Westminster s Agreed Syllabus for Religious Education. (Being an amended version of the Agreed syllabus of Hampshire, Portsmouth and Southampton)

Transcription

1 Living Difference Westminster s Agreed Syllabus for Religious Education (Being an amended version of the Agreed syllabus of Hampshire, Portsmouth and Southampton) July 2006 (the original syllabus having been adopted by Hampshire, Portsmouth and Southampton in July 2004) Westminster Agreed Syllabus adopted 1 st September 2006

2 Hampshire County Council/Portsmouth City Council/Southampton City Council ISBN: X July 2004 Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 ii

3 Contents Contents Westminster Preface The legal requirements Page number iii viii x Acknowledgements xi The purpose of religious education 1 Introduction to the Agreed Syllabus: Living Difference 2 Concept development 4 Enquiry and skills 6 Attainment target: Interpreting religion in relation to human experience 7 Programme of study 8 Enquiry and skills - a methodology for teaching and learning 8 Knowledge and understanding 10 Hierarchy of concept development 11 Breadth of study 12 Attainment target and level descriptions 13 Levels of attainment 14 Performance descriptions 16 Students with special educational needs 19 A model for sequencing enquiry and skills in the programme of study for students with special educational needs Knowledge, skills and understanding for students with special educational needs Breadth of study 23 Foundation Stage 24 Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 iii

4 Contents Page number Introduction 25 Enquiry and skills 26 Hierarchy of concept development 27 Key Stage 1 28 Introduction 29 Hierarchy of concept development 30 A model for sequencing enquiry and skills in the programme of study at Key Stage 1 31 Knowledge, skills and understanding 32 Units of work 34 Content for the Foundation Stage and Key Stage 1 37 Buddhism 38 Christianity 39 Hinduism 41 Islam 42 Judaism 43 Sikhism 44 Key Stage 2 45 Introduction 46 Hierarchy of concept development 47 A model for sequencing enquiry and skills in the programme of study at Key Stage 2 48 Knowledge, skills and understanding 49 Units of work 52 Content for Key Stage 2 - the religious traditions 55 Buddhism 56 Christianity 58 Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 iv

5 Contents Page number Hinduism 60 Islam 62 Judaism 64 Sikhism 66 Key Stage 3 68 Introduction 69 Hierarchy of concept development 70 A model for sequencing enquiry and skills in the programme of study at Key Stage 3 71 Knowledge, skills and understanding 72 Units of work 75 Content for Key Stage 3 - the religious traditions 79 The Bahá í Faith 80 Buddhism 84 Christianity 86 Hinduism 89 Humanism 91 Islam 93 Judaism 95 Sikhism 97 Key Stage 4 99 Introduction 100 Hierarchy of concept development 101 A model for sequencing enquiry and skills in the programme of study at Key Stage Knowledge, skills and understanding 103 Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 v

6 Contents Page number Post Introduction 105 Suggested material for a post-16 curriculum 106 Lists of concepts Concept type A Concepts within the experience of most people irrespective of any religious or philosophical affiliation 107 Concept type B Concepts common to some religions and non-religious worldviews and also used in the study of them 108 Concept type C Concepts that are particular to specific major religions or to non-religious worldviews 109 The Bahá í Faith 110 Buddhism 112 Christianity 113 Hinduism 114 Humanism 116 Islam 118 Judaism 119 Sikhism 120 Examples of ways of constructing units of work on the Bahá í Faith 121 Examples of ways of constructing units of work on Buddhism 124 Examples of ways of constructing units of work on Christianity 127 Examples of ways of constructing units of work on Hinduism 129 Examples of ways of constructing units of work on Humanism 132 Examples of ways of constructing units of work on Islam 135 Examples of ways of constructing units of work on Judaism 137 Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 vi

7 Contents Page number Examples of ways of constructing units of work on Sikhism 139 Learning across the curriculum: the contribution of religious education 142 Promoting spiritual, moral, social and cultural (SMSC) development through religious education 143 Promoting citizenship through religious education 144 Promoting personal, social and health education through religious education 145 Promoting key skills through religious education 146 Promoting other aspects of the curriculum 147 Inclusion: providing effective learning opportunities for all students 148 Use of language across the curriculum 156 Use of information and communication technology across the curriculum 157 Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 vii

