Cumbria Agreed Syllabus for Religious Education

Transcription

1 Cumbria Agreed Syllabus for Religious Education CCC J/N Revised 2011 Serving the people of Cumbria cumbria.gov.uk

2 Contents About Religious Education in the Curriculum What is the statutory basis of this Agreed Syllabus? What are the minumum time requirements? What religions and beliefs should be taught? What contribution does RE make to learning across the curriculum? How can RE support the values of the curriculum? Why is Religious Education important? What are the Aims of Religious Education? How are the aims of Religious Education to be taught? What are the two Attainment Targets for RE? What is enquiry in RE? What skills are to be developed in RE? What attitudes are to be developed in Religious Education? How should attainment be assessed at the end of each key stage? What are the RE Level Descriptions? What are some examples of pupil friendly I can statements for pupil s self-assessment in RE? What are some examples of linking Key Skills to learning experiences? Programmes of Study Key Stage 1 Buddhism Christianity Hinduism Islam Judaism Sikhism Key Stage 2 Key Stage 3 Key Stage 4 Key Stage 5 Buddhism Christianity Hinduism Islam Judaism Sikhism Buddhism Christianity Hinduism Islam Judaism Sikhism Buddhism Christianity Hinduism Islam Judaism Sikhism God and spirituality Religion and society Philosophy and ethics

3 Cumbria Agreed Syllabus for Religious Education Foreword With Cumbria Standing Advisory Council for Religious Education (SACRE) I am delighted to present this 2011 Agreed Syllabus which provides the framework for Religious Education in Community and Voluntary Controlled schools in Cumbria. Academies are also advised to use this syllabus. It gives the responsibility to each school to develop schemes of work in accordance with the appropriate programme of study at each statutory stage of education. This Agreed Syllabus builds on the work which schools have been doing following the introduction of the 1998 syllabus and its revision in Religious Education aims to give pupils opportunities to develop their knowledge and understanding of religion and beliefs and to contribute to the development of their own beliefs and values. Children and young people have an entitlement to receive Religious Education. Everyone has their unique view of the world and Religious Education is about exploring these views. Religious Education can be taught using exciting and rigorous methodologies by teachers with a variety of backgrounds and viewpoints in a way that is relevant to all pupils. I am particularly grateful to the following members of the SACRE Agreed Syllabus working group for their detailed work, insight and professionalism in producing this syllabus: Carolyn Reade Irene Roberts-Green Jane Yates Emma McVittie Penny Hollander Richard Cox Robin Lacey Wendy Ridley Additionally the following made valuable contributions to the review process and to the development of this syllabus: Rachel Fleming Fiona Fletcher Marty McCanny Gemma Anderson Georgia Prescott Helen Wren Janet Dewhurst Jill Wilson Lizzie Morris I would also like to thank Shap Endowed CE School and Kingmoor Junior School for some examples of pupil work in RE that are included in this Agreed Syllabus. Finally on behalf of the Authority, I would like to thank SACRE as the Agreed Syllabus Conference, under the leadership of Wendy Ridley for the extensive work involved in developing this Agreed Syllabus. Julia Morrison Director of Children s Services

4 About Religious Education in the curriculum Pupils should not just learn about religion but also about themselves from religion

5 Cumbria Agreed Syllabus for Religious Education What is the statutory basis of this Agreed Syllabus? Religious Education (RE) is, by law, locally determined. The Cumbria Standing Advisory Council for Religious Education (SACRE) must convene an Agreed Syllabus Conference every five years to review the existing syllabus. This SACRE approved syllabus is the basis on which all work in RE should be planned in Cumbria s community and voluntary controlled schools. Schools and governing bodies are required to ensure that all learners gain their statutory entitlement to RE throughout all years of compulsory education and in the sixth form. This has been part of statute since It was reinforced in the 1988 Education Reform Act and it remains so today. The requirement to teach RE does not apply to nursery classes but does to those pupils in reception. Collective Worship is not part of the taught curriculum and is not part of the recommended time for teaching RE. This syllabus is not designed to indoctrinate pupils, or urge a particular religion or belief on pupils. It is the head teacher s duty to ensure that: RE is provided in accordance with this Agreed Syllabus for all registered pupils at the school; there are appropriate resources and staffing to meet the aims of RE; parents receive an annual written report on their child(ren) s progress in RE; requests from parents for the withdrawal of their child(ren) from RE are responded to and alternative arrangements made, so long as it does not incur any additional cost to the school or the local authority. The governing body is responsible for ensuring that: RE is included in the basic curriculum; sufficient time and resources are devoted to RE to ensure the school meets its legal obligations and provides an RE curriculum of quality. What are the minimum time requirements? RE is a core area of the curriculum. The syllabus is based upon the expectation that the equivalent of at least one hour a week is devoted to RE at each of the five Key Stages. This may be a lesson a week or it may be used flexibly to enable more sustained work, or cross-curricular work. All curriculum models must ensure that there is continuity, coherence and progression in all school years. Students taking full course GCSE or A level RS will require considerably more time than this minimum requirement. 1

