The Agreed Syllabus Religious Education in Cambridgeshire.

Transcription

1 The Agreed Syllabus 2007 Religious Education in Cambridgeshire

2 Contents Introduction... 2 Preface... 3 Part A The agreed syllabus and the school s provision for RE 1 Context and overview i The legal background to the Agreed Syllabus... 6 ii The aims of religious education... 6 iii Attitudes in religious education... 7 iv Every Child Matters in RE... 8 v The planning framework Teaching the agreed syllabus i Legal requirements ii Nature of religious education iii Time allocation iv Resources Flexibility in planning i Themes and strands ii Balance of attainment targets iii Balance of religions iv Skills in RE Assessment in RE RE and inclusion i RE and pupils with special educational needs Links with other aspects of the curriculum and school life i RE and collective worship ii RE s contribution to spiritual, moral, social and cultural development iii RE and the use of language iv RE and ICT v vi RE s contribution to personal, social and health education and citizenship RE s contribution to other aspects of the curriculum vii RE s contribution to key skills Part B Programmes of study for religious education RE at the Foundation Stage Key Stage 1 programme of study Key Stage 2 programme of study Key Stage 3 programme of study RE for pupils aged Appendix 1 Interfaith questions for the classroom Appendix 2 Material for pupils who are gifted in religious education Appendix 3 Members of the Agreed Syllabus Conference Resources ii RE for pupils who are gifted and talented iii RE and pupils with specific religious needs

3 Introduction schools consulting their communities on clear statements of values. How these values are translated into productive behaviours sits at the very heart of religious education and links with the citizenship curriculum emphasising the importance of personal and religious identity. It is also in line with a key aspect of Children s Services through valuing and promoting active participation by young people in community life. This syllabus was agreed by the Cambridgeshire Standing Advisory Committee for Religious Education in October It builds on the previous syllabus which Cambridgeshire teachers had worked with successfully for the past 4 years. The syllabus is the combined work of SACRE members and clear evidence of the commitment given by individuals to this group. Raising standards in religious education has never been more important. Religion and religious labels are regularly misused in the media and the promotion of knowledge and understanding of the religions of the world can play an ever more important role in the promotion of social cohesion. There is a need for moral confidence in all our schools informed by spiritual reflection/understanding, with Cambridgeshire in its rich history and diversity is an outstanding network of communities which enhances the teaching of religious education. We are surrounded by rich insights into a variety of living faith communities. The teaching and learning of religious education offers opportunities for young people to grow in mutual understanding and respect and for harmonious and trusting relationships between individuals and groups to be developed. The ability to explain our own values and beliefs and to understand more about the beliefs and values of others is more important than ever. I believe that this new syllabus reflects, promotes and celebrates the cultural and religious diversity of the authority and I commend it to you. Gordon Jeyes, Deputy Chief Executive 2

4 Preface This document is based on earlier Cambridgeshire agreed syllabi for religious education in 1997 and These syllabi have served schools and teachers well, and the Agreed Syllabus Conference, whilst recognising the changes in the curriculum and in religious education during the last ten years, respects the view of many Cambridgeshire teachers that they are happy with the 2002 syllabus and would not wish to see change made for its own sake. Most of the new developments in this document are therefore those which are required to bring the syllabus into harmony with new requirements, including the Every Child Matters agenda which underpins all aspects of schools work. Other material relates to important expectations that have been established, such as the greater awareness of the needs of pupils gifted in RE, or those with special educational or religious needs. The pupil-speak statements of attainment and the exemplification of standards material also come into this category. One of the most important RE developments in recent years has been the publication by the Qualifications and Curriculum Authority of the Non-statutory National Framework for RE (2004). This set out for the first time national guidance on the knowledge, skills and understanding to be taught to pupils in RE, and outlined in its breadth of study statement the range of religions and beliefs, themes, experiences and opportunities to be included. There were parallels to many of these elements in the 2002 Cambridgeshire syllabus as it stood. However a considerable amount of the National Framework guidance has been incorporated into the new syllabus, including sections on attitudes in RE, RE s contribution across the curriculum, religions and beliefs to be studied and the eight-level attainment scale for use in assessing pupil progress. The new layout of the syllabus is more than a cosmetic change. There is more emphasis than in the past on flexibility, as indicated in the boxes heading each section in the programmes of study. The themes boxes are intended to draw attention to overarching concepts, beliefs and principles in a particular religion; the themes also provide points for comparison with other religions and beliefs. The placing of questions before content gives proper emphasis to reflection and questioning as two centrally important aspects of religious education. These allow a way in to a subject through a pupil s own experience and make the religious content more accessible to young people from a range of religious and philosophical backgrounds. 3

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6 Part A The agreed syllabus and the school s provision for RE 5

7 1 Context and overview i The legal background to the Agreed Syllabus The legal requirements relating to religious education are set out in the Education Act 1996 and the Education Standards and Framework Act The main requirements are that: religious education should be provided for all registered pupils in schools; what is taught in religious education in county maintained and voluntary controlled schools must be in accordance with the locally agreed syllabus; an agreed syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of the other principal religions represented in the country; what is taught must not be distinctive of any particular religious denomination, though these may be studied. As part of the basic curriculum, religious education should promote pupils broader personal development. The headteacher, the governors and the local authority have a joint responsibility to ensure that religious education is provided. 2 The school brochure should include information about the religious education provided in the school and parents right to withdraw their children from it. Information on progress in religious education must be included in pupils annual reports. In special schools, every pupil should receive religious education as far as is practicable. ii The aims of religious education The aims of religious education are to enable pupils: to acquire knowledge and understanding of Christianity and the other principal religions represented in Great Britain (AT1 Learning about religion); to develop the ability to explore, to reflect on and to respond to human experience, drawing on their study of religion (AT2 Learning from religion). Religious education should help pupils to develop: their skills of exploring, investigating and learning as exercised in their study of Christianity and the other principal religions represented in Great Britain; their spiritual, moral, cultural and social selves by: growing more aware of the fundamental questions of life raised by human experiences and of how religious and other beliefs relate to them; responding to such questions with reference to their own understanding and experience and to the practices and teachings of religions, and to secular world views; exploring and reflecting on their own experiences, values and beliefs in the light of their study; their ability to make responses to religious and moral issues based on information and reason; positive attitudes towards: other people, respecting their right to hold different beliefs from pupils own; living in a society of diverse religions, beliefs and cultures; religion as a significant element in human experience; understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures. 1 This section summarises the main requirements of the legislation. For the full detail, including variation for voluntary aided schools with a religious character, see the Education Act, 1996, Part V, Chapter III. 2 With certain specific exceptions in the case of voluntary controlled and special agreement schools, teachers have a right to withdraw from teaching religious education. See DfEE Circular 1/94 for details guidance. Trust schools will have to follow the Agreed Syllabus, unless their trust deeds require otherwise, see Circular 1/94. Acadamies are treated as independent schools and will not be required to follow the local Agreed Syllabus. 6

8 iii Attitudes in religious education Whilst knowledge, skills and understanding are central to the Cambridgeshire Agreed Syllabus, it is also vital that religious education encourages pupils to develop positive attitudes to their learning and to the beliefs and values of others. The following four attitudes are essential for good learning in religious education and should be developed at each stage or phase of RE: self-awareness respect for all open-mindedness appreciation and wonder. Self-awareness in religious education includes pupils: feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule developing a realistic and positive sense of their own religious, moral and spiritual ideas recognising their own uniqueness as human beings and affirming their self-worth Open-mindedness in religious education includes pupils: being willing to learn and gain new understanding engaging in argument or disagreeing reasonably and respectfully (without belittling or abusing others) about religious, moral and spiritual questions being willing to go beyond surface impressions distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith. Appreciation and wonder in religious education includes pupils: developing their imagination and curiosity recognising that knowledge is bounded by mystery appreciating the sense of wonder at the world in which they live developing their capacity to respond to questions of meaning and purpose. becoming increasingly sensitive to the impact of their ideas and behaviour on other people. Respect for all in religious education includes pupils: developing skills of listening and a willingness to learn from others, even when others views are different from their own being ready to value difference and diversity for the common good appreciating that some beliefs are not inclusive and considering the issues that this raises for individuals and society being prepared to recognise and acknowledge their own bias being sensitive to the feelings and ideas of others. 7

9 iv Every child matters in RE RE, like every other subject in the curriculum, has a contribution to make to the personal development and well-being of every pupil as expressed in the five outcomes of the government s Every Child Matters policy. The tables below give some examples which illustrate the kinds of provision schools will make through RE, and the kinds of outcomes for pupils which should result. Reception / Key Stage 1 Provision by schools pupils should be given opportunities to: Outcomes for pupils to: Being healthy Staying safe Enjoy and achieve Making a positive contribution Economic well being talk about emotions and choices and how these are reflected in celebrations and religious stories learn about how religions believe people have a responsibility to respect and care for the world and all living things ask their own questions about meaning and purpose in life and to express own ideas and beliefs learn about occasions such as Harvest festival, Christmas, Id ul Fitr and other special times when religions remind members to think about needs of others listen to and reflect on religious stories about behaving responsibly and making the most of opportunities start to understand own feelings in a wider context understand that religions teach that all people are unique and worthy of respect, including all children enjoy opportunities RE provides to talk about own thoughts about big questions and to express ideas creatively be aware of own ability to help meet needs of others in the class, the school and the wider community, through acts of kindness as well as through making material gifts understand the need to take responsibility for own actions 8

10 Key Stage 2 / 3 Provision by schools pupils should be given opportunities to: Outcomes for pupils to: Being healthy Staying safe Enjoy and achieve Making a positive contribution Economic well being learn about a range of religions and beliefs and find out that some people choose to avoid tobacco, alcohol and other drugs, certain foods, sex outside marriage, on religious or belief grounds in the context of many topics, consider the importance of following good role models and encounter teachings from the faiths about fair treatment and the need to stand up against prejudice and discrimination develop further understanding of the world they live in and how beliefs shape people s attitudes, behaviour and priorities learn about the concept of service to others and find out how individuals and communities support and have expectations of one another learn about the importance in many religious traditions of making and using money honestly; find out about concepts such as right livelihood show ability to reflect on own attitudes and behaviour in relation to diet, drugs, sexual behaviour; be aware of ideas about these beyond their own immediate circle of contacts understand the importance and value of relationships as the basis of communities and societies feel sense of mastery in relation to factual information about religions; be confident in discussing big questions and articulating own points of view reflect on examples from religions; prompts pupils to make positive contributions of time, kindness, effort and money to the communities of which they are part to be given opportunities to articulate their own views on the subject of money and other riches 9

11 Key Stage 4 / Post 16 Provision by schools pupils should be given opportunities to: Outcomes for pupils to: Being healthy Staying safe Enjoy and achieve Making a positive contribution Economic well being consider material illustrating how religious and other beliefs affect people s attitudes, decisions and actions in relation to sex, drugs and alcohol and the way they treat their bodies generally in a range of contexts, learn about and discuss how individuals and communities come to decisions on moral issues; how individuals and societies recognise and respond to suffering and evil explore questions of meaning and purpose, and through this develop self knowledge and awareness of spiritual, moral and cultural issues; have opportunity to follow accredited course validating attainment in RE study global issues such as poverty, war, environmental issues, injustice and oppression and responses to them from variety of religious and philosophical perspectives consider and sometimes challenge the meaning of economic well being through studying responses of religions to questions of wealth, poverty, generosity, responsibility and mutual interdependence be able to understand idea of interpreting teachings in different ways, and use own conscience/teachings of others to come to considered decisions on health matters develop awareness of broader context of own behaviour and experiences, and be aware of teachings in range of religious traditions about the nature and causes of suffering and evil be confident in own beliefs and values and be able to discuss big questions ; have opportunity to obtain nationally recognised accreditation in RS; (post 16) have had opportunity to discuss and reflect on big issues with maturity of 6th form perspective know about range of responses to global issues and reflect on own beliefs and consider implications for themselves understand that whilst economic well being is important, the worth of each person comes from their value as a human being not from their socio-economic status 10

12 v The planning framework Agreed Syllabus Themes Commonalities and contrasts, religious and other belief standpoints Agreed Syllabus AT1 Learning about religions School scheme of work Integration of content, questions and themes to produce creative and flexible RE programme for pupils Agreed Syllabus AT2 Learning from religion Content strands: People, Worship/ Practice, Places, Writings, Festivals and fasts, Rites of passage, Self and community, Natural world Questions about experience, significance and meaning, and responses to them by pupils and from religious and other belief perspectives 11

13 2 Teaching the agreed syllabus i Legal requirements The agreed syllabus defines through its programmes of study what is to be taught at each stage in those schools using the syllabus. Schools will need to produce their own schemes of work to ensure that the statutory material is covered in a way appropriate to their own pupils. 3 ii Nature of religious education Religious education given in accordance with an agreed syllabus is educational and not confessional. It follows that assumptions should not be made about the religious position or beliefs of pupils. For example, sentences starting, We all should be used with caution. Religious education should be seen within the context of human experience as a whole. It should allow for the expression of personal views from the perspective of any pupil s faith or belief, whether religious or not. It is possible to incorporate insights from other faiths or beliefs not included in the syllabus when pupils have opportunities to express their own views orally or in writing. iii Time allocation In the Foundation Stage in Reception classes, a reasonable amount of time should be allocated to RE. Reasonable may be estimated by reference to the Key Stage allocations. The Dearing Report (1993) on the curriculum recommended the following allocation of lesson time for religious education in Key Stages 1 4, and subsequent reviews have continued to have the same expectation: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 36 hours per year 45 hours per year 45 hours per year 5% of curriculum time The Conference has devised the syllabus to make full use of this time. The time may be used flexibly, but it will be important to ensure that progression and continuity in pupils learning are maintained. For students post-16, time may be blocked in a variety of ways to meet syllabus requirements, but sufficient time should be allowed to meet the aims and objectives identified for this stage. iv Resources For the requirements of the Agreed Syllabus to be met adequately, schools need to provide not only appropriate staffing and learning resources to ensure progression in pupils learning, but also professional development opportunities for teachers. One particular resource for RE is the believer. When members of faith communities participate, either as visitors to the school or when hosting visits to places of worship, it is right that they should speak from their own faith positions. The teacher is responsible for providing the educational context that enables pupils to learn from the encounter appropriately. Schools may provide opportunities for pupil contributions from a faith perspective if, and only if, pupils are willing to make them. Some will be very happy to act as a human resource but others will not. Information on local and national contacts is available on the County intranet site at > teaching and learning > curriculum > RE > directory of visits and visitors. County schemes of work for Foundation Stage and Key Stages 1 and 2 are available on the County intranet. Revised versions of these materials will progressively become available. The schemes of work published by the Qualification and Curriculum Authority may be used where they meet the requirements of this syllabus. 3 Find Programmes of Study in PART B. 12

14 3 Flexibility in planning ii Balance of attainment targets The content in the programmes of study provides an overview of the knowledge and understanding pupils should gain in religious education. It is important to remember, however, that the acquisition of knowledge is only part of the aim of RE. This syllabus gives an overview of the religious education to be provided. Schools need to produce their own schemes of work to ensure that the statutory material in the themes and strands is covered in a way appropriate to their pupils. In their interpretation of the syllabus, schools are free to take advantage of the many opportunities for flexibility that exist in terms of balance, coverage and methods. i Themes and strands At the Foundation Stage non-statutory material is set out in terms of Early Learning Goals and RE strands. The background and experience of the children will inform and initiate what is done. In Key Stages 1 to 3, the programmes of study are set out by religion, with themes, questions and content relating to each one. Any unit of work may well contain some elements that draw on more than one religion or theme. Content in italics is illustrative and need not all be included. It is important to ensure a balance between the two attainment targets. As they learn about Christianity and other religions and world views, pupils should be encouraged to reflect, to respond and to relate their learning to their own ideas and experience. The pages of questions in the programmes of study are designed to help teachers develop the reflective dimension. These questions may be used above or below the Key Stage suggested according to the ability of the pupils. Many of the questions can draw responses at a complex or more basic level. Some of them could be adapted for use with other religions as well as with the one suggested. Teachers may wish to add their own questions to those provided in the syllabus as starting points. It follows that planning needs to ensure that a wide variety of learning activities is provided so that pupils imagination and interest are engaged. Creative approaches to RE are to be welcomed. They should be seen as something which may contribute to the raising of standards in the broad sense, rather than as an enjoyable distraction. Such creative approaches may include activities which develop thinking skills, critical dialogue, and the use of the expressive arts where appropriate. They will draw on and reflect the enthusiasm and expertise of teachers. 13

