Reflections - Junior Cycle Religious Education

Reflections

Reflections

New, Engaging and Up-to-date Package for Junior Cycle Religious Education

A New, Engaging and Up-to-date Package for Junior Cycle Religious Education

Digital Resources Teachers and students can access the Reflections interactive e-book at www.edcolearning.ie, plus a bank of free digital resources, including: › Editable PowerPoint presentations › Engaging videos to enhance learning › Interactive quizzes to consolidate learning › Podcasts with advice on exam preparation for students, plus tips from the authors for teachers › Editable planning documents and templates

The Authors With over 45 years’ combined Religious Education teaching experience, Niamh McDermott and Lori Whelan have worked in various roles in Religious Education over many years, such as Chief Advising Examiners with the State Examinations Commission, facilitators of CPD to Religious Education teachers around the country and creators and presenters of courses to Third Level post-graduate students. They have also written a range of Junior Cycle textbooks and revision materials to support students and teachers in Post-Primary schools.

Po

The Educational Company of Ireland Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie

2024

we

nd

. V i d e os,

m o r•e •

FR

s srce ocue

E

.

Ei tdailgrietaslor uesr dRiEg EF

rPoints

a

The Educational Company of Ireland

2024

Reflections

EW

N

Reflections is a new and engaging package for Junior Cycle Religious Education from The Educational Company of Ireland.

Written by our highly experienced author team, with combined Religious Education teaching experience of 45 years, this new package includes the most up-to-date and relevant content, delivered in a fresh and engaging layout.

Lori Whelan · Niamh McDermott Key skills Working with Others

Communicating

Managing Information & Thinking

Being Creative

Being Literate

Being Numerate

Key Beliefs of the Five Major World Religions in Ireland

Chapter

2

The new Reflections package includes:

Staying well

Managing Myself

Being Creative

Managing Information & Thinking

y Begins My Journe Here Today ating

Working with Others

Introduction

Communic

Learning

intentions

ter, I will be of this chap At the end able to: ious what Relig • Explain is Education rtance of impo d the • Understan ing in our lives. having mean

 Student Textbook  Free Student Activity Book

Wellbeing

g is key to feelin Our wellbeing being on task. good and doing?

How am I elf today: Ask yours or down, g worried feelin are If you n you can trusted perso is there a talk to?

 Free Student e-Book  Teacher’s Resource Book  Digital Resources

Key words

n • Faith • Active citize ation • Educ Religious Worldview

Student Textbook Reflections Influence our Day-to-Day

Living

1.

2.

3.

4.

5.

born?

Where was Mahatma Gandhi in his life?

What was the turning point Explain what Satyagraha means.

Muslims to live in for Gandhi that Hindus and Why do you think it was important peace together?

Indian people’. went out in the lives of the When Gandhi died, ‘a light statement? you think is meant by this

What do

Key words

Stages of faith can change as they grow

faith Throughout life, people’s and on into adulthood. from childhood into adolescence of faith: These are the three stages 1. Childhood faith faith 2. Adolescent (teenager) 3. Mature (grown up) faith.

Stages of faith: How a believer’s faith grows and matures during the different stages of life, from childhood to

Adolescent/teenage faith

adulthood.

Childhood faith

have a babysat a young child or of questions. If you have ever of questions in A child will always ask lots have been answering a lot you probably noticed you world around younger brother or sister, tries to make sense of the asking questions, the child something a short space of time. By wants to understand why be quite simple, but the child it can them. The questions may The answer is important as the answer you give them. trust Children is. it way things. the is to understand world and how they go on influence how they see the again: the following over and over Children ask questions like

Why can’t I stay up late?

 Covers the entire Junior Cycle Religious Education

the answer This is particularly true if to them! they get does not make sense faith, they normally If a family has a religious to their children. want to pass on these beliefs the religious learns and The child watches at a religious service. practices of their parents join their hands They may be taught to kneel, a prayer they in a prayerful way and memorise the prayers. In say. They may not understand prayer and the school, they might learn about on the image of a story of God. God may take beard or a God white a with clouds the in man and four arms with four heads, four faces their lives. This minding them at times in accept what stage is passive as children understanding they are told without fully the meaning of any of it.

