Gateshead Agreed Syllabus for Religious Education 2011 www.gateshead.gov.uk
Contents Page Section One Forward from Director of Schools.................................................. 3 Introductory letter from the Chair of the SACRE....................................... 5 Introduction.................................................................... 6 Section Two RE and the Law................................................................. 9 Aims of RE in the Authority........................................................10 The Agreed Syllabus Requirements in the Authority....................................11 Every Child Matters..............................................................12 RE and Learning Across the Curriculum: Key Skills...................................................................13 Spiritual, Moral, Social and Cultural Development..................................13 The Use of Language.........................................................15 The Use of ICT..............................................................15 Citizenship.................................................................15 Thinking Skills...............................................................16 Financial Capability...........................................................16 Creativity and Culture.........................................................16 Education for Racial Equality and Community Cohesion.............................16 Effective Contributions to Scientific, Medical and Health Issues.......................16 Links to Employment, Vocations and Work-Related Learning..........................17 Education for Sustainable Development..........................................17 RE and Inclusion.............................................................17 Special Schools.............................................................17 Skills and Processes for Learning in RE..............................................18 Attitudes in RE..................................................................19 The Attainment Targets in RE......................................................20 Achievement, Assessment and Reporting in RE.......................................21 Expectations in RE..............................................................22 Expectations in RE for Pupils with Special Educational Needs............................26 Section Three The Programmes of Study:........................................................28 Foundation Stage............................................................29 Key Stage One..............................................................31 Key Stage Two..............................................................34 Key Stage Three.............................................................37 Ages 14-19.................................................................43 Section Four Devising a Scheme of Work.......................................................45 Guidelines for Producing a Policy Statement for RE....................................46 The Role of the RE Subject Manager................................................47 Guidelines for RE Believers Visiting Schools..........................................48 Resources.....................................................................49 Acknowledgements.............................................................52 1
Section One Forward Foreword From the Service Director for Schools and Learning This is our fourth syllabus since 1990 and we are confident that the programmes of study outlined here will continue to provide the guidance that schools, teachers and governors need to enable them to fulfil their statutory duties in respect of Religious Education. In commending this document to you, I wish to take the opportunity to extend my thanks to everyone who has contributed to its development and especially to the members of the Gateshead SACRE. Their continuing commitment together with that of our schools is essential to ensuring that children and young people in Gateshead have access to high quality teaching and learning experiences in Religious Education Steve Horne Director for Schools and Learning 3
Introductory Letter From the Chairman of SACRE It is with great pleasure that I present this Agreed Syllabus for Religious Education on behalf of the Standing Advisory Council for Religious Education. The Syllabus Conference members have worked hard and long with our consultant Mrs Lesley Beadle, and listened carefully to what schools have to say and we are grateful for their part in this process. We were keen to preserve as much of the previous syllabus as possible whilst taking account of the significant developments in education over recent years. The result is a syllabus which adheres to the non-statutory National Framework for RE, supports the Every Child Matters agenda and takes account of the local dimension. We believe this to be a most useful tool for all who teach RE in Gateshead schools. Good RE can be a marvellous remedy for a lot of our societal ills, as well as encouraging the individual with self worth, and an introduction to things beyond what can be seen and touched. It is hoped this syllabus produced by we representative enthusiasts, will enable and support teachers in presenting a lively and stimulating religious education to their pupils. Further, it is hoped our children and young people will be encouraged to explore and value their own beliefs whilst learning to listen to and engage in dialogue with those whose views may differ, and that this will continue with them throughout their lives. Rev Brian Howell MBE MA exciting Chairman of SACRE 5