15 iii Balance of religions It is for schools to decide how much time to devote to the study of each religion. As indicated in the programmes of study, there is scope to cover some of the material in depth and other aspects with a lighter touch. To make sure that the requirements for RE are met and that the curriculum is broad and balanced, the Cambridgeshire Agreed Syllabus requires that: Christianity should be studied throughout each Key Stage the other principal religions represented in Great Britain (here regarded as Buddhism, Hinduism, Islam, Judaism and Sikhism) should be studied in both primary and secondary phases, so that by the end of Key Stage 3, pupils should have encountered all of these five principal religions in sufficient depth. Reference may be made to other religious traditions such as the Baha i faith, Jainism and Zoroastrianism, particularly if a tradition has a strong presence locally. Pupils should 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, particularly examples which involve young people; 4 the important contribution religion can make to community cohesion and the combating of religious prejudice and discrimination. 5 It is also essential that religious education enables pupils to share their own beliefs, viewpoints and ideas without embarrassment or ridicule. Many pupils come from religious backgrounds but others do not. To ensure that all pupils voices are heard and the religious education curriculum is broad and balanced, it is recommended that there are appropriate opportunities for pupils to consider humanist and other non-religious perspectives and other spiritual traditions within their experience. 6 iv Skills in RE The following skills and processes are necessary to progress in religious education. They should be reflected in the objectives set and in the learning opportunities provided. Investigation: asking relevant questions; using different sources to gather information; knowing what may constitute evidence for understanding religion. Interpretation: drawing meaning from artefacts, works of art, poetry and symbols; interpreting religious language and texts. Reflection: pondering on feelings, relationships, experiences, ultimate questions, beliefs and practices. Empathy: considering the thoughts, feelings, experiences, attitudes, beliefs and values of others; seeing the world through the eyes of others, and seeing issues from their point of view; developing the power of imagination to identify feelings such as love, anger and sorrow. Evaluation: debating issues of religious significance with reference to evidence and argument; weighing the respective claims of self-interest, consideration for others, religious teaching and individual conscience. Analysis: distinguishing between opinion, belief and fact; distinguishing between features of different religions. Synthesis: seeking coherent patterns in the various features of religion, connecting different aspects of life into a meaningful whole. Application: making the association between religions and individual, communal, national and international life; identifying key religious values and their interplay with secular ones. Expression: explaining concepts, rituals and practices; identifying and articulating matters of deep conviction and concern; responding to religious issues through a variety of media. 4 See, for example, several publications from the Inter Faith Network for the UK which describe projects and activities undertaken by varying combinations of religious groupings, including groups of young people. 5 Examples can be found on the QCA website section on Inclusion: Respect for all in RE, at 6 The BBC Religions and Ethics website provides authoritative and accessible information on all religious traditions listed above, as well as on atheism in its various forms, at 14

16 4 Assessment in RE What is the purpose of assessment in RE? To improve planning and delivery by teachers and effective reception by pupils. To help the diagnosis of problems by teachers. To share objectives with the pupils as appropriate, so that they understand what is being asked of them. To ensure that tasks are matched to aims and objectives of the agreed syllabus for RE and are designed to help pupils make progress toward these. What can be assessed in RE? Knowledge: for example, factual knowledge about Christian worship or Muslim observance of Ramadan. Understanding: for example, of concepts such as praise, forgiveness, symbol, deity. Skills: for example, ability to synthesise information about different faiths or aspects of faith. Teachers should be familiar with the practice of assessing knowledge and understanding of religions but may be less sure in assessing pupils achievement when they draw on religion in order to explore, reflect and respond (AT2). The examples given overleaf, along with the pupil speak versions of the assessment levels, should help teachers to make judgements about standards on AT2. What cannot be assessed in RE? How religious a pupil is. Levels of spiritual or moral development. A school should evaluate its own provision, but it would be both difficult and improper to assess pupils attainment in these areas in any systematic or comparative way in RE. There is a debate as to how far pupils attitudes can be assessed, but teachers may wish to comment on positive examples (see p.8 above). Does all work need to be formally assessed? No. Teachers need some idea, however, of the extent to which their aims have been achieved. Some RE lessons will involve a teacher telling a story, or presenting a video, followed by a chance for pupils to respond and discuss. This will give pupils opportunities for developing skills of observation, reflection and questioning, but there may not always be enough time for the teacher to make a note of individuals contributions to the discussion, though some informal assessment may be carried out. Some work will be experiential, and not necessarily appropriate for assessment e.g. making contact with a class at a Jewish school. Some work will be useful but consolidatory rather than challenging e.g. filling in a worksheet to consolidate knowledge gained through watching a video. All such work should, however, be balanced by tasks in which progress towards the requirements of the agreed syllabus can be assessed for each pupil. How can teachers assess practical work? Teachers need to identify clearly the specific RE objectives rather than those related to progress in other subjects e.g. literacy, technology, music or art. Pupils should be made aware of the RE objectives so that they take these into account and do not focus mainly on the practical aspect of a given task. If pupils have worked together in a group, for example, making a model of a church, the focus for assessment needs to be on what they can say or write about it in a way which demonstrates their knowledge e.g. how well they can identify and explain the uses of the different features. The quality of the model is not part of the assessment as far as RE is concerned. Pupils need opportunities to explain what they have done or made and it is this explanation which will show their levels of learning. Teachers may need to develop their own skills in eliciting information from pupils about such practical work, particularly when pupils are at the early stages of literacy or are speakers of English as a second language. 15

17 Man is made in the image of god God is like the sun as it shines brightly over the earth. He gives us a warm feeling. He is like the land as it grows very slightly as we grow with God. He is like the ocean swaying back and forward. He is the universe, all of the stars and planets are god. Pupil, year 10 How much formal assessment is needed? It is up to the school to decide how often formal assessments need to be carried out and recorded. Frequency will vary according to the content or focus of particular units of work, the age and stage of the pupils concerned, and the amount of informal assessment being made (e.g. verbal feedback such as praise and encouragement). The procedures for assessing RE should be in line with the school s overall policy on assessment, recording and reporting. Information about each pupil s achievements in RE should be included in their annual reports. Pupils self-assessment can also play an important part in informing teachers about progress made. Formal assessment needs may differ according to context Primary schools often follow the same pattern for RE as for other foundation subjects, and assess pupils as achieving, working towards or achieving well in relation to subject expectations. Secondary schools more often expect subject teachers to assess attainment using an eight-level scale. The Qualifications and Curriculum Authority has produced a national non-statutory eight-level scale for RE and this is reproduced overleaf. In deciding on a pupil s level of attainment at the end of a key stage, teachers should judge which description best fits the pupil s performance. There are no national statutory assessment requirements in religious education, but schools must report to parents on pupils progress in RE. Schools are requested to share with the SACRE information on levels attained against the 8-level scale at the end of Key Stage 3, so that statutory responsibilities in relation to monitoring standards in RE can be met. Pupils can be helped to use the scale in setting their own personal targets for improvement, particular in conjunction with the set of I can statements. The QCA eight-level scale is also helpful as a guide in the design of tasks set at an appropriate level, ensuring that progression in RE goes beyond simply expecting pupils to learn the same things about another religion. Teachers may not be assessing progress towards both attainment targets nor all the elements of a level in a single piece of work. 16

18 QCA 8-level attainment scale with pupil speak version and exemplification QCA 8 level scale I can statements Examples Level 1 AT1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. remember a Hindu (Christian, etc) story and talk about it use the right names for things that are special to Buddhists (Jews, etc) recognise religious art, symbols and words and talk about them talk about the story of Diwali say That is a church, or She s praying when my teacher shows me a picture say That is a Star of David when my teacher shows me a picture Level 1 AT2 Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. talk about things that happen to me talk about what I find interesting or puzzling talk about what is important to me and to other people talk about how they felt when their baby brother was born say I like the bit when Krishna helped his friend talk about how they felt when they gave a present to a friend and how they think that made their friend feel Level 2 AT1 Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. tell a Christian (Sikh, etc) story and say some things that people believe talk about some of the things that are the same for different religious people say what some Christian (Muslim, etc) symbols stand for and say what some of the art (music, etc) is about tell the story of the birth of Jesus and say that Christians believe in God say that Christians and Sikhs both have holy books say that the cross reminds Christians that Jesus died on a cross; e.g. say that some people dance, sing, recite for God Level 2 AT2 Pupils ask, and respond sensitively to, questions about their own and others experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. talk about what happens to others with respect for their feelings talk about some things in stories that make people ask questions talk about what is important to me and to others with respect for their feelings say Was Jonah hurt after being inside the big fish? say It was mysterious when God spoke to Moses say I agree with the rule about not stealing as stealing is not fair 17

19 QCA 8 level scale I can statements Examples Level 3 AT1 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression. describe what a believer might learn from a religious story describe some of the things that are the same and different for religious people use religious words to describe some of the different ways in which people show their beliefs make connection between the story of the forming of the Khalsa and the need for Sikhs to be brave in times of trouble note how Muslims and Sikhs both treat their holy books with respect by keeping them higher than other books; e.g. note that Muslims and Christians both pray but in different ways label a picture of Shiva Nataraja to show links with Hindu beliefs about God Level 3 AT2 Pupils identify what influences them, making links between aspects of their own and others experiences. They ask important questions about religion and beliefs, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. compare some of the things that influence me with those that influence other people ask important questions about life and compare my ideas with those of other people link things that are important to me and other people with the way I think and behave talk about how Jesus influenced his disciples and how friends influence them ask why many people believe in life after death, give their view and compare with a religious one talk about how listening to a story about generosity might make them behave when they hear about people who are suffering I think it is good because you get to learn about religion and how you can take care of the Earth and not destroy it. by Nasir 18

20 QCA 8 level scale I can statements Examples Level 4 AT1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people s lives. They suggest meanings for a range of forms of religious expression. make links between the beliefs (teachings, sources, etc) of different religious groups and show how they are connected to believers lives use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups express religious beliefs (ideas, feelings, etc) in a range of styles and words used by believers and suggest what they mean make links between Qur anic and Biblical sources and Muslim and Jewish charities; e.g. connect some sayings of Jesus with different Christian beliefs about relationships or money use some Pali or Sanskrit terms in describing two different Buddhist types of meditation; e.g. compare the way that Hindus and Buddhists might meditate draw and label the key features inside two churches, indicating their meaning for those who worship there Level 4 AT2 Pupils raise and suggest answers to questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people s lives. They describe what inspires and influences themselves and others. ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by me as well as members of different religious groups or individuals ask questions about the moral decisions I and other people make, and suggest what might happen as a result of different decisions, including those made with reference to religious beliefs/values write an imaginary interview with a member of a minority religious community, referring to the beliefs which sustain them write some questions about life after death and provide answers that refer to resurrection and reincarnation write a report about the environment and suggest what might happen depending on different moral choices that could be made 19

21 QCA 8 level scale I can statements Examples Level 5 AT1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. suggest reasons for the similar and different beliefs which people hold, and explain how religious sources are used to provide answers to important questions about life and morality describe why people belong to religions and explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities use a wide religious vocabulary in suggesting reasons for the similarities and differences in forms of religious, spiritual and moral expression found within and between religions compare different Jewish beliefs about the Messiah and say how different interpretations may come about, using biblical and other texts to illustrate their answers write an account of Hajj which explains why many Shi a Muslims will go on to visit the tomb of Ali because they believe that he was the rightful successor to the Prophet Muhammad produce a survey of different forms of creative, religious expression and make suggestions for similarities and differences between them Level 5 AT2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others lives. They explain what inspires and influences them, expressing their own and others views on the challenges of belonging to a religion. give my own and others views on questions about who we are and where we belong and on the challenges of belonging to a religion and explain what inspires and influences me ask questions about the meaning and purpose of life and suggest answers, which relate to the search for truth, about my own and others lives ask questions about things that are important to me and to other people and suggest answers which relate to my own and others lives write a question and answer style report on what it may be like to be a member of a religious community in Britain today and outline what impresses them about this religious identity and community write a short story which raises questions about what is true and which relates to their own personal search for meaning in life write a report on a moral issue in the news, interviewing key people in the debate and including religious views and the potential impact of these on their own and others lives 20

22 QCA 8 level scale I can statements Examples Level 6 AT1 Pupils use religious and philosophical vocabulary to give informed accounts of religions and beliefs, explaining the reasons for diversity within and between them. They explain why the impact of religions and beliefs on individuals, communities and societies varies. They interpret sources and arguments, explaining the reasons that are used in different ways by different traditions to provide answers to ultimate questions and ethical issues. They interpret the significance of different forms of religious, spiritual and moral expression. say what religions teach about some of the big questions of life, using different sources and arguments to explain the reasons for diversity within and between them say what different practices and ways of life followers of religions have developed, explaining how beliefs have had different effects on individuals, communities and societies use correct religious and philosophical vocabulary to explain what the significance of different forms of religious, spiritual and moral expression might be for believers complete a poster demonstrating two contrasting religious views on astrology and making reference to religious texts and teachings which support the alternative teachings prepare a guide for Anglican Christians on the celebration of Easter in the Orthodox Church, showing how resurrection belief is expressed in different ways produce a booklet illustrating and explaining different sorts of symbolic expression involved in the life of a Buddhist monk or nun Level 6 AT2 Pupils use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues. They express insights into their own and others views on questions of identity and belonging, meaning, purpose and truth. They consider the challenges of belonging to a religion in the contemporary world, focusing on values and commitments. consider the challenges of belonging to a religion today with reference to my own and other people s views on human nature and society, supporting those views with reasons and examples use reasoning and examples to express insights into my own and others views on questions about the meaning and purpose of life and the search for truth use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues, focusing on things that are important to me write a news report on different Sikh attitudes to aspects of British culture, explaining how Sikh views of human nature and society affect their views produce a booklet of ideas about the Good Life with reference to religious and non-religious points of view and their own conclusions produce an e-media presentation on religious views of terrorism with reference to religious and nonreligious points of view and their own conclusions 21

23 QCA 8 level scale I can statements Examples Level 7 AT1 Pupils use a wide religious and philosophical vocabulary to show a coherent understanding of a range of religions and beliefs. They analyse issues, values and questions of meaning and truth. They account for the influence of history and culture on aspects of religious life and practice. They explain why the consequences of belonging to a faith are not the same for all people within the same religion or tradition. They use some of the principal methods by which religion, spirituality and ethics are studied, including the use of a variety of sources, evidence and forms of expression. present a coherent picture of religious beliefs, values and responses to questions of meaning and truth which takes account of personal research on different religious topics and a variety of sources and evidence show how religious activity in today s world has been affected by the past and by traditions, and how belonging to a religion may mean different things to different people, even within the same religion use a wide religious and philosophical vocabulary as well as different forms of expression in presenting a clear picture of how people express their religious, spiritual and ethical beliefs in a variety of ways using books and the internet, investigate Sikh beliefs about the importance of the Guru and do a presentation which coherently illustrates a variety of views produce two pen-pictures of Muslims from different communities and explain how history and culture have influenced the way they put their faith into practice in different ways produce an illustrated guide to representations of Jesus from different times and cultures, explaining the Christian beliefs and values presented through the different media Level 7 AT2 Pupils articulate personal and critical responses to questions of meaning, purpose and truth and ethical issues. They evaluate the significance of religions and other views for understanding questions of human relationships, belonging, identity, society, values and commitments, using appropriate evidence and examples. give my personal view with reasons and examples on what value religious and other views might have for understanding myself and others give my personal view with reasons and examples on what value religious and other views might have for understanding questions about the meaning and purpose of life give my personal view with reasons and examples on what value religious and other views might have for understanding what is important to me and to other people produce a summary of their own personal and social relationships alongside an analysis of Hindu and other insights into human nature and community following research into samsara and nirvana, produce a dialogue I might have with a Buddhist about the future of humanity following research into Jewish and Humanist views on faith schools, produce a report with my recommendations on an application for a new Jewish foundation school 22

