Section B. Lincolnshire Agreed

Transcription

1 ection B Lincolnshire Agreed yllabus for R 2006

2 CONTNT Lincolnshire Agreed yllabus for R Contents and tructure Non statutory support and guidance for R in Lincolnshire is provided on the disc that accompanies this syllabus: ection A The tatutory Agreed yllabus Foreword by Councillor Christine Talbot Introduction: Continuities and changes Aims, teaching objectives and intended learning outcomes for Religious ducation in Lincolnshire Concepts, kills and Attitudes in Religious ducation Programmes of tudy for each age group Foundation ey stages Curriculum Time for Religious ducation Which religions are to be studied? The ources for Religious ducation xpectations, Assessment and Reporting in Religious ducation ection B A scheme of work for the Lincolnshire Agreed yllabus for R Overview: Long term R scheme of work from Foundation tage ey tage ey tage ey tage ey tage ey tage ection C upport and guidance for schools from the Agreed yllabus Conference Paper 1: Legal guidance Paper 2: R, piritual, Moral, ocial and Cultural Development, Personal, ocial and Health ducation and Citizenship ducation Paper 3: R and Inclusion: pecial ducational Needs Paper 4: The Role of the Teacher in R Paper 5: Resources for Learning in R Paper 6: Managing and monitoring the development of R Paper 7: R and Information and Communications Technology Paper 8: lossary of religious terms ection D upport and guidance for schools from the Agreed yllabus Conference Assessment guidance: I can tatements for levels How to Improve learning in R Paper A: How to Make Learning More njoyable in R Paper B: How to Make Learning More Thoughtful in R Paper C: How to Make Learning More ffective in R Paper D: How to Make Learning More Reflective in R Paper : How to Make Learning More Challenging in R Acknowledgements s e c ti o n a s e c ti o n b s e c ti o n c s e c ti o n d

3 ection B A cheme of Work

4 OVRVIW An Outline cheme of Work for the Lincolnshire Agreed yllabus of Religious ducation. The Agreed yllabus Conference intends that these materials should provide teachers with practical help and assistance in implementing the Agreed yllabus for R in Lincolnshire. The cheme of Work leaves schools with considerable flexibility. Most importantly, schools must decide which religions shall be the focus of major learning opportunities and significant learning opportunities at particular key stages. chools can also determine which study units shall be tackled in which order. tudy units for R may be planned to take as little as 6-8 hours of teaching time (perhaps taught over half a term) or as much as hours (perhaps taught over a term). Teachers should plan to provide for appropriate breadth, depth, relevance and interest, taking account of the particular needs of pupils. This scheme of work provides a range of exemplary materials, which may be adapted or used as they stand by schools. There are numerous units for each key stage, described in the long term scheme of work. ome of these are exemplified in detail in the medium term schemes of work. Teachers may also wish to implement the syllabus by using some study units developed especially by their school. uch teacher designed units must implement the attainment targets, aims and expectations of the Agreed yllabus. This material supports the implementation of the Agreed yllabus. While the syllabus itself is statutory and lays down the requirements for schools, and is the basis for the inspection of R, this support material is non statutory, and is provided to guide and support the work of teachers in R. In addition to this Lincolnshire cheme of Work for R, there is a scheme of work for Religious ducation published by the Qualifications and Curriculum Authority (QCA). This was distributed to all schools in ngland as part of the Curriculum 2000 review in the spring of 2000, and further copies are available from QCA (ref. QCA/00/442). QCA s 2000 cheme is found in two booklets, one covering key stages 1 and 2, the other dealing with key stage three. Additionally, new units for R from the DF / QCA are being written to accompany the 2004 National R Framework (non-statutory). These units are likely to be available online to schools early in the life of the 2006 syllabus. While these QCA scheme of work materials are not a part of the Lincolnshire yllabus for R, and are not modeled on the Lincolnshire yllabus, the Agreed yllabus Conference recognises that the QCA schemes of R work provide many good ideas and use planning outlines similar to the one in this syllabus. It will be of considerable assistance to schools in implementing the Lincolnshire syllabus. The long term schemes of work which follow are cross referenced to the QCA (2000) schemes of work as appropriate. 1

5 OVRVIW Overview: Foundation tage R will make a valuable contribution to achieving the early learning goals of the Foundation tage. The R focus is upon the four key concepts of the Agreed yllabus (authority, religious belief and lifestyle, celebration, the sacred) in the context of the young child s own experiences, feelings and understandings. uch teaching will lay valuable foundations in terms of knowledge, experiences, skills and attitudes for religious education at key stage one. The Agreed yllabus particularly notes that well planned play can contribute to children s learning. QCA/99/362 p. 14). The use of stories will be a central element in all of the R topics. Teaching and learning activities should always be appropriate to the age and abilities of the children involved. Teachers may find it helpful to read the Agreed yllabus in conjunction with arly Learning oals (QCA/99/436, IBN: X, or at As with other subjects of the basic curriculum, R has a general relevance to children s learning in the Foundation tage. With regard to the areas of learning in the arly Learning oals, R makes a particular contribution to personal, social and emotional development, language and literacy, knowledge and understanding of the world and creative development. The use of stories will be a central element in all of the R topics. The legal requirement is that all registered pupils in Reception and key stage one are to be taught R unless withdrawn by their parents. This differs from the requirements for National Curriculum subjects. Details are in the pages of legal guidance in ection C of this syllabus. ach of these units is planned in detail for Foundation tage users of the syllabus. 2

