Agreed Syllabus. for Religious Education in the London Borough of Richmond upon Thames

Transcription

1 Agreed Syllabus for Religious Education in the London Borough of Richmond upon Thames

2 I am pleased to introduce the London Borough of Richmond upon Thames revised Agreed Syllabus for Religious Education. It follows the guidance from the non-statutory National Framework for Religious Education and makes no sharp breaks with its predecessor, but builds upon it and develops features which have been found helpful in the previous syllabus. This Agreed Syllabus seeks to adhere to the legal requirements of the Education Act as it highlights the predominantly Christian basis of society whilst giving due recognition and describing the beliefs and practices of the other main faiths represented in the London Borough of Richmond upon Thames. I would like to take this opportunity to thank all the members of the Agreed Syllabus conference who revised the borough s Agreed Syllabus, to the faith groups and teachers who have assisted in its preparation and to the members of the London Borough of Richmond upon Thames Standing Advisory Council for Religious Education (SACRE) who commented on drafts of the document and in whose name this document now stands. I wholeheartedly commend this revised Agreed syllabus to teachers, governors, pupils and parents in this borough. Cllr Marc Cranfield-Adams MSc Chair Richmond upon Thames SACRE

3 Contents Introduction 3 Attainment targets in religious education 7 Foundation Stage 9 Key Stage 1 17 Key Stage 2 27 Key Stage 3 41 Key Stage 4 53 Appendices 59 A. Inclusion 61 B. Assessment guidance for Key Stages 1, 2, 3 65 C. Religious education skills 83 D. Glossary 85 1

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5 Introduction The statutory framework for religious education The legal requirements for religious education The 1996 Education Act states that: religious education should be taught to all pupils in full-time education, except those who are taken out by their parents; religious education in local authority maintained, voluntary controlled schools and academies must be taught in accordance with the Richmond upon Thames Agreed Syllabus; as part of the curriculum, religious education should promote the spiritual, moral, social and cultural development of pupils; and the agreed syllabus must Reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teachings and practices of other principal religions represented in Great Britain. In addition The Education Act 1944 also states that an agreed syllabus must not be designed to convert pupils or urge a particular religion or religious belief on pupils. It also confirms the rights of teachers, other than those appointed specifically to teach religious education, not to teach it. The revision of the Richmond upon Thames Agreed Syllabus The current religious education agreed syllabus has been revised taking into account the National Framework for Religious Education. The syllabus will continue to provide: clear guidance for all key stages: Foundation, Key Stage 1, Key Stage 2, Key Stage 3 and the 14 to 19 curriculum; clear guidance on continuity and progression; guidance for assessment according to the National Framework levels of attainment; information on inclusion; and help to develop skills in religious education. 3

6 The status of religious education within the curriculum The 1988 Education Reform Act identified the special status of religious education as part of the basic curriculum taught alongside the National Curriculum in all maintained schools. The Agreed Syllabus Conference must recommend local procedures for the local authority. That is, an agreed syllabus which reflects the needs of the local area, but which also refers to the non-statutory national framework for RE. Curriculum time for religious education The Dearing Review of the National Curriculum 1994 highlighted the importance of religious education within the curriculum. The final report recommended that religious education should be taught at least one hour a week. This was also agreed by the Richmond upon Thames Agreed Syllabus Conference. Collective worship does not count as part of the taught day and therefore cannot be counted as part of the recommended time for teaching the agreed syllabus. The aims of religious education Religious education contributes to the spiritual, moral, social, cultural and intellectual development of pupils both as individuals and as members of society. The aim is to help pupils achieve knowledge about, and understanding of, religious beliefs as well as insights into the value of Christianity and other world faiths, so that they can learn to respect people who have different beliefs from their own. 4

7 Introduction Objectives To: foster feelings of wonder and mystery which are often the source of religious experience; encourage the recognition of their own value and importance as individuals; promote social development and begin to understand the significant stages in life; and help develop an understanding of religious beliefs, attitudes, practices and rituals that people of all faiths engage in; and to develop their own beliefs and values. The Christian perspective will be taught according to the law. Other religions will be taught to give pupils a balanced religious education, so that they can: acquire knowledge and understanding of religious beliefs and insights; understand the influence of religions on individuals, communities, cultures and societies. gain knowledge and understanding of language, concepts, symbols and expressions of faiths they are studying; be encouraged to experience and respond through feelings and emotions, and think about the natural world and the place of humanity within it; relate to each other, recognising similarities and differences within and between religions; recognise the significance of interfaith dialogue and the important contribution religion can make to community cohesion and combating religious prejudice and discrimination; and know that some people have no attachment to religious beliefs and follow secular philosophies such as humanism. Students will be encouraged to work to their full potential and develop the following skills: the ability to recognise and recall information about the religions they are studying; the ability to communicate religious concepts, analyse religious beliefs, practices and writings; and to express their own beliefs, recognising that others may hold different views. 5

8 The educational framework for religious education in Richmond upon Thames The agreed syllabus framework In the agreed syllabus, the programmes of study for each key stage set out what should be studied or covered in: the Foundation Stage Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 and post-16 These programmes of study: highlight the key significance of the religions studied; allow the appreciation of the diversity and richness of those religions; relate to the ages, aptitudes and backgrounds of the pupils in the London Borough of Richmond upon Thames; and link work to the attainment targets set out in the National Framework for Religious Education. The programmes of study are based on, and have taken account of, the philosophy of religious education. They give a unique and important element to student learning as well as being a lifelong process. They give teachers clear guidance in the development of the schemes of work that help young people to: acknowledge Christianity as the major religion in Great Britain, but have an understanding of other religions that are practised; learn about and study the belief and practices of Christianity, and the other principal world religions; develop an understanding of their own viewpoints and values, and a better appreciation of the views of others; evaluate the beliefs and values of Christianity in particular, and the other world religions, which will lead to increasing spiritual and moral maturity; seek answers to fundamental questions about life and human society; reflect on matters of contemporary and past importance and experiences in relation to the values and beliefs of Christianity and other world faiths; and mature emotionally, intellectually, morally and spiritually so that they will be able to face the demands made on them in the future. 6