Introduction What is the importance of religious education? Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. Religious education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. Religious education encourages pupils to develop their sense of self worth, identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice. Religious education is a dynamic, essential feature of a broad and balanced curriculum Why have a locally agreed syllabus? The law provides a basic curriculum for schools which includes religious education and the national curriculum subjects. Religious education, unlike the subjects of the national curriculum, is determined at a local level. Local Authorities have a statutory duty to set up a Standing Advisory Council for Religious Education (SACRE) whose duties include the provision and monitoring of religious education and collective worship. As part of its responsibilities towards religious education, the SACRE, through the Agreed Syllabus Conference has to produce a syllabus which may be reviewed at any time but which it is required to review every five years. This new syllabus is a revision of the Gateshead Agreed Syllabus for Religious Education produced in 1998. It will take account of local and regional resources for religious education and religious communities. What changes are there in this revision? Since the publication of the last syllabus, there have been many changes both in education generally and religious education. Changes in national education include: A revised National Curriculum from 2000 The introduction of the Foundation Stage and the development of SURE START and Children s Centres National Strategies for literacy, numeracy, ICT, 14-19 and Excellence in Cities The Primary strategy and the Secondary strategy The introduction of Citizenship education as a new subject of the National Curriculum The continuing impact of OFSTED and Section 23 Inspections 6
The changing roles and responsibilities of LEAs Foundation and Community schools The development of better educational strategies to reduce prejudice and racism, promoting racial equality and tolerance The development of the Extended school role The development of the Inclusion agenda The development of Every Child Matters Major developments in religious education include: Introduction of more challenging task setting and raising of standards The introduction of levels of achievement Development of interest in RE in the early years Significant increases in entries for GCSE RS Revision of GCSE and A level specifications The impact of the 14 19 Agenda The publication of a non-statutory national framework for RE by DfES and QCA. This syllabus revision has taken the changes noted above into account, but also wishes to build on the qualities of the previous syllabus. Therefore issues of continuity in terms of curriculum content, teacher expertise and resourcing have been carefully considered. What is the contribution of religious education to the school curriculum? Along with the other subjects of the National Curriculum, RE aims: To provide for all pupils to learn and achieve: The Gateshead Agreed Syllabus is designed to promote the best possible progress and attainment of pupils. Religious education develops independent and interdependent learning. It makes an important contribution to pupils skills in literacy and information and communication technology (ICT). Religious education promotes an enquiring approach in which pupils carefully consider issues of beliefs and truth in religion. It also enhances the capacity to think coherently and consistently. This enables pupils to evaluate thoughtfully their own and others views in a reasoned and informed manner. To promote the spiritual, moral, social and cultural development of pupils and prepare them for the opportunities, responsibilities and experiences of life: Religious education has a significant role in the promotion of spiritual, moral, social and cultural development. In religious education, pupils are able to focus on ultimate questions and ethical issues, appreciate their own and others beliefs and cultures and develop self awareness and awareness of others. Religious education enables pupils to gain a clear understanding of religions and beliefs and learn about the ways different faith and non-faith communities relate to each other. What are the purposes of the Gateshead agreed syllabus for religious education? Like the National Curriculum, this syllabus has four purposes: a. To establish an entitlement This syllabus determines learning in religious education in community schools for all pupils, irrespective of social background, culture, race, religion, gender, differences in ability and disabilities. This learning contributes to pupils developing knowledge, skills, understanding and attitudes which are necessary for their personal fulfilment and development as active and responsible citizens. b. To establish standards This syllabus makes expectations for learning and attainment explicit to pupils, parents, teachers, governors, employers and the public. It establishes standards for the performance of all pupils in religious education which can be used to help pupils and teachers set targets for improvement and evaluate progress towards them. 7
c. To promote continuity and coherence This syllabus contributes to a coherent curriculum that promotes continuity. It aids the transition of pupils between schools and phases of education and can provide a foundation for further study and lifelong learning. d. To promote public understanding This syllabus aims to increase public understanding of and confidence in the work of community schools in religious education. It recognises and takes account of the involvement of local and national bodies and the interest of particular groups in religious education. 8
