Herefordshire Agreed Syllabus for Religious Education Programme of Study. Key Stage 3

Transcription

1 Herefordshire Agreed Syllabus for Religious Education Programme of Study Key Stage 3 62 Herefordshire Agreed Syllabus for RE

2 Programme of Study Key Stage 3 What is RE about at Key Stage 3? Throughout Key Stage 3 the focus should be on engaging students in developing a broader understanding of beliefs and the impact of religion on people s lives and on society. Central to this should be the application of these beliefs and teachings through the exploration of key questions, enabling pupils to express their own responses to the religious, philosophical and spiritual issues raised. Students should use a wide range of skills including the use of religious language to express key concepts. They should become increasingly aware of diversity within religious beliefs and values studied and identify ideas and practices that are shared. Students should: deepen their understanding of important beliefs, concepts and issues of truth and authority in religion apply their understanding of religious and philosophical beliefs, teachings and practices to a range of ultimate questions and ethical issues, with a focus on self-awareness, relationships, rights and responsibilities enquire into and explain some personal, philosophical, theological and cultural reasons for similarities and differences in religious beliefs and values, both within and between religions interpret religious texts and other sources, recognising both the power and limitations of language and other forms of communication in expressing ideas and beliefs reflect upon the impact of religion in the world, considering both the importance of interfaith dialogue and the tensions that exist within and between religions and beliefs develop their evaluative skills showing reasoned and balanced viewpoints when considering their own and others responses to religious, philosophical and spiritual issues. Which religions and beliefs should be taught at Key Stage 3? 1. The study of Christianity, Islam and Buddhism 2. Aspects of Hinduism, Judaism and Sikhism as appropriate to the themes and concepts. In addition to the above statutory requirements schools should take into account pupils beliefs, viewpoints and ideas and, where appropriate, draw on secular philosophies. Schools may also plan to teach about further religions or belief systems, for example those represented in the school and local area, e.g. Baha i. How much time should there be for RE at Key Stage 3? Sufficient time must be provided for RE in KS3 to enable the requirements of the Agreed Syllabus to be met, with particular regard for continuity and progression. The required minimum time is 45 hours a year, ensuring that across the key stage the majority of this time is spent on Christianity. Schools may plan to deliver RE in a variety of ways. In most schools, units will be delivered through discrete weekly lessons. At times there may be the opportunity to have more concentrated blocks of time over a period of two or three weeks, or making use of day conferences. Some areas of RE may be planned as a shared focus with other curriculum areas. Whichever model or combination of models is used, provision must ensure that: continuity and progression can be maintained students progression and achievements are assessed formatively as well as summatively. What is important to remember when planning RE in Key Stage 3? All eight themes must relation to Christianity. The prescribed requirements for Islam and Buddhism, with aspects of other principal religions are built around selected aspects only. The place of Islam has been expanded from the previous agreed syllabus. Units of work should be planned in line with the Agreed Syllabus requirements. These teaching units should engage students and enable them to achieve the expected outcomes through careful selection of appropriate strategies. The learning process should enable students to deepen their understanding of religion and belief and its impact on individuals and society. The themes may be taught separately, in combination with other themes, or as part of the systematic study of the religions. However they are combined, the units should always provide the context for learning about religion and learning from religion. The themes should ensure that both are covered with sufficient breadth and depth. Planning must ensure continuity and progression in students learning, both within and between key stages. This also applies to school developed units. Herefordshire Agreed Syllabus for RE

3 Expectations in RE in Key Stage 3: Knowledge, skills and understanding The knowledge, skills and understanding identify the key aspects of learning in religious education. These are described in the two attainment targets for RE as learning about religion and belief and learning from religion and belief. AT1 Learning about religion and belief Students knowledge, skills and understanding in relation to... AT2 Learning from religion and belief How students express their own responses and insights in relation to questions and issues of... a) beliefs, teachings and sources d) identity, diversity and belonging b) practices and ways of life c) expressing meaning e) meaning, purpose and truth f) values and commitments Learning about religion and belief: AT1. Students should learn to: Learning from religion and belief AT2. Children should learn to: a. investigate and explain the differing impacts of a. reflect on the relationship between beliefs, teachings religious beliefs and teachings on individuals, and ultimate questions, communicating their own communities and societies ideas and using reasoned argument b. analyse and explain how religious beliefs and ideas b. evaluate the challenges and tensions of belonging to are transmitted by people, texts and traditions a religion and the impact of religion in the c. investigate and explain why people belong to faith contemporary world, expressing their own ideas communities and explain the reasons for diversity in c. express insights into the significance and value of religion religion and other world views on human relationships d. analyse and compare the evidence and arguments personally, locally and globally used when considering issues of truth in religion and d. reflect and evaluate their own and others beliefs philosophy about world issues such as peace and conflict, wealth e. discuss and evaluate how religious beliefs and and poverty and the importance of the environment, teachings inform answers to ultimate questions and communicating their own ideas ethical issues e. express their own beliefs and ideas, using a variety of f. apply a wide range of religious and philosophical forms of expression vocabulary consistently and accurately g. recognise both the power and limitations of language in expressing religious ideas and beliefs h. interpret and evaluate a range of sources, texts and authorities, from a variety of contexts i. interpret a variety of forms of religious and spiritual expression The highlighted words identify the skills which must be developed through the teaching of RE at Key Stage 3. Assessment of pupils attainment in RE is based on the extent to which learners can demonstrate these skills and abilities. 64 Herefordshire Agreed Syllabus for RE