Take a Moment to Reflect

How much longer till we get there?

course in a one-book format

 Suitable for both exam and non-exam classes

Get Creative poster that shows In small groups, design a to others. the childhood stage of faith images to Explain why you chose these of a child. showcase the faith journey

 Content is structured and split into easy-to-follow

about questioning The adolescent phase is all for granted. Teenagers things that were once taken often challenge the ask deeper questions and their lives, teenagers want answers. At this stage of Having a sense of to find their place in the world. them. belonging is important to become more Often during this stage, teenagers and asks questions interested in social justice ss, misuse of drugs about issues like homelessne turn away from religious and so on. Teenagers can in the world. It injustice the beliefs as they look at just answer a teenager’s is not enough for adults to give evidence. It is questions – they should also things around us. good to challenge and questions and arrive at an individuals as grow we so, In doing to us. answer that makes sense

units and chapters

start of each chapter and are linked to material to help students make the connection

Get Creative

149

Contempora

Religious them

Sometimes it is very

ry Culture

es in contem

clear that there

Think, Pair,

porary cult

is a religious

Share

theme in a

ure

piece of art,

music, literat ure or

People who have a religio Reflections us faith often prayer as a use way to comm unicate with God/Gods. their As a person ’s God/Gods physical beings are not standing in front of them, prayer is one way that they can feel like are talking to they their God/G ods. Prayer of expressing is a way what they feel and believe.

There are differe nt alone, in a group ways of praying, such as , using set prayer up words. Music s or making can be a great mood, or they help for people can use the of faith when words of a song they are prayin to pray if they g. It can create cannot find a their own words Reflect and .

film.

1

Think about how religio n can have an influen ce on things like films, books and music.

2 Pair: With your partne r, discuss how you know each of these images of the arts has a religious theme. What do you see that sugge sts this?

3 Share your ideas with the rest of the class.

Religious music

Religious film

Religious litertur e

Write

Read the piece below about Fr Liam Lawto the music he n and creates. Then answer the questions.

Religio

us art While the piece s religious theme from the arts above are obviously conne can only be music can found when cted to religio mean very we look more n, sometimes different things to different closely at a a people. One piece. The same piece person might see things of in a painting that another Up for Disc person does not. This is ussion because we view things all differently, using our own Look at the thoughts and image. experience s.

Does more Sometimes of the class an artist create see the face s a piece with a religio of a young us theme but woman lookin does not make it obvio g away us. from or an people to exami They want other old woman ne their piece looking down to see some closely ? As a thing religio us in it. At class, discus other times , a creator s why you may not have meant there think peopl e see this to be a religio us theme in their work, image differe but an audie ntly. nce might connect it to religion in their own way.

Religious them

FR LIAM LAWTON

Liam Lawton grew up in a very musical household in Edenderry, Co. Offaly. His parents and seven brothe rs all went into music profess the ion. As Liam grew up, his passions were main traditional Irish music and song writing . He studied music at University and went on to becom Maynooth Catholic priest e a Roman in 1984.

es in contemp

104

 Key skills are identified and key words are explained

and highlighted

148

6 Religious Themes in

orary

Music has been used music for centuries the tune of to communicat a song e feelings and bring out differe makes us feel happy ideas to peopl or sad. Music nt emotions. e. Sometimes can touch cause us to The lyrics of us in a very , pause and a song can deep way and think about also contain There are many their mean a powerful ing. songs that message or are obviously such as hymn s sung in a connected church or chant to religion, most popul ar songs that s in a templ Key words we associate e. Some of connection the with Christ to religion mas have a such as ‘Silent Hymns: Religi Songs sung clear Night’ or ‘Away

by Gospel ous choirs in a Manger’. songs or poem created to , such as ‘Oh praise God s Happy Day’, and are a form praise to God/G of were of prayer. ods.

Fr Liam Lawton

1 2 3

Monastic: Refer s to monks or nuns or the buildings they live in.

Learning intentions I will be At the end of this chapter, able to: • Appreciate the key religious beliefs of Islam, Buddhism, Christianity, Judaism and

Polytheistic: Referring to the belief in more than one God.

Video

Monotheistic: Referring to the belief in only one God.

A series of stimulating and informative videos that allow students to observe religion in action

Hinduism of • Explain the importance dialogue between the major world religions in promoting peace in our world of importance the Recognise • values in our everyday lives.

Interactive quizzes

Saint: A perso

n who is consi dered to be extremely holy, has a special close ness to God and is recognised in a special way by the Catholic Church.

Interactive quizzes have been created for every chapter of Reflections, providing a key revision tool for students

Wellbeing Our wellbeing is key to feeling good and being on task.

I doing?

Ask yourself today: How am or down, If you are feeling worried you can is there a trusted person talk to?

