Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification
|
|
- Erick Floyd
- 6 years ago
- Views:
Transcription
1 TITLE: It s not fair! What does justice mean to Christians? YEAR GROUP: KS3 8/9 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair
2 Nottingham City and County SACRE RE Syllabus: Nonstatutory exemplification TITLE: It s not fair! What does justice mean to Christians? YEAR GROUP: KS3 Year 8/9 About this unit: Year Group: This unit enables pupils to research, analyse and respond to a range of contemporary moral issues relating to their own and others lives, for example: poverty; forgiveness; human rights; materialism; the environment. The focus is on religious responses to injustice and poverty, including Christian, Muslim and Sikh responses, particularly how they have been put into practice in today s world. Pupils should think for themselves about questions to do with justice, equality, prejudice, discrimination, poverty and wealth both in the past and in everyday life. Pupils are encouraged to make informed responses to other people s values and commitments, including religious ones, and relate these to their own and others ways of seeing the world. They can use the examples of significant people and individuals known to them, referring to their own experiences, beliefs and values. Where this unit fits in : This unit will help teachers to implement the Nottingham City and County Agreed Syllabus for RE by providing them with well worked examples of teaching and learning about the theme of justice and equality and religious, particularly Christian, practice, lifestyle and responses to these issues. Concepts of human rights and responsibilities, human lifestyles and the environment, global issues are investigated in this unit. The examples of Martin Luther King, Mother Teresa, Malcolm X and Bhai Puran Singh Ji, Gandhi may be used. This unit contributes to the continuity and progression of pupils learning by building on KS2 and KS3 work on how pupils relate to others by focusing on the impact key religious figures have on today s society. The unit provides a link into KS4 GCSE RE courses Units Religion, Poverty and Wealth and Religion and Equality. Estimated teaching time for this unit: 7 hours x 2 (i.e. 14 hours). It is recognised that this unit may provide more teaching ideas than a class will cover in 14 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything. KEY STRANDS ADDRESSED BY THIS UNIT AT 1: Learning about Religion Beliefs, Values and Teaching Religious practices and ways of life. (Pupils could consider unexamined assumptions such as those about race, religion or money and possessions, which underpin decisions and lifestyles. These can be critically explored through discussions about news events, religious stories, or school events and the possible motives of the people involved.) Ways of expressing meaning AT 2: Learning from Religion Questions of Identity, Diversity and Belonging Questions of Meaning, Purpose and Truth Questions of Values and Commitments 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair
3 ATTITUDES FOCUS: Pupils will explore attitudes of: Self awareness by becoming increasingly aware of their own perceptions and views on life, including their response to injustice, prejudice and poverty Respect for all by developing a willingness to learn from and about different responses, in particular religious responses, to key global issues, for example, unequal distribution of global wealth Open mindedness by engaging in positive discussion and debate about key news events, prejudice, including racism, religious, gender prejudice The unit will provide these opportunities : Pupils have opportunities to consider the concept of prejudice, poverty and wealth. Pupils have opportunities to consider a diverse range of views about questions of values and commitment from the study and followers of Christianity, Islam, Sikhism, Hinduism. Pupils will be able to think about their own experiences and views in relation to questions of prejudice and discrimination, poverty and wealth, including Fair Trade and aid to those in need Experiences and opportunities provided by this unit include; ICT, independent research of key religious figures and the impact their lives have had on today s society, production of fact files/ PowerPoints; visits to elearning Centres and Holocaust Centre, North Notts; drama, role play and recording using camcorder/ alternative technology; developing skills as creative thinkers, reflective learners, team workers and self-managers; use of outside speakers with links to Traidcraft, Tear Fund; possible visit to Gurdwara; visiting speakers from different faith groups. 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair
4 Vocabulary + concepts In this unit, pupils will have an opportunity to use words and phrases related to: Specific religions: Christianity Segregation Justice Sikhism Gurdwara Khalsa Langar Sewa The language of shared human experience Justice Poverty Prejudice Equality Resources Teachers might use: PowerPoint starter Prejudice and Discrimination - showing images from the media depicting relevant issues Extracts from film Gandhi Think RE 2! books and Resource file. Brewer, Manti, Smith and Wood. Heinemann. ISBN: Assessed RE, ed P Draycott REToday Engaging with Secondary RE series ISBN Extracts from film Hotel Rwanda Extracts from DVD Protect Darfur can be obtained from Holocaust Centre, Aegis Trust, Extract from The Guardian, 14 October 1998 Stephen Lawrence Bible quotes worksheet Story of the Good Samaritan Luke 10 :30-37 Boardworks PowerPoints - (KS3) The teachings of Jesus and St. Paul, Justice, Mother Teresa, Martin Luther King Link with Geography/ Citizenship racism issues/ Fair Trade issues including North/ South Divide. Geography Matters Luke 19 story of Zacchaeus, Luke 3:11; Luke 10:27; Matthew 6:19-21; Matthew 6:24; Mark 10:25; Acts2:45; 1Timothy 6;10 Comic Relief DVD linked to Fair Trade Malawi PowerPoint how Long Term aid is supporting villagers in Malawi through development of projects accessing water. News events at time of teaching! Music linked to money e.g. Abba - Money, money,money must be funny in a rich man s world Beatles Money can t buy me love Sally Barker Money s Talking (This Rhythm is Mine) Web: The city and county of Nottingham supports this unit with some resources at Loans of artefacts and resources are easily arranged. The National Association of Teachers of RE (NATRE) has two excellent web starting points for these issues: enables pupils to view and judge numerous works of pupil art on key Biblical stories and spiritual ideas from young people. Online searchable sacred texts from different religions at: Try for a good general gateway to RE materials. Contributions to spiritual, moral, social and cultural development of pupils Opportunities for spiritual development come from studying the teachings of Jesus, Christian and other religious views in relation to both equality and poverty and wealth and their implications for today s society Opportunities for moral development and social development come from considering responsibilities of governments in relation to distribution of wealth and those of MEDCs (rich countries) towards LEDCs in terms of aid given Opportunities for cultural development come from independent research of followers of different faith groups with a view to understanding how religious beliefs affect how people live their lives. 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair
5 EXPECTATIONS: At the end of this unit Pupils working at level 4 will be able to Pupils working at level 5 will be able to Use a widening religious vocabulary to show that they understand the key teachings about money and possessions from a Christian viewpoint (AT1). Explain the impact of the teaching of Jesus on the lives of Christians in relation to equality, poverty and wealth (AT1) Use the vocabulary learned in RE, to show their understanding of how religious views on equality, poverty and wealth are similar / different (AT1) Apply ideas from Christianity and the experiences of key religious figures explaining how their faith affected their actions (AT2). Explain how religious beliefs and values have an impact on the lives of those who follow the religion (AT1) Respond in an informed way to religious and moral issues linked to equality, poverty and wealth, using both religious and their own views (AT2) Pupils working at level 6 will be able to: use religious and philosophical vocabulary give informed accounts of the key beliefs / teachings which have motivated individuals in their struggle against inequality and poverty. explain what is difficult / challenging about being a young religious believer in today s society. Use reasoning and examples to express insights into the relevance of Jesus teaching about equality and wealth, Christian beliefs and world issues. ASSESSMENT SUGGESTIONS A formal assessment of each pupils is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. Teachers can assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the material studied throughout the unit across the ability range. (This box should summarise what appears for assessment in the teaching and learning section below) Research the life and work of either Martin Luther King or Mother Teresa showing, in particular, their Christian response to the injustice they campaigned against. Research Malcolm X, Bhai Puran Singh Ji, showing how their religious beliefs affected their actions. Research to be presented as a PowerPoint; Fact file. Or use a camcorder (or other technology) recording of role play / interview (Good for peer assessment) G&T: To extend this work, ask pupils to compare and contrast different religious responses to the issues of Prejudice and Discrimination / Poverty and Wealth. 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair
6 Key questions LEARNING OBJECTIVES TEACHING AND LEARNING LEARNING OUTCOMES Points to note What is prejudice? What do Christians believe about equality? Pupils Will understand meanings of the words prejudice and discrimination Consider why people show prejudice and discrimination Pupils should be able to: Explain some of the teachings of Jesus and Paul in relation to equality, justice and love Introductory activities In pairs, pupils discuss and write down ways in which people are treated unfairly. Share these with another pair and also their personal experiences of when they have been treated unfairly. Then feedback to whole group. PowerPoint or other stimulus, e.g. photograph of someone with a back pack at bus/ train station. Class discussion. What is prejudice? What causes prejudice? Work with a partner 5 ways in which prejudice could be overcome. Pupils with significant needs may require more guidance, e.g. who is available in school to help people who are having problems with name- calling, bullying e.g. peer counsellors, Learning Mentors, Teaching staff Plenary Produce match-up cards 2 columns: examples of prejudice, match up with ways in which this is demonstrated in types of discrimination in pairs Homework opportunities Diary. Choose one daily TV programme, e.g. a soap opera, news and record all issues of prejudice and discrimination which occur. Find the meanings of the following words: Stereotyping, Scapegoating, Racism In pairs, share ideas on how prejudice could be overcome. This may link to homework task from previous lesson. Provide a worksheet with quotes from the Old and New Testament linked to equality. (Teacher will need appropriate quotes linked to treatment of others), Pupils to answer the following questions: What does each quote mean? To which issue is each quote relating, e.g., gender, race, religion? Which quotes state people should be treated equally / not equally and why? In what ways was treatment of people in Jesus time different/ the same as today? Are the teachings of Jesus and St. Paul relevant to today s society? Pupils draw three concentric circles in the centre put their name; in adjacent circle, those they consider their neighbours. The next circle is for those who are part of their wider acquaintances. Outside the circle write down people who do not have any particular relation to them. Listen to the story of The Good Samaritan Luke 10 :30-37 How would Jesus re-draw their circles? Who would be put near the centre circle? All: will have an idea of what prejudice and discrimination mean and be able to say how they feel if they have been discriminated against. Most: will understand meanings, explain feelings and give examples. Some: as above, and will be able to give modern and historical examples of prejudice and discrimination. All; Should be able to ask questions and suggest answers about issues of equality, Most: should be able to express their own insights into the relevance of Jesus teaching for today Some: should be able to give different Christian viewpoints about equality with Bible references. Task promotes skills as effective participators. (PLTS) PowerPoint Prejudice and Discrimination links to Holocaust. Think RE2 Why are some people prejudiced? Task encourages pupils to be Creative thinkers Reflective learners 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 6
7 How have religious believers influenced and changed society to promote justice? ** 2 lessons Pupils should be able to explain how a world changer s actions have affected the world today in the promotion of equality and justice As pupils enter, give out sweets apparently at random choose a reason for giving them to certain students, such as eye colour. Don t tell the students your reasons. Get them to work out why you are acting like this. How do they feel to be included/excluded? When they work out the reason for your actions, how do they feel about being treated like this on the basis of eye colour? Explore the implications of this for prejudice, discrimination and equality. Pairs then feed back to class discussion: What do you understand about equality? Do you think everyone has a right to be treated equally? Use a short stimulus activity to focus pupils on people who have changed the world (see points to note) because of their religious beliefs. (Lots of starters and follow up tasks in Boardworks. Pupils choose one Christian World Changer and produce a PowerPoint presentation / leaflet/ inspirational poster on person they have chosen. They should address the following questions: Which prejudice/ inequality did this individual work to overcome? What motivated this individual to do what they did? What exactly did this World Changer do and what did they achieve? How has studying this person changed their own thinking? What lessons might they have learned from this person s example? Why? Pupils then choose a World Changer who followed a different religion, e.g. Malcolm X (Islam), Gandhi(Hinduism) and produce a second Fact File, similar to above, using above questions may take a different format. All: should know 3 key facts about chosen World Changers. Most: should be able to make links between religion and actions taken by world changers. Some: give detailed accounts of how the World Changer s religious beliefs affected their actions and so changed the world/ influenced others. Boardworks PowerPoints KS3 Mother Teresa, Martin Luther King which also includes Rosa Parks, and Malcolm X. DVD Gandhi. This task focuses on developing skills as -Independent enquirers -self-managers. Links to ICT, Functional Skills Reading and Writing. Discuss with a partner who has written about a different person. How have their religious beliefs affected their actions? Find three similarities and three differences between the two world changers. 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 7