8 Westminster Preface By statute, every local authority is required to adopt an agreed syllabus of religious education and to review it every five years. Westminster s last agreed syllabus was adopted in 1998 and therefore came up for review in At that time the Local Authority duly set up an Agreed Syllabus Conference to conduct the review Initially the Agreed Syllabus Conference ascertained that the current agreed syllabus was popular with schools and that there were relatively minor revisions required. Specifically, it wished to include units on each of three new topics, the Bahá í Faith, Humanism, and interfaith dialogue, at key stage 3 (the existing syllabus dealt with two of these already, but at key stage 4). It was also recognised that more advice needed to be given about assessment, particularly the use of levels. SACRE set up an agreed syllabus working party, chaired by a primary headteacher, Annie Sevier, charged with looking at how best the 1998 agreed syllabus could be amended. However, shortly after the agreed syllabus conference began its review it became known that the DfES intended to produce a non-statutory National Framework (NSNF) that would offer guidance to agreed syllabus conferences. It was therefore decided to delay consideration of the new agreed syllabus until the NSNF became available. The NSNF was published during the autumn term of Through a consultation with primary school subject leaders with responsibility for religious education a very strong request was made that any revised syllabus should come with a complete scheme of work, including recommendations as to resources and as much guidance as possible about teaching the material. At about the same time it became known that the Qualifications and Curriculum Authority (QCA) was intending to publish a scheme of work to accompany the NSNF and this was promised for the end of the summer term, It was therefore decided that the sensible option was to await the publication of the QCA scheme of work before proceeding to make recommendations to the local authority. The QCA publication date for the new scheme of work was delayed several times and as of June 2006 no part of the scheme had been published. To avoid further delay and act quickly to put in place a new syllabus to meet the needs of the pupils and students in Westminster schools, the Agreed Syllabus Conference decided to adopt a recent syllabus from another local authority, if one could be found that met the needs of Westminster schools. After researching a range of syllabuses it was decided to recommend Westminster Council to adopt the agreed syllabus of Hampshire, Portsmouth and Southampton, subject to minor amendments. Why the Hampshire, Portsmouth and Southampton syllabus? The quality of the support material In looking for a suitable agreed syllabus it was essential to find one that offered a handbook that gave guidance at the level of individual lesson plans and resource materials. Relatively few agreed syllabuses do this and of the few that do, most date from before the NSNF. A number of agreed syllabus conferences are currently meeting and there may eventually be comprehensive guidance material to accompany these syllabuses, but it does not yet exist. The Hampshire syllabus was produced at the same time as the NSNF and there was close liaison so that the two documents can be seen as complementary. From the time the Hampshire syllabus was published in 2004 work has been proceeding on both a primary and secondary handbook. These are now completed with the secondary handbook extending to more than 500 pages and the primary handbook to just under 200 pages. This material has been produced with the involvement of classroom teachers (including advanced skills Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 viii

9 teachers) and the two county inspectors for RE. It has been trialed in schools and has received a warm response from teachers.. Consistency with the Non-Statutory National Framework The NSNF is not itself a syllabus and could not be used as one. It is a framework that needs to be fleshed out before it can be used by schools. However, the NSNF will be the document that publishers and TV programme makers will look to when they produce materials for use in schools. It is likely that all future initial training of RE teachers, and any nationally provided professional development for RE teachers, will use the NSNF as its basis. It therefore seemed imperative that a Westminster syllabus should be compatible with the NSNF. The Hampshire syllabus is consistent with the NSNF. There are two apparent differences; the first will make no difference at all to teachers, and the second makes teachers lives easier. The first difference is that the two attainment targets of the NSNF, learning about religion and learning from religion have been conflated into the single target of Interpreting religion in relation to human experience. There is no difficulty here because both of the NSNF attainment targets are incorporated within the Hampshire attainment target (one cannot begin to interpret religion until one has learned about it, and the process of interpreting it in relation to human experience is to ask the question, what can I learn from this? ) The second difference is that the wording of the 9 levels of attainment of the Hampshire syllabus (8 levels plus exceptional performance ) is different to the wording of the NSNF. However, the levels are compatible in the sense that any particular level in the Hampshire syllabus corresponds to the same level in the NSNF. The reason for the difference in wording is that the Hampshire level descriptors are closely tied to what pupils are actually required to do in their lessons at each key stage. Teachers will find the process of assigning levels to pupils easier using the Hampshire wording than using that of the NSNF. The Hampshire syllabus allows Westminster schools to deliver the religious education most appropriate to their situation Quite intentionally the Hampshire syllabus is primarily a syllabus about how to teach religious education, rather than what to teach. At its heart is a methodology based on concept-acquisition that could be applied to almost any religious content. The requirements of the Hampshire syllabus, as to content, are wholly in line with the NSNF in terms of expecting Christianity taught at each key stage, with one other religion at key stage one, and two other religions at each of key stages two and three. (There is a national expectation that students will be following accredited courses at key stage 4 and in the VI form). Hampshire has encouraged Westminster to develop further units of work to meet specific needs of Westminster schools, using the examples in their handbooks, so Westminster SACRE is developing units on the Bahá í Faith, on inter-faith dialogue and on Humanism Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 ix