9 Introduction Attainment targets in religious education The Richmond upon Thames Agreed Syllabus will work to the two attainment targets for religious education required by the non-statutory national framework. AT1 Learning about religion This is concerned with developing pupil s knowledge and understanding about religions: beliefs, teaching and sources; practises and ways of life; and forms of expressions. AT2 Learning from religion Pupils will learn to explore, reflect on and respond to religious beliefs, values and experiences to develop skills in application, interpretation and evaluation: identity and belonging; meaning, purpose and truth; and values and commitment. Programmes of study The programmes of study outlined in the Richmond upon Thames Agreed Syllabus describe the essential experiences that pupils should have to help them meet the requirements of the attainment levels. Schools can use the programmes of study to develop their own scheme of work that is suitable for their school, but which still relates to the Agreed Syllabus. The programmes of study for each key stage set out what pupils should be taught in religious education. Schools should meet the requirements of the programmes of study. These should be written within an integrated approach where opportunity for reflection and response are given alongside the development of knowledge and understanding. To participate confidently and fully in a multi-cultural and multi-religious society, pupils need to be able to interact positively and speak to people from a variety of cultural and religious backgrounds. Religious education plays a major role in promoting positive interaction. This should be reflected in the programmes of study. The programmes of study look at the following themes: Beliefs and values Living the faith Buildings and places Important times and days Sacred books 7

10 Introduction The Agreed Syllabus details the programme, not the whole content, of religious education, and must be broad, balanced, relevant and differentiated, as with other National Curriculum areas. It must also: demonstrate continuity and progression; recognise the beliefs and practices of Christianity and other principal religions, represented in the local area and in the United Kingdom; help pupils to relate their studies to their own lives, and prepare them for adult life with all its opportunities, responsibilities and experiences; promote spiritual growth by learning about and from religion; provide content and learning opportunities that take account of the ages, aptitudes and backgrounds of pupils in schools in Richmond upon Thames. They must recognise that some pupils will have a faith background whilst others not; and make sure that teachers make clear links with previous and future learning. They must set progressively more demanding tasks whilst recognising that pupils are at different stages of development. Assessment, recording and reporting The attainment targets for religious education set out the knowledge, skills and understanding that all students are expected to be working to or have acquired by the end of each key stage. As with National Curriculum subjects, the attainment targets have eight level descriptions which increase in difficulty. These levels will: help teachers to plan, develop and evaluate the curriculum; help pupils to learn; and form a basis for information to pupils, parents, teachers, governors, the local education authority and employers. Guidance is given in the assessment section of the Richmond upon Thames Agreed Syllabus. 8

11 9 Foundation Stage

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13 Foundation Stage It is important for young children to approach their early learning experience of religious education with an open attitude and interest, and to feel free to talk about the place of religious experience in their own lives. It is also important to create an environment where children can appreciate that everyone is equal, where diversity is celebrated, and they can understand that everyone s needs should be treated fairly and equally. Within this learning environment, cultural and religious diversity should be regarded as positive, and children should feel that they are able to express their point of view and beliefs in safety. The curriculum for the Foundation Stage should be the basis for all future learning. This will be achieved by supporting, promoting and developing children s: personal, social and emotional wellbeing; positive attitudes and dispositions towards learning; language and communication; reading and writing; knowledge and understanding of the world; and creative development. Religious education programmes of study can support the requirements of the Foundation Stage of learning. The five areas of development Children arrive at nursery school with different levels of religious knowledge. To develop their early learning skills and enhance spiritual growth, you should help the children to reflect and articulate their understanding of self, family, community and the world. By starting with the child s own experience, explore themes such as: self and others; festivals; symbols and ritual; living things; and right and wrong Use stories from religious traditions, celebrations of festivals and including religious experiences with the use of religious artefacts. 11

14 Self and others Pupils should know and understand about their own culture and beliefs so that they begin to explore questions about why we do certain things. Learning intentions Pupils begin to: develop a sense of what it is to be a member of a group with differing beliefs; develop an ability to express their own beliefs in a supportive environment; and be aware of other people s beliefs, so that linked to the early learning goals of personal, health and social education they begin to: understand that religious belief is important to some people; and start to be familiar with special dress, food and other things that identify a religion such as holy books and special stories. Festivals Pupils should be given the opportunity to experience how different religions are celebrated. They should begin to understand the importance of celebrating special days or seasons with the religion. By involving families in the class or group and recreating aspects of celebrations through food, decoration and the home corner, this can lay the foundation for future learning about a named festival. For example: Christianity: Christmas and Easter Islam: Eid ul Fitr Judaism: Rosh Hashanah and Hanukah Hinduism and Sikhism: Divali Chinese New Year Baha i Faith: Naw Ruz (New Year) Learning intentions Pupils begin to: explore different forms of celebration and learn to work together; use religious celebration as a stimulus to talk about special events associated with festivals; and share their own experiences and feelings with one another. 12