4 Breadth of study for Key Stage 3 During Key Stage 3 pupils should develop knowledge, skills and understanding through the following religions, themes, experiences and opportunities: Religions and beliefs 1. The study of Christianity, Islam, Buddhism 2. Aspects of Hinduism, Judaism and Sikhism as appropriate to the themes and concepts In addition to the above statutory requirements schools should take into account students beliefs, viewpoints and ideas and where appropriate draw upon secular philosophies Schools may plan to teach about further religions or belief systems, for example those represented in the school and local area. Themes: Beliefs and concepts: the key ideas and questions of meaning in religions and beliefs including issues related to God, truth, the world, human life, and life after death Authority: different sources of authority and how they inform believers lives Religion and science: issues of truth, explanation, meaning and purpose Expressions of spirituality: how and why human self understanding and experiences are expressed in a variety of forms Ethics and relationships: questions and influences that inform ethical and moral choices, including forgiveness and issues of good and evil Rights and responsibilities: what religions and beliefs say about human rights and responsibilities, social justice and citizenship Global issues: what religions say about health, wealth, war, animal rights and the environment Inter-faith dialogue: a study of relationships, conflicts and collaboration within and between religions and beliefs Key questions Teachers can also devise their own questions where necessary, to fit their context. Is there a God? What and why do people believe? Why is there suffering? Is death the end? Was Jesus God on earth? Do the teachings of Jesus stand the test of time? Gotama Buddha: Do his experiences and teachings have relevance and meaning for people today? What do Jewish people, Christians and Muslims today learn from Abraham and Moses? Who or what do people follow? How do teachings and sacred writings influence, inspire and guide? Who made the universe? How do humans express spirituality? How are religious beliefs expressed in symbolism, architecture, music, art and literature? Good and bad, right and wrong how do I decide? What matters most? Standing up for justice: How did Christian beliefs motivate the actions of Martin Luther King or Desmond Tutu or Oscar Romero? Standing up for human rights: how do Buddhist beliefs motivate the actions of Aung San Suu Kyi or the Dalai Lama? Money how should it be used? Living together: are religions a source of peace or a cause of conflict? Whose world is it anyway? How can people with different views on religion get on well together? What does it mean to be a Christian / Muslim / Buddhist / Sikh / Jew / Hindu in Britain today? School developed units To take account of school contexts, schools may develop their own units using these themes. Schools must ensure that these meet the required knowledge, understanding and skills, matched to suitable levels of attainment, and combine all elements of the breadth of study: religion and belief, themes, fields of enquiry and experiences and opportunities. Guidance on developing key questions related to the themes and fields of enquiry can be found in Appendix G. Required religions: During KS3 all the above questions must be studied in relation to the religions as specified. Note that the religions required to be studied in depth are Christianity, Buddhism and Islam. Other religious and non-religious beliefs may be drawn upon as required. Selected questions from the above must be studied in relation to Christianity and at least one other principal religion, taking into account students beliefs, viewpoints and ideas and where appropriate secular philosophies. When choosing which other religion to address in each unit it is required that schools ensure an appropriate balance of the focus faiths across the key stage. Care should be taken to ensure that religions and beliefs are studied in sufficient depth and breadth to enable students to apply, reflect, evaluate and express their own ideas and responses to the issues raised. Herefordshire Agreed Syllabus for RE