8 Genocide: it could never happen here. Do you agree? ** (Possibly 2 lessons if linked to visit) Pupils should be able to: - Talk about extreme examples of discrimination such as genocide, and how these might come about.. - Suggest ways people including themselves, could overcome these terrible events. Recall Jesus teaching of the Good Samaritan love your neighbour... In pairs then whole class, list ways in which you can demonstrate that e.g. concern for the poor, donate to charities etc. How much do pupils try and live like this? Follow this by reflecting upon whether it is loving to allow other people to attack each other. What would the loving thing be to do in the extreme and horrific situation of genocide? If it was happening in this country? If it was going on in another country? Face the difficult issue about whether pupils would actually stand up and do something about such horrors: Provide stimulus clips from either Hotel Rwanda or Protect Darfur DVD. Discuss hatred leading to prejudice to discrimination and then to genocide. Why did these events occur? How does Christianity explain such horrors (e.g. idea of sin and rebellion against God) Discuss ways forward to preventing genocide e.g. media coverage, campaigns, letters to MPs/ governments/ newspapers. Godeline Kayitesi, survivor of Rwandan genocide, said: After the genocide, I really felt against God. I did not want to hear about God anymore. But coming to these retreats allows me to feel again the love of God, to see that what happened to me was not the work of God, but the work of man. Write a letter to Godeline about her religious beliefs. What questions does the genocide raise? Poetry task / spiritual poem about genocide/ hatred Use Pastor Niemoller s poem First they came for the Jews... to challenge pupils own reactions. SEE also Points to Note. All: raise and suggest answers to questions about suffering and belief, in response to learning about Rwandan genocide. Most: relate these questions to their own responses, offering insights into how they would react in such circumstances. Some: offer some explanations for the genocide, in terms of historical, cultural and theological reasons; reflect on their own responses. Protect Darfur DVD (AEGIS) Clips from Hotel Rwanda Newspaper article The Guardian 14October This could link to visit to The Holocaust Centre near Newark + link to visit to elearning Centre to produce recording of visit where pupils make a film/ use digital photography to make presentation of visit. 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 8
9 How can I work to overcome prejudice and discrimina tion in today s society? Pupils should be able to - understand how religious ideas and beliefs can cause prejudice -reflect and consider how religious ideas may help overcome prejudice and discrimination. Introductory activity Provide pupils with worksheet Odd One Out. They decide which is the odd one out and why. (No right answer) Discuss with a partner, then in a small group. It is important that pupils can explain why the picture they have chosen is the odd one out. From previous lessons on World Changer, write/ discuss the differences between religions you have come across; add others from personal knowledge, e.g. dress, food laws Are the problems solely due to religion or do they link to other areas, e.g. history, culture, politics, race? Use recent news items to discuss religious issues - Could be card based* with groups jig-sawing- groups of 5 or 6 pupils. Each group A, B,C,D,E,F, given point to discuss. Then rearrange groups, so one person from A, one from B, one from C and so on from a new group. They then share information / ideas. Feedback to class. Discuss in pairs 3 ways religions can work together e.g. Interfaith Network, World Council of Churches What are the challenges of belonging to a religion in the world today? All: can show an understanding of what being part of a religion may involve. L4 Most: can show how religious beliefs and values impact and affect the lives of those who follow the religion. L5 Some: can explain with understanding what is difficult or challenging about being a young religious believer in Britain today. L6 Odd One Out worksheet. Several useful extension activities in Think RE 2 Activity file. * Examples of issues French government banning use of religious symbols in school, British Airways -member of staff disciplined for wearing cross, Sikh girl out of school for wearing kara, Muslim Teaching assistant sacked for wearing full hijab. 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 9
10 Should I help the poor? Explain their own and Christian responses to poverty. Pupils to give reasons for and against the following question: Should we help the poor? Answers might include: For: moral duty; we re human; they need help; we should always try to relieve suffering; we should love our neighbours. Against: it s usually not our fault that others are poor; we have enough problems; people should help themselves, not rely on others. Put together a PowerPoint slide show with images of poverty from UK and around the world. Ask students to reflect quietly on their responses to the images. Do they have any impact on their own views? Explore how Christians should treat the poor. Look at John 13:34: Jesus said to his followers, A new command I give you: Love one another. As I have loved you, so you must love one another. By this all people will know that you are my disciples, if you love one another. Read Matthew 25 the parable of the sheep and the goats. Pupils should draw the parable as you read it (slowly!). Who is Jesus referring to by the terms sheep and goats? What is the key to Jesus teaching here? Pupils to respond to this statement, showing that they have thought about different points of view: In a world where many people are starving, Christians cannot be true to Jesus teaching and also be rich. [On the one hand On the other hand A different point of view is Some people might argue that I say this because The Bible says An argument that supports this is From my own point of view If you take all these ideas together you can see My conclusion is that ] Look at the things Jesus said could have a printed worksheet with quotes about Money or provide a list of Bible references for pupils to look up. Christian views Paul s letter to Timothy. Questions for discussion why do you think the love of money is described as the root of all kinds of evil? Give reasons. In today s society how easy is it to share money and possessions? Can money buy happiness? Songs Beatles, Abba, Sally Barker All; respond with sensitivity to poverty and explain a basic Christian response Most: will be able to explain the impact of Jesus teaching in Matthew 25 on how Christians behave; Some: will explain how the impact of these beliefs on individuals and communities varies. See Assessed RE, ed P Draycott p12-15 for a very good series of tasks on judgement based on the parable of the sheep and the goats. New Testament texts to use: Luke 19 Matthew 6:24 cannot serve God and money.. Mark 10:25 Easier for a camel to go through the eye of a needle.. 1Timothy 6:10 Love of money is the root of all kinds of evil... Luke 3:11 Man with 2 coats share.. Matthew 6:19-21 Do not store up for yourselves treasures on earth... 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 10
