This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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History of Religions
History of the 3 Monotheistic religions (Judaism, Christianity and Islam) and of the main different Christianity confessions (Roman Catholicism, Eastern Catholicism and Eastern Orthodoxy, Anglicanism and Protestantism)
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Pedagogical Approaches
New pedagogical approaches to teach history of religion
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Role of Religions in Civilization
How to didactically promote among students of different confessions, the capacity of a critical analysis and understanding of the role played by religions in the history of mankind
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Interreligious Students’ Competences
Set of teaching contents, to be used by teachers to highlight and valorize the universal values of tolerance and universalisms that all Monotheistic religions and religious texts contain to promote and sustain mutual understanding among students
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Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.-
Introduction
A comparative review of the liturgical celebrations, ceremonies and dietary rules existing in the different religions.
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Celebrations
Description and comparative analysis of the celebrations of different religions and confessions
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Ceremonies
Description and comparative analysis of the ceremonies of different religions and confessions
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Dietary Rules
Description and comparative analysis of the dietary rules of different religions and confessions
Events
The Pathway through Religions project has been promoted trough conferences and articles.
Conferences
The Pathway through Religions project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The Pathway through Religions project partnership made contacts with web sites focusing on the fields of educationPartnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Pathway through Religions project.
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Schools
From this section it is possible to access to the information about the schools involved in the Pathway through Religions Project in the European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the Pathway through Religions portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Managing Multi-Religious Classes
Homepage > Teachers’ Guide > Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Managing Multicultural and Multi-Religious Classes
6. Family Involvement
Parents and family members of the students can be a school’s best allies. Like the family, the school seeks to cultivate confidence and kindness in students and to promote thinking and general well-being. Both school and family safeguard children during their formative years and prepare them for adulthood. When the communication between parents and educators is handled with respect and cultural sensitivity, relationships can be built on mutual trust and shared responsibility. Culturally relevant outreach informs students and their parents that their family identities are accepted and appreciated.
Teachers should learn who are the significant figures in each student’s life and involve them in school activities as appropriate. This may include not only legal parents or guardians, but also stepparents, parental partners or extended family members.
Establishing contact early in the school year is essential. This is an opportunity to set a collaborative tone and learn about students’ family background. Most parents appreciate the invitation and are eager to talk about the strengths and challenges of their children - as well as about their own hopes and concerns.
Educators can help parents create a supportive learning environment at home, taking note of students' individual learning styles and study needs. On their behalf, parents can offer valuable feedback and suggestions for inclusive practices.
Teachers might invite parent volunteers to help with special projects, field trips or other school activities. Family and community members can visit the class to speak about a range of topics, sharing skills and knowledge as well as personal accounts and perspectives. Showcases of student work, student and community performances, film screenings, game nights, cultural events and celebrations present good opportunities for increased family engagement in school life.
Including parents in school decision-making via advisory councils, committees and other forums can be instrumental in strengthening school programs, family practices, and student learning and development. Family organizations can spearhead fundraisers and advocacy campaigns, as well as Identify and integrate community resources and services that benefit the school and its students.
Teachers should learn who are the significant figures in each student’s life and involve them in school activities as appropriate. This may include not only legal parents or guardians, but also stepparents, parental partners or extended family members.
Establishing contact early in the school year is essential. This is an opportunity to set a collaborative tone and learn about students’ family background. Most parents appreciate the invitation and are eager to talk about the strengths and challenges of their children - as well as about their own hopes and concerns.
Educators can help parents create a supportive learning environment at home, taking note of students' individual learning styles and study needs. On their behalf, parents can offer valuable feedback and suggestions for inclusive practices.
Teachers might invite parent volunteers to help with special projects, field trips or other school activities. Family and community members can visit the class to speak about a range of topics, sharing skills and knowledge as well as personal accounts and perspectives. Showcases of student work, student and community performances, film screenings, game nights, cultural events and celebrations present good opportunities for increased family engagement in school life.
Including parents in school decision-making via advisory councils, committees and other forums can be instrumental in strengthening school programs, family practices, and student learning and development. Family organizations can spearhead fundraisers and advocacy campaigns, as well as Identify and integrate community resources and services that benefit the school and its students.
Online Resources
- Family and Community EngagementSchool strategies that tap into family and community wisdom, make use of local resources and increase connections among families. How to identify community issues that impact classroom culture and develop culturally sensitive communication.
- Nuts and Bolts of Communication with Parents and FamiliesSchool staff can do many things to increase and improve communication with parents and families. This resource offers excellent practical advice in a condensed form.
- Six Types of Involvement: Keys to Successful PartnershipsA comprehensive framework for school, family, and community partnerships. It describes six types of involvement, identifies challenges that must be met, and results of well-implemented partnership programs.
Practical Activity
- Guidelines for increased family involvement in school lifeThis comprehensive guide describes six areas of family involvement in school life: parenting, communicating, volunteering, learning at home, decision making and community collaboration. An appropriate goal and a set of good practices are proposed for each key area. This resource can also be useful to administrators and other members of the school staff beside teachers.
