Reflecting on Religion. The Medway Agreed Syllabus for Religious Education. Medway Council Education Department

Transcription

1 Reflecting on Religion The Medway Agreed Syllabus for Religious Education Medway Council Education Department

2 Acknowledgements Medway Standing Advisory Council on Religious Education (SACRE) and the Agreed Syllabus Conference wish to thank members of the Agreed Syllabus Working Party for their work in the producing the new Agreed Syllabus for Religious Education. The Working Party consisted of: Councillor Mark Bowman, Jane Etherington, Arthur Good, Ian Hartland (Kent Adviser for Religious Education), Catherine Housden, Christine Hughes, Gabriel Lancaster, Helen Norris, Anita Shefford, John Viner, Councillor Steve Wallis (Chair of SACRE and the Syllabus Conference), Thanks are due to teachers in Medway who responded to the consultation. Particular thanks are due to Ian Hartland, the Adviser for Religious Education with the Kent Advisory Service who led the Working Party who was chiefly responsible for the text of the syllabus. Further copies of the Medway Agreed Syllabus are available, at a cost of... each, from:... Copyright Medway Council All rights reserved Unless otherwise stated, no part of this publication may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval systems without prior permission in writing from Medway Education Department. This copyright ruling is waived only for maintained schools in Medway who are permitted to copy this document. 2

3 Contents Preface by the Chairman of the Agreed Syllabus Conference Introduction by the Director of Education 1. Law on Religious Education 6 2. Guidance on the law on Religious Education 8 3. Changes in the Kent Agreed Syllabus Aims of RE 12 overall aims 12 Attainment Targets 13 Progression - concepts, terms, skills and attitudes Common Requirements Programmes of study 30 Continuity and change An overview of programmes of study for each Key Stage 31 Learning about and Learning from religion 32 Foundation Stage 34 Key Stage 1 36 Key Stage 2 40 Key Stage 3 45 Key Stage 4 51 Post Establishing Standards: Level descriptions for RE Appendix Levels descriptions from The Qualifications and Curriculum Authority

4 Preface by the Chairman of the Medway Agreed Syllabus Conference The Agreed Syllabus Conference of the Medway Standing Advisory Council for Religious Education (SACRE) decided at its meeting in October 1998 to revise the current Agreed Syllabus for RE. A Working Party was set up to revise the earlier syllabus, with representatives from each group on the SACRE under the guidance of the Kent Adviser for RE. After a year s work based on the draft of the new Kent Agreed Syllabus and following a period of consultation with schools, a final draft was accepted by the Conference in November 1999 and by the Education Committee in December The members of the Working Party are thanked for their efforts in developing the new syllabus. Particular thanks are due to Ian Hartland the Adviser for RE with the Kent Advisory Service, to whom we express considerable gratitude. The new syllabus takes account of ways in which approaches to teaching RE have changed in recent years as well as more precise expectations about what an Agreed Syllabus should look like. It is thus both prescriptive and flexible and should give all concerned with RE a sound basis for their work and it is warmly commended. Councillor Steve Wallis Chairman of Medway SACRE and the Agreed Syllabus Conference 4

5 Introduction by the Director of Education Responding on Religion, the Medway Agreed Syllabus for Religious Education, represent the fruits of much work by the Agreed Syllabus Conference. Thanks are due to all who worked so hard to produce the syllabus. In particular I would like to thank Steve Wallis, Chairman of the Standing Advisory Council on RE (SACRE) and the Syllabus Conference anita Shefford, of the Medway Advisory Service and Ian Hartland the Adviser for Religious Education with the Kent Advisory Service for ensuring that the syllabus meets legal requirements and is p to date with developments nationally in Religious Education. This new Agreed Syllabus will help schools to promote pupils' spiritual, moral, social and cultural development. It outlines expected standards will help to raise standards of achievement in Religious Education. There will be new guidance for schools to assist them to understand its implications and how it can be implemented over a period of time. The new Agreed Syllabus was endorsed by the Agreed Syllabus Conference in November 1999 and by the Education Committee in December 1999 and I strongly commend it to schools. Richard Bolsin Director of Education Medway Council 5 5

6 1. The Law on Religious Education The Law on RE The legal requirements for religious education set out in primary legislation from 1944 to 1993 has been consolidated in the 1996 and 1998 Education Acts. References are mainly to the 1996 Education Act and to the Department for Education Circular 1/94, Religious Education and Collective Worship, (1/94). The main requirements of the law are that: religious education is not part of the National Curriculum but the curriculum for every maintained school must include provision for religious education religious education for most, but not all pupils, is determined, by the local agreed syllabus religious education must be provided for all registered pupils in maintained schools including those in reception classes and sixth forms community and voluntary controlled schools must teach religious education in accordance with the local agreed syllabus foundation schools, both those with and those without a religious character, must teach religious education in accordance with the local agreed syllabus voluntary controlled schools and foundation schools with a religious character may in addition, teach denominational religious education according to their trust deed, to children whose parents request that it is given by "reserved teachers" community, voluntary controlled and foundation schools, which were formerly grant maintained schools who were able to teach religious education in accordance with any agreed syllabus, must revert to the use of the local agreed syllabus and have five years to do so, from 1 September 1999 Agreed Syllabus for Religious Education (Prescribed Period ) Order 1999, no voluntary aided schools must provide religious education in accordance with their trust deed and the wishes of the Governing Body sixth form colleges must provide religious education for all students who wish to receive it city technology colleges are not required to adopt any agreed syllabus but must "make provision for religious education which is broadly in line 6

