are taught.” However, Freire’s point, is that, “all information can not be acquired it would disrupt the school system”, (Freire, 1996, p.54). The teacher’s personal views, beliefs and experiences are not described in the exchange between the teacher and the children. It is here that the teachers at Merry Meadows Primary School are holding back their religious beliefs for the sake of social cohesion. There is the danger that religion may be inferred which is not part of the legal requirement, i.e. “must be non-denominational” states DFE (DfE circular 1/94 para 32) as agreed with the locally agreed syllabus and as stated in law. My reason for considering the potential pitfall of indoctrination towards a Christian faith at Merry Meadows Primary School is because the predominantly Muslim pupils appear to have been taught by teachers from a Christian faith.

Other learning outcomes within the Locally Agreed Syllabus reveal links between citizenship, religious beliefs and the curriculum. “Knowledge can be transmitted in order to produce educated individuals that can be useful members of society.” (Locally Agreed Syllabus, p.10). However the Locally Agreed Syllabus does not mention which one of these are the most important for the pupil, noting only that “Religious education equips pupils very well to consider issues of community cohesion.” (Local Agreed Syllabus, p.2).

Cohesion through religious studies fits well with the suggestion that “values and patterns of behaviour are acquired often incidentally” (Wragg, 1997, p.1) In this case the authority of the teachers with their attitudes and behaviours and experiences form a template which the pupil can pick up on producing intentional positive role modelling, They are teaching the pupils that, tolerance and acceptance is part of a healthy society, being careful not to convert the pupil to a particular religion, as outlined above and detailed in (DFE circular 1/94 para 32).

The agreed agenda of the Local Agreed Syllabus states that it is for social cohesion, age group 4 to 18 year olds, by teaching religious studies, and for its provision to be consistent and a foundation. Learning objectives are defined, also included is checking the work against learning targets. However, this is not clear to the children, as highlighted in the Ofsted Inspection Report. (Appendix III, p.11).

Observing the Local Agreed Syllabus in relation to Merry Meadows Primary School for religious studies it becomes evident that citizenship is a foundation. Initially, the pupils are taught how to belong to different groups - how this is expressed and then connecting this to the concept of belonging to families. Also, that Christian people have ways of showing that they belong to each other. This can be illustrated in Learning Targets (Annex B p.11) and Standards reached by learners (Annex A, p.9) and Stated Procedures for measuring progress, (Annex A p.7).

In the Foundation class at Merry Meadows Primary School the teacher enables the young pupils to discuss their schools, class clubs and use the word belonging. (The Reception Medium-term Plan, Syllabus C DfEE/QCA 1999 p.14) Children can then discuss how it is that they belong to these different groups. There is also a play-area where they can explore objects, uniforms and badges. (Clear Links Between Citizenship and Religion KS1 Syllabus Section f DfEE/QCA 1999) In this way they develop relationships as they play. They can also discuss and express that people who belong to God and live in a family. This family is Christian and they can explain what they do together, for example to say ‘grace’ at mealtime. One activity might be to suggest how Christians show their support and help to look after each other.

As well as the cognitive experience of learning, thinking and remembering, the pupils also learn about the important features of church buildings and this will include synagogues and mosques, (Local Agreed Syllabus, Section f). Later they can “respond and evaluate” (Curzon, 1996, p.7) I interpreted this as meaning where they fit into their community with their own belief system, because the child is learning much more about “what is happening within the school,” (Wragg, 1997, p.3). I observe that the knowledge of the world goes beyond religious education. Children are learning about their own belief systems and identifying symbols that holds those belief systems together, and reinforce citizenship. The children are also putting together the idea of belonging to different groups, such as family as well as school and class friends.

The children at Merry Meadows Primary School are still within a controlled environment, i.e. (Pedagogy). The teacher encourages the pupils to talk about a book. One question might be what makes a particular book special? The teacher may also talk about the stories in the book. Focusing on religious books and the programme of study allows the children to name and discuss a variety of holy books and to think about the stories within the books. (Local Agreed Syllabus Religious Education KS1 “A” Beliefs and Teaching) The teacher then talks about the key figures in the religious festivals, she asks about the key figures. The teacher builds up a foundation of knowledge that the pupils can build upon; ‘Scaffolding’, (Vygotsky, 1978). This is consistent with the Non-statutory National Framework (NSF) QCA 2004, which is promoting knowledge, skills and understanding (See Appendix II, p.11).

In the classroom at Merry Meadows Primary School, the children investigate the nature of the religious beliefs, which are interpreted and analysed. Wragg’s interpretation (1997), noted that the pupils learn to communicate and the teacher is helping them to acquire those skills, because it is important that the teacher’s message is clear. Although it may be also acknowledge that there is always a danger that symbols can be corrupted or misinterpreted by the teacher, (Wragg, 1997, p.79). It is here where the teacher has to be skilful so as not to be copied by the pupil. As Wragg suggests, “constant imitation propagates the status quo” (Wragg, 1997, p.80), Status quo can be negative as uncritical imitation by young pupils may result because they may not be able to be challenged at this point due to a lack of language, (Local Agreed Syllabus, p.18).

Children at Merry Meadows Primary School may be confused because the experiences outside the school together, with any terminology might become incongruent with what is happening in the school. One example: Asian children being taught by white-British at school may confuse them with the concept of being taught by an Asian Imam outside the school. This may result in a cultural clash because the children are already learning English as a second language (EAL) and complex concepts simultaneously. Teachers at Merry Meadows Primary School are mindful that a separate culture is taught outside away from the school within the local community.