Pilgrimage: A journey taken to a sacre d place for religious reaso ns.

Architecture: The design of buildings and spaces.

Podcast Informative podcasts created for both teachers and students, highlighting key topics covered in the textbook

• BCE/CE • Belief • Covenant • Enlightened • Interfaith dialogue m• Justice • Meditation • Monotheis tion • Polytheism • Prophet • Reincarna • Values Revelation • Supreme • Sabbath

Archaeology: The study of the past by looking for the remains and artefacts (histo rical things) left by people who lived long ago.

Scholar: A perso n who has studied and has great know ledge of a particular subject.

Weblinks A comprehensive selection of useful weblinks accompany each unit to aid in enhancing your knowledge of religion

Monk: A mem ber of a religi ous community of men who live a life of prayer and simplicity separ ately from society, either alone or with a group of other monks.

xi 101

20

 All five major world religions and non-religious worldviews are explored –

features comic strips that tell the stories of the five major world religions

 Looking back at your learning section at the end of chapters includes

questions and activities to check knowledge, understanding and attitude

 Visual key words page at the end of chapters  Reflection moments throughout, including reflect and watch video links and

For seven years, Father Liam’s life was taken up with all his duties as a priest, but

Key words

Religious music : Music that is written to be used as part of a religious cerem ony or to praise honour God/G and ods.

— LITURGICAL MUS

IC

he began to feel that he needed more. He missed something using his creativ as a musician. e talents He believed that ‘divine gift’, that it came from music was a God. Liam said that he gets his inspira Father music he writes tion for the from God. People his concerts and who go to listen to his music it as a spiritu describe al experience and that his touches them music on a deep level.

Fr Liam began to compose religio that can be used us music during a Cathol celebration known ic religious part of the rituals as Mass. The singing forms involved in the Much of Fr Liam’s celebration. culture and heritag work has its roots in Irish e, something very proud of. which he is He has record ed and release albums and d has performed in front of huge audiences throug hout Europe and America.

Fr Liam’s music has been used by choirs all over the world.

 Content is supported by a wide range of activities

and methodologies

 Chapters contain differentiated questions, using the

traffic light system, making them ideal for mixedability groups

 Sample exam-style questions and answers with

helpful hints

Where did Liam get his love of music from?

Why was it important for him to return to music after One of Fr Liam’s becoming a most famou priest? s songs is called , ‘The Cloud Video edco.ie ’s Veil’. Listen /x3rz to it on YouTu be: Explain what you think it is about and why it is so popular.

 Two dedicated chapters for the Classroom Based 105

 Digital links are included in chapters with a report sheet template in the

Teacher’s Resource Book

Student Activity Book Free as part of the new package, the Student Activity Book includes a wide range of activities and allows students to develop key skills and reflect on their learning. It contains key word searches, visual stimulus questions, creative writing prompts, etc.

 Learning outcomes and intentions are listed at the

stage of faith to others. that shows the adolescent Design a poster in small groups journey of an adolescent. images to showcase the faith Explain why you chose these

Where are the dinosaurs gone to?

REVIEW

Artefact: An object made by humans a long time ago.

wellbeing check-ins

1

9 How our Religious Beliefs Can

The Reflections digital resources provide supplementary content to enhance your learning experience, as well as encouraging student participation and engagement.

Links to the resources – which include videos, PowerPoints, podcasts, third-party links and interactive quizzes – are referenced throughout the textbook using the following icons:

Heritage: Value s, traditions and social custo ms that have been passed down through gene rations in a family or in society.

Editable PowerPoint presentations provide chapter summaries with additional resources and imagery

1.1, 1.10, 3.1

End-of-chapter

ined

Culture: The ideas, customs and beliefs of people in a society.

PowerPoint

Learning outcomes

Key words Key skills

Key words ex pla

Digital Resources

Activities (CBAs) are included

Teacher’s Resource Book Provides all the support you need to teach Junior Cycle Religious Education, including comprehensive planning, teaching and assessment materials.

It contains:  A suggested yearly plan  Chapter tests  Christmas, Easter and Summer Tests with marking schemes  Pre-starter activity for each topic  Extended activity ideas for all topics  Suggested extra online resources  Level 2 Learning Programme resources  Templates for methodologies

 Draft, review and redraft exercises with self- and

peer-assessment

www.edcopublications.ie

The Educational Company of Ireland

2024

Reflections

EW

N

Reflections is a new and engaging package for Junior Cycle Religious Education from The Educational Company of Ireland.