15 Foundation Stage Symbols and ritual This helps children to begin to identify symbolism and rituals that are part of everyday life through: rituals and routines in everyday life (washing); experiencing varieties of ways in which life can be lived (routines about punctuality); starting to recognise symbols that help us (smiley face on a piece of work); rituals in religion (prayer); stories with meaning; visiting places of worship or special places or events; and sharing key artefacts and special objects. Learning intentions Pupils begin to: respond creatively and imaginatively to new experiences; use role-play to experience new rituals; and talk about their own experiences. Living things This will help children to explore various aspects of caring and sharing, and of the awe and wonder of creation. They can begin to appreciate and value nature, growth, and new life through looking after and caring about animals, plants and trees and water. For example, by experiencing the growth of seeds, they recognise the cycle of life and death, of creation and destruction. There are many examples of activities to support this part of their learning. If you can, bring in stories about creation and religious attitudes to the created world. Learning intentions Pupils begin to: ask questions about aspects of the world; listen to stories and start to form an opinion; and experience pictures and respond to them. 13

16 Right and wrong Children will start exploring questions about right and wrong, fairness and justice so that they can begin to understand the concept of boundaries. This may include learning about faith communities and their rules. Telling stories helps children learn about cause and effect, and their feelings and those of others. Learning intentions Pupils begin to: respect and accept each other; find out about caring for each other, showing respect for each other s property; discover rules and boundaries and the consequences of not observing them; develop a positive attitude to others that follow different rules and customs (dress and food); and understand about happiness and unhappiness, and of cause and effect. 14

17 Foundation Stage General requirements for the Foundation Stage Curriculum guidance for the Foundation Stage (QCA 2000) sets out what pupils should learn to meet the early learning goals. The Richmond upon Thames Agreed Syllabus sets out examples of how religious education should support the early learning goals. Early learning goals Pupils should begin to: Exploration and investigation Investigate objects and materials by using their five senses. Find out and identity some features of living things, objects and events they observe. ICT Use ICT to support their learning. Sense of time Find out about past and present events of their own lives and those of their family and friends. Find out about those who have beliefs that differ from their own. Sense of space Find out about their environment and talk about features they like and dislike. Culture and belief Begin to know about their culture and beliefs and those of other people. 15

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21 Key Stage 1 At Key Stage 1, the programme of study is made up of Christianity and aspects of Judaism and Islam. You may refer to Buddhism, Hinduism and Sikhism and the Baha i Faith where appropriate and when introducing festivals. These studies should relate to the pupils spiritual and moral education. Throughout Key Stage 1, pupils continue to explore Christianity and at least two other main religions, building on their learning from the Foundation Stage. They will learn about and from different religions. They will encounter and respond to a range of stories, artefacts, art, music and other religious materials. They should be given the opportunity to explore celebrations and what it means to belong to a faith, Christianity and other religions. Pupils will also begin to appreciate religious symbolism, as well as reflect on religious and spiritual feelings and experiences. Visiting places of worship and welcoming visitors to a class will make an important contribution to Key Stage 1 learning. Strategies for teaching and learning Religious education programmes of study follow the same format as those of National Curriculum, with sections on: knowledge, skills and understanding; learning about religion; learning from religion; and breadth of study. At Key Stage 1 you need to: make sure pupils understand the importance of faith to believers; use a wide selection of resources from Christianity and other world religions. Improvement in the understanding of religious education will come through stories, pictures songs, role-play and drama, visits and visitors, the media and ICT; make sure that links are made between religious and moral aspects, and National Curriculum subjects and cross-curricular themes; use the pupil s immediate experience and relate ideas to their lives whenever possible; develop pupils abilities to ask questions, to reflect on possible answers and to accept that there may not be a right answer; and develop pupils abilities to reflect on their lives, thoughts and feelings, and by encouragement and praise seek to raise their self-esteem and their own perception of their value and uniqueness. 19

22 Attainment targets for Key Stage 1 AT1 Learning about religion Learning about religion refers to how pupils develop their knowledge, skills and understanding about: beliefs, teachings and sources; the practice of religion and its way of life; and forms of expression. During Key Stage 1, you should give pupils the opportunity to: talk about people and things that are special and important to them and to others; use religious words and phrases to recognise and name features of religious life and practice; recall religious stories, identify religious objects, artefacts and religious symbols; and experience religion through art, drama, and music and discuss what they have seen and heard about. AT2 Learning from religion Learning from religion refers to how pupils express their responses and thoughts about questions and issues on the following: identity and belonging; meaning, purpose and truth; and values and commitment. During Key Stage 1, you should give pupils the opportunity to: give reasons for their likes and dislikes and identify what has an influence on their lives and on the lives of others; begin to be able to express another person s point of view; apply to their own lives the moral ideas that they have had, heard about and discussed in class; and share things they find interesting or puzzling. 20

23 Key Stage Living the faith Christianity Pupils will build on previous learning at the Foundation Stage. Through story and moral teachings they will begin, through topic work, to develop an understanding of the Christian way of life. Creation, care of animals and environmental issues can be a focus, as well as stories from the Old and New Testament. Topics covered: The place of prayer and reflection in family life Moral teachings Rules and regulations associated with the Christian faith Special journeys (pilgrimage) Visitors can be invited to talk about aspects of Christianity Other religions Islam: Religious dress and diet rules practised by the faith community Stories about Allah from the Qur an and other Muslim sources Visitors invited to talk about aspects of Islam Special journeys to important sacred places Judaism Religious dress and diet rules practised by the faith community Stories from the Old Testament The importance of family and simple rules given in the Torah Visitors invited to talk about aspects of Judaism Special journeys to important sacred places Hinduism Religious ceremonies practised in the home Sikhism Religious ceremonies practised in the home Baha i Faith Stories of the Bab and Baha u llah Special journeys to sacred places 21