7 with that in maintained schools. (1/94, Annex C) special schools are not required to teach religious education in accordance with the local agreed syllabus, but should ensure that, "so far as practicable, every pupil should receive religious education." (1/94 annex B) "every agreed syllabus shall 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 Great Britain" (1996 Education Act, section 375.3) an agreed syllabus must be non-denominational, i.e. religions must not be presented according to the perspective of any particular religious group every LEA must review its local agreed syllabus within five years of the last review parents have the right to withdraw their children from religious education and this right should be clearly stated in a school's brochure teachers in community, foundation and voluntary controlled schools have the right to withdraw from teaching religious education responsibility for the provision for religious education in county maintained and voluntary controlled schools lies with the Headteacher, along with the governing body and the LEA. 7 7

8 2. Guidance on interpreting the Law on Religious Education 2.1 Recommendations in guidance from government agencies A number of documents have appeared from government agencies which offer guidance on how the law on religious education should be interpreted, especially the requirement for agreed syllabuses to include work on Christianity and other principal religions. The main publications are: a letter from Anthony Chamier, Department of Education and Science (DES) to all Chief Education Officers in England, 18 March 1991 The Analysis of Agreed Syllabuses for Religious Education National Curriculum Council, 1993 Religious Education and Collective Worship Department for Education Circular 1/94, 1994 Model Syllabuses for Religious Education School Curriculum and Assessment Authority, (SCAA), 1994 In order to meet statutory requirements, the Medway Agreed Syllabus adheres to the recommendations in these documents. They have determined in many ways the content and degree of prescription in the Programmes of Study. The whole of the Medway Agreed Syllabus, especially the work on the aims of RE and level descriptions, has also been influenced by the draft Guidance on Religious Education from the Qualifications and Curriculum Authority (QCA), dated 17 June Guidance in The Analysis of Agreed Syllabuses for Religious Education National Curriculum Council (NCC), 1993 This document held that none of the twenty seven Agreed Syllabuses reviewed met statutory requirements fully, when assessed against the content of a letter from Anthony Chamier from the Department of Education and Science, of 18 March The main shortcoming identified in this NCC analysis was the lack of "specific detail of content from individual religions... at each key stage." (para. 2.2). The Medway Agreed Syllabus specifies subject content in detail on individual religions at Key Stages 1-3. This document specifically refers to the 1992 Kent Agreed Syllabus and in answer to the question, "Does AS [Agreed Syllabus] meet requirements of the DES letter?" states that, "in specific terms, Yes (if named religions adopted)". (Appendix C). The Kent Agreed Syllabus 2000 specifies the religions which must be taught at Key Stages 1-3. In the 'Outline Checklist for an Agreed Syllabus' (Appendix D, no. 3), the NCC analysis states, "clear guidance about the balance between religions should be given, enabling pupils to have an impartial but manageable introduction 8

9 to all the major traditions, Christian and non- Christian, represented in Great Britain. " The Medway Agreed Syllabus gives a clear indication of the amount of time to be devoted to the major religious traditions at Key Stages Guidance in Religious Education and Collective Worship Department for Education, Circular 1/94, 1994 This Circular offers very specific guidance and incorporates the advice given in Anthony Chamier's letter of March The Circular states that: "syllabuses must not be designed to convert pupils, or to urge a particular religion or religious belief on pupils (para. 32) a syllabus which is to meet statutory requirements must give sufficient particulars of what is to be taught (para. 33) the syllabus should indicate at what ages or stages the particular subject matter in relation to each religion should be taught (para. 34) as a whole and at each Key Stage, the relative content devoted to Christianity should predominate (para. 35) the syllabus as a whole must also include all of the principal religions represented in this country (para. 35) the syllabus should not be confined to information about religions and religious traditions, practices and teaching, but extend in a religious context to wider areas of morality (para. 36) it will be helpful if agreed syllabuses are designed to be compatible, as far as possible with GCSE courses [ and with] A and AS level qualifications. " (para. 40 & 43) : The Medway Agreed Syllabus: devotes most attention to Christianity at each Key Stage includes a study of all the other religions widely recognised as the principal religions in Great Britain, over Key Stages 1-3, i.e. Buddhism, Hinduism, Islam, Judaism and Sikhism includes a study of the moral dimension of religions at each Key Stage allows schools to follow a GCSE course which includes the study of Christianity and at least one other religion to fulfil statutory requirements at Key Stage Guidance in Model Syllabuses for Religious Education School Curriculum and Assessment Authority, (SCAA), 1994 The Medway Agreed Syllabus uses the suggestions for subject content in the Model Syllabuses and follows Model 1, Living Faiths Today, in structuring all the Core Units of work at Key Stages 1-3, around the beliefs and practices of specific religions. It also uses the two Attainment Targets, Learning about Religion (AT1) and Learning from Religion (AT2), but the Medway Agreed Syllabus gives a broader definition of AT2. 9 9