24 QCA 8 level scale I can statements Examples Level 8 AT1 Pupils use a comprehensive religious and philosophical vocabulary to analyse a range of religions and beliefs. They contextualise interpretations of religion with reference to historical, cultural, social and philosophical ideas. They critically evaluate the impact of religions and beliefs on differing communicates and societies. They analyse differing interpretations of religious, spiritual and moral sources, using some of the principal methods by which religion, spirituality and ethics are studied. They interpret and evaluate varied forms of religious, spiritual and moral expression. analyse the results of different sorts of research and place different interpretations of religious, spiritual and moral sources in their historical, cultural, social and philosophical context weigh up different points of view and come to a conclusion on how religions and beliefs make a difference to communities and societies in different times and places use a comprehensive religious and philosophical vocabulary in weighing up the meaning and importance of different forms of religious, spiritual and moral expression research the internet and interview individuals to produce a contextual comparison of interpretations of the resurrection of Jesus conduct a questionnaire and produce findings on whether religion has had a mostly good or bad effect on different local communities select some items of Buddhist artistic expression for an exhibition and produce a booklet of explanations of the symbolism and impact of the items for Buddhist belief and practice over time Level 8 AT2 Pupils coherently analyse a wide range of viewpoints on questions of identity, belonging, meaning, purpose, truth, values and commitments. They synthesise a range of evidence, arguments, reflections and examples, fully justifying their own views and ideas and providing a detailed evaluation of the perspectives of others. weigh up in detail a wide range of viewpoints on questions about who we are and where we belong, and come to my own conclusions based on evidence, arguments, reflections and examples weigh up in detail a wide range of viewpoints on questions about truth and the meaning and purpose of life, and come to my own conclusions based on evidence, arguments, reflections and examples weigh up in detail a wide range of viewpoints on questions about values and commitments, and come to my own conclusions based on evidence arguments, reflections and examples write an article entitled, What makes a person a Jew?, making use of Jewish and non-jewish points of view and coming to a conclusion that takes account of religious, cultural and philosophical perspectives write a speech for or against the motion that science will one day remove all need for religion, coming to a conclusion that takes account of religious, philosophical and historical perspectives write a dialogue between a Muslim and Hindu on how religious insights might save us from environmental disaster and write a conclusion that takes account of religious and social perspectives 23

25 QCA 8 level scale I can statements Examples Exceptional Performance AT1 Pupils use a complex religious, moral and philosophical vocabulary to provide a consistent and detailed analysis of religions and beliefs. They evaluate in depth the importance of religious diversity in a pluralistic society. They clearly recognise the extent to which the impact of religion and beliefs on different communities and societies has changed over time. They provide a detailed analysis of how religious, spiritual and moral sources are interpreted in different ways, evaluating the principal methods by which religion and spirituality are studied. They synthesise effectively their accounts of the varied forms of religious, spiritual and moral expression. provide a consistent and detailed analysis of religions and beliefs and of how religious, spiritual and moral sources are interpreted in different ways, with an evaluation of the different methods of study used to conduct the analysis evaluate in depth the importance of religious diversity in a pluralistic society and demonstrate how religion and beliefs have had a changing impact on different communities over time use a complex religious, moral and philosophical vocabulary in effectively synthesising my accounts of the varied forms of religious, spiritual and moral expression write an article on mystical experience which includes an evaluation of the research techniques used to gather information for it write a report on a local religious community which analyses their place within wider society and evaluates the factors which have affected how relations with other local groups have changed over time prepare a virtual tour of local places of worship which uses digital pictures of artefacts and architecture and includes consistent explanations of the symbolism employed in expressing religious, spiritual and moral beliefs, ideas and feelings 24

26 QCA 8 level scale I can statements Examples Exceptional Performance AT2 Pupils analyse in depth a wide range of perspectives on questions of identity and belonging, meaning, purpose and truth, and values and commitments. They give independent, well-informed and highly reasoned insights into their own and others perspectives on religious and spiritual issues, providing well-substantiated and balanced conclusions. analyse in depth a wide range of perspectives on questions about who we are and where we belong and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with well-substantiated and balanced conclusions analyse in depth a wide range of perspectives on questions about truth and the meaning and purpose of life, and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with wellsubstantiated and balanced conclusions analyse in depth a wide range of perspectives on questions about values and commitments and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with well-substantiated and balanced conclusions research one eastern and one western religious view of human nature and write a report with conclusions on how far the two can be harmonised research the history of human achievement and kindness within two religions/belief systems and write a message in defence of human beings to an alien species who think it would be better to wipe us off the face of the planet conduct research on different attitudes to religious believers and write a report with conclusions on whether there should be a law against religious discrimination I like doing GCSE Philosophy and Ethics because it is interesting and you learn so much about all different things and the different rules between each cultures. by Rebekah Saunders 25

27 5 RE and inclusion RE can make a significant contribution to inclusion, particularly in its focus on promoting respect for all. Effective inclusion involves teaching a lively, stimulating religious education curriculum that: builds on and is enriched by the differing experiences pupils bring to religious education, whatever their religious or philosophical background, so that all of them feel their contributions are valued; meets all pupils learning needs, including those with learning difficulties or who are gifted and talented, boys and girls, pupils for whom English is an additional language, pupils from all religious communities and pupils from a wide range of ethnic groups and diverse family backgrounds; encourages the challenging of derogatory stereotypes. The statutory statement on inclusion shows how schools can modify as necessary the programmes of study of the curriculum to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out three principles that are essential to developing a more inclusive curriculum: a Setting suitable learning challenges b Responding to pupils diverse learning needs c Overcoming potential barriers to learning i RE and pupils with special educational needs The law requires that so far as is practicable, every pupil attending a special school shall receive religious education. QCA guidance on RE is available for teachers of pupils with severe, profound and multiple learning difficulties: this includes guidance on planning, teaching and assessment. 7 The general characteristics of RE will be similar to those of good RE in a mainstream context, but will also in particular provide a context in which fundamental questions about profound, puzzling and difficult areas of life can be discussed as they arise. There is also a distinction to be made between the needs of pupils with learning difficulties and those with special physical, health and emotional needs. ii RE for pupils who are gifted and talented Pupils who are gifted in RE are likely to: show high levels of insight into, and discernment beyond, the obvious and ordinary; make sense of, and draw meaning from, religious symbols, metaphors, texts and practices; be sensitive to, or aware of, the numinous or the mystery of life, and have a feeling for how these are explored and expressed; understand, apply and transfer ideas and concepts across topics in RE and into other religious and cultural context. In more general terms, they may also: have highly developed skills of comprehension, analysis and research; show quickness of understanding and depth of thought. 8 iii RE and pupils with specific religious needs Teachers need to be aware of the specific religious needs and sensitivities of some pupils. For example Muslim pupils should not be asked to draw or paint pictures of key religious figures, nor to take the parts of key religious figures in drama or role play. ICT activities may be a problematic issue for pupils from Exclusive Brethren families. In most cases the provision of alternative activities to fulfil the same learning objective (e.g. write a poem to express a response to the title Jesus in today s world instead of making a drawing, painting or collage) will mean pupils can take part in the RE work without any difficulty. Discussion with parents should allow schools to resolve any such issue sensitively. 7 Planning, teaching and assessing the curriculum for pupils with learning difficulties. RE, Qualifications and Curriculum Authority, ISBN Material suitable for KS3 pupils who are gifted in RE is included in appendix ii. Guidance from QCA on identification of pupils gifted in RE, extension and enrichment activities is provided on the website 26

28 6 Links with other aspects of the curriculum and school life i RE and collective worship Assemblies, including those incorporating the statutory act of collective worship, may make a contribution to some of the aims of the agreed syllabus; religious education cannot be provided through the assembly programme. ii RE s contribution to spiritual, moral, social and cultural development RE contributes to spiritual development through the consideration and discussion of examples of things spiritual in people s behaviour as expressed through their religion, for example key questions of meaning and truth such as the origins of the universe, life after death, good and evil, and beliefs about God. In RE there is specific opportunity for pupils to reflect on their own spirituality. RE contributes to moral development when it presents for consideration systems of moral guidance and ethical principles which are developed by or from religions. Pupils have opportunities to consider what is of ultimate value to themselves and to believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice. RE contributes to social development by showing pupils different religious communities and groupings locally, nationally and globally, and by giving opportunities to learn about the expression of their beliefs in some detail through the investigation of social issues from religious perspectives, recognising the diversity of viewpoints within and between religions as well as the common ground between religions. RE contributes to cultural development when pupils see how a religion can create or influence the art, architecture, language, literature and music of its practitioners. They have opportunities to consider the relationship between religion and cultures and how religions and beliefs contribute to cultural identity and practices. iii RE and the use of language Religious education can make an important contribution to pupils use of language by enabling them to: acquire and develop a specialist vocabulary; communicate their ideas with depth and precision; listen to the views and ideas of others, including people from religious traditions; recognise that RE offers an opportunity for discussion on the basis of experience; be enthused about the power and beauty of language, recognising its limitations; develop their speaking and listening skills when considering religions, beliefs and ideas and articulating their responses; read, particularly from sacred texts, and understand that religious language often moves between the literal and the metaphorical and may be interpreted in different ways; write in different styles, such as poetry, diaries, extended writing and the synthesis of differing views, beliefs and ideas, and evaluate clearly and rationally, using a range of reasoned, balanced arguments. 27

29 iv RE and ICT RE needs ICT, and it can use ICT at least as well as other school subjects, because ICT facilitates investigation, preparation, organisation and presentation: RE will increase pupils familiarity with ICT as an instrument and as a resource; ICT offers a stimulating variety of visual images, and, especially through the worldwide web; it provides opportunity for communication with a diversity of faith communities, organisations, believers and experts; (it also allows pupils to experience virtually religious buildings and ceremonies which they could never experience live). Properly used, ICT in RE will: support the achievement of RE objectives; enrich or enhance the quality of teaching and learning; contribute to pupils understanding of ICT; aid the planning and teaching of RE. ICT is best avoided if learning objectives can be achieved more effectively using other means, or if the ICT interest overtakes the RE purpose. v RE s contribution to personal, social and health education and citizenship In RE, PSHE and citizenship, social and moral issues will be considered which may be controversial. This should enable pupils to deal with difference and to develop considered and well-informed views. In all three areas pupils will be developing confidence and a sense of responsibility, by learning about what is fair and unfair, right and wrong, and being encouraged to share their opinions. It is important to recognise that although there are close links, each of these areas has its own objectives and specific learning outcomes. The subjects should not be substituted for one another. RE contributes to PSHE when pupils learn about religious beliefs and teachings on drug use and misuse, food and drink, leisure, relationships and feelings, considering issues of marriage and family life. RE contributes to citizenship when pupils develop their awareness of the diversity of national, regional, religious and ethnic identities in the United Kingdom and of the need for mutual respect and understanding. By Kane Hawkes from the Harbour School 28

30 vi RE s contribution to other aspects of the curriculum Religion education provides opportunities for contributions to: thinking skills through helping pupils to research, select, interpret and analyse information from religious traditions; reflect on and question their own views and ideas and those of others and communicate their ideas in a variety of ways financial capability through considering the responsible use of money, the importance of giving and the ethics of wealth, debt, poverty, gambling, business and investment creativity and culture through considering the scope of human nature, sources of inspiration and discovery, connections between beliefs, values and forms of artistic expression, appreciating the value of cultural distinctiveness and reflecting on beauty, goodness and truth in creative and expressive arts education for racial equality and community cohesion through studying the damaging effects of xenophobia and racial stereotyping, the impact of conflict in religion and the promotion of respect, understanding and cooperation through dialogue between people of different faiths and beliefs effective contributions to scientific, medical and health issues through exploring philosophical and ethical questions of the origin, purpose and destiny of the cosmos and life within it, exploring the nature of humanity and human interaction with the world, exploring developments in genetics and medicine and their application and use and exploring concepts of health and well-being and their promotion links to employment, vocations and work-related learning through a focus on individual sense of purpose and aspiration in life, and through considering the appropriateness and relevance of religious education to a wide range of employment opportunities and the development of spiritual and ethical issues linked to the world of work vii RE s contribution to key skills RE provides opportunities for pupils to develop the key skills of: communication through developing a broad and accurate religious vocabulary, reading and responding to a range of written and spoken language (including sacred texts, stories, poetry, prayers, liturgy and worship), communicating ideas using the creative and expressive arts, talking and writing with understanding and insight about religious and other beliefs and values, reflecting critically on ultimate questions of life, using reasoned arguments application of number through calendrical reckoning, collecting, recording, presenting and interpreting data involving graphs, charts and statistical analysis information technology through using CD-ROMs and the internet selectively, researching information about religions and beliefs, teaching and practices, using to communicate and analyse information with people of differing beliefs and cultures, using spreadsheets and databases to handle and present data relevant to the study of religious education working with others through sharing ideas, discussing beliefs, values and practices, collaborating with each other and developing respect and sensitivity improving own learning and performance through setting targets as part of religious education development, reviewing their achievements and identifying ways to improve their own work problem solving through recognising key issues to do with religious belief, practice and expression, interpreting and explaining findings and making personal decisions on religious issues (for example, considering their own and religious ideas on good and evil), ethical dilemmas and priorities in life. education for sustainable development through helping pupils consider the origins and value of life, the importance of looking after the environment and studying the ways in which religious beliefs and teachings have influenced attitudes to the environment and other species. 29

31 Shabbat Shabbat Mother, mother, is to light, Those Shabbat candles before midnight, The eldest woman says a prayer, And covers her eyes so she cannot stare, I don t know what will happen to me, If I am extremely late for tea. In Judaism it s called Shabbat, I wear a kipper, my little hat. Next father says the Kiddush prayer, With his very greatest care, Just before we begin to eat, We wash our hands nice and neat, Then father blesses and shares the bread, We light the Shabbat candles bright, No electricity over night. The eldest lady reads a prayer, Covering her eyes and also her hair. Next we remember what he said, Finally we begin to eat, Taking a very restful seat. Now it s fathers turn to read, All the info that we need. It s called Kiddush in Jewish terms, We wash our hands, get rid of the germs. Rebecca Hamilton Age 10 St Anne s C of E Primary School Godmanchester Next my daddy blesses the bread, All you need is to bow your head. Now it s time for us to eat, For me Shabbat is a real treat! Millie Harris Age 11 St Anne s C of E Primary School Godmanchester 30

32 Part B Programmes of study for Religious Education 31

33 Religious education at the Foundation Stage This section of the agreed syllabus should be read alongside Curriculum Guidance for the Foundation Stage (QCA, 2000) until 2008, and from then on, The Early Years Foundation Stage Framework (QCA, 2008). Characteristics of religious education at the Foundation Stage The religious education provided should: draw on and contribute to children s experience of religion, especially in relation to events, people and places in their immediate environment; recognise and take seriously children s questions and ideas about profound, puzzling and difficult areas of life; recognise, value and encourage children s capacity to wonder at and enjoy aspects of their experience; contribute to children s growing sense of themselves as individuals and members of the communities to which they belong. The provision of religious education for children in this age group is statutory for those in reception classes. Religious education does not have to be provided for children in nursery schools or in nursery classes in maintained schools, but schools may choose to make use of the illustrative material below. Introduction RE can make some contribution to all the Early Learning Goals, but has particularly strong connections with Knowledge and Understanding of the World and Personal, Social and Emotional Development. RE at the Foundation Stage should contribute to a rich accumulation of experiences, integrated into the child s learning activities and environment. These experiences will help to build children s knowledge and understanding of celebration, of the special nature of some events, people, places and objects, of themselves and their place in a world with others, and of the many different kinds of questions they can ask about life. Progress in RE at this stage is cumulative rather than sequential; it should include some sense of things spiritual and their worth. Some pupils will have had significant encounters with religion and some will have been helped to reflect on their experiences and relationships so far; others will have very few experiences of these kinds, or even none at all. The role of RE is to widen and deepen the range of experiences for all children, whatever their home religious or philosophical background, as well as to help them develop their ability to reflect and respond. Starting points will depend very much on the families, nursery settings and community contexts involved. The basic principle is to start with the families represented in the group or setting. A programme of study should both draw on and contribute to the key elements of the curriculum and the basic strands. The matrix below indicates some of these, and the activities included are illustrative of the kind of work which could be provided. The matrix is non-statutory. 32

34 1 Drawing on and contributing to children s experience of religion, especially in relation to events, people and places in their immediate environment: a Special events, people and places Most children in the group will have celebrated Christmas and birthdays. Many children will have other special times which include features such as family gatherings, foods, clothes, cards and presents, decorations, stories, songs or other features (Easter, Chinese New Year, Id ul-fitr, Diwali, St. Patrick s Day, Harvest Festival). There is no suggestion that all these should be recognised, nor that all celebrations are religious ones. Practitioners will need to plan what is most appropriate for the group concerned. Some children will come from practising religious families; others will have had a little experience of religion and many will come from completely secular backgrounds. All need to feel their experiences are valued and to have opportunities to participate; all need to contribute where relevant. It is of course important that every child should feel valued by having his or her special times recognised. The experiences provided may include: in relation to festivals and other celebrations: listening to children talking about their celebrations (e.g. Muslim children talking about how Id ul-fitr is marked in their family), working with mothers or other family members to make decorations or taste foods, hearing special stories or songs related to a celebration, looking at special clothes or artefacts used in a celebration, in relation to people and places: visiting a nearby church or other place of worship to see a special feature, e.g. Harvest decorations, Christmas crib; having a visit from someone connected with a nearby place of worship, e.g. a minister talking about the baptism of a baby whose sibling is in the group. In relation to all of these, children should have opportunities to talk about their own experiences, to listen to other children, to become aware of a diversity of special 33