Section Two Religious Education and the Law Legislation from 1944, the 1988 Education Reform Act, the 1996 Education Act and the 1998 School Standards and Framework Act require that the curriculum for every school include religious education. These requirements are accurate at the time of going to print in the Summer Term 2005. Religious education has equal standing with the subjects of the National Curriculum. The requirements for community schools and non-religious foundation schools Religious education must be provided for all pupils registered in full time education. This includes pupils who are registered in a reception class (the law relating to RE differs from that relating to the subjects of the National Curriculum), and those registered in school sixth forms (but not sixth form colleges). Special schools must comply with the legislation and ensure that every pupil receives religious education as far as is practicable. Religious education must be taught in accordance with the LEA Agreed Syllabus which must reflect the fact that religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of other principal religions represented in Great Britain. Religious education must be nondenominational, although teaching about denominational differences is permitted. Religious education, along with the National Curriculum subjects, should promote the spiritual, moral, social and cultural development of pupils. The Head Teacher, along with the governing body and the LEA, is responsible for the provision of religious education. Schools are required to provide an annual report for parents on the attainment and progress of each child in religious education. Parents may request that their child is wholly or partly withdrawn from receiving religious education provided by the school. Teachers may withdraw from teaching religious education and should not be discriminated against for their religious beliefs and practices The requirements for voluntary controlled schools The requirements for voluntary controlled schools are the same as those for community schools. However voluntary controlled schools should have a member of staff appointed as a reserve teacher who will teach denominational religious education to the children of those parents who have requested it. The requirements for aided schools and religious foundation schools The requirements for aided or religious foundation schools differ from the requirements for community schools in that it is the governors responsibility to ensure that religious education is taught in accordance with the Trust Deed and/or Diocesan guidelines. 9
The Aims of Religious Education in Gateshead Religious education should enable pupils to: Acquire knowledge and develop understanding of Christianity and other principal religions represented in the United Kingdom, and particularly in Gateshead Develop understanding of the ways in which religious beliefs and secular views influence the values, practices and behaviour of individuals, communities, societies and cultures Develop the ability to reason and make decisions and judgements about religious and moral issues, with reference to the teachings of the other principal religions represented in the United Kingdom. Address fundamental questions about life and enable personal search for meaning and purpose through consideration of the beliefs and teachings of the principal religions represented in the United Kingdom Reflect on personal experiences in the light of their study of religion and develop confidence in their own identity, beliefs and values Develop positive attitudes towards other people who hold different views and beliefs Develop a sense of belonging and responsibility as a member of a diverse community, locally, nationally and globally. 10
The Agreed Syllabus Requirements in Gateshead All pupils registered at a school are entitled to receive religious education. This includes pupils in the second year of the foundation stage and students aged 16 19 in school sixth forms. This syllabus is the legal basis for RE in Gateshead schools. Inspections will be based upon the implementation of this syllabus. The Minimum Requirement s Religious education is a core subject of the curriculum for all pupils. Therefore the requirements of this Agreed Syllabus are not flexible as are the foundation subjects. Curriculum time for religious education is distinct from any time spent on assembly or collective worship. Whilst there is clearly some common ground between RE and some other subjects such as Citizenship, PSHE and Literacy, the time allocated for religious education (see below) is for the teaching of clearly identifiable religious education. This syllabus has been designed to be delivered in a minimum of 5% of curriculum time in Key Stages 1-4, ages 5-16. Schools in which insufficient time is planned for the teaching of religious education are affecting pupils opportunities to achieve the standards set out in this syllabus. Further, since September 2003, schools that do not make provision for the teaching of the statutory curriculum, including RE, are likely to be judged to have unsatisfactory governance by OFSTED inspectors. The minimum recommended time of 5% for the teaching of religious education means that schools are expected to allocate: Key Stage 1: 36 hours per year Key Stage 2: 45 hours per year Key Stage 3: 45 hours per year Key Stage 4: 70 hours across the key stage Ages 16 19: Students will have different experience of Religious Education according to the courses chosen 11