6 What religions and beliefs should be taught? Christianity should be studied throughout each key stage. The other five principal religions represented in Britain should be studied across the key stages. By the end of Key Stage 2 pupils should have an adequate understanding of at least three religions. They should also have knowledge of aspects of other religions and beliefs, especially those with a significant local presence. By the end of Key Stage 3 pupils should have encountered all five of these principal religions in sufficient depth. Schools should liaise across the key stages to allow the full range of religions to be studied over the key stages. For the purpose of this syllabus the five principal religions, other than Christianity, are divided into: Group A - Judaism and Islam Group B - Hinduism, Buddhism and Sikhism Foundation Stage In Key Stage 1 In Key Stage 2 In Key Stage 3 In Key Stage 4 In Key Stage 5 Learners should experience enquiry based RE related activities from a range of world religions to contribute to the Foundation Stage curriculum requirements. Christianity one religion from either Judaism, Islam, Hinduism, Buddhism or Sikhism knowledge of aspects of other religions and beliefs, especially those with a significant local presence Christianity the same other religion as studied in Key Stage 1 another religion from the other group knowledge of aspects of other religions and beliefs, especially those with a significant local presence Christianity one religion from Group A (Judaism or Islam) one religion from Group B (Hinduism, Buddhism or Sikhism) knowledge of aspects of other religions and beliefs, especially those with a significant local presence Either the following: Christianity one religion from Group A (Judaism or Islam) one religion from Group B (Hinduism, Buddhism or Sikhism) knowledge of aspects of other religions and beliefs, especially those with a significant local presence Or; an RS course leading to a nationally recognised qualification or certification Either an RS course leading to a nationally recognised qualification Or; the material from the Key Stage 5 section of this syllabus To ensure that all pupils voices are heard and the RE curriculum is broad and balanced, opportunities may also be created for pupils to explore other beliefs such as: religious traditions such as the Bahá í faith, Jainism and Zoroastrianism secular philosophies such as humanism. Pupils should study how religions and beliefs relate to each other, recognising both similarities and differences within and between them. They should be encouraged to reflect on the significance of interfaith dialogue and the important contribution religion can make to combating prejudice and discrimination. 2

7 Cumbria Agreed Syllabus for Religious Education How can Religious Education support the values of the curriculum? RE actively promotes the values of truth, justice and respect for all and care of the environment. It places specific emphasis on: pupils valuing themselves and others; the role of family and the community in religious belief and activity; the celebration of diversity in society through understanding similarities and differences; sustainable development of the earth. RE also recognises the changing nature of society, including changes in religious practice and expression, and the influence of religion and belief in the local, national and global community. What contribution does RE make to learning across the curriculum? RE provides opportunities for all pupils to learn and achieve RE is a stimulating, interesting and enjoyable subject which encourages pupils to learn, enquire and evaluate what religions have to say about the fundamental questions of life. It fosters in learners an understanding of the influence of religion and beliefs both locally and globally. It enhances the capacity to think coherently and consistently, enabling pupils to evaluate their own and others views in a reasoned and informed manner. RE promotes pupils spiritual, moral, social and cultural development (SMSC) and prepares pupils for the opportunities, responsibilities and experiences of life RE seeks to develop pupils awareness of themselves. RE has an important role in preparing pupils for adult life, employment and lifelong learning. It assists them to flourish individually within their communities and as citizens in a diverse society and global community. It enables pupils to appreciate their own and others beliefs and their impact on individuals and societies. Pupils are encouraged to reflect on their own self-worth and uniqueness as human beings. RE plays a key role in the promotion of spiritual, moral, social and cultural development in schools. RE contributes to the spiritual development of pupils by: exploring powerful questions of meaning and truth; understanding the importance of feelings, emotions and experiences in religious belief and practice; considering the value, purpose and dignity of human beings; considering how religions and beliefs express key ideas and experiences; reflecting on who and what matters in life. RE contributes to the moral development of pupils by: reflecting on key values and ethics within religions and beliefs; considering influences on moral choices and ethical decision making; reflecting on what is of ultimate value; developing a sense of conscience and responsibility. RE contributes to the social development of pupils by: studying a range of social issues and communicating their findings and ideas; reflecting on how religions and beliefs lead to particular actions and concerns. 3