6 OVRVIW Unit Title 1. Myself 2. My pecial Things kills and attitudes children are to be taught: Recognise and explore their own feelings Understand why some things are special or precious Main Areas of Learning from the arly Learning oals Personal, ocial and motional Personal, ocial and motional Relevant ey Concepts from the R syllabus Religious beliefs and lifestyles The acred 3. My Friends 4. pecial People to Me 5. pecial times in my life 6. pecial times for me and others stablish effective relationships with other children and adults. Recognise and respond appropriately to key figures in their lives. Recognise special times in their lives and feel good about themselves. Recognise and respond to key religious events throughout the year Personal, ocial and motional Personal, ocial and motional Personal, ocial and motional Personal, ocial and motional, nowledge and understanding of the world Authority Authority Celebration Celebration Religious beliefs and lifestyles 7. Our beautiful world 8. My life 9. Our living world 10.Our special places 11.Our books are special 12.My senses xplore and respond to the natural world and recognise there are some questions that are difficult to answer. Appreciate the wonder of birth and development Care for and respect living things: plants and animals Identify places which are special to themselves and to others. now that books are important sources of information and should be handled with care and respect. Respond to key elements in religion using their five senses. nowledge and understanding of the world nowledge and understanding of the world nowledge and understanding of the world nowledge and understanding of the world Language and literacy Creative development and nowledge and understanding of the world The acred The acred Religious beliefs and lifestyles The acred Religious beliefs and lifestyles. The acred Authority, The acred Religious beliefs and lifestyles 3

7 OVRVIW A Long Term R cheme of Work for ey tage One ey tage 1 (5-7) Pupils are entitled to a minimum of 36 hours of R per year at key stage one. tudy units may occupy between half a term and a term (6-15 hours). In this example pupils would have major learning opportunities with regard to Christianity and Judaism across the key stage, but this is not to be taken as prescriptive. The teaching of the two units on celebration is required. These units envisage a longer time allocation than some others, and can be taught over a term. chools will normally select at least 4 further units from those offered below, or develop units of their own. The length of a unit may vary between half a term and a term (6-12 hours) Teachers planning for the key stage should include: Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s R cheme of work. 1. Celebrations for Christians Celebrating major Christian festivals such as Christmas, aster or other festivals. How do Christians celebrate? What stories are told? Does good win over evil? What can we learn from the music, symbols, presents, food, and gatherings? How do people feel when they are involved? Celebration Unit 1C, Celebrations: Why do Christians give gifts at Christmas? 2. Celebrations for members of another world religion (chosen from Judaism, Islam, Hinduism, ikhism, Buddhism) Celebrating major festivals and special occasions from one religion. How are these occasions prepared for and celebrated? What stories are told? Does good win over evil? What can we learn from the music, symbols, presents, food, and gatherings? How do people feel when they are involved? Celebration Unit 2C, Celebrations, eneric 4

8 OVRVIW Further study units selected from: Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 3. Visiting a Christian Church xploring worship, artefacts, symbols and community life in one or more local Churches. What happens at the Church? What does it mean? Who belongs to the Church? How does it feel to be involved? What matters to the Christians, and what matters to me? Religious belief and lifestyle for Christians Unit 1F, What can we learn from visiting a Church? 4. What can we find out about the Torah and the Bible? Holy Books for Jews and Christians, including story and artefacts. What makes these books special? How are they used? What do they say? What can we learn from these special books? Authority for Christians and Jews Unit 2A, What is the Torah, and why is it important to Jewish people? 5. tories of authority for Jews and Christians from the Bible Jewish Bible: tories of Abraham, Isaac, Joseph, Moses, amuel, Jonah. Christian New Testament: Parables of Jesus. Who loves these stories, and why do they matter? What are they saying? Authority for Christians and Jews Unit 2B, Why did Jesus tell stories? 6. The ood arth: iving Thanks easonal and Harvest festivals from Christianity and another religion. iving thanks, care for the environment. How do we feel about the earth and its beauties? What do we value in the natural world, and how do we show this? What is praise? How does it feel to thank and be thanked, praise and be praised? Celebration Unit RA, What are harvest festivals? 7. Belonging to a Christian Community igns of belonging in the home, family life and the Christian Church. Welcoming a new baby in a Christening or Dedication. What special actions welcome a new baby? Where do our names come from? How do people show thankfulness? Religious belief and lifestyle for Christians Unit 1B, What does it mean to belong in Christianity? 8. Belonging to a Jewish Community igns of belonging in the home, family and synagogue. What special occasions are celebrated in Jewish homes? What do they mean, and what feelings go with them? What are the special celebrations in my home? Religious belief and lifestyle for Jews Unit 1A, What does it mean to belong? (eneric) 9. Talking about od ights, sounds, smells and tastes in worship. tories, ideas and questions about od from one or two religious traditions. What do we mean by od? What do people say od is like? What do people say od does? How do people talk with od? tories about the love of od, od s care for all people. The acred Unit 1D, Beliefs and Practice (eneric) 10. Any additional study units developed by the school. 5