Every Child Matters Religious education makes a significant contribution to Every Child Matters outcomes through its exploration of religious and ethical teachings in the following ways: RE encourages children to be healthy through: RE encourages children to stay safe by: RE encourages children to enjoy and achieve by: RE encourages children to make a positive contribution by: RE encourages children to achieve economic well being by: exploring what it means to respect the body while reflecting on religious beliefs about creation; investigating healthy living through religious teachings about food and drink and caring for the environment; consideration of attitudes to sexual relationships that promote the wellbeing of all; encouraging a healthy mind through activities such as stilling, reflection, understanding prayer & meditation, and reasoned debate; encouraging a positive self-image by enabling personal reflection and exploring ideas about the self from different religious traditions; enabling the consideration of teachings from the faiths about drug taking and intoxicants. giving opportunities to explore prejudice and discrimination including teachings from the faiths; offering opportunities to consider rules and principles that guide individuals within communities and support the vulnerable. helping them to consider who it is safe or wise to be influenced by or to follow: who should be their role models? reflecting on the value of security gained from family life, from religious community and ritual, from faith in the transcendent and from other sources; encouraging them to be increasingly able to take responsibility for who and what they are. providing a rigorous, challenging, good quality curriculum that enables pupils to learn about themselves and others through exploring religion and the big questions of life; encountering living faith (e.g. through visits and visitors) and being given opportunities to ask and develop answers to their own questions of meaning and purpose; setting clear and challenging standards and assessment criteria which enable all children to achieve appropriately promoting national accreditation at 14-19 creating an inclusive RE curriculum that inspires all pupils, including those with special educational needs. enabling pupils to explore the concepts of identity, community and belonging in religions and develop positive views of their own; encouraging pupils to evaluate the infuence of religious rules and codes for living and the meaning of being law abiding ; giving opportunities to consider the nature of being human and the positive common bond found in shared human experience; enabling pupils to express their own views and ideas on all the questions RE addresses; encouraging open mindedness in handling questions to which people have different answers. Helping to develop the ability to disagree respectfully. experiencing a curriculum that will allow them to grow and develop into individuals prepared for working life, able to flourish in the workplace; providing a curriculum that offers all learners (at KS4) the opportunity to achieve a nationally recognised and accredited qualification; giving opportunities to consider, and sometimes challenge the meaning of economic well being through studying the responses of faith to money, wealth, generosity and responsibility; exploring religious critiques of consumerism and materialism; encourages pupils to continue exploring religious and spiritual issues leading to life long learning. 12
RE and Learning across the Curriculum a. Key skills Religious education provides opportunities for pupils to develop key skills, which in turn enhances the quality of learning in RE. 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 email 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. b. Personal development - spiritual, moral, social and cultural development Opportunities for spiritual, moral, social and cultural development will arise naturally and will be inherent in, for example, the ethos of the school. However schools should be able to monitor the quality of their provision and this cannot be done without careful planning and evaluation. There are many significant opportunities within religious education for personal development arising from its distinctive content, teaching and learning experiences, resources and interaction which are crucial in learning about and learning from religion. In particular, religious education can make a major contribution to a pupil s spiritual development. Spiritual, moral, social and cultural development can be viewed and planned for separately but opportunities for provision will often be interconnected. 13
Aspects of pupils personal development Spiritual development is concerned with The search for individual identity the development of the inner self a developing awareness of the things in life which promote awe and wonder a search for and understanding of the meaning, purpose and values in life developing the ability to reflect on aspects of their own and other people s lives RE provides opportunities for pupils to: consider life s fundamental questions and how religious teaching can relate to them explore and respond to such questions with reference to the teaching and practices of religions, and from their own experience and viewpoint reflect on and express their own belies, values and principles in the light of what they are studying in RE Moral development is concerned with developing an awareness and understanding of rules and expectations in school and in the wider community / society. acknowledging the difference between right and wrong promoting and demonstrating justice, fairness, honesty and respect for everyone making informed decisions about moral issues and dilemmas accepting that individuals are responsible for their own behaviour and actions