This page supports the online CPD session “Experiential Learning in Religious Education” and provides links, guidance and resources for teachers wishing to develop experiential approaches in line with the Essex Agreed Syllabus. Register for the session here and join via this link https://us02web.zoom.us/j/7061283239?pwd=UTg3YzV3dWR1WGlzUXhXelM4ZHRvZz09
Thursday 7th May 2026 from 4-5pm
Experiential learning is the process of learning through experience, often defined as "learning through reflection on doing". It involves hands-on, active engagement, such as projects, field trips, or simulations, followed by critical reflection to connect the experience to theoretical concepts. This approach shifts focus from passive learning to active knowledge creation.
Core Philosophy: It is based on the work of David Kolb (1984), who proposed that knowledge is created through the transformation of experience. Experiential learning is widely used in education and professional development, moving beyond traditional textbook learning to provide a more holistic educational experience. Common Methodologies include simulations, internships, field trips, role-playing, and structured reflection (journaling). Benefits: The approach fosters deeper understanding, improves critical thinking skills, encourages learning from mistakes, and improves the ability to apply theory to real-life situations.
The Four-Stage Cycle:
Concrete Experience: Active engagement in a new, real, or simulated experience.
Reflective Observation: Reflecting on the experience, analyzing what happened, and why.
Abstract Conceptualization: Drawing conclusions, forming theories, and generalizing learning from the reflection.
Active Experimentation: Testing new hypotheses or theories in future situations.
Bringing members of faith communities into your school can be an effective way of providing these experiences. Book a Buddhist visitor here. Katrina Kuzminas visitis schools in Essex and is an ordained monk!
Jewish Living Experience 2026 - book now A fantastic and free way for studens to encounter hundreds of artefacts
Religious Education is a subject concerned with meaning, belief, identity and lived experience. For learning to be deep and rigorous, pupils often need to encounter ideas, practices and questions before they can analyse or evaluate them.
Experiential learning in RE:
helps pupils connect abstract concepts to lived reality
supports empathy and understanding
strengthens disciplinary enquiry rather than replacing it
Used thoughtfully, experiential learning is not about “fun activities” but about carefully structured encounters followed by reflection and knowledge-building.
Experiential learning in RE begins with encounter or representation of lived religion, followed by structured reflection, which then leads into disciplinary understanding and application.
It follows a simple but powerful structure:
Experience → Reflection → Meaning → Application
This means:
pupils encounter something concrete (an image, story, artefact, sound, narrative or space)
they reflect deliberately on what they noticed and felt
teachers then introduce concepts, vocabulary and disciplinary knowledge
pupils interpret, evaluate and apply their understanding
Experiential learning is not:
just “doing activities”
entertainment
asking pupils to practise religion or simulate worship
Reflection is the crucial bridge between experience and understanding.
Chelmsford Muslim Society have repurposed the Hamptons leisure centre to create a community space and are happy to host school visits. Contact Sidra Naeem to organise a visit sidra_n@yahoo.com
Sue Phillips’ Theatre of Learning reminds us that learning works best when pupils move between different ways of engaging.
In RE, this aligns closely with the Essex enquiry process:
Spectator Engage – encounter religion through senses and story
Participant Explore / Enquire – structured activity and reflection
Actor Evaluate / Express – interpretation, analysis and judgement
Strong RE lessons help pupils move through all three, rather than remaining passive observers.
Experiential learning fits naturally within the multi‑disciplinary framework of the Essex Agreed Syllabus. It supports:
Experiential learning is particularly effective in the Engage stage of the Essex enquiry cycle: Engage → Enquire → Explore → Evaluate → Express
What does this look like in practice?
EYFS/ Nursery: Experience builds language, curiosity and foundations for later enquiry.
Primary: Experience supports theological understanding and lived religion.
Secondary: Experience strengthens reasoning, evaluation and disciplinary rigour.