24 Learning outcomes should include the ability to: reflect on their own uniqueness; explore the roles and responsibilities of special people within a faith; explore aspects of identity of the faith studied; learn why journeys to sacred places are important; and observe and take part in religious rituals and ceremonies. 22

25 Key Stage Buildings and places Christianity Pupils should be given the opportunity to visit places of worship, either in their community, or as a special journey away from their local area. Visits should have a focus, either the building or an act of worship. Visit the local church Talk to the local priest or minister Other religions Islam Visit the Mosque Talk to the local Iman or members of the mosque Judaism Visit the Synagogue Talk to the rabbi or members of the local Jewish community Hinduism Visit a Hindu Shrine or Mandir Talk to the priest or members of the Mandir Sikhism Visit a Gurdwara Talk to the Granthi or the members of the Gurdwara Baha i Faith Look at Baha i houses of worship around the world Learn about the sacredness of any place where God is remembered Learning outcomes should include the ability to: explore the concept of special places; consider the respect shown to symbols and artefacts in their usual surroundings; consider local places of worship; and develop an understanding that special places should be treated with respect. 23

26 Important times and days Christianity Discuss and explore stories about the principal festivals and celebrations, seasons and prayer customs. Christmas and Epiphany Lent and Easter Pentecost Harvest festival Baptism Weddings Funerals Other religions Explore and discuss stories about the principal festivals and celebrations, seasons and prayer customs. Islam Ramadan and Eid ul Fitr The Birth of the Prophet Mohammad (pbuh) Salat ul-jumah (Friday prayers) Birth and naming ceremony Weddings Judaism Passover Rosh Hashanah Hanukah Sukkoth Weddings You can cover other religions if they are appropriate to the school community. Hinduism Divali Holi Weddings 24

27 Key Stage Sikhism Birthday of Guru Nanak Baisakhi Weddings Baha i Faith Baha i new year and Ridvan Birth of Bab and Baha u llah Learning outcomes should include the ability to: share the experience of celebrating; join in and experience religious celebrations; appreciate the special nature of religious and other festivals; and explore symbols and artefacts used in religious festivals and celebrations. 25

28 Key Stage Sacred books Christianity The Bible Its books and stories, and how it is used in public worship and private devotions Other religions Islam Qur an How it is treated as a special book and used in the Mosque and in the home Rules about washing before handling and keeping it covered Judaism Torah Scrolls and how they are used in worship in the Synagogue Siddur prayer book for Jews Consider teaching other religions if you think it is appropriate. Hinduism Ramayana Sikhism Guru Granth Sahib Buddhism Tripitika Sutras Baha i Faith Baha i prayers and writings of the Bab and Baha u llah You can teach beliefs and values through themes and stories, as well as by discussion about moral issues appropriate to the age and aptitude of your pupils. Learning outcomes should include the ability to: understand the effect of religious and important books in their own lives; experience a wide range of stories and writings used to communicate beliefs; learn to associate particular texts with religious festivals; observe the use of religious writings in worship and in the home; and consider the respect that should be shown to sacred texts. 26

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31 Key Stage 2 At Key Stage 2 you should focus teaching on the further study of Christianity, Islam and Judaism while introducing aspects of Hinduism, Sikhism, Buddhism and the Baha i Faith. Throughout Key Stage 2, you will be building on previous teaching so that pupils can: recognise the impact of religion and religious belief and practice locally, nationally and globally; make connections between the different aspects of religion including belief, festival, community, worship, morality and service to others; and consider different religious experiences. Pupils will build on their previous studies of religious literature, important figures in major world religions, and rituals and ceremonies of these religions (including stories, language and symbols). This programme of study is designed to develop the skills of questioning, discussion, classification, interpretation, research and understanding. This will help pupils to explore themes, experiences and opportunities so that through knowledge, skills and understanding, they can learn about and from: diversity in religion; similarities and differences; specialist vocabulary; challenges and moral teachings; communication of their ideas and recognising others viewpoints; and how to consider their own beliefs and practices. It is important that you teach religious education in such a way that pupils can develop and maintain an understanding of faith and know what is distinctive to individual religions and stances. General requirements for Key Stage 2 The Education Act 1996 specifies the requirements for the teaching of religious education and states that it should be taught for 40 hours each year in Key Stage 2. You must make sure whilst developing schemes of work across the key stage that: appropriate emphasis is given to Christianity; reference to all major world faiths supports the teaching in the units during the four years of Key Stage 2; 29

32 the composition of the school and local community should also be considered when deciding on the balance and emphasis on other major world religions studied; and pupils should develop and maintain an understanding of the faith and know what is distinctive to individual religions. Strategies for teaching and learning Religious education programmes of study follow the same format as those of the National Curriculum with sections on: knowledge, skills and understanding; learning about religion; learning from religion; and breadth of study. At Key Stage 2 you need to: use a wide range of resources from Christianity and world religions. The understanding of religious education will come through stories, pictures, songs, play and role play, using visits and visitors and the media; make sure that links are made between religious and moral aspects, and the National Curriculum and cross-curricular themes, ICT and citizenship; make sure that pupils learn about and from religion through beliefs, teachings, practices and ways of life central to religions. Pupils should study sacred texts to understand specialist vocabulary, as well as diversity and challenges in religious beliefs and practices. This will help them communicate their own ideas and recognise other people s viewpoints; help pupils to recognise and distinguish between ideas of right and wrong; and relate the content and experiences of the study programmes to pupils own experiences to enhance spiritual awareness and the reflective aspect of life. During Key Stage 2 you should teach pupils knowledge, skills and understanding through studying the following areas: religions and beliefs; themes; and experiences and opportunities. 30

