Boys' Problems with RE - Some Possibilities

A quick glance at the GCSE results in 2007 tells a story about boys and RE.

GCSE Religious Studies (Full course - England only) 2007

	Entered	A*	A	B	C	D	E	F	G
Boys	67,393	9	14	20	19	13	9	7	3
Girls	85,584	15	18	22	18	11	6	4	2

GCSE Religious Studies (Short course - England only) 2007

	Entered	A*	A	B	C	D	E	F	G
Boys	133,726	3	9	15	19	16	14	11	7
Girls	135,787	7	13	19	20	15	11	7	5

It is immediately clear that:

• Fewer boys than girls select the full course as an optional subject.
• The percentage of both boys and girls gaining A* - B grades is higher for the full course. This may be a result of less time proportionately given to teaching the short course or to the less positive attitudes of pupils taking it as a compulsory subject, or both.
• The proportion of boys awarded A* - B is lower is both courses.

Boys' Problems

There are two particular reasons why pupils underperform or underachieve in any subject:

• Disregard for the qualification
• Lack of interest in the subject

Both of these factors are instrumental in boys' underperformance in RE.

Disregard for the qualification

Over the last twelve years I have spoken with several hundred boys about RE. When asked for suggestions as to why they do less well than girls at GCSE, boys frequently replied that it was not a qualification they particularly valued because it would enhance their chances of employment. These views, they said, were often supported by their parents who would rather that they should devote their revision time to 'important subjects'; i.e. those that are valued by employers and universities.

Given the time devoted by so many RE specialists to publicising the career potential of RE and its equal footing as a university entrance subject, this is depressing. But it does not necessarily signify the failure of that campaign. Girls are generally more aware than boys of both the career and academic value of RE, but this may be because the subject has greater currency for careers which attract more women, such as teaching, social work, nursing and so on.

Like many subjects, RE may not have a direct relevance for specific careers or university courses but the challenge now is to persuade boys that education generally and RE in particular has an important role in preparing the individual for life beyond work or university. Boys who appreciated this were most likely to speak highly of the subject to the extent of taking it in the 6th form. For example only last week I met a 17 year old boy taking AS in Maths (x2), Physics, Chemistry... and RS to 'broaden my mind'.

Lack of interest in the subject - or how it is taught?

During 2005 the focus of Ofsted's RE subject inspections was boys' achievement. One of the most important findings to emerge from these inspections was that boys generally do not have a negative perception of RE. When asked to rate RE in terms of its interest level the most common response was that it rated as being of above average interest compared with other subjects. Boys were generally less interested in RE at Key Stage 3 than at Key Stage 4, where the curriculum was more heavily weighted towards ethical and philosophical issues.

Where boys disliked RE, displaying all the symptoms of disengagement (fidgeting, moving around, throwing things, off-task talking and sometimes general disruption), their problem with the subject was less likely to be the subject's content as the way it was taught. Most boys were clear about their preferred learning styles.

They disliked:

• Text books
• Being told to 'read this and get on with the questions' ('this' being a text book or work sheet)
• Copying from the board or books
• Making notes while watching a video
• Listening to a teacher talking, at length
• Drawing (easy but a waste of time)
• Unnecessary writing (see below)
• Working alone
• Lessons that are always the same
• Not having enough time to do the work
• Not having a chance to ask questions
• Having to work in silence

They liked:

• Teachers who:
  • tell their pupils what to do and follow it up with sufficient support to enable them to do the work well
  • are enthusiastic about their subject and make it fun
  • explain things well
  • make the subject relevant to everyday life
• Being made to think
• High quality and varied resources
• Role play, acting and hot seating
• Group and pair work
• Games and competitions
• Visits and visitors
• Use of video
• Use of ICT
• More 'demonstrations' e.g. with food
• More practical activities, e.g. trying out the positions for prayer in Islam
• Opportunities to use their imagination
• Discussion - the opportunity to find about the views of others in the class and to develop own views.

Ideas for teaching boys

These preferences are not specific to RE. In 2003 Ofsted published a report on boys' achievement in secondary schools. The main recommendations reflect closely boys' preferences for RE lessons. Among the features of good teaching that motivates boys, Ofsted included:

• a variety of activities
• a sprightly pace
• materials that engage all pupils
• greater access to ICT
• a variety of activities, including practical and activity-based learning, applications to real-life situations
• an element of fun and competition.

In addition Ofsted recommends that teachers:

• set clear objectives
• plan carefully, building on earlier learning
• ask questions that promote understanding
• use of praise where appropriate
• set short-term targets and give feedback that focuses on how pupils can improve
• have high expectations
• direct work strongly
• show enthusiasm for their subject
• use humour.

Learning activities in RE

It is important to remember two points when thinking about approaches to teaching and learning that will engage boys:

• There is no such thing as 'a' preferred learning style for boys. Boys have different learning needs. Some (in most schools a minority) will be happy to learn by reading, making notes and extended writing. Many are visual or auditory learners.
• Kinesthetic learning is particularly associated with boys, but not all boys. Kinesthetic learners are typically those who can't keep still, play with pens and tap rhythms on the desk. These are the boys who tend to be thought of as difficult to teach and disenchanted with the subject.