Written by our highly experienced author team, with combined Religious Education teaching experience of 45 years, this new package includes the most up-to-date and relevant content, delivered in a fresh and engaging layout.

Lori Whelan · Niamh McDermott Key skills Working with Others

Communicating

Managing Information & Thinking

Being Creative

Being Literate

Being Numerate

Key Beliefs of the Five Major World Religions in Ireland

Chapter

2

The new Reflections package includes:

Staying well

Managing Myself

Being Creative

Managing Information & Thinking

y Begins My Journe Here Today ating

Working with Others

Introduction

Communic

Learning

intentions

ter, I will be of this chap At the end able to: ious what Relig • Explain is Education rtance of impo d the • Understan ing in our lives. having mean

 Student Textbook  Free Student Activity Book

Wellbeing

g is key to feelin Our wellbeing being on task. good and doing?

How am I elf today: Ask yours or down, g worried feelin are If you n you can trusted perso is there a talk to?

 Free Student e-Book  Teacher’s Resource Book  Digital Resources

Key words

n • Faith • Active citize ation • Educ Religious Worldview

Student Textbook Reflections Influence our Day-to-Day

Living

1.

2.

3.

4.

5.

born?

Where was Mahatma Gandhi in his life?

What was the turning point Explain what Satyagraha means.

Muslims to live in for Gandhi that Hindus and Why do you think it was important peace together?

Indian people’. went out in the lives of the When Gandhi died, ‘a light statement? you think is meant by this

What do

Key words

Stages of faith can change as they grow

faith Throughout life, people’s and on into adulthood. from childhood into adolescence of faith: These are the three stages 1. Childhood faith faith 2. Adolescent (teenager) 3. Mature (grown up) faith.

Stages of faith: How a believer’s faith grows and matures during the different stages of life, from childhood to

Adolescent/teenage faith

adulthood.

Childhood faith

have a babysat a young child or of questions. If you have ever of questions in A child will always ask lots have been answering a lot you probably noticed you world around younger brother or sister, tries to make sense of the asking questions, the child something a short space of time. By wants to understand why be quite simple, but the child it can them. The questions may The answer is important as the answer you give them. trust Children is. it way things. the is to understand world and how they go on influence how they see the again: the following over and over Children ask questions like

Why can’t I stay up late?

 Covers the entire Junior Cycle Religious Education

the answer This is particularly true if to them! they get does not make sense faith, they normally If a family has a religious to their children. want to pass on these beliefs the religious learns and The child watches at a religious service. practices of their parents join their hands They may be taught to kneel, a prayer they in a prayerful way and memorise the prayers. In say. They may not understand prayer and the school, they might learn about on the image of a story of God. God may take beard or a God white a with clouds the in man and four arms with four heads, four faces their lives. This minding them at times in accept what stage is passive as children understanding they are told without fully the meaning of any of it.

Take a Moment to Reflect

How much longer till we get there?

course in a one-book format

 Suitable for both exam and non-exam classes

Get Creative poster that shows In small groups, design a to others. the childhood stage of faith images to Explain why you chose these of a child. showcase the faith journey

 Content is structured and split into easy-to-follow

about questioning The adolescent phase is all for granted. Teenagers things that were once taken often challenge the ask deeper questions and their lives, teenagers want answers. At this stage of Having a sense of to find their place in the world. them. belonging is important to become more Often during this stage, teenagers and asks questions interested in social justice ss, misuse of drugs about issues like homelessne turn away from religious and so on. Teenagers can in the world. It injustice the beliefs as they look at just answer a teenager’s is not enough for adults to give evidence. It is questions – they should also things around us. good to challenge and questions and arrive at an individuals as grow we so, In doing to us. answer that makes sense

units and chapters

start of each chapter and are linked to material to help students make the connection

Get Creative

149

Contempora

Religious them

Sometimes it is very

ry Culture

es in contem

clear that there

Think, Pair,

porary cult

is a religious

Share

theme in a

ure

piece of art,

music, literat ure or

People who have a religio Reflections us faith often prayer as a use way to comm unicate with God/Gods. their As a person ’s God/Gods physical beings are not standing in front of them, prayer is one way that they can feel like are talking to they their God/G ods. Prayer of expressing is a way what they feel and believe.

There are differe nt alone, in a group ways of praying, such as , using set prayer up words. Music s or making can be a great mood, or they help for people can use the of faith when words of a song they are prayin to pray if they g. It can create cannot find a their own words Reflect and .

film.