5 Fields of enquiry (AT1 and AT2) a) Beliefs, teachings and sources d) Questions of identity, diversity and belonging b) Practices and ways of life e) Questions of meaning, purpose and truth c) Expressing meaning f) Questions of values and commitments When planning their own questions, schools should focus RE learning on one field of enquiry from each of the two lists above, balancing AT1 learning about and AT2 learning from religion and belief. Over a key stage there needs to be breadth in terms of the fields of enquiry. When devising key questions, schools should cover a range of different fields of enquiry. For more detailed planning guidance on this, see pages and Appendix G. Experiences and opportunities encountering people from different religious, cultural and philosophical groups, who can express a range of convictions on religious and ethical issues visiting, where possible, places of major religious significance using opportunities in ICT to enhance pupils understanding of religion discussing, questioning and evaluating important issues in religion and philosophy, including ultimate questions and ethical issues reflecting upon and carefully evaluating their own beliefs and values and those of others in response to their learning in religious education, using reasoned, balanced arguments using a range of forms of expression (e.g. art and design, music, dance, drama, writing, ICT) to communicate their ideas and responses creatively and thoughtfully exploring the connections between religious education and other subject areas, e.g. arts, humanities, literature, science. 66 Herefordshire Agreed Syllabus for RE

6 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Beliefs and concepts Knowledge, skills and understanding in relation to key religious beliefs about God and questions of meaning, purpose and truth. Is there a God? What and why do people believe? This question to relation to Christianity, Judaism and a non-religious worldview. Islam and Buddhism are optional. interpret a variety of sources which express what God is like (e.g. religious texts; visions; accounts of religious experience; art; music; actions), expressing their own insights analyse and compare the arguments about the existence of God expressing their own ideas using reasoned arguments ask and suggest answers to questions about the nature and existence of God, using appropriate vocabulary express insights into how belief in the existence and non-existence of God can affect people give informed accounts of Muslim beliefs use reasoning to express insights into how different views of God can have an impact on how people live in a world of diverse religious and non-religious beliefs arguments for the existence of God (e.g. cosmological, design, religious experience) the arguments from a non-religious worldview Christian beliefs about God the nature and attributes of God in Christianity e.g. perfect, omnipotent, omniscient, good, loving, just Christian beliefs about god as three persons: Trinity Jewish beliefs about God as expressed through the Shema, psalms, songs, prayers, stories and 10 commandments (e.g. One god, creator, who chose the Jewish people for a special relationship (Covenant) Muslim beliefs about God tawhid, the unity of God the importance of the Qur an in how Muslims understand and respond to God Buddhist beliefs anatta everything is impermanent no god. Non religious viewpoints the implications and impact of these differing views of God on the lives of individuals and communities Why is there suffering? This question to relation to Christianity and Buddhism. Teachers can choose from Judaism and Islam to extend learning if they wish. express their own questions and responses to images and accounts of suffering interpret the meaning for believers of sources, texts and authorities that respond to the problem of suffering. Express their own responses to these analyse and compare Christian and Buddhist or Jewish beliefs about suffering analyse and compare Muslim beliefs about and responses to suffering with other religious and non-religious views, expressing insights into whether these reflect different views of human values and human rights explore how life events can provoke questions of meaning and purpose questions raised by the experience of suffering; Christian explanations of the cause and purpose of suffering, reflecting on the significance of the death and resurrection of Jesus. Christian responses to suffering teachings about how Christians should alleviate suffering, e.g. Matthew 25: examples of Christians or Christian organisations who work to alleviate suffering; Buddhist explanations of the nature of life as suffering and how this may be alleviated: The three universal truths the four Noble truths; the Noble Eight-fold Path Jewish responses to suffering religious responses to Shoah (Holocaust) Muslim beliefs about suffering Muslim responses to suffering; examples of Muslims or Muslim organisations who work to alleviate suffering Herefordshire Agreed Syllabus for RE

7 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Beliefs and concepts Knowledge, skills and understanding in relation to key religious beliefs about God and questions of meaning, purpose and truth. Is death the end? This question to relation to Christianity resurrection, another religious perspective e.g. reincarnation or rebirth, and a non-religious worldview. ask and suggest answers to questions about what happens when we die explain, using appropriate vocabulary, how religious beliefs about life after death help believers to make sense of life, expressing their own reasoned insights interpret the meaning for believers of a range of sources, texts and authorities on the nature of life after death from different traditions, expressing their own beliefs and ideas using a variety of media account for diverse responses to beliefs in life after death within Islam, reflecting upon different interpretations and ways of following Islam in the world today evaluate the significance of religious and non-religious beliefs about life after death in contemporary relations between different groups, communities and cultures, including their own views reasons for belief in life after death religious teachings on death ideas about life after death from different Christian traditions (i.e. purgatory, heaven, hell) Buddhist ideas of rebirth and nirvana Jewish ideas of the soul and life after death Muslim beliefs about life after death, akhirah, and the Day of Judgement Non religious worldview perspective e.g. Humanism the effects of these beliefs on the lives of individuals and communities e.g. the impact of beliefs about rewards/punishments on moral choices identify two key events in the life of Jesus and explain, using appropriate vocabulary their meaning for Christians today interpret the meaning for Christians and for themselves of a variety of sources e.g. texts, pictures, artefacts, music which illustrate aspects of Christ s life and teaching express their own questions and responses about who Jesus was, and is, for Christians and other religious believers today Passages from the Gospels (and other sacred texts such as the Creed) which cast light on the identity of Jesus as the Son of God and their meaning for Christians today e.g. incarnation/ resurrection What do believers and others say about Jesus? Pupils understand and interpret some key expressions of beliefs about Jesus, e.g. from Humanists, Muslims and a range of viewpoints within Christianity Was Jesus God on earth? This question to focus on the theological significance of Jesus for Christians. 68 Herefordshire Agreed Syllabus for RE