10 The legal requirements The Education Act 1996 requires that: religious education should be taught to all students other than those in nursery classes and except for those withdrawn at the wish of their parents. Teachers rights are safeguarded, should they wish to withdraw from the teaching of religious education religious education in all county and voluntary controlled schools should be taught in accordance with an agreed syllabus an agreed syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions in Great Britain an agreed syllabus must not be designed to convert pupils, or to urge a particular religion or religious belief on pupils an new Agreed Syllabus Conference must be convened within five years of the adoption of an agreed syllabus to review the existing syllabus. The status of religious education within the curriculum Section 352 of the Education Act 1996 identifies the distinctive place of religious education as part of the basic curriculum alongside the National Curriculum. Religious education is to have equal standing in relation to the core and foundation subjects within the school. It differs from the subjects of the National Curriculum only in that it is not subject to national prescription in terms of attainment targets and programmes of study. It is a matter for the Agreed Syllabus Conferences to recommend locally prescribed procedures for the LEA in relation to attainment targets, assessment and programmes of study. Time for religious education It is recommended that the following minimum hours should be devoted to religious education, and the programmes of study that come in the Living Difference handbooks have been designed with these time recommendations in mind: Key Stage 1: 36 hours per year Key Stage 2: 45 hours per year Key Stage 3: 45 hours per year Key Stage 4: 45 hours per year Key Stage 5: there is no recommended minimum time allocation. The requirement to teach religious education does not apply to nursery classes but it does apply to children in Reception classes. NB Collective worship is not part of the taught day and cannot be considered as part of the recommended time for teaching the Agreed Syllabus Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 x

11 Acknowledgements Grateful thanks go to members of the working party and others who have contributed to the shaping of this document: Mandy Post, Manor Infant School (Fleet) Lorraine Smith, Western CE Primary School Angela Smith, The Crookhorn Community School Neil Powney, Bay House School Philippa Hughes, Fair Oak Infant School Catherine Macdonald, Maple Ridge School (Special) Esther Squibb, Ringwood Junior School Zoe Hayes, Valentine Infant School Rebecca Payne, St Mary s Primary School Caroline Mulvey, Bitterne C of E Infant School Jackie Meering, Fairisle Junior School Cheryl Hubbard, RE teacher Matthew Pitcher, Bitterne Park Secondary School Georgie Tuzeman, Solent Junior School Sue Ganter, RE teacher Patrick Quirk, Miltoncross School Cath Ilsley, Redwood Park Special School Sylvia Fletcher, Copnor Infant School Rona Doyle, St Jude s C of E Primary School Chris Hughes, Hampshire SACRE David Bothwell, Hampshire SACRE Clive Erricker, Support Officer to Hampshire/Portsmouth/Southampton SACREs Judith Lowndes, Support Officer to Hampshire/Portsmouth/ Southampton SACREs Julius Klein, Hampshire/Portsmouth SACREs Mohammed Riyami, Hampshire/Portsmouth SACREs Councillor Work, Southampton SACRE Jean O Reilly, Southampton SACRE Eric Gower, Southampton SACRE Ted Parker, Portsmouth SACRE Mike Johns, Portsmouth SACRE Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 xi

12 Elaine Bellchambers, University College Winchester Sam Jordan and Jeremy Stone, Southampton University Dr Ruth Mantin and PGCE students, University College Chichester Lilian Weatherley, Winchester C of E Diocese Nigel Utton, Teachers Union representative Lydia Revett, RE Centre, Winchester. Thanks also go to the following specialist consultants for their help in constructing the key concepts for specific religious traditions: Dr W Owen Cole Alan Brine Dr Andrew Wright Clive Lawton. Thanks go to Graham Langtree for his communications regarding the National framework for religious education. Thanks to the following schools for working with and trialling the material: Fair Oak Infant School Manor Infant School (Fleet) Bridgemary Community School Brookfield Community School Solent Junior School Thornden School The Mountbatten School and Language College. Westminster Agreed Syllabus of Religious Education adopted 1 st September 2006 xii