10 2.5 Guidance in A 3rd Perspective: An Alternative Model Syllabus University of Exeter School of Education, 1994 This alternative model syllabus put together by a number of staff in Higher Education uses a set of common headings, such as morality, religious practices, people and communities at each Key Stage. The Medway Agreed Syllabus uses a common framework for the Core Units on each religion at Key Stages Guidance in The Dearing Review of the National Curriculum, 1996 The Dearing Report recommended a minimum amount of time for Religious Education at different Key Stages: Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 = 36 hours per year = 45 hours per year = 45 hours per year = 40 hours per year The SCAA Model Syllabuses are based on the expectation that this is the minimum amount of time which should be devoted to RE each year. The Medway Agreed Syllabus requires schools to give RE at least the minimum amount of time recommended in the Dearing Review in order that pupils may achieve expected standards. It also requires schools to devote a minimum of 18 hours per year to RE in Years 12 and

11 3. Changes in the new Medway Agreed Syllabus This section outlines changes in the Medway Agreed Syllabus when compared with the 1992 Kent Agreed Syllabus (which is the 1998 Medway Agreed Syllabus). Changes to the Aims include: a new statement of the aims of Religious Education a reduction in the number of Attainment Targets (ATs), from three to two, with the former AT2, Evaluation and AT3, Application, now coming together to form a single Attainment Target, AT2 new definitions and explanations of each AT. Changes to the Programmes of Study include: compulsory Core Units based on individual religions at Key Stages 1-3 replace County Core Units Selected Units replace School Designed Units Teacher Designed Units are incorporated into the Selected Units a more precise specification of subject content for all Units a clear indication as to how much time should be devoted to each Unit of work over the Key Stage Units are complementary and do not repeat the subject content in other Units at the same Key Stage the Seven Underlying Themes are no longer employed. New elements include: a section entitled Common Requirements which offers detailed guidance on using the Agreed Syllabus a new set of eight level descriptions

12 4. The Aims of Religious Education 4.1 The overall aims of Religious Education Religious Education develops pupils knowledge and understanding of religions, enables them to make reasoned and informed judgements about spiritual, religious and moral issues and offers pupils opportunities to consider ways in which religious insights, values and traditions might enrich their lives. It provides the opportunity to explore issues of meaning and purpose in seeking to develop tolerant and respectful citizens in a culturally diverse society. Religious Education seeks to make a major contribution to the spiritual, moral, social and cultural development of pupils by helping them to: acquire a knowledge and understanding of Christianity and other principal religions represented in Great Britain appreciate the diversity of religious belief and practice and respect the rights of others to hold beliefs different from their own understand the continuing influence and importance of religious beliefs, values and traditions on individuals, communities and cultures and particularly the cultural context of Great Britain thus preparing them better for adult life as citizens in a plural society develop an understanding of ultimate questions and of religious and nonreligious responses to them evaluate different responses to religious and moral issues and to form their own reasoned and informed judgements about these issues respond both intellectually and through reflection to what they learn, in such a way that it promotes their spiritual and moral development and clarifies their own beliefs and values develop skills of enquiry, analysis, response, reflection, interpretation, evaluation and application Religious Education does NOT seek to: convert pupils to a particular religious viewpoint or tradition simply convey information about religions compromise the integrity of pupils' beliefs by promoting the views of any one religion as superior to others. 12

13 4.2 The Attainment Targets Attainment Target 1 (AT1) : Learning about religion Religious Education aims to help pupils gain knowledge and understanding of the beliefs and practices of the major world religions represented in Great Britain. Commentary on AT 1 The focus of AT1 is about enabling pupils to understand what a religion means to a believer or an adherent of a particular tradition. It involves learning about the beliefs, values and practices of a religion and the way beliefs and values influence behaviour, e.g. because of the teachings of the prophet Muhammad, Muslims are forbidden to use alcohol Jews do not eat pork because it is not a permitted food. Pupils will become increasingly aware of the influence of religious traditions on the behaviour of individuals, communities and cultures and different areas of life such as the influence of the Christian religion on: institutions, such as the presence of Anglican bishops in the House of Lords national and school holidays when the Christian festivals of Christmas and Easter occur. In planning and teaching, teachers should ask the question: What do you want pupils to know and understand? (Medway AT1 corresponds with Attainment Target 1: Learning about Religions in the SCAA Model Syllabuses for RE) Attainment Target 2 (AT2) : Learning from Religion - Response, Evaluation and Application Religious Education aims to help pupils develop their ability to make reasoned and informed judgements about religious issues, beliefs and practices and to consider ways in which beliefs, values, and traditions may have significance for their own lives. Commentary on AT 2 A central aim of AT2 is to enable pupils to respond to religious belief and practice and aspects of human experience by giving them the opportunity to: 13 13

