The Dorset SACRE Agreed Syllabus for Religious Education · taking account of the teaching and...
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Dorset County Council The Dorset SACRE Agreed Syllabus for Religious Education Asking the Big Questions: Faith, Religion and Belief Enabling communities in Dorset to thrive, now and for the future
Transcript of The Dorset SACRE Agreed Syllabus for Religious Education · taking account of the teaching and...
Dorset County Council
The Dorset SACRE Agreed Syllabus for Religious EducationAsking the Big Questions: Faith, Religion and Belief
Enabling communities in Dorset to thrive,now and for the future
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Forward
Chair of Dorset SACRE (Standing Advisory Council on Religious Education)
Dorset teachers of Religious Education believe that Religious Education and Religious Studies are as important – if not more important - then ever before. With the plurality of beliefs trying to cohabitate the same society there is a growing clamour for certainty. With this clamour some people are claiming that with such certainty there cannot be any questioning or even room for other beliefs. Cultural diversity and multiculturalism are being questioned.
Religious Education helps give pupils the tools to examine all claims of belief. It provokes challenging questions about the ultimate meaning and purpose of life, it challenges pupils to learn from the experience of people from religions and from non religious believers and it helps them to rediscover and be confident in their own sense of identity.
Dorset children have the right to question their own beliefs, learn about them, see where they gained them and then internalise their finding so that they can face the uncertainties of their future adult life, knowing where their beliefs came from. No one can escape belief: the opposite of belief is not unbelief but another belief. Therefore Religious Education and Religious Studies are at the heart of a young person developing into being.
I can only hope that this new Dorset Agreed Syllabus will be used by professionals to help the children grow.
Dave Symmons 2011
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ForwardDirector of Children’s ServicesI am delighted to have the opportunity to welcome you to the new agreed syllabus for Religious Education.
We remain committed to Religious Education being a crucial part of the curriculum entitlement for all pupils in Dorset Schools. The subject has a vital part to play as a leading subject in the curriculum for provision of opportunities of pupils Spiritual, Moral, Social and Cultural development.
This syllabus provides a systematic and coherent process through which all learners can develop their understanding of the religious traditions of our increasingly diverse society. It will help teachers in working with the young people of Dorset the skills and attitudes that will help them develop respect, discernment and the ability to challenge and critique the religious and moral ideas they are presented with and enable them to explore their own views on religious and spiritual matters.
I would like to thank the officers, teachers, pupils and SACRE members that have been involved in the production of this syllabus. I warmly commend the new syllabus to our schools and believe that it will have a major contribution to make in raising further the standards of teaching and learning in RE in this county
John Nash
Bishop of Sherborne I am delighted that the Diocese of Salisbury has once again been able to support the Local Authority in the development of its new agreed syllabus for Religious Education. I would like to congratulate the members of Dorset SACRE and all those involved in producing this syllabus.
Religious Education remains a vital entitlement in any child’s education. It develops the skills needed to enable young people to engage with the spiritual and moral issues that they will be faced with all their lives. It enables them to develop their own spirituality and will contribute to their own personal growth and formation. They will learn to appreciate what it means to have a religious faith and to respect, understand and dialogue with those of other faiths and of none.
The teaching of Religious Education in schools is a rewarding but demanding task and this syllabus will support busy teachers to develop a coherent and thorough approach to teaching RE to those in their care.
Religious Education in Dorset Schools is a dynamic process so developments such as this are never finished, and I know that the work of curriculum innovation and development will continue apace. We look forward to being partners in this continuing process
Dr Graham Kings
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ContentsForward and letters of commendation 2
Asking the Big Questions: the Principal Aim of Religious Education in Dorset 5
The Structure of the Agreed Syllabus for Religion in Dorset 6
The Law and Religious Education 7
The Breadth of Study 8
Statutory Attainment Targets 9
Planning Process (based on RE Today) supported by exemplars 12
Planning Themes in RE 13
Skills in Religious Education 15
Case Studies 18
Levels from the National Framework for RE 21
Themes 24
Programmes of Study – Foundation Stage 27
Programmes of Study – Primary Phase (KS1 and KS2) 29 Christianity 29 Islam 32 Judaism 33 Hinduism 34 Silkhism 35 Buddhism 36 Secular World Views 37
Programmes of Study – KS3 39 Christianity 39 Buddhism 41 Sikhism 42 Secular Word Views 43 Hinduism 46 Islam 47 Judaism 48 Baha’i 49
Acknowledgements 50
Appendices 51
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Asking Big Questions: The Principal Aim of Religious Education in Dorset
Vision
The principal aim of RE in Dorset is to engage pupils in enquiring into big questions arising from the study of religion, belief, philosophy and ethics. In so doing Religious Education will support pupils’ own personal moral, philosophical, ethical and spiritual development and promote respect for others.
To achieve this Religious Education in Dorset aims to:
• Provoke 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.
• Develop pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and secular world-views1. It develops pupils’ awareness and understanding of beliefs, teachings, practices, and forms of expression, helps pupils understand how belief can contribute to some people’s identity and sense of belonging, can raise questions of meaning, purpose and truth and challenges pupils to reflect and respond to issues of values and of commitment
• Encourage pupils to develop their sense of identity and belonging, to enable them to flourish individually within their communities, to act with personal responsibility and as citizens in a pluralistic society and global community.
• Promote opportunities to share, explore and value religious belief and non-religious belief and in this way seeks to make a major contribution to our pupils’ spiritual and philosophical development.
• Encourage pupils to develop the ability to be still, to think deeply, to reflect and to appreciate times of stillness and of silence.
• Challenge pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, values, faith and ethics as informed by religious and secular worldviews and then to be able to communicate their responses.
• Have an important role in preparing pupils for adult life, employment and lifelong learning as it enables them to develop respect, empathy and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to challenge prejudice, negative discrimination and racism.
• Have an important role in developing philosophical thinking and in developing in pupils the capacity for critical thinking.
1 Such as Humanism or Atheism
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The Structure of the Dorset Agreed Syllabus for Religious Education
This syllabus sets out what pupils should study in Religious Education from the ages of 3 to19. It is organised in three main sections.
This syllabus is built on the assumption that schools will ensure that students will receive their proper entitlement to Religious Education and will therefore ensure that at each key stage 5% of a student’s overall curriculum experience will be focused on Religious Education.
• The foundation stage (Ages 3-5)The curriculum guidance for the foundation stage sets out expectations of what pupils will learn in the early learning goals. Examples of how children might demonstrate attainment through work related to Religious Education are given in chart form in the accompanying exemplars of planning.
• Key stages 1-3 (Ages 5-14)The curriculum guidance for key stages 1-3 sets out expectations of what pupils will study. Examples of how this might be organised are given in the accompanying exemplars of planning.
• 14-19 entitlement For 14-19, schools are reminded that it is an entitlement for all students to study Religious Education and to have their learning accredited. Schools must provide Religious Education to every pupil, except those withdrawn by their parents. (From the age of 16 upwards students may withdraw themselves from Religious Education)
The Dorset Agreed Syllabus doesn’t specify a particular programme of study for this age range but does require Religious Education to be taught at this age through an accredited qualification course, so that schools provide for all students 14-19 at least one opportunity to undertake a course in Religious Education or Religious Studies leading to a qualification approved under Section 96 of the learning and Skills Act 2000.
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The Law and Religious EducationGoverning bodies and head teachers must:
• Ensure that RE is provided as part of the school’s basic curriculum, following the locally agreed syllabus, unless they are schools with a religious character which are free to determine their own syllabus
• Provide an annual report to parents or carers giving brief particulars of progress and achievements in all subjects including RE.
Religious Education must be taught in accordance with the Dorset Agreed Syllabus in all:
• Community schools and
• Foundation and Voluntary Controlled schools (SSFA 1998 paras 2(1) and 2(2) Schedule 19)
For Voluntary Aided schools with a religious character, the RE offered is to be determined by the governors in accordance with the trust deed. (SSFA 1998 Schedule 19.4) This syllabus has been written in conjunction with the Diocese of Salisbury, and is recommended to all Diocesan VA schools.
All academies are required, through their funding agreements, to teach RE.
• For academies without a religious character, this will be the locally agreed syllabus
• For denominational academies with a religious character (Church of England or Roman Catholic – but also Muslim and most Jewish academies), this will be in line with the denominational syllabus.
• For non-denominational (such as Christian) faith academies this can be either of the above, depending on the wishes of the sponsor and what is agreed by Ministers.
DCSF Guidance on religious education in English Schools, 2010Religious Education should be provided for all registered pupils except for those withdrawn at the request of their parents. (s 71 SSFA 1998). This will include school children in Reception classes as well as Post 16 students (but not those at Sixth Form colleges). Special schools should comply as far as is practicable. The Education Act (2002 Section 80 (1)(a) ; (2) (a) (b)
Curriculum status and time allocation for Religious Education
• Every maintained school in England must provide a basic curriculum (RE, sex education and the National Curriculum).
• This includes provision for RE for all registered pupils at the school (including those in the sixth form), except for those withdrawn by their parents (or withdrawing themselves if they are aged 18 or over) in accordance with Schedule 19 to the School Standards and Framework Act 1998.
• The legal requirements for the provision of RE in maintained schools do not specify any particular time allocation or how the curriculum should be organised. However given the requirement that RE is a core curriculum subject the Agreed Syllabus expects that the equivalent of a minimum of 5% of curriculum time be allocated to RE
This Agreed Syllabus has been written on these assumptions.
For more information on the Right of withdrawal see appendix
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The Breadth of StudyReligions and Beliefs studiedAn agreed syllabus should ‘reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of other principal religions represented in Great Britain.’ (s375 (3) Education Act 1996) In order to provide a broad and balanced Religious Education curriculum and to ensure statutory requirements are met:
• Christianity must be studied in depth at each key stage.
• The other principal religions, other religious traditions as represented in the United Kingdom and secular worldviews should be studied in the course of key stages 1-3.
• As well as Christianity across the Primary Phase schools must focus on Hinduism, Islam and Judaism, but can also include material from the study of Buddhism, Sikhism and Secular Worldviews such as Humanism as appropriate to their curriculum or context.
• As well as Christianity across KS3 schools must focus on Buddhism, Sikhism and Secular Worldviews such as Humanism but can also include material from Hinduism, Islam and Judaism as appropriate to their curriculum or context.
• Schools are also encouraged to include material from other religious traditions represented in Dorset. This could include the Baha’i faith and Pagan traditions as appropriate to the school’s curriculum and context.
• The Traveller Community is a significant part of Dorset’s community and a study of the beliefs and worldviews of this community would be appropriate in Religious Education.
Across 14-19 Schools are encouraged to focus on Christianity and at least one other religious tradition, religion or secular worldview.
It will be vital that teachers at the secondary phase maintain contacts with their feeder schools to ensure that there is appropriate progression in learning and to avoid unnecessary duplication.
It is important to ensure that during their school life pupils encounter all of the principal religions and a secular worldview e.g. Humanism.
It may be necessary for Special Schools to adapt this pattern to suit the needs of their students. The principle for this adaptation must remain the professional judgement of the school’s RE co-ordinator. It is expected that these judgements will be based on the principle of providing a broad and balanced RE curriculum and one that introduces their students to an encounter with as many of the principal religions represented in the United Kingdom as possible. It is recommended that the pattern of beliefs studied be stated in the school’s RE policy and that this be reviewed by the governors of the school on a regular basis.
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Statutory Attainment Targets The Six Areas of Enquiry
IntroductionThe six areas of enquiry have been renamed to reflect national guidance in RE. It is essential that both attainment targets feature in planning and delivering lively, imaginative and balanced RE.
Attainment Target (AT1) is concerned with human experience as well as the study of key beliefs, teachings, sources, practices and forms of expression.
Attainment Target (AT2) is much more than just the personal response of pupils to their learning as it requires an increasing depth of knowledge and understanding as pupils develop their learning.
Good RE effectively balances learning about and learning from Religion and Beliefs.
Attainment Target 1: Learning about Religion and BeliefA. Beliefs, Teachings and Sources i) Interpreting teachings, sources, authorities and ways of life in order to understand
religions and beliefs.ii) Understanding and responding critically to beliefs and attitudes.
Religious and non-religious ideas of ultimate questions.
Aspects for investigation could focus on God, gods, gurus, teachers, philosophers, scriptures, key texts, philosophical works, enlightenment, truth, prophecy, the nature of evidence, soul, consciousness and life after death.
Key question for RE: how do religions and philosophies understand and develop beliefs and teachings within their traditions?
Related disciplines: metaphysics, epistemology and textual analysis.
B. Practices and Ways of Life i) Exploring the impact of religions and beliefs on how people live their lives.ii) Understanding and responding critically to beliefs and attitudes.
Religious and non-religious practices and ways of life. Aspects for investigation could focus on worship, prayer, meditation, celebration and pilgrimage, as well as the religious artefacts, holy times and festivals associated with them.
Key question for RE: how do people practise their faith/philosophy?
Related discipline: phenomenology.
C. Forms of Expressing Meaning i) Appreciating that individuals and cultures express their beliefs and values through many
different forms.
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The many different ways in which prophets, artists, poets, writers, architects, theologians, philosophers, composers, performers and story-tellers have attempted to express their beliefs and values.
Aspects for investigation could focus on worship, music, pictures, symbols, metaphors, poetry, parables, stories, myths, jokes, sculpture, carving, dance, drama, buildings, creeds, prayers, meditations, rituals, calligraphy, and philosophical writings.
Aspects for investigation could focus on attitudes, behaviour and lifestyles of religious and non- religious people.
Key question for RE: how do people communicate their beliefs and values to others?
Related discipline: language.
Attainment Target 2: Learning from Religion and BeliefD. Identity, Diversity and Belonging i) Understanding how individuals develop a sense of identity and belonging through faith
or belief.ii) Exploring the variety, difference and relationships that exist within and between
religions, values and beliefs.
Religious and non-religious ideas about human individuality and society.
Aspects for investigation could focus on: relationships, experiences, local / national / global / virtual communities, individuality, personality, feelings, preferences, faith, philosophy, causes of conflict, dialogue between faiths and philosophies.
Key question for RE: what do people say about human nature?
Related disciplines: anthropology, psychology, sociology.
E. Meaning, Purpose and Truth i) Exploring some of the ultimate and philosophical questions that confront humanity, and
responding imaginatively to them.
The challenges of life’s journey.
Aspects for investigation could focus on:
• Religious and non-religious views about suffering, life’s wonders, its triumphs and tribulations.
• The place and role of human beings within the natural world, their rights, responsibilities and freedoms.
• The search for meaning, purpose and truth in philosophy, religion and science.
Key question for RE: how do people tackle the big questions of life?
Related discipline: ontology.
F. Values and Commitments i) Understanding how moral values and a sense of obligation can come from beliefs and
experience.
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ii) Evaluating their own and others’ values in order to make informed, rational and imaginative choices.
Moral issues in today’s world.
Aspects for investigation could focus on: religious and non-religious influences on values, commitments, laws, attitudes, behaviour, and moral guidelines, and study of the sources of moral guidance which might influence decision making.
Key question for RE: How do I decide the best possible way of life for me?
Related discipline: ethics.
© 2011 Somerset and North Somerset Councils. Used with permission.
The Dorset Agreed Syllabus is not seeking to impose a methodology on schools but to be a resource that will inform and infuse the school’s chosen approach to learning. We do recognise that teachers need a structure if they are to plan effectively
In particular they need clarity about
• The core purpose of RE
• How to define attainment and progress
• The place of concepts and questions in RE
• How to secure continuity and progression
• How to structure a clear process of learning into RE topics
• The place of genuine openness and critical enquiry into religious and non-religious belief
This syllabus is structured to help provide that clarity.
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Planning process (based on ‘RE Today’): Supported by exemplars
Theme This theme . . .
Key Questions for RE Raises these important questions . . .
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question . . .
Content may be taken from more than one religious tradition
Skills and Attitudes From the syllabus list and more generic i.e. ICT
Links to SEAL
Skills and attitudes can be taken from the key RE skills and attitudes on page and from approaches such as: PLTS (Personal Learning and Thinking skills) , SEAL ( Social Emotional Aspects of Learning) , RRS (Rights Respecting Schools ), Critical Thinking as appropriate to your school’s curriculum context
Levelled learning outcomes taken from the ‘I can’ statements
Specifically we want them to be able to . . .
Pupils will have the opportunity to demonstrate these skills when...
Teaching and learning activities
A good balance in planning between AT1 and AT2 will ensure an interaction of religious and secular views
This series of lessons is designed to last for x hours approx
And we have devised these engaging teaching and learning activities to enable pupils to explore questions of religions and beliefs . .
Eg. P4C, TASC Wheel, Mantle of the Expert, Etc Etc
Engaging with questions of religion and belief
Expressing our own beliefs and values
Evaluating questions of religion and belief
Investigating questions of religion and belief
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Planning Themes in RE If RE is being delivered as a discrete subject (perhaps one lesson a week or maybe as a focus day or week), themes in RE must be drawn from the syllabus
If RE is being integrated into a cross-curricular learning approach, the RE content of a cross-curriculum theme needs to be identified. RE may form a substantive part of such learning or perhaps a smaller aspect of that theme. If the school cross-curricular theme for a term doesn’t lend itself
to an educationally valid RE link, then the planning theme could be drawn from subject specific content and RE delivered as a stand alone subject for that term. Alternatively it could be taught through a focused RE theme day or days.
At KS3 RE will normally be delivered as a discrete subject, but where RE forms part of an integrated curriculum, i.e. ‘Skills led’ or perhaps ‘Humanities’, then the same basic approach to planning RE should be taken.
The following case study should not be considered as an exemplar (see support material for these) but as an illustration of a common situation and the way in which the syllabus may be used in planning.
Case Study: St Anywhere in Dorset Primary School Following its Ofsted inspection last year St Anywhere’s Primary School has successfully developed subject links to enhance the interest and relevance of the curriculum through the provision of topics and themes. Each half term each class has a focused theme.
The theme for the half term for year 5 was ‘Our Earth and beyond’. The class teacher immediately realised that there were some obvious links to creation stories from various faith traditions as well as scientific views on how the earth began. In such a topic RE, it was felt, could be one of the main subjects focused on. First the class teacher had to consider what key questions this would raise for pupils and locate this within the six areas of enquiry.
Theme This theme . . . ‘ Our Earth and beyond’ Year 5
Key Questions for RE Raises these important questions…
What do eg. Christians/Muslims/Humanists believe about the origins of our world?
How do people care for the environment and celebrate the world? (eg Harvest Festival)
Six areas of enquiry (conceptual strands) (a to f at least two )
So we’ve selected this concept and content in order to address the question. .
From strand A (Beliefs teachings and sources) Christian beliefs about God as Creator: the Genesis creation story. Contrasted with stories from other faith and non-faith/ secular traditions
From strand F (Values and commitments) Christian ideas of stewardship. How should we care for the environment?
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The theme for year 4 was more specific: ‘The Tree’ by Gustav Klimt. In this case the main focus was to be on Art, Design Technology (Designing Bird Feeders) Maths (creating ‘Symmetrees’), but the RE coordinator working with the class teacher was able to identify RE content that might form a smaller part of this theme, by looking at the symbolism of the tree in religious thinking. As this was the term before Easter it was felt that it would be suitable to supplement this work with some focused work on Easter in the last week of term.
Theme This theme… ‘The Tree’ By Gustav Klimt (Year 4)
Key Questions for RE Raises these important questions . . .
Why is the tree an important symbol in Christianity?
How have Christian artists used the tree as a symbol?
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question…
From Strand C (Forms of Expression) Christian symbolism in the Haitian Hunger Cloth
From Stand E (Meaning purpose and truth) Are Jesus’ teachings about justice relevant today?
In year 3 the theme was ‘Inventions’. After some discussion it was felt that an educationally valid link to RE couldn’t be made so it was decided that for this half term RE would be delivered as a discrete subject culminating in inviting a Jewish visitor to come in and talk about how her family celebrates Shabbat.
Theme This theme… Judaism and the Home (Year 3)
Key Questions for RE Raises these important questions . . .
Why is the home so important to the Jewish Community?
What does Shabbat tell us about the Jewish Faith?
What makes our homes special?
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address these questions.
From Strand B (Practices and Ways of life): The keeping of Shabbat
From Strand C (Forms of Expression): The symbols of Shabbat and the Shabbat meal, what do they mean?
From Stand D (Identity and Belonging) The importance of home and family to the Jewish community
From Strand F (Values and commitment); The importance of homes and families to us.
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Skills in Religious Education Pupils should be helped to develop skills for learning through Religious Education. Progress in RE is dependent on the development of a range of skills which enable pupils to understand the concepts. Careful attention should be given to the planning and development of tasks which require pupils to use such skills increasingly over the key stages. This development of higher order thinking should be clearly planned for in RE lessons across the age range.
Skills of Engagement Interpretation - in RE this includes:
• the ability to draw meaning from stories, artefacts, works of art, poetry and symbolism;
• the ability to suggest meanings of religious texts.
Empathy - in RE this includes:
• the ability to ponder on 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 see the world through the eyes of others, and see issues from their point of view.
Skills of Investigation Investigation - in RE this includes:
• asking relevant questions;
• knowing how to use different types of sources as a way of gathering information;
• knowing what may constitute evidence for understanding religions.
Application - in RE this includes: making the association between religions and individual, community, national and international life; identifying key religious values and their interplay with secular ones
Skills of Evaluation Discernment - in RE this includes:
• explaining the significance of aspects of religious belief and practice;
• developing insight into people, motives, actions and consequences;
• seeing clearly how individuals might learn from the religions they study for themselves.
Analysis - in RE this includes:
• drawing out essential ideas and being able to sort out their component parts;
• distinguishing between opinion, belief and fact;
• distinguishing between the features of different religions.
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Evaluation - in RE this 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
Skills of Expression Reflection - in RE this includes:
• the ability to reflect on feelings, relationships, experience, ultimate questions, beliefs and practices;
• the ability to use stillness, mental and physical, to think with clarity and care about significant events, emotions and atmospheres.
Expression - in RE this includes:
• the ability to explain concepts, rituals and practices;
• the ability to identify and articulate matters of deep conviction and concern by a variety of means – not only through words;
• the ability to respond to religious issues through a variety of media.
Synthesis - in RE this includes:
• linking significant features of religion together in a coherent pattern;
• connecting different aspects of life into a meaningful whole.
Attitudes in Religious Education Attitudes such as respect for others and respect for the truth, care for all people and determination to achieve should be promoted through all areas of school life. There are some attitudes that are fundamental to Religious Education. These attitudes enable learners to enter fully into the study of religions, and are in turn fostered and deepened by the study of RE.
Attitudes of Engagement Curiosity, appreciation and wonder in Religious Education 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;
Respect for all in Religious Education 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;
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Attitudes of Investigation
Critical awareness in Religious Education includes pupils:
• having a willingness to examine ideas, questions and disputes about religious and spiritual questions;
• distinguishing between opinions, viewpoints and beliefs;
• being prepared to re-consider existing views;
• developing the ability to argue respectfully, reasonably and evidentially about religious and spiritual questions;
• being prepared to acknowledge bias and prejudice in oneself.
Attitudes of Evaluation Open-mindedness and questioning in Religious Education 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.
Attitudes of Expression Self-awareness in Religious Education 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.
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Case StudiesThe teachers at St Anywhere now need to add in skills and attitudes to their planning. How does this affect our Case Study School?
Theme This theme…Our Earth and Beyond (Year 5) Key Questions for RE
Raises these important questions . . .
What do eg. Christians/Muslims/Humanists believe about the origins of our world?
How do people care for the environment and celebrate the world? (eg Harvest Festival)
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question. .
From strand A (Beliefs teachings and sources) Christian beliefs about God as Creator contrasted with stories from other faith and non faith /secular traditions
From strand F (Values and commitments) Christian ideas of stewardship. How should we care for the environment?
Skills and Attitudes From the syllabus list and more generic i.e. ICT
We want pupils to develop these skills and attitudes…Engagement Investigation Evaluation Expression Others Drawing meanings from stories
Recognising that knowledge is bounded by mystery
Asking relevant questions
Being prepared to reconsider existing views
Debating issues of religious significance
Distinguishing between opinion, belief and fact in issues of conviction and faith
Respond to religious issues through a variety of media
Recognise their own uniqueness as human beings, affirming self worth
Using ICT Persuasive writing
Information processing
Reasoning skills
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Theme This theme…‘The Tree’ by Gustav Klimt . (Year 4) Key Questions for RE
Raises these important questions…
Why is the tree an important symbol in Christianity?
How have Christian artists used the tree as a symbol?Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question…
From Strand C (Forms of Expression) Christian symbolism in the Haitian Hunger Cloth
From Stand E (Meaning purpose and truth) Are Jesus teachings about justice relevant today?