13 The purpose of religious education The purpose of religious education (RE) in Westminster is to support students in developing their own coherent patterns of values and principles, and to support their spiritual, moral, social and cultural development. This entails encouragement of each student to interpret and respond to a variety of concepts, beliefs and practices within religions and to their own and others cultural and life experiences. For many students, their cultural and life experiences will centre on family and social life within a secular, non-religious worldview, and teachers must ensure that the beliefs and cultural practices of these students are accorded respect and consideration. Successful outcomes will depend upon careful choice and use of teaching and learning strategies. It is essential that the process of teaching and learning must be applicable to learning for life, in a broad sense, as well as within the context of RE. It is important that students progressively develop the capacities to interpret, evaluate and respond to differing values and beliefs. This can be achieved through extending their thinking and analytical skills and their creative, imaginative and emotional development. A further purpose for RE is to foster mutual understanding between students of differing religious and cultural backgrounds. The process of teaching and learning at each key stage is addressed in the programme of study. The content of the curriculum at each key stage is addressed in the breadth of study. This approach to religious education in Westminster schools is consistent with the United Nations Convention on the Rights of the Child, particularly articles 12, 14 and 30. Article 12 Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. Article 14 Children have the right to think and feel what they want, and to practise their religion as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters. Article 30 Children have the right to learn and use the customs and language of their families, whether these are shared by the majority of people in the country or not. Westminster Agreed Syllabus adopted 1 st September

14 Introduction to the Agreed Syllabus: Living Difference This Agreed Syllabus is the legal document to be followed for the teaching of religious education in Westminster schools from January It was originally published In Hampshire, Portsmouth and Southampton at the same time as the launch of the National framework for religious education produced by the Qualifications and Curriculum Authority (QCA). The National framework is to be welcomed as non-statutory support for the delivery of religious education nationally but it does not replace the statutory guidance of the locally agreed syllabus. In Westminster community schools it is a legal requirement to teach according to this Agreed Syllabus and it provides the basis on which the Standing Advisory Council for Religious Education (SACRE) of Westminster and the Office for Standards in Education (OFSTED) will determine the effectiveness of the delivery of religious education. This Agreed Syllabus supersedes the previous Agreed Syllabus for religious education inwestminster,. It retains and develops many of the features in that Agreed Syllabus but provides a new emphasis on the process of learning and teaching based on conceptual enquiry and the importance of pupils and students developing their own beliefs and values. This new emphasis is implicit in the title of the Agreed Syllabus. It can be read in two complementary ways. Living Difference identifies that people following different beliefs actually live them out; we encounter different interpretations of the world and this has practical effects. We have to understand how and why people live differently from each other and respect their right to do so. Living Difference identifies that respecting difference requires us to engage with difference confidently. We need to identify how and why we have different beliefs, attitudes and practices from other people. By doing this, we can gain respect from others. The enquiry and skills section of the programme of study seeks to develop both of these complementary capacities. The attainment target summarises the capacities to be developed by students. The educational and social relevance of this project should be clear by recognising that the world our students inherit will be increasingly affected by globalisation, within which acknowledging and negotiating difference will be necessary to ensure social harmony and humanitarian aims. Accepting difference does not imply agreement; nor does it imply that all difference is acceptable. It is important that students make reasoned and informed judgements about difference and that these are based on beliefs and values that they sincerely hold, and that they can express and defend in reasoned debate. Teachers have a responsibility for helping students to develop their beliefs and values, in relation to those values that society prizes. As a result, the Agreed Syllabus places particular importance upon the spiritual, moral, social and cultural development of students. This Agreed Syllabus is based upon understanding and responding to the key concepts within the major religious traditions and non-religious worldviews represented in Great Britain. It aims to inform pupils in primary schools and students in secondary schools of how these concepts present differing understandings of human experience and ways in which religions and non-religious worldviews view the purpose of life. In response, pupils and students are encouraged to develop their own concepts to interpret their own experiences and explain the experiences of others in the wider world. The key concepts of the major religious traditions and non-religious worldviews are expressed in their beliefs and practices and in relation to key events and individuals in their history. These beliefs, practices, events and individuals provide the means to understanding and engaging with the key concepts. For example, exploring the meaning of the Five Ks in Sikhism leads to an understanding of khalsa. Exploring the Five Pillars in Islam leads to an understanding of tawheed, jihad and umma. Exploring pilgrimage in Hinduism leads to an understanding of yoga, bhakti and moksha. Exploring the life of the Buddha in Buddhism leads to an understanding of dukkha, anicca, Westminster Agreed Syllabus of Religious Education adopted 1 st September

15 tanha and anatta. Exploring the teachings of and events in the life of Jesus Christ in Christianity leads to an understanding of incarnation, resurrection and atonement. Exploring the Shoah in Judaism leads to an understanding of shekhinah, covenant and redemption. Westminster Agreed Syllabus of Religious Education adopted 1 st September