9 OVRVIW Illustrations Three examples of how a key stage one programme of study might be put together. Illustration One Anyschool plans a key stage one programme of 6 Units (excluding the foundation units taught to children in reception), one each term. Pupils will have major learning opportunities from Christianity and Judaism. Reception Term 1: 16 hours pecial times in my life Term 2: 10 hours Our pecial Places Term 3: 10 hours pecial people to me Year One Year Two Celebrations for Christians Celebrations for members of a world religion (Jews) Visiting a Christian Church What can we find out about the Torah and the Bible? Belonging to a Christian community Belonging to a Jewish community Illustration Two Anotherschool is a small school, with a mixed age reception and year one / two class. The school plans its key stage one R programme in 8 units which each require ten hours of curriculum time, and are taught on a rolling programme. Progression within the key stage is planned by using differentiated tasks. Pupils will have major learning opportunities from Christianity and Judaism. There is also a unit on celebrations for Hindus 8 Units, each of around ten hours of curriculum time. Celebrations for Christians (Christmas) tories of authority for the Jews and Christians from the Bible Celebrations for Jews (Chanukah and Pesach) The ood arth: iving Thanks (Christians and one other world religion: Jews) Celebrations for Hindus (Divali and another Hindu festival) Visiting A Christian Church Talking about od (Christians and Jews) What can we find out about the Torah and the Bible? Illustration Three Onemore chool is delivering R in termly and half termly units. Pupils have major learning opportunities with regard to Christianity and Judaism, and learn about Islam at the end of year two. Year 1: Year 2: Term 1: 12 hours Celebrations for Christians Celebrations for Jews Term 2b 6 hours Belonging to a Christian Community Belonging to a Jewish community Term 3a 6 hours The ood arth: iving Thanks What does it mean to belong? (chool designed unit) Term 3b 6 hours What can we find out about the Torah and the Bible? Talking about od (Muslims and Christians) These three illustrations represent good planning to implement the syllabus. Taken together, they illustrate the flexibility which schools have in planning R. 6

10 OVRVIW ey tage 2 (7-11) Pupils are entitled to a minimum of 45 hours of R per year at key stage two. tudy units may occupy between half a term and a term (6-15 hours). In this example pupils would have major learning opportunities (ie at least three terms of study) with regard to Christianity, Islam and Hinduism across the key stage, but this is not to be taken as prescriptive. The teaching of three units on religious belief and lifestyle is required. chools will normally select at least 9 further units from those offered below, or develop units of their own. The length of a unit may vary between half a term and a term (6-15 hours) The medium term scheme of work gives detailed plans for units While planning for units will centre on the areas to explore, questions to examine and key concepts of the Lincolnshire syllabus, teachers will find some assistance with units from the QCA scheme of work. Teachers planning for the key stage should include: One study unit on Christian belief and lifestyle; Two study units on belief and lifestyle in other world faiths (two from Judaism, Islam, Hinduism, ikhism, Buddhism, Judaism) Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 1. Christian beliefs and lifestyle Christian practice in worship and in action. Beliefs and values. What do the actions of Christian worship mean? What do Christians say is good? How do they try to follow Jesus teaching and example? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. Unit 5D: How do the beliefs of Christians influence their actions? 2 further study units on religious beliefs and lifestyle selected from: Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 2. Hindu beliefs and lifestyle Hindu practice in worship and in action. Beliefs and values. What do the actions of Hindu puja / worship mean? What do Hindus say is good? What teachings and examples do they try to follow? How? What sorts of things do they do to put goodness into action in family, community and worship? Religious Beliefs and lifestyle. 3. Muslim beliefs and lifestyle Islamic practice in worship and in action. Beliefs and values. What do the actions of Muslim prayer and worship mean? What do Muslims believe is good? What does the Qur an teach (eg in the opening urah)? What does the example of Muhammad (PBUH) show? What sorts of things do Muslims do to put goodness into action in the family, the home and the wider community? Religious Beliefs and lifestyle. 4. Jewish beliefs and Lifestyle Jewish practice in worship and in action. Beliefs and values. What do the actions of Jewish worship mean? What do Jews say is good? What teachings and examples do they try to follow? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. 7