Bearing in mind these caveats, the following activities are examples that I have seen engaging most boys in mixed ability classes.

Reading activities

Variations on cloze:

• • Hand out key words in the text written on cards. Pupils hold up their word as it is read
    
    
  • As a variation of the above, pupils hold up pictures or symbols. These can be imaginary e.g. 'hold up your card if you think it represents a term read', such as prejudice. This can give rise to interesting discussion later about the graphic representation of concepts
    
    
  • Hold up the right meaning as 'your' word is read
    
    
  • Every pupil has a word on a card. As the text is read they come to the front in order to form a long line or arc. Starting at the beginning they reconstruct the text to include their word (variants - the next or previous word)
    
    
• If the text is about people:
  • Think of questions to ask a particular character. This could develop into hot seating.
  • Identify with a character in the text and talk to the class as though you are that character
    
    
• Reconstruct text from stickers hidden around table/ or pasted randomly on walls (colour code if each group is reading a different section).

Writing activities

Boys I speak to dislike what they call 'pointless' writing. This includes low level tasks such as copying or question and answer (they have a point!).

I find that boys are more willing to write if they can be persuaded that it has a purpose; for example they need to practice writing to pass exams; writing is required in most jobs. Try the following:

Preparation for exams:

• Reserve extended writing for model exam questions, e.g. at the end of a topic
• In between, set written tasks designed to develop thinking, e.g. mind maps, classifying ideas in columns or lists, and completing writing frames. The following is a detailed writing frame that might be used at the end of a unit in preparation for a model exam question.

	YES					NO
REASON 1	REASON 2		REASON 3		REASON 1	REASON 2		REASON 3
Why is reason 1 most convincing					Why is reason 1 most convincing
What does religion 1 say about reason 1?		What does religion 2 say about reason 1?			What does religion 1 say about reason 1?		What does religion 2 say about reason 1?
Similarities and differences between religions 1 and 2					Similarities and differences between religions 1 and 2
MY CONCLUSION

Work related writing.

Some forms of writing can be modelled on work situations, although they are less likely to persuade boys who see their futures in manual work. Make sure you point out the work-related benefits of these tasks.

• Conference procedures: pupils take turns to be the group scribe. Invariably this task falls to a girl - don't let this happen! In the manner of adult conferences, hand out flip chart paper and pens. The scribe makes notes on the group's decisions, which are read out by another member of the group.
  
  
• The topic for the lesson is a matter of social concern e.g. attitudes to teenage pregnancy. Two pupils act as speakers, putting forward opposite views. Another pupil in the chair suggests two or three questions for discussion. This could lead to the group feedback described above. In addition each group had to decide who they represent from a list provided for the teacher e.g. teachers, youth workers, doctors, employers who regularly employ teenagers, political groups, religious groups etc. (Variations - the teacher tells each group who they represent - this could be set up at the end of the previous lesson). Each pupil has to prepare a brief report to their employer outlining the main arguments on both sides, their own view and recommended action (e.g. a letter to the press; ask for a meeting with MP).
  
  
• Committee secretary - similar to the above but one/two pupils prepares minutes for their group. The group read the minutes and discuss their accuracy.
  
  
• Petition - groups write a letter to a real (preferably) or imagined person on an issue of personal concern.
  
  
• Create a logo to represent the key values of the group.

Discussion

Most boys like discussion, especially the opportunity to give their opinions. However, when asked what they found difficult about RE the most common response was 'learning what other people think'. In particular several boys say that they get confused between the teachings and beliefs of different groups.

Some of the following ideas have been used to good effect to improve boys' listening skills:

• Pairs to fours - pupils work together in pairs. Each pair then joins up with another pair to explain and compare ideas.
• Listening triads - pupils work in groups of three. Each pupil takes on the role of talker, questioner or recorder. The talker explains something, or comments on an issue, or expresses opinions. The questioner prompts and seeks clarification. The recorder makes notes and gives a report at the end of the conversation. Next time, roles are changed.
• Envoys - once groups have carried out a task, one person from each group is selected as an 'envoy' and moves to a new group to explain and summarise, and to find out what the new group thought, decided or achieved. The envoy then returns to the original group and feeds back.

For other ideas see news.reonline.org.uk/rem_art3.php

Permission to fiddle!

For pupils who can't sit still / keep their hands still / leave things alone...

• having something to squeeze or hold
• cutting / pasting sequence of notes
• moving to different places for different tasks e.g. different points of view are to be found at separate desks (could be named as planets, islands, ships etc.). Pupils move around tables to find the information they need.
• Shuffling key work cards
• Treasure hunts for the answers to problems i.e. from walls, display area, stuck below desks.

And what about girls?

What I have described above are some of the methods used by effective teachers, regardless of their pupils' gender. Discussions with both boys and girls in secondary schools reveals that girls enjoy these activities as well as boys. If boys are uncooperative and even disruptive but girls are not, the reason is that boys are less willing to tolerate indifferent teaching than are girls.

The conclusion is that if you teach a mixed class and the girls are content to get on with it, the boys may not be. But if you set out to engage the boys, you will probably reach the girls as well.

Barbara Wintersgill - April 2008