11 How does Fair Trade put religious values into action? Consider crosscurricular links with Geography Select from the tasks as appropriate this can take more than one lesson To know that people in some parts of the world have little, but grow food for people in rich countries. To reflect on how Christians and other religious believers see Fair Trade as an expression of justice Use photographs as stimulus one LEDC (Less Economically Developed Country) e.g.mozambique / Malawi, one MEDC (More Economically Developed Country). How do these make you feel? What can be done to help? Use powerpoint on Fair Trade True /False Quiz as stimulus for discussion. Pupils write quick gut reaction T/F to provocative statements as to why some countries are poor. Discussion in small groups or as a class. In pairs discuss why does poverty exist and whose responsibility is it to care for the poor? Possible solutions Political Thinkers e.g. Karl Marx Free Trade between countries Governments have a responsibility to look after poor religious opinions e.g. Hinduism, Karma Ask pupils to work in pairs and come up with foods that are grown in different countries. (Cocoa, coffee etc) As a class discuss briefly how this may affect land use in poor countries and therefore food supply in those countries. Cocoa plantation Provide worksheet Paulo s story (or similar). Read extract on life of Paulo, a boy who lives and works on a cocoa plantation. This briefly describes his living and working conditions. Can link to Science through descriptions of insects and parasites that may affect Paulo and his family, including how flies eat and so spread disease. With groups of pupils with SEN a role play activity can be used to show the journey of cocoa beans from the plantation to drying yard to ships to rich countries. NB many pupils do not realise that cocoa and chocolate production take place in MEDCs, NOT in LEDCs, and find it difficult to believe that children who work on plantations have never tasted chocolate. As a class discuss ways in which rich countries could provide support for Paulo fair pay for goods, so that better facilities can be provided fresh water, education, health care, etc. Fair Trade paying a fair price for goods so that workers receive a fair wage, so co-operatives can be set up and people are treated fairly. Link the principles of Fair Trade with the teachings on poverty and wealth in Christianity from previous lessons Jesus demands for justice etc. Pupils to write a response from a) Jesus b) Paul and c) the Pope about whether this is a Christian act. Pupils write a letter to the Prime Minister explaining why Fair Trade is important and how they believe it will help Paulo and his family. This could be an assessment piece. **Good letters can be sent to the PM with a covering letter from the teacher. Some pupils may write from Paulo s viewpoint explaining living and working conditions as well as need for a fair wage for each day s work. All: know some LEDCs grow food for MEDCs and how this affects the lives of poor people in LEDCs. Give three ways people can be helped fair pay to get clean water etc Most: Understand that MEDCs can support LEDCs through Fair Trade and the benefits this provides. Can respond in an informed way to moral issues using their own views. Some: can give detailed responses to needs of people in LEDCs commenting respectfully on two opposite viewpoints about production of cheap food for MEDCs and Fair conditions for people in LEDCs. Links to Geography / Citizenship/ Science Functional skills English writing a letter. ** Good letters can be sent to the PM with a covering letter from the teacher. (Someone from his office did reply when we sent ours!) 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 11
12 What does Sikhism teach about poverty? Pupils should -investigate how the beliefs of Bhai Puran Singh Ji affected his life - understand how Sikh beliefs could have an impact on today s society. Introduction pupils work in pairs to make a mind map What do you know about Sikhism? beliefs, practices, leaders, place of origin. Important aspect to stress, one of key beliefs is sewa (service) serve in langar in Gurdwara. ICT opportunity independent research. Provide pupils with a list of questions about Bhai Puran Singh Ji, including how he helped the poor in Amritsar, India, and his environmental campaigns linked to decreasing pollution and soil erosion. Pupils to produce fact file including key events in his life, how his beliefs inspired him to do what he did. Then, in pairs or small groups, write a script for TV or radio An interview with Bhai Puran Singh Ji. Remind pupils to include how his beliefs as a Sikh influenced how he lived his life. Also include the impact his actions have on them how does his example inspire or challenge their own ideas? Pupils can then record this using camcorder / tape recorder etc. 2 lessons needed for this so pupils can a. find information and write scripts b. rehearse / record scripts All: know 3 key facts about Bhai Puran Singh Ji and explain in simple terms what he did to help people in Amritsar. Work cooperatively to produce a simple TV script/ video interview about the life and beliefs of Bhai Puran Singh. Most: produce a coherent fact file about the life of BPSJ and produce an interview/ script explaining how his beliefs inspired him to live his life; reflect on the impact of his actions on their own ideas. Some: as above, explaining in detail how BPSJ s beliefs have had an impact on the world today and evaluate their own responses to this. Opportunity for use of ICT, to develop independent research skills, team work and cooperation. Opportunity to link with a visit to a Gurdwara/ Sikh guest speaker. Functional skills English reading.scanning and skimming to find information, Writing a script, dialogue. Think RE 2 text book and factfile 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It s Not Fair 12
Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification
TITLE: What Ultimate Questions can we think of to find out what people believe YEAR GROUP: 5 and 6 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 Richard Linford/
More informationPOLICY FOR RELIGIOUS EDUCATION (known as Beliefs and Values)
POLICY FOR RELIGIOUS EDUCATION (known as Beliefs and Values) Date: Spring 2015 Date approved by Governing Body: 16 th March 2015 Review Schedule: 2 years Next review Date: Spring 2017 Responsibility: Curriculum
More informationReligious Education in the Early Years. Foundation Stage. RE is fun because we do a variety of different activities. We get a chance to discuss things
Religious Education in the Early Years Foundation Stage EYFS refers to Early Years Foundation Stage, with reference to standards for learning, development and care, from birth to five and is statutory
More informationWEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION
WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION Agreed on March 10 th 2008 INDEX FOREWORD 3 Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 About
More informationNottingham City and County City SACRE RE Syllabus: Non-statutory exemplification. Why believe in God? YEAR GROUP: Year 7
Why believe in God? YEAR GROUP: Year 7 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification Writing group/ Nottingham City & County SACRE / Units of work in RE 01/06/2009 1
More informationSECTION 1. What is RE?
