Theory and practice

Thinking about substantive knowledge in two primary school contexts 

Knowledge’, ‘research’ and ‘substantive’ are just three of the many ‘Tier 3’ words on the lips of those within the RE/religion and worldviews community currently. Here, two educators, both working in the primary phase, show how they have carried out research that has influenced their approaches towards promoting substantive knowledge at two different levels in school structures, both being important. One considers the effect of focusing on etymology in primary RE lessons, while the other concentrates on a school’s overall
curriculum; we could say that the first is at the ‘micro’ level and the second ‘macro’.

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