Herefordshire Agreed Syllabus for Religious Education Programmes of Study Key Stage 2

Transcription

1 Herefordshire Agreed Syllabus for Religious Education Programmes of Study Key Stage 2 Herefordshire Agreed Syllabus for RE

2 Programme of Study Key Stage 2 What is RE about at Key Stage 2? During Key Stage 2 pupils should begin to engage in a more systematic study of religion whilst at the same time reflecting on their own beliefs, values and questions. Pupils should study Christianity throughout the four years and also learn about aspects of Hinduism, Islam and Sikhism. They should begin to recognise the impact of religion and belief locally, nationally and globally and consider the different forms of religious expression. At the same time they should identify ideas and practices that are shared by religions. Pupils should continue to reflect upon their own and others' beliefs and experiences so that their spiritual and moral development is promoted. Pupils should consider the beliefs, teachings, practices and ways of life central to religion learn about sacred texts and other sources and consider their meanings begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs and the importance of dialogue between them extend the range and use of specialist vocabulary recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true communicate their ideas, recognising other people s viewpoints consider their own beliefs and values, and those of others, in the light of their learning in religious education. Which religions and beliefs should be taught at Key Stage 2? 1. The study of Christianity and, 2. Hinduism, Islam and Sikhism In addition to this statutory requirement schools should take into account pupils beliefs, viewpoints and ideas. Schools may also plan to refer to further religions or belief systems, for example those represented in the school and local area, such as Baha i and Buddhism. How much time should there be for RE at Key Stage 2? Sufficient time must be provided for RE in KS2 to enable the requirements of the Agreed Syllabus to be met, with particular regard for continuity and progression. The recommended 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. For example, some units are best taught in weekly lessons over a term; others could be in a block of time over several weeks. Some areas of RE may be planned as a shared focus with other curriculum areas. This could be through weekly lessons, or using a full day every few weeks, or having a week focused on RE, leading a cross-curriculum project. What is important to remember when planning RE in Key Stage 2? All nine units must be delivered in relation to Christianity. The prescribed requirements for Hinduism, Islam and Sikhism are built around selected aspects only. When planning their own units and key questions, schools must maintain the overall balance of the religions across the key stage, and the balance between learning about religion and belief and learning from religion and belief. For planning guidance see pages Schools may choose to: teach each religion separately, thereby emphasising the integrity of each; or, alternatively teach some areas of study thematically, drawing on material from a number of religions. The RE themes may also be used within a crosscurriculum context. Where this is the case it is important that teachers always start from the intended RE outcomes required by this agreed syllabus; identify strong links between RE and other areas of learning identified in the cross-curriculum themes. The best cross-curriculum planning links subjects where links are strong; discern if the RE links are weak or tentative if so, the RE should be taught separately; ensure rigour is planned into the RE learning within the cross-curriculum theme by making sure that learning enables pupils to achieve the outcomes identified in the syllabus; ensure progression within RE is secure within the long-term planning at each key stage. When planning how the units will be delivered across the key stage, whether in discrete RE or linked with other curriculum areas, it is important to ensure that: both attainment targets are met throughout; pupils are enabled to develop a coherent understanding of each religion and that more time is spent on Christianity overall; units are arranged to ensure continuity and progression in pupils learning within the key stage. 46 Herefordshire Agreed Syllabus for RE

3 Expectations in RE in Key Stage 2: 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 Pupils knowledge, skills and understanding in relation to... AT2 Learning from religion and belief How pupils express their own responses and insights in relation to questions and issues of... a) religious 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. Children should learn to: a. describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others; b. describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings; c. identify and begin to describe the similarities and differences within and between religions; d. investigate the significance of religion in the local, national and global communities; e. consider the meaning of a range of forms of religious expression, understand why they are important in religion, and note links between them; f. describe and begin to understand religious and other responses to ultimate and ethical questions; g. use specialist vocabulary in communicating their knowledge and understanding; h. use and interpret information about religions from a range of sources. Learning from religion and belief AT2. Children should learn to: a. reflect on what it means to belong to a faith community, communicating their own and others responses; b. respond to the challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways; c. discuss their own and others views of religious truth and belief, expressing their own ideas; d. reflect on ideas of right and wrong and their own and others responses to them; e. reflect on sources of inspiration in their own and others lives. The highlighted words identify the skills which must be developed through the teaching of RE at Key Stage 2. Assessment of pupils attainment in RE is based on the extent to which learners can demonstrate these skills and abilities. Herefordshire Agreed Syllabus for RE