Pedagogy learning was re-enforced during the second term at Merry Meadows Primary School. The children were taught through certain activities and thereafter identify certain symbols and badges, discuss uniforms, and they made collages from various magazines. (Reception Medium-term plan p.15). They can now communicate about belonging to the family, identify different faiths and beliefs such as Christianity and Islam. Locally Agreed Syllabus for religious studies states the differences between religions, (Local Agreed Syllabus, p.4). Local religious studies also include specific key terms, learning about the names of the different objects. At Merry Meadows Primary school the pupils were learning the close link between thought and language and thought about various issues in abstract ways. They advanced to problem solving, for example what it is like to be in other faith groups. In this way the children developed a type of social cohesion. Wragg outlines “spiritual and social development,” (Wragg, 1997, p.64). The idea further supports The Local Agreed Syllabus of religious studies. It deliberately focuses on citizenship and refers to The Cross Curriculum Link revealing opportunities for spiritual development (Local Agreed Syllabus, p.9).

Later in their religious studies the children at Merry Meadows Primary School learned about ideas and compare their own lives with others. They used art, drama or music to explore how they care for each other, (QCA, The Religious Education, p.11 and p.19). They utilised the syllabus by learning more subjects, “incidental learning” (Wragg, 1997, p.1). Children are now able to compare the different types of religion and be able to reflect and become aware of their own experiences at school and at home. It is the intention that the children should be able to communicate these ideas to other people outlined in (Personal Social and Health Education PSHE), Access and Entitlement (Local Agreed Syllabus). The children are able to understand the meaning of belonging, its purpose and the values behind the different symbols. Wraggs describes this as a higher level of thinking, and I agree with this because they are continually moving towards a concept of citizenship and equality, (Wragg, 1997, p.66). They have begun to learn how to share and draw mental social concepts which were previously abstract. The abstracts can now potentially become new ideas. The children can now analyse and problem-solve. They also start to ‘label’, which is to predict other people and the way they are. As noted by Vygotsky, “This may help them to evaluate their learning in terms of equality and in some cases inequality.” (Vygotsky 1978 and Feinstenin 1980 Chiler 1996).

Children at Merry Meadows Primary School are continually learning to get on with each other which help in future community cohesion as adults. This reinforces citizenship and social cohesion set out in The National Framework and SACRE’s. They are also learning about their emotional state, as supported by Wragg, feelings about their family “how they love their family”, (Wragg, 1997, p.3). Understanding the concept of emotional feelings is important, because understanding deeper feelings for their family radiates outwards within their community and also the wider community.

The main aim appears to be for the pupil to fit within a pluralistic society by making the child become responsible and aware of her/his responsibilities in the future. By stimulating teamwork it increases the children’s belief systems and helps them to work with each other. This gives them “greater control for the future, because the child realises that it now has choices”, (Wragg, 1997, p.70). The concept fits in with whose value belief system, and is consistent with the attitudes necessary for good citizenship, (Local Agreed Syllabus, p.13).

The requirements of the Local Agreed Syllabus at Key Stage 1 remain 50% Christianity. One target for the pupils at Merry Meadows Primary School is to identify significant religious names, then to describe them in order to build a coherent picture of Christianity. The Local Agreed Syllabus for religious education includes the development and the awareness of fundamental questions of life brought about by human experiences. The syllabus could ask questions about how religious teaching relates to them. For example is Christ a significant prophet described in the holy text? If so, is he a model that the children can identify as holy, good, just and wise? Alternatively, is he one of many prophets described in their religion of Islam, where the prophet that is the most revered is Mohammad? Secondly how can the pupils as individuals develop a positive attitude towards other people? A further question would be how to respect the rights of other people’s belief systems? The pupil is already learning that to foster tolerance in a society of diverse religious beliefs contributes to social cohesion.

In political terms, the agenda behind the curriculum may be to maintain the teaching of the Christian faith at the 50% level, because the Local Agreed Syllabus is made up from a Working Party (SACRE) (Appendix I), of overwhelming religious Christian beliefs. In tandem the Local Agreed Syllabus still accommodates a provision for other people’s faiths. The concept of comprehensive faith building helps prevent any rebellion from minority groups who may feel discontented because they are not listened to. In this way Merry Meadows Primary School may be considered a success. In addition the school is proactive in the promotion of citizenship and has a regular timetable of adult classes and events geared in support of the community and the family. The school has future provision for the new building of an Extended Family Services, which further promotes social cohesion. The classes include numeracy and literacy classes, ESOL classes (English speaker of other languages). The Ofsted Inspection Report states “many pupils speak English as an additional language and about 1/5th is at an early stage of learning to speak English,” (Appendix III, p.3). Language may be utilised as glue for social cohesion. My opinion is if that is the case, then it can be appropriately incorporated into Merry Meadows Primary School’s for further success.

In summary the discussion included; The teaching practice at Merry Meadows Primary School at Foundation Stage, nursery and Reception year (KS1) pupils, Ofsted Inspection Report, Local Agreed Syllabus and Working Party, Pedagogy, Vygotsky scaffolding, social cohesion, religion, (SACRE), examples of the emphatic concept and citizenship.

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