16 Concept development Concepts are frameworks or categories for interpreting human experience. They are tools for making sense of the world of human experience. The sense we make of the world is dependent upon our concepts. Within religious traditions and non-religious worldviews people use distinctive concepts to express their experience and their understanding of the world. At different key stages students are progressively introduced to different types of concepts, as follows: A) concepts within the experience of most children irrespective of any religious or philosophical affiliation For example, remembering, specialness, celebration, rights, duty, justice B) concepts common to some religions and non-religious worldviews and also used in the study of them For example, God, worship, symbolism, the sacred, discipleship, stewardship, martyrdom C) concepts that are specific to particular religions or non-religious worldviews For example, dukkha, Trinity, tawheed, redemption, khalsa, moksha, Torah It would be expected that from Key Stage 1 through to Key Stage 3 and at Key Stage 4 students would move from an emphasis on the concepts common to most children irrespective of any religious or philosophical affiliation, through to the concepts common to many religions and non-religious worldviews and the study thereof,, and then further into the religion and non-religious worldview specific concepts. It is important that all three types of concept should be introduced to students from Key Stage 2 onwards. There are eight important considerations to be taken into account as to when different types of concepts are introduced and what concepts, within each type, are introduced. 1. It is important to be clear about the difference between the focus on enquiry into more general concepts within earlier key stages (Key Stages 1 and 2) and the introduction of religion or worldview specific terms that could later be used as a conceptual focus in their own right. For example, at Key Stage 1 pupils may be introduced to Shabbat as a way in which Jews celebrate, but the concept in focus is celebration because it relates to an experience common to most pupils. 2. It is also important to distinguish (for students in Key Stages 3 and 4) between key concepts within specific religious traditions and non-religious worldviews, and terms that describe particular beliefs and practices that derive from and express these key concepts (for example, students will engage with terms such as salat and hajj in order to enquire into key Islamic concepts such as tawheed, jihad and umma). 3. Concepts employed at Key Stage 1 and Key Stage 2 should be progressively building towards those employed at Key Stage 3 to ensure there is appropriate development. This will ensure that appropriate focus is given to concepts that are within the experience of most children (Concept type A) and concepts common to many religious and nonreligious worldviews (Concept type B) to ensure the groundwork is done for the development to the key religion and non-religious worldview specific concepts (Concept type C). For example, in the context of addressing Christianity, specialness (Concept type A) should be addressed with sacredness (Concept type B) in mind. Sacredness should be addressed with incarnation (Concept type C) in mind. In Judaism, with a focus on Pesach, at Key Stage 3 the religion specific concepts of covenant and redemption might require that the concept of freedom is addressed at Key Stage 2 and remembering at Key Stage 1. Westminster Agreed Syllabus of Religious Education adopted 1 st September

17 4. Concepts within each type vary in complexity. It is important to take this into account in relation to deciding which concepts are introduced within any key stage. For example, in Concept type A, celebration is a much easier concept to grasp than authority, authority is an easier concept to grasp than justice. Therefore celebration is an appropriate concept to introduce for the Foundation Stage and Key Stage 1, authority for Key Stages 2 and 3, and justice for Key Stages 3 and Some concepts can belong within all three types of concept but their interpretation and complexity will develop as they move from type A through to type B and type C. It is this variation in interpretation and complexity that needs to be taken into account. For example, love can be introduced across all key stages but its interpretation becomes more specific and its complexity increases according to whether it is located within Concept type A, B or C. Thus, in Concept type C, love as agape within Christianity is best introduced in Key Stage Some type C, religion and non-religious worldview specific concepts are more complex than others. For example, in Christianity, church is an easier concept to initially understand than atonement. In Islam, umma is an easier concept to initially understand than tawheed. Type C concepts should be selected that are appropriate to the age and ability of students. 7. Key religious and non-religious worldview specific concepts (type C) have been identified for each of the major world religions and Humanism. The purpose of the lists of concepts is to emphasise their distinctiveness to the religion or worldview in question, and their central importance within that tradition. It is expected that they will be approached through distinctive beliefs and practices, for example, the Five Pillars in Islam or the use of the Bible in Christianity. However, the process requires that students should be taken beyond the acquisition of knowledge about a religion towards an understanding of the key concepts upon which the beliefs and practices are based. 8. It is expected that Key Stages 2 to 4 will explore all types of concepts. Key Stage 1 will only engage with Concept types A and B, and the Foundation Stage only with Concept type A. Westminster Agreed Syllabus of Religious Education adopted 1 st September

