Humanism: Planning guidelinesAges 5–14 (key stages 1–3)

How to use these planning guidelines

These planning guidelines are designed to support teachers, schools, Standing Advisory Councils for Religious Education (SACREs), and Agreed Syllabus Conferences (ASCs) with integrating Humanism into a syllabus or scheme of work. This document contains information on the important knowledge appropriate to each key stage, as well as suggestions for questions and activities, and links to teaching resources available on understandinghumanism.org.uk. Following these guidelines should enable students to develop an understanding of Humanism as a non-religious worldview and what it means to live one’s life as a humanist today.

These guidelines are not designed to tell teachers how to teach RE. They are a guide to what core content is recommended to be covered in order for students to develop a sound understanding of Humanism. The content can be taught systematically, through focused study on Humanism, or more thematically using perspectives from Humanism to inform a wider study of topics such as ‘Belief in a god or gods’; ‘What is Religion?’; ‘How can I know the difference between right and wrong?’; ‘Beliefs about death’; or ‘Does life have any meaning?’. Either way, opportunities should be made to relate, compare, and contrast humanist beliefs and values to those of other religions and beliefs, and to make links between them. Students should also be presented with the opportunity to reflect upon, evaluate, and critique what they learn, and make connections with their own lives and experiences.

Although the content of these planning guidelines should provide students with the opportunity to develop an understanding of many of the commonly agreed beliefs and values shared by humanists, it does not claim to represent the authoritative word on Humanism. Not all humanists agree (disagreement is at the heart of Humanism) and opportunities should be made to explore where diversity exists, and the debates that go on within Humanism. While humanists may often agree on the best methods with which to answer questions, those methods will often lead them to different conclusions.

The study of Humanism will often differ from the study of religions. It is a worldview without a holy text or founding figure, with no festivals, compulsory rituals, places or objects of worship, prayers, hymns, or structures of authority. To understand Humanism, it is necessary to explore certain philosophical questions and humanist approaches to them. But it requires more than that. It also involves an understanding of Humanism as a lived belief: its impact on people’s lives in our modern, pluralistic, and often confusing world.

Studying Humanism can contribute towards schools’ goals of ensuring the spiritual, moral, social, and cultural (SMSC) development of young people, and the study of fundamental British values. It can help students to recognise that non-religious people have as much potential to explore questions of meaning and value as religious people, and that morality has a role to play in our lives independently of religion. The study of a non-religious worldview, and what makes it distinct from religious worldviews, can help enable students to recognise, appreciate, and celebrate diversity. It also allows young people the opportunity to discover how humanist and non-religious thinking have helped to shape our country’s culture and identity. For many humanists, liberty, democracy, and the rule of law are human values, not just British values, and the study of Humanism allows young people a wealth of opportunities to explore the merits of and challenges to each. For more information about how teaching Humanism can support teachers’ aims, visit: understandinghumanism.org.uk/guidance.

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Areas of understanding

In each key stage, the core knowledge presents the recommended content that students need to know in order to develop an understanding of Humanism. This knowledge builds up across the key stages. Students should be able to describe and explain this core knowledge, as well as reflect upon and evaluate it.

There are then eight areas of understanding, each containing further opportunities to develop students’ depth of knowledge.

1) Knowledge and belief2) Atheism and agnosticism3) Ideas about death4) Meaning and purpose5) Celebration and ceremonies6) What humanists value7) Humanist ethics8) Humanism in society

Key Stage 1(age 5-7)

Key Stage 2(age 7-11)

Key Stage 3(age 11-14)

What humanists value/Knowledge and belief

Knowledge and belief Knowledge and belief

Atheism and agnosticism Atheism and agnosticism

Ideas about death

Meaning and purpose (Happiness)

Meaning and purpose (Happiness)

Meaning and purpose

Celebration and ceremonies Celebration and ceremonies

What humanists value What humanists value

Humanist ethics Humanist ethics Humanist ethics

Humanism in society

These recurring themes enable progression in students’ understanding, providing the opportunity to return to core concepts and build upon them. Where you see a note to develop the content from an earlier key stage, the content will need to be covered in a more age-appropriate depth. If that content has not been covered in an earlier key stage – if, for example, students are beginning their study of Humanism at one of the later key stages – then work may need to be done to develop their understanding of the content from an earlier key stage before moving on.