1

Think about how religio n can have an influen ce on things like films, books and music.

2 Pair: With your partne r, discuss how you know each of these images of the arts has a religious theme. What do you see that sugge sts this?

3 Share your ideas with the rest of the class.

Religious music

Religious film

Religious litertur e

Write

Read the piece below about Fr Liam Lawto the music he n and creates. Then answer the questions.

Religio

us art While the piece s religious theme from the arts above are obviously conne can only be music can found when cted to religio mean very we look more n, sometimes different things to different closely at a a people. One piece. The same piece person might see things of in a painting that another Up for Disc person does not. This is ussion because we view things all differently, using our own Look at the thoughts and image. experience s.

Does more Sometimes of the class an artist create see the face s a piece with a religio of a young us theme but woman lookin does not make it obvio g away us. from or an people to exami They want other old woman ne their piece looking down to see some closely ? As a thing religio us in it. At class, discus other times , a creator s why you may not have meant there think peopl e see this to be a religio us theme in their work, image differe but an audie ntly. nce might connect it to religion in their own way.

Religious them

FR LIAM LAWTON

Liam Lawton grew up in a very musical household in Edenderry, Co. Offaly. His parents and seven brothe rs all went into music profess the ion. As Liam grew up, his passions were main traditional Irish music and song writing . He studied music at University and went on to becom Maynooth Catholic priest e a Roman in 1984.

es in contemp

104

 Key skills are identified and key words are explained

and highlighted

148

6 Religious Themes in

orary

Music has been used music for centuries the tune of to communicat a song e feelings and bring out differe makes us feel happy ideas to peopl or sad. Music nt emotions. e. Sometimes can touch cause us to The lyrics of us in a very , pause and a song can deep way and think about also contain There are many their mean a powerful ing. songs that message or are obviously such as hymn s sung in a connected church or chant to religion, most popul ar songs that s in a templ Key words we associate e. Some of connection the with Christ to religion mas have a such as ‘Silent Hymns: Religi Songs sung clear Night’ or ‘Away

by Gospel ous choirs in a Manger’. songs or poem created to , such as ‘Oh praise God s Happy Day’, and are a form praise to God/G of were of prayer. ods.

Fr Liam Lawton

1 2 3

Monastic: Refer s to monks or nuns or the buildings they live in.

Learning intentions I will be At the end of this chapter, able to: • Appreciate the key religious beliefs of Islam, Buddhism, Christianity, Judaism and

Polytheistic: Referring to the belief in more than one God.

Video

Monotheistic: Referring to the belief in only one God.

A series of stimulating and informative videos that allow students to observe religion in action

Hinduism of • Explain the importance dialogue between the major world religions in promoting peace in our world of importance the Recognise • values in our everyday lives.

Interactive quizzes

Saint: A perso

n who is consi dered to be extremely holy, has a special close ness to God and is recognised in a special way by the Catholic Church.

Interactive quizzes have been created for every chapter of Reflections, providing a key revision tool for students

Wellbeing Our wellbeing is key to feeling good and being on task.

I doing?

Ask yourself today: How am or down, If you are feeling worried you can is there a trusted person talk to?

Pilgrimage: A journey taken to a sacre d place for religious reaso ns.

Architecture: The design of buildings and spaces.

Podcast Informative podcasts created for both teachers and students, highlighting key topics covered in the textbook

• BCE/CE • Belief • Covenant • Enlightened • Interfaith dialogue m• Justice • Meditation • Monotheis tion • Polytheism • Prophet • Reincarna • Values Revelation • Supreme • Sabbath

Archaeology: The study of the past by looking for the remains and artefacts (histo rical things) left by people who lived long ago.

Scholar: A perso n who has studied and has great know ledge of a particular subject.

Weblinks A comprehensive selection of useful weblinks accompany each unit to aid in enhancing your knowledge of religion

Monk: A mem ber of a religi ous community of men who live a life of prayer and simplicity separ ately from society, either alone or with a group of other monks.

xi 101

20

 All five major world religions and non-religious worldviews are explored –

features comic strips that tell the stories of the five major world religions

 Looking back at your learning section at the end of chapters includes

questions and activities to check knowledge, understanding and attitude

 Visual key words page at the end of chapters  Reflection moments throughout, including reflect and watch video links and

For seven years, Father Liam’s life was taken up with all his duties as a priest, but

Key words

Religious music : Music that is written to be used as part of a religious cerem ony or to praise honour God/G and ods.