explore the ways of life and application of codes of conduct of believers recognise and reflect on the difference between right and wrong, good and evil develop knowledge and understanding of why people behave in particular ways, why people adopt certain moral standpoints, and how moral decisions are made reflect on why they choose to behave in one way or another Social development is concerned with promoting and encouraging positive relationships in every sphere of life promoting and encouraging individual and communal responsibility acknowledging one s own self worth and the worth of others Cultural development is concerned with an awareness of different ways of life in other societies recognising and appreciating one s own cultural background / heritage an acceptance and an understanding of other cultures and religions valuing the richness and diversity across cultures appreciating aspects of life, such as the arts, which enrich the aesthetic nature / milieu of life. work in various groupings develop understanding of the need to live harmoniously in a plural society reflect on social issues and religious responses recognise their own self worth and understand and appreciate the worth of others discover and value the richness and diversity of cultural traditions experience culture from around the world through sacred text, festivals, music and art challenge racism and xenophobia 14
c. The use of language Religious education is a language saturated subject, which uses and develops skills of reading and writing, speaking and listening. It is good practice to apply, extend and reinforce language and literacy skills across the curriculum, and pupils will gain more from their work in RE if such skills are improved. However, whilst it is good to take account of the overlap between religious education and language and literacy, RE must be planned and delivered according to RE objectives outlined in the syllabus. Religious education contributes to the development of language and literacy by encountering: specialist vocabulary sacred and secular texts different texts such as story, parable, myth, biography, poetry factual and fictional texts Religious education contributes to the development of language and literacy by encouraging pupil response, through: listening to the viewpoints of others articulating and communicating their own ideas and the ideas of others using synthesis, argument, comparison and personal reflection in written and oral communication understanding and reflecting on the written and spoken words they encounter discussion writing in different styles, such as prose, poetry, diaries d. The use of ICT Pupils should be given the opportunity (as in other subject areas) to develop and apply their ICT capability in religious education. They should be given opportunities to support their work by being taught to find things out from a variety of sources develop their ideas using ICT tools exchange and share information review, modify and evaluate their work using ICT appropriately in RE offers great potential to support teaching and learning. However, as with other tools, strategies or approaches, working with computers should fulfil one or more of the following: supporting the achievement of RE learning objectives improving the quality and enjoyment of teaching and learning adding value to the learning process making planning and teaching more effective contributing to pupils understanding of ICT In religious education, pupils can enhance their ICT skills by: using the internet or CD-ROM sources to investigate, analyse and evaluate different aspects of religious beliefs and practices, ultimate questions and ethical issues use email or videoconferencing to communicate and collaborate with individuals in different locations, enabling associations to be made between religions and individual, national and international life use multimedia and presentation software to communicate a personal response, the essence of an argument or a stimulus for discussion use writing-support and concept-mapping software to organise thoughts and communicate knowledge and understanding of the diversity of belief and practice within and between religious traditions use equipment such as digital cameras and digital video to bring authentic images into the classroom to support discussion and reflection, and to enhance understanding of the impact of religious beliefs and practices on the lives of local individuals and faith communities. e. PSHE and citizenship Religious Education plays a significant part in promoting personal, social and health education through pupils: developing confidence and responsibility and making the most of their abilities by learning about what is fair and unfair, right and wrong and being encouraged to share their opinions 15
developing a healthy, safer lifestyle by learning about religious beliefs and teachings on drug use and misuse, food and drink, leisure, relationships and human sexuality, learning about the purpose and value of religious beliefs and sensitivities in relation to sex education and enabling pupils to consider and express their own views developing good relationships and respecting the differences between people by learning about the diversity of different ethnic and religious groups and the destructive power of prejudice, challenging racism, discrimination, offending behaviour and bullying, being able to talk about relationships and feelings, considering issues of marriage and family life and meeting and encountering people whose beliefs, views and lifestyles are different from their own. Religious education plays a significant part in promoting citizenship through: developing pupils knowledge and understanding about the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding enabling pupils to think about topical spiritual, moral, social and cultural issues including the importance of resolving conflict fairly exploring the rights, responsibilities and duties of citizens locally, nationally and globally enabling pupils to justify and defend orally and in writing, personal opinions about issues, problems and events. f. Thinking skills Through using thinking skills strategies, RE can deepen pupils understanding of religious and spiritual questions and at the same time contribute to wider educational standards by enabling pupils to think about thinking and learn how to learn. Religious education provides opportunities to promote thinking skills through helping pupils to research, select, interpret and analyse information from religious traditions, reflect and question their own views and ideas and those of others and communicate their ideas in a variety of ways. g. Financial capability Religious education considers the acquisition and responsible use of money, including charitable giving and caring for others. There is a clear focus in RE on the ethics of wealth, debt, poverty, gambling, business and investment which enable pupils to develop their skills of analysis and critical reflection. h. Creativity and culture Religious education explores beliefs, values and the spiritual through a variety of means, including creativity. It considers the scope of human nature, sources of inspiration and discovery, connections between beliefs, values and forms of artistic expression. RE develops pupils appreciation of the value of cultural distinctiveness and allows pupils to express themselves creatively. i. Education for racial equality and community cohesion Religious education raises questions about belief and human behaviour through studying the damaging effects of xenophobia and racial stereotyping and the impact of conflict in religion. RE promotes respect, understanding and cooperation through dialogue between people of different faiths and beliefs. j. Effective contributions to scientific, medical and health issues Religious education explores philosophical and ethical questions of the origin, purpose and destiny of the cosmos and life within it, the nature of humanity and human interaction with the world. RE considers developments in genetics and medicine and their application and use and explores concepts of health and well-being. 16
k. Links to employment, vocations and workrelated learning There is a clear focus in religious education on individual sense of purpose and aspiration in life. RE considers 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. l. Education for sustainable development Religious education helps pupils to consider the origins and value of life, the importance of looking after the environment and studies the ways in which religious beliefs and teachings influence attitudes to the environment and other species. m. RE and Inclusion The statutory requirements and guidance on Inclusion identify three principles that are essential to the development of an inclusive curriculum, including religious education. These principles are: setting suitable learning challenges responding to pupils diverse learning needs overcoming potential barriers to learning and assessment for all pupils Religious education is for all pupils, irrespective of their age, gender, ethnicity, attainment or background. This Agreed Syllabus provides rich and diverse opportunities for all pupils to learn in religious education. For some pupils whose attainment is significantly lower that the expected levels for a key stage, greater degrees of differentiation will be necessary and the same is true for pupils whose attainment exceeds the expected levels. It may be necessary to set work based on either lower or higher levels than is usual for the key stage. Special Schools Foundation - KS3 This syllabus requires special schools to use the programmes of study for each key stage as far as is practicable. Where necessary, special schools may find that teaching from the programmes of study for a lower age group may be appropriate, but where possible aspects of the relevant key stage should be included. 14-19 Special schools should follow the programmes of study where practicable. Where it is not practicable, special schools should develop a scheme of work based on the syllabus requirements, and approved by SACRE. In such a case, schools should identify how pupils achievement will be recognised. 17
Skills And Processes For Learning In Religious Education Skills Progress in religious education is dependent on the developing and application of general educational skills and processes. The following skills are central to RE. Teachers should plan to enable pupils to make progress in the use and application of these skills through each key stage. RE Skills Invest igate Interpret Reflect Empat hise Analyse Synthesise Express Apply Evaluat e gather information from a variety of sources ask relevant questions know what may be appropriate information This includes the ability to: draw meaning from, for example, artefacts, symbols, stories, works of art and poetry interpret religious language suggest meanings of religious texts ponder feelings, relationships, experience, ultimate questions, beliefs and practices think and speak carefully about religious and spiritual topics consider the thoughts, feelings, experiences, beliefs and values of others see the world through someone else s eyes develop the power of the imagination to identify feelings such as love, forgiveness, sorrow, joy draw out essential ideas, distinguish between opinion, belief and fact distinguish between key features of different faiths recognise similarities and differences link significant features of religion together in a coherent pattern make links between religion and human experience explain concepts, rituals and practices identify and express matters of deep concern by a variety of means not just words respond to religious issues through a variety of media apply what has been learned from a religion to a new situation make associations between religions and individual community, national and international life identify key religious values and their interplay with secular ones draw conclusions by reference to different views and using reason to support own ideas debate issues of religious significance with reference to experience, evidence and argument 18