33 Key Stage Attainment targets for Key Stage 2 AT1 Learning about religion You should teach pupils to: describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others; describe the variety of practices and ways of life in religions, and understand how these stem from and are closely connected with beliefs and teachings; identify and begin to describe the similarities and differences within and between religions; investigate the significance of religion in local, national and global communities; consider the meaning of a range of religious expressions, understand why they are important to religion and note links between them; describe and begin to understand religious and other responses to ultimate, moral and ethical questions; use specialist vocabulary in communicating their knowledge and understanding; and use and interpret information and religions from a range of sources. AT2 Learning from religion You should teach pupils to: reflect on what it means to belong to a faith community, communicating their own and other responses; respond to the challenges of commitment both in their own lives and within religious tradition, recognising how commitment to a religion is shown in a variety of ways; discuss their own and others views of religious truth and belief, expressing their own ideas; reflect on ideas of right and wrong and their own and others responses to them; and reflect on sources of inspiration in their own and others lives. 31

34 Living the faith Christianity Pupils will be given the opportunity to explore aspects of Christianity that support learning about, and from, living the faith as a Christian. Beliefs and values will also be addressed in this unit. Christian commitment Include studying stories about Christians and Christian organisations from the past and present day that demonstrate the life and teaching of Jesus, Love one another as I have loved you. These are some examples that can be considered, but there are many others. Significant people Mother Teresa Oscar Romero Martin Luther King Leonard Cheshire Dr Barnado Mary Slessor Organisations Christian Aid Oxfam CaFOD Tear Fund Salvation Army Occasions Important times Other religions Rites of passage Baptism Confirmation Weddings Funerals Pilgrimage Worship Prayer (How and why we pray) Pupils will be given the opportunity to explore aspects of other religions that support learning about, and from, living the faith as a member of that faith. Pupils should learn about and from at least two other world faiths. Beliefs and values will also be addresses in this unit. Islam Significant people Organisations The story of Mohammad Mosque as a place of learning Muslim Aid Zakah (concept of giving) 32

35 Key Stage Occasions Important times Religious dress Dietary laws Rites of passage Birth ceremony (naming the child) Weddings Funerals Hajj (pilgrimage) Prayer: in the home at the mosque For prayer Hijab Rules of Halal/Haram Judaism Significant people Occasions Important times Religious dress Dietary laws Stories from the Old Testament about the founders Abraham and Moses Prophets Rites of passage Birth and naming ceremony (circumcision) Bar and Bat Mitzvah Shabbat (Sabbath) In the home and Synagogue For worship: Cap (Yarmulke) Prayer shawl (Tallit) Tephillin Rules of Kosher Hinduism Significant people Occasions Important times Dietary laws The role of the priests at the shrine Introduction to Samskaras Rites of passage Birth ceremony Initiation Sacred Thread Worship in the home Puja Vegetarian and Puja 33

36 Sikhism Significant people Occasions Important times Stories of the Gurus, in particular Guru Nanak and Guru Gobind Singh Birth ceremony Initiation: 5 Ks Prayer at home Prayer in the Gurdwara Religious dress 5 Ks: Kesh (uncut hair) Kanga (wooden comb) Kachera (underwear) Kara (bracelet) Kirpan (sword) Turban to cover uncut hair Dietary laws Vegetarian Langar (communal kitchen) Buddhism Significant people Occasions Important times Religious dress Dietary laws The story of the Buddha Worship at home and at the Temple Samanera (when a boy enters the monastery) Meditation Saffron robes Vegetarian Baha i Faith Significant people Occasions Important times The Bab and Baha u llah The Nine Holy Days The 19 Day Fast 34

37 Key Stage Buildings and places Christianity Pupils will be given the opportunity to visit a Christian place of worship and to learn about denominations. They explore the architecture and learn about and from the objects found in the church visited. Pupils should be encouraged to explore a parish church and one other denomination if possible. For the Church of England you should focus on the following items: Baptistery (Font and Paschal candle) Altar Cross or crucifix Pulpit and lectern Nave and chancel Organ Candles Statues Stained glass The local priest is usually helpful in talking to pupils and focusing the aspect of Church liturgy that is most suitable to the visiting class. Other religions Islam Mosque The role of the mosque includes daily worship, prayer, social, educational and welfare issues. During a visit you should focus on the following items: The Dome and Minaret The place for preparation for prayer Wudu (washing) Shoes Prayer hall Separation and prayer place for women Qiblah wall Mihrab and Minbar 35

38 Judaism Synagogue The role of the Synagogue as a place of study as well as a place of worship. This may be a Liberal or an Orthodox Synagogue. You should focus on the following items: Place of the Bimah Central (if Orthodox) Ark containing the scrolls Menorah Ner Tamid (Eternal light) Star of David Hinduism Mandir The statues of the Gods The prayer hall The architecture Rules for dress Sikhism Gurdwara The prayer or worship hall The rules of dress The Langar (sharing of food) The Nishan Sahib (the flag) The Guru Granth Sahib and Romal (covering) Buddhism Temple or Vihara The statue of the Buddha Flowers Lights and incense Baha i Faith Houses of worship Houses of worship as places of prayer for all Symbols of unity Absence of clergy 36

