2. Create pattern and order
Think about the way in which you memorise postcodes and telephone numbers. Many people remember numbers or letters by creating sound or visual patterns such as 0115 939 20 76 or making words or sentences from the letters. N01 GUY would be an easy number plate to memorise since the characters can be grouped as words that make sense.
Random letters and numbers are difficult to store in our memories as each letter or number is stored individually rather than as a group. For example, GDT 720 is stored as separate letters and numbers (unless you can create a pattern) whereas N01 GUY is stored as a single phrase. The brain likes patterns and meaning so it searches for these. The brain is a meaning and pattern detector.
Teachers need to organise material to reveal the pattern that is present in an RE topic but which may not always be clear to pupils. Group similar or related ideas together and give clear headings. The amount a person can learn increases if information is sorted into 'bundles' of related information. This is like a person having lots of items in carrier bags, rather than trying to carry them all separately.
In RE, make links within a subject. Pupils will not automatically link stories with practice, or worship with sacred texts. For example, the Easter story relates to Easter worship. Beliefs about death/resurrection arise out of Easter and are reflected in practices such as communion and the funeral service. Artefacts such as the cross, the Stations of the Cross and the paschal candle are all linked to the Easter story. Make these links known; create a 'carrier bag' of information about Easter.