8 Why is Religious Education important? RE is important because it enables the young people of Cumbria to express their own enquiring, informed and reflective views of beliefs and values. Enquiring: RE provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. This involves an enquiry into the philosophical, religious and moral concepts by which systems of belief respond to questions of ultimate meaning. Informed: RE develops pupils knowledge and understanding of religion and beliefs that offer responses to challenging questions. It enhances an understanding of teachings, practices and forms of expression. It encourages pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and empowers pupils to combat prejudice. Reflective: RE offers opportunities for personal reflection and spiritual development. RE involves pupils in learning from different religions, beliefs, values and traditions, while exploring their own beliefs and questions of meaning. It encourages pupils to think and question, challenging them to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to express their responses. What are the Aims of Religious Education? The aims of RE are to enable young people to be: Enquiring: that pupils develop curiosity about life, willing to enquire into questions of ultimate meaning and worth and the concepts by which religions, beliefs and values seek to address challenging questions. Informed: that pupils develop the skills and attitudes that enable them to be well-informed about the religious and nonreligious responses to the big questions of life and how these are expressed through practice. This includes both knowing and understanding beliefs and values including the concepts through which these are expressed. The emphasis is on enabling young people to be pro-active in the process of informing themselves, not solely dependent on being informed by others. Reflective: that pupils develop the ability to reflect on and express their own views while thinking about other people s beliefs and values. Pupils are able to think and question, to consider, analyse, and evaluate issues of truth, belief, faith and ethics and to express their responses. They learn from as well as about religion. They reflect upon beliefs and values both rationally and effectively as part of their own spiritual development. Expressing: that pupils develop the confidence and ability to express respectfully their knowledge, understanding and views. They are able to participate in their own learning by expressing the questions and concepts they wish to explore. 4

9 Cumbria Agreed Syllabus for Religious Education How are the Aims of Religious Education to be taught? The four aims of RE should then determine the process of planning a unit of work for RE as follows: Enquiring: identifying questions and concepts for investigation. Expressing: planning for active involvement and response. Reflective: providing opportunities for evaluating and responding. Informed: selecting knowledge and understanding for active learning. This diagram is a methodology for teaching and learning. Any of the four elements could be the starting point for planning or for delivery in the classroom but a balance of all four elements should be included during a unit of work to ensure the main aims and purpose of RE are met. What are the two Attainment Targets for RE? The two Attainment Targets must be treated with equal importance and be inter-related - neither should be taught in isolation. They correspond to the aims of RE: informed and reflective. Enquiring and expressing do not have associated attainment targets as they are integral to the whole process of teaching and learning. AT1 Informed: AT2 Reflective: Skills & Attitudes to know and understand (Learning about Religion and beliefs) Skills and attitudes enabling pupils to be well-informed about the religious and non-religious responses to the big questions of life and how these are expressed through practice. Ability to express, evaluate and respond. (Learning from Religion and beliefs) Pupils reflect on and express their own views while thinking about the beliefs and values of others. 5