14 encounter and engage with major religious and moral issues consider different answers and responses to them, so that they become increasingly able to form, clarify and develop their own views. Reflection on human experience raises some puzzling and difficult questions, (some of which are called ultimate questions), such as: does God exist? was the universe created? is there life after death? what is the right thing to do? Religions offer answers to such questions. However, religions sometimes offer different answers and there is no simple way of coming to an agreed answer. RE seeks to give pupils the opportunity to encounter and engage with these types of questions and the different answers to them so it can inform their own beliefs and values and enable them to give reasons for them. The key skill here is evaluation. Religious belief and practice raises questions, e.g. about the value of: sacred writings as sources of guidance for living mourning rituals and funerals to assist the bereaved religious ritual in the home to maintain a faith and pass it on to children. A further focus of AT2 is on enabling pupils to 'learning from a religion' i.e. to consider what insights in living a better life, may arise from a study of religion. Pupils need to be given opportunities to consider the personal value of features of religious traditions for they may gain insights and useful ideas without becoming an adherent of a particular tradition. For example, following on from learning about the importance of special days in religions, (e.g. Shabbat in Judaism or Sunday in Christianity), pupils could consider whether they think it is it is a good idea for one day of the week to be different from the rest and to form, clarify and develop their own views on the issue. This may cause them to reflect on special days in their own lives and may affect the way they choose to spend their time. Pupils may gain insights from: religious stories, about the way we might treat those less fortunate than ourselves, from story of the Good Samaritan in the Christian Bible 14

15 reminders of the past, of our identity and duties, from religious items in the home, from the use of the mezuzah in the Jewish home the practice of silence and times of stillness and reflection from a study of Buddhist traditions of prayer and meditation. In planning and teaching, teachers should ask the question: Which topics and issues might be explored to assist pupils to develop their own beliefs and values and be significant for their lives? Effective learning in RE requires links to be established between pupils common experience of life and what religious people believe and do. However, learning from is more than building bridges or making connections between pupils' lives and experiences and religious traditions, such as when they can identify reminders of the past or their identity in their own lives before looking at a mezuzah or talk about their own special books before looking at sacred books. Learning about religion is more about what pupils might 'take away for themselves' from the rich storehouse of religious traditions, following their study of (i.e. learning about), some aspect of a religion. The key skill here is application. (Medway AT2 corresponds to Attainment Target 2: Learning from Religion in the SCAA Model Syllabuses) 15 15

16 4.3 Progression in Religious Education: Concepts, Terms, Skills and Attitudes Types of concepts in RE 16 Concepts are words which enshrine ideas which help us to make sense of our experience of aspects of life. In Religious Education pupils need to develop their understanding of a range of concepts and have opportunities in conversation and in writing to use them. Three kinds of concepts can be identified: common concepts general religious concepts distinctive religious concepts. Common concepts are words in common used to describe and explain aspects of human experience, many of which relate to questions of meaning, purpose and lifestyle. They are also used for aspects of religious belief and practice and may have a specific meaning within a particular religion. For example the word faith may be used in relation to the work of a doctor or plumber to describe a trust in their ability to perform a task. It is also used in some religions and has a specific meaning in Christianity to describe an attitude towards God. General religious concepts are words used by a number of religions and to describe features within them, for example the practice of worship and prayer or the possession of a sacred scripture. It is important to note that the same word may have a different meaning within different religions, e.g. there may be different understandings of such terms as holy, idol, sacred or sin, when used by different religions. Distinctive religious concepts are words which are usually only used by a particular religion and describe something which is distinctive of that particular tradition, for example the word Torah in Judaism, Trinity in Christianity or Iman in Islam. These concepts often enshrine key beliefs and values of the religion Specialist terms in RE Pupils also need to learn specialist or technical terms relating to each religion, e.g. the names of places of worship such as the synagogue in Judaism and the mosque in Islam. Some specialist terms can also be concepts, e.g. the word church can mean a place of worship, but it can also mean a group of Christians. Identifying concepts and terms It is helpful to identify different types of concepts and specialist terms to be learnt when planning units of work. Progression in understanding of concepts is not merely from a simple to a more complex concept. Some concepts will need to be revisited so that pupils can acquire an increasingly