18 Enquiry and skills The enquiry and skills section of the programme of study provides a model for a process of learning. It is a methodology. Students can be guided to enter into the process at different points, but they are required to complete the circuit of enquiry and skills in the programme of study in order to make sense of the concepts and the implications, for themselves and others, in relation to human experience, religious and non-religious. The circuit through the enquiry and skills section of the programme of study can be achieved in different ways within a unit of work. For example, lessons may be constructed so that different emphasis is put on each element of the enquiry and skills section in the programme of study. This may depend on the subject material and the teaching and learning styles employed. It is also possible to start the circuit at different points (most obviously, addressing students experience first or religious / worldview concepts first). It is also possible, in the context of the dynamic of the teaching and learning process, to move back and forth between elements. The important thing is that the teacher and the students are able to identify the progression of the learning in relation to its elements. Below are explanations of the types of skills to be developed. Within each of the five elements of the programme of study students should be taught how to: 1. develop skills of enquiry identify central concepts relevant to religions, non-religious worldviews, and life experiences investigate the meaning of concepts through discussion and reflection communicate their own understanding of concepts orally and in writing 2. develop skills of contextualisation explore the interpretation of concepts within significant beliefs, teachings and practices recognise that differing religious, social and cultural contexts influence interpretations communicate their understanding of how context influences the interpretation of a concept 3. develop skills of evaluation respond to a concept with an evaluative judgement appreciate differing judgements and their merits communicate an informed judgement taking account of the judgements of others 4. develop skills related to communicating and justifying one s own statement of beliefs and values reflect on their own beliefs and values respond to the expression of the beliefs and values of others express their own beliefs and values 5. develop skills of application communicate how their beliefs and values can be applied in specific situations identify the issues raised in applying beliefs and values to specific situations recognise some of the difficulties involved in developing a coherent set of beliefs and values Westminster Agreed Syllabus of Religious Education adopted 1 st September

19 Attainment target Interpreting religion in relation to human experience The attainment target emphasises the importance of interpretation of concepts. This can be understood in broader and more refined terms according to the age and ability of students. At Foundation Stage interpret can be understood as engaging with and responding to. For example, engaging with and responding to the concept of celebration in a unit of work on special food. At Key Stage 1 interpret can be understood as making sense of. For example, making sense of the concept of remembering in a unit of work on Pesach. At Key Stage 2 interpret can be understood as making sense of but pupils will also recognise that there may be a variety of interpretations of a concept, so interpret can mean differentiating between. For example, different understandings of the concept of freedom in a unit of work on Pesach. At Key Stage 3 interpret can be understood as making sense of and differentiating between, but students also need to be challenged to give a coherent explanation of. For example, religion specific concepts such as mitzvot in a unit of work on Judaism. At Key Stage 4 interpret can be understood as making sense of, differentiating between, and giving a coherent explanation of but students also need to be challenged to examine critically. For example, religion specific concepts such as covenant and redemption in a unit of work on Judaism within a GCSE syllabus. However, it is important that students are required to engage with and respond to such concepts at each key stage for interpretation to be addressed. The process through which interpretation can be achieved is addressed in the enquiry and skills section of the programme of study. Westminster Agreed Syllabus of Religious Education adopted 1 st September

20 Programme of study The programme of study is structured into four main areas for each key stage: enquiry and skills knowledge and understanding hierarchy of concept development breadth of study Enquiry and skills Enquiry and skills is concerned with the ability of the student to engage with the following elements: enquire into religions, non-religious worldviews and human experience through the study of key concepts to enable students to focus their attention on the different ways people interpret their experience, religious and non-religious contextualise concepts within religious and non-religious worldview belief and practice and specific situations to enable students to examine the application of the concepts to people s lives evaluate the concept to enable students to appreciate, critically consider and make informed judgements about religious belief and practice communicate their own response to the concept to enable students to formulate and articulate their own beliefs and values apply their response to their own and others lives to enable students to test critically their own beliefs and values against issues encountered in life. Westminster Agreed Syllabus of Religious Education adopted 1 st September

21 Enquiry and skills A methodology for teaching and learning Students can be guided to enter into the process at key points. There are two obvious starting points students own responses or the enquiry into concepts central to religious and nonreligious worldviews. Students are, however, required to complete all the elements of the sequence in order to make sense of the concept in focus and its implication for themselves and others. Westminster Agreed Syllabus of Religious Education adopted 1 st September

22 Knowledge and understanding Knowledge and understanding is concerned with the particular types of concepts pertinent to religious education. Types of concepts A) concepts within the experience of most children irrespective of any religious or philosophical affiliation For example, remembering, specialness, celebration, rights, duty, justice B) concepts common to some religions and non-religious worldviews and also used in the study of them For example, God, worship, symbolism, the sacred, discipleship, stewardship, martyrdom C) concepts that are specific to particular religions or non-religious worldviews For example, dukkha, Trinity, tawheed, redemption, khalsa, moksha, Torah Whilst these concepts are not exhaustive it is important that students are introduced to a range of each type of concept in the course of their development through Key Stages 1 to 4 Westminster Agreed Syllabus of Religious Education adopted 1 st September