SECTION 1 What is RE? 1. The Legal Requirements for Religious Education... 3 2. The Importance of Religious Education... 4 3. The Three Elements of Religious Education?... 5-7 4. The Fundamentals of Religious
More informationUnderstanding Faith in...
n opportunity for each school to design its own unique RE unit of work for Upper KS2. Key questions to be addressed by this unit: What can we discover about the faiths and beliefs in our class and school?
More informationKenn and Kenton Federation Religious Education Policy
Kenn and Kenton Federation Religious Education Policy Introduction The importance of religious education in the curriculum Religious education provokes challenging questions about the meaning and purpose
More informationRELIGIOUS EDUCATION POLICY
DARTINGTON C of E PRIMARY AND NURSERY SCHOOL RELIGIOUS EDUCATION POLICY Rationale At Dartington, as a Church of England Voluntary Controlled School, we aim to enable children to develop a personal spiritual
More informationUse key words Interpret texts Plan and draw conclusions from a survey Summarise in paragraphs Write a play script and poetry
Religious Studies Key Stage 3 Year 8 Spring Religion Outcomes Literacy Final Task Key Main RE skills Aspects of Level 5 attainment 3.Did Jesus save The world? 4. How should Martin Luther King be remembered?
More informationacquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain;
The Aims of Religious Education Religious Education should help pupils to: acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain;
More informationAGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND
AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND September 2012 Page 3 of 182 COPYRIGHT Will be added to by Sunderland ASC (ASC to discuss) The Agreed Syllabus for Religious Education in Durham, May
More informationPrincipal Aim. Attainment Targets. Religions and Beliefs. Fields of Enquiry. Programme of Study: KS1
Programme of Study: Principal Aim Attainment Targets Religions and Beliefs Fields of Enquiry Principal Aim of RE To engage pupils in enquiring into key questions arising from study of religion and belief,
More informationExamples of suggested teaching and learning that could form part of a Key Stage 3 programme of learning in RE that supports global learning
Global learning and RE: Key Stage 3 References to the A1. Explain and interpret ways that the history and culture of religions and worldviews influence individuals and communities, including a wide range
More informationSubject: Religious. Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer
Subject: Religious Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer Topic / Unit(s) How do contemporary images reflect the beliefs, practices and values of faith communities? Overview / Context
More informationAGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014
AGREED SYLLABUS for RELIGIOUS EDUCATION in SUNDERLAND 2014 COPYRIGHT The Agreed Syllabus for Religious Education in Durham, May 2012, is published by Durham County Council, County Hall, Durham DH1 5UJ.
More informationLETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY
LETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY BACKGROUND TO RELIGIOUS EDUCATION AT OUR SCHOOL Religious Education (RE) is not a National Curriculum subject, but must be taught to all pupils as part
More informationExemplification of Levels: Level 6
Exemplification of Levels: Level 6 EXAMPLE 1 LEVELS EXEMPLIFIED BELOW: 6 UNIT OF WORK: Understanding Sikhism KEY QUESTION: Is it possible to live a truly Sikh life in secular Britain today? CONTEXT OF
More informationPATHWAYS. London Borough of Havering Agreed Syllabus for Religious Education
PATHWAYS London Borough of Havering Agreed Syllabus for Religious Education GUIDANCE PAPERS London Borough of Havering Agreed Syllabus for Religious Education Guidance Paper 1 INCLUSION In the context
More informationNottingham City and County City SACRE RE Syllabus: Non-statutory exemplification
TITLE: Death: is it the end? YEAR GROUP: Y9 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 Stephen Pett/ Nottingham City and County SACRE / Units of Work in
More informationSPRING. YEAR GROUP, TERM, UNIT TITLE, TIME ALLOCATION 156 Hours over 4 years (approximately 13 hours per term)
SPRING YEAR GROUP, This unit introduces Sikhism and what it means to belong to a religion. (6 hours) For time allocation see Hertfordshire page 6 AT1 (Level 3) Beliefs and teachings Develop religious and
More informationThe Agreed Syllabus Religious Education in Cambridgeshire.
The Agreed Syllabus 2007 Religious Education in Cambridgeshire www.cambridgeshire.gov.uk Contents Introduction... 2 Preface... 3 Part A The agreed syllabus and the school s provision for RE 1 Context and
More informationNottingham City and County City SACRE RE Syllabus: Non-statutory exemplification
TITLE: Celebrating: what do we do and how do we feel? YEAR GROUP: FS2 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 28/05/2009 Lat Blaylock / Nottingham City and County
More informationAGREED SYLLABUS for RELIGIOUS EDUCATION in SOUTH TYNESIDE
AGREED SYLLABUS for RELIGIOUS EDUCATION in SOUTH TYNESIDE 2013 COPYRIGHT The Agreed Syllabus for Religious Education in South Tyneside March 2013, is published by South Tyneside Council, Town Hall & Civic
More informationExpress ideas and insights into religions and world views
Key Stage 1 RE The Focus of RE for KS1 enables children to develop their knowledge and understanding of religions and world views. They find out about simple examples of religion that are drawn from local,
More informationLeaving Certificate Applied
Leaving Certificate Applied Religious Education Modules There are four modules Module 1: Looking In Module 2: Our Religious Story Module 3: A Living Faith Module 4: World Religions 1 Sequence of modules
More informationPolicy For Religious Education
Date Of Policy: April 2016 Policy Prepared By: James Webb Policy For Religious Education Foreword To All School Policies: The separate document Foreword To All School Policies should be considered as part
More informationPolicy: Religious Education
Philosophy At St John s Meads we believe that Religious Education has a unique and vital role to play within Education. It informs and extends the children s understanding of Christian beliefs and principles
More informationOlney Middle School 2015 Religious Education Curriculum
Olney Middle School 2015 Religious Education Curriculum Language and Literacy Development across ALL subjects Teachers should develop pupils spoken language, reading, writing and vocabulary as integral
More informationWEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION
WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION 2015 1 INDEX Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 About RE in the curriculum The contributions
More informationI Can Attainment Statements from Non Statutory Framework merged to REC curriculum framework
Level Step 1 Step 2 End of Key stage 1 expecta tions Know and Understand a range of religions and worldviews so they can: Describe explain analyse, investigate and enquire, respond, appreciate and appraise
More informationEnfield Scheme of Work HOW AND WHY DID THE CHURCH GROW?
Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. The teaching objectives and learning outcomes are based on Agreed Syllabus level descriptions which are nationally
More informationSubject: Philosophy, Theology and Ethics
Subject: Philosophy, Theology and Ethics Year 7 1. Introduction to PTE Belief, fact, opinion Ultimate Questions Key Stage 3 2. Judaism Jewish beliefs and practices Stories from the Torah, including Moses
More informationMuch Birch CE Primary School Religious Education Policy Document
Much Birch CE Primary School Religious Education Policy Document Policy Statement for Religious Education Religious Education at Much Birch School is taught in accordance with the Herefordshire Agreed
More information3. Humanism for Schools: Teaching Toolkits
3. Humanism for Schools: Teaching Toolkits The resources below can be found on the British Humanist Association s web pages at: http://www.humanismforschools.org.uk/index.php Each of the Teaching Toolkits
More informationReligious Education Policy. Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is:
Love your neighbour as you love yourself Matthew 22:39 Religious Education Policy Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is: Love your neighbour
More informationReligious Education (KS3 and 4)
Religious Education (KS3 and 4) Introduction Religious education at The Christian School (Takeley) seeks to show pupils the value of a relationship with God through Jesus Christ. All of our teaching will
More informationRE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors
Chase Lane Primary School and Nursery Unit RE Policy Updated January 2015 Main author Kim Veldtman Next review October 2017 or earlier if necessary Ratified by Governors 30.6.15 1 Chase Lane Primary School
More informationSection 4. Attainment Targets. About the attainment targets
Section 4 Attainment Targets About the attainment targets The attainment targets for religious education set out the knowledge, skills and understanding that pupils of different abilities and maturities
More informationMark Scheme (Results) June GCSE Religious Studies (5RS14) Sikhism
Scheme (Results) June 2011 GCSE Religious Studies (5RS14) Sikhism Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications
More informationHoly Trinity Church of England (Aided) Primary School. Policy Statement
Holy Trinity Church of England (Aided) Primary School Policy Statement RELIGIOUS EDUCATION (RE) The Best for Every Child In recognition of our distinctive context, Religious Education has a high profile.
More informationHAYWARD S PRIMARY SCHOOL RE Policy
HAYWARD S PRIMARY SCHOOL RE Policy Introduction The importance of religious education in the curriculum Religious education provokes challenging questions about the meaning and purpose of life, beliefs
More informationYEAR 6 ABOUT THE UNIT WHERE THE UNIT FITS IN PRIOR LEARNING VOCABULARY RESOURCES EXPECTATIONS
YEAR 6 Unit 6B Worship and : what is the role of the mosque? ABOUT THE UNIT In this unit children learn about the mosque and the role it plays in the Muslim, reflecting on what is involved in belonging
More informationMULTICULTURAL EDUCATION
ST. CHAD S ROMAN CATHOLIC PRIMARY SCHOOL MULTICULTURAL EDUCATION Christ in our heads, our hearts, our hands. January 2015 MULTI-CULTURAL EDUCATION Pupils from all backgrounds will one day be voting, decision-making
More informationA second aspect of our rationale reflects the history and location of the areas
A04 THE IMPORTANCE OF RELIGIOUS EDUCATION: aims, rationale and vision for RE in Bath and North East Somerset, Bristol, North Somerset, Haringey and The Isles of Scilly RE provokes challenging questions
More informationCurriculum Plan R.E.
Year 11 Christianity Beliefs Students explore the Nature of God, examining beliefs about the nature of God, suffering, the story of Job and the Trinity. They examine the differing beliefs about creation
More informationAgreed Syllabus for Religious Education in Suffolk 2012
Agreed Syllabus for Religious Education in Suffolk 2012 The Agreed Syllabus for Religious Education in Suffolk The Agreed Syllabus for Religious Education in Suffolk contains the requirements for religious
More informationGateshead Agreed Syllabus for Religious Education 2011
Gateshead Agreed Syllabus for Religious Education 2011 www.gateshead.gov.uk Contents Page Section One Forward from Director of Schools.................................................. 3 Introductory letter
More informationI Wonder... Questions that puzzle us Year 1/2
Sam and Alisha asked a puzzling question: Where is God? They suggested answers in their drawings I Wonder... Questions that puzzle us Year 1/2 Sandwell RE Syllabus Support Unit of work Non Statutory Exemplification:
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 Belief in God -Religious upbringing -Religious Experience -Science and design -Unanswered
More informationWJEC GCSE in RELIGIOUS STUDIES. (Full and Short Course) SPECIFICATION B. For Assessment from Summary of Assessment 2.
GCSE RELIGIOUS STUDIES Specification B 1 Contents WJEC GCSE in RELIGIOUS STUDIES (Full and Short Course) SPECIFICATION B For Assessment from 2014 Page Summary of Assessment 2 Introduction 3 Specification
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Islam Introduction Beliefs Worship Sacred texts Muslims in Britain Much prior learning
More informationThe Baird Primary Academy Programme for Religious Education
The Baird Primary Academy Programme for Religious Education The Baird Primary Academy follows the East Sussex Agreed Syllabus A Journey of Discovery which is available on the czone website. https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/pages/syllabus.aspx
More informationHordle CE (VA) Primary School
Hordle CE (VA) Primary School POLICY FOR RELIGIOUS EDUCATION Introduction Religious Education in our school will be in accordance with Living Difference, the Agreed Syllabus for Hampshire County Council.