11 OVRVIW Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 5. ikh beliefs and Lifestyle ikh practice in worship and in action. Beliefs and values. What do the actions of ikh worship mean? What do ikhs say is good? How do they try to follow the teachings and examples of the Ten urus? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. 6. Buddhist beliefs and Lifestyle Buddhist practice in meditation and in action. Beliefs and values. What do the actions of Buddhist community life mean? What do Buddhists say is good? How do they follow the example and teachings of the Buddha? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. 7. Christian Journeys Christmas journeys, the journey of life. Mary s journey. The journey of the wise men. How do the Christmas stories show what Christians believe about Jesus? Why is Jesus so important to the Christians? Is life like a journey? In what ways? Christian beliefs and lifestyle, celebration Unit 4B: Celebrations: Christmas journeys 8. Beautiful world? Wonderful od? How do people think and feel about the natural world and its wonders? Why should we care for the planet? What do people love about nature? What attitudes should humans have towards animals, plants, the seasons and the wide universe? What questions does the world of nature make us ask? How do religions answer these questions? How do we? The acred 9. ymbolism in Worship at the Cathedral and / or the Mosque xploring the buildings, especially noticing symbolism in architecture, decoration, layout, use and worship. What makes a place sacred? What importance do we give to stillness, quietness, reflection, or worship? Christian and Muslim beliefs, lifestyle and celebration. The sacred Unit 3A: What do signs and symbols mean in religion? Also Units 6A, 6B and Christmas and Divali: What can we learn from the celebrations? xploring the ways Christians and Hindus celebrate two important festivals, and developing understanding of similar and distinctive features of celebrations. What do these festivals mean? What do we know about celebration? What do we celebrate, and why? What stories, foods, music, gatherings and traditions are a part of our celebrations? Celebration Unit 6A: Worship and the community (eneric) Also units 3A, 3B, 4B. 11. Religion in the neighbourhood tudy local Christian and other religious communities, compare with another neighbourhood in another part of the country. Lincolnshire has few religious communities other than Christian ones: this unit would provide for a study of Muslims in Bradford, Hindus in Leicester or Jews in Leeds. What are the similarities and differences between our lives and the lives of children from another religion and another part of the country? Religious belief and lifestyle. Unit 4D: What religions are represented in our neighbourhood? 12. What made people want to follow Jesus? Jesus as teacher and leader in his own time, and today. The sacred tories about Jesus as teacher, healer, leader and lifechanger. What made Jesus a leader? How did the in Christianity and authority Christian religion grow up from Jesus example, teaching and life and death? Unit 3C: What do we know about Jesus? 8

12 OVRVIW Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 13. What is special about the Bible, and why is it important for Christians? How Christians use the Bible: stories, examples of behaviour and teachings. Different Bibles as artefacts. xamples of the range of Bible literature, such as law, gospel, wise sayings. Using the Bible in church, in school, at home. Where do we find inspiration, rules and guidance? Why do we need inspiration, rules and guidance? Authority and the sacred in Christianity Unit 3D: What is the Bible and why is it important for Christians? 14. What can we learn from people of faith today? tories of modern faith leaders, heroes, believers and worshippers. Who do we recognise, from past and present as leaders? Why do people follow them? What if leaders get things wrong? When is it wrong to follow the leader? Christian and Hindu belief and lifestyle Unit 3: What is faith and what difference does it make? 15. What can we learn from the life of Muhammad (PBUH) (Or another key leader or founder of a religion) tories and teachings from Islam. How and why do Muslims honour the Prophet? What stories of the revelation of the Qur an are told? Where, how and when did Islam begin? Where, how and when has it grown? In what ways do Muslims in Britain today remember, honour or follow the Prophet? What can we learn from this study? Authority and the sacred Unit 5A: Why is Muhammad important to Muslims? 16. Where did the Christian Bible come from? Learning about the history of some Bible stories. xamples from the Bible of people who tried to follow or obey od. What do Christians do today to try to follow or obey od? How is the Bible used in Church and at home? In what ways do Christians teach the Bible to their children? Authority in Christianity Unit 5C: Where did the Christian Bible come from? 17. How do Christians try to live out their beliefs about od? xploring values and behaviour, good and bad, in the light of Christian story and teaching. Who are the leaders in Christian communities today? What do they try to do? What sort of examples do Christians want to follow? What about me? What do we say is good, and what bad? Christian beliefs and lifestyle Unit 5D: How do the beliefs of Christians influence their actions? 18. What do the aster celebrations mean for Christians? Jesus death and beyond. What music, food, stories and activities are part of the celebrations? aster celebrations around the world today. aster as a festival of hope. Celebration of new life. What feelings and emotions go with ood Friday and aster unday? How do I express sorrow and suffering, or hope and joy? Celebration Unit 4C: Why is aster important to Christians? 19. What is special about Hindu family life? Puja (worship) at home (and also in the Mandir), the involvement of the wider family, the use of images, gifts, music, songs and sacred stories. What is it like to be growing up as a Hindu in Britain today? Hindu beliefs and lifestyle, the sacred Unit 4A: How and why do Hindus worship at home and in the Mandir? 20. Any additional study units developed by the school 9

13 OVRVIW Illustrations Three examples of how a key stage two programme of study might be put together. Illustration One Anyschool plans a key stage two programme of 12 Units, one each term. Pupils will have major learning opportunities from Christianity, Islam and Hinduism. Year Term 1: 15 hours Term 2: 15 hours Term 3: 15 hours Year 3 Christian beliefs and lifestyle ymbolism in Worship at the Cathedral Christian Journeys Year 4 Muslim beliefs and lifestyle What can we learn from the life of Muhammad (PBUH) Religion in the Neighbourhood (Muslims and Christians) Year 5 Year 6 Hindu beliefs and lifestyles Where did the Christian Bible come from? What is special about Hindu family life? Beautiful World? Wonderful od? What can we learn from people of faith today (Hindus and Christians)? What have we learned about beliefs and religions? (chool designed unit) Illustration Two Anotherschool is a very small school, with a mixed age key stage two class. The school plans a key stage two programme of 8 termly and 8 half termly units. Pupils will have major learning opportunities from Christianity, Islam and Hinduism. This envisages that pupils would work on the same religion, but in progressed and differentiated groups. In term 3b they will all study the same unit, working at appropriate levels. Of course, this unit will be changed to rotate over the four years of the key stage. Year Year 3 Year 4 Year 5 Term 1: Islam 15 hours ymbolism in worship at the Mosque Muslim Journeys (a school designed unit) Muslim beliefs and lifestyle Term 2: Christianity 15 hours Christianity: What is special about the Bible? Why is it important to Christians? Christianity: What made people want to follow Jesus? Christian beliefs and lifestyle Term 3a: Hinduism 6-8 hours Hindu beliefs and lifestyle (part 1) Hindu beliefs and lifestyle (part 2) What is special about Hindu family life? Term 3b: Hinduism and Christianity 6-8 hours Year A: Beautiful World? Wonderful od? (Christians and Hindus) Year B: What can we learn from people of faith today (Christians and Hindus)? Year C: ymbolism in worship in the Mandir and Cathedral. Visits. (Christians and Hindus) Year 6 What can we learn from the life of Muhammad (PBUH) Christianity: What do the aster celebrations mean for Christians? What can we learn from people of faith today? A Hindu example Year D: Religion in the neighbourhood (Christians and Hindus) 10

14 OVRVIW Illustration Three Onemore chool In this school, the emphasis on Christianity reflects the local community which the school serves, while teaching about other religious communities is approached in depth in each year. Years 3 and 4 and Years 5 and 6 can be taught on a rolling programme in a two year cycle. There are twelve units, one per term. Year Term 1 Term 2 Term 3 Year 3 Christian beliefs and lifestyle What made people want to follow Jesus? Hindu beliefs and lifestyle Year 4 Year 5 What is special about Hindu families at home? What s special about the Bible, and why is it important for Christians? What can we learn from people of faith today? (Hindu and Christian) Christian journeys ymbolism in worship at the Cathedral Muslim beliefs and lifestyle Year 6 What can we learn from the life of Muhammad (PBUH)? Beautiful world? Wonderful od? (Muslim and Christian) How do Christians try to live out their beliefs about od? These illustrations represent good planning to implement the syllabus. Taken together, they illustrate the flexibility which schools have in planning R. 11

15 OVRVIW ey tage 3 (11-14) Pupils are entitled to a minimum of 45 hours of R in a year at key stage three. tudy units may occupy from 8-16 hours of tuition (between half a term and a term). The suggested study units are not necessarily of the same length. In this example pupils would have major learning opportunities with regard to Christianity, ikhism and Buddhism across the key stage, but this is not to be taken as prescriptive. Teachers planning for the key stage should include: One study unit on the sacred in Christianity Two study units on the sacred in other world faiths (two from Judaism, Islam, Hinduism, ikhism, Buddhism) Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 1. What is sacred in Christianity? What matters most in Christianity? Analysing beliefs about trinity and other key beliefs, Love, forgiveness, truth and other key values. Interpreting the example of Jesus. How do Christians express their ideas of what is sacred (for example in music, poetry, prayer and hymns, architecture, art and life)? The acred Unit 8C: Beliefs and practice (generic) 12

16 OVRVIW Two further study units on the acred in two world religions selected from: Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 2. What is sacred in another world religion? g Buddhism What matters most in Buddhism? Analysing the importance of Buddha, Dhamma (teachings of the Buddha) and angha (the community of monks and nuns). In what ways do Buddhists express and live out the key values of compassion, wisdom and enlightenment? The acred Unit 8C: Beliefs and practice (generic) 3. What is sacred in another world religion? g ikhism. What matters in ikhism? xamining the idea of od as described in the Mool Mantar, the example of the Ten urus and the nature and teaching of the uru ranth ahib. In what ways do ikhs express their ideas of the sacred in community (eg langar), worship, and the ikh way of life? The acred Unit 8D: Beliefs and practice: How do the beliefs of ikhs affect their actions? 4. What is sacred in Islam? Analysing what matters most in Islam. Allah and the revelations to the Prophets, the beliefs in Allah, angels judgment, Tawhid (monotheism) and Iman (faith). In what ways do Muslims express their ideas of what is sacred (eg in calligraphy, architecture, the 99 Names of Allah, the treatment and use of the Qur an)? How does the Muslim way of life express the sacred? The acred Unit 8C: Beliefs and practice (generic) 5. What is sacred in Hinduism? Analysing what matters most to Hindus. Asking what scriptures guide Hindus? What are the common practices of Hindu worship? How are traditions shared in family and community? What are the key concepts, truths and values which Hindus hold? The supreme, Brahman, and the cycle of life, the law of arma and the forms of the gods and goddesses. Worship in the home and Mandir. How does the Hindu way of life express the sacred? The acred Unit 8C: Beliefs and practice (generic) 6. What is sacred in Judaism? Analysing what matters most to Jews. Asking about the significance of Torah, the law, the prophets and the writings, for Jewish people. How is faith in the Almighty expressed and lived out? What significance is there in the identity of the Jewish people and the land of Israel? How does the Jewish way of life express the sacred? The acred Unit 8C: Beliefs and practice (generic) 13

17 OVRVIW A range of further study units selected from: Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 7. Truth, tory and Commitment: How do the stories of religions speak and inspire believers today? xploring how believers today find inspiration in their religion and from their scriptures. xploring how some key stories from religions have inspired believers today. Asking how religious authorities are interpreted, such as some stories of the Judaeo - Christian scriptures (eg Abraham, Moses, Amos), stories of the Buddha or the Prophet Muhammad (PBUH). Authority, the sacred 8. Where do we come from? xploring some fundamental questions of life and some of the answers offered. Questions will be drawn from topics such as science, creation, human nature or the nature of evil. xploring how different religions understand human origins, purposes and destinies. xamining different interpretations of life, and exploring the ways authorities are accepted or challenged today. The sacred, authority Unit 9B: Where did the universe come from? 9. Moral codes: justice, fairness, conflict and reconciliation. How do we decide what is good? ncouraging pupils moral development through R. What kinds of moral codes are to be found in different religions? In what ways could religious ways of life help people to live morally? How do people develop values by which to live? What values matter to me, and how are they developing? How do we identify good, right, truth and honesty, or on the other hand evil, wrong, falsehood and hypocrisy? Authority, religious belief and lifestyle Unit 7B: What does justice mean to Christians? 10. xploring mysteries: od, the universe and beyond. How do we know anything in religion? xamining ideas about revelation, religious experience, rationality, ultimate questions and the pursuit of truth. What are the authorities in students own lives? What should we rely on, and of what should we be suspicious? How can humans know what is true? Authority and the sacred Unit 7A: Where do we look for od? 11. What do you worship? What do you believe in? nabling pupils to explore questions of reality, meaning and purpose. What matters most to the pupils? What can be learned from studying worship in two religions? What does worship mean? How does celebration help build community? How does religion relate to the passing of time, change, good and evil? How do religious people express their ideas about ultimate reality or od? What are my ideas? Celebration, the sacred Unit 8: A visit to a place of worship (generic) 12. Pilgrimages: What kinds of things do pilgrims hope to find at their destination? xamining the ways in which religious pilgrimages give pilgrims strength or comfort, courage or hope. xamining the relationships between rituals, lifestyles and beliefs. xploring the ways that rituals such a pilgrimages can transform perspectives, lives and behaviour. Celebration, the sacred Unit 9D: Why are some places special to religious believers? 14

18 OVRVIW Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 13. Journeying through life: Where are we going and how will we get there? xploring the meaning of celebrations and change in life, and the ways religions interpret life. Developing and applying the metaphor of life as a journey. What are life s turning points, crossroads and destinations? What maps can guide us? Religious celebrations of some life cycle events (eg birth, adulthood, marriage, death). Celebration Unit 9A: Where are we going? Rites of passage 14. Festival: Who celebrates what, and why? Learning from a comparison between religious and secular festivities. Taking examples as diverse as Remembrance Day, the Millennium, the World Cup, Martin Luther ing Day, aster, Festivals of the Buddha or uru Nanak s birthday and considering what religions offer in the area of celebration. Celebration, the sacred 15. Community: Where do we belong? xploring questions about identity, interdependence, cooperation and purpose in life. Analysing and interpreting what it means to belong to a religion, or not, and thinking about the ways in which relationships enrich life. What is it like to be a Muslim, or a ikh, in Lincolnshire today? Authority, religious belief and lifestyle Unit 8: A visit to a place of worship (generic) 16. Humans using animals and nature: How do Christians, ikhs and Buddhists respond to environmental issues? xploring attitudes to the world of nature and related ultimate questions. hould humans see themselves as better than animals? What kinds of human use of animals are right and good, or wrong and evil? What views of nature come from religions and from other sources, such as Humanism or science? Religious belief and lifestyle Unit 7: What are we doing to the environment? 17. What can you learn from visiting a religious community / living in a plural society? xamining attitudes which contribute to dialogue, tolerance, respect and sensitivity. xamining teaching and examples on conflict and reconciliation in (eg) two religions. Analysing how religions nurture children and pass on the faith. Considering answers to questions about the meaning of life. Religious belief and lifestyle Unit 8: A visit to a place of worship 18. How can you express spiritual or religious concepts through the arts? xamining some key spiritual concepts in (eg) Christianity and ikhism, focusing on the ways in which Christians and ikhs use the visual arts to express insight into and reverence for Jesus and the Ten urus. Responding for themselves by reflecting upon their own sources of inspiration, or beliefs about the sacred, and expressing themselves through the arts. The sacred, celebration 19. Any additional study units developed by the school. 15

19 OVRVIW Illustrations Two examples of how a key stage three programme of study might be put together. Illustration One Anyschool plans a key stage three programme of 9 Units, one each term. Pupils will have major learning opportunities from Christianity, ikhism and Buddhism. There will be significant learning from Islam and Hinduism in year nine. Year Term 1: 15 hours Term 2: 15 hours Term 3: 15 hours Year 7 Year 8 Year 9 What is sacred in Christianity? Truth, tory and Commitment. How do Christian and ikh stories speak and inspire believers today? Festival: Who celebrates what, and why? Christians and Buddhists. What is sacred in ikhism? What is sacred in Buddhism? Humans using animals and nature. Pupils choose two religions to study. Moral Codes: How do we decide what is good? (Christian and ikh) What can you learn from visiting a religious community? (Buddhist community and Lincoln Cathedral) Community: Where do we belong? Muslims and Hindus. Illustration Two Anotherschool plans a key stage three programme of 18 half termly units. Pupils will have major learning opportunities from Christianity, Islam and Buddhism. There will be significant learning from Judaism and Hinduism in year eight. Year Term 1a: 8 hours Term 1b: 8 hours Term 2a: 8 hours Term 2b: 8 hours Term 3a: 8 hours Term 3b: 8 hours Year 7 What is sacred in Christianity? Where do we come from? Christ-ianity What do you worship? What do you believe in? Christianity Moral codes: How do we decide what is good? Christianity, Islam Journeying Through Life: Where are we going and how will we get there? Christianity, Islam Festivals: Who celebrates what, and why? Christianity, Islam Year 8 What is sacred in Islam? Pilgrimage: What kinds of things do Muslims hope to find through the Hajj? chool designed unit: What is the Qur an? Why is it important to Muslims? chool designed unit: What is sacred to Jews and Hindus? What do you worship? What do you believe in? Jews and Hindus (in continuity with Y7, 2a) Moral Codes: How do we decide what is good? Jews and Hindus (in continuity with Y7, 2b) Year 9 What is sacred in Buddhism? Community: Where do we belong? Buddhism Truth, tory and Commitment: Buddhism The human use of animals and nature. Christianity Buddhism chool designed unit: How does religion challenge racism and prejudice? Christianity Buddhism How can you express spiritual and religious concepts through the arts? Both these illustrations represent good planning to implement the syllabus. Taken together, they illustrate the flexibility which schools have in planning R. 16

20 OVRVIW ey tage 4 (14-16) tudents are entitled to a minimum of 5% of curriculum time, normally around 70 hours across the key stage. It is good practice for teachers planning for the key stage to include major learning opportunities with regard to at least two religions. If students take a C course in a single religion, this is in line with the syllabus, but teaching should not sacrifice breadth for the year old student. chools can plan to meet the requirements of the Agreed yllabus in two different ways: ither: by teaching all students to a nationally accredited short or full C course in Religious tudies or a Certificate of Achievement course. It is good practice, but not a requirement of the Agreed yllabus that such a course will provide major learning opportunities with regard to Christianity and at least one other religion. Note: there is no requirement that all students should necessarily be entered for examinations in such courses. If a school chooses to follow a C course which is based upon one religion only, comparisons with other religions could be made, in order that students may consolidate previous learning. Or: by providing a programme of study based around the Lincolnshire Agreed yllabus. uch a course should provide major learning opportunities with regard to Christianity and at least one other religion. Teachers planning a scheme of work for R at ey tage Four should include study units which enable students to explore both fundamental questions of religion and life, and religious responses to social, moral and ethical questions and issues. A scheme of work should develop students understanding of the concepts of authority, religious belief and lifestyle, celebration and the sacred. For example, units could be: Unit Title 1. Is od real? Areas to explore Core questions to examine xamining questions about the existence, reality and nature of od, the variety of belief, experience and argument. For example, considering concepts such as Nirvana and enlightenment (in the Buddhist tradition), or incarnation, eternal life and revelation (in the Christian tradition). How can visions and claims about od be evaluated? ey concepts to develop The acred 2. How can people know what is true? xamining questions about religious and scientific forms of knowledge. In the search for truth, what is the place of belief, experience, conversion or transformation, argument, reasoning and dispute? What place should be given to the authority of reason, experience, tradition or revelation? Authority 3. What is death? xamining questions about belief concerning human nature, life after death in its different forms and implications for human values and ethics. g concepts of heaven, resurrection (Christian), nirvana, rebirth (Buddhist), moksha, reincarnation (Hindu). Authority, the acred 4. What is the nature of evil? xamining questions about good and evil in human moral choices, and ideas about the nature of evil in religions. Where does evil come from? Are the sources of evil human or superhuman? Can evil be conquered by courage, truth, or goodness? What can be done about personal evils such as bigotry, cowardice, dishonesty, or the global evils of starvation, genocide and gross inequality? What do religions teach and do about overcoming evil? Religious Belief and Lifestyle 17

21 OVRVIW Unit Title 5. How should people make decisions about sexual ethics? Areas to explore Core questions to examine xamining contemporary questions about relationships, marriage and sexuality in the light of the teaching and practice of two religions. What helps people to achieve fulfilling relationships? What do the religions believe, teach and do to support satisfying and lasting relationships between the sexes? ey concepts to develop Religious Belief and Lifestyle, Celebration. 6. Why are the world s resources so unequally distributed? xamining questions about wealth, poverty, justice and fairness on local, national and global scales in the light of religious teaching and practice. xploring the charitable work of religions, and analysing causes of some contemporary problems. What are our responsibilities to each other? Religious Belief and Lifestyle 7. What is meant by the sanctity of life? What answers does this concept provide to ethical questions about birth and death issues? xamining questions about, for example, abortion, embryo technology, birth technologies, euthanasia, ending one s own life and human value in the light of the belief and practice of some religions. What do people believe about the origin of life: is a human life a gift, a burden, an accident or a puzzle? If life is a sacred gift (as some religions teach), what are the ethical implications? And what if life is a kind of cosmic accident? The acred 8. World Religions Today: What can we discover about a particular religion in the contemporary world? xamples could be Buddhism, Christianity, Hinduism, Islam, Judaism, ikhism. xamining the recent history of a religion, its global influence, areas of growth and decline, tension and harmony. What kinds of answers to questions of meaning and purpose does the religion offer? What is the present state of this religion? Where is it going? How do believers see the future? Religious belief and lifestyle 9. Distinctive and imilar. By studying two religions, what can we learn about each one? xamples could focus on the distinctive and similar aspects of two or three religions with regard to belief in od, history, authority or social action in the contemporary world. What is distinctive and what is similar between these two or three religions? Various approaches could be used, such as a comparison between the lives and work of andhi, Martin Luther ing and Malcolm X, or an investigation of the role of scripture in Christianity and Islam, or a study of Buddhist and Jewish responses to evil and suffering. Authority, Religious belief and lifestyle 10. Religion, ethics and the new technologies: How does religion use new technologies? How should we respond to ethical questions raised by technology? xamples could focus on the ethical issues surrounding new technologies, in medicine, with regard to employment, the handling of personal information or the potential of the internet for good (communication, dialogue, religious or spiritual understanding, global awareness) or the opposite (inequality between information rich and information poor, racist use, pornographic exploitation). The use by religious communities of the information technologies can be explored. Authority 11. Any additional study units developed by the school 18

22 OVRVIW R for all students ( ey tage 5 ) Allocation of time for R should be clearly identifiable and should avoid tokenism. At this stage, learning opportunities should be focused upon a range of religions and views of life appropriate to the students and the selected curriculum content. Teachers planning for the key stage should include units selected from those described below, or designed by the school in line with the requirements of the syllabus. The syllabus describes four units: Unit Title 1. Religion and personal identity Areas to explore Core questions to examine Questioning ideas about human nature, life, death and the divine. Drawing on the student s own experience and on contemporary philosophy, psychology and culture. ey concepts to develop Religious belief and lifestyle, the sacred 2. Religion and sexual ethics Questioning ideas about sexuality and ethics in different contexts and relating ethics to ultimate visions about od and / or human life. Drawing on the student s own experience and on contemporary issues and ideas about sexual ethics. Authority, religious belief and lifestyle, celebration 3. Religion and politics Questioning ideas about religions, the state, the secular and the individual. Drawing on the student s own experience and on the ideas of key political and religious leaders and thinkers in the U and worldwide. Authority, religious belief and lifestyle 4. Religion and the arts and media Questioning ideas about how people express their vision and hope in life, and about the ways art, culture and media handle the spiritual and religious. Drawing on the student s own experience and abilities, and on examples from contemporary culture and religion. Celebration, the sacred chools are also free to design their own units for R which implement the requirements of the syllabus. Topics might include: What is theology? Religion and medical ethics; Archaeology and religion; Introduction to the philosophy of religion Christianity in the 21st Century Feminism, ender and Religion Faith in Music: exploring the ways music is used for spirituality Peaceful futures? Religion and reconciliation Plural world: inter religious dialogue. Can we seek the truth together? The Agreed yllabus Conference wishes to draw attention to the CAA / QCA publication Religious ducation (reference: R/95/299, IBN: X) as a source of guidance for schools. 19