17 sophisticated understanding of them. For example the word church can describe a building, a particular group of Christians, a denomination or the sum total of all Christians Developing Skills in RE Effective learning in RE requires pupils to acquire and use a wide range of general educational skills such as listening, talking, reading and writing. Pupils need repeated opportunities in RE, as in other areas of the curriculum, to develop these skills. However RE also provides opportunities for the development of a wide range of other skills. It may be the case that there are no specific skills that are peculiar to RE but there are some key skills that need to be developed and practised in RE. If pupils are to develop the ability to use these skills and to refine them teachers need to focus explicitly on them and to indicate clearly in their planning which specific skills are being learnt, practised, developed and assessed. Opportunities should be provided for pupils to develop and practise the key skills of: Observing, i.e: learning to give their full attention using all the senses appreciating beauty, order, shape pattern and mystery. Responding, to: features of the natural world aspects of human experience, e.g. growth, loss, love, success and failure in relationships. Investigating, questioning and researching, i.e: developing a sense of curiosity a willingness to ask questions asking relevant questions asking probing questions learning where to go to find information knowing how to use different types of sources knowing what evidence is required. Analysing, i.e: learning to distinguish between fact, opinion, belief and judgement being able to discuss and debate with increasing rigour

18 Synthesising, i.e: making appropriate connections between pieces of evidence coming to reasoned conclusions based on evidence learning to see patterns coming to a coherent view on the meaning of human life being able to draw together insights from different sources. Interpreting, i.e: learning to understand and make sense of religious, signs, symbols, artefacts and practices learning the way different kind of religious language seeks to convey meaning learning to discern meanings in religious texts. Reflecting, i.e: learning to stand back and review aspects of experience such as feelings, relationships, new experiences or new ideas Imagining, i.e: reflecting on what might be being able to 'enter into' another person's experience or a story. Empathising, i.e: learning to "stand in someone else's shoes and know when they pinch" learning to "stand in someone else's shoes and know when it feels comfortable" seeking to look at aspects of the world "through some else's eyes" learning to see issues from someone else's point of view learning to appreciate and take into consideration the thoughts, feelings, beliefs, values and concerns of others. Evaluating, i.e: being willing to look at different viewpoints before coming to make up your own mind looking at arguments and counter arguments being willing to discuss and engage in debate. Applying, i.e: learning to value aspects of religious traditions both for believers and non believers learning to apply insights from religious traditions to pupils' own lives learning to apply their knowledge and understanding in new contexts and 18

19 different circumstances. Expressing, i.e: being willing to express their views orally and in writing becoming increasingly able to express views clearly and with reasons being willing to communicate what matters to other people communicating through a range of media such as prose, poetry, art and music Developing Attitudes Attitudes are dispositions or habitual modes of thinking, feeling or behaving. Teachers of RE will, like their colleagues, seek to develop a range of general attitudes such as a sense of curiosity or sensitivity to the feelings of other people. However there are some attitudes which, although not the exclusive preserve of RE, are central to its success. Children should be encouraged to develop a willingness to: consider evidence and argument change views when presented with convincing evidence or argument seek for the truth, especially about the meaning and purpose of life recognise the needs, feelings and hopes of other people listen to and to learn from the experience and insights of others acknowledge the controversial nature of religious beliefs live with uncertainty reflect on their own beliefs and values reflect on their own experience acknowledge their own biases, preferences and prejudices be challenged by the views of others exercise their imagination. Children should be encouraged to develop a respect for: their own beliefs, values and lifestyle the views and customs of others, especially when they are different from their own diversity in religious belief and practice the right to practise or not to practise a religion the natural and made environment the values of justice, freedom, forgiveness and peace

20 5. Common Requirements Teaching and learning in RE at all Key Stages should take account of the following specific requirements and guidance about: using the Attainment Targets establishing standards in RE planning with the Programmes of Study approaches to teaching world religions promoting spiritual, moral, social and cultural development the links between RE and PSE and citizenship approaching the beliefs of pupils and teachers time for RE. 5.1 Using the Attainment Targets in planning, teaching and assessment All aspects of teaching and learning, including setting tasks and questions and methods of assessment should be related to both the Attainment Targets (ATs) Learning about religion (AT1) and Learning from religion (AT2). Each lesson or each piece of work need not address both Attainment Targets, but appropriate opportunities should be provided in each unit of work for pupils to develop their ability to both learn about and to learn from religions. Opportunities for assessing progress and achievement in relation to both ATs should be identified at the planning stage. The weight and attention given to each Attainment Target will vary depending on the topic and the age and ability of the pupils. Schools need to ensure, in particular, that sufficient attention is given to AT2 Learning from religion, so that learning in RE becomes more than simply the acquisition of factual information about religions. However, some topics are richer in potential than others for developing the ability to evaluate and to apply. It should not be assumed that all topics possess this potential equally. 5.2 Establishing Standards in RE There are to be national standards for all National Curriculum subjects in the form of level descriptions. The Kent Agreed Syllabus 2000 uses level descriptions which are based on national models produced by the Association of Religious Education Inspectors, Advisors and Consultants, (AREIAC), and the Qualifications and Curriculum Authority (QCA). The scale has two main purposes. It is to help in: assessment for learning, i.e. formative assessment of pupils' achievement so that teachers can plan for higher achievement in the future assessment of learning, i.e. summative assessment of pupils achievement so that teachers can consistently identify these standards. Schools should use the level descriptions for planning, teaching, assessment, 20