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KEY STAGE 1Areas of understanding

Content Questions, activities, and resource links

Key vocabulary Humanist Evidence The Golden RuleHumanism Curiosity Happy HumanScience Empathy Celebrant

Core knowledge The belief that human beings are special and human life is valuable

The absence of belief in a god or gods, and the absence of belief that we can ever know if there is a god

The belief that human beings can find their own way to be happy The belief that human beings should be good to each other

What do humanists believe? Which of these statements would a humanist agree with?

Decorate a Happy Human symbol with what makes a humanist a humanist.

Resources: understandinghumanism.org.uk/uhtheme/what-is-humanism/?age=5

Book a visit from a free, accredited humanist school speaker: understandinghumanism.org.uk/school-speakers/.

What humanists value/Knowledge and belief

Q: What do humanists believe makes us special?

Why humanists believe human beings are special What human beings share with other animals and what makes us

unique Human capabilities, including our ability to question, our ability

to reason, our ability to empathise with other humans and animals, and our creativity

How human beings have improved and can improve our quality of life and our understanding of the world, including human achievements in science, medicine, art, and society

Are human beings special? Why? What can human beings do that other animals can’t? Is curiosity a good thing? Can questions make the world a better place? Should we always trust other people’s answers? Is life today better than it was in the past? If so, how?

Rank/order/categorise things that are special about humans.Create a display of interesting questions.Collect and create an artwork of symbols of human progress.

Resources: understandinghumanism.org.uk/uhtheme/knowledge-and-belief/?age=5

Meaning and purpose (Happiness)

Q: How do humanists believe we can be happy?

The Happy Human as a symbol of Humanism Happiness as a worthwhile goal; happiness as more than simple

sensory pleasures (hedonism); the importance of relationships, exploration, and achieving our goals

Diverse ways of finding happiness; there is no one recipe for happiness

One way to be happy is to make others so (Robert Ingersoll)

What is happiness? Is there only one answer? How do humanists think we can be happy? Do all humanists agree? What does the Happy Human symbol look like? When might you stand like the Happy Human? Why do you think humanists chose the Happy Human as a symbol to represent

Humanism? Can everyone be happy?

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Celebrating landmarks in people’s lives (see ‘Celebration and ceremonies’ below) Decorate a Happy Human with the ingredients of happiness.

Create a recipe for happiness (ingredients of a ‘happiness pie’).

Resources: understandinghumanism.org.uk/uhtheme/meaning-and-happiness/?age=5

Celebration and ceremonies

Q: What are the special ways humanists celebrate in their lives?

Valuing and celebrating human life Marking key moments in people’s lives such as births, weddings,

and deaths Humanist naming ceremonies: celebrating the arrival of a new

baby; promises of love and support by family and friends The importance of human relationships The need for love and support from other people in our lives

(particularly given the absence of belief in a god or gods), including the need to offer support as well as accept it

Absence of special festivals; however, many humanists will celebrate cultural occasions such as Christmas time as a time to recognise the importance of family, friendship, and kindness (celebrations at this time of year predate the Christian festival), and join in with festivals such as harvest as an opportunity to provide for those in need

What do humanists celebrate and why? What promises would you make to a new-born child? Why might humanists celebrate the arrival of a new baby? How do celebrations bring people together? How and why do humanists support each other? Why are other people important in our lives? What are the similarities and differences between a humanist and a religious

naming ceremony? Do you need to be religious to celebrate at Christmas time?

Plan a naming ceremony (who, where, what).Write promises or advice to a new baby.Write a poem on the circle of life.

Resources: understandinghumanism.org.uk/uhtheme/celebrations-and-ceremonies/?age=5

Humanist ethics

Q: Why do humanists think we should be good to each other?

Reasons to be good to one another; promoting happiness and avoiding doing harm

Consideration of the consequences of our actions The importance of empathy when making decisions about how

we should act The Golden Rule Taking care of other living creatures and the natural world

What do we mean by right and wrong? Can you give examples? Why do humanists think we should be good to each other? How do humanists decide what the right thing to do is? Are humans more important than other animals?

Moral dilemmas: What would you do and why? How can empathy and thinking about the consequences help you solve moral dilemmas?