35 activities. Their ability to talk and listen develops dynamically, that is, one activity feeds into the other. Children may be enabled to talk about their own experience through hearing other children do the same first. The awareness of the nature of celebration in community comes from an accumulation of opportunities for children to talk about their own special times, to show things to other children and hear their responses, and to take part in music and songs and see and touch clothes and decorations, and to taste foods. Planning should make it possible to include a range of activities and experiences across a term and year. It does not matter if the children encounter a particular festival more than once; it will contribute to their burgeoning understanding of the annual cycle of events, of times and seasons. So children s progress in RE will not consist of a series of progressive steps, but rather of an expanding awareness of special events, people, times and objects in their own and other people s lives, and eventually a linking of these with religions. It will be demonstrated by an increasing capacity to reflect on experiences, to ask and answer questions and to express their own ideas and listen to those of others. b In the learning environment Children need to have access to materials which help to stimulate questions and give them opportunities to explore aspects of religion and culture. One of the many purposes of these materials is to include the religious dimension of experience in the rich and varied environment provided for children. These may include: role play area dressing up dolls and puppets storybooks and pictures special interest tables toys jigsaws 34

36 2 Recognising and taking seriously children s questions and ideas about profound, puzzling and difficult areas of life: Young children do not necessarily demonstrate progress by asking increasingly complex questions! The important step here is for them to feel comfortable about asking. This will require practitioners to: acknowledge difficult questions; give children opportunities to suggest their own answers to the questions they put; make it clear that some questions have no definite answers and prepare children for uncertainty; 4 Contributing to children s growing sense of themselves as individuals and as members of the communities to which they belong: Practitioners should: give affirmation to aspects of children s cultural and religious identities; work with parents to promote the child s self-confidence and esteem; include the community and local environment as a source of learning. make it clear that questioning is valued. 3 Recognising, valuing and encouraging children s capacity to wonder at and enjoy aspects of their experience: Particularly fruitful opportunities for this can be planned into work in the areas of Creative Development and Physical Development. Practitioners should: make time for children to enjoy and where appropriate wonder at whatever it is they are doing; resist the pressure to squeeze it out of the curriculum by more measurable and specified items of content or experience; respond to pupils interest and curiosity; encourage them to talk about their responses. 35

37 Religious Education for Pupils Under Five (illustrative material non-statutory) Personal Social and Emotional Development Language and Literacy Problem solving, reasoning and numeracy People experiencing and recognising differences of culture and religion, especially within the class, and through pictures, stories etc. hearing stories about people who are important to other people, learning to talk to a visitor, asking them questions and listening to their answers. recording visits and visitors in a variety of ways. Worship sharing their own important experiences and listening to others e.g. in circle time. learning to say thank you and sorry, as opportunity arises, talking about God and raising questions. appreciating rhythm and singing. Places using role-play areas which includes appropriate artefacts and clothes relating to religion at home and elsewhere, learn how to behave as guests. talking about places that are special to them and others, looking at and talking about pictures/books of places and their uses, including places of worship. observing shapes of places inside and outside, patterns and decoration in places and how buildings are shaped for function. Writings recognising and using books that are special to them e.g. family photograph albums, books in home language, favourite story books, etc. learning that some books and stories are special to some people, hearing some special stories e.g. those connected with festivals or special people. beginning to recognise different ways of conveying information, e.g. numbers, alphabet, symbols, etc. Festivals and Fasts celebrating birthdays, enjoyment of celebration and community, beginning to appreciate how to show respect for others, in a variety of contexts. learning the appropriate vocabulary, hearing stories about festivals or told at festivals and talking about their own experience, including that of preparation and anticipation. beginning to gain a sense of the patterning of time e.g. through celebrating birthdays, and beginning to recognise annual festivals, planning and preparing celebrations e.g. Are there enough cakes for everyone? 36

38 Knowledge and understanding of the world Physical development Creative development learning that people have both similarities and differences. becoming conscious of their own physical development, understanding that as they grow they will be able to do and understand more. role-play and dressing up, relating to visitors or people they have found out about. talking about what families do together, learning that some people go to places of worship. stilling activities e.g. lying still to view the sky, expressing joy in movement and dance. dancing, singing and responding to different kinds of music including quiet and calm. recognising places of religious significance in the immediate environment. learning appropriate behaviour for different places e.g. where you can run and where you go slowly/sit still. responding to the atmosphere of places. exploring aspects of religion/ tradition and culture through stories, pictures etc., developing awareness of different sorts of books. learning to be still e.g. to listen to stories, poems, music, each other etc. making their own special books. finding out about festivals celebrated by children in the class or in the neighbourhood, exploring artefacts related to festivals. celebrating birthdays to mark growth in skills and knowledge. using e.g. music, dance, picture making, drama, to express feelings about and develop experience of festivals, making cards and gifts for others, making displays and decorations. 37

39 Religious Education for Pupils Under Five (illustrative material non-statutory) Personal Social and Emotional Development Language and Literacy Problem solving, reasoning and numeracy Rites of Passage sharing experiences, looking forward as well as looking back e.g. new babies, wedding in the family, first times such as starting school or a new class. talking about their experiences of e.g. weddings, funerals, christenings, hearing stories about weddings, etc. recording e.g. in photographs or picture sequences. Self and Community sharing and taking turns, developing a sense of their own identity and self-worth, e.g. through being welcomed by name, praised, appreciated and using own name. listening to others, sharing stories that explore emotions, relationships, expressing their own feelings, ideas and responses. recording information about themselves and the communities to which they belong (family, class, school, etc) in a variety of ways, including graphs, photographs, etc. Natural World caring for pets and other creatures, developing responsible attitudes to the natural world, e.g. through care for their own environment. talking and asking questions about what they see around them. observing patterns and shapes, Becoming aware of time and seasons, responding to hugeness and tinyness. 38

40 Knowledge and understanding of the world Physical development Creative development finding out about and celebrating special occasions. celebrating achievement of skills such as tying laces etc. exploring rites of passage e.g. through dressing up, role-play and dressing dolls. experiencing visits and visitors especially in relation to religion and religious activities. developing self reliance and skills of co-operation through being along and being in groups. exploring aspects of their own feelings and experiences through the arts, co-operating with each other in creative work and play. caring for a garden/plants/growing seeds, observing life-cycles including death, e.g. of animals. enjoying physical activity such as playing with snow and leaves etc, exploring, looking at and touching a wide range of natural objects and materials, e.g. on the interest table, in the grounds. responding to beauty and wonder using language, art, music etc, or through stillness and reflection. 39

41 Key Stage 1 programme of study General characteristics of RE at key stage 1 encourage the development of a sense of wonder; provide opportunities for pupils to use their senses and have times of quiet reflection. Note: Work relating to religions other than Christianity is expressed in general terms because specific content will depend on the school and will reflect the religious experience of children in the class. All children will be enabled to find out that there is a range of religions and to find out in particular about the experience of children within them. Children from families that belong to or practise a religious tradition will find their experience reflected in the RE provided. The religious education provided will: draw on the experience of pupils, who come to school with widely differing understanding and experiences of religions, of which teaching must take account; widen pupils awareness of and contact with religion and religious traditions especially those in the immediate locality; Where there are no children from practising families of major religions other than Christianity, the important objectives are to help pupils to: recognise that other religions exist; find the exploration of religions interesting; develop an attitude of respect towards people different from themselves; see some of the common characteristics of religions. help pupils to understand the idea that religion and belief are important to many people and affects what they do e.g. with emphasis on children and their families; help pupils to recognise that asking questions and seeking answers are activities important to religious understanding; enable pupils to learn about aspects of religion from a range of sources including the local environment, artefacts, pictures, photographs and videos, books and buildings, ICT and people talking about their experience of religion; recognise that stories and poems are effective ways of exploring the affective element in human experience; encourage pupils to communicate their awareness and understanding about religion in a variety of ways, e.g. through talking, writing (using appropriate vocabulary), art, drama and music, and through using their senses and having times of quiet reflection; 40

42 Key Stage 1 Christianity The programme of study sets out material related to Christianity for pupils at Key Stage 1. Schools will need to decide which elements will be studied in detail and which with a lighter touch. There is scope for a systematic study of Christianity but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Christian might answer them. Themes myself: everyone is a special and unique person learning to make sense of their place in the world belonging: where and how people belong to families and communities and why belonging and relationships are important the local community: meeting Christians in the local neighbourhood and finding out where they worship, what they do and why they do it beliefs: some of the beliefs Christians have about God and humanity stories, teachings, hymns and prayers: followers of Jesus are helped to remember what he taught through many different kinds of worship and teaching materials times and occasions: why some events and times of the year have a special meaning for Christians as individuals and as members of the Church community Strand People Worship Places Questions to promote Learning from religion (AT2) Who is important to me? Who helps me to know what to do? Why are some people remembered? What do we do at weekends? What special things do we do with our families? How do/when do I say Sorry? Thank you? Please? When do we have times to be quiet? What places are special to me? How do I show they are special? What things are special to me? What helps me remember? Learning about religion: beliefs and practices of Christianity to be studied in this Key Stage (AT1) 1 meet and talk to some people, both men and women, who are active in a Christian church, 2 become aware that Jesus is special for Christians, who remember his life and try to follow his teaching, and who believe that the risen Jesus is with them now, 3 know that Jesus was a real person in history and learn something about his life and the key features of his teaching e.g. the lost sheep, children being brought to Jesus, Zacchaeus. 1 know that Christians worship God and that they may do this both together and individually, 2 know that Sunday is a special day for most Christians, when they meet as communities for worship e.g. which may include saying prayers, singing, reading the Bible, and being silent. 1 recognise Christian places of worship in the locality, 2 become familiar with a nearby Christian place of worship and discover how it is used e.g. for Sunday worship, baptisms, weddings, funerals and festivals, 3 recognise the cross as the main Christian symbol which reminds Christians of Jesus. 41

43 Strand Writings Festivals and fasts Rites of passage Self and community Questions to promote Learning from religion (AT2) What books are special to us? Why? How do we look after books? How do books help us? (different books in different ways) What can we learn from stories? Which stories are important (to us and to other people)? Why are they important? Do I deliberately copy the behaviour of people in my favourite stories or TV programmes? Which stories are these? Which books do I like to look at if I feel sad or lonely? Why do I choose these? Would I choose any of the stories of Jesus to be amongst my favourite stories? What special times do we celebrate? Who do we celebrate with? When am I happy? When have I been sad? How do we support other people s celebrations? Which part would I really like to play in a nativity play? Why do I like this person? What is the most special thing I have ever been given? How did I show my thanks for it? How was I welcomed and celebrated when I was born? What have I learned to do since I was a baby? What does my name mean? How was it chosen for me? What special ceremonies have I taken part in? How do I remember them? What would I do to let other people know I thought they were special? What would I like people to do for me? Where do I belong? Who cares about me? Why should people be kind and friendly to each other? How do I help people to know they matter? What things do we do together? What things make me feel different feelings? How do I know that I matter to others? How do I show others they matter to me? Learning about religion: beliefs and practices of Christianity to be studied in this Key Stage (AT1) 1 know that the Bible is a special book for Christians and that they use it for worship and personal guidance both in churches and at home, 2 hear some passages from the Bible, presented in an appropriate context, in order to understand that it contains a diversity of material e.g. stories, poetry and sayings, 3 know that the Bible contains material about Jesus. 1 recognise that most Christians celebrate special occasions during the year e.g. Harvest, 2 explore some of the ways in which Easter and Christmas are celebrated by Christians and learn about some of the symbols used, 3 understand that Christmas and Easter are associated with Jesus and are times when Christians recall the stories from the Bible of his birth, death and resurrection. 1 know about some of the ways in which Christians mark special occasions in the lives of individuals and, in particular, learn how some Christians celebrate baptisms and weddings (and, if appropriate, other ceremonies within the experience of children in the class, e.g. dedication, first communion), 2 recognise some of the symbolism used in such ceremonies e.g. water, special clothes, rings and candles. 1 explore in various contexts their own feelings (e.g. joy, hope, wonder, sadness, loneliness, being sorry) and begin to be aware of how these are reflected in Christianity e.g. in festivals, stories, worship and daily living, 2 learn that Jesus taught that everyone is important and of equal value in the sight of God and that people should love God and love their neighbour, 3 be aware that a church is a community of people in which everyone, including children, has a role to play. 42

44 Strand Natural world Questions to promote Learning from religion (AT2) What makes me excited? What puzzles me? What questions are hard to answer? How do people respond? Why should we care for the world? What do you think God is like? Learning about religion: beliefs and practices of Christianity to be studied in this Key Stage (AT1) 1 know that Christians believe that God created the world and cares for it, and wants people to care for it too, 2 recognise and express feelings associated with their response to the natural world and discover how Christian responses to it are reflected in worship and writings e.g. in prayers, hymns and psalms. 43

45 Key Stage 1 Other religions The programme of study sets out material for knowledge about and understanding of other religions appropriate at Key Stage 1. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. There is scope for a systematic study of an individual religion but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a person from the tradition they are learning about might answer them. Themes myself: everyone is a special and unique person learning to make sense of their place in the world belonging: where and how people belong to families and communities and why belonging is important the local community: meeting people from religions represented in the local neighbourhood and finding out why their religion is important to them stories and teachings: how and why holy books and scriptures may contain stories with a special meaning and guidance on how to live times and occasions: why some events and times of the year have a special meaning Strand People Worship/ practice Places Questions to promote Learning from religion (AT2) What do I do in my family that is important to me? Who do we know? What do they do that is the same or different from us and our families? How can we find out about the people around us friends, family, community? How do we treat things that are special to us? What do I do with my family? What are the different ways I show I am thankful? How do I show feelings of happiness or sadness? What places are special to me? What special things do I do together with others (e.g. celebrate special events)? How does it feel to be in a special place? How do I respond to the atmosphere? Learning about religion: beliefs and practices of religions to be studied in this Key Stage (AT1) 1 become aware that some people in Britain belong to religions other than Christianity e.g. through meeting people, seeing videos, pictures, books, artefacts, 2 become aware through stories and festivals of the importance of key figures in at least one religion e.g. The Buddha, Krishna, Muhammad, Moses, Guru Nanak, 3 hear stories about both men and women in religious traditions. 1 know that religious people worship and that they may do this individually or together e.g. Muslims praying to Allah at home and at the mosque, Sikhs meditating on the name of God at home and at the gurdwara, 2 know some examples of what people do when they worship or practise e.g. Jewish families celebrating Shabbat, Hindu puja, Buddhist meditation. 1 recognise any places of worship of major religions in the local environment and learn their names e.g. mandir, mosque, synagogue, gurdwara. Know through books, pictures or video about at least one place of worship, 2 find out about some of the things that happen in a place of worship e.g. worship, teaching, weddings, celebrating festivals. 44

46 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) What books are special to us? How do we show they are special? How can different books help us in different ways? Which stories are important to us and others and why? What special occasions do we celebrate and how? Why do we celebrate times like birthdays? How do we feel when we celebrate e.g. happiness and togetherness? How do we mark special times? What important things and people can I remember? What helps me to remember (e.g. photos, gifts)? What important changes have happened in my life? How was I welcomed and named? Does my name have a meaning? What special ceremonies have we taken part in how did we feel? What things do we do together with our families and friends and other people in our school and where we live? Who do we matter to and why? Who matters to us and why? Where do I belong? Where do I come from? How can we and why should we care for people around us? How can we and why should we care for things around us? What do you think God is like? Learning about religion: beliefs and practices of religions to be studied in this Key Stage (AT1) 1 know that major religions have writings that are special to them, find out what some of these are, and that they are used for worship and teaching in places of worship and at home, 2 hear in an appropriate context some material which is central to a religion e.g. in the context of learning about the mosque, the Shahadah; in the context of learning about the Jewish home, the Shema. 1 recognise that most religious people celebrate special occasions during the year which have a religious meaning for them e.g. Guru Nanak s birthday, Krishna s birthday, Ramadan and Id ul-fitr, Hanukkah, Purim, Diwali, Raksha Bandhan, 2 learn how some festivals are celebrated and about some of the symbols used, and where appropriate the stories retold. 1 learn about some of the ways in which religious people mark special times of change in the lives of individuals e.g. how the birth of babies is marked in Islam, how the name is chosen in Sikhism, weddings. 1 recognise that religious people feel they belong to religious communities and show this in a variety of ways e.g. gathering in families or in special places as communities, 2 through their learning about religions, begin to understand that what people believe affects what they do and how they behave towards others, 3 know some examples of how religions teach and express the value of all human beings, 4 relate their own feelings and experiences to appropriate aspects of the religions they are encountering. 1 become aware that people of many religions believe God is the Creator, 2 recognise that all religions teach that people have a responsibility to respect and care for the world and all living things. 45