More informationSubject Progression Map
Subject Progression Map On website Subject Name: RE Vision Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature
More informationAT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to:
1 2 3 AT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to: AT2 Learning from religion How pupils, in the light of their learning about religion, express
More informationName of Unit: Faith: Christianity. How Did Belief In God Affect The Actions of People In The Old Testament?
Name of Unit: How Did Belief In God Affect The Actions of People In The Old Testament? Key Stage in which this unit should be taught: Key Stage 2 Previous Learning: Children will have learnt about some
More informationRevision Notes: Unit Is it fair?
Revision Notes: Unit Is it fair? Do you know your key words off by heart? Practice! Equality: The belief or state that everyone should have equal rights and opportunity. Example: Free health care Identity:
More informationLearning Ladder Philosophy and Ethics
Learning Ladder Philosophy and Ethics Criteria Learning about religion Learning from religion Gaining and Deploying Skills Below - W Describe religions and world views. Level 1 Level 2 Pupils use some
More informationMenu of Learning Options
Menu of Learning Options BIBLE REFERENCES Graceways: Christian Studies Curriculum, 2001 Augsburg Fortress. May be reproduced for local use. LEVEL 1 God calls people to be Jesus disciples Jesus calls his
More informationSome Aspects of Paganism in Modern Scotland
RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 1 Religious and Moral Education: Some Aspects of Paganism in Modern Scotland RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 2 A Curriculum
More informationFaith: Sikhism. Name of Unit: What Does It Mean To Be a Sikh? Recommended Year Group (if specified):
Name of Unit: What Does It Mean To Be a Sikh? Key Stage in which this unit should be taught: KS1 or KS2 Previous Learning: What do Sikhs believe? Previous unit AT1 Learning About Religion Main Focus: Practices
More informationBEREWOOD PRIMARY SCHOOL
BEREWOOD PRIMARY SCHOOL Religious Education Policy Summer 2017 Revised by School April 2017 Responsible Person Sue Patrick (head teacher) Responsible Committee Full Governing Body Ratified by GB Thursday
More informationWho is a Christian and what do they believe?
Religious Education Long Term Plan Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Key Stage 1: Studying Christianity and Sikhism in depth plus, Islam and non religious life stances Year
More informationWidening Horizons. The Agreed Syllabus for Religious Education in the London Borough of Hounslow
Widening Horizons The Agreed Syllabus for Religious Education in the London Borough of Hounslow Contents FOREWORD... 1 PART ONE: THE STATUTORY FRAMEWORK... 2 RELIGION IN HOUNSLOW... 2 THE AIM OF RELIGIOUS
More informationBrabourne Church of England Primary School Religious Education Policy Statement July 2017
Brabourne Church of England Primary School Religious Education Policy Statement July 2017 'We show love and compassion for others by truly helping them, and not merely talking about it, John 3:18 Religious
More informationA-LEVEL RELIGIOUS STUDIES
A-LEVEL RELIGIOUS STUDIES RSS08 Religion and Contemporary Society Mark scheme 2060 June 2014 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
More informationPaper F The Eight Level Scale and Achievement in RE Guidance for teachers at each key stage
Paper F The Eight Level Scale and Achievement in RE Guidance for teachers at each key stage Assessing RE: The need for balance. Teachers of RE need guidance on assessment that is clear, manageable and
More information2) Key Content: Religion and Prejudice
Year 9 Religious Studies Revision Contents 1) About the exam 2) Key content to revise 3) Types of exam questions 4) Example exam questions 1) About the exam The Year 9 Religious Studies exam is on the
More informationSubject: Religious Education Scheme of Work: (Year 8) Term: Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria
Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria What was so radical about Jesus? Students will suggest
More informationReligious Education Policy. General Aims
Reviewed on: 20/11/2018 Next review: 02/10/2021 Staff Paul Watkins Responsibility: Linked policies: Teaching and Learning, assessment, curriculum Signed by L. Rowbotham chair: Date: November 2018 Religious
More informationIdentities, Meanings and Values. The RE Agreed Syllabus for Bedford Borough, Central Bedfordshire and Luton
Identities, Meanings and Values The RE Agreed Syllabus for Bedford Borough, Central Bedfordshire and Luton 2012 2017 2 RE Agreed Syllabus 2012 for Bedford Borough, Central Bedfordshire and Luton The Agreed
More informationThe Norfolk Agreed Syllabus for Religious Education 2012
The Norfolk Agreed Syllabus for Religious Education 2012 Foreword I am pleased to be able to introduce the revised Agreed Syllabus for Religious Education in Norfolk which becomes statutory for all maintained
More informationElliott Park School Religious Education (R.E.) Policy and Scheme of Work
Elliott Park School Religious Education Policy 1 Elliott Park School Religious Education (R.E.) Policy and Scheme of Work Policy created: November 2015 Review date: November 2016 Elliott Park School Religious
More informationRELIGIOUS FIGURES FOR KS3 RE
RELIGIOUS FIGURES FOR KS3 RE SUZANNE FINLAY and ANDREA LUCAS with PHIL FREEMAN and KATHERINE BENZINSKI Illustrated by ANDREW WRIGHT ISBN 1 86025 384 9 INTRODUCTION The Pack Student Suitability Using The
More informationLiverpool s Revised Agreed Syllabus for Religious Education. Liverpool s S.A.C.R.E. - Standing Advisory Council for Religious Education
Liverpool s Revised Agreed Syllabus for Religious Education Liverpool s S.A.C.R.E. - Standing Advisory Council for Religious Education Contents Introductory Statement... 5 The Liverpool Agreed Syllabus
More informationMilton Keynes Agreed Syllabus for Religious Education
Children and Young People s Services Milton Keynes Agreed Syllabus for Religious Education www.milton-keynes.gov.uk/schools Contents Introduction 3 Basis for an agreed syllabus for RE The aims of RE The
More informationRELIGIOUS EDUCATION POLICY
St Alban s Catholic Primary School RELIGIOUS EDUCATION POLICY Title: Religious Education Policy Policy Agreed: April 2016 Next Review: April 2018 RE Policy FINAL Version Date: 15/4/2016 Page 1 of 12 Table