Attitudes in Religious Education Attitudes do not necessarily develop with age or ability, but are dependent on exploration and experience and teachers should be clear about the attitudes to be developed and reinforced. Positive attitudes, such as towards self and others, are important and although it is not essential that these qualities are fully established before effective RE can take place, such attitudes help to make pupils more open to RE, and good RE reinforces such attitudes. To ensure the development of positive attitudes, teachers should be clear about the attitudes they intend to encourage. Religious education becomes more effective when certain positive attitudes are developed. There is inevitably much overlap between these attitudes: Attitude: towards oneself The development of: a mature sense of self-worth enabling pupils to be confident in their own capacity to reflect and offer their own insights and questions of meaning and purpose a sense of identity confidence and appreciation of personal, family, cultural and religious values willingness to learn and gain new understanding willingness to listen and consider views of others whilst not being swayed by them willingness to acknowledge the possibility of being wrong, biased or prejudiced to others respect for those who have different beliefs, practices and life-stances from oneself willingness to recognise the right of others to have different opinions and behave in different ways determination to avoid scorn and willingness to act reasonably and respectfully in response to the deeply felt convictions of others willingness to learn from the insights of others willingness to defend for others all the rights which we claim for ourselves towards living in a religiously plural and multicultural society an appreciation of religion as a fundamental element in human experience and a recognition of the value of different ways of looking at life recognition that truth can be expressed in many forms and not only in the literal, the historical or the scientific distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith to the World appreciation and a sense of wonder at the vastness, beauty and mystery of the universe recognition of the interdependence of all life forms on earth and the need for individual responsibility recognition that material gain is not the only goal in life and willingness to look for spiritual values as the basis for action 19
The Attainment Targets in Religious Education There are two attainment targets which reflect the aims of this syllabus: Attainment target 1: Learning about religion Attainment target 2: Learning from religion Attainment Target Component Skills involved 1 2 Religious beliefs, teachings and sources Religious practices and ways of life Religious and spiritual communication and expression Questions and answers about belonging and identity Questions and answers about meaning, purpose and truth Questions and answers about beliefs, values and commitments Research Investigation Speaking and listening Handling and recording information Understanding and use of religious terminology Interpretation Analysis Synthesis Expressing and Explaining knowledge and understanding Questioning Reflection Creative and imaginative expression Application Interpretation Synthesis Expressing and Explaining ideas and viewpoints Responding Empathy Evaluation The attainment targets for religious education set out the knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of key stages 1, 2 and 3. As with National Curriculum subjects, the attainment targets consist of eight level descriptions of increasing difficulty, plus a description for exceptional performance above level 8. Each level description describes the types and range of performance that pupils working at that level should characteristically demonstrate. Apart from their summative use, these level descriptions can be used in assessment for learning. 20
Achievement, Assessment and Reporting in Religious In this syllabus the purpose of assessing religious education is to inform teaching and learning. Pupils are entitled to have their achievement in religious education acknowledged and the key indicators of attainment in RE for this syllabus are contained in the two attainment targets: learning about religion and learning from religion. As the attainment targets are closely related, neither should be taught in isolation and assessment needs to take place in relation to both attainment targets. In the foundation stage, children s attainment is assessed in relation to the early learning goals. At key stage 4, national qualifications are the main means of assessing attainment in religious education. The level descriptions provide the basis to make judgements about pupils performance at the end of key stages 1, 2 and 3. 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. When doing so, each description should be considered alongside descriptions for adjacent levels. It is important to note that not all aspects of religious education can be assessed. Pupils may express personal views and ideas that, although integral to teaching and learning, would not be appropriate for formal assessment for example, thinking about ways of responding to temptations they face; empathising with those who have different beliefs and values to their own; internalising respectful attitudes; responding to the challenges of faith. In line with national requirements, schools are expected to report annually to parents on pupils attainment and progress in religious education. End of key stage expectations Pupils will work at levels: Key Stage One 1-3 with most achieving level 2 Key Stage Two 2-5 with most achieving level 4 Key Stage Three 3-8 with most achieving level 5/6 21