23 Hierarchy of concept development This diagram illustrates how concepts can be applied within the key stages. More complex Key Stage 4 Concepts specific to some religious or belief worldviews Concept type C simpler Key Stage 2 Key Stage 3 Concepts common to some religious and belief worldviews and used in the study of them More complex Concept type B simpler Key Stage 1 Concepts within the experience of most children irrespective of any religious or belief affiliation More complex Concept type C simpler Foundation Stage Concepts that are within children s own experiences and are the basis of concept development in key stages 1 to 4 Westminster Agreed Syllabus of Religious Education adopted 1 st September

24 Breadth of study The breadth of study is concerned with the body of knowledge pertinent to religious education. This includes the study of Christianity and other principal religions represented in Great Britain. The emphasis in the breadth of study is on enquiry into the three types of concepts in order to develop pupils knowledge and understanding of religion and human experience. At Key Stage 1 pupils are required to study Christianity and at least one other religion. At Key Stage 2 pupils are required to study Christianity and at least two other religions. At Key Stage 3 students are required to study Christianity and no fewer than two other religions which, preferably, have not been studied in the previous key stages. At Key Stage 4 it is recommended that students study Christianity and up to two other religions. Westminster Agreed Syllabus conference resolved that these breadth of study requirements are to be interpreted by schools to mean that one religion, as well as Christianity, at key stage 1, and two other religions, as well as Christianity, at key stage 2, must be identified for particular study in depth. However, this wording should not lead schools to believe that they may not, or should not, draw on material from other religious traditions or worldviews where this would be educationally appropriate or would promote greater inclusion of different individuals and groups within the school community. Westminster Agreed syllabus conference further recommends that primary schools should make either Islam or Judaism the second religion studied at key stage 1, and either Islam or Judaism, and Hinduism, the two religions, as well as Christianity, to be studied at key stage 2. By the end of key stage 2, pupils should have studied in some depth Christianity plus three other principle religious traditions. It then remains for secondary schools to ensure suitable coverage of the Buddhist and Sikh traditions. The Agreed Syllabus conference resolved to give effect to the recommendation of the nonstatutory National Framework for RE that Pupils should also study how religions relate to each other, recognising both similarities and differences within and between religions. They should be encouraged to reflect on: the significance of interfaith dialogue. Primary schools may approach this implicitly, secondary schools will do the same but must also ensure that at least one unit in their key stage 3 scheme of work explicitly deals with interfaith dialogue. Westminster Agreed Syllabus of Religious Education adopted 1 st September

25 Attainment target and level descriptions The attainment target is: Interpreting religion in relation to human experience The attainment target for RE, the programme of study and the breadth of study set out the knowledge, skills and understanding that students of different abilities and maturities are expected to have by the end of the key stage. The attainment target consists of eight level descriptions of increasing difficulty, plus a description for exceptional performance above Level 8. Each level description describes the types and range of performance that students working at that level should characteristically demonstrate. The level descriptions provide the basis to make judgements about students performance at the end of Key Stages 1, 2 and 3. At Key Stage 4, national qualifications are the main means of assessing attainment in RE. Range of levels within which the great majority of students are expected to work Levels Expected attainment for the majority of students at the end of the key stage Levels Key Stage At age 7 2 Key Stage At age 11 4 Key Stage At age 14 6 Assessing attainment at the end of a key stage In deciding on a student s level of attainment at the end of a key stage, teachers should judge which description best fits the student s performance. When doing so, each description should be considered alongside descriptions for adjacent levels. There are no national statutory assessment requirements in RE, but schools may wish to report progress in terms of levels of attainment. Westminster Agreed Syllabus of Religious Education adopted 1 st September

26 Levels of attainment Level 1 Pupils can identify and talk about key concepts studied that are common to religious and non-religious experience. They can recognise that the concept is expressed in the practices of the religion studied. They can evaluate the concepts by talking about their importance to believers in simple terms, and by identifying an issue raised. They can talk about their own response to these concepts and identify how their response relates to their own lives. Level 2 Pupils can describe in simple terms key concepts studied that are common to religious and non-religious experience. They can identify and talk about concepts that are common to many religions and used in the study of religion. They can give a simple description of ways in which these concepts are expressed in the context of the practices of the religion studied. They can evaluate the concepts by describing in simple terms their value to believers and by talking about an issue raised. They can describe in simple terms their response to these concepts and identify simple examples of how their response relates to their own lives and those of others. Level 3 Pupils can describe key concepts that are common to many religions and used in the study of religion. They can describe how these concepts are contextualised within some of the beliefs and practices of the religion studied. They can evaluate the concepts by describing their value to believers and by identifying and describing an issue raised. They can describe their own response to the concepts and describe examples of how their response is, or can be, applied in their own lives and the lives of others. Level 4 Pupils can explain key concepts that are common to many religions and used in the study of religion. They can describe some key concepts specific to the religions studied. They can explain how these concepts are contextualised within the beliefs and practices of the religions studied. They can evaluate the concepts by explaining their value to believers and by identifying and describing some issues they raise. They can express a personal response and explain examples of how their response to the concepts can be applied in their own lives and the lives of others. Level 5 Students can explain key concepts specific to the religions studied and can accurately contextualise them within key beliefs and practices of the religion in which they are expressed. They can explain some connections between different concepts. They can evaluate the concepts by explaining their value to believers and by identifying and explaining some important issues they raise. They can explain their own response to religious concepts and explain significant examples of how their response does, or would, affect their own lives and the lives of others. Level 6 Students can give more detailed explanations of a range of key concepts specific to the religions studied. They can accurately contextualise them within the beliefs and practices of different branches of the religion in which they are expressed, and explain connections between different concepts. They can evaluate the concepts by giving more detailed explanations of their value to believers and by explaining significant issues they raise. They can explain their own response to religious concepts with a justification for their response and give well chosen examples of how their response would affect their own lives, those of others, and wider society. Westminster Agreed Syllabus of Religious Education adopted 1 st September