Skills and Attitudes From the syllabus list and more generic i.e. ICT
We want pupils to develop these skills and attitudes…Engagement Investigation Evaluation Expression Others The ability to draw meaning from works of art and symbolism Developing capacity to respond to questions of meaning
Identifying key religious values Being able to reconsider existing views
Seeing how individuals might learn from religionsWilling to go beyond surface impressions
The ability to identify and articulate matters of deep convictionSharing beliefs and ideas
Creative thinking skills
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Theme This theme…Judaism and the home (Year 3)Key Questions for RE
Raises these important questions . . .
Why is the home so important to the Jewish Community?
What does Shabbat tell us about the Jewish Faith?
What makes our homes special? Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question…
From Strand B (Practices and Ways of life): The keeping of Shabbat
From Strand C (Forms of Expression): The symbols of Shabbat and the Shabbat meal, what do they mean?
From Stand D (Identity and Belonging) The importance of home and family to the Jewish community
From Strand F (Values and commitment); The importance of homes and families to us.
Skills and Attitudes From the syllabus list and more generic i.e. ICT
We want pupils to develop these skills and attitudes…Engagement Investigation Evaluation Expression Others The ability to see the world through the eyes of others Developing a willingness to learn from others
Knowing what may make good evidence for understanding religionsA willingness to examine ideas about religious and spiritual questions
Drawing out essential ideas Willingness to learn and gain new understanding
The ability to explain concepts, rituals and practices Developing a realistic sense of their own religious and moral ideas
Information processing skills
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and
bel
ief
Ho
w p
upils
dev
elo
p t
heir
kno
wle
dg
e, s
kills
and
und
erst
and
ing
wit
h re
fere
nce
to:
AT2
Lea
rnin
g f
rom
rel
igio
n an
d b
elie
fH
ow p
upils
, in
the
light
of t
heir
lear
ning
ab
out
relig
ion,
exp
ress
the
ir re
spon
ses
and
insi
ght
s w
ith r
egar
d t
o q
uest
ions
and
issu
es a
bou
t:
Leve
l(A
) bel
iefs
, tea
chin
gs
and
so
urce
s
Met
aphy
sics
E
pis
tem
olo
gy
and
Te
xtua
l enq
uiry
(B) p
ract
ices
and
w
ays
of
life
Phe
nom
eno
log
y
(C) f
orm
s o
f ex
pre
ssio
n
Lang
uag
e an
d
com
mun
icat
ion
(D) i
den
tity
and
b
elo
ngin
g
Ant
hro
po
log
y/So
cio
log
y
(E) m
eani
ng,
pur
po
se a
nd t
ruth
Ont
olo
gy
(F) v
alue
s an
d
com
mit
men
ts
Eth
ics
I can
I can
I can
I can
I can
I can
1re
mem
ber
a C
hris
tian
(H
ind
u, e
tc.)
sto
ry
and
tal
k ab
out
it
use
the
rig
ht n
ames
fo
r th
ing
s th
at a
re
spec
ial t
o J
ew’s
(B
udd
hist
s, e
tc)
reco
gni
se r
elig
ious
ar
t, s
ymb
ols
and
w
ord
s an
d t
alk
abo
ut
them
talk
ab
out
thi
ngs
that
ha
pp
en t
o m
eta
lk a
bo
ut w
hat
I fin
d in
tere
stin
g o
r p
uzzl
ing
talk
ab
out
wha
t is
im
po
rtan
t to
me
and
to
oth
er p
eop
le
2te
ll a
Chr
isti
an (S
ikh,
et
c.) s
tory
and
say
so
me
thin
gs
that
p
eop
le b
elie
ve
talk
ab
out
so
me
of
the
thin
gs
that
are
th
e sa
me
for
diff
eren
t re
ligio
us p
eop
le
say
wha
t so
me
Chr
isti
an (M
uslim
, et
c) s
ymb
ols
mea
n an
d s
ay w
hat
som
e o
f th
e ar
t/m
usic
is a
bo
ut
ask
abo
ut w
hat
hap
pen
s to
oth
ers
wit
h re
spec
t fo
r th
eir
feel
ing
s
talk
ab
out
so
me
thin
gs
in s
tori
es t
hat
mak
e p
eop
le a
sk
que
stio
ns
talk
ab
out
wha
t is
im
po
rtan
t to
me
and
to
oth
ers
wit
h re
spec
t fo
r th
eir
feel
ing
s
3d
escr
ibe
wha
t a
bel
ieve
r m
ight
lear
n fr
om
a r
elig
ious
sto
ry
des
crib
e so
me
of
the
thin
gs
that
are
the
sa
me
and
diff
eren
t fo
r re
ligio
us p
eop
le
use
relig
ious
wo
rds
to d
escr
ibe
som
e o
f th
e d
iffer
ent
way
s in
w
hich
peo
ple
sho
w
thei
r b
elie
fs
com
par
e so
me
of
the
thin
gs
that
influ
ence
m
e w
ith
tho
se t
hat
influ
ence
oth
er
peo
ple
ask
imp
ort
ant
que
stio
ns a
bo
ut li
fe
and
co
mp
are
my
idea
s w
ith
tho
se o
f o
ther
peo
ple
link
thin
gs
that
are
im
po
rtan
t to
me
and
o
ther
peo
ple
wit
h th
e w
ay I
thin
k an
d
beh
ave
page | 22
AT1
Lea
rnin
g a
bo
ut r
elig
ion
and
bel
ief
AT2
Lea
rnin
g f
rom
rel
igio
n an
d b
elie
f Le
vel
bel
iefs
, tea
chin
gs
and
so
urce
sp
ract
ices
and
way
s o
f lif
efo
rms
of
exp
ress
ion
iden
tity
and
b
elo
ngin
gm
eani
ng, p
urp
ose
an
d t
ruth
valu
es a
nd
com
mit
men
ts
I can
I can
I can
I can
I can
I can
4m
ake
links
bet
wee
n th
e b
elie
fs
(tea
chin
gs,
so
urce
s,
etc.
) of
diff
eren
t re
ligio
us g
roup
s an
d s
how
ho
w t
hey
are
conn
ecte
d t
o
bel
ieve
rs’ l
ives
use
the
rig
ht r
elig
ious
w
ord
s to
des
crib
e an
d c
om
par
e w
hat
pra
ctic
es a
nd
exp
erie
nces
may
be
invo
lved
in b
elo
ngin
g
to d
iffer
ent
relig
ious
g
roup
s
exp
ress
rel
igio
us
bel
iefs
(id
eas,
fe
elin
gs,
etc
) in
a ra
nge
of
styl
es
and
wo
rds
used
b
y b
elie
vers
and
su
gg
est
wha
t th
ey
mea
n
ask
que
stio
ns a
bo
ut
who
we
are
and
w
here
we
bel
ong
, an
d s
ugg
est
answ
ers
whi
ch r
efer
to
peo
ple
w
ho h
ave
insp
ired
an
d in
fluen
ced
m
ysel
f an
d o
ther
s
ask
que
stio
ns a
bo
ut
the
mea
ning
and
p
urp
ose
of
life,
and
su
gg
est
a ra
nge
of
answ
ers
whi
ch m
ight
b
e g
iven
by
me
as
wel
l as
mem
ber
s o
f d
iffer
ent
relig
ious
g
roup
s o
r in
div
idua
ls
ask
que
stio
ns a
bou
t th
e m
oral
dec
isio
ns
I and
oth
er p
eop
le
mak
e, a
nd s
ugg
est
wha
t m
ight
hap
pen
as
a r
esul
t of
diff
eren
t d
ecis
ions
, inc
lud
ing
th
ose
mad
e w
ith
refe
renc
e to
rel
igio
us
bel
iefs
/ v
alue
s
5su
gg
est
reas
ons
fo
r th
e si
mila
r an
d
diff
eren
t b
elie
fs
whi
ch p
eop
le h
old
, an
d e
xpla
in h
ow
re
ligio
us s
our
ces
are
used
to
pro
vid
e an
swer
s to
imp
ort
ant
que
stio
ns a
bo
ut li
fe
and
mo
ralit
y
des
crib
e w
hy p
eop
le
bel
ong
to
rel
igio
ns
and
exp
lain
ho
w
sim
ilari
ties
and
d
iffer
ence
s w
ithi
n an
d b
etw
een
relig
ions
can
mak
e a
diff
eren
ce t
o t
he li
ves
of
ind
ivid
uals
and
co
mm
unit
ies
use
a w
ide
relig
ious
vo
cab
ular
y in
su
gg
esti
ng r
easo
ns
for
the
sim
ilari
ties
an
d d
iffer
ence
s in
fo
rms
of
relig
ious
, sp
irit
ual a
nd m
ora
l ex
pre
ssio
n fo
und
w
ithi
n an
d b
etw
een
relig
ions
giv
e m
y o
wn
and
o
ther
s’ v
iew
s o
n q
uest
ions
ab
out
who
w
e ar
e an
d w
here
w
e b
elo
ng a
nd
on
the
chal
leng
es
of
bel
ong
ing
to
a
relig
ion
and
exp
lain
w
hat
insp
ires
and
in
fluen
ces
me
ask
que
stio
ns a
bo
ut
the
mea
ning
and
p
urp
ose
of
life
and
su
gg
est
answ
ers
whi
ch r
elat
e to
the
se
arch
fo
r tr
uth
and
m
y o
wn
and
oth
ers’
liv
es
ask
que
stio
ns a
bo
ut
thin
gs
that
are
im
po
rtan
t to
me
and
to
oth
er p
eop
le a
nd
sug
ges
t an
swer
s w
hich
rel
ate
to m
y o
wn
and
oth
ers’
live
s
6sa
y w
hat
relig
ions
te
ach
abo
ut s
om
e o
f th
e b
ig q
uest
ions
o
f lif
e, u
sing
d
iffer
ent
sour
ces
and
ar
gum
ents
to
exp
lain
th
e re
aso
ns f
or
div
ersi
ty w
ithi
n an
d
bet
wee
n th
em
say
wha
t d
iffer
ent
pra
ctic
es a
nd w
ays
of
life
follo
wer
s o
f re
ligio
ns h
ave
dev
elo
ped
, ex
pla
inin
g h
ow
b
elie
fs h
ave
had
d
iffer
ent
effe
cts
on
ind
ivid
uals
, co
mm
unit
ies
and
so
ciet
ies
use
corr
ect
relig
ious
an
d p
hilo
sop
hica
l vo
cab
ular
y in
ex
pla
inin
g w
hat
the
sig
nific
ance
of
diff
eren
t fo
rms
of
relig
ious
, sp
irit
ual
and
mo
ral e
xpre
ssio
n m
ight
be
for
bel
ieve
rs
cons
ider
the
ch
alle
nges
of
bel
ong
ing
to
a
relig
ion
tod
ay w
ith
refe
renc
e to
my
ow
n an
d o
ther
peo
ple
’s
view
s o
n hu
man
na
ture
and
so
ciet
y,
sup
po
rtin
g t
hose
vi
ews
wit
h re
aso
ns
and
exa
mp
les
use
reas
oni
ng a
nd
exam
ple
s to
exp
ress
in
sig
hts
into
my
ow
n an
d o
ther
s’ v
iew
s o
n q
uest
ions
ab
out
th
e m
eani
ng a
nd
pur
po
se o
f lif
e an
d
the
sear
ch f
or
trut
h
use
reas
oni
ng a
nd
exam
ple
s to
exp
ress
in
sig
hts
into
the
re
lati
ons
hip
bet
wee
n b
elie
fs, t
each
ing
s an
d w
orl
d is
sues
, fo
cusi
ng o
n th
ing
s th
at a
re im
po
rtan
t
to m
e
page | 23
AT1
Lea
rnin
g a
bo
ut r
elig
ion
and
bel
ief
AT2
Lea
rnin
g f
rom
rel
igio
n an
d b
elie
f Le
vel
bel
iefs
, tea
chin
gs
and
so
urce
sp
ract
ices
and
way
s o
f lif
efo
rms
of
exp
ress
ion
iden
tity
and
b
elo
ngin
gm
eani
ng, p
urp
ose
an
d t
ruth
valu
es a
nd
com
mit
men
ts
I can
I can
I can
I can
I can
I can
7p
rese
nt a
co
here
nt
pic
ture
of
relig
ious
b
elie
fs, v
alue
s an
d r
esp
ons
es t
o
que
stio
ns o
f m
eani
ng
and
tru
th w
hich
tak
es
acco
unt
of
per
sona
l re
sear
ch o
n d
iffer
ent
relig
ious
to
pic
s an
d
a va
riet
y o
f so
urce
s an
d e
vid
ence
sho
w h
ow
rel
igio
us
acti
vity
in t
od
ay’s
w
orl
d h
as b
een
affe
cted
by
the
pas
t an
d b
y tr
adit
ions
, an
d h
ow
bel
ong
ing
to
a r
elig
ion
may
m
ean
diff
eren
t th
ing
s to
diff
eren
t p
eop
le,
even
wit
hin
the
sam
e re
ligio
n
use
a w
ide
relig
ious
an
d p
hilo
sop
hica
l vo
cab
ular
y an
d
diff
eren
t o
f fo
rms
of
exp
ress
ion
in
pre
sent
ing
a p
ictu
re
of
how
peo
ple
ex
pre
ss t
heir
re
ligio
us, s
pir
itua
l an
d e
thic
al b
elie
fs in
a
vari
ety
of
way
s
giv
e m
y p
erso
nal
view
wit
h re
aso
ns
and
exa
mp
les
on
wha
t va
lue
relig
ious
an
d o
ther
vie
ws
mig
ht h
ave
for
und
erst
and
ing
mys
elf
and
oth
ers
giv
e m
y p
erso
nal
view
wit
h re
aso
ns
and
exa
mp
les
on
wha
t va
lue
relig
ious
an
d o
ther
vie
ws
mig
ht h
ave
for
und
erst
and
ing
q
uest
ions
ab
out
th
e m
eani
ng a
nd
pur
po
se o
f lif
e
giv
e m
y p
erso
nal
view
wit
h re
aso
ns
and
exa
mp
les
on
wha
t va
lue
relig
ious
an
d o
ther
vie
ws
mig
ht h
ave
for
und
erst
and
ing
wha
t is
imp
ort
ant
to m
e an
d t
o o
ther
peo
ple
8an
alys
e th
e re
sult
s o
f d
iffer
ent
sort
s o
f re
sear
ch a
nd
pla
ce d
iffer
ent
inte
rpre
tati
ons
of
relig
ious
, sp
irit
ual
and
mo
ral s
our
ces
in t
heir
his
tori
cal,
cult
ural
, so
cial
an
d p
hilo
sop
hica
l co
ntex
ts
wei
gh
up d
iffer
ent
po
ints
of
view
and
co
me
to a
co
nclu
sio
n o
n ho
w r
elig
ions
an
d b
elie
fs m
ake
a d
iffer
ence
to
co
mm
unit
ies
and
so
ciet
ies
in d
iffer
ent
tim
es a
nd p
lace
s
use
a co
mp
rehe
nsiv
e re
ligio
us a
nd
phi
loso
phi
cal
voca
bul
ary
in
wei
ghi
ng u
p t
he
mea
ning
and
im
po
rtan
ce o
f d
iffer
ent
form
s o
f re
ligio
us, s
pir
itua
l an
d m
ora
l exp
ress
ion
wei
gh
up in
det
ail
a w
ide
rang
e o
f vi
ewp
oin
ts o
n q
uest
ions
ab
out
who
w
e ar
e an
d w
here
w
e b
elo
ng, a
nd
com
e to
my
ow
n co
nclu
sio
ns b
ased
on
evid
ence
, arg
umen
ts,
refle
ctio
ns a
nd
exam
ple
s
wei
gh
up in
det
ail
a w
ide
rang
e o
f vi
ewp
oin
ts o
n q
uest
ions
ab
out
tru
th
and
the
mea
ning
an
d p
urp
ose
of
life,
an
d c
om
e to
my
ow
n co
nclu
sio
ns b
ased
on
evid
ence
, arg
umen
ts,
refle
ctio
ns a
nd
exam
ple
s
wei
gh
up in
det
ail
a w
ide
rang
e o
f vi
ewp
oin
ts
on
que
stio
ns
abo
ut v
alue
s an
d
com
mit
men
ts, a
nd
com
e to
my
ow
n co
nclu
sio
ns b
ased
on
evid
ence
, arg
umen
ts,
refle
ctio
ns a
nd
exam
ple
s
©20
06 R
Eo
nlin
e /
Cul
ham
Inst
itut
e. U
sed
wit
h p
erm
issi
on.
The
teac
hers
at
St A
nyw
here
no
w n
eed
to
ad
d t
he le
vels
to
the
ir p
lann
ing
page | 24 page | 25
ThemesThis theme…Our Earth and beyond (Year 5 )Key Questions for RE
Raises these important questions…
What do eg. Christians/Muslims/Humanists believe about the origins of our world?
How do people care for the environment and celebrate the world? (eg Harvest Festival)
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question…
From strand A (Beliefs teachings and sources) Christian beliefs about God as Creator: the Genesis creation story. Contrasted with stories from other faith and non-faith/ secular traditions
From strand F (Values and commitments) Christian ideas of stewardship. How should we care for the environment?
Skills and Attitudes From the syllabus list and more generic i.e. ICT
We want pupils to develop these skills and attitudes…
Engagement Investigation Evaluation Expression Others Drawing meanings from stories Recognising that knowledge is bounded by mystery
Asking relevant questions Being prepared to reconsider existing views
Debating issues of religious significanceDistinguishing between opinion, belief and fact in issues of conviction and faith
Respond to religious issues through a variety of media Recognise their own uniqueness as human beings, affirming self worth
Using ICT Persuasive writing Information processingReasoning skills
Levelled learning outcomes taken from‘I can ‘ statements
Specifically we want them to be able to…
Level 3 strand a: describe what a believer might learn from a religious story
Level 3 strand f: link things that are important to me and other people with the way I think and behave
Level 4 strand a: make links between the beliefs (teachings, sources, etc.) of different religious groups and show how they are connected to believers’ lives
Level 4 strand f: 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
Pupils will have the opportunity to demonstrate these skills when...
Teaching and learning activities
And we have devised these engaging teaching and learning activities to enable pupils to explore the question and achieve the outcomes…see exemplars
page | 24 page | 25
This theme…‘The Tree’ by Gustav Klimt (Year 4) Key Questions for RE
Raises these important questions…
Why is the tree an important symbol in Christianity?
How have Christian artists used the tree as a symbol?
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question…
From Strand C (Forms of Expression) Christian symbolism in the Haitian Hunger Cloth
From Stand E (Meaning purpose and truth) Are Jesus’ teachings about justice relevant today?
Skills and Attitudes From the syllabus list and more generic i.e. ICT
We want pupils to develop these skills and attitudes. .
Engagement Investigation Evaluation Expression Others The ability to see the world through the eyes of others Developing a willingness to learn from others
Knowing what may make good evidence for understanding religionsA willingness to examine ideas about religious and spiritual questions
Drawing out essential ideas Willingness to learn and gain new understanding
The ability to explain concepts, rituals and practices Developing a realistic sense of their own religious and moral ideas
Information processing skills
Levelled learning outcomes taken fromI can statements
Specifically we want them to be able to . . .
Level 3 strand c: use religious words to describe some of the different ways in which people show their beliefs
Level 3 Strand e: ask important questions about life and compare my ideas with those of other people
Pupils will have the opportunities to demonstrate these skills when...
Teaching and learning activities
And we have devised these engaging teaching and learning activities to enable pupils to explore the question and achieve the outcomes… see exemplars
page | 26
This theme…Judaism and the home (Year 3) Key Questions for RE
Raises these important questions . . .
Why is the home so important to the Jewish Community?
What does Shabbat tell us about the Jewish Faith?
What makes our homes special?
Six areas of enquiry (conceptual strands) (At least two from a to f)
So we’ve selected this concept and content in order to address the question…
From Strand B (Practices and Ways of life): The keeping of Shabbat
From Strand C (Forms of Expression): The symbols of Shabbat and the
Shabbat meal, what do they mean?
From Stand D (Identity and Belonging) The importance of home and family to the Jewish community
From Strand F( Values and commitment); The importance of homes and families to us.
Skills and Attitudes From the syllabus list and more generic i.e. ICT
We want pupils to develop these skills and attitudes. .
Engagement Investigation Evaluation Expression Others The ability to see the world through the eyes of others Developing a willingness to learn from others
Knowing what may make good evidence for understanding religionsA willingness to examine ideas about religious and spiritual questions
Drawing out essential ideas Willingness to learn and gain new understanding
The ability to explain concepts, rituals and practices Developing a realistic sense of their own religious and moral ideas
Information processing skills
Levelled learning outcomes taken from ‘I can’ statements
Level 2 strand b: talk about some of the things that are the same for different religious people
Level 2 strand c: say what some Jewish symbols mean
Level 2 strand d: ask about what happens to others with respect for their feelings
Level 2 strand f: talk about what is important to me and to others with respect for their feelings
Level 3 strand b: describe some of the things that are the same and different for religious people
Level 3 strand c: use religious words to describe some of the different ways in which people show their beliefs
Level 3 strand d: compare some of the things that influence me with those that influence other people
Level 3 strand f: link things that are important to me and other people with the way I think and behave
Pupils will have the opportunities to demonstrate these skills when...
Teaching and learning activities
And we have devised these engaging teaching and learning activities to enable pupils to explore the question and achieve the outcomes…see exemplars
page | 27
Programmes of study - Foundation Stage: Openings
Legal requirements
• The Early Years Foundation Stage (EYFS) describes the phase of a child’s education from the age of three to the end of reception.
• Religious Education is statutory for all registered pupils on the school roll. This means that it is a legal requirement for pupils in Foundation Stage 2 but not Foundation Stage 1.
• In Foundation Stage 2 classes RE should be taught in accordance with the Agreed Syllabus.
• Whilst Religious Education is not a statutory requirement for children in the Foundation Stage, it can form a valuable part of the educational experience of children throughout the key stage.
Focus statement Early childhood is the foundation on which children build the rest of their lives and early activities and experiences provide the basis for later development in all areas of learning. Religious Education aims to promote the spiritual, moral and philosophical development of children through an exploration of the world of religion in terms of its special people, stories, times, places and objects and by visiting places of worship. A key aspect of spiritual development is to enable children to reflect on that which is of worth and value in their lives and the lives of others. Children will also learn to appreciate that spirituality, for many religious people, will spring from their belief in and relationship with God. The concept of ‘specialness’ in the context of religion is central to many of the units for this stage.
Religions and beliefs 1. The study of Christianity 2. Aspects of other principal religions and non-religious belief as appropriate.
In addition to the above statutory requirements schools should take into account the beliefs, viewpoints and ideas of children and their families. Schools may also plan to refer to further religions or belief systems, for example those represented in the school and local community.
Time for RE in Foundation Stage 2 Sufficient time must be provided for RE in Foundation Stage 2 to enable the requirements of the Agreed Syllabus to be met. The principle of “little but often” is valuable in the building up of children’s learning in RE. For example, this may be in the form of 10-15 minutes of teacher-led activity, with children then able to engage in an activity related to what has been explored with the teacher. Over the year there should be specific planned activities, but teachers should also take any unplanned opportunities arising out of children’s comments and interests. These can contribute to developing children’s knowledge and understanding of religion, belief and philosophy.
page | 28
The contribution of Religious Education to the early learning goals The early learning goals set out what most children should achieve by the end of the Foundation Stage. Religious Education can make an active contribution to all of these areas but has a particularly important contribution to make to
• personal, social and emotional development
• communication, language and literacy
• knowledge and understanding of the world
• creative development
Whilst Religious Education makes a strong contribution to the achievement of these goals it is important that planning for RE starts from and meets the requirements of this Agreed Syllabus.
In the Foundation Stage, children’s attainment in RE is assessed in relation to the stepping stones and the early learning goals.
Learning experiences and opportunities in the Early Years Children should be provided with opportunities in RE to:
• listen to and talk about appropriate stories which engage children
• directly experience religion – engage with artefacts, visit places of worship (with a focus on feelings and symbols), listen and respond to visitors from faith communities;
• get to know and use religious words accurately e.g. God, Bible, synagogue, church, prayer;
• use all five senses – smell (e.g. incense); taste (e.g. special foods) see and touch (e.g. religious artefacts); hear (e.g. chants/hymns/prayers/bells);
• make and do – make festive food, role play, dress up, dance;
• have times of quiet and stillness;
• share their own beliefs, ideas and values;
• talk about their feelings and experiences;
• use their imagination and curiosity to develop their appreciation and wonder of the world in which they live;
• begin to use ICT to explore religious beliefs as practised in the local and the wider community.
page | 29
Pro
gra
mm
es o
f St
udy
- P
rim
ary
Stag
e (K
S1 a
nd K
S2)
Thes
e ar
e ex
amp
les
of
wha
t co
uld
be
cove
red
in e
ach
stra
nd
Chr
isti
anit
y: In
pla
nnin
g s
elec
t fr
om
Key
Sta
ge
1
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs
epis
tem
olo
gy
and
te
xtua
l enq
uiry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Go
d a
s C
reat
or:
the
G
enes
is c
reat
ion
sto
ry.
Go
d a
s Lo
ving
fat
her:
Lo
st S
heep
Ho
w d
o C
hris
tian
s g
ive
than
ks a
nd p
rais
e to
Go
d
Ho
w d
o C
hris
tian
s ce
leb
rate
Har
vest
Fe
stiv
al?
Go
d m
ade
us a
ll w
e ar
e al
l eq
ually
im
po
rtan
t.
Ask
ing
que
stio
ns
abo
ut t
he n
atur
e
Go
d
(Ste
war
dsh
ip) C
arin
g
for
Go
d’s
cre
atio
n in
clud
ing
oth
er
peo
ple
:
Sto
ries
of
Jesu
s Li
fe
Bei
ng a
Dis
cip
le:
Wha
t d
o C
hris
tian
s d
o a
t C
hris
tmas
and
E
aste
r?
Chr
isti
an s
ymb
ols
: e.g
C
ross
, Can
dle
s, B
read
an
d W
ine
Imp
ort
ance
of
Chr
istm
as t
o
Chr
isti
ans
Imp
ort
ance
of
Eas
ter
to C
hris
tian
sIm
po
rtan
ce o
f co
mm
unio
n
Ask
ing
que
stio
ns
abo
ut J
esus
Forg
iven
ess
Than
ksg
ivin
g
Why
did
Jes
us u
se
Par
able
s? i.
e. T
he
Go
od
Sam
arit
an
Why
did
Jes
us
per
form
Mir
acle
s?:i.
e.
Jesu
s w
alki
ng o
n th
e w
ater
Ho
w d
o C
hris
tian
s le
arn
abo
ut t
he
king
do
m o
f G
od
?P
raye
r : I
nc L
ord
’s
Pra
yer
Rea
din
g t
he B
ible
Ho
w d
o C
hris
tian
s p
ut J
esus
tea
chin
gs
into
act
ion?
Pra
yer,
help
ing
oth
ers
wit
h ti
me
and
tal
ents
Bei
ng p
art
of
gro
ups
that
hel
pA
skin
g q
uest
ions
ab
out
Mir
acle
s C
hris
tian
co
mp
assi
on
page | 30 page | 31
OT
sto
ry: S
amue
l an
d M
ose
s an
d t
he
bur
ning
bus
h G
od
is
alw
ays
wit
h yo
u: A
bra
ham
and
Sa
rah
Voca
tio
n: b
eing
cal
led
b
y G
od
G
od
use
s o
rdin
ary
peo
ple
to
do
his
wo
rk
Why
do
peo
ple
do
g
oo
d t
hing
s?
Wha
t ha
pp
ens
at
the
loca
l Chu
rch
e.g
. ac
tivi
ties
in c
hurc
h,
Sund
ay s
cho
ol ,
co
mm
unit
y w
ork
et
c C
eleb
rati
ng a
s a
fam
ily;-
Bap
tism
/C
hris
teni
ng/
Ded
icat
ion
Bel
ong
ing
and
C
om
mit
men
t to
a
Chr
isti
an C
om
mun
ity
The
imp
ort
ance
o
f p
rom
ises
mad
e b
efo
re G
od
Chr
isti
anit
y: In
pla
nnin
g s
elec
t fr
om
Key
Sta
ge
2
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs
Ep
iste
mo
log
y an
d
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
The
Trin
ity:
Go
d,
Jesu
s, a
nd t
he H
oly
Sp
irit
: Fes
tiva
l of
Pent
ecos
tPa
rabl
es: e
.g. T
he
para
ble
of th
e lo
st s
on
OT
sto
ry: J
ona
h
Sy
mb
ols
: sp
irit
, Fla
me
Do
ve
Par
able
s in
Art
and
M
usic
Ho
ly S
pir
it a
s co
mfo
rter
H
ow
are
Chr
isti
ans
enco
urag
ed in
the
ir
fait
h?
Dia
log
ue w
ith
Go
d,
Go
d g
ives
us
free
will
.
The
cons
eque
nces
of
our
cho
ices
.
Imp
licat
ions
for
oth
ers
page | 30 page | 31
Ad
vent
: Th
e an
nunc
iati
on
The
inca
rnat
ion
of
Jesu
s:
Em
man
uel.
Ep
ipha
ny
The
dea
th a
nd
resu
rrec
tio
n o
f Je
sus
(Eas
ter
Sto
ry)
The
thre
e M
arys
Ho
w d
o C
hris
tian
s ce
leb
rate
Ad
vent
? Th
e si
gni
fican
ce o
f E
aste
r to
Chr
isti
ans
Chr
isti
ngle
: Je
sus
the
light
of
the
wo
rld
The
imp
ort
ance
of
Mar
y Th
e Lo
rds
sup
per
/M
ass/
Euc
hari
st
Bei
ng f
org
iven
and
fo
rgiv
ing
oth
ers
Ro
le o
f w
om
en in
the
ch
urch
the
n an
d n
ow
Why
did
Go
d s
end
his
o
nly
son?
Ete
rnal
Life
? W
hat
mig
ht h
eave
n lik
e?
Serm
on
on
the
mo
unt:
Th
e tw
o
com
man
dm
ents
of
Jesu
s.
Par
able
s: e
.g. T
he
par
able
of
the
Sow
er
Chr
isti
an L
ifest
yle
: Go
ing
to
Chu
rch,
B
ible
stu
dy
hom
egro
ups
Wo
rld
wid
e C
hurc
h e.
g. A
nglic
an
com
mun
ion
Bib
le in
Chu
rch
wo
rshi
p
A C
hris
tian
Cha
rity
o
r ag
ency
e.g
. Sl
um
surv
ivo
rH
ow
hav
e C
hris
tian
s ex
pre
ssed
the
wo
rd
of
Go
d in
art
mus
ic
dra
ma
dan
ce
Ho
w s
houl
d C
hris
tian
s m
ake
a d
iffer
ence
in
the
wo
rld
Just
ice
The
hist
ory
of
the
chur
chTh
e au
tho
rity
and
st
ruct
ure
of
the
Bib
le:
The
Mar
riag
e se
rvic
e I
Co
rint
hian
s 13
L
ife a
s a
jour
ney
: P
ilgri
mag
e
Bei
ng C
onfi
rmed
B
apti
sm: T
ota
l im
mer
sio
n Fi
rst
Co
mm
unio
nB
eing
mar
ried
La
st r
ites
, Fun
eral
se
rvic
e P
erso
nal P
ilgri
mag
e:
e.g
. lo
cal e
xam
ple
La
ity
and
ord
aine
d
Chu
rch
wo
rker
s.
Ho
w d
o C
hris
tian
s w
ors
hip
in y
our
loca
l ch
urch
es?:
Mo
der
n ,
trad
itio
nal,
Cel
tic
and
P
ente
cost
al w
ors
hip
W
edd
ing
s an
d
sym
bo
lism
i.e.
W
edd
ing
Rin
g
Co
mm
unal
wo
rshi
p
Ho
w y
oun
g p
eop
le
wo
rshi
p t
od
ay: e
.g.
Yout
h g
roup
s, S
oul
su
rviv
or,
Tai
zeG
etti
ng m
arri
ed in
C
hurc
h
Is t
he B
ible
the
in
spire
d w
ord
of
Go
d?
Life
as
a sp
irit
ual
jour
ney
: e.g
. Len
tB
eco
min
g a
C
hris
tian
: up
bri
ngin
g,
conv
ersi
on
Chr
isti
an c
om
mit
men
t to
reg
ular
Bib
le S
tud
y R
each
ing
out
to
o
ther
s E
vang
elis
m /
Mis
sio
nM
arri
age
is f
or
life
The
Chr
isti
an h
om
eSt
ory
of
Rut
h
page | 32 page | 33
Isla
m: i
n P
rim
ary
Pha
se p
lann
ing
- s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs
Ep
isti
mo
log
y an
d
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D)Id
enti
ty a
nd
bel
ong
ing
(AT2
)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E)M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F)V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Wha
t d
o M
uslim
s b
elie
ve a
bo
ut A
llah?
Sh
ahad
a(h)
Sala
h (p
raye
r)Za
kah
(alm
s g
ivin
g)
Saw
m (f
asti
ng)
Ram
adan
Id-u
l-Fit
rN
ashe
ed M
usic
Th
e U
mm
ah:
The
imp
ort
ance
of
bel
ong
ing
to
the
m
osq
ue in
UK
Ho
w c
an I
und
erst
and
th
e lif
e o
f o
ther
s?
Isla
mic
Aid
Th
e va
lue
of
fast
ing
The
reve
lati
on
of
the
Qur
’an
The
role
of
the
pro
phe
ts :
Ab
raha
m
etc
Hal
al
The
role
of
Wo
men
in
Isla
m
The
stat
us a
nd
imp
ort
ance
of
the
Qur
’an
Wha
t is
it li
ke t
o b
e a
Mus
lim in
the
UK
? H
ow
can
we
kno
w
that
the
sac
red
tex
t is
ac
cura
te?
Isla
mic
val
ues
and
Se
cula
r va
lues
The
Life
of
Muh
amm
ad (P
BU
H)
Haj
jId
-ul -
Ad
haIm
po
rtan
ce o
f A
ngel
s in
Isla
m D
iffer
ent
Sect
s in
Isla
m
The
imp
ort
ance
of
go
ing
on
Haj
j fo
r U
K
Mus
lims
Per
sona
l sea
rch
for
mea
ning
page | 32 page | 33
Jud
aism
: in
Pri
mar
y P
hase
pla
nnin
g -
sel
ect
fro
m
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
The
Tora
h Th
e Sh
ema
Shab
bat
H
anuk
kah
Mez
uzah
Fr
iday
nig
ht m
eal
Star
of
Dav
id
Men
ora
h
The
imp
ort
ance
of
the
hom
e Th
e im
po
rtan
ce o
f th
e To
rah
The
imp
ort
ance
of
fam
ilies
The
Dec
alo
gue
(10
com
man
dm
ents
B
ar M
itzv
ah
Bat
Mit
zvah
Ta
llitt
Kip
pah
th
e C
ove
nant
b
etw
een
Go
d a
nd
hum
anki
nd
Why
sho
uld
we
have
ru
les?
Mak
ing
a
com
mit
men
t
Mo
ses
Ab
raha
m
Dav
id
Pes
ach
(Pas
sove
r)
Sym
bo
ls o
f Se
der
m
eal
Why
are
sha
red
fe
stiv
als
imp
ort
ant
Why
do
es G
od
allo
w
his
peo
ple
to
suf
fer
Kas
hrut
(K
osh
er)
Sukk
ot
Is it
imp
ort
ant
to s
tick
to
rul
es?
Ho
w s
houl
d w
e ca
re
for
anim
als
Go
ing
to
the
sy
nag
og
ue
Ner
Tam
id
Ark
B
imm
ahYa
d
Gro
ups
wit
hin
Jud
aism
: Ort
hod
ox
and
Ref
orm
page | 34 page | 35
Hin
dui
sm: i
n P
rim
ary
Pha
se p
lann
ing
- s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Bra
hman
, The
Trim
urti
(Bra
hma,
Vis
hnu,
Shi
va)
Kri
shna
’s T
each
ing
(f
rom
the
Bha
gav
ad
Git
a)
Wo
rshi
p in
the
ho
me
Wo
rshi
p in
the
Man
dir
P
uja
Art
i M
urti
P
rash
adA
um
The
imp
ort
ance
of
the
hom
e to
Hin
dus
Th
e im
po
rtan
ce o
f th
e M
and
ir t
o t
he U
K
com
mun
ity
The
Sto
ry o
f R
ama
and
Sit
a (R
amay
ana)
Ho
li D
ival
iN
avra
tri
Ran
go
li p
atte
rns
Why
are
sha
red
st
ori
es im
po
rtan
tA
re t
here
suc
h th
ing
s as
Go
od
and
evi
l?
Why
are
ro
le m
od
els
imp
ort
ant?
Wha
t m
akes
the
idea
l man
w
hat
mak
e th
e id
eal
wo
man
?
Pilg
rim
age
to V
aran
asi
The
Riv
er G
ang
es
Why
do
peo
ple
find
it
imp
ort
ant
to g
o
spec
ial j
our
neys
?
Rei
ncar
nati
on
Kar
ma,
Mo
ksha
G
and
hi A
him
sa (
non
vio
lenc
e)
Wha
t ha
pp
ens
whe
n w
e d
ie?
Ho
w s
houl
d w
e re
act
to v
iole
nce?
page | 34 page | 35
Sikh
ism
: in
Pri
mar
y P
hase
pla
nnin
g -
sel
ect
fro
m
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Sto
ry o
f G
uru
Nan
ak
Gur
u G
rant
h Sa
hib
The
Kha
lsa
The
5 k’
sK
esh
,Kan
gah
a,
Kir
pan
, Kar
a, K
ache
ra
The
imp
ort
ance
of
wea
ring
sym
bo
ls
Diw
anR
agis
Bha
ngra
Sew
aTh
e G
urd
war
a
The
Lang
ar
Why
do
peo
ple
wan
t to
ser
ve o
ther
s?H
ow
sho
uld
we
serv
e o
ther
s
The
natu
re o
f G
od
M
arri
age
The
nam
ing
cer
emo
ny
The
imp
ort
ance
o
f b
elo
ngin
g t
o a
co
mm
unit
y
Co
mm
itm
ent
page | 36 page | 37
Bud
dhi
sm: i
n P
rim
ary
Pha
se p
lann
ing
- s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
The
sto
ry o
f Si
dd
hatt
ha G
ota
ma
Bud
dhi
st W
ors
hip
Med
itat
ion
Yog
a
Bud
dhi
st S
hrin
es
Imag
es o
f th
e B
udd
haW
hy is
the
re
suff
erin
g?
Ho
w d
o w
e m
aint
ain
pea
ce in
our
co
mm
unit
y?
The
Sang
ha
Lotu
s Fl
ow
er
Wha
t d
oes
it m
ean
to b
elo
ng t
o a
co
mm
unit
y?
Why
do
so
me
peo
ple
w
ant
to b
e o
rdai
ned
?
page | 36 page | 37
Secu
lar
Wo
rld
Vie
ws:
in P
rim
ary
Pha
se
See
ww
w.h
uman
ism
fors
cho
ols
.org
.uk
for
Too
lkit
s. N
B. b
ased
on
Hum
anis
m b
ut A
thei
st a
nd o
ther
sec
ular
wo
rld
vie
ws
coul
d/s
houl
d b
e co
nsid
ered
. In
pla
nnin
g s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs
epis
tem
olog
y an
d
text
ual e
nqui
ry
(B) P
ract
ices
and
way
s of
life
(AT1
)
Phen
omen
olog
y
(C) F
orm
s of
ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elon
gin
g (A
T2)
Ant
hrop
olog
ySo
ciol
ogy
Psyc
holo
gy
(E) M
eani
ng p
urp
ose
and
tru
th (A
T2)
Ont
olog
y
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Ethi
cs
Wha
t mak
es h
uman
s sp
ecia
l? (T
oolk
it 1)
Ask
que
stio
ns a
bout
th
e w
orld
. Thi
nk fo
r yo
urse
lf.
Hum
anis
t bab
y na
min
gs, w
eddi
ngs,
fu
nera
ls.
Hum
anis
ts d
o no
t pr
ay o
r wor
ship
, but
do
ask
que
stio
ns a
nd
thin
k fo
r the
mse
lves
. Ex
pres
s w
onde
r abo
ut
the
wor
ld in
sec
ular
art
, da
nce,
dra
ma,
mus
ic.
How
hum
an
psyc
holo
gy is
spe
cial
co
mpa
red
to o
ther
life
.
To u
nder
stan
d th
e w
orld
, use
reas
on,
evid
ence
, crit
ical
th
inki
ng, c
reat
ivity
and
em
path
y.
Car
ing
for a
nim
als.
Why
do
we
cele
brat
e im
port
ant o
ccas
ions
an
d ev
ents
? (T
oolk
it 2)
Cel
ebra
te th
is li
fe
rath
er th
an s
ome
myt
hic
life
to c
ome.
Love
of f
amily
, frie
nds,
go
od re
latio
nshi
ps. T
he
hum
anis
t com
mun
ity.
Wha
t do
Hum
anis
ts
belie
ve?
(Too
lkit
3)Li
ve fu
ll an
d ha
ppy
lives
and
hel
p ot
hers
to
do th
e sa
me.
Hum
anis
ts d
o no
t be
lieve
in g
ods
or
supe
rnat
ural
bei
ngs
e.g.
ang
els
or d
emon
s.
Hum
anis
ts d
o no
t lo
ok to
sac
red
text
s fo
r gui
danc
e, b
ut d
o
wor
k th
ings
out
for
them
selv
es.
Wha
t hap
pens
whe
n w
e di
e? D
o w
e ha
ve
only
one
life
her
e on
Ea
rth
or a
n et
erna
l life
? W
hat i
s th
e ev
iden
ce?
Coo
pera
te w
ith o
ther
s.
Won
der a
nd a
we
abou
t life
and
the
wor
ld. D
o w
e ne
ed
‘spi
ritua
lity’
? Ju
stic
e.
Life
as
a na
tura
listic
jo
urne
y. D
arw
in D
ay.
How
sho
uld
we
trea
t ot
her p
eopl
e an
d w
hy?
How
do
we
mak
e m
oral
dec
isio
ns?
(Too
lkit
3)
The
Gol
den
Rule
: Tre
at
othe
rs a
s w
e ou
rsel
ves
wou
ld li
ke to
be
trea
ted.
Put y
ours
elf i
n ot
her
peop
les’
sho
es to
m
ake
mor
al d
ecis
ions
(e
mpa
thy)
.
Live
har
mon
ious
ly. B
e re
spon
sibl
e fo
r you
r ow
n ac
tions
.
Ethi
cal d
ilem
mas
. H
uman
ist b
elie
fs a
bout
w
hat i
s go
od a
nd e
vil,
right
and
wro
ng?
Wha
t is
the
role
of s
ymbo
ls in
a
secu
lar s
ocie
ty?
page | 38 page | 39
Ho
w d
id t
he u
nive
rse
and
life
beg
in?2
Ho
w u
nive
rse
star
ted
: the
Big
Ban
g
theo
ry. E
xpla
ined
b
y hu
man
ists
Pet
er
Atk
ins,
Bri
an C
ox,
A
lber
t E
inst
ein,
St
ephe
n H
awki
ng,
Step
hen
Law
.
Dar
win
Day
Cha
rles
Dar
win
’s’
Theo
ry o
f E
volu
tio
n b
y N
atur
al S
elec
tio
n:
how
life
evo
lved
ex
pla
ined
by
hum
anis
ts S
usan
B
lack
mo
re, R
icha
rd
Daw
kins
, Ste
ve J
one
s,
Step
hen
Law
, Arm
and
Le
roy
Do
we
have
‘fre
e w
ill’?
Ho
w c
an w
e kn
ow
ab
out
the
wo
rld
th
roug
h sc
ienc
e an
d
hum
anis
m?
Wha
t is
th
e m
eani
ng o
f lif
e?
Scie
nce
and
the
sc
ient
ific
met
hod
is
the
bes
t w
ay o
f un
der
stan
din
g t
he
wo
rld
. Do
n’t
mak
e a
‘co
mm
itm
ent’
ab
out
a
bel
ief
unti
l yo
u ha
ve
pro
per
evi
den
ce.
2 La
w, S
., R
eally
, rea
lly b
ig q
uest
ions
, ab
out
life
, the
uni
vers
e an
d e
very
thin
g, 2
009,
Lo
ndo
n, M
acM
illan
Pub
lishe
rs
page | 38 page | 39
Pro
gra
mm
es o
f St
udy
- K
S3
Chr
isti
anit
y in
pla
nnin
g s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life(
AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Free
will
or
pre
des
tina
tio
nB
oo
k o
f Jo
b
Ho
w D
o C
hris
tian
s ta
lk/c
om
mun
e w
ith
Go
d?
Pra
yer
Sub
mis
sio
n o
r w
rest
ling
wit
h G
od
Tr
init
y; H
ow
hav
e ar
tist
s re
pre
sent
ed
the
Trin
ity?
Why
do
es G
od
allo
w
suff
erin
g?
Why
do
esn’
t G
od
in
terv
ene?
Dea
th a
nd n
ew li
fe
Ho
pe:
Chr
isti
an r
elie
f o
rgan
isat
ions
eg
. H
osp
ice
Inca
rnat
ion:
Why
did
G
od
/Jes
us b
eco
me
man
?
Cru
cifix
ion
and
R
esur
rect
ion
narr
ativ
es
Ho
w d
o p
eop
le
follo
w J
esus
to
day
Lo
cally
, Nat
iona
lly,
Inte
rnat
iona
lly
‘The
Chr
ist
we
shar
e’In
tern
atio
nal i
mag
es
of
Jesu
s
Jesu
s as
Rol
e m
odel
. St
andi
ng u
p fo
r you
r fa
ith: W
hy is
that
di
fficu
lt in
the
mod
ern
wor
ld?
Livi
ng in
Chr
istia
n co
mm
uniti
es: C
hris
tian
Fest
ival
s e.
g. S
oul
surv
ivor
Afr
ican
isat
ion
of
Chr
istia
nity
Do
es t
ruth
res
t o
n hi
sto
rica
l and
sc
ient
ific
evid
ence
? W
hat
is t
ruth
? D
id
Jesu
s ri
se f
rom
the
d
ead
? V
irgin
Bir
th?
Res
pec
ting
fai
th
diff
eren
ces
Ho
w h
as J
esus
imag
e b
een
used
by
non
Chr
isti
ans?
page | 40 page | 41
The
Lord
’s P
raye
r;
Your
kin
gd
om
Co
me
Ti
thin
g a
nd G
ivin
g
Co
mm
unio
n an
d
Pra
yer
Pra
ctic
al o
utw
ork
ing
o
f C
hris
tian
fai
th
e.g
. wo
rkin
g w
ith
the
hom
eles
s: F
oo
d
ban
ks, S
tree
t P
asto
rs
Ho
w h
as h
eave
n b
een
dep
icte
d in
so
ng
and
art
Kin
gd
om
of
Go
d v
U
nite
d K
ing
do
m?
Whe
n is
it r
ight
to
b
reak
the
law
? W
hich
co
mes
firs
t yo
ur f
aith
o
r th
e la
ws
of
the
coun
try
in w
hich
yo
u liv
e? T
he B
ig S
oci
ety?
Sh
oul
d C
hris
tian
ch
arit
ies
be
pub
lical
ly
fund
ed?
Pau
l : R
oad
to
D
amas
cus
Pet
er :
Pet
ers
visi
on
(Act
s 10
)
Peo
ple
’s li
ves
turn
ed
aro
und
by
the
Ho
ly
Spir
it. E
.g. J
ohn
N
ewto
n Ja
ckie
P
ullin
ger
Can
yo
u b
e co
nver
ted
to
a n
ew f
aith
and
ke
ep y
our
iden
tity
?
Are
co
nver
sio
n ex
per
ienc
es r
eal?
W
hat
is a
dis
cip
le
tod
ay?
Is it
rig
ht t
o t
ry a
nd
conv
ert
oth
ers?
Sh
oud
l yo
u tr
y an
d
dis
suad
e p
eop
le f
rom
th
eir
bel
iefs
?
The
Bo
dy
of
Chr
ist
(Act
s 2)
The
Chu
rch
in a
se
cula
r so
ciet
y? P
aul
in A
then
s (A
cts
17)
Diff
eren
t b
elie
fs
aro
und
Co
mm
unio
n D
eno
min
atio
nal
Diff
eren
ce
Ecu
men
ical
ism
In
terf
aith
Dia
log
ue
wit
h se
cula
rism
Diff
eren
t ex
pre
ssio
ns
of
wo
rshi
p
Co
rrym
ela
Why
do
Chr
isti
ans
feel
the
nee
d t
o
bel
ong
to
a c
hurc
h co
mm
unit
y?
Bei
ng b
ullie
d f
or
bei
ng p
eop
le o
f fa
ith
Do
yo
u ne
ed t
o b
e re
ligio
us t
o b
elie
ve?
Dis
agre
eing
re
spec
tful
ly
Rec
onc
iliat
ion
page | 40 page | 41
Bud
dhi
sm a
t K
S3: I
n p
lann
ing
sel
ect
fro
m
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
The
Nat
ure
of
Suff
erin
g: T
he li
fe a
nd
Enl
ight
enm
ent
of
Sid
dat
ha G
ota
ma
Wes
ak
Med
itat
ion
Thre
e m
arks
of
life
Ani
cca,
Duk
kha,
A
natt
a
Why
is t
here
su
ffer
ing
? W
hat
do
es it
mea
n to
b
e en
light
ened
?
Do
my
acti
ons
cau
se
oth
ers
to s
uffe
r
Co
nseq
uenc
es o
f ac
tio
n : K
arm
a Th
e W
heel
of
Life
: N
irva
na
The
No
ble
8 f
old
pat
h H
ow
diffi
cult
is it
to
fo
llow
the
Bud
dha
’s
teac
hing
s
Wha
t ru
les
in li
fe
sho
uld
be
follo
wed
? H
ow
wel
l do
I ta
ke
into
acc
oun
t th
e ne
eds
of
oth
ers?
The
Sang
ha
Life
in t
he S
ang
ha
Bud
dhi
st S
hrin
es
Bhi
kkhu
s B
Hik
khun
is
Wha
t d
oes
it m
end
to
b
elo
ng t
o a
Bud
dhi
st
trad
itio
n in
UK
?
Wes
tern
Bud
dhi
st
Ord
er
Wha
t g
ives
mea
ning
to
life
? W
hat
am I
com
mit
ted
to
?
page | 42 page | 43
Sikh
ism
at
KS3
: In
pla
nnin
g s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
The
life
of
Gur
u N
anak
G
uru
Gra
nth
Sahi
b
The
nat
ure
of
Go
d
The
Gur
dw
ara
The
Lang
er
Gur
pur
bs
(fes
tiva
ls
rela
ted
to
the
Gur
us)
Nis
han
Sahi
b
Diw
an
Kir
tan
Mul
Man
tra
The
role
of t
he G
rant
hi
The
imp
ort
ance
of
the
Gur
dw
ara
in U
KW
hy d
o p
eop
le
need
to
mee
t in
co
mm
unit
y?
Ho
w w
elco
min
g a
re
we
to t
hose
in n
eed
Sew
aE
qua
lity
Kir
at K
arna
The
Ro
le o
f w
om
en
in S
ikhi
sm
Att
itud
es t
ow
ard
P
eace
War
and
So
cial
Ju
stic
e A
ttit
udes
to
war
d
oth
er R
elig
ions
Rag
is
Bha
ngra
Nm
a Si
mar
an –
med
iati
ng o
n th
e na
me
Diff
eren
t g
roup
s in
Si
khis
m –
Am
rit
Dha
ri,
Saha
j Dha
ri
3HO
(Hea
lthy
Ho
ly
and
Hap
py
–whi
te
conv
erts
in U
SA)
Ho
w im
po
rtan
t is
a
job
to
giv
ing
yo
ur li
fe
pur
po
se?
Can
life
be
div
ided
in
to t
he s
acre
d a
nd
the
secu
lar?
Sho
uld
peo
ple
’s
relig
ious
vie
ws
be
mad
e al
low
ance
fo
r in
th
e w
ork
pla
ce?
The
imp
ort
ance
of
the
Gur
usG
uru
Go
bin
d S
ing
h
The
Kha
lsa
: Am
rit
Sans
kar
Sing
h an
d K
uar
Mar
riag
e an
d t
he
Lava
n
Pilg
rim
age
Am
rits
ar
Har
iman
dir
Vais
akhi
Th
e P
anj K
akke
(5K
’s)
Mak
ing
a c
omm
itmen
t to
wha
t yo
u b
elie
ve in
W
hat
caus
es p
eop
le
to li
ve in
cer
tain
w
ays?
Ho
w im
po
rtan
t is
it t
o
have
a h
om
elan
d?
Ho
w d
o I
sho
w
com
mit
men
t to
wha
t I
bel
ieve
in?
page | 42 page | 43
KS3
Sec
ular
Wo
rld
Vie
ws
See
Hum
anis
m f
or
Scho
ols
: ww
w.h
uman
ism
fors
cho
ols
.org
.uk
for
Too
lkit
s an
d B
riti
sh H
uman
ist
Ass
oci
atio
n: w
ww
.hum
anis
m.o
rg.u
k
NB
. Bas
ed o
n H
uman
ism
but
Ath
eist
and
oth
er s
ecul
ar w
orl
d v
iew
s co
uld
/sho
uld
be
cons
ider
ed. I
n p
lann
ing
sel
ect
fro
m:
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
way
s of
life
(AT1
)
Phen
omen
olog
y
(C) F
orm
s of
ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elon
gin
g (A
T2)
Ant
hrop
olog
ySo
ciol
ogy
Psyc
holo
gy
(E) M
eani
ng p
urp
ose
and
tru
th (A
T2)
Ont
olog
y
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Ethi
cs
Hum
anis
ts li
ve g
ood
liv
es w
itho
ut r
elig
ious
or
sup
erst
itio
us
bel
iefs
, mak
ing
best
of
the
one
life
we
have
by
crea
ting
mea
ning
and
pu
rpos
e fo
r our
selv
es.
Hum
anis
ts w
ant a
w
orld
whe
re e
very
one
lives
coo
per
ativ
ely
on th
e ba
sis
of s
hare
d
hum
an v
alue
s an
d
resp
ect f
or h
uman
rig
hts.
Sev
en H
uman
ist
char
acte
ristic
s (L
aw, S
.3 )
Hum
anis
m is
an
ethi
cal
and
fulfi
lling
non
-re
ligio
us li
fest
ance
in
volv
ing
a na
tura
listic
vi
ew o
f the
uni
vers
e.
Hum
anis
ts d
o no
t thi
nk
that
uni
vers
e ne
eds
a di
vine
pow
er o
utsi
de
of it
self
in o
rder
to
hav
e va
lue.
We
dete
rmin
e its
val
ue.
God
s ar
e m
yths
cr
eate
d by
hum
ans.
U
nive
rse
is n
ot tw
o
sepa
rate
real
ms,
na
tura
l and
su
pern
atur
al, o
nly
one
real
m, t
he n
atur
al.
Hum
anis
ts d
on’t
look
to
sac
red
text
s fo
r gu
idan
ce; c
halle
nge
relig
ious
priv
ilege
an
d fa
ith; a
re a
thei
sts
or a
gnos
tics.
Evi
l go
d hy
poth
esis
and
su
fferin
g. (S
teph
en
Law
)
How
do
Hum
anis
ts
know
som
ethi
ng is
tr
ue?
(Too
lkit
4) T
hink
fo
r you
rsel
f (m
oral
au
tono
my)
usi
ng
reas
on, e
vide
nce
and
th
e sc
ient
ific
met
hod.
Hum
anis
ts d
o no
t be
lieve
that
trut
h co
mes
from
div
ine
bein
gs b
ecau
se
gods
(ath
eism
) and
su
pern
atur
al b
eing
s (n
atur
alis
tic)
do
not
exis
t.
Peer
rev
iew
ed
scie
ntifi
c jo
urna
ls. A
rt
of C
ezan
ne, V
an G
ogh,
Fr
anci
s B
acon
, And
y W
arho
l.
Hum
anis
ts u
se s
atire
to
reve
al tr
uths
abo
ut
relig
ion.
Wha
t do
H
uman
ist c
omed
ians
be
lieve
? e.
g. D
avid
B
addi
el, S
teph
en F
ry,
Rick
y G
erva
is, R
obin
In
ce.
Scie
nce
grad
ually
re
fines
and
ext
ends
hu
man
kno
wle
dge
to
reve
al fu
rthe
r ‘tr
uths
’. R
elig
ious
fai
th is
bel
ief
whi
ch is
not
bac
ked
up
by e
vide
nce.
Con
cept
s of
bel
ief,
hum
anis
m, a
gnos
ticis
m
and
athe
ism
. Jus
tice
: H
uman
ists
do
not
expe
ct ju
stic
e in
an
othe
r life
and
so
w
ork
for j
ustic
e in
this
on
e. H
uman
ism
and
‘fr
ee w
ill’.
3 La
w, S
., H
uman
ism
, A V
ery
Sho
rt In
tro
duc
tio
n, 2
011,
Oxf
ord
, Oxf
ord
Uni
vers
ity
Pre
ss, p
. 1-3
page | 44 page | 45
How
do
Hum
anis
ts te
ll rig
ht fr
om w
rong
?
Hum
anis
ts c
an b
e m
oral
wit
hout
god
s.
(Too
lkit
5)
Wei
gh
up e
vid
ence
. D
ecid
e fo
r yo
urse
lf w
hat a
re th
e ef
fect
s of
you
r act
ions
. Wha
t ac
tions
resu
lts in
the
mos
t hap
pine
ss a
nd
leas
t pai
n an
d su
fferin
g
(Util
itaria
nism
) and
m
ost h
uman
flou
rishi
ng
(e.g
. not
ste
alin
g or
br
eaki
ng p
rom
ises
)
Lib
eral
mor
al
phi
loso
phy
. G
ood
ha
bits
and
dis
cipl
ine
taug
ht. H
uman
ists
op
pose
mor
al
rela
tivis
m.
Don
’t re
ly
on e
xter
nal a
utho
ritie
s:
polit
icia
ns, g
ods,
re
ligio
ns. B
oom
eran
g
effe
ct o
f mor
als
deci
sion
s.
Use
reas
on a
nd
emp
athy
to d
ecid
e w
hat i
s rig
ht a
nd
wro
ng.
The
Gol
den
Rul
e:
mea
ns tr
eatin
g ot
her
peop
le a
s yo
u w
ould
lik
e to
be
trea
ted
yo
urse
lf (e
mpa
thy)
.H
uman
ist
Philo
sop
hy:
deat
h, e
vil,
suffe
ring,
hu
man
coo
pera
tion,
lo
ve.
Don
’t u
se p
eop
le
as m
eans
to
end
, (K
ant’s
Cat
egor
ical
Im
pera
tive)
. H
elp
ot
her s
peci
es to
flo
uris
h. H
uman
ist
M
oral
ity:
abo
rtio
n,
crim
e, d
rugs
, em
bryo
s re
sear
ch, E
uthy
phro
di
lem
ma
(Ste
phen
La
w),
hum
an ri
ghts
, se
x, w
ar, p
over
ty.
How
do
Hum
anis
ts
give
pur
pose
and
m
eani
ng to
life
? W
hat
mak
es li
fe w
orth
livi
ng?
Wha
t is
a ‘m
eani
ngfu
l lif
e’?
A w
ild g
oose
ch
ase?
(Too
lkit
6)
Cre
ate
own
mea
ning
s an
d pu
rpos
es in
lif
e us
ing
crea
tivity
, re
ason
, lov
e, e
mpa
thy
for o
ther
s. N
o go
ds
are
need
ed fo
r a
mea
ning
ful p
urpo
sefu
l lif
e.
Hum
anis
t Cel
ebra
nts
for w
eddi
ngs,
bab
y na
min
gs, f
uner
als.
Dar
win
Day
.
This
is th
e on
ly
life
we
have
(no
af
terli
fe).
Wha
t do
H
uman
ist w
riter
s an
d
philo
soph
ers
belie
ve?
e.g.
Phi
lip P
ullm
an,
Terr
y Pr
atch
ett a
nd
Step
hen
Law
, Jon
atha
n M
iller
.
Is th
e un
iver
se
purp
osel
ess?
(Atk
ins,
P.
4 ) Is
ther
e an
y ev
iden
ce o
f a p
urpo
se
or d
estin
y be
yond
our
ow
n hu
man
live
s?
Ever
yone
can
dec
ide
purp
ose
of li
fe fo
r th
emse
lves
. Liv
e fu
ll an
d ha
ppy
lives
an
d he
lp o
ther
s do
sa
me.
Is ‘s
pirit
ualit
y’
or w
onde
r and
aw
e ab
out t
he w
orld
, mor
e m
eani
ngfu
l?
Cha
rles
Dar
win
, Th
eory
of E
volu
tion
by N
atur
al S
elec
tion.
Th
e Sc
ient
ific
Met
hod:
Th
e be
st w
ay o
f un
ders
tand
ing
the
univ
erse
.
Use
sci
entifi
c m
etho
d,
reas
on, c
ritic
al th
inki
ng
and
evid
ence
to
unde
rsta
nd th
e w
orld
. W
hat d
o H
uman
ist
scie
ntis
ts b
elie
ve?
E.g.
Ric
hard
Daw
kins
, A
rman
d Le
roy.
Hum
anis
t Cel
ebra
nts
for w
eddi
ngs,
bab
y na
min
gs, f
uner
als.
Dar
win
Day
.
Was
the
‘Big
Ban
g’
an a
gent
less
act
? D
id
life
evol
ve o
r was
it
crea
ted?
Wha
t do
H
uman
ist s
cien
tists
be
lieve
? eg
. Pet
er
Atk
ins,
Bria
n C
ox,
Susa
n B
lack
mor
e,
Step
hen
Haw
king
, Le
wis
Wol
pert
.
Do
we
belie
ve
relig
ious
text
s w
hen
they
con
trad
ict
curr
ent s
cien
ce?
Doe
s re
ligio
n in
hibi
t rat
iona
l th
ough
t?
Are
rel
igio
us t
exts
as
fal
lible
as
the
hum
ans
who
wro
te
them
and
sho
uld
th
ey b
e cr
itic
ised
, ch
alle
nged
, sat
iris
ed
and
den
oun
ced
? Is
it
rig
ht t
o t
ry a
nd
conv
ert
oth
ers
to a
se
cula
r w
orl
dvi
ew o
r sa
tiri
se f
aith
?
4 A
tkin
s, P
., O
n B
eing
, a s
cien
tist
’s e
xplo
rati
on
of
the
gre
at q
uest
ions
of
exis
tenc
e, 2
011,
Oxf
ord
, Oxf
ord
Uni
vers
ity
Pre
ss, p
. 1-2
1
page | 44 page | 45
Secu
laris
m a
nd th
e Se
cula
r Sta
teH
uman
ists
cam
paig
n fo
r a s
ecul
ar s
tate
; ch
alle
nge
relig
ious
pr
ivile
ge.
Stat
e pr
otec
ts
free
dom
s to
wor
ship
/
not w
orsh
ip, t
o
expr
ess
view
s cr
itica
l of
relig
ion.
Prom
ote
equa
l tr
eatm
ent i
n la
w a
nd
polic
y of
eve
ryon
e re
gard
less
of r
elig
ion/
belie
f.
Stat
e ta
kes
neut
ral
posi
tion
to re
ligio
n.
Are
hum
an ri
ghts
or
equa
lity
com
prom
ised
? O
ppos
e to
talit
aria
nism
.
Are
peo
ple
unfa
irly
priv
ilege
d or
di
scrim
inat
ed a
gain
st
beca
use
of re
ligio
n or
be
lief?
Prot
ect f
reed
om o
f in
divi
dual
s to
follo
w,
reje
ct o
r crit
icis
e:
relig
ious
, hum
anis
t or
athe
ist b
elie
fs.
His
tory
of H
uman
ism
The
root
s of
Hum
anis
m
go b
ack
2,50
0 ye
ars.
Do
cosm
olog
y,
geol
ogy
and
evol
utio
n an
d ot
her s
cien
ce
expl
ain
wor
king
s of
na
ture
, sup
plan
ting
re
ligio
us te
xts?
20th
Cen
tury
: A
lfred
A
yer,
Brit
ish
Hum
anis
t A
ssoc
., Ri
char
d
Daw
kins
, Jul
ian
Hux
ley,
B
ertr
and
Russ
ell.
19t
h C
entu
ry:
Jere
my
Ben
tham
, Cha
rles
Dar
win
, Geo
rge
Elio
t,
Thom
as H
ardy
, Joh
n St
uart
Mill
, Per
cy
Shel
ley.
Rena
issa
nce:
Bru
no,
Gal
ileo
Enlig
hten
men
t:
Des
cart
es, D
enis
D
ider
ot, K
ant,
Hum
e,
Pain
e, V
olta
ire.
Anc
ient
wor
ld:
Aris
totle
, Ave
rroe
s,
Car
vaka
, Cic
ero,
C
onfu
cius
, Ep
icur
us,
Prot
agor
as, S
enec
a,
Socr
ates
.
page | 46 page | 47
KS3
Hin
dui
sm
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Ahi
msa
Gha
ndi a
nd a
life
of
non
vio
lenc
eIs
it p
oss
ible
to
live
a
life
of
non
vio
lenc
e?
Whe
n do
you
thin
k it
is
right
to re
act v
iole
ntly
?
Varn
a, J
ati
The
Cas
te s
yste
m in
In
dia
Th
e lif
e o
f H
ind
us in
th
e U
K
The
imp
ort
ance
of
the
tem
ple
Sam
skar
: Th
e Jo
urne
y o
f lif
eA
rran
ged
and
as
sist
ed m
arri
age
Cer
emo
nies
: Sa
cred
Th
read
, bir
th,
mar
riag
e, f
uner
als
crem
atio
n
The
imp
ort
ance
of
fam
ily in
the
Hin
du
trad
itio
n
Ho
w w
oul
d y
ou
cho
ose
a li
fe p
artn
er?
page | 46 page | 47
KS3
Isla
m
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F)V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
The
Imp
ort
ance
of
the
Qur
’an
The
Had
ith
Shar
i’ah
Law
: Th
e im
po
rtan
ce o
f re
spec
t
Wea
ring
the
Bur
qa
The
Um
mah
Th
e im
po
rtan
ce o
f Is
lam
ic t
rad
itio
n in
a
wes
tern
cul
ture
Sho
uld
yo
u fo
llow
yo
ur b
elie
fs o
r th
e la
ws
of
the
coun
try?
W
hat
is r
eal e
qua
lity
for
wo
men
?
Wha
t ar
e yo
ur
atti
tud
es t
o t
he
op
po
site
sex
bas
ed
on?
Gre
ater
and
Les
ser
Jiha
dTh
e im
po
rtan
ce o
f p
erso
nal s
trug
gle
to
ach
ieve
sel
f im
pro
vem
ent
Wha
t is
yo
ur a
ttit
ude
to s
elf
imp
rove
men
t?
The
Kha
lifah
Diff
eren
t g
roup
ing
s w
ithi
n Is
lam
Su
nni S
hia
Sufi
page | 48 page | 49
KS3
Jud
aism
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a p
hysi
cs a
nd
text
ual e
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
com
mun
icat
ion
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
ySo
cio
log
y P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Sho
ah: J
ewis
h te
achi
ng a
bo
ut
suff
erin
g a
nd t
he
Ho
loca
ust
Ju
dg
emen
t an
d
forg
iven
ess
Art
isti
c re
spo
nses
to
th
e H
olo
caus
t Th
e im
po
rtan
ce o
f Je
wis
h Tr
adit
ion
Zio
nism
and
Isra
el
Ho
w c
oul
d t
he
Ho
loca
ust
have
ha
pp
ened
? N
ever
ag
ain?
H
ow
sho
uld
tho
se
of
fait
h re
spo
nd t
o
per
secu
tio
n o
f o
ther
fa
iths
?
Wha
t ar
e yo
ur
atti
tud
es t
o t
hose
of
oth
er f
aith
s, r
aces
, cu
ltur
es a
nd s
exua
l o
rien
tati
on
Jew
ish
Bel
iefs
ab
out
lif
e af
ter
dea
th
Jew
ish
Fune
ral R
ites
page | 48 page | 49
The
Bah
á’i F
aith
– K
ey S
tag
es 2
and
3 in
pla
nnin
g s
elec
t fr
om
(A) B
elie
fs T
each
ing
sSo
urce
s (A
T1)
Met
a P
hysi
cs a
nd
Text
ual E
nqui
ry
(B) P
ract
ices
and
w
ays
of
life
(AT1
)
Phe
nom
eno
log
y
(C) F
orm
s o
f ex
pre
ssio
n (A
T1)
Lang
uag
e an
d
Co
mm
unic
atio
n
(D) I
den
tity
and
b
elo
ngin
g (A
T2)
Ant
hro
po
log
y,
Soci
olo
gy,
P
sych
olo
gy
(E) M
eani
ng p
urp
ose
an
d t
ruth
(AT2
)
Ont
olo
gy
(F) V
alue
s an
d
com
mit
men
ts (A
T2)
Eth
ics
Wha
t d
o B
ahá’
is
bel
ieve
ab
out
Go
d?
Go
d a
s un
kno
wab
le
the
Imp
ort
ance
of
Ob
ligat
ory
Pra
yer
and
D
aily
Wo
rshi
pFa
stin
gH
ow
are
Go
d’s
at
trib
utes
refl
ecte
d in
na
ture
?
Sym
bo
ls:
The
Rin
gst
one
Sy
mb
ol;
the
‘Gre
ates
t N
ame’
; the
Nin
e-p
oin
ted
Sta
rH
ous
es o
f W
ors
hip
Wha
t ha
pp
ens
at a
19
Day
Fea
st?
Wha
t is
imp
ort
ant
in
Co
mm
unit
y Li
fe?
Wha
t d
o B
ahá’
i w
riti
ngs
say
abo
ut t
he
pur
po
se o
f lif
e?W
hat
do
Bah
á’is
b
elie
ve a
bo
ut li
fe
afte
r d
eath
?
Ho
w d
o B
ahá’
is s
erve
th
eir
com
mun
ity
and
M
anki
nd?
Life
of
Bah
á’u’
lláh
‘Ab
du’
l-Bah
á as
E
xem
pla
r
Pilg
rim
age
The
Ho
ly L
and
‘Dec
lara
tio
n o
f Fa
ith’
Ind
ivid
ual
Res
po
nsib
ility
Ho
ly D
ays
– C
om
mem
ora
tio
ns
: Asc
ensi
on
of
Bah
á’u’
lláh,
M
arty
rdo
m o
f Th
e B
áb,
Cel
ebra
tio
ns:
Bah
á’u’
lláh’
s B
irth
day
, N
aw-R
úz (N
ew Y
ear)
, R
idva
n Fe
stiv
al
Pro
gre
ssiv
e R
evel
atio
n –
wha
t is
it
?
Co
ncep
t o
f U
nity
of
Rel
igio
ns –
ho
w is
thi
s ex
pla
ined
and
put
in
to p
ract
ice?
Ind
ivid
ual
Res
po
nsib
ility
to
see
k tr
uth
Uni
ty a
nd E
qua
lity
of
men
and
wo
men
, ra
ces
and
rel
igio
ns
Wha
t is
sp
ecia
l ab
out
the
Bah
á’i
Ad
min
istr
ativ
e sy
stem
?B
ahá’
i Mar
riag
e La
ws
Imp
ort
ance
of
educ
atio
n fo
r g
irls
Whe
re d
o B
ahá’
is
mee
t?
Ho
mes
Ho
uses
of
Wo
rshi
p
(Tem
ple
s)
Ho
w a
re lo
cal
trad
itio
ns v
alue
d in
a
glo
bal
out
loo
k?
Why
are
co
mm
unit
y p
roje
cts
imp
ort
ant?
Wha
t is
a ‘Y
out
h Ye
ar
of
Serv
ice’
?
page | 50
ThanksMany people have been involved in producing this syllabus but particular thanks are due to Derek Holloway Associate Adviser to Dorset SACRE for leading the consultation process and writing the text of the syllabus and to Anne Hyne, Clerk to Dorset SACRE for administrative and practical support.
Thanks also to John Worth, retired Chair of SACRE, for proof reading this document.
Dorset SACRE would also like to acknowledge the many of the ideas represented in this syllabus are derived from being part to the National Syllabus Collaboration group and so would like to thank Mark Chater, formally of QCDA, for leading that group.
Members of SACREDave Symmons: ChairJindy Atwal: Sikh RepresentativeLynda Ford-Horne: Jewish RepresentativeRev Robert Jones: Churches Together in DorsetAuliya Bouguerrache: Muslim RepresentativeDebbie Tibbey: Bahai RepresentativeSushma Sahajpal: Hindu Representative Derek Holloway: Church of England Karen Barker: Church of EnglandPam Christmas: Middle Schools representative Lesley Saunders: Secondary Representative Tim Balmforth: Secondary Head’s Representative Sue Gurney-Legg Special Schools RepresentativeRonald Coatsworth: Elected Member Susan Jefferies: Elected Member David Jones: Elected memberChris Street Dorset Humanists: Co-opted member Katie Ashcroft: Foundation Subjects Consultant: Co-opted member
Members of the Review group Debbie TibbeyKatie AshcroftRajinder AtwalDerek HollowayChris Street Dave Symmons
Schools and Children consulted Bridport Primary School Jay Class - St Nicholas CE VA Primary School, Child OkefordLychett Minster Secondary School Class 6 LB - St Andrew’s CE VA Primary School, Weymouth St Mary’s CE Middle School, Puddletown Emily, Sam, Thomas and Gina - St Mary the Virgin Primary School, Gillingham Class 72A - Twynham Secondary School, Christchurch
Acknowledgements
page | 51
Members of planning groups
Primary Donna Beddows Val Horder Rebecca McIver Brown Nikko Langtree Rachel Cuff Julie Lewis Esther Culy Jackie JeansValerie Deverill Jenny Mitchell Jane Dodridge Brian Morton Annette Faithful Debbie Tibbey Isla Ferguson Gwyn Wallace Louise Greenham Pauline Webra Sue Gurney-Legg Karen WhiterTina Hallisey Jenny Withers Caroline Hayden
Secondary Katie AshcroftRajinder AtwalKaren BarkerLeona DownieDavid GordonDerek Holloway
Appendices
Appendices: new support material to be distributed on memory sticks
• ‘I can’ statements with examples
• P levels in I can statements
• Policy on SMSC
• Right of Withdrawal
• RE Policy Exemplar Community VA and VC schools
• RE Policy for Academy Schools
• Glossary
page | 52
June 2011
Design and Print Service, Ref: 111620
All leaflets can be made available in audio tape, large print and Braille, or alternative languages on request.