4 Breadth of study for Key Stage 2 During Key Stage 2 pupils should develop knowledge, skills and understanding through the following religions, themes, experiences and opportunities: Religions and beliefs 1. Christianity 2. Hinduism, Islam and Sikhism. In addition to the above statutory requirements schools should take into account learners beliefs, viewpoints and ideas. Schools may also plan to refer to further religions or belief systems, for example those represented in the school and local area. Themes: Beliefs and questions: how people s beliefs about God, the world and others influence their lives; Teachings and authority: what sacred texts and other sources say about God, the world and human life; Worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites; The journey of life and death: why some occasions are sacred to believers, and what people think about life after death; Symbols and religious expression: how religious and spiritual ideas are expressed; Inspirational people: figures from whom believers find inspiration; Inspirational people: figures from whom believers find inspiration; Religion and the individual: what is expected of a person in following a religion or belief; Religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life; Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment. Key questions Teachers can also devise their own questions where necessary, to fit their context. What is God like and how does believing in God influence people s lives? What makes some books sacred and what influence do they have on believers lives? What is worship and how is it expressed? Why do believers often see life as a journey and what significant experiences mark this? How and why do people celebrate religious festivals? Who was Jesus/Muhammad/Guru Nanak and why do people follow him today? How do we decide what is right and wrong? What do religions say? How do families practise their faith and how does it influence their lives? How and why do religions teach that people should care for others and the natural world? Required religions: During KS2 all questions must be studied in relation to Christianity and aspects of Hinduism, Islam and Sikhism as indicated. Other beliefs may be drawn upon as required ensuring that earlier learning in relation to Judaism is reinforced. Questions from the above must be studied in relation to Christianity and at least one other principal religion, taking into account pupils beliefs, viewpoints and ideas. 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 pupils to apply, reflect, evaluate and express their own ideas and responses to the issues raised in light of their learning about religion. 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 For guidance see pages and Appendix G. Experiences and opportunities The teaching and learning should be planned to ensure that all pupils have opportunities to: encounter religion through visitors and visits to places of worship, focusing on the impact and reality of religion on the local and global community; discuss religious and philosophical questions, giving reasons for their own beliefs and those of others; consider a range of human experiences and feelings; reflect on their own and others insights into life and its origin, purpose and meaning; express and communicate their own and others insights through art and design, music, dance and drama and ICT; extend the use of ICT, particularly in enhancing pupils awareness of religions and beliefs globally. 48 Herefordshire Agreed Syllabus for RE

5 Programme of Study Key Stage Two Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Beliefs and questions understanding in relation to: some of the ways in which religions name and describe the attributes of God; stories which help believers to understand God s relationship with people how belief in God influences people s lives This unit must be explored in relation to Christianity and the following religions: Hinduism, Islam, Sikhism What is God like and how does believing in God influence people s lives? reflect on and express their own ideas about God through words and pictures describe some of the ways in which Christians think of God make links between what a Christian believes today and stories from the Bible of how people met God ask questions and suggest answers to puzzling questions arising from exploration of Christian beliefs about God name key Hindu deities and explain the characteristics of God they depict identify the Aum symbol and be able to explain its meaning for Hindus ask questions and suggest answers to puzzling questions arising from exploration of Hindu murtis and how they are used in worship explain some of the ways in which Muslims describe God identify similarities and differences with ideas about God expressed in other religions they have studied describe some key Sikh beliefs about God identify the Ik Onkar symbol and explain it significance to Sikhs identify some examples of inequality in the world today and suggest what a Sikh might say and do about these and why the use of metaphor to describe the characteristics of God Christianity how Christians think of God as Father, Son and Holy Spirit God the creator (Genesis 1-2) what this says about God stories from the Bible of encounters between God and people which illustrate aspects of the nature of God e.g. Abraham and the sacrifice of Isaac (Gen 22); Moses and the Burning Bush (Exodus ), the births of John the Baptist and Jesus (Luke 1-2); Pentecost (Acts2); Paul on the road to Damascus (Acts ) how believing in God affects some Christians lives today Hinduism how God is worshipped in diverse forms e.g. Brahma, Shiva and Vishnu (Trimurti) and how these express different aspects of God s personality the Aum symbol (symbolising the 3 gods of the Trimurti) how worship of a particular god features in everyday life Islam Muslim beliefs about Allah as the one true God, creator and provider, cannot be compared to anything else; 99 Beautiful names; Shahadah the first pillar of Islam how faith in Allah affects the lives of a Muslim today Key outcome: reflect on their original ideas about God and express their understanding in light of their learning in this unit and describe how belief in God inspires and influences people today Sikhism the Sikh concepts of God as one, truth, creator, who is beyond time and without form Sikhs belief that all human beings are equal in the eyes of God and that people, therefore, should treat each other equally how belief in God affects the life of a Sikh today Herefordshire Agreed Syllabus for RE

6 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Inspirational People understanding in relation to: how the beliefs and teachings of the key religious figures of Christianity, Islam and Sikhism have inspired and influenced the actions of followers today stories of other religious leaders who are influential within the faith traditions how and why individuals show religious commitment in their lives today Also relates to theme of Teachings and authority Who was Jesus and why do people follow him today? Who was Muhammad and why do people follow him today? Who was Guru Nanak and why do people follow him today? use developing religious vocabulary to describe and show understanding of some key events in the life of Jesus reflect on the meaning of stories and teachings of Jesus and make connections with experiences in their own lives identify the impact Jesus had on people he met and on the lives of individual Christians lives today. give examples of individuals who are committed Christians today and explain how such commitment has changed theirs and others lives. describe what inspires and influences themselves and others retell stories about Prophet Muhammad showing understanding of their meaning and importance for Muslims explain why Muslims believe Muhammad to be the final prophet identify the qualities of a good leader give reasons why Muhammad is held by Muslims as an inspirational religious leader and example to follow retell stories and teachings of the Sikh Gurus showing understanding of their meaning and importance for Sikhs identify what they consider to be a wise person identify, for them, what makes a good teacher What makes a good role model? Jesus selected bible stories from the life of Jesus (e.g. birth (Matthew 1-2 and/or Luke 2); childhood (Luke ), baptism, temptation, calling disciples (Luke ) his healing miracles (e.g. cure of the paralysed man (Mark 2:1-14) centurions servant (Matthew ) his teaching especially on love, forgiveness and the Kingdom of God in parables (e.g. Lost Son Luke 15; Good Samaritan Luke 10.25; Growing seed/mustard seed Mark 4.26) his death and resurrection how Jesus inspires and influences the lives of Christians to day Christian belief in Jesus as both the Son of God & fully human how Christian commitment can be seen in the lives of Christians today Muhammad (PBUH) stories from the life and teachings of Prophet Muhammad (to include the visit of the angel to Muhammad in the cave) Muhammad as a role model for Muslims today The Ten Gurus stories from the lives of the Gurus, particularly Guru Nanak and Guru Gobind Singh e.g. - Nanak becomes the first Sikh guru (the story of his enlightenment: his three day disappearance) - Guru Gobind Singh (10th guru) the story of the founding of the Khalsa 50 Herefordshire Agreed Syllabus for RE

7 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Sacred Writings understanding in relation to how sacred texts in Christianity, Islam and Sikhism have special significance and act as sources of guidance and authority: the things which guide everyday life and behaviour how some texts can have special significance and act as sources of guidance and authority the names and importance of key sacred texts for believers in each faith studied how the sacred text is used for worship as a source of guidance for believers stories and traditions relating to the sacred writing What makes some books sacred and what influence do they have on believers lives? make a link between the experience of taking part in a trust game activity and the ways in which sacred words guide believers identify how, and to what or who, they show respect and say why these are worthy of respect make a link between the respect they show to those they trust and love with how believers show respect to their holy books ask some questions and suggest some answers about how the how the Bible influences Christians and what influences themselves identify examples of writings such as parables, letters, songs of praise (Psalms), creation stories, life stories; express their own understanding of key texts e.g. a parable and say how it might influence a Christian today apply some sayings of Jesus, Muhammad or Guru Nanak to their own life, giving their own ideas about the religious teaching use some religious words to explain how and why the Qur an is important to Muslims and how respect is shown towards it; make a link between sources of authority and guidance in their own lives and the way a Muslim uses the Qur an use some religious words to explain how and why the Guru Granth Sahib is respected and cared for in the Gurdwara how do pupils know how to behave? Who or what guides them and other people? who do pupils trust? What makes someone or something trustworthy? how sacred books have special significance to believers and how they help believers know how to live what makes some books sacred? e.g. have special authority as they are often believed to be inspired by God/ revealed / regarded as God s word different kinds of writing contained in the holy book why they were written and what message they convey stories and words from sacred books that give guidance for living Bible the importance of the Bible for Christians as a source of belief and teaching how and why some Christians read the Bible and find it helpful for their everyday life Qur an the importance of the Qur'an for Muslims as the revealed book and, as such, is treated with respect how Muslims use the Qur'an as a guide for daily living Guru Granth Sahib the significance of the Guru Granth Sahib as the living guru what it contains and how it is respected and cared for in the Gurdwara how Sikhs use the Guru Granth Sahib Herefordshire Agreed Syllabus for RE

8 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. The journey of life and death understanding in relation to the significance of religious ceremonies which mark the journey of life for Christians and one other religion the concept of life as a journey significant milestones on their own life journey and how they are marked religious ceremonies that mark special events in life e.g. growing up and taking responsibility within a faith community and the end of life Why do believers often see life as a journey and what significant experiences mark this? suggest some reasons why life is often described as a journey and express their own metaphors for life giving their reasons identify significant milestones in their life so far and explain why these are meaningful suggest answers to questions about the value of having rituals to mark important events ask some questions and suggest some answers about beliefs about death expressing their own responses using religious vocabulary describe and explain why commitment ceremonies such as confirmation and marriage are important to some Christians create a statement of their own beliefs about life after death reflecting on ideas from Christianity and at least one other religion they have studied know and understand that Hinduism describes life as a journey, identifying 16 stages or samskaras using religious vocabulary explain what happens in a Sacred Thread ceremony and why it is important for some Hindu young people using religious vocabulary describe and explain what happens in a Hindu wedding ceremony and the symbols used express their own feelings and thoughts about growing up and taking on responsibility explain what happens at the Amrit ceremony and what the ceremony means to those taking part express their own ideas about the value of having a ritual to mark a turning point in life express their own responses to religious questions raised in this unit, using a variety of media religious metaphor of life as a journey the value and meaning of ceremonies which mark milestones in life particularly those associated with growing up and taking responsibility within a faith community (see details below) two different religious views of what happens after death: Christian and Hindu or Sikh Christianity ceremonies marking a step in commitment to Christianity e.g. confirmation, believers baptism, first communion (RC) and understand the symbols and rituals used the meaning of these ceremonies to the individual, their family and the Christian community Christian wedding ceremonies, their symbolism and significance Christian beliefs about what happens after death Hinduism (Sanatan Dharma) the Sacred Thread ceremony marking growing up the value of ceremonies and rituals to mark important turning points in life Hindu wedding ceremonies and how they help Hindus in marriage Hindu beliefs about what happens after death Sikhism joining the Khalsa: Amrit ceremony (marking membership of the Sikh Khalsa) Sikh beliefs about what happens after death 52 Herefordshire Agreed Syllabus for RE

9 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Symbols and religious expression understanding in relation to why and how Christians and at least one other religion celebrates religious festivals: religious festivals as times of thanksgiving, remembrance and celebration times in their own lives when pupils remember special events/people, why and how they do this stories behind key religious festivals how and why key religious festivals are celebrated How and why do people celebrate religious festivals? reflect on what is worth celebrating and remembering in my own life and community identify the difference between religious festivals and other types of celebrations ask and respond to questions raised by the stories behind religious festivals suggest answers to questions about the value of celebrating significant events express own ideas about the value of times of reflection, thanksgiving and remembrance use religious vocabulary to show understanding of the significance of key Christian festivals to Christians use religious vocabulary to show understanding of how and why Hindus, Muslims or Sikhs celebrate a particular religious festival religious festivals as times of thanksgiving, remembrance and celebration of significant events; times in their own lives when pupils remember special events/people, why and how they do this; Christianity the main festivals of the Christian year including Christmas, Easter and Pentecost, and times of reflection including Advent and Lent; Biblical stories associated with them and what these events mean for Christians today. Hinduism how a key Hindu festival such as Holi or Divali is celebrated and what it means for believers stories behind the festival and their meanings for believers Islam how Muslims celebrate Id-ul-Fitr and Id-ul-Adha and what these festival mean for believers the stories behind the festivals and their meanings for believers Sikhism Special occasions, rituals and stories associated with Sikh festivals (Gurpurbs) e.g. birthdays of Guru Nanak and Guru Gobind Singh, the founding of the Khalsa and Baisakhi/Vaisakhi Herefordshire Agreed Syllabus for RE

10 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Worship, pilgrimage and sacred places understanding in relation to where, how and why Christians and followers of either Hinduism, Islam or Sikhism worship: what makes a place sacred how symbolic actions in everyday life express inner feelings and beliefs the meaning of actions, rituals and symbols used in worship what prayer is how, when and why people pray what pilgrimage is and why it is important to some religious believers today What is worship and how is it expressed? reflect on a spiritually significant place in their own lives and express ideas about what makes this special identify and explain symbolic actions in everyday life which express inner feelings explain the meaning of worship for a believer identify some differences in the way Christians worship in two denominations use religious language to describe Eucharist/Lord s Supper/ Communion for Christians; say why it matters so much for believers express own ideas about the value of times of reflection, thanksgiving, praise; remembrance explain why the Lord s Prayer is so important for many Christians identify ideas and feelings in a prayer and express their own reflections in a prayer or a poem ask some thoughtful questions about why worshippers choose to attend a church, mosque, mandir or gurdwara and suggest some possible answers use religious vocabulary to identify and explain some symbolic objects, actions and sounds found in a church (mosque/mandir / gurdwara) and say how these help people worship identify in at least one religion what pilgrims hope for from their religious journey and suggest ways in which this has an impact on their life the significant and spiritual places in their own lives and why these are special how symbolic actions in everyday life express inner feelings and beliefs the meaning and main features, rituals, symbols and sounds that may be used in worship to express beliefs and feelings (for details see below) similarities and differences in the way believers worship within and between different religions Christianity how Christians in at least two contrasting denominations worship, including celebration of the Lord s Supper/ Holy Communion/Eucharist [including opportunity to visit a church and experience the atmosphere] how Christian worship around the world reflects the local culture how and why religious people speak and listen to God in different religions; including praise, thanksgiving, seeking forgiveness and intercession; exploration of the Lord s Prayer and other prayers what pilgrimage is and why it is important to some Christians today and at least one of the following: Islam: Home and Mosque Where, how and why Muslims worship the Five Pillars of Islam and how Muslims express their beliefs through practices - Shahadah faith - Salah prayer - Sawm fasting during month of Ramadan - Zakah charitable giving - Hajj pilgrimage to Makkah Hinduism: Home and Mandir Worship (puja) in the Hindu home and mandir (temple) the meaning of symbols, sounds and movements Pilgrimage- why it is important for some Hindus to make the pilgrimage to a special place e.g. Benares (Varanasi) Sikhism: Gurdwara Sikh worship in the gurdwara leadership from the Granthi; kirtan (hymns); ardas (prayers); and langar (shared meal) 54 Herefordshire Agreed Syllabus for RE

11 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Religion and the individual understanding in relation to principles for living within Christianity and one other religion and their practical application in everyday life the importance of beliefs or values as guides for making choices and decisions in daily life codes of behaviour that act as guides for living within Christianity and one other religion; and their practical application in everyday life How do we decide what is right and wrong? What do religions say? identify personal, family, school values/codes for living which influence their own behaviour describe similarities and differences between the codes for living used by Christians and the followers of at least one other religion reflect on how having a code for living might help believers with difficult decisions ask and respond to questions about the importance of having a set of beliefs or values to guide choices and decisions in daily life apply some of the teaching of Jesus, Guru Nanak and or Muhammad about good ways of living to my own life giving my reaction to the religious teaching how beliefs and values act as guides for making choices and decisions in daily life the differences between right and wrong/ good and bad and how we know the difference what guides pupils own moral choices teachings which act as guides for living within Christianity and at least one other religion; and their practical application in everyday life: Christianity (plus opportunities to build on prior learning about Judaism) Ten Commandments (Exodus /Deuteronomy ) Two Commandments of Jesus (Mark ) how Christians put these into practice today and at least one other religion Islam Teaching of the Qur an: Importance of good manners, respect and kindness to guests, importance of honesty; feeding the poor and needy; respect for teachers, elders, wise. Selected suras e.g. - Sura 2.83 Treat with kindness your parents and relatives, and orphans and those in need - Sura 2.110: Be steadfast in prayer and give Zakat (charity) - Sura 2.142: Allah guides whom he wills to a way that is straight How Muslims put these into practice in everyday life Sikhism Some key principles of Sikh conduct: - equality - sharing - earning a living by honest means - service to others - respect for all creation How Sikhs put these principles into action in everyday life Herefordshire Agreed Syllabus for RE

12 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Religion, family and community understanding in relation to how the religious beliefs and values of Christians and at least one other religion influence daily lives and relationships the values pupils and their families (or the school as a family) hold and how these are demonstrated religious practice in the home for some families how families and communities of faith live out their beliefs and the contribution this makes to local life How do families practise their faith and how does it influence their lives? identify any practices, customs or traditions in their own family life or in the family life of the school and say why these are helpful or valuable reflect on the values that are important in their own lives and in the school community and how these values are expressed describe how Christians from two different denominations, and believers from another religion practise their religion at home and in the family ask and respond to questions (stimulated by a range of source material) about how religion influences believers everyday lives. explain the meaning of respect and be able to say why people believe it is important to treat others, especially older people, with respect identify how respect and care for others is shown in their own families or in the family of the school beliefs, experiences, relationships and traditions pupils and their families (or the school as a family) value and how they show this how religious beliefs and values influence daily lives and relationships (details below) Christianity: Christian religious customs and practices that feature in families in two different branches or denominations e.g. Orthodox, Roman Catholic, Anglican, Black Pentecostal Christian family values such as love, kindness, patience, self-control (Galatians 5.22) plus one or more of the following: Hinduism: worship (puja) in the Hindu home; values in the Hindu family, including respect for parents and elders; the importance of the extended family and the wider Hindu community Islam: the importance of family life in Islam e.g. birth and naming of children (Aqiqah ceremony); home life of children, education in the Madrassah, respect for parents 56 Herefordshire Agreed Syllabus for RE

13 Principal aim: to engage pupils in enquiring into and exploring questions arising from the study of religions and belief, so as to promote their personal, spiritual, moral, social & cultural development. Beliefs in action in the world understanding in relation to stories, teachings and actions from Christianity and at least one other religion which show human responsibility to care for the natural world and to ensure justice and fairness for all people stories and teachings from Christianity and one other world faith which show human responsibility for care of the natural world and other people pupils own responsibility for caring for the natural world how beliefs bring response to global issues How and why do religions teach that people should care for others and the natural world? make links between the Biblical creation story and the activities of Christians relating to care of the planet make connections between the teachings of Paul and Jesus and the work of one Christian agency today make links between the teachings of Islam and the work of Islamic Aid today make links between Hindu beliefs in ahimsa and keeping a vegetarian diet make links between Sikh beliefs in equality and service and the practice of the langar at the gurdwara ask and respond to questions about fairness and justice in the world identify the qualities needed to take action to bring about what is right and good reflect upon and express their own ideas and beliefs about care for natural world and treating others with justice and love in light of their learning, through story, art, drama, music and ICT stories and activities to encourage children to reflect on the beauty, order, pattern in the natural world stories and activities to encourage children to reflect on the interconnectedness of the world and their part in it practical activities (e.g. from Christian Aid) to stimulate children s thinking about fairness and justice Christianity stories and teachings from Christianity which show human responsibility to care for the natural world and to ensure justice and fairness for all people: Biblical creation story: Genesis 1-2 Teachings of Jesus and Paul on values and justice and their meaning for Christians today: e.g. Mark (two commandments) Galatians 3:28, 5:22, Romans 12:17-21 describe how the work of one agency seeks to practise Christian values of justice and stewardship of the environment locally and worldwide, making clear links with the life and teaching of Jesus. E.g. Diocesan links with other countries (e.g. Leominster Tenguru Link); or Christian Aid, Tear Fund, CAFOD stories and teachings from at least one other religion which show human responsibility to care for the natural world and to ensure justice and fairness for all people e.g. Hinduism a Hindu creation story; Hindu concept of ahimsa (non-violence; respect for all forms of life) and how this belief is put into action through a vegetarian diet and a nonviolent and compassionate approach to all living things Islam Allah as the creator of all life; human responsibility to look after it as khalifa stewards of creation Sikhism the importance of equality and sewa or service in Sikhism and how these principles are shown in the langar or kitchen in the gurdwara describe the work of an agency seeking to practise religious values of another religion locally and worldwide e.g. Islam: Islamic Aid / Muslim Relief their own responsibility for caring for the natural world and for treating others with fairness and respect. Herefordshire Agreed Syllabus for RE

14 How to plan for effective RE at KS2 Part 1: using the 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. You will find a worked example of this as a guide in the nonstatutory guidance. 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 be able to... question: Syllabus gives some learning outcomes our pupils should achieve through exploring this question: selected this material to address the question: (Use Suggested Content column 4 on pages )...so that they can say I can... do X (Use the levels of achievement on page to pitch the I can statements at a suitable level Use the skills highlighted in the levels: make links ask questions reflect analyse interpret evaluate) going to enable our pupils to be able to develop the identified skills using some engaging stimuli and some active and thoughtful learning experiences. (Don t forget the skills you want pupils to develop. Make sure that the activities enable pupils to practise and develop all the skills across the key stage.) 58 Herefordshire Agreed Syllabus for RE

15 Planning guidance for KS Select key question Look at p 48 to choose a question that suits the age of your pupils and fits in with whole school planning Select specific content Look at the suggested content for your key question (column 4 pp 49-57). 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 pupils to achieve the levelled outcomes Select learning outcomes Look at the learning outcomes for your key question (column 3 pp 49-57). Select the outcomes appropriate to the age of your pupils, balancing AT1 learning about and AT2 learning from religion and beliefs. 4 (pp 89-90) and work out just what it is that you want 4. Assessment: write levelled pupil outcomes ( I can... ) Turn the learning outcomes into pupil-friendly I can statements. Do this by using the levels of attainment your pupils to be able to do as a result of 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. Herefordshire Agreed Syllabus for RE

16 How to plan for effective RE at KS2 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 own units of work. 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 pupils to develop (either RE outcomes our address the...so that they can say I can... the identified skills theme or (Devise pupils 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: make links ask questions explain apply interpret analyse synthesise discern evaluate and thoughtful learning experiences. Don t forget the skills you want pupils to develop. Make sure that the activities enable pupils to practise and develop all of the appropriate skills across the key stage.) 60 Herefordshire Agreed Syllabus for RE

17 Planning guidance for KS Take theme and devise key question Take syllabus theme (see p 48), or explore school theme and see what genuine links there are with RE themes (p 48) and fields of enquiry (p 48). Using the fields of enquiry can help with providing a good RE focus for these questions (see p 10 and Appendix G). Devise suitably open key question to explore theme through RE, with links to other subjects Select specific content Look at the content for KS2 questions (pp 49-57). Where there are significant links, select relevant RE content to enable pupils to explore the key question. Select the best content to help you to deliver the learning outcomes in an engaging way Select / devise learning outcomes Look at the learning outcomes for other key questions (pp 49-57). Select some relevant outcomes, or use these as models for your own RE learning outcomes for your key question, as appropriate to the age and ability of your pupils, balancing learning about and learning from religion and beliefs. 4 attainment (pp 89-90) and work out just what it is that 4. Assessment: write levelled pupil outcomes ( I can... ) Turn the RE learning outcomes into pupil-friendly I can statements. Do this by using the levels of you want your pupils to be able to do as a result of 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 Learning opportunities Use some engaging stimuli and imaginative activities to enable your pupils to achieve the RE levelled outcomes. Herefordshire Agreed Syllabus for RE