47 Key Stage 2 programme of study General characteristics of RE at key stage 2 The religious education provided will: draw on the experience of pupils, who come to school with widely differing understanding and experiences of religions, of which teaching must take account; widen pupils awareness of, and contact with, the principal religions and religious traditions in this country, including the roles of children and young people within them; begin to make pupils aware of the interaction between religion and culture, through learning about religions in a local, national and global context; take forward pupils understanding of the ways in which religion and belief are important to many people and affect what they do; help pupils to understand that asking ultimate questions and seeking answers to them underlie many of the beliefs and practices of religions; help pupils to appreciate the role played by symbolism in religions; enable pupils to learn about aspects of religion from a range of sources, both first hand and secondary, including the local environment, artefacts, pictures, photographs and videos, books and buildings, and people talking about their experience of religion; help pupils to begin to recognise the common strands within and between religions in addition to the uniqueness of individual faiths; use stories and poems, music, dance, drama and art as ways of exploring the affective element in human experience, and, where appropriate, religious experience; enable pupils to communicate their awareness and understanding of religion in a variety of ways e.g. through talking, writing and creative arts; develop pupils ability to use appropriate specialist vocabulary; start to explore links with National Curriculum subjects and especially the presence of religion and religious questions in all cultures. 46

48 Key Stage 2 Christianity The programme of study sets out material for knowledge about and understanding of Christianity appropriate at Key Stage 2. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Christianity locally in Britain but also globally so that pupils can explore religious diversity. There is scope for a systematic study of Christianity but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Christian might answer them. Themes sources of inspiration: Jesus and his Christian followers throughout the ages; the Bible and other spiritual writings belief and worship: what Christians believe about God and the wide variety of ways these beliefs are expressed in worship symbols and religious expression: how religious and spiritual ideas are explored creatively e.g. through music, art, words and actions religion and the individual: what is expected of a person in trying to follow Christian teaching, and how it shapes the journey of their life religion, family and community: how Christian families and communities practise their faith, and the contributions this makes to local life beliefs in action in the world: how people s beliefs about God, the world and others impact on their lives e.g. global issues of human rights, fairness and the environment Strand People Worship Questions to promote Learning from religion (AT2) Who, or what, affects/influences our actions and behaviour? What influences/affects the actions and behaviour of others and why? Why do people believe different things? What actions/behaviour area result of our beliefs in different things? Is there a special person or people who you look up to, or whose example you follow? Do you like to have time to be quiet and thoughtful? What kind of things would you do at such a time? How do we express different emotions? Who do we share our hopes, worries and emotions with? Learning about religion: Christian beliefs and practices to be studied in this Key Stage (AT1) 1 understand that the Church is a community of Christians from all races and nationalities, 2 begin to explore some of the beliefs Christians have about Jesus, 3 learn about the life and teaching of Jesus in his historical context using the Bible and other appropriate resources, 4 discover what leaders of local Christian churches do, 5 find out about Christians, women and men, now and in the past, whose actions affect or have affected others e.g. people who have helped others, saints and martyrs, people of faith, courage and commitment (including some with a local connection). 1 find out how Christians worship God (e.g. in prayer, silence, singing, reading the Bible) both in places of worship and at home, and why they do it, 2 know about the central act of worship in many Christian traditions which is based on the last supper Jesus had with his disciples and is known by various names e.g. Eucharist, Holy Communion, Lord s Supper, Mass, 3 explore the many symbols and objects which Christians may use to help them worship e.g. crosses, icons, rosary, candles, 4 know that all Christians use the Lord s Prayer and become familiar with some of its meaning for them. 47

49 Strand Places Writings Festivals and fasts Questions to promote Learning from religion (AT2) What are the special places you would like to visit (either in this country or abroad)? Why do you think of these as special? How does the atmosphere and fabric of Christian places of worship make you feel? What do you think is the right way to behave in a place of worship? What books or stories have you read, or heard, which helped you, or made you think? How did they do this? If you could write one message to the world, what would it be? What are the special times of year for you and your family? How do you celebrate them, and how do you feel about them? Do you think you have to be a believer to take part in a religious festival? Learning about religion: beliefs and practices of Christianity to be studied in this Key Stage (AT1) 1 know the main internal and external features of some Christian places of worship and the purpose they serve, 2 realise that these features vary across Christian traditions and denominations because they express different emphases in belief and practice, 3 know about the various uses made of places of worship by Christians and the wider community, 4 be aware of some places of continuing importance to Christians e.g. places in the Holy Land, other places of pilgrimage including local ones such as Ely or Walsingham. 1 be aware that the Bible is a collection of books which contains many different kinds of literature (e.g. gospel, history, laws, poetry, sayings, letters, prophecy), and is a translated text divided into two Testaments, 2 become familiar in an appropriate context with some of its contents, and be able to look up references, 3 explore how the Bible can be used in different ways by Christians, and know about its use to help shape Christian life and belief, including belief about God, 4 explore how Christians express their faith through other forms of writing e.g. hymns, stories and plays, different types of prayers. 1 understand that the structure of the church year reflects key events in the life of Jesus and the Church, 2 become familiar with the biblical stories retold during Advent, Christmas, Lent, Holy Week, Easter and Pentecost, and through them become aware of Christian beliefs about God the Father, Son and Holy Spirit, 3 find out how some Christians celebrate major festivals and seasons and how these may be marked through music, art and story, 4 become aware as appropriate of some other special days in the church year e.g. saints days, days associated with Mary. 48

50 Strand Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) Why do we have ceremonies to mark special occasions in our lives? What sort of things do we mark and how? Why do you think people want to share special occasions with others? What would you like people to remember about your life? What changes do you expect/hope for in your life? What choices do you expect to have to make? How will you make them? How do you know what is right or wrong? Who do you believe/listen to when they tell you about right and wrong? What could people work out about your beliefs from observing your behaviour? How should people behave in order to help make sure a community is a good one? Are there any difficult questions about life that you would like to find the answer to? How far do you feel you are part of the natural world? Does this have any effect on the way you behave? If you were to create the world, what would you put in and what would you leave out? Learning about religion: beliefs and practices of Christianity to be studied in this Key Stage (AT1) 1 learn about the varied Christian ceremonies that mark significant events in the lives of people and their communities, including baptism, first communion, confirmation, weddings and funerals, 2 become familiar with the symbolism used in such rites of passage and the beliefs they express e.g. the Christian belief that death is not the end, 3 appreciate the importance of rites of passage to people and communities. 1 explore their own experience of concepts and values e.g. love, justice, peace, forgiveness and self-sacrifice, and begin to discover how these are central Christian ideals, 2 learn about some of the ways in which people express their Christian belief and values through action in their church, local community and world, and why they do this, 3 begin to be aware that Christian behaviour is based on beliefs about God and on the teaching of Jesus. 1 learn about some of the ways in which Christians express and respond to their belief that God is Creator e.g. exploring thankfulness in prayers and hymns, celebrating Harvest, looking after the environment, 2 explore some of the ways Christians respond to suffering and death e.g. support to the bereaved, Christian Aid, and begin to realise that such experiences raise questions for Christians about the love and power of God. 49

51 Key Stage 2 Buddhism The programme of study sets out material for knowledge about and understanding of Buddhism appropriate at Key Stage 2. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Buddhism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Buddhism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Buddhist might answer them. Themes beliefs in action in the world: how following Buddhist teaching impacts on people s lives and actions e.g. compassion, selflessness and a belief in the interrelatedness of all things sources of inspiration: how people see the life and teachings of the Buddha as positive examples to follow e.g. the Noble Eightfold Path worship, pilgrimage and sacred places: how people s religious practices can be carried out in isolation (meditation) and in community (festivals) the journey of life and death: how Buddhists see life as a continuous cycle Strand People Practice Places Writings Questions to promote Learning from religion (AT2) Is it possible to begin a new and different life? Who do you particularly admire, and why? Who do you think is a truly good person? What are the good qualities in ourselves we can be proud of? How can we help ourselves to focus on the right things? How can we be helped to see things in a new light? Do you have any principles you try to follow in your life? Where do they come from? How do you put them into practice? Do you have somewhere you like to go to reflect or be still? Do you prefer to do this by yourself or share with others? What might you train yourself for? Can you train to be a better person? How? What have the Buddhist stories you have heard made you think about? Learning about religion: Buddhist beliefs and practices to be studied at this Key Stage (AT1) 1 be aware that there are people in Britain practising Buddhism, 1 know about the key events in the life of the Buddha and become familiar with some stories which illustrate why he chose renunciation and decided to follow the middle way. 1 understand that Buddhists venerate the Buddha for his unique qualities as a historical, enlightened person, but not as a god or idol, 2 be aware of meditation as one aspect of Buddhist practice, 3 be aware of some principles Buddhists may use as guides to life e.g. the Three Refuges, the Five Precepts. 1 know that aspects of Buddhist practice (e.g. ceremonies, chanting) take place in the home and that Buddhists may also visit their local temple, monastery or retreat centre. 1 understand that Buddhists are helped in their training by reading and hearing the Dharma (the expression of truth in the teachings of the Buddha and other enlightened men and women), 2 be aware of some Buddhist writings e.g. the Sermon at Benares and the Jataka tales. 50

52 Strand Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) For you, what is the most important/favourite day of the year? Why are you celebrating and why is it important? Is it something you celebrate alone or with others? Why might people feel sad when somebody dies? What do you think happens after we die? Does what you believe have an effect on the way you live? How can we know ourselves better? What, and how much, should we give away in order to be good people? Who or what do we turn to for help or refuge? What can we offer to other people? Is it important to have someone whose example we follow? What would you consider to be a kind or compassionate act? How do/should we treat the natural world in order to show it respect? How can we respond to sadness, suffering, natural disasters? Why is there suffering and how can we avoid it? Learning about religion: Buddhist beliefs and practices to be studied at this Key Stage (AT1) 1 know that Buddhists celebrate key aspects of the Buddha s life and teaching in festivals e.g. Wesak (Buddha Day), Kathina and other Days of Observance. 1 be aware that because of their belief in the continuous cycle of life and death, Buddhists stress a positive attitude to dying as an important transition. 1 know that Buddhists try to follow the example of the Buddha s life, in particular by developing awareness and compassion, and put his teachings into practice to help themselves and others, 2 be aware that an important aspect of following the Buddhist path is seeking refuge in the Sangha, the community of those who follow the Buddha s teachings, amongst whom the ordained are particularly respected, 3 explore their own experience of giving and understand that giving is significant in the lives of Buddhists, whether through making offerings, giving to charity or helping others. 1 recognise from their own experience that actions have effects and be aware that this leads Buddhists to take responsibility for themselves, others and the natural world, 2 be aware that Buddhists recognise the interrelatedness of all things and so practise kindness to living things and respect the natural world. 51

53 Key Stage 2 Hinduism The programme of study sets out material for knowledge about and understanding of Hinduism appropriate at Key Stage 2. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Hinduism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Hinduism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Hindu might answer them. Themes inspirational figures: how Hindus worship forms of the deity who inspire their devotion beliefs in action in the world: how Hindus respond to global issues such as the importance of the environment symbols and religious expression: how religious and spiritual ideas are expressed in Hinduism through images, stories and festivals religion, family and community: how Hindu families and communities practise their faith, and the contributions this makes to local life the journey of life and death: how Hindu beliefs about life, death and what lies beyond death shape their values and behaviour Strand People Worship Places Writings Questions to promote Learning from religion (AT2) What qualities do you admire in other people? Do you actively try to emulate them? How important is it to have times of fun and enjoyment in your life? Is everyone s idea of fun the same? What kind of things do you surround yourself with? What do they show about who you support/respect/follow? Do you find yourself making judgements about people and things from the way they look (first impressions)? Do you often find yourself changing your mind when you get to know them better? Are there ways in which other cultures have an influence or effect on your daily life e.g. food, language, dress? How would you show that a place is special to you? What would you put there? What stories or special books do you like to revisit? Are there any characters in them you particularly identify with? Learning about religion: Hindu beliefs and practices to be studied at this Key Stage (AT1) 1 be aware that there are people in Britain who are Hindus, 2 begin to explore some of the beliefs that Hindus have about Rama and Krishna and how they provide examples for Hindus of how to live. 1 find out about puja (worship) in the home and in the mandir (temple) especially about arti (offering and receiving light) and about taking prashad (food blessed by having been offered to the gods), 2 know that Hindus use murtis (images which embody different aspects of God), through which they can show their devotion, 3 be aware of the use of symbols in Hindu worship and learn about some e.g. Om, light, fire, water. 1 know that a mandir is a place of worship and learning for Hindus and learn something about the key features, especially the shrine, 2 be aware that Hinduism has its roots in India and that this affects many aspects of Hindu daily life. 1 be aware that Hindus have a number of sacred texts, and become familiar with some of the stories from these which are associated with festivals or the gods e.g. Rama and Sita (from the Ramayana), Krishna (from the Bhagavad Gita) and Ganesha (from the Shiva Purana). 52

54 Strand Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) How do you celebrate and proclaim close family ties and friendships like those between brothers and sisters? Which character from a festival story appeals to you most? Would you like to be like them? What wishes would you have for a newborn baby? What do you think will be the special milestones in your own life? Which are you most looking forward to? Who is your family (e.g. extended family, family friends etc)? How do your friends and family show their care/love for each other? What do you think is going to happen to the world in the long term? How do you think animals should be treated? Is your answer different depending on what kind of animal it is? Why? Learning about religion: Hindu beliefs and practices to be studied at this Key Stage (AT1) 1 learn about some of the main festivals celebrated by Hindus especially in this country and find out about some of the stories, rituals and symbols associated with them, e.g. Diwali, Ramnavami (Rama s birthday), Janamashtami (Krishna s birthday), Shivaratri (festival in honour of Shiva), Raksha Bandhan. 1 learn about some of the ceremonies with which Hindus mark significant events in the lives of individuals and their communities e.g. those associated with birth, wedding and funerals. 1 explore their own experience of love, loyalty and respect for others, especially in the family, and discover, in particular through stories such as those relating to Rama, how these are key values in Hinduism, 2 discover the importance of the family for Hindus, including the extended family. 1 become aware, in particular through story, of Hindu ideas about the cycle of time in the creation, preservation and destruction of the universe and about the cycle of birth and death for all life, 2 realise that Hindus feel a connection with all life and hence a respect for all life, which can be expressed in various ways e.g. vegetarianism, respect for the cow. 53

55 Key Stage 2 Islam The programme of study sets out material for knowledge about and understanding of Islam appropriate at Key Stage 2. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Islam in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Islam but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Muslim might answer them. Themes beliefs and questions: how Muslims beliefs about God, the Prophet Muhammad, the world and others impact on their lives teaching and authority: what the Qur an and the hadith and other sources teach about God, the world and human life religion and the individual: what is expected of a person in following Islam religion, family and community: how Muslim families and communities practise their faith, and the contribution this makes to local life beliefs in action in the world: how Muslims respond to global issues of social justice and the importance of the environment Strand People Worship Places Questions to promote Learning from religion (AT2) Whose example and lifestyle do you admire or try to follow? Are you a leader or a follower? What are the most important moments of your day? Why are they important? How do they make you feel? If you had to call something from the highest roof tops something important what would it be? What makes places special? How do you show you respect other people s special places? Are there any special places you have heard about you would particularly like to go and see? Why have you chosen this place? Learning about religion: beliefs and practices of Islam to be studied at this Key Stage (AT1) 1 be aware that there are people in Britain who are Muslims, 2 learn about the life of Muhammad in his historical context and understand that Muslims believe him to be the final prophet sent by God, 3 understand that Muslims try to follow the example of Muhammad in everything they do, 4 learn about the role of the imam as a religious and community leader. 1 know that Muslims have a duty to pray at regular times wherever they are and to prepare themselves properly for this, 2 learn about the importance of Friday prayer for Muslim communities, 3 read in English the Shahadah (the declaration of faith) and understand its significance for Muslims as the expression of Tawhid (the oneness of God) and the prophethood of Muhammad. 1 know the main features of a mosque and understand their use and significance e.g. mihrab and qiblah, minbar, use of calligraphy and pattern for decoration, washing area, 2 understand the significance of Makkah for Muslims as the most important place of pilgrimage, and the birthplace of Muhammad, 3 be aware of other places which are significant to Muslims such as Madinah and Jerusalem. 54