39 Key Stage Important times and days The focus of this work should be on the ways that families, groups and faith communities express their beliefs and values, and key historical events of their faiths in celebration. The Christian festivals of Christmas and Easter should be prominent. It is more appropriate to cover festivals at the time they occur, but this is not always practical. Therefore, you should decide what is appropriate, taking account of the coverage of the world religions during the academic year. Within the family and the community, you will need to introduce pupils to the concepts of celebration, giving and receiving, and festival. Pupils will be able to learn about the beliefs of a particular religion through the celebration of a festival. They will learn about the meaning of the festival to believers, the way in which the festival is celebrated in different parts of the world, and what they may learn about their own lives and communities from it. Christianity The year of the church: Advent Christmas Epiphany Lent Easter Ascension Pentecost Trinity How these times are associated with the Life of Christ. How these times are celebrated within the family and community. Stories, signs and symbols associated with the event. Other lesser festivals and saints days as appropriate. Other religions Islam Ramadan and Eid ul Fitr Hajj and Eid ul Adha Ashura(celebration of creation) Judaism Rosh Hashanah and Yom Kippur - the new year and the day of atonement Pilgrim festivals Pesach (Passover) Shavout 37

40 Sukkot (Tabernacles) Simchat Torah (Torah-Law) Historical festivals Purim (Lots) Hanukkah (Lights) Hinduism Sikhism Divali (Lights) Holi (Colour) Raksha Bandhan (Knot of protection) Baisakhi (New year) Divali Hola Mohalla Mela Birthday of Guru Nanak Buddhism Wesak New Year - this includes the secular celebrations of the Chinese New Year Baha i Faith Naw-Ruz (New Year 21 March) The first day of Ridvan (21 April) The Fast (19 days beginning 2 March) 38

41 Key Stage Sacred books Pupils will be introduced to the sacred writings of Christianity and of at least two other major world religions. Religious literature records traditional stories of beliefs and values. Holy books record stories relevant to the faith. These books give codes and rules, explanations and help which we decide whether or not to follow. The focus of this work should be on the relationship between literature of the faiths and the beliefs, values, practices, customs and life styles of believers and society. It should use material taken directly from the sacred text and study its meaning and effect on the lives of believers. Pupils will discover the messages within sacred texts, and develop their understanding of this type of material and its effect on people s lives. They will be able to think about the significance of important texts in their own lives that allow opportunities for spiritual and moral development. Christianity The Bible - Old Testament and New Testament Other religions Islam The Qur an The Hadith Judaism The Torah The Talmud Hinduism Vedas, a collection of hymns praising the Vedic gods Ramayana, long epic poems about Rama and Sita Mahabharata, which includes the Bhagavad Gita Puranas, a collection of stories about the different incarnations and the lives of saints Sikhism The Guru Granth Sahib 39

42 Key Stage Buddhism Theravadan scriptures Pali Canon (tipitaka) Vinaya Pitaka Sutta Pitaka Mahayana Scriptures Pranjaparamita Sutras Lotus Sutra Baha i Faith The writings of Baha u llah and the Bab, for example The Hidden Words, Prayers and Meditation The importance of sacred scriptures of all world faiths 40

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45 Key stage 3 At Key Stage 3, teaching and learning should build on and extend the knowledge, understanding, interpretation and abilities established in the primary years. You should provide students with more opportunities for academic study whilst they continue to explore experiences from life and religion. Their study of Christianity, other world religions and belief systems will contribute and extend their understanding of important beliefs, values and concepts. Students will be able to enquire into and explain personal, theological and cultural reasons for similarities and differences in religious beliefs, values and practices, both within and between religions. They will learn to interpret religious text and reflect on the impact of religion in the world. You should provide students with opportunities to investigate tensions that exist in and between religions and cultures. Students will develop their evaluative skills showing reasoned and balanced viewpoints when they think about their and other s responses to religious, philosophical and spiritual issues. You should design the scheme of work to develop the following key elements: Beliefs and values Morality Deity Worship Beliefs about the nature of humanity Strategies for teaching and learning Knowledge, skills and understanding Learning about religion Learning from religion Breadth of study There are a number of key concepts that underpin the study of religious education. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. 43

46 Beliefs, teachings and sources Interpreting teachings, sources, authorities and ways of life to understand religions and beliefs Understanding and responding critically to beliefs and attitudes Practices and ways of life Exploring the impact of religions and beliefs on how people live their lives Understanding that religious practices are diverse, changeable over time and are influenced by cultures Expressing meaning Appreciating that individuals and cultures express their beliefs and values through many different forms Identity, diversity and belonging Understanding how individuals develop a sense of identity and belonging through faith or belief Exploring the variety, difference and relationships that exist within and between religions, values and beliefs Meaning, purpose and truth Exploring some of the ultimate questions that confront humanity, and responding imaginatively to them Values and commitments Understanding how moral values and a sense of obligation can come from beliefs and experience Evaluating their own and others values to make informed, rational and imaginative choices At Key Stage 3 you need to: use a wide range of resources from Christianity and world religions, including important texts, stories, pictures, photographs, recorded music and artefacts, as well as a wide range of forms of expression such as art, design, drama, role play and ICT; make sure that links are made with National Curriculum subjects as well as other areas of the curriculum including: key skills, literacy, numeracy, ICT, PSHE and citizenship to give these areas of the curriculum spiritual, moral, social and cultural dimensions; make sure that investigative skills and independent learning are features of the scheme of work; provide a range of teaching and learning techniques that allow for interaction, evaluation, application, and insight and experiences into their lives and the lives of others; make sure that there are opportunities for students to freely express their own feelings about spirituality, morality, beliefs and values in a safe and secure environment; and make sure that students gain a breadth of study through teaching knowledge, skills and understanding through the areas of study of religions, themes, experiences and opportunities. 44