10 What is Enquiry in RE? Enquiry in RE is integral to the whole process of teaching and learning. Enquiry requires that young people be encouraged, enabled and challenged to question and be curious about the meaning, purpose and value of life. Enquiry involves both teachers and pupils identifying the main question or concept to be investigated. A question involves a concept; for example, the question Is God a superhero? involves the concept of God or deity. The question What are crosses for? involves the concepts of symbolism and life after death. Concepts are ideas which are used to interpret human experience and make sense of the world. Religious traditions use distinctive concepts to express their experience and their understanding of the world. Enquiry in RE is divided into 6 areas which are linked to key skills and concepts to support teachers planning. The list opposite is not exhaustive nor are the areas of enquiry separate from each other. There is overlap between them which can be built on to deepen and broaden learners experience and understanding of religion and beliefs. AT1 Informed (Learning about religion and beliefs) Area of Enquiry Key Concepts Include Key Skills Include 1 Beliefs, teachings and sources This is about interpreting key religious, philosophical and theological concepts; authorities; teachings from sacred texts doctrines, ethical and social teachings. 2 Practices and ways of life This about exploring the impact of religion and belief on people s lives and behaviour, recognising that there is diversity within and between religions and belief systems, that they change over time and are influenced by culture. 3 Forms of expressing meaning This is about appreciating the wide varieties of ways in which religion, doctrines and beliefs are expressed and interpreted, through, for example, art and symbolism. authority, deity, enlightenment, God, life after death, revelation, salvation, soul, truth worship, belonging, celebration, charity, commitment, faith, meditation, morality, prayer, responsibility, ritual analogy, devotion, imagery, metaphor, myth, parable, remembrance, sacredness, symbolism analysis, evaluation, interpretation enquiry, investigation, synthesis communication, expression AT2 Reflective (Learning from religion and beliefs) Area of Enquiry Key Concepts Include Key Skills Include 4 Identity, diversity and belonging This is about understanding the ways in which religions and beliefs impact on individual identity, on communities and societies. This contributes to learners social and cultural development. 5 Meaning, purpose and truth This is about understanding the ways in which religions and beliefs impact on individual identity, on communities and societies. This contributes to learners social and cultural development. 6 Values and commitments This is about understanding the ways in which religions and beliefs impact on individual identity, on communities and societies. This contributes to learners social and cultural development. community(ies), conflict, conversion, dialogue, identity(ies), individuality, loyalty, religious experience, spiritual awareness, spiritual friendship, values change, creation, doubt, evil, good, justice, life and death, rights and responsibilities, suffering commitment, compassion, duty, generosity, love, right and wrong, wisdom, values analysis, evaluation, interpretation asking and exploring theological and philosophical questions, explanation empathy, reflection, evaluation 6

11 Cumbria Agreed Syllabus for Religious Education What skills are to be developed in RE? Progress in RE is dependent on pupils increasingly having opportunities to develop a range of skills. This will enable them to understand the concepts. Skills which are central to RE are: Investigation which includes: Asking relevant questions. Knowing how to use different types of sources as a way of getting information. Knowing what may constitute evidence for understanding religion. Interpretation which includes: The ability to draw meaning from artefacts, works of art, poetry and symbolism. The ability to interpret religious language. The ability to suggest meanings of religious texts. Reflection which includes: The ability to think reflectively about feelings, relationships, experience, ultimate questions, beliefs and practises. Empathy which includes: The ability to consider the thoughts, feelings, experiences, attitudes, beliefs and values of others. Developing the power of imagination to identify feelings such as love, wonder, forgiveness and sorrow. The ability to understand the world through the eyes of others and to see issues from their point of view. Application which includes: Making the association between religions and individual, community, national and international life. Identifying key religious values and their interplay with secular values. Evaluation which includes: The ability to debate issues of religious significance with reference to evidence and argument. Weighing the respective claims of self-interest, consideration for others, religious teaching and individual conscience. Analysis which includes: The ability to distinguish between opinion, belief and fact. The ability to distinguish between the features of different religions. Synthesis which includes: Linking significant features of religious and individual, community, national and international life. Identifying key religious values and their interplay with secular ones. Expression which includes: The ability to explain concepts, rituals and practices. The ability to identify and articulate matters of deep conviction, concern and respond to religious issues through a variety of media. The ability to communicate the significance of religious symbols, technical terms and religious imagery. The ability to pursue a line of enquiry, to give an informed opinion and express a personal viewpoint. 7

12 What attitudes are to be developed in Religious Education? The following four attitudes are essential for good learning in RE and should be developed at each stage or phase of RE: self-awareness. respect for all. open-mindedness. appreciation and wonder. Self-awareness in RE includes pupils: feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule. developing a realistic and positive sense of their own religious, moral and spiritual ideas. recognising their own uniqueness as human beings and affirming their self-worth. becoming increasingly sensitive to the impact of their ideas and behaviour on other people. Respect for all in RE includes pupils: developing skills of listening and a willingness to learn from others, even when others views are different from their own. being ready to value difference and diversity for the common good. appreciating that some beliefs are not inclusive and considering the issues that this raises for individuals and society. being prepared to recognise and acknowledge their own bias. being sensitive to the feelings and ideas of others. Open-mindedness in RE includes pupils: being willing to learn and gain new understanding. engaging in argument or disagreeing reasonably and respectfully (without belittling or abusing others) about religious, moral and spiritual questions. being willing to go beyond surface impressions. distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith. Appreciation and wonder in RE includes pupils: developing their imagination and curiosity. recognising that knowledge is bounded by mystery. appreciating the sense of wonder at the world in which they live. developing their capacity to respond to questions of meaning and purpose. How should attainment be assessed at the end of each key stage? It is essential to measure pupils attainment in order to ensure that learning objectives are met and to plan future learning. Teachers should make separate judgements about pupils attainment in each of the Attainment Targets. Results should not be aggregated since pupils can have marked differences in their levels of performance in the two Attainment Targets. In the Foundation Stage, children s attainment is assessed in relation to the Foundation Stage curriculum requirements. The level descriptions provide the basis on which to make judgements about pupils performance at the end of KS1, 2 and 3. At KS4, national qualifications are often the means of assessing attainment - where this does not apply the level descriptions should be used. The range of levels within which the majority of pupils are expected to work: Key Stage Key Stage Key Stage Key Stage 4 5-EP There are no national statutory assessment requirements in RE, but Cumbrian schools may report to parents on pupils progress in terms of these levels of attainment. At the end of KS3 teacher assessments based on the levels of attainment should be reported to parents. 8

13 Cumbria Agreed Syllabus for Religious Education What are the RE Level Descriptions? AT1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols and other verbal and visual forms of religious expression. AT1 Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. AT1 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression. AT1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people s lives. They suggest meanings for a range of forms of religious expression. AT1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Level 1 Level 2 Level 3 Level 4 Level 5 AT2 Pupils talk about their own experiences and feelings about religion and belief, what they find interesting or puzzling about them and what is of value and concern to themselves and to others. AT2 Pupils ask, and respond sensitively to, questions about their own and others experiences and feelings about religion and belief. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. AT2 Pupils identify what influences them, making links between aspects of their own and others experiences. They ask important questions about religion and beliefs, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. AT2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people s lives. They describe what inspires and influences themselves and others. AT2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others lives. They explain what inspires and influences them, expressing their own and others views on the challenges of belonging to a religion. 9

14 AT1 Pupils use religious and philosophical vocabulary to give informed accounts of religions and beliefs, explaining the reasons for diversity within and between them. They explain why the impact of religions and beliefs on individuals, communities and societies varies. They interpret sources and arguments, explaining the reasons that are used in different ways by different traditions to provide answers to ultimate questions and ethical issues. They interpret the significance of different forms of religious, spiritual and moral expression. AT1 Pupils use a wide religious and philosophical vocabulary to show a coherent understanding of a range of religions and beliefs. They analyse issues, values and questions of meaning and truth. They account for the influence of history and culture on aspects of religious life and practice. They explain why the consequences of belonging to a faith are not the same for all people within the same religion or tradition. They use some of the principal methods by which religion, spirituality and ethics are studied, including the use of a variety of sources, evidence and forms of expression. AT1 Pupils use a comprehensive religious and philosophical vocabulary to analyse a range of religions and beliefs. They contextualise interpretations of religion with reference to historical, cultural, social and philosophical ideas. They critically evaluate the impact of religions and beliefs on differing communities and societies. They analyse differing interpretations of religious, spiritual and moral sources, using some of the principal methods by which religion, spirituality and ethics are studied. They interpret and evaluate varied forms of religious, spiritual and moral expression. AT1 Pupils use a complex religious, moral and philosophical vocabulary to provide a consistent and detailed analysis of religions and beliefs. They evaluate in depth the importance of religious diversity in a pluralistic society. They clearly recognise the extent to which the impact of religion and beliefs on different communities and societies has changed over time. They provide a detailed analysis of how religious, spiritual and moral sources are interpreted in different ways, evaluating the principal methods by which religion and spirituality are studied. They synthesise effectively their accounts of the varied forms of religious, spiritual and moral expression. Level 6 Level 7 Level 8 Exceptional Performance AT2 Pupils use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues. They express insights into their own and others views on questions of identity and belonging, meaning, purpose and truth. They consider the challenges of belonging to a religion in the contemporary world, focusing on values and commitments. AT2 Pupils articulate personal and critical responses to questions of meaning, purpose and truth and ethical issues. They evaluate the significance of religious and other views for understanding questions of human relationships, belonging, identity, society, values and commitments, using appropriate evidence and examples. AT2 Pupils coherently analyse a wide range of viewpoints on questions of identity, belonging, meaning, purpose, truth, values and commitments. They synthesise a range of evidence, arguments, reflections and examples, fully justifying their own views and ideas and providing a detailed evaluation of the perspectives of others. AT2 Pupils analyse in depth a wide range of perspectives on questions of identity and belonging, meaning, purpose and truth, and values and commitments. They give independent, well informed and highly reasoned insights into their own and others perspectives on religious and spiritual issues, providing well-substantiated and balanced conclusions.

15 Cumbria Agreed Syllabus for Religious Education *What are some examples of pupil friendly I can statements for pupil s self-assessment in RE? AT1 Informed (Learning about religion and beliefs How pupils develop their knowledge, skills and understanding with reference to: AT2 Reflective (Learning from religion and beliefs) How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings & sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments I can... I can... I can... I can... I can... I can... 1 remember a Christian (Hindu, etc) story and talk about it 1 e.g. talk about the story of Diwali 2 tell a Christian (Sikh, etc) story and say some things that people believe 2 e.g. tell the story of the birth of Jesus, say that Christians believe in God 3 describe what a believer might learn from a religious story 3 e.g. make a connection between the story of the forming of the Khalsa and the need for Sikhs to be brave in times of trouble e.g. make a connection between forgiveness & the story of the Prodigal Son use the right names for things that are special to Buddhists (Jews, etc.) e.g. say That is a Church, or She s praying when my teacher shows me a picture talk about some of the things that are the same for different religious people e.g. say that Christians and Jews both have holy books describe some of the things that are the same and different for religious people e.g. note how Muslims and Sikhs both treat their holy books with respect by keeping them higher than other books e.g. note that Muslims and Christians both pray but in different ways recognise religious art, symbols and words and talk about them e.g. say That is a Star of David when my teacher shows me a picture say what some Christian (Muslim, etc.) symbols stand for and say what some of the art (music, etc.) is about e.g. say that the cross reminds Christians that Jesus died on a cross; e.g. say that some people dance, sing, recite for God use religious words to describe some of the different ways in which people show their beliefs e.g. label a picture of Shiva Nataraja to show links with Hindu beliefs about God e.g. identify special Jewish symbols and interpret their importance for Jewish people talk about things that happen to me e.g. talk about how I felt when my baby brother was born ask about what happens to others with respect for their feelings e.g. say Was Jonah hurt after being inside the big fish? e.g. ask Why do Jewish people say sorry at Rosh Hashanah? compare some of the things that influence me with those that influence other people e.g. talk about how Jesus influenced his disciples and how friends influence me e.g. talk about my beliefs and how they influence me linking with how key Jewish beliefs influence Jewish people today talk about what I find interesting or puzzling in life e.g. say I like the bit when Krishna helped his friend e.g. Why do people fight? talk about some things in stories that make people ask questions e.g. say It was mysterious when God spoke to Moses e.g. say I wonder how David had the courage to fight Goliath ask important questions about life and compare my ideas with those of other people e.g. ask why many people believe in life after death, giving my view and comparing with a particular religious view talk about what is important to me and to other people e.g. talk about how I felt when I gave a present to my friend and how I think that made my friend feel talk about what is important to me and to others with respect for their feelings e.g. say I agree with the rule about not stealing as stealing is not fair e.g. say I was sad for my friend when his pet died. I tried to comfort him. link things that are important to me and other people with the way I think and behave e.g. talk about how listening to a story about generosity might make me behave when I hear about people who are suffering 11

16 AT1 Informed (Learning about religion and beliefs How pupils develop their knowledge, skills and understanding with reference to: AT2 Reflective (Learning from religion and beliefs) How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings & sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments I can... I can... I can... I can... I can... I can... 4 make links between the beliefs (teachings, sources, etc.) of different religious groups and show how they are connected to believers lives 4 e.g. make links between Qur anic and Biblical sources and Muslim and Jewish charities e.g. connect some sayings of Jesus with different Christian beliefs about animals or giving 5 suggest reasons for the variety of beliefs which people hold, and explain how religious sources are used to provide answers to important questions about life and morality 5 e.g. compare different Jewish beliefs about the Messiah and say how different interpretations may come about, using biblical and other texts to illustrate their answers e.g. compare different Christian beliefs about the resurrection use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups e.g. compare the way that Hindus and Buddhists might meditate e.g. compare ideas about pilgrimage in Christianity and Hinduism describe why people belong to religions and explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities e.g. write an account of Hajj which explains why many Shi a Muslims will go on to visit the tomb of Ali because they believe that he was the rightful successor to the Prophet Muhammad (PBUH) express religious beliefs (ideas, feelings, etc.) in a range of styles and words used by believers and suggest what they mean e.g. draw and label the key features inside two churches, indicating their meaning for those who worship there use a wide religious vocabulary in suggesting reasons for the similarities and differences in forms of religious, spiritual and moral expression found within and between religions e.g. produce a survey of forms of creative religious expression and suggestions for similarities and differences between them e.g. consider how religious symbols are used in Christianity and Hinduism, suggesting similarities & differences in their use ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others e.g. write an imaginary interview with a member of a minority religious community, referring to the beliefs which sustain them give my own and others views on questions about who we are and where we belong and on the challenges of belonging to a religion and explain what inspires and influences me e.g. write a question and answer style report on what it may like to be a member of a religious community in Britain today and outline what impresses me about this religious identity and community ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by me as well as members of different religious groups or individuals e.g. write some questions about life after death and provide answers that refer to resurrection and reincarnation ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth and my own and others lives e.g. write a short story which raises questions about what is true and which relates to my own personal search for meaning in life and compare this with the 4 Noble truths in Buddhism ask questions about the moral decisions I and other people make, and suggest what might happen as a result of different decisions, including those made with reference to religious beliefs / values e.g. write a report about the environment and suggest what might happen depending on different moral choices that could be made ask questions about things that are important to me and to other people and suggest answers which relate to my own and others lives e.g. write a report on a moral issue in the news, interviewing key people in the debate and including religious views and the potential impact of those views on their own and others lives 12

17 Cumbria Agreed Syllabus for Religious Education AT1 Informed (Learning about religion and beliefs How pupils develop their knowledge, skills and understanding with reference to: AT2 Reflective (Learning from religion and beliefs) How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings & sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments I can... I can... I can... I can... I can... I can... 6 say what religions teach about some of the big questions of life, using different sources and arguments to explain the reasons for diversity within and between them 6 e.g. complete a poster demonstrating two contrasting religious views on evil and suffering and making reference to religious texts and teachings which support the alternative teachings 7 present a coherent picture of religious beliefs, values and responses to questions of meaning and truth which takes account of personal research on different religious topics and a variety of sources 7 e.g. using books and the internet, investigate Sikh beliefs about the importance of the Guru and do a presentation which coherently illustrates a variety of views say what different practices and ways of life followers of religions have developed, explaining how beliefs have had different effects on individuals, communities and societies e.g. prepare a guide for Anglican Christians on the celebration of Easter in the Orthodox Church, showing how resurrection belief is expressed in different ways show how religious activity in today s world has been affected by the past and by traditions, and how belonging to a religion may mean different things to different people, even within the same religion e.g. produce two penpictures of Muslims from different communities and explain how history and culture have influenced the way they put their faith into practice in different ways use correct religious and philosophical vocabulary in explaining what the significance of different forms of religious, spiritual and moral expression might be for believers e.g. produce a booklet illustrating and explaining different sorts of symbolic expression involved in the life of a Buddhist monk or nun use a wide religious and philosophical vocabulary as well as different of forms of expression in presenting a clear picture of how people express their religious, spiritual and ethical beliefs in a variety of ways e.g. produce an illustrated guide to representations of Jesus from different times and cultures, explaining the Christian beliefs and values presented through the different media consider the challenges of belonging to a religion today with reference to my own and other people s views on human nature and society, supporting those views with reasons and examples e.g. write a news report on different Sikh attitudes to aspects of British culture, explaining how Sikh views of human nature and society affect their views e.g. write a news report on being a Muslim in Britain today, considering issues of stereotyping and prejudice give my personal view with reasons and examples on what value religious and other views might have for understanding myself and others e.g. produce a summary of my own personal and social relationships alongside an analysis of Hindu and other insights into human nature and community use reasoning and examples to express insights into my own and others views on questions about the meaning and purpose of life and the search for truth e.g. produce a booklet of ideas about the Good Life (or about the soul and ahimsa in Hinduism) with reference to religious and non-religious points of view and their own conclusions give my personal view with reasons and examples on what value religious and other views might have for understanding questions about the meaning and purpose of life e.g. following research into samsara and nirvana, produce a dialogue I might have with a Buddhist about the future of humanity use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues, focusing on things that are important to me e.g. produce an e-media presentation on religious views of terrorism with reference to religious and non-religious points of view and their own conclusions e.g. produce a multi-media presentation on the place of religion in today s world give my personal view with reasons and examples on what value religious and other views might have for understanding what is important to me and to other people e.g. following research into Jewish and Humanist views on faith schools, produce a report with my recommendations on an application for a new Jewish foundation school 13

18 AT1 Informed (Learning about religion and beliefs How pupils develop their knowledge, skills and understanding with reference to: AT2 Reflective (Learning from religion and beliefs) How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings & sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments I can... I can... I can... I can... I can... I can... 8 analyse the results of different sorts of research and place interpretations of religious, spiritual and moral sources in their historical, cultural, social and philosophical contexts 8 e.g. research the internet and interview individuals to produce a contextual comparison of interpretations of the resurrection of Jesus EP provide a consistent and detailed analysis of religions and beliefs and of how religious, spiritual and moral sources are interpreted in different ways, with an evaluation of the different methods of study used to conduct the analysis EP e.g. write an article on mystical experience which includes an evaluation of the research techniques used to gather information about it weigh up different points of view and come to a conclusion on how religions and beliefs make a difference to communities and societies in different times and places e.g. conduct a questionnaire and produce findings on whether religion has had a mostly good or bad effect on different local communities evaluate in depth the importance of religious diversity in a pluralistic society and demonstrate how religion and beliefs have had a changing impact on different communities over time e.g. write a report on a local religious community which analyses their place within wider society and evaluates the factors which have affected how relations with other local groups have changed over time use a comprehensive religious and philosophical vocabulary in weighing up the meaning and importance of different forms of religious, spiritual and moral expression e.g. select some items of Buddhist artistic expression for an exhibition and produce a booklet of explanations of the symbolism and impact of the items for Buddhist belief and practice over time use a complex religious, moral and philosophical vocabulary in effectively synthesising my accounts of the varied forms of religious, spiritual and moral expression e.g. prepare a virtual tour of a local place of worship which uses digital pictures of artefacts and architecture and includes consistent explanations of the symbolism employed in expressing religious, spiritual and moral beliefs ideas and feelings weigh up in detail a wide range of viewpoints on questions about who we are and where we belong, and come to my own conclusions based on evidence, arguments, reflections and examples e.g. write an article entitled, What is a Jew? making use of Jewish and non-jewish points of view and coming to a conclusion that takes account of religious, cultural and philosophical perspectives analyse in depth a wide range of perspectives on questions about who we are and where we belong and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with wellsubstantiated and balanced conclusions e.g. research one Eastern and one Western religious view of human nature and write a report with conclusions on how far the two can be harmonised weigh up in detail a wide range of viewpoints on questions about truth and the meaning and purpose of life, and come to my own conclusions based on evidence, arguments, reflections and examples e.g. write a speech for or against the motion that science will one day remove all need for religion, coming to a conclusion that takes account of religious, philosophical and historical perspectives analyse in depth a wide range of perspectives on questions about who we are and where we belong and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with wellsubstantiated and balanced conclusions e.g. research the history of human achievement and kindness within two religions / belief systems and write a message in defence of human beings to an alien species who think it would be better to wipe us off the face of the planet weigh up in detail a wide range of viewpoints on questions about values and commitments, and come to my own conclusions based on evidence, arguments, reflections and examples e.g. write a dialogue between a Muslim and Hindu on how religious insights might save us from environmental disaster and write a conclusion that takes account of religious and social perspectives analyse in depth a wide range of perspectives on questions about values and commitments and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with wellsubstantiated and balanced conclusions *Cumbria SACRE acknowledges with thanks that the source of these I can statements is RE Online. 14