— LITURGICAL MUS

IC

he began to feel that he needed more. He missed something using his creativ as a musician. e talents He believed that ‘divine gift’, that it came from music was a God. Liam said that he gets his inspira Father music he writes tion for the from God. People his concerts and who go to listen to his music it as a spiritu describe al experience and that his touches them music on a deep level.

Fr Liam began to compose religio that can be used us music during a Cathol celebration known ic religious part of the rituals as Mass. The singing forms involved in the Much of Fr Liam’s celebration. culture and heritag work has its roots in Irish e, something very proud of. which he is He has record ed and release albums and d has performed in front of huge audiences throug hout Europe and America.

Fr Liam’s music has been used by choirs all over the world.

 Content is supported by a wide range of activities

and methodologies

 Chapters contain differentiated questions, using the

traffic light system, making them ideal for mixedability groups

 Sample exam-style questions and answers with

helpful hints

Where did Liam get his love of music from?

Why was it important for him to return to music after One of Fr Liam’s becoming a most famou priest? s songs is called , ‘The Cloud Video edco.ie ’s Veil’. Listen /x3rz to it on YouTu be: Explain what you think it is about and why it is so popular.

 Two dedicated chapters for the Classroom Based 105

 Digital links are included in chapters with a report sheet template in the

Teacher’s Resource Book

Student Activity Book Free as part of the new package, the Student Activity Book includes a wide range of activities and allows students to develop key skills and reflect on their learning. It contains key word searches, visual stimulus questions, creative writing prompts, etc.

 Learning outcomes and intentions are listed at the

stage of faith to others. that shows the adolescent Design a poster in small groups journey of an adolescent. images to showcase the faith Explain why you chose these

Where are the dinosaurs gone to?

REVIEW

Artefact: An object made by humans a long time ago.

wellbeing check-ins

1

9 How our Religious Beliefs Can

The Reflections digital resources provide supplementary content to enhance your learning experience, as well as encouraging student participation and engagement.

Links to the resources – which include videos, PowerPoints, podcasts, third-party links and interactive quizzes – are referenced throughout the textbook using the following icons:

Heritage: Value s, traditions and social custo ms that have been passed down through gene rations in a family or in society.

Editable PowerPoint presentations provide chapter summaries with additional resources and imagery

1.1, 1.10, 3.1

End-of-chapter

ined

Culture: The ideas, customs and beliefs of people in a society.

PowerPoint

Learning outcomes

Key words Key skills

Key words ex pla

Digital Resources

Activities (CBAs) are included

Teacher’s Resource Book Provides all the support you need to teach Junior Cycle Religious Education, including comprehensive planning, teaching and assessment materials.

It contains:  A suggested yearly plan  Chapter tests  Christmas, Easter and Summer Tests with marking schemes  Pre-starter activity for each topic  Extended activity ideas for all topics  Suggested extra online resources  Level 2 Learning Programme resources  Templates for methodologies

 Draft, review and redraft exercises with self- and

peer-assessment

www.edcopublications.ie

The Educational Company of Ireland

2024

Reflections

Reflections

New, Engaging and Up-to-date Package for Junior Cycle Religious Education

A New, Engaging and Up-to-date Package for Junior Cycle Religious Education

Digital Resources Teachers and students can access the Reflections interactive e-book at www.edcolearning.ie, plus a bank of free digital resources, including: › Editable PowerPoint presentations › Engaging videos to enhance learning › Interactive quizzes to consolidate learning › Podcasts with advice on exam preparation for students, plus tips from the authors for teachers › Editable planning documents and templates

The Authors With over 45 years’ combined Religious Education teaching experience, Niamh McDermott and Lori Whelan have worked in various roles in Religious Education over many years, such as Chief Advising Examiners with the State Examinations Commission, facilitators of CPD to Religious Education teachers around the country and creators and presenters of courses to Third Level post-graduate students. They have also written a range of Junior Cycle textbooks and revision materials to support students and teachers in Post-Primary schools.

Po

The Educational Company of Ireland Please contact your Local Edco Representative to book a presentation and request a sample copy, Ph: 01-4500611, Email: info@edco.ie, Website: www.edcopublications.ie

2024

we

nd

. V i d e os,

m o r•e •

FR

s srce ocue

E

.

Ei tdailgrietaslor uesr dRiEg EF

rPoints

a

The Educational Company of Ireland

2024