47 Key Stage At Key Stage 3 there should be three core units that build on the themes studied in Key Stages 1 and 2. Core unit 1 Core unit 2 Core unit 3 Living the faith Building and places Important times, ceremonies and seasons At Key Stage 3, beliefs, values and sacred texts will underpin the learning from the core units. Christianity will be the principal religion taught and aspects of at least two other religions should be included in each unit. 45

48 Attainment targets for Key Stage 3 AT1 Learning about religion You should teach students to: investigate and explain the differing impacts of religious beliefs and teachings on individuals, communities and societies; analyse and explain how religious beliefs and ideas are transmitted by people, texts and traditions; investigate and explain why people belong to faith communities and explain the diversity of religion; analyse and compare the evidence and arguments used when considering issues of truth in religion; start to discuss and evaluate how religious beliefs and teaching inform answers to ultimate questions and ethical issues; apply a wide range of religious vocabulary consistently and accurately; and interpret and evaluate a range of sources, texts and authorities. AT2 Learning from religion You should teach students to: reflect on the relationship between beliefs, teachings and ultimate questions communicating their own ideas and using reasoned argument; evaluate the challenges and tensions of belonging to a religion in the contemporary world, expressing their own ideas; express insights into the significance and value of religion and other world views on human relationships personally, locally and globally; and reflect and evaluate their own and others beliefs about world issues such as wealth and poverty, prejudice, justice and peace, and the environment. 46

49 Key Stage Core unit 1 Living the faith Christianity Students should be given the opportunity to study the key concepts, terminology and historical perspective of Christianity. Beliefs The nature of God The life and work of Jesus Christ The Gospels The Creeds Practices Rituals and ceremonies Public worship (including Eucharistic worship) Sacred texts (Biblical and non-biblical) Life Individual life styles Influence in local and national life in Great Britain Significant people The Arts The expressions of Christianity through music, art and drama The world religion How Christianity spread Denominational differences Christianity in non-european countries Other religions Students should be given the opportunity to study the key concepts, terminology and historical perspective of at least two religions. Beliefs The nature of God and ultimate reality Founders and holy people Key beliefs Holy and sacred texts 47

50 Practices Life The arts Rituals and ceremonies Public worship Private worship The life style of individuals Food and dress customs Family life Influence on local and national life The expression of religion through literature, art, music, drama appropriate to the rules that apply to the named religion The world religion The spread of the religion Its differences between contrasting traditions The religion in Britain and a non-european country 48

51 Key Stage Core unit 2 Buildings and places Christianity This will build on previous knowledge and understanding of buildings and religious places for worship and community use. It will include a study of holy places associated with Christianity in the Holy Land and other parts of the world. Key elements of worship, prayer, praise and readings will be studied in the context of building and place. The meaning of key terms and concepts should be included such as: the body of Christ; the community of all believers; the Ecumenical movement; denominational features; how buildings reflect liturgy and worship; how the contents of buildings are symbolic of worship; how buildings can be adapted; the place of pilgrimage; and the purpose of pilgrimage. Other religions This will build on previous knowledge and understanding of buildings and places of religion for worship and community use. It will include a study of holy places associated with the named religion. Key elements of worship, prayer, praise and readings will be studied in the context of building and places. Judaism The Synagogue (Shabbat and festivals) The importance of home in Jewish life Denominational differences Pilgrimage Jerusalem (Wailing Wall) Islam The role of the Mosque, Iman and Qur an Jumu ah prayers Communal prayer and teaching Community use (Ummah) Denominational differences Mecca and Medina as places of pilgrimage 49

52 Hinduism Sikhism Worship in the home (Puja) The Mandir community focus for Arti, Havan and Bhajan community worship Role of divine images Role of Pujaris (temple priests) Distribution of Prashad at a gathering Katha - recitation of scripture Varanasi, Gangorti and Ayodhya as places of pilgrimage Worship in the home Akhand Path The Gurdwara - the community centre as well as the place of worship Sewa Community worship Features of the Gurdwara Role of Granthi The importance of the Sangat (Community) Amritsar (the Golden Temple) as a place of pilgrimage Buddhism Worship at the Vihara Worship at the Stupa (place of relics) The offering of flowers, light, incense and chanting Meditation The Buddhist Monastery - monks and lay people Baha i Faith The importance of prayer in any location Individual and shared prayers The role of a house of worship The shrines of the Bab and Baha u llah as places of pilgrimage 50

53 Key Stage Core unit 3 Important times, ceremonies and seasons Christianity During this unit, students should extend their knowledge and understanding of holy days and liturgical events in the church s year. Festivals and rites of passage may have been studied in primary school. Now students can use the Bible and other resources to explore the inner meaning of the principal festivals such as Christmas, Easter, Advent and Lent to extend their understanding of the religious celebrations of these times. The focus should be on ways faith communities express their beliefs and values, and students should be able to evaluate the importance of commitment to Christianity as expressed in ceremonies marking special times such as birth and death. Christmas: the concept of incarnation, God taking on a human identity Easter: the concept of salvation, the study of the death and resurrection of Christ Ascension: the great commission to the Apostles Pentecost: the coming of the Holy Spirit, the concept of Trinity Times for preparation, reflection, repentance and forgiveness: Advent and Lent Special weeks: Week of Prayer for Christian Unity, Christian Aid week Birth: denominational differences of birth ceremonies Death: funerals and memorial services Sacramental worship: Baptism, Confirmation, Eucharist, Anointing the sick, Penance, Marriage and Ordination Other religions During this unit, students should extend their knowledge and understanding of the holy days within the faith being studied. Festivals and rites of passage may have been studied in primary school. Now students can use holy books, sacred texts and other resources to explore the inner meaning of the principal festivals of the chosen faith to extend their understanding of the faith celebrations. The focus should be on ways faith communities express their beliefs and values, and students should be able to evaluate the importance of commitment to the named religion as expressed in ceremonies marking special times such as birth and death. Judaism Sukkot, the Feast of Tabernacles, celebrated in the autumn, teaching about God s protection Shavout Harvest thanksgiving, with special reference to God giving the Torah to Moses Shabbat (Sabbath) weekly celebration in the home and synagogue Brit Milah circumcision at eight days Bar or Bat Mitzvah becoming an adult and taking on responsibility for yourself Marriage and family life Funeral and memorial traditions 51