21 recording and reporting and ensure that: teaching seeks to enable pupils to achieve an appropriate level when appropriate, learning goals are shared with pupils it is made clear to pupils what they need to do to improve opportunities for assessment in both Attainment Targets are planned and take place the scale is built into an RE assessment policy adequate records of achievement are kept reporting to parents is based on a range of assessment data. 5.3 Planning using the Programmes of Study The Programmes of Study set out the subject content to be taught at each Key Stage. Precise guidance is given about the elements of different religions to be taught at each Key Stage and how much time should be allocated to different religions Using a common framework for understanding world religions The units in the Programmes of Study employ a common set of headings at each Key Stage which give a familiar framework for understanding aspects of each religion to be studied. The common framework lists subject content under six headings: Origins and Development Beliefs Moral code Worship and Ceremony Authorities Community Today. The purpose of the common framework is to : provide a familiar structure of content for each religion help teachers make sense of the main features of religions in a coherent and consistent way allow comparisons to be made between religions, to highlight both similarities and differences, such features in places of worship offer a checklist for appropriate subject content. The framework should be used in a flexible way. The six headings can be used as a structure to plan schemes of work, but teachers may wish to use their own categories. At Key Stage 1, for example, some teachers may wish to continue to use more familiar headings such as Special People, Places or Times to organise the RE subject content. This is perfectly acceptable as long as the required subject content is taught

22 5.3.2 Prescription and choice in the study of world religions The Agreed Syllabus does require a minimum number of two, three or four religions to be studied at Key Stages 1-3, but does not stipulate any maximum number. Schools may go beyond the minimum number and teach about the additional traditions listed in the Selected Units. It is however, widely considered to be good practice to study fewer religions in depth than to attempt a briefer treatment of many. The following religions must be taught: at Key Stage 1 Christianity and Judaism at Key Stage 2 Christianity, Judaism, Islam and Sikhism at Key Stage 3 Christianity, Islam, Buddhism and Hinduism. Teaching should focus on living world religions. Work on ancient Egyptian, Greek, Roman or Aztec religions does not constitute RE The place of Christianity Subject content on Christianity should be the main element across each Key Stage. This requirement is made clear in DFE Circular 1/94, Religious Education and Collective Worship, "As a whole and at each key stage, the relative content devoted to Christianity in the syllabus should predominate." (paragraph 35) Christianity does not need to be the main element of study in each year, but a minimum of 40% of curriculum time must be spent on Christianity at each Key Stage. At each Key Stage a minimum number of terms of study is specified in the Programmes of Study to assist in planning schemes of work to meet this requirement. To allow sufficient time for the study of other principal religions, schools should not spend more than 60% of curriculum time on Christianity at each Key Stage The place of other principal living religions Two or three principal religions, in addition to Christianity, must be taught at Key Stages 1, 2 and 3. This is to ensure that all the principal religions in Great Britain receive some attention by the end of Key Stage 3 and so fulfil the requirements of DFE Circular 1/94, which stated, "The syllabus as a whole must also include all of the principal religions represented in this country." (paragraph 35) Work on the prescribed two or three world religions, other than Christianity, should together make up a minimum of 40% of the subject content at Key Stages 1, 2 and 3. Schools should not devote more than 60% of curriculum time to principal religions other than Christianity at each key Stage. 22

23 5.3.5 Planning and teaching using Core Units. The Core Units listed at each Key Stage are compulsory for all schools who use the Agreed Syllabus. All Core Units are set out by religion using the common framework, but this does NOT mean that each religion must be taught in a systematic way or that all the subject content listed must be taught. Schools should base their schemes of work and their teaching directly on the content in each unit but teachers are not expected to slavishly work through and teach about every element listed in each Core Unit. It will be necessary to make a professional judgement about: the extent to which topics studied at an earlier key stage need to be revisited and consolidated before proceeding with new work the range and number of elements from each religion that can reasonably be taught, in the time available what is appropriate content for the age and ability of the pupils. The exercise of such professional judgement should not however be used as a reason to teach little subject content or to teach subject content which is not listed in the Core Unit. The importance of teaching subject content so that pupils learn about religions should not be underestimated, but there should not be such a preoccupation with 'covering the content of the syllabus', that insufficient time is allowed for discussion and reflection which seeks to develop pupils' ability to evaluate and apply and so to 'learn from religion.' Planning and Teaching using Selected Units Less subject content is listed in the Selected Units in order to allow schools a greater degree of freedom and flexibility to fashion their own units based on the content given. Schools are also permitted to draw on subject content listed at a previous Key Stage. Schools should: teach only the specified number of Selected Units (SU) for the Key Stage and not more, i.e. two SU at Key Stages 1, 2, 3 and 4 and five SU in the sixth form. clearly identify exactly which Selected Units are to be taught in their curriculum plans devote at least the equivalent of one term to each Selected Unit. There are four different types of Selected Units: a) Selected Extension Units permit further work at each Key Stage, on the religions named in the Core Units. Schools may, instead of teaching the content listed in the Selected Extension Unit, focus on: subject content in the Core Units, not yet taught content in the Core Units, already taught, but not in depth. b) Selected Principal Units permit work at each Key Stage, on principal 23 23