Expectations In RE The level descriptions for Attainment target 1: Learning about religion refer to how pupils develop their knowledge, skills and understanding with reference to: beliefs, teachings and sources practices and ways of life forms of expression. The level descriptions for Attainment target 2: Learning from religion refer to how pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: identity and belonging meaning, purpose and truth values and commitments. The scale is skill based and does not prescribe content for religious education. It balances learn about and learn from equally. It does not require an approach to assessment dominated by facts or testing, but instead permits a range of broad approaches to gathering evidence of achievement. Level Learning about religion Learning from religion in the light of their learning about religion 1 2 Pupils use some religious words and phrases to recognise and name features of religious life and practice recall religious stories recognise symbols and other verbal and visual forms of religious expression Pupils use religious words and phrases to identify some features of religion and its importance for some people begin to show awareness of similarities in religions retell religious stories suggest meanings for religious actions and symbols identify how religion is expressed in different ways Pupils talk about their own experiences and feelings what they find interesting or puzzling what is of value and concern to themselves and to others Pupils ask and respond sensitively to questions about their own and others experiences and feelings recognise that some questions cause people to wonder and are difficult to answer recognise their own values and those of others in relation to matters of right and wrong 22
Level Learning about religion Learning from religion in the light of their learning about religion 3 4 5 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences make links between beliefs and sources, including religious stories and sacred texts begin to identify the impact religion has on believers lives. describe some forms of religious expression Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences make links between them and describe some similarities and differences both within and between religions describe the impact of religion on people s lives suggest meanings for a range of forms of religious expression Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities describe why people belong to religions understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this 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 Pupils identify what influences them, making links between aspects of their own and other s experiences ask important questions about religion and beliefs, making links between their own and others responses make links between values and commitments and their own attitudes and behaviour Pupils raise and suggest answers to questions of identity, belonging, meaning, purpose, truth, values and commitments apply their ideas to their own and other people s lives describe what inspires and influences themselves and others Pupils ask and suggest answers to questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and other s lives explain what inspires and influences them express their own and others views on the challenges of belonging to a religion 23
Level Learning about religion Learning from religion in the light of their learning about religion 6 Pupils use religious and philosophical vocabulary to give informed accounts of religions and beliefs, explaining the reasons for diversity within and between them explain why the impact of religions and beliefs on individuals, communities and societies varies 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 interpret the significance of different forms of religious, spiritual and moral expression Pupils use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues express insights into their own and others views on questions of identity and belonging, meaning, purpose and truth consider the challenges of belonging to a religion in the contemporary world, focusing on values and commitments 7 Pupils use a wide religious and philosophical vocabulary to show a coherent understanding of a range of religions and beliefs analyse issues, values and questions of meaning and truth account for the influence of history and culture on aspects of religious life and practice explain why the consequences of belonging to a faith are not the same for all people within the same religion or tradition 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 Pupils articulate personal and critical responses to questions of meaning, purpose and truth and ethical issues evaluate the significance of religious and other views for understanding questions of human relationships, belonging, identity, society, values and commitments, using appropriate evidence and examples 24