27 Level 7 Students can give coherent, detailed explanations of a wider range of key concepts specific to the religions studied. They can accurately contextualise them within the beliefs and practices of different branches of the religion in which they are expressed. They can analyse some conceptual differences and similarities across religions. They can explain how concepts within a religion are related to one another. They can evaluate the concepts by giving coherent explanations of the importance of the concepts to the lives and values of believers and by identifying and explaining issues that affect the wider society. They can give a coherent explanation for their own response to religious concepts with a justification. They can apply their response by giving some evidence of how their response would affect their own lives, those of others, and wider society. Students are beginning to draw on a range of sources to appropriately present and give evidence for their arguments. Level 8 Students can interpret a wide range of key concepts specific to the religions studied. They can accurately contextualise them within the beliefs and practices of different branches of the religion in which they are expressed, and analyse conceptual differences and similarities within and across religions. They can give more complex explanations as to how concepts within a religion are related to one another. They can evaluate the concepts by justifying how and why the concepts are important to the lives and values of believers and by analysing how issues arising will affect the wider society. They can give a detailed explanation for their own response to religious concepts with a justification for their response based upon a coherent argument. They can apply their response by giving carefully selected supportive evidence of how their response would affect their own lives, those of others, wider society and global affairs. Students are drawing on a wider range of appropriately selected sources to present and give evidence for their arguments. Exceptional performance Students can interpret conceptual differences within and across the religions studied. They can accurately contextualise concepts within and across the beliefs and practices of the religions in which they are expressed, and analyse the interpretations that religions and branches of religion employ. They can analyse how concepts within a religion are related to one another. They can evaluate the concepts by critically interpreting how they influence the lives and values of believers within different contexts and they can critically analyse how issues arising will affect the wider society and global affairs. They can give a coherent and detailed explanation for their own response to religious concepts with a justification for their response based upon a coherent and carefully structured argument. They can apply their response by giving carefully selected evidence of how their response would affect the wider society and global affairs. Students are drawing on a wide range of appropriately selected sources to present and give evidence for their arguments. Westminster Agreed Syllabus of Religious Education adopted 1 st September

28 Performance descriptions The performance descriptions outline early learning and attainment before Level 1 in eight levels, from P1 to P8. The performance descriptions can be used by teachers in the same way as the National Curriculum level descriptions to: decide which description best fits a pupil s performance over a period of time and in different contexts develop or support more focused day-to-day approaches to ongoing teacher assessment by using the descriptions to refine and develop long-, medium- and short-term planning track linear progress towards attainment at religious education Level 1 identify lateral progress by looking for related skills at similar levels across their subjects record pupils overall development and achievement, for example, at the end of a year of a key stage. Performance descriptions across subjects The performance descriptions for P1 to P3 are common across all subjects. They outline the types and range of general performance that some pupils with learning difficulties might characteristically demonstrate. Subject-focused examples are included to illustrate some of the ways in which staff might identify attainment in different subject contexts. P1 (i) Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted. P1 (ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, becoming still in response to silence. They may give intermittent reactions, for example, vocalising occasionally during group celebrations and acts of worship. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, briefly looking around in unfamiliar natural and artificial environments. They begin to show interest in people, events and objects, for example, leaning towards the source of a light, sound or scent. They accept and engage in coactive exploration, for example, touching a range of religious artefacts and found objects in partnership with a member of staff. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing that they have enjoyed an experience or interaction. They recognise familiar people, events and objects, for example, becoming quiet and attentive during a certain piece of music. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating a simple action with an artefact. They cooperate with shared exploration and supported participation, for example, performing gestures during ritual exchanges with another person performing gestures. Westminster Agreed Syllabus of Religious Education adopted 1 st September