24 religions, not listed in the Core Units. Schools may, instead of teaching the content listed in the Selected Principal Unit, focus on subject content on a specific religion found in Core or Selected Units at previous Key Stages. For example: at Key Stage 2, work on Hinduism might focus instead on its beliefs and moral code at Key Stage 3, work on Judaism might focus instead on ceremonies to mark stages in a person's life. c) Selected Thematic Units allow work on particular themes. Schools should adhere closely to the specific requirements of these Units. d) Teacher Units allow the Unit to be devised by the teacher although within the constraints listed in section below Planning and Teaching using Teacher Units Teacher Units are now one form of Unit within the Selected Units. They are optional. Schools may choose only one Teacher Unit at any Key Stage and should not devote more than the equivalent of two terms to it. Schools may not teach any topic of their choice but must ensure that the following criteria are met. Schools who are uncertain whether a particular topic meets these criteria should apply to the Kent SACRE for a ruling. Teacher Units must: address spiritual and religious concerns and not only personal, social and moral issues avoid planned work on the occult and religious cults such as scientology, but may include work on groups and sects on the fringes of major religions such as Jehovah's Witnesses or Mormons as well as other religions such as Baha'i or Zoroastrianism permit development towards the achievement of expected standards at the end of the Key Stage Time to be devoted to each Unit A clear indication of the minimum amount of time which should be devoted to each unit to ensure balance and breadth is given in the Programmes of Study at each Key Stage. However there is sometimes time remaining to spend more time on any Unit as the school wishes. For example, at Key Stage 2, the minimum time requirement adds up to the equivalent of only 10 terms, leaving the equivalent of two terms for further work on any Unit. 5.4 Planning to teach world religions Most of the Core and Selected Units are set out by religion, i.e. systematically or discretely. However, this layout of the subject content does not mean that teaching about religions must follow a systematic approach, by teaching about one religion at a time. Thematic approaches can be adopted which involve looking at similar features in a number of religions such as places of worship, 24

25 or ceremonies to mark the birth of a baby. Schools may create different schemes of work with units based on: themes, e.g. sacred writings individual religions, e.g. Sikh belief and practice adopting both approaches. In recent years there has been a greater emphasis on the need to include opportunities for a systematic study of different religions, especially at Key Stage 2 and Key Stage 3, so that pupils can gain a coherent understanding of distinct traditions, without confusing them. Schools therefore should avoid an exclusively thematic approach. It is widely considered to be good practice to have a blend of systematic and thematic approaches so that pupils can: gain a coherent understanding of individual religions appreciate features common to a number of traditions, such as marriage ceremonies appreciate the distinctive features of each tradition Achieving continuity and progression in the teaching of world religions Effective teaching and learning in RE involves revisiting some topics more than once for example work on Harvest, Christmas and Easter may take place each year in some primary schools. It also involves introducing new material on a religion studied at an earlier Key Stage, e.g. on additional religious festivals or key figures and introducing new material on a religion not previously studied. Whether revisiting topics or introducing new material, effective teaching in RE needs to ensure continuity by building on previous learning and experience and be progressively more demanding. Progression in RE will involve: learning about new aspects of a religion previously studied, e.g. learning about Reform Judaism, having looked at Orthodox Judaism learning about a new topic or religion looking at new aspects of a topic previously considered, e.g. earlier work on the details of Christmas story in the Bible could lead on to an understanding of what the birth of Jesus of Nazareth means to Christians developing a greater facility in the use of religious concepts and terms, e.g. in using general religious concepts such as worship, scripture and pilgrimage in different contexts and specialist religious terms from different religions such as mosque and gurdwara addressing more probing questions about a topic previously considered, e.g. exploring in greater depth questions about the historical truth of a story developing higher order skills, e.g. leading on from the ability to describe, a pupils is able to then analyse and synthesise