56 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) What is your most precious possession? How do you treat it? Where do you go to when you need answers to different questions? Can these answers affect your life? What helps you to decide how to behave in your daily life? What kinds of things would you be prepared to give up for a month? What would persuade you to give them up? What special message would you want to give to a new born baby? Do you ever feel a sense of unity with people in other parts of the world? When, and why? How should people decide how much money to give to charity? What kind of charity would you prefer to support? What kind of responsibilities do you think different family members should have towards each other? What does respect for elders mean to you? Is it important to show this? Do your beliefs affect what you eat or drink? How? How do you think we should look after our environment? Whose job do you think it is to look after the world? Is it yours? Learning about religion: beliefs and practices of Islam to be studied at this Key Stage (AT1) 1 understand the centrality of the Qur an for Muslims and hear in English some of its contents including the first surah (chapter), 2 learn how and why Muslims show special respect for the Qur an, 3 know that the Qur an is written in Arabic which Muslim children learn in order to read it in the original words, 4 be aware that Muslims use hadith (sayings and actions of the Prophet) to help them in their daily lives, e.g. about what they eat, how they behave. 1 understand how and why Muslims fast through the lunar month of Ramadan and learn about the significance of Id ul Fitr, 2 understand the significance for Muslims of hajj (pilgrimage to Makkah) and of Id ul Adha. 1 know about the naming and blessing of a new baby and understand how Islamic beliefs are reflected in the ceremony. 1 be aware that Muslims are part of a world-wide Islamic community, 2 know that payment of zakah is an important duty for Muslims as a means of sharing wealth throughout the community of Muslims, 3 understand the importance of the family in Islam and learn about distinctive roles and responsibilities within the family, and respect for all people e.g. elders, teachers, 4 understand that each individual Muslim is considered to be responsible for his or her own actions, 5 be aware of some of the main aspects of dietary laws in Islam and of the reasons for them. 1 know that Muslims believe that God is the Creator and look at some passages from the Qur an or some traditional stories which illustrate Islamic beliefs about and attitudes to the natural world. 55

57 Key Stage 2 Judaism The programme of study sets out material for knowledge about and understanding of Judaism appropriate at Key Stage 2. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Judaism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Judaism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Jewish person might answer them. Themes beliefs in action in the world: how people s beliefs impact on family life and the wider world sources of inspiration: how the scriptures (especially the Torah) are the bedrock of Jewish life and practice symbols and religious expression: Judaism is rich in symbols which demonstrate the importance of the Torah to Jews times and places: Judaism has a rich tradition of celebrations and festivals rooted in Jewish history religion and the individual: what is expected of a person following Judaism and its beliefs Strand People Worship Places Questions to promote Learning from religion (AT2) Who would you trust enough to ask for advice? Do you think God intervenes in people s lives? Can you think of any present-day examples? Do you know of any ordinary people who set an example to others in the way they live? What good qualities or values can we exemplify in our own lives? When would you want to show or hide your personal beliefs or religious identity? What things do you wear or have around your home, which show what is important to you? What does your home say about your family and what you like doing? What are the kinds of things you like to do as a family at home? Is there another country or place which is important to you for any reason? Learning about religion: Jewish beliefs and practices to be studied in this Key Stage (AT1) 1 be aware that there are people in Britain who are practising Jews, 2 recognise the role of the rabbi as teacher and interpreter of Jewish traditions, 3 learn about the lives of Abraham and Moses in order to understand the Jewish belief in one God, e.g. how he intervenes in the history of the Jewish people, 4 realise that Jewish heroes and heroines represent ordinary lives as well as exemplary values, e.g. Joseph, Hannah, David, Ruth, Esther, Miriam. 1 find out about worship in the synagogue e.g. about the reading of the Sefer Torah (the Scroll of the Law), 2 understand that for Jews prayer as individuals or in small groups is as important as worship in the synagogue, 3 be aware of the use of external signs, e.g. mezuzah, tallit, kippah, and understand how by providing constant reminders of religious commitment they strengthen Jewish identity. 1 know about the main internal features of a synagogue and understand their significance, 2 know that a synagogue is a place of communal worship, Torah study and community life, 3 recognise that the home is an important place for the expression of Jewish beliefs and practice e.g. as in Shabbat (Sabbath), kashrut (dietary law), 4 recognise the continuing importance for Jews of Jerusalem and Israel. 56

58 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) Can you sum up the things in life you think are really important? What times are special to your family? What does your family do that others might not? How do you show that you are sorry for things you have done wrong? When and how do you try to make a fresh start? What have been/will be important changes in your life? How will you know when you are grown up? What sort of grown-up do you want to be? What do you see as your responsibilities in life? Do you think your responsibilities will change as you grow older? Should men and women/boys and girls do the same things or different things? How can you tell which should be the same and which should be different? What is the best gift you have ever been given? What do you think could be the greatest gift of all? Learning about religion: Jewish beliefs and practices to be studied in this Key Stage (AT1) 1 learn how and why Jews show special respect for the Torah, and recognise its centrality to all Jewish worship, study and observance, 2 know that the Shema is part of daily prayer and reflects central beliefs about God and be aware of the importance for Jews of what it says, 3 know that the Jewish scriptures are written in Hebrew, which Jewish children learn in order to be able to take part in worship and understand their religious literature. 1 learn about some of the major festivals celebrated in the Jewish family and community, including Shabbat and Pesah (Passover), Sukkot and Rosh Hashanah, 2 find out about the practices, feelings and lessons associated with each of the festivals studied and where appropriate the biblical stories retold. 1 learn about some of the ceremonies which mark significant stages in life e.g. naming ceremonies, Bar and Bat Mitzvah, weddings, funerals. 1 explore their own experience of sensitivity to and respect for others, justice in society, and working for a better world and understand that these are key values in Judaism, 2 understand that Judaism places great importance on the role of the individual and the significant responsibilities which result from this e.g. to the family, the community and particularly to the disadvantaged, 3 learn about the roles of men, women and children in Judaism and the way that these are expressed in rituals and ceremonies in the home and in the wider community. 1 know that Jews see God as the Creator and the world as God s gift to humanity, 2 understand how this belief causes Jews to feel a sense of responsibility for and wonder at the natural world and its creatures, and a duty to enjoy its pleasures, and thank God for them, 3 be familiar with some expressions of these beliefs as found in the Hebrew Bible e.g. Psalms. 57

59 Key Stage 2 Sikhism The programme of study sets out material for knowledge about and understanding of Sikhism appropriate at Key Stage 2. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Sikhism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Sikhism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Sikh might answer them. Themes beliefs and questions: how Sikh beliefs about God, the world and others impact on their lives teachings and authority: how the Guru Granth Sahib is at the heart of Sikh worship and life inspirational people: stories about and teachings of figures such as Guru Nanak and Guru Gobind Singh from whom believers draw inspiration religion, family and community: how Sikh families and communities practise their faith, and express this through service to the community beliefs in action in the world: how Sikhs respond to global issues of fairness, social justice and the importance of the environment Strand People Worship Places Questions to promote Learning from religion (AT2) Whose teaching and example do you follow? Why? What example would you like to set for others? Who or what is the most important person or thing in your life? How do you show that? Which public places are important to you and your family? Why do you go there? Who do you meet with? Do you ever help to make food and eat with groups of other people outside your own family? Learning about religion: Sikh beliefs and practices to be studied at this Key Stage (AT1) 1 be aware that there are people in Britain who are Sikhs, 2 learn about significant aspects of the lives and teachings of some of the ten Gurus, including Guru Nanak and Guru Gobind Singh. 1 find out how Sikhs worship God both in the gurdwara and at home, 2 know that worship may include readings from the Guru Granth Sahib, singing hymns, ardas (prayer), meditation, and sharing kara prashad (sanctified food), 3 understand that the purpose of Sikh worship is to venerate God, whom Sikhs describe as Supreme Truth and Ultimate Reality. 1 know about the main internal and external features of a gurdwara and understand their significance, in particular the central importance of the Guru Granth Sahib and the langar (communal dining room), and the Khanda as the main symbol for Sikhs, 2 recognise the importance of the gurdwara as the heart of the Sikh community for worship and communal life, 3 be aware of the significance of the Golden Temple at Amritsar and some of its symbolism e.g. the four doors symbolising that people of all races, religions and beliefs are welcome. 58

60 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) What books are special to you? Does what you read affect your beliefs and behaviour? What text would you choose because of something it teaches you? What kind of things can you recite by heart? Did you choose to learn them or were you made to learn them? How would you like your life to be celebrated and remembered by your friends? Are there any causes or people which mean so much to you that you think you could risk everything for them? Who decides when you are ready to commit to a certain lifestyle? (e.g. children deciding to become vegetarian) What badges or labels do you wear which makes you stand out from the crowd? Why do you like to wear them? Do you value all people as of equal worth/see everyone as equally important? Why/why not? Do your beliefs affect your lifestyle? How do you respond to people whom you perceive as different from yourself? Are we responsible for our environment? What are you doing/can you do about it? Learning about religion: Sikh beliefs and practices to be studied at this Key Stage (AT1) 1 know how and understand why Sikhs show special respect for the Guru Granth Sahib and recognise its centrality to all Sikh worship, festivals and ceremonies, 2 know that the Mool Mantra is a part of daily worship and discover how it expresses the basic belief of Sikhs about God, 3 know that the Sikh scriptures are written in Gurmukhi script which Sikh children learn. 1 know that the most important festivals for Sikhs are the anniversaries of the birth or death of individual Gurus and find out how they are celebrated, e.g. Guru Nanak s birthday, 2 learn about how Baisakhi is celebrated as the birthday of the Khalsa (the Sikh community) and for the introduction of the five Ks, 3 be aware that like Hindus, Sikhs celebrate Diwali, when they retell stories about the sixth Guru. 1 learn about some of the ceremonies which mark significant stages in life, e.g. naming, amrit ceremony, marriage, funerals, and recognise the centrality of the Guru Granth Sahib in all of them, 2 learn about the turban tying ceremony and the 5 Ks as symbols. 1 explore their own experience of honesty, sharing, respect for and service to others, and discover how these are key values in Sikhism, 2 understand that Sikhism places great emphasis upon social equality between men and women, adults and children, and different races, classes and religions, and find out about some of the ways this is expressed e.g. in eating together. 1 know that Sikhs believe in God as Creator and that this causes them to respect their environment and take responsibility for it. 59

61 Key Stage 3 programme of study General characteristics of RE at Key Stage 3 develop further pupils awareness of the interaction between religion and culture, through their learning about religions in a local, national and global context; continue to enable pupils to learn about and reflect upon some of the ultimate questions which underlie many of the beliefs and practices of religion; develop a broader and deeper understanding of symbolism in religion, including its use in ceremony, language and iconography, and their response to it; enable pupils to draw on a range of sources, including visits, the media, art, written sources, ICT and people talking about their experience of religion; The religious education provided will: draw on the experience of pupils, who come to school with widely differing understanding and experiences of religions, of which teaching must take account; widen pupils awareness of and contact with the religions studied, their traditions and practices, in this country and throughout the world; enable pupils to encounter people from different religious, cultural and philosophical groups, who can express a range of convictions on religious and ethical issues; explore ways in which religion and belief are important to many people both in Britain and in the world today and affect what they do; develop an awareness of the uniqueness and coherence of belief and practice within each individual faith; develop an awareness of some of the diversity within individual religious traditions, and of some common strands within and between religions; provide opportunities for students to reflect on and articulate their own responses to the range of religious, social and moral issues raised by their study of religion, using reasoned, balanced arguments; provide opportunities for pupils to communicate their awareness and understanding of religion in a variety of ways e.g. art and design, music, dance, drama, writing, ICT; teach pupils to apply a wide range of religious and philosophical vocabulary consistently and accurately. I enjoy it as it discusses in more depth the important things e.g. Abortion. It also makes things easier to understand through discussions and arguments. by Jennifer, 14 60

62 Key Stage 3 Christianity The programme of study sets out material for knowledge about and understanding of Christianity appropriate at Key Stage 3. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Christianity in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Christianity but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints, including interfaith dialogue. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Christian might answer them. Themes beliefs and concepts: the key ideas and questions of meaning in Christianity, including beliefs about God, the world, human life and life after death authority: different sources of authority for Christians and how they inform people s search for truth, explanation, meaning and purpose e.g. in relation to religion and science important questions for life: how a person s beliefs affect their ethical and moral choices e.g. forgiveness, issues of good and evil and the challenges of living a Christian lifestyle religion today: the variety of ways in which Christians approach contemporary issues e.g. climate change, migration, medical advances, world poverty expressions of Christian spirituality: how and why believers may explore and respond to their belief, experience and understanding in a variety of forms of creative expression Strand People Worship Questions to promote Learning from religion (AT2) What do I think influences my life? How far are these influences a matter of personal choice? How does my life make a difference personally, locally, nationally, internationally? Have my life experiences so far changed my beliefs? Have they changed the way I express my beliefs? How do I express my feelings towards other people? Does the answer differ depending on my relationship with that person? Learning about religion: Christian beliefs and practices studied at this Key Stage (AT1) 1 learn about the Church as a world-wide community of Christians with both shared and diverging beliefs and practices which may be influenced by local traditions and cultures, 2 consider how the life and teachings of Jesus have influenced Christians in the personal, spiritual, social and political aspects of their lives, 3 explore in more detail Christian beliefs about Jesus e.g. as Christ/Messiah, Son of God, 4 consider the role and influence of churches in society today locally, nationally and internationally. 1 identify beliefs about God which are reflected in aspects of Christian worship e.g. in the use of the Bible, creeds, prayers, rituals, 2 learn about a range of different types (e.g. individual, corporate) and styles (e.g. liturgical, charismatic, silent) of Christian worship and some reasons, including theological ones, for the differences, 3 understand that the definition of worship can be very broad and often contains common elements including adoration, thanksgiving, confession, intercession and petition, which can be expressed in a wide variety of ways e.g. through words, music, actions, dance, silence, 4 explore the variety of ways in which Christians understand the term sacrament. 61

63 Strand Places Writings Festivals and fasts Rites of passage Questions to promote Learning from religion (AT2) What kinds of atmosphere do I value or enjoy? Do my responses alter at different times? How should I respect the needs of others for a special place/atmosphere? Why? Do I feel it is appropriate that churches and their facilities are used for purposes other than worship? Would I feel comfortable in attending events there? Is it possible for different faiths to share the same holy places? What criteria do I use for judging the truth of message in the media? Are there any passages or writings that mean a lot to me? Why? Who or what do I permit to affect my lifestyle? Do I feel that I am following the crowd or am I an individual? How far can a festival have meaning for someone not of the faith community? What do I think is (or would be) worth celebrating? How important do I think rites and rituals are? What do I believe about life after death? How do I express my belonging to family and community? Learning about religion: Christian beliefs and practices studied at this Key Stage (AT1) 1 learn how internal features may reflect wide variations in practice and beliefs, through visiting contrasting places of worship, 2 consolidate their knowledge of how Christian places of worship are used for a range of purposes by Christians and by the wider community, 3 explore the symbolism in the presence and absence of symbols in places of worship, and the beliefs expressed, 4 understand the significance of some places of continuing importance to Christians e.g. places connected with Jesus, other places of pilgrimage, places of retreat. 1 consolidate their awareness of different types of writing in the Old Testament/Hebrew Bible, 2 learn about the main elements in New Testament writings e.g. gospels, epistles, and be aware of Christian interpretations of the relationship between the Old Testament and the New Testament, 3 know something of the social, political and religious context in which Jesus lived, drawing on the Bible and other sources, 4 learn about the nature of gospel writings, 5 develop understanding of the use of symbolic language in biblical writings, 6 learn about some of the different ways in which Christians interpret the scriptures e.g. creation and evolution, ethical dilemmas. 1 learn about the doctrines and beliefs expressed in the annual cycle of Christian festivals e.g. Christmas Incarnation; Easter Salvation; Pentecost the Holy Spirit, 2 be aware of the diversity of approaches to festivals e.g. Eastern Orthodox Easter, Quaker belief that the meaning of festivals can be celebrated on any day. 1 learn how rites of passage foster a person s sense of belonging to a Christian community and reflect their personal relationship with God, 2 learn how some Christians express commitment through baptism (including believers baptism) and confirmation, and study the symbolism involved in the ceremonies, 3 study how Christian beliefs about the nature of marriage and about life after death are reflected in forms of service for weddings and funerals. 62