54 Key Stage Islam Feast days and family events Muslim calendar Hijrah Hajj and Eid ul Adha Ramadan and Eid ul Fitr Lailat ul-qadr Birth ceremonies Marriage Death rites and customs Five pillars Hinduism Sikhism Raksha Bandhan a festival of thanksgiving for brothers and sisters Samsara s ceremony to mark stages of life Festivals celebrating the Guru s life or martyrdom Baisakhi Birth ceremony (naming) Amrit (5 Ks) Weddings Death rituals Buddhism Wesak celebrating the birth, enlightenment and Parinbbana (death) of the Buddha Birth ceremony (similar to Hindu) Ordination Death rituals Baha i Faith The festivals of Ridvan and Baha i New Year The Nine Holy Days The 19 Day Fast Marriage and funerals Fifteen years old, the age of maturity 52

55 53 Key Stage 4

56 54

57 Key Stage 4 The religious education programme of study will ensure that throughout this phase, students will build on their established understanding and abilities. They will analyse and interpret a wide range of philosophical and ethical concepts in increasing depth. Students will have the opportunity to investigate issues of diversity within religions and the ways in which religion and spirituality are expressed in philosophy, ethics, science and the arts. They will expand and balance their evaluations of the impact of religions on individuals, communities and societies locally, nationally and globally. Students will understand the importance of dialogue between and among different religions and beliefs. They will gain understanding of how religion and belief contribute to community cohesion, recognising the various perceptions people have of the role of religion in the world. Whilst there is no legal requirement that students must sit public examinations, they deserve the opportunity to have their learning in the statutory curriculum subject of religious education accredited. Therefore, when developing a suitable scheme of work for Key Stage 4, it is possible to use GCSE short courses in religious studies. This can be converted to a full GCSE through additional units and lays the foundation to AS and A level religious education and philosophy in sixth forms. The short and long course GCSE is taught over two years. It should include: an in-depth study of the candidate s chosen religion; questions of meaning; life issues; and environment, including religious views of creation, stewardship and conservation. Students will use no more than two religions during the preparation for these external examinations. The two religions should be Christianity and the student s chosen religion. 55

58 General requirements 14 to 19 Religious education is a statutory subject for all registered students, including students in the school sixth form. Schools must provide religious education to every student in accordance with legal requirements. Religious education must be included in the locally agreed syllabus which specifies accredited courses as programmes of study in religious education at Key Stage 4 and post-16. Richmond upon Thames recommends that all students at Key Stage 4 follow at least a short course GCSE and that those who want to take a full course should be given the opportunity to do so. Post-16 students should be given the opportunity to follow AS/A level courses, but there must be provision for religious education for all students. No less than eight hours of religious education is taught a term as a module with other subjects. Teaching must acknowledge the importance of Christianity as well as incorporating other world religions and life stances. Strategies for teaching and learning Key concepts There are a number of key concepts that underpin the study of religious education. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. Beliefs, teachings and sources Analysing teachings, sources, authorities and ways of life in order to understand religions and beliefs in historical and cultural context Understanding and analysing beliefs, values and attitudes in relation to the human quest for meaning Practices and ways of life Explaining and evaluating the impact of religions and beliefs on how people live their lives Analysing the ways in which the impact of religions and beliefs can vary according to context Expressing meaning Interpreting and evaluating many different sources and forms of religious, spiritual, moral and cultural expression Identity, diversity and belonging Explaining and analysing viewpoints on issues connecting personal and communal identity 56

59 Key Stage Meaning, purpose and truth Analysing and synthesising insights on ultimate questions that confront humanity Values and commitments Producing evidence and arguments about moral values and how they can relate to beliefs and experience Evaluating their own and other people s values to make informed, rational and imaginative choices 57

60 Key Stage Attainment Targets AT1 Learning about religion You should teach students to: investigate, study and interpret significant religious, philosophical and ethical issues, including the study of religious and spiritual experience taking account of their own sense of identity, experience and commitment; think rigorously and present coherent, widely informed and detailed arguments about beliefs, ethics, values and issues, drawing a well-substantiated conclusion; develop their understanding of principal methods by which religions and spirituality may be interpreted; draw upon, interpret and evaluate forms of creative expression in religious life; and use specialist vocabulary to evaluate the power and limitations of religious language. AT2 Learning from religion You should teach students to: reflect on, express and justify their own opinions taking into account what they have learnt about religion and their study of religious, philosophical, moral and spiritual questions; develop their own values and attitudes to recognise their rights and responsibilities taking into account what they have learnt about religion; relate their learning in religious education to the wider world gaining a sense of personal autonomy in preparation for adult life; and develop skills of crucial enquiry, creative problem solving and communication in a variety of media. 58

61 59 Appendices