26 5.5 Promoting pupils' spiritual, moral, social and cultural development through religious education The central and most distinctive element in the RE curriculum is pupils' engagement with living world religions so that they can both learn about them and learn from them. RE has a crucial contribution to make to the spiritual, moral, social and cultural development of pupils and above all to their spiritual and moral development Promoting spiritual development RE is seen by many as the lead subject which promotes the spiritual development of pupils. It involves providing pupils with opportunities to: explore ultimate questions and to reflect on different answers that have been given to them reflect on their own beliefs and values appreciate the different beliefs and values which underpin the lives and offer guidance, direction and hope to millions of people be moved by contact with religious stories, music and visits to places of worship Promoting moral development A study of the moral beliefs and the behaviour prescribed by a religion needs to be related to its basic religious teachings, e.g. about the nature and will of God. Many stories in religious traditions address moral issues and offer moral messages, but often convey more than moral teachings. RE will often overlap with aspects of Personal and Social Education (PSE), but should go beyond its boundaries with its own distinctive content and concerns. For example, an RE lesson on the idea of self respect, would point out that some religions assert that the basis for a sense of personal self-worth is a belief that all humans are children of God and of great worth for that reason. RE can make a major contribution to pupils' moral development in: informing them about the moral codes and principles of different religions and their views on moral issues encouraging pupils to reflect on questions of good and evil and right and wrong helping them to develop their own moral code and viewpoints through engagement in debate Promoting social development RE can promote social development and a sense of responsibility in: conveying an understanding of the need for rules, regulations, rewards and sanctions promoting a concern to help the weak and vulnerable 26

27 addressing issues arising from close relationships with family and friends helping pupils to learn about and appreciate the value of membership of different communities, beyond the extended family, such as communities of religious believers Promoting cultural development RE is of its very nature, a multi-cultural activity, as it involves looking at a range of beliefs, values and lifestyles from across the globe. A study of different religions can promote cultural development in: looking at the art and design, architecture, customs, costume and dress, literature, music and dance of different religions contributing to the development of a more harmonious pluralist society by developing attitudes such as tolerance and respect for diversity. 5.6 RE, Personal, Social and Health Education, (PSHE) and Citizenship RE includes aspects of social and moral responsibility which are components of PSHE and Citizenship. RE looks at: religious and moral beliefs that underpin moral choices and behaviour, e.g. about personal relationships social policies and practices, e.g. crime and punishment or the law about abortion ideas about and patterns of health, e.g. concerning the use of drugs. issues such as human rights, and the environment which relate to social, political and international awareness. the work of voluntary and charitable organisations which seek to alleviate distress, e.g. the Samaritans, or create better relationships amongst individuals and groups and which make up a compassionate and healthy society. RE seeks to develop the knowledge and understanding and promotes the values and attitudes necessary for citizenship in a democracy, through providing opportunities for pupils to: develop their understanding of and respect for people of different races and cultures with different beliefs and practices face a range of issues that arise in life such as the responsibilities of adulthood or dealing with a bereavement. prepare for a range of careers. 5.7 RE and Information and Communications Technology (ICT) The use of ICT in RE can enhance children's motivation and assist effective learning. It can support the processes of: finding information about religious beliefs and practices and their impact 27 27

28 on individuals, communities and cultures which can be especially valuable in schools where there are limited resources using the Internet and , e.g. for exchanging information with a faith community using word processing, e.g. to re-tell stories in a modern idiom presenting information in a colourful and attractive way. 5.8 Approaching the beliefs of the pupil Religious Education must not seek to encourage belief in any one religion and must not attempt to convert a child to a particular religion by presenting one tradition as superior to others. Many children have no religious allegiance, but they will have beliefs and values even if they are not able to give a coherent account of them. Some pupils will come from religious homes and teachers should display respect and sensitivity towards all mainstream religious traditions, no matter what the teacher's own beliefs may be. There will be times when religious beliefs and practices come under critical scrutiny when pupils offer their own opinions on different religions beliefs about such issues as the existence of God or life after death or on a moral issue such as capital punishment. At such times, teachers need to ensure that: subject content is presented accurately and objectively and in sufficient depth to do justice both to any diversity within a religion and the complexity of the issue pupils appreciate the reasons given for beliefs and practices with which they may disagree. Some issues will touch pupils deeply and may arouse strong feelings and convictions. Pupils will sometimes be deeply affected by what they are learning in RE. On some issues, such as race, teachers may need to challenge the views some pupils bring into the classroom which may be based on prejudice or ignorance. Pupils need to see that their views matter but they must expect to be challenged in RE. 5.9 Approaching the beliefs of the teacher Teachers of RE are sometimes uncertain whether they should reveal their own beliefs and values, especially if a pupil asks a direct question. There is no simple and 'right answer' to this issue which fits all situations. The following guidance is offered: a) Teachers should not make a particular point of advancing their own views but need not be reticent about offering their own view, if asked to do so. It is then helpful to use a teaching device known as 'owning', when the teacher makes it very clear when they are offering their own opinion by prefacing what they say with a phrase such as, "my view is that...", "it seems to me that...", or "I think...", or "in my experience...", or "I believe that...". 28