64 Strand Self and community Natural world Questions to promote Learning from religion (AT2) What are the issues about which I feel strongly and why? What do I do which reflects this? How do I feel about people whose beliefs are very different from my own? What ways are there of coping with such differences? How do I try to make sense of experiences such as suffering and death? What do I think about the origins of the universe? Are there any issues raised by modern science which trouble me from an ethical point of view? Learning about religion: Christian beliefs and practices studied at this Key Stage (AT1) 1 explore and respond to Christian interpretations of shared human values such as justice, peace, equality and love, as these are expressed in action e.g. by Christian Aid, World Council of Churches, Mother Teresa, Archbishop Tutu, 2 with reference to a range of examples, understand how different interpretations of key Christian beliefs e.g. love for one s neighbour, evangelism and mission lead individuals and groups to express commitment in widely differing ways, 3 explore the belief that all people are children of God and discuss the implications for Christians of the existence of other religions, 4 explore concepts such as self-giving love, repentance and forgiveness, and how these are expressed in Christian belief and practice. 1 explore different ways in which Christians understand and express the concept of God as Creator, 2 understand how experiences such as suffering and death raise questions for Christians about the love and power of God, see how Christians interpret these issues, and express their own views on them, 3 be aware of some of the issues raised by modern science that affect Christian thinking about beliefs and ethics e.g. environmental issues, genetic engineering, debates on evolution. The Shrine of Our Lady, Walsingham 63

65 Key Stage 3 Buddhism The programme of study sets out material for knowledge about and understanding of Buddhism appropriate at Key Stage 3. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Buddhism locally in Britain but also globally so that pupils can explore the relationship between religion and culture. There is scope for a systematic study of Buddhism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints, including interfaith dialogue. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Buddhist might answer them. Themes beliefs and concepts: key ideas and questions of meaning, including issues related to acceptance of experience, the world, human life and life after death expressions of spirituality: how and why human selfunderstanding and experiences are expressed in a variety of forms (e.g. right livelihood, meditation, Buddhist art) wise decisions: questions and influences that inform people s choices, related to issues of human suffering, conveyed through the example and teaching of the Buddha rights and responsibilities: what Buddhism says about the impact of individual actions on society e.g. by practising kindness and compassion, actions based on a belief in the interrelatedness of all things Strand People Practice Questions to promote Learning from religion (AT2) Do I hold any views similar to Buddhist views? Which ones? How far are they similar? What kinds of things are an inspiration to me and how do they change the person I am? Do I think of life as a search? If so, what am I looking for? What would my own Five Precepts be? How might meditation and times of quiet be a beneficial part of life? Is there anything in Buddhism which is meaningful for me? Is there anyone I think of as wise? Where do I think wisdom comes from? How do I respond to suffering in my own life and that of others? Learning about religion: Buddhist beliefs and practices to be studied at this Key Stage (AT1) 1 develop knowledge of aspects of the daily life and practices of lay and ordained Buddhists e.g. following the Five Precepts, 2 develop their understanding of the Buddha s life through examining his spiritual search and enlightenment, first teachings and the formation of the Sangha, 3 become aware of Buddhism as a religion practised in many countries throughout the world e.g. India, China, Japan, Tibet, Thailand, and of the existence of the different schools of Buddhism including e.g. Pure Land, Theravada, Tibetan, Zen. 1 recognise the centrality of the Four Noble Truths and develop their understanding of the Buddha s teaching on wisdom, morality and meditation as expressed in the Noble Eightfold Path, 2 know that there are various forms of meditation which are practised to cultivate awareness, wisdom and compassion and that Buddhist practice may involve going on retreat to meditate intensively, 3 explore further the importance of the Buddha and his significance to Buddhists as a historical, enlightened person with unique qualities. 64

66 Strand Places Writings Festivals and fasts Rites of passage Self and community Questions to promote Learning from religion (AT2) What messages are implied in my life style? What do I symbolise? Are there places from which I have drawn inspiration? Been reminded of my beliefs? Which writing (religious or secular) has meant the most to me? Why? Are there any writings or media messages that influence me in my daily life? What would I want people to remember and celebrate about my life after I am dead? What key events are worth celebrating and how do I celebrate them? How do my own views about life and life after death compare to Buddhist ones? What value might I find in having ceremonies to mark stages in my life? How might I respond to having the chance to withdraw from everyday life in a period of retreat? What do I think human life is all about? What do I understand by the self? Do I hold beliefs which would affect the job I might do? If so, what and how? As a young person living in a consumer society, what do I think is really important in life? What kind of people do I learn from? Who learns from me? Learning about religion: Buddhist beliefs and practices to be studied at this Key Stage (AT1) 1 learn about the Buddha image and other elements of a Buddhist temple or shrine including ones used in the home e.g. stupa, texts, candles, flowers, incense, symbols, 2 learn about the place of pilgrimage in Buddhism and find out about some of the sites visited e.g. those associated with the life of the Buddha such as Bodh-Gaya, Sarnath and Kusinara, 3 understand something of the growth and development of Buddhism and of its current practice in Britain and the West. 1 know that Buddhists may draw on a wide variety of writings to inform their practice, 2 be aware of some further examples from Buddhist writings e.g. the Dhammapada and explore how these influence daily life. 1 develop knowledge of how and why Buddhists celebrate key events in the Buddha s life, e.g. his birth, death and enlightenment, in festivals such as Wesak (Buddha Day). 1 examine Buddhist beliefs about death including impermanence, rebirth and the self, 2 explore the significance of ordination and its related ceremonies and examine the ways in which in some Buddhist communities ordination can be a rite of passage for children, 3 be aware that some Buddhists may mark the times of naming and marriage with ceremonies. 1 explore the concept and practices of right livelihood, 2 develop their understanding of the concept of the Sangha, including relationships between teacher and disciples, and between monks and laity, and relationships with the wider non-buddhist community, 3 understand that the Buddha intended his teaching as a universal system for all kinds of people. 65

67 Strand Natural world Questions to promote Learning from religion (AT2) How important is the natural world to me? Do I put this into practice in the things I do, say and buy? Do you need to believe in a creator God in order to feel responsibility for and relationship with the natural world? What responsibilities do I feel towards other people? What would I consider to be a compassionate act? Learning about religion: Buddhist beliefs and practices to be studied at this Key Stage (AT1) 1 extend their knowledge and understanding of Buddhist beliefs about the natural world, including the inter-relatedness of all things and the concept that all actions have effects, 2 understand how these beliefs lead Buddhists to take responsibility for themselves, others and the natural world, and to practise kindness and compassion towards all living things e.g. through a vegetarian diet, 3 understand that the question of how and why the world came into being is not a central one for Buddhists. 66

68 Key Stage 3 Hinduism The programme of study sets out material for knowledge about and understanding of Hinduism appropriate at Key Stage 3. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Hinduism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Hinduism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints, including interfaith dialogue. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Hindu might answer them. Themes beliefs and concepts: key ideas and questions of meaning in Hinduism, including issues related to God, human life and life after death expressions of spirituality: the very wide range of expressions of spirituality in Hindu traditions, including the concept of life as both a journey and a personal search ethics and relationships: questions and influences that inform ethical and moral choices for Hindus, including the example of people such as Gandhi in embodying core Hindu values global issues: Hindu perspectives on animal rights and the environment Strand People Worship and practice Places Questions to promote Learning from religion (AT2) Do I think belief in an afterlife affects the way people behave in this life? If so, how? Do I think all paths lead to God? Is it possible to change the world by non-violent means? What would I want to change about the world? On what principles would I go about trying to do so? How do I think people relate to God? Do I think God is male or female or neither or both? How important is imagery in expressing belief? How would my life change if God was a guest in my home? Are some countries and places special from a religious perspective? If so, why? What can I do to show respect to people? Learning about religion: Hindu beliefs and practices to be studied at this Key Stage (AT1) 1 be aware of the great diversity in the practice of Hinduism both within India and elsewhere, 2 understand that the lives and roles of Hindu people are influenced by varna/jati (caste) and explore how this relates to dharma and reincarnation, 3 be aware that Hinduism does not have a founder, 4 know about Mahatma Gandhi as an example of a Hindu who gave moral and spiritual leadership to India and the world, based on the principle of nonviolence. 1 understand the role of murtis (images) for worship and what they symbolise about the nature of God, including consideration of gender, 2 know about some of the different ways in which Hindus relate to God, including meditation, bhakti (devotion) and following one s dharma, 3 know about the Hindu beliefs expressed in the Gayatri Mantra. 1 understand the significance of the key features of a mandir and the use made of it, 2 know about people who perform special roles in the mandir e.g. the pujari (performing rituals and caring for shrines), a swami (teacher), 3 know about the significance of pilgrimage for Hindus and especially to the Ganga (Ganges) and Yamuna rivers and other places associated with the deities. 67

69 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) What stories have a meaning for me and remind me of values I believe in? Do I think festivals are more important for social or for religious reasons? Should there be a place for children in religious life? What stages do I think my life will go through? How will I and my responsibilities change as a result? What are my aims in life? What parts of my life would be most important to me if I moved to another country? Are people s priorities different in different stages of life? Should they be? Is life a journey along a road or does it go round in a cycle? Am I a part of my environment? or am I in control of it? What is the real me? Learning about religion: Hindu beliefs and practices to be studied at this Key Stage (AT1) 1 understand the role of stories from the Hindu scriptures in promoting and sustaining Hinduism through the expression of core values and beliefs, 2 know that Sanskrit is a sacred language of the Hindu scriptures and read or hear appropriate passages in translation e.g. from the Bhagavad Gita to develop knowledge and understanding of dharma. 1 be aware of the nature of the annual cycle of festivals, including that there is diversity of significance and practice, 2 understand through studying some significant festivals what they symbolise about the nature of God and human responses to God, 3 appreciate the significance of festivals for Hindu children in coming to understand and enjoy their practice of Hinduism, 4 find out about when and why some Hindus fast. 1 understand how Hindus express their belief about the religious significance of all stages of life through rites of passage and other ceremonies, especially those related to birth, marriage and death, 2 study some key ceremonies in order to understand how the symbols convey religious meaning and significance. 1 be aware of the four stages of life and their associated duties, 2 explore some of the changes in Hinduism brought about both by the passage of time and by migration, especially to Britain, e.g. different traditions being brought together in one place, standardisation of celebrations, impact of dominant culture. 1 understand Hindu beliefs about the cycle of time and reincarnation, and the implications of this for Hindu relationships with the natural world, 2 appreciate the many varied responses to living in the natural world e.g. ahimsa (non-violence), ascetics, enjoyment of what the world has to offer. 68

70 Key Stage 3 Islam The programme of study sets out material for knowledge about and understanding of Islam appropriate at Key Stage 3. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Islam and Muslims locally in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Islam but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and nonreligious standpoints, including interfaith dialogue. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Muslim might answer them. Themes beliefs and concepts: how iman (belief) and ibadah (worship in action) inform every aspect of a Muslim s life sources of authority: sources of authority and how they provide guidance to Muslims rights and responsibilities: what Islam says about human rights and responsibilities, moral and ethical issues, social justice and citizenship global issues: what Islam teaches about wealth and poverty, the environment, peace and conflict expressions of spirituality: how beliefs are expressed e.g. through Islamic art and architecture Strand People Worship and practice Questions to promote Learning from religion (AT2) What is the difference between holding someone in great respect and seeing them as divine? Do I feel a bond with others globally? How and when? What gives someone authority as a religious leader? (e.g. birth? personal qualities? designation? piety? knowledge?) How do I think people can know what God is like? (e.g. experience, revelation, study, doctrine, prayer, faith). How different would the world be if everybody saw everyday actions and speech as forms of worship? Do my own beliefs about life and life after death shape the way I live my daily life? Learning about religion: Beliefs and practices of Islam to be studied at this Key Stage (AT1) 1 recognise that individual Muslims are members of a world-wide Islamic community, in which shared beliefs can be expressed in practices which reflect local customs and cultures, 2 understand the Islamic belief in Muhammad as the final prophet through whom the final form of Islam was established and appreciate why Muslims hold him in great respect, 3 learn something about how Islam was transmitted through the family and companions of Muhammad and the development of the Sunni and Shi a schools of thought in Islam, 4 be aware of some earlier prophets recognised by Muslims eg. Adam, Ibrahim (Abraham), Isa (Jesus) and their significance within Islam, 5 be aware of the importance of the role of religious scholars (alim: singular; ulama: plural) in the community. 1 begin to understand what Muslims believe about tawhid (the oneness of God), and about the attributes of God e.g. as reflected in the ninety nine names, 2 recognise ways in which Muslims worship through everyday actions and speech as well as formal prayers and other religious rites and understand these as aspects of ibadah (worship), 3 explore the effect on the lives of individuals and communities of regular prayer and begin to explore the meaning and significance of the ritual actions, 4 understand how Islamic beliefs about life after death are reflected in everyday thoughts and actions. 69

71 Strand Places Writings Festivals and fasts Rites of passage Questions to promote Learning from religion (AT2) Why do some places come to have special significance for members of a particular community? What difference does it make to share important experiences with others rather than doing them on my own? What or whom would I turn to as a constant source of guidance? Do I think any messages could be relevant for all time and all places? Do I think fasting can bring people closer to God? If so, why? In what ways can I stand back from my material needs and wants? What might I learn from so doing? Do non-religious people miss out on anything by not having religious rites of passage ceremonies? Learning about religion: Beliefs and practices of Islam to be studied at this Key Stage (AT1) 1 develop understanding of the importance of the mosque for worship and as the centre of community life e.g. Qur an classes, guidance and support, religious celebrations, 2 learn about the significance of the places visited during hajj (pilgrimage) and about the events connected with them, 3 develop understanding of why Madinah and Jerusalem are significant to Muslims. 1 learn about the revelation, compilation and unchanging nature of the Qur an, 2 understand the centrality and supreme importance of the Qur an for Muslims, 3 learn about the significance of hadith as the second most important source of guidance after the Qur an for daily life. 1 learn about attitudes of Muslims to Ramadan, its significance for individuals, and its impact on their spiritual life and sense of religious community, 2 learn about the cycle of the Islamic religious year e.g. calendar and dating system, festivals and commemorations such as Lailat ul Qadr and Ashura, including the patterns of observance in Britain. 1 learn how ceremonies associated with birth, marriage and death foster the sense of Islamic community as well as individual Muslim identity. 70

72 Strand Self and community Natural world Questions to promote Learning from religion (AT2) Do I feel life is like a struggle to choose to do right and reject evil? How do I explain inequalities in the world? Do I believe all people to be equal? How do I believe justice can be brought about? Is giving of more benefit to the receiver or the giver? Who is responsible for the earth s resources and how they are used? What is my responsibility towards the earth? Would I behave any differently if I felt I was going to be called to account for my use of the world s resources? Learning about religion: Beliefs and practices of Islam to be studied at this Key Stage (AT1) 1 appreciate how Muslims share a sense of worldwide community, fostered by shared religious practice and language, and be aware that this leads them to be concerned about the welfare of their co-religionists worldwide e.g. as expressed in supporting international Islamic charities, 2 explore Islamic perspectives on the importance of moral character and personal responsibilities and the distinctive roles and responsibilities of men, women and children both within the family and in the wider community, 3 know the importance for Muslims of jihad as a struggle to choose to do right and to reject evil at both a personal and a social level, 4 be aware that love, peace and social justice are important concerns for Muslims because they believe that all human beings are equal before God, who is kind and merciful, 5 develop further their understanding of zakah as a means of purification of both the giver and their earnings. 1 explore Islamic beliefs about God as the Creator and Sustainer of everything and about people as God s stewards, accountable to God for how the earth s resources are used, 2 read in English some passages from the Qur an which express the relationship between God, people and the natural world. I think that Philosophy and Ethics is good because it teaches us about the law and future, also lots of information that will do good in the future. by M.Aadil Igbal 71

73 Key Stage 3 Judaism The programme of study sets out material for knowledge about and understanding of Judaism appropriate at Key Stage 3. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Judaism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Judaism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and nonreligious standpoints, including interfaith dialogue. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Jewish person might answer them. Themes beliefs and concepts: the key ideas and questions of meaning in Judaism, including issues related to God, the world and human life authority: different sources of authority, how these are interpreted, and how they inform believers lives religion and science: issues of truth, explanation, meaning and purpose ethics and relationships: questions and influences that inform ethical and moral choices, including forgiveness and issues of good and evil Strand People Worship Places Questions to promote Learning from religion (AT2) What makes a member of a community? (e.g. beliefs, backgrounds, roots) What qualities would make me want to follow a person? What kinds of responsibilities do people have in communities? (e.g. in school community, in a town or village, in a state or country) How does the way I behave toward a variety of different people reflect my relationship with them and what demands do the different relationships make on me? Are there ways in which I can feel somebody is with me even if they are physically absent? What is an appropriate way to respond to someone in authority? How does my home reflect what is important to me? What is a home? How can somebody feel a country is their home? What relationship should there be between the claims of faith and the claims of politics? Learning about religion: Jewish beliefs and practices to be studied in this Key Stage (AT1) 1 understand that there is a variety of practice and belief within Jewish communities, for example, in the Orthodox and Reform traditions, and in the definition of who is a Jew, 2 be aware of some examples of religious leadership in Jewish communities past and present, 3 learn about the roles of members of communities e.g. rabbi, cantor and congregants in worship, and other community activities e.g. reading Torah, preparing kiddush. 1 identify beliefs about God (in particular monotheism, covenant) expressed in aspects of Jewish worship, 2 know that Jewish worship includes praise, thanksgiving and petition, 3 explore the variety in worship within different forms of Jewish practice e.g. Orthodox and Reform especially the role of women, use of the vernacular, children s participation, use of musical expression, 4 explore the ways in which the notion of Shekhinah (the presence of God) is expressed. 1 know how the home is important for Jewish worship and practice and understand why, 2 learn how internal features and symbols in synagogues express beliefs central to Judaism, 3 be aware of the centrality of the land of Israel and the city of Jerusalem to Jewish tradition and be aware that there are various modern interpretations of their significance. 72