More informationStanding Advisory Council on Religious Education. AGREED SYLLABUS for RELIGIOUS EDUCATION 2018
Standing Advisory Council on Religious Education AGREED SYLLABUS for RELIGIOUS EDUCATION 2018 Solihull Metropolitan Borough Council Agreed Syllabus for Religious Education 2017 Acknowledgements Grateful
More informationReligious Education Policy
Religious Education Policy St John s Church of England First School I will give thanks to you because I have been so amazingly and miraculously made (Psalm 139: 13-14) Headteacher: Miss E Challiner RE
More informationST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL. Policy for Religious Education
ST. NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Policy for Religious Education RELIGIOUS EDUCATION POLICY FOR ST NICHOLAS PRIORY C.E. V.A. PRIMARY SCHOOL Introduction Religious Education is an entitlement
More informationThe Christian Bible & stories of Jesus; Advent. Y3 A2 Christian Bible Page 1 of 19. Teacher's note:
Teacher's note: YEAR 3 Unit A2 - The Christian Bible & stories of Jesus Enfield Agreed Syllabus 2012 - KS2 Christianity programme of study: This unit is part of a scheme of work designed to deliver the
More informationChelmsford Diocesan Board of Education. Religious Education Syllabus. for Key Stages 1 and 2
Chelmsford Diocesan Board of Education Religious Education Syllabus for Key Stages 1 and 2 Contents Section 1... 2 About Religious Education and Its Place in the Curriculum... 3 The Importance of Religious
More informationUNIVERSAL CHURCH-WORLD-COMMON GOOD-TOPIC OVERVIEW
Year 6 UNIVERSAL CHURCH-WORLD-COMMON GOOD-TOPIC OVERVIEW Topic title: COMMON GOOD Work of Christians for the good of all. Length of topic: 4 WEEKS Teachers notes: Introduction: The common good is central
More informationLook Learn Understand & Respect. One Welcome and sharing are Sikhs make people welcome. Sikhs welcome everyone They worship in a Gurdwara
Sikhism About the topic In this topic pupils will learn about their Sikh sisters and brothers, how they live as a family and how they worship Where this topic fits in This topic will be taught discretely
More informationYear 5 Unit 5 : THE WORLDWIDE CHURCH Weeks 1-2 Title: Christian Aid
Year 5 Unit 5 : THE WORLDWIDE CHURCH Weeks 1-2 Title: Christian Aid Learning Intentions: AT1: To understand that there is a worldwide Church and the role of Christian Aid. AT2: To reflect on our attitude
More informationThe Derby City Agreed Syllabus for Religious Education
Derby City Religious Education Agreed Syllabus 2015 The Derby City Agreed Syllabus for Religious Education Aditi Singh 2015-2020 Amended and approved by SACRE, April 2015 1 Contents Derby City Religious
More informationR.E. OVERVIEW. Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1
R.E. OVERVIEW Read in conjunction with 1. Sunderland Agreed Syllabus. 2. RE whole school teaching /assemblies KS1 Buddhism Buddhismenrichment 1 2 Beliefs Stories re Buddhism In home; in practice Internet
More informationWLIS RE Scheme of Work
West Leigh Infant School Religious Education Scheme of Work Introduction Religious Education at West Leigh Infant School is taught in accordance with the local Agreed Syllabus of Religious Education. As
More informationAims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School
Aims and Principles for Religious Education at Haberdashers Aske s Hatcham Temple Grove Free School Aims Whether our children are religious or not, human culture and history has been driven by religion,
More informationCurriculum Links SA/NT
Teacher Information Curriculum Links SA/NT There are a multitude of curriculum links to each diocese s Religious Education curriculum. We have linked South Australia and Northern Territory because the
More informationCross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Literacy: Writing Opportunities:
Key Skills to be covered: Taken from Level 3 Taken from Level 4 I can show what I know about religious beliefs, ideas and teachings. I can show what I know about: Religious objects and how they are used
More informationStatement on Inter-Religious Relations in Britain
Statement on Inter-Religious Relations in Britain The Inter Faith Network for the UK, 1991 First published March 1991 Reprinted 2006 ISBN 0 9517432 0 1 X Prepared for publication by Kavita Graphics The
More informationRE Year 7-11 Subject Learning Scheme
RE Year 7- Subject Learning Scheme 06-07 Year 7 KS3 Key Learning and Activities. experiences Key Activities promoting SMSC and British Values. Key Homework Ultimate questions Introduction to RE Students
More information1. What is the context in which you are working? (E.g. curriculum requirements, school community, pupil context.)
Self-Evaluation/Audit Questions (Secondary) This audit tool is intended for RE teachers and subject leaders as a means of evaluating to what extent an RE curriculum is well-balanced. It will help you get
More informationName of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught:
Name of Unit: Faith: Who Is Jesus?. Key Stage In Which This Unit Should Be Taught: Recommended Year Group (if specified:) KS2 Previous Learning: Incarnation and Salvation Units: Foundation Stage, Key Stage
More informationSt Mary Magdalene C of E School with Christ Church C of E Primary School ETHOS POLICIES
St Mary Magdalene C of E School with Christ Church C of E Primary School ETHOS POLICIES 2 Do unto others, as you would have them do unto you. A Koinonia student will go out into the world happy, courageous,
More informationAge-related expectations for Religious Education
Age-related expectations for Religious Education These age-related expectations can be used as a whole to provide an overview of reasonable expectations of achievement across the six strands of RE for
More informationWest Kingsdown Church of England Primary School. Religious Education Policy
Summer 2015 West Kingsdown Church of England Primary School Religious Education Policy INTRODUCTION This document is a statement of the aims, principles and strategies for the teaching, and learning of,
More informationIncarnation: How Would Christians Advertise Christmas To Show What Christmas Means Today?
Name of Unit: How Would Christians Advertise Christmas To Show What Christmas Means Today? Key Stage In Which This Unit Should Be Taught: KS2 Previous Learning: All Incarnation units in Key Stage 1and
More information