8 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Religion and science Issues of truth, explanation, meaning and purpose Who made the universe? This question to relation to religious and scientific views on questions of origins and questions of truth. analyse differences and similarities between the Biblical and scientific accounts of how the universe began explain the difference between literal and metaphorical truth using examples interpret the meaning of the Genesis account from a literal and metaphorical perspective ask and suggest answers to questions of meaning and truth arising from religious and scientific accounts of how the world and life began express their own and others insights on how beliefs about origins may affect the way people see the world and live account for the influence of scientific discoveries within Islamic beliefs, evaluating the significance of science within a Muslim worldview religious questions about origins - How and why did it all begin? religious and scientific accounts of how the world and life began and how they express ideas of truth e.g. Gen 1-2; Big Bang theory; evolution different ways in which truth is understood (e.g. fact, opinion, belief) and expressed, (e.g. story, myth, metaphor, symbol etc.) and why different ways Christians interpret the Genesis accounts e.g. literal and metaphorical approaches. the compatibility of Biblical and scientific accounts of how the universe and life began impact of beliefs about origins on the way people live today Muslim beliefs about creation, compared with other religious views the relationship between science and religion in Islam Authority Knowledge, skills and understanding of the life and teaching of the central figure/s of each religion studied and their meaning, significance and impact as a source of authority for followers today. Do the teachings of Jesus stand the test of time? This question is to relation to the meaning and impact of the teachings of Jesus today, with a focus on forgiveness and social justice. explain the impact of the teaching of Jesus on the lives of some Christians in relation to at least one of the following: forgiveness, justice, love, service expressing their own insights into the relevance of these values for today ask questions and suggest answers about forgiveness, justice, love or service relating them to their own and other people s lives evaluate the impact of particular aspects of the teaching of Jesus on named individuals/ themselves. how Christians today respond to the teachings of Jesus in the Sermon on the Mount (Matthew 5-7) and other teachings on justice, forgiveness, love or service Herefordshire Agreed Syllabus for RE

9 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Authority Knowledge, skills and understanding of the life and teaching of the central figure/s of each religion studied and their meaning, significance and impact as a source of authority for followers today. Gotama Buddha: Do his experiences and teachings have relevance and meaning for people today? Identify experiences that may cause people to ask questions of meaning and purpose, expressing their own questions and responses to one such experience; explain the Buddha's teachings, using appropriate vocabulary, expressing their own reasoned responses; apply and evaluate the Noble Eight-fold Path and the Four Noble Truths in the context of their own lives and those of others explore how life events can provoke questions of meaning and purpose the key events in the life of the Buddha and how they led him to seek enlightenment the key teachings of the Buddha and the impact these have on Buddhists today - three universal truths - life as suffering (dukkha) and how this may be alleviated (the Four Noble truths/ the 8 fold path) - compassion as a key response This question is to relation to dukkha (suffering) and Gotama s search for enlightenment What do Jewish people, Christians and Muslims today learn from Abraham and Moses? ask questions and suggest answers about the experiences of others and the impact of faith explain the common roots of the three major monotheistic faiths of Judaism, Christianity and Islam explain the links between Jewish, Christian and Muslim scriptures and how they are interpreted today, expressing their own informed responses make links between some events in the life of Abraham/Moses with issues in today s world expressing their own reasoned responses the meaning of 'faith' in a religious sense why Abraham is revered in 3 world faiths today the nature of the sacred scriptures in Judaism, Christianity and Islam and how they are understood and interpreted by believers today (this section can link with key question How do teachings and sacred writing s inspire, influence and guide? page 68) passages from Genesis which reveal Abraham as a man of faith, chosen by God for a special relationship or covenant the significance of the covenant for Jewish people today the Promised Land /Israel- beliefs and issues for today Moses: freedom and responsibility (Pesach and Mitzvot) This question is to relation to the concepts of faith and covenant. 70 Herefordshire Agreed Syllabus for RE

10 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Authority Knowledge, skills and understanding in relation to sources of authority and guidance in our own and others lives, and sources of authority in Christianity and at least one other religion and how these are used for guidance How do teachings and sacred writings influence, inspire and guide? This question is to relation to how teachings and sacred texts are used by believers as sources of authority and guidance, exploring the differences between secular and sacred teachings as sources of authority and wisdom explain the significance of the Bible for different Christians and give examples of how it can be used to guide decision making explain the significance of the Qur an for Muslims/Guru Granth Sahib for Sikhs/ Torah for Jews and how it is used as a guide for everyday living explain the difference between an inspired text and an inspirational text interpret the meaning of quotations/sections of the Bible and another sacred text and reflect on the meaning and relevance of these teachings to their own lives identify any guidance from people, writings or teaching which has had a lasting influence on their own lives and identify what distinguishes this guidance evaluate the advantages and disadvantages of learning from written texts or a human teacher. The Bible the importance of the Bible for Christians similarities and differences in the ways in which the Bible is used and interpreted within different Christian groups how different Christians use the Bible in decision making Teachings of the Buddha Buddhist attitudes towards the Dhamma The Torah the significance of the Sefer Torah for Jews how attitudes towards sacred texts varies within Judaism The Qur an and the Hadith why the Qur an is revered and how it is used by Muslims how the sayings and example of Muhammad inspire and influence Muslims The Guru Granth Sahib the significance of the Guru Granth Sahib for Sikhs what it means to treat the Guru Granth Sahib as a living guru Other sources of guidance Consider the guidance for living received by students and its sources, and how this relates to religious teaching Herefordshire Agreed Syllabus for RE

11 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Expressions of spirituality Knowledge, skills and understanding in relation to how and why human selfunderstanding and experiences are expressed in a variety of ways; and how religious and spiritual beliefs are expressed through symbolism, art, music, literature, architecture, worship and activism. How do humans express spirituality? or How are religious beliefs expressed in symbolism, architecture, music, art and literature? One of these questions is to be explored in relation to human nature/ human spirituality, reflecting on and interpreting the spiritual meaning expressed within selected examples of art, music, literature and architecture, with pupils expressing their own ideas of the spiritual using a variety of media describe some different ways of expressing spirituality, including their own Interpret a range of artistic sources from different religious and non-religious traditions, explaining the similarities and differences in the ways they express spirituality use a range of religious vocabulary to explain how spiritual expressions may reflect religious beliefs express their own spiritual insights into the ideas and beliefs expressed in the examples studied, using a range of media explain how Muslims can express their beliefs about and attitude towards God in diverse ways, analysing their own perspectives on how these might include beauty and order but also more radical expressions through sacrifice and violence human spirituality; how religious beliefs and spirituality are expressed through symbolism, art, music, literature, architecture, worship, activism human nature human potential. What is a human being? (body, mind, spirit) contemporary religious and non-religious ways in which human spirituality is expressed. Some ways in which Christians express beliefs, desires, hopes and devotion to God e.g. art, architecture; poetry; literature music; worship; activism Some ways in which Buddhists express beliefs and spirituality e.g. the Tibetan wheel of Life, the lotus, Buddha images and use of these as aids to reflection on students own lives Some ways in which Jews express beliefs, desires, hopes and devotion to G-d Jews express through e.g. Pesach, Shabbat, worship; family life Some ways in which Muslims express their beliefs and understanding of God e.g. art; architecture; actions ritual and activism 72 Herefordshire Agreed Syllabus for RE

12 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Interfaith dialogue Knowledge, understanding and skills in relation to the diversity of belief and practice within and between religions and beliefs studied, recognising similarities and differences between them; and conflicts and collaboration within and between religions and beliefs How can people with different views on religion get on well together? This question to focus on the religious and cultural diversity of Britain today and the need to value difference or What does it mean to be a Buddhist / Christian / Hindu / Jew / Muslim / Sikh in Britain today? reflect upon and express, using a variety of media, their own vision for the future of society identifying what is needed now for it to become a reality identify some of the good things and some of the challenges of belonging to a religion for individuals locally evaluate the impact of different interpretations of religious teachings on social and political behaviour identify the relationship between religion and culture giving at least two examples identify some causes and outcomes of religious intolerance and prejudice demonstrating sensitivity in handling a controversial issue express their own ideas about the benefits of living in a society which values a wide range of religious belief and practice and evaluate the extent to which this is a true description of our society today analyse some diverse ways in which Islam is practised in Britain today, giving their own insights into the contribution of diversity within society explain and account for the some influences (e.g. media) on perceptions of Islam in Britain today, giving their own interpretations and insights into the impact of these views on Muslims and on themselves pupils own vision of a better society, identifying the changes needed to bring this about the role religious belief can play in changing society for better (and worse) religions and beliefs found in our area, our county, our country and the role /impact of religion locally, being aware of diversity within religions meeting individuals who belong to a religion in the local region today and find out what belonging means to that person (with a focus on at least two different religions or beliefs) differences of interpretation of the teachings within a religion and their social and political implications understanding the difference between race/ethnicity, religion and culture exploring some causes and outcomes of intolerance and prejudice concerning religion exploring the contribution of religion to a cohesive society reflecting on ways in which people can learn to develop positive and respectful attitudes to others and live positively with religious diversity ways in which British Muslims are following Islam in Britain today ways in which religion is reported in the media, especially with reference to attitudes to Muslims and the impact of this on Muslims, their neighbours and ideas of a cohesive society This question to focus on listening to people of faith, exploring questions of identity and meaning for believers and for pupils themselves Herefordshire Agreed Syllabus for RE

13 Theme Key question Learning outcomes Suggested content Select from these outcomes, making sure there is a balance between Teachers can select content from this column to help pupils explore the key learning about and learning from religion and belief. question and achieve some of the learning outcomes in column 3. Teachers Teachers should plan learning experiences that enable children to be able to: can use different content as appropriate. Ethics and relationships Knowledge, skills and understanding in relation to questions and influences that inform ethical and moral choices; questions of good and evil; key values and principles for living from religions and belief systems and their application in today s world. Good and bad, right and wrong how do I decide? This question is to relation to moral decision making, the guidance offered to believers and the application of this guidance in practice or What matters most? This question is to relation to the values and principles for living of the beliefs studied, applying these in dilemma situations and weighing up their value in moral decision making use correct vocabulary to explain the difference between absolute and relative morality explain the link between what people believe and how they behave making a connection to their own beliefs and behaviour identify the challenges of following a moral code identify the sources of moral authority for Christians, Buddhists, Muslims and/or Jews, evaluating them in relation to their own sources of authority outline a moral dilemma faced by a Christian and suggest what this person might do if guided by the teaching of Jesus/guidance of the church identify a Christian and one other religious response to a contemporary moral issue expressing their own reasoned views on that issue use appropriate vocabulary to outline principles for living in one non-christian religion and explain how these originate in their beliefs explain the Buddhist five moral precepts and contrast them with precepts/rules found in other faiths and in today s secular society; suggest ways in which the Five Moral Precepts may be put into practice in the 21st Century / students' own lives, reflecting on the challenges this may bring in a secular society identify the sources of moral authority for Muslims, analysing their value in relation to their own sources of authority explain Muslim beliefs of iman and ihsan and their impact on Muslim actions, using reasoning and example to express insights into the challenge of living as a Muslim in today s world; evaluate the balance between authority of scripture and human freedom of conscience in at least two codes for living, and the implications of this for society today. key terms: ethics, morality, absolute morality, relative morality how beliefs, values and principles act as a guide for moral decision making where people get their moral values from e.g. society; family; conscience; religion how Christians and Buddhists, Muslims or Jews decide what is right and wrong- teachings of Jesus, Buddha, Torah, Qur an teachings of the Church and advice from adherents from Buddhism, Hadith in Islam and Rabbis in Judaism codes for Living in Christianity, at least one other religion and a non-religious world view; how these principles are applied to everyday living and social and global issues Christianity Teachings of Jesus: Sermon on the Mount ( Matt5-7); Two Great Commandments (Matt 22:36-39) The Golden Rule Matt 7.12 Sheep and the Goats: Matt 25: Buddhism: Noble Eightfold Path; Five Moral Precepts; application of wisdom and compassion Islam: Muslim teachings in the Qur an e.g. righteousness comes from iman, assenting to the seven key beliefs (Qur an 2:177) some things forbidden by Allah (Qur an 7:33) doing the five pillars ihsan (excellence; doing what is good; Hadith of Gabriel) Shariah (Islamic law straight path ) Judaism: Mitvot (commandments) Sikhism: Principles for living/ Teachings of the Gurus Hinduism: Dharma (Duty) 74 Herefordshire Agreed Syllabus for RE

14 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Rights and responsibilities Knowledge, skills and understanding in relation to what religions and beliefs say about human rights and responsibilities, social justice and citizenship, focusing on individuals whose actions are motivated by religious beliefs and values. Standing up for justice: How did Christian beliefs motivate the actions of an inspirational Christian e.g. Martin Luther King, Desmond Tutu or Oscar Romero? Standing up for human rights: How do Buddhist beliefs motivate the actions of Aung San Suu Kyi or the Dalai Lama? explain, using technical vocabulary, some of the key teachings of Christianity and Buddhism on justice and human rights identify some of the ways in which these teaching motivated the actions of the individuals studied identify some of the qualities and virtues these people had, and express own insights about how selected virtues might be demonstrated in their own life today and what difference these might make express own insights into the relevance and impact of religious teaching on justice and service to their own lives and society today. the meaning of justice the teachings of Jesus on justice e.g. the Sermon on the Mount: Matthew 5:38-9; Matthew 5:44. The question about the adulterous woman (John 8:4-7) the injustices that a particular inspirational Christian sought to address; how Christian teachings motivated these actions evaluation of how successful they were and whether their methods would be effective in today s society what human rights are and how they relate to religious beliefs the impact Buddhist teachings, such as the Noble Eightfold Path and the Five Moral precepts, have on the way Buddhists view human rights both individually and corporately the human rights abuses Aung San Suu Kyi or the Dalai Lama has fought against; how their Buddhist beliefs have influenced their non-violent actions Global Issues What religions say about wealth, war, animal rights and the environment At least one of the questions on Global Issues to be explored. Money how should it be used? This question is to relation to religious teaching on wealth and poverty, the relationship between rich and poor, the implications for development issues, the work of religious aid agencies that work to alleviate poverty interpret religious sources on wealth and poverty, offering their own reasoned evaluation of their relevance for today explain why Siddhartha gave up his wealth and began his spiritual request making links with views on material prosperity as a source of happiness today express creatively ideas about what constitutes a rich life; analyse how this may be different from a wealthy life making links with religious teaching give thoughtful and informed reasons as to why religious believers help the poor and less fortunate identify similarities and difference in the beliefs which underpin the work Christian Aid and Islamic Aid religious teaching about possessions, uses and dangers of wealth: e.g. Christianity Luke Rich Man & Lazarus; Matthew 19: Rich young man; Matthew 19: 23-4 Eye of a needle; 1 Timothy 6.10 Love of money; Luke 21: 1-4 Widows Mite; Matthew 6: Giving in secret; 2 Corinthians 8: 1-15 Christian giving; Matthew 25: Service to others Buddhism Experience of Siddhartha Gotama in relation to wealth and happiness Islam Zakat: Qur an 2 v.277 regular giving; Qur an 9. v 60 almsgiving; Qur an dangers of riches why Christians and followers of at least one other religion try to help the poor and how they do this the work of a Christian aid agency such as CAFOD, Christian Aid and an aid agency linked to another religion (such as Islam Aid), with a focus on the beliefs that motivate this action. Herefordshire Agreed Syllabus for RE

15 Theme Key question Learning outcomes Select from these outcomes, making sure there is a balance between learning about and learning from religion and belief. Teachers should plan learning experiences that enable children to be able to: Suggested content Teachers can select content from this column to help pupils explore the key question and achieve some of the learning outcomes in column 3. Teachers can use different content as appropriate. Global Issues What religions say about wealth, war, animal rights and the environment At least one of the questions on the theme of Global Issues to be explored. Living together: are religions a source of peace or a cause of conflict? This question to relation to beliefs of Christians and at least one other religion on peace, an exploration of religion as a cause of conflict and a means of bringing peace reflect on, and express creatively their own and other people s understanding of inner peace interpret religious sources on peace and harmonious living, offering their own reasoned evaluation of their relevance for today explain and offer own reasoned insights into some causes of war and violence in the world give reasoned responses to the question as to whether religion is a source of peace or a cause of conflict identify principles and actions, which could promote peace in the world identify their own responsibilities and actions towards peacemaking The meaning of peace personal peace/ global peace Religious teaching about peace and living in harmony from Christianity and at least one other religion E.g. Christianity Romans (Living at peace) Matthew 5.9 (Peacemakers) Buddhism peace from acceptance of the way things are (3 universal truths) and from nonattachment. Islam Islam meaning Peace ; Jihad as struggle The example and teaching of key religious leaders on peaceful living (e.g. Jesus, Buddha, Muhammad) Is religion a source of peace or a cause of conflict? Religious responses to conflict: Peace-making personal/national Non-violence Pacifism Inter-faith dialogue Whose world is it anyway? This question is to relation to religious teaching on caring for the world, and differing responses to a key environmental issue. explain and offer own reasoned insights into some Christian beliefs and actions, and the beliefs and actions of followers of another religion relating to care for the environment explain the concepts of stewardship and interdependence and give examples comment respectfully on two opposite viewpoints about the world as God s creation in relation to environmental issues expressing a reasoned viewpoint of their own identify their own responsibilities and actions towards care for the world and the environment reasons why religious believers care for the environment and promote its conservation including religious teachings on the relationship between humans and the environment as revealed in Genesis 1-2 and creation stories from at least one other religion differing responses to a key environmental issue such as genetic modification, animal rights, vegetarianism and recognise the dilemma of balancing the needs of societies seeking higher standards of living with responsibility for the environment ensuring a higher quality of life the work of religious organisations involved in the sustainable renewal of the planet and its resources, with a focus on the beliefs that motivate this action 76 Herefordshire Agreed Syllabus for RE

16 How to plan for effective RE at KS3 Part 1: using key questions from the syllabus In planning teachers will need to identify which parts of the programme of study are drawn together to make coherent, manageable teaching units which will enable pupils to achieve the intended learning outcomes identified in the syllabus. Remember the principal aim for RE in Herefordshire:...to engage pupils with enquiring into and exploring questions arising from the study of religion and beliefs, so as to promote their spiritual, moral, social and cultural development. The grid below outlines the processes that need to be part of the medium term planning for good RE. Use the steps on the following pages to help you plan your RE. Theme Key question Outcomes Select content Levelled pupil outcomes (AT1 & AT2) Learning opportunities This theme......raises this important question: The Agreed Syllabus gives some learning outcomes our pupils should achieve through exploring this question: So we ve selected this material to address the question: Specifically, we want them to be able to......so that they can say I can... do X (Use the skills highlighted in the levels: understand make links ask questions explain apply reflect interpret analyse synthesise discern evaluate) This is how we are going to enable our students to develop the identified skills using some engaging stimuli and some active and thoughtful learning experiences. (Make sure that the activities enable students to practise and develop all of the appropriate skills across a key stage.) Herefordshire Agreed Syllabus for RE

17 Planning guidance for KS3 1 Look at p 65 to choose a question that suits the age of your students and fits in with whole school planning. 1. Select key question 2 2. Select learning outcomes Look at the learning outcomes for your key question (column 3 pp 67-76). Select the outcomes appropriate to the age of your students, balancing learning about and learning from religion and beliefs Select specific content Look at the suggested content for your key question (column 4 pp 67-76). Select the best content to help you to deliver the learning outcomes in an engaging way Learning opportunities Use some engaging stimuli and imaginative activities to enable your students to achieve the levelled outcomes. 4 you want your students to be able to do as a result of 4. Assessment: write levelled student outcomes ( I can... ) Turn the learning outcomes into student-friendly I can statements. Do this by using the levels of attainment (pp 89-90) and work out just what it is that their learning. Be clear about the skills they will develop. This process allows assessment to be integrated throughout the teaching unit, so that there is no need for an end of unit assessment activity. 78 Herefordshire Agreed Syllabus for RE

18 How to plan for effective RE at KS3 Part 2: devising your own questions Sometimes schools will have a good reason to extend their RE beyond the key questions provided. This might because there is a whole-school theme to address, or there are opportunities for focused cross-curricular units. Where schools are planning to devise additional or alternative questions, the following planning steps should be used to ensure quality RE is taught. Remember the principal aim for RE in Herefordshire:...to engage pupils with enquiring into and exploring questions arising from the study of religion and beliefs, so as to promote their spiritual, moral, social and cultural development. Whether addressing a whole school theme, or some cross-curricular theme, you need to be thinking: what questions are we exploring? how do they arise from religion and belief? what relevance do they have to pupils? what will this series of lessons or the exploration of this question contribute to the personal development of my pupils? is the RE distinctive and recognisable within the cross-curricular unit? Teachers must also ensure that, across a key stage, the questions reflect the breadth of study at each key stage, in terms of themes, fields of enquiry, religions and beliefs. The grid below outlines the processes that need to be part of the medium term planning for good RE. Use the steps on the next page to help you plan your cross-curricular RE. Theme Key question Outcomes Select content Levelled pupil outcomes (AT1 & AT2) Learning opportunities This...raises this The Agreed So we ve Specifically, we want them to This is how we are theme... important question: Syllabus gives some learning selected this material to be able to... going to enable our students to develop (either RE outcomes our address the...so that they can say I can... the identified skills theme or (Devise students should question: do X using some whole- appropriately achieve engaging stimuli school open through (Either use (Use the skills highlighted in and some active theme) question) exploring this question: (Either use existing RE learning outcomes or devise your own, using syllabus as model) Learning outcomes column 3 in the Programme of Study or choose appropriate content from religions and beliefs) the levels: understand make links ask questions explain apply interpret analyse synthesise discern evaluate) and thoughtful learning experiences. (Don t forget the skills you want student to develop. Make sure that the activities enable students to practise and develop all the appropriate skills across the key stage.) Herefordshire Agreed Syllabus for RE