74 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) If I could pass on one piece of guidance to mankind about how to live, what would it be? What further guidance might I give to help people decide exactly what this meant in practice? Where do I think the responses of my own conscience come from? How do I respond to the dictates of religious authority if there is a conflict with my own conscience? What do I do in my family or other groupings to affirm our shared beliefs and identity? How are the social and psychological needs for which religious festivals provide met in my own life? Are there any traditions which have a special meaning for me, my family or my community? If I moved to a different country or continent, are there any religious or cultural traditions I would try to maintain? Why? Where do religious and cultural prejudice and hatred come from? Is genocide the inevitable conclusion of such intolerance? Should learning and the learned be respected? How should or can this be reflected in society? What is wisdom? Is there any value or purpose in tradition? How far should religions and/or their laws define our relationship to the environment? Are there any principles which govern what I eat and drink or do not eat? Learning about religion: Jewish beliefs and practices to be studied in this Key Stage (AT1) 1 know that the Tenakh (Hebrew Bible) contains different kinds of material (Torah: teachings, Nevi im: Prophets, Ketuvim: writings) and become familiar with some of its contents in contexts e.g. Exodus and Passover, Leviticus and dietary laws, 2 be aware of the Talmud as the major commentary on the Torah, informing Jewish life and practice through its stories, teachings and guidance. 1 explore the significance of Shabbat for Jewish families and communities, emphasising its social and spiritual value, 2 know about the cycle of the Jewish year and understand how festivals reflect varying aspects of Judaism and meet different human needs e.g. repentance, rejoicing, sense of belonging and of history, 3 Find out when and why Jews fast, in particular on Yom Kippur. 1 understand how the stages of a Jew s life are marked by ceremonies that emphasise the individual s role and responsibilities within the Jewish community and tradition, 2 explore some of the symbolism associated with Jewish rites of passage to understand how the symbols convey the relationship between individuals and community. 1 begin to be aware of the differing ways in which Jews relate to the culture in which they live, including separation, integration and assimilation, and begin to understand the questions this raises for Jewish identity, 2 begin to recognise the effect of anti-semitism on Jewish identity and understand the Holocaust as the extreme case of anti-semitism, of which there have been many examples through history, 3 explore some examples of the Jewish sense of community e.g. synagogue activities, charitable organisations, kibbutzim, 4 become aware of Jewish respect for learning, continuity with tradition, and worldwide links between Jewish communities, e.g. in the yeshiva. 1 understand how for Jews relationships with the natural world are defined by God s commandments, with particular reference to the sacredness of all life and stewardship of the natural world. 73

75 Key Stage 3 Sikhism The programme of study sets out material for knowledge about and understanding of Sikhism appropriate at Key Stage 3. Schools will need to decide which elements are to be studied in detail and which with a lighter touch. The context should reflect Sikhism in Britain but also globally so that pupils can be aware of the relationship between religion and culture. There is scope for a systematic study of Sikhism but some aspects may be covered thematically, giving opportunities to consider commonalities and contrasts with other religious and non-religious standpoints, including interfaith dialogue. Pupils should be given opportunities to consider the questions and (a) to respond from their own perspectives; (b) to reflect on how a Sikh might answer them. Themes beliefs and concepts: the key ideas and questions of meaning in Sikhism, including beliefs about God, truth, the world and human life ethics and relationships: questions and influences that inform ethical and moral choices for Sikhs expressions of spirituality: how meditation on the name of God and service to others, whether physical, mental or material, combine to reflect the heart of Sikh spirituality rights and responsibilities: what Sikhism teaches about human rights and responsibilities, social justice and citizenship global issues: what Sikhism teaches about health, wealth, war and the environment Strand People Worship and practice Places Questions to promote Learning from religion (AT2) What responsibilities do I have and what attitude do I have towards them? Why? What do I consider service to others means? Is it, or should it be, an important part of my own lifestyle? What do I believe about equality? Does this have an impact on the way I behave? Do I most frequently think of myself as a member of the human race, a person in a localised community, or as an isolated individual? How is this expressed? What beliefs and values do I share with other people? Do we have opportunities to express these together? How important is it for religious people to gather together to express their faith? Can one really be part of a religion without joining in with others of the same faith? What communities am I part of, and where do we meet together? What words, symbols or actions show our shared commitments and identities? Learning about religion: Sikh beliefs and practices to be studied at this Key Stage (AT1) 1 be aware of the relationship between Sikhs and gurdwaras in Britain and other parts of the world, especially the Punjab, 2 learn about the teachings of Guru Nanak, especially those about equality and service, and the role of Guru Amar Das in developing them, 3 learn about the different roles and responsibilities within the Sikh community e.g. granthi, musicians, committee members. 1 learn about some of the main Sikh prayers e.g. Japji Sahib, Reras (evening prayer), used in the home and at the gurdwara, 2 understand the significance of the main elements in Sikh worship including music, readings, prayer, meditation and kara prashad, and consider how they convey Sikh beliefs and values, 3 be aware of the universal nature of Sikh worship across the world. 1 understand how the different ways the gurdwara is used for community life (e.g. for support and counselling, education, cultural events, practical help to all comers irrespective of creed, caste or colour) express important Sikh values, 2 learn about the importance of pilgrimage for Sikhs, especially to the Golden Temple and other places associated with the gurus. 74

76 Strand Writings Festivals and fasts Rites of passage Self and community Natural world Questions to promote Learning from religion (AT2) What do I believe about God? Where do I turn for guidance and why? How far would I go to defend a belief, or a person, who was important to me? Is there any cause or belief I feel I would be prepared to die for? How do I define and express my identity? Can I sum up my own code of ethics? How do I show my commitment? Do I think ceremonies and symbols linked to marriages and funerals are of value? What have been the most important events in my own life so far? How far do I feel I should respect the rights of people I disagree with? What do I feel about living in a multi-faith society? What values do I hold which affect the way I treat others? Do my beliefs affect the way I interact with the environment? Do I value my body enough to treat it with respect? How or how not? Learning about religion: Sikh beliefs and practices to be studied at this Key Stage (AT1) 1 learn about the compilation of the Guru Granth Sahib, its authority as the definitive guide to life appointed by Guru Gobind Singh, and how Sikhs use it for guidance, 2 learn about some of the Sikh beliefs about God expressed in the Guru Granth Sahib, especially the Mool Mantra. 1 explore some celebrations and ceremonies associated with gurpurbs, especially the Akhand Path (continuous complete reading of the Guru Granth Sahib over 48 hours), 2 learn about Baisakhi as a celebration of Sikh community, commitment and identity including the story of Guru Gobind Singh and the Panj Piare at Anandpur, 3 explore the significance for Sikh identity and ethics of the five Ks and other symbols. 1 learn how some Sikhs express commitment through the Amrit ceremony and study the symbolism involved, 2 learn about the ceremonies and symbolism of marriages and funerals, and how they are influenced by the guidance of the Guru Granth Sahib. 1 learn about practical examples of the importance of sewa (service) e.g. preparing and serving food to all in the langar, cleaning the gurdwara, practical help to anyone in the wider community who needs it, and explore how this exemplifies values important to Sikhs, 2 learn about the special emphasis placed on equality between men and women in Sikhism e.g. in education, leading worship and all walks of life, 3 explore how Sikh attitudes to other religions reflect beliefs in equality and human rights. 1 develop further understanding of how belief in God as Creator causes Sikhs to respect their environment and take responsibility for it, 2 understand Sikh attitudes to the body through examples of kurahit (prohibitions) e.g. smoking, harmful drugs, alcohol. 75

77 RE for pupils aged i What should schools do? Schools should provide religious education to every student in accordance with legal requirements. RE is a statutory subject for all registered students, including students in the school sixth form, except for those withdrawn by their parents. It must be made available in sixth-form colleges to students who wish to take it. RE in maintained schools must be taught according to the locally agreed syllabus. 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. All courses should provide opportunities within and beyond school for learning that involves first-hand experiences and activities involving people, places and events (for example the local area, places of worship and community activities, public meetings, and places of employment, education, training or recreation). Students will have different experiences of religious education according to the courses chosen. It is expected that examples will be drawn primarily from Christianity and from some of the other principal religions represented in Great Britain. Other significant religious and ethical life-stances should also be drawn upon. Learning should include an exploration of the ways in which religious groups work together and reflection on some of the issues this raises both for the religious groups and for others. The series of inter faith questions in Appendix 1 will support this part of the RE programme. ii Religious education For all students, the basic requirement is that they should follow a course leading to a qualification in religious education or religious studies (e.g. GCSE full or short course, ASDAN). There is not a requirement that they should take the examination but it would clearly be to their advantage to do so in most cases. Schools with compelling reasons for offering an alternative not based on the requirements of an accredited course are invited to share their plans with Cambridgeshire SACRE. Characteristics of RE At this stage, the emphasis will be on pupils exploration of some of the fundamental questions of life with which religions have always been concerned. Starting points for many units of work may well be contemporary events or significant aspects of pupils own experience. In dealing with these issues, opportunities should be included for pupils to: express their own views and understandings, recall and extend their knowledge and understanding of appropriate material from major religions, use evidence and reasoned argument to discuss the views of others, and re-evaluate their views in the light of their learning. I enjoy Philosophy and Ethics because it helps me to reflect on my own religion and other religions. It doesn t just help me learn about religion it helps to learn about other things. by Martin Lewis 76

78 The religious education provided will: widen pupils awareness of how religious and other beliefs affect people s attitudes, decisions and actions in relation to a range of social and moral issues; develop further pupils awareness of the interaction between religion, culture and current world issues; enable pupils to appreciate the power religions and beliefs have to inspire, sustain and motivate people and to confer meaning on their life and experience; explore how people express and enjoy religious understanding e.g. through the arts, symbolism, liturgy and religious language; develop awareness that religious teachings may be interpreted in different ways and understand some of the issues raised by this; encourage pupils to consider religious and other responses to issues raised by modern science and global concerns, drawing on their knowledge of religions, and as appropriate, on other curriculum areas. iii Religious education Schools should organise the time available in the way which is most appropriate for them and their students e.g. through a combination of some of the following: a regular timetabled course; units within general courses; pupils in groups undertaking co-operative study for presentation; pupils undertaking individual projects; day conference; The RE programme will give students opportunities to: continue to think about religious issues and the place of religion in the world; explore some of the factors which affect people s religious and moral attitudes, beliefs and behaviour, including their own; examine controversies within, between and about religions, including examples concerning ethical and political issues; explore ways in which religious groups work together and examine some of the issues this raises both for the religious groups and for others. The RE provided will: recognise and draw on pupils interests relating to religion; provide opportunities to increase their knowledge and understanding of aspects of religion; develop further pupils awareness of the interaction between religion, culture, politics and ethics; encourage exploration of relationships between religion and other subjects which pupils are studying; develop further skills of research, analysis, presentation, questioning and discussion, in relation to religion and religious issues; encourage pupils to exercise judgement and discernment about ideas and practices whilst respecting the humanity of other people and acknowledging the right of others to hold views different from their own. field trips. Schools where pupils are following an approved course leading to public examination in, or containing modules of, Religious Education/Religious Studies are deemed to be meeting the requirements of the Agreed Syllabus in respect of those pupils. 77

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80 Appendix I Interfaith questions for the classroom In the context of RE in school, interfaith issues may be focussed around questions an issues which arise in the RE classroom such as: What areas of agreement and co-operation are there between religions in the fields of ethics, human rights, social matters and so on? Why do religious communities sometimes come into conflict? What is the history of the relationship between different faith communities such as Hindus and Sikhs, Christians and Jews? What common understandings of theological and philosophical questions are to be found between, for example, Sikhs, Muslims and Christians, or between Buddhists, Hindus and Jains? In what ways do different religions approach questions about the truth, the nature of reality, the examination of human knowledge of the ultimate / the absolute / the divine? What conversation occurs between faiths about these questions? What relationships are there between religions and nonreligious life stances such as Humanism? Why does religion often appear to be a factor in political or national conflict? What contributions do religions make to reconciliation and the resolution of conflict? How do religious believers contribute to peace and harmony, tolerance and respect, between different faith communities? What is interfaith dialogue? What attitudes to dialogue can be found? What can be achieved by dialogue? For what purposes, and in what was (including RE itself) do different religious groups co-operate in our local or national community life? What can individuals and society learn from addressing interfaith issues in RE? What future for religions can be envisaged in the global community? Is the future one of co-operation, conflict or both? What contributions can religions make (through cooperation?) to tackling the challenges which face the human race, such as those posed by environmental change, poverty and inequality and international conflict? These are difficult and demanding questions for teachers and pupils to tackle, but they need to be brought into the RE classroom if RE is to relate effectively to the society and the world in which children and their religious communities find themselves today. (Inter Faith Issues and the Religious Education Curriculum (2001), pp 33-34, reproduced by kind permission of Lat Blaylock and the Inter Faith Network for the UK). I quite enjoy studying Philosophy and Ethics because I find it very interesting. The way of teaching is not like in years 7, 8 and 9. This is because we get to now discuss things in the classroom. by Alifiya Raffiq 79

81 Appendix II Material for KS3 pupils who are gifted in religious education The following material was developed for RE in KS4 in the 2002 Agreed Syllabus. Much of it would be suitable for adaptation to use by pupils in KS3 identified as gifted in RE. In considering these fundamental issues, pupils should apply and extend their knowledge and understanding of religions acquired in earlier Key Stages. Human relationships What religious texts say about what is important in relationships and how their statements are variously interpreted How religious beliefs affect people s relationships with others How religious practices convey understanding about relationships between individuals and between them and their communities What religious communities do to support and develop good relationships amongst each other and between people communities and nations The nature and value of human relationships at personal, familial, social, national and international levels The rights and responsibilities associated with different kinds of relationship The mixture in relationships of aspiration and hopes with disappointment and failure Authority Where religious authority comes from The authority that religious texts have for believers How the religious authority of individuals and groups is recognised or conferred How religious authority is influenced by the culture and traditions of particular societies How religious people go about resolving differences between authorities e.g. within a religion, between religions, between religious and secular authorities The forms of authority that people recognise e.g. people, laws/precepts/rules, individual conscience, tradition, divine authority What happens when authorities differ e.g. agreement and compromise, consensus, negotiation, war, separation and migration, law Global issues What religious texts have to say about the world, its possibilities and resources What beliefs underpin the responses from religious communities What religious communities do to support their own and other communities in need How religions both reflect and transcend nationality and culture The world s resources and their care, e.g. exploitation, conservation, environment Human needs and society s responses e.g. food, health, peace, justice, education, co-operation, economic planning, aid Personal relationships and the search for truth How religious communities and individuals reach, maintain and modify their understanding of universal truth, e.g. through tradition, religious experience and worship and life experiences How religious experience, belief and practice inform believers views of who they are, what is important to them and what they should do The significance and consequences for people of being religious, or not religious, both in the past and in the modern world How religious groups face up to challenges to their established beliefs and practices How religious groups see connections between this life and what happens after death 80

82 The human endeavour to explore the nature of the universe and the place of people within it e.g. through philosophy, theology, the arts, literature and the sciences How personal experience and other evidence contribute to a person s understanding of what it means to be human How conflicts are dealt with when personal experience or belief appears to contradict generally accepted views Right and wrong How individual believers and religious communities make decisions about right and wrong How religious communities encourage members to follow the right path and their response to those who do not Disagreement within and between religious communities about what is right and wrong Suffering and evil How religions attempt to explain the nature and purpose of suffering and the nature and causes of evil How individual believers and religious communities understand and respond to their own suffering The varied ways in which individual believers and religious communities understand and respond to the suffering of others The attitudes of religious communities to those who inflict suffering or act sinfully Ways in which suffering and evil manifest themselves in the world at a personal, local, national and international level How individuals and societies recognise and respond to suffering and evil How experiences of suffering and evil raise questions about justice, including ultimate justice The relationship between civil and religious rules/law Absolute and relative values e.g. with regard to the sanctity of life, freedom and conscience Sources of moral behaviour e.g. law, tradition, culture, community, conscience and inner conviction, religious belief 81