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KEY STAGE 2Areas of understanding

Content Questions, activities, and resource links

Key vocabulary Humanist Evolution The Golden RuleHumanism Natural selection ResponsibilityHumanity The Big Bang Human rightsAtheism Reason Happy HumanAgnosticism Empathy FlourishingScience Compassion CelebrantEvidence RespectCuriosity Dignity

Core knowledge Valuing humanity and celebrating human achievements (scientific, artistic, social)

Using science and evidence as the way to understand the world The absence of belief in a god or gods (atheism), and the absence

of belief that we can ever know if there is a god (agnosticism) The absence of good or persuasive evidence for an afterlife;

making the most of the one life we know we have The belief that we can lead good and happy lives without the

need for religion The belief that we should respect different people’s choices and

different ways of life The belief that we should use reason, empathy, compassion, and

respect when deciding how to behave The willingness to adapt or change beliefs when faced with new

evidence The nature of Humanism: not a religion, but a philosophy, a

lifestance, or an approach to life The existence and diversity of humanist thought throughout

human history (since at least 500 BCE) and around the world

What do humanists believe? Do all humanists agree? Are there any beliefs or values a humanist must sign up to? Which of these statements would a humanist agree with? How are humanist beliefs and values similar to or different from religious

beliefs? What might be a humanist’s perspective on…? What would you want to ask a humanist? Which historical figures shared humanist beliefs and values? How many people share humanist beliefs in the local community?

Decorate a Happy Human symbol with what makes a humanist a humanist.Create a recipe for Humanism.Compare and contrast humanist and religious beliefs.Do these statements belong to a humanist, theist, neither, or both?Write a dialogue between a humanist and a theist.Research the history of humanist thought and its key influences.Carry out a research project into beliefs in the local community.

Resources: understandinghumanism.org.uk/uhtheme/what-is-humanism/?age=7

Book a visit from a free, accredited humanist school speaker: understandinghumanism.org.uk/school-speakers/.

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Knowledge and belief

Q: How do humanists decide what to believe?

The material world as the only one we can know exists Science as the best method to understand the universe The absence of sacred texts and divine authority; mistrust of faith

and revelation Evidence for the universe being billions of years old and the

absence of evidence for any supernatural cause Evidence that all life on Earth, including human beings, evolved

over billions of years from a common ancestor (Charles Darwin) Humanist responses to claims of pseudoscience: astrology,

mediums, alternative medicine, etc. The value of science: curiosity and the psychological desire for

truth (Socrates), technological and social benefits, enrichment of humanity

Willingness to adapt or change beliefs when faced with new evidence

Non-scientific questions; how science can inform but not answer questions of meaning and value

What does it mean to believe something is true? How do humanists decide what to believe? Are some reasons for believing things better than others? How can our beliefs be mistaken? How do we know what is true? How can you test whether something is true or not? Is science the best way to understand the world? Can science answer everything? How do humanists explain the origin of the universe? How do humanists explain the existence of human beings? What phenomena do we now have scientific explanations for that we used to

explain with supernatural causes (e.g. disease, the weather)? How do, and how should, people react to suggestions or evidence that their

beliefs are wrong? How do humanists cope with uncertainty?

Conduct a murder trial: what counts as good evidence?View a fossil (e.g. an ammonite): what does it tell us?Design an experiment to test a claim.View and discuss quotes by David Hume on knowledge and scepticism.

Resources: understandinghumanism.org.uk/uhtheme/knowledge-and-belief/?age=7

Atheism and agnosticism

Q: Why don’t humanists believe in a god or gods?

The absence of persuasive evidence for a god or gods Atheism: the absence of belief in a god or gods Agnosticism: the belief that we can’t know whether a god or gods

exist or not Consequences of atheism/agnosticism on how humanists live Humanism as a positive philosophy: more than just not believing

in god The ability to live good and happy lives without the need for a

god or gods

Why don’t humanists believe in a god or gods? What is the difference between an atheist, an agnostic, and a humanist? Is it possible to be certain about your belief or disbelief in a god or gods? How does not believing in a god affect the way humanists live their lives? Does

it have an impact on how they behave? Can you be an atheist or an agnostic and still be happy? Can we be good without god? (see also ‘Humanist ethics’ below) Does it matter whether you believe in god or not? Is how you live your life

more important?

Explore Richard Dawkins’ scale of belief.View and discuss the atheist bus campaign: design your own campaign.View and discuss quotes by Bertrand Russell on religion (including Russell’s teapot).

Resources: understandinghumanism.org.uk/uhtheme/atheism-and-agnosticism/?age=7

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Meaning and purpose (Happiness)

Q: What are humanists’ views on happiness?

Develop the content from KS1 The Happy Human as a symbol of Humanism Happiness as a worthwhile goal; happiness as more than simple

sensory pleasures (hedonism); the importance of relationships, exploration, and achieving our goals

Diverse ways of finding happiness; there is no one recipe for happiness

One way to be happy is to make others so (Robert Ingersoll) Celebrating landmarks in people’s lives (see ‘Celebration and

ceremonies’ below)Plus: Respecting different people’s ways of finding happiness as long as

they cause no harm to others The absence of any belief in an afterlife means ‘the time to be

happy is now’, while we are alive (Robert Ingersoll) The absence of the need for religion or the belief in a god or gods

to be happy Living a flourishing and fulfilling life; eudaimonia Human beings’ responsibility for their own destiny

What does happiness mean? Is there only one answer? How do humanists think we can be happy? Do all humanists agree? Why do humanists think happiness in this life is so important? Does everyone need the same thing to be happy? Is it possible to make everyone happy? Do humanists think we should just do whatever makes us happy, whatever that

is? Why wouldn’t a humanist just indulge in sensory pleasures? Do humanists think happiness is the only important thing in life? Is happiness the purpose of life? Is anything more important? Is it OK to sometimes not be happy? Do we need a god to be happy? Is it possible for a humanist to be as happy as a

theist? Can they be happier? Do we need to choose between being good or being happy, or can we be both?

Decorate a Happy Human with ingredients of happiness.Create a recipe for happiness (ingredients of a happiness pie).Categorise and order possible ingredients of happiness.Explore John Stuart Mill’s claim that it is better to be an unhappy human than a happy pig.

Resources: understandinghumanism.org.uk/uhtheme/meaning-and-happiness/?age=7

Celebration and ceremonies

Q: What do humanist celebrations tell us about the things humanists value?

Develop the content from KS1: Valuing and celebrating human life Marking key moments in people’s lives such as births, weddings,

and deaths Humanist naming ceremonies: celebrating the arrival of a new

baby; promises of love and support by family and friends The importance of human relationships The need for love and support from other people in our lives

(particularly given the absence of belief in a god or gods), including the need to offer support as well as accept it

Absence of special festivals; however, many humanists will celebrate cultural occasions, such as Christmas time, as a time to recognise the importance of family, friendship, and kindness (celebrations at this time of year predate the Christian festival), and join in with festivals such as harvest as an opportunity to

What do humanists celebrate and why? What promises are made at a humanist wedding? How do celebrations bring people together? How and why do humanists support each other? Why are other people important in our lives? What are the similarities and differences between a humanist and a religious

wedding? How can a couple make their wedding meaningful to them? Do you need to be religious to celebrate at Christmas time?

Plan a wedding (who, where, what).Spot the difference: photos of humanist and religious weddings.Compare humanist/religious vows.View and identify meanings in symbols of unity at humanist weddings.Write your own wedding vows.

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provide for those in needPlus: Humanist weddings: celebrating when two people, of any sex,

agree to spend the rest of their lives together; making a wedding personal and meaningful to the couple

Write questions a humanist celebrant might want to ask a couple preparing their wedding day.

Resources: understandinghumanism.org.uk/uhtheme/celebrations-and-ceremonies/?age=7

What humanists value

Q: What do humanists value in life?

Celebrating humanity and the human spirit Human attributes, including our ability to question, our ability to

reason, our ability to empathise with other humans and animals, and our creativity

Valuing sensory pleasures; contrast with some traditional religious attitudes

No places of worship; instead take pleasure in both the natural wonder of the world around us and in feats of human creativity; valuing places like libraries, schools, colleges, hospitals, sports facilities, councils, and parliamentary buildings

The natural world and other living things; the belief that the environment should be protected

Celebration of the many achievements of human beings: intellectual, technological, and creative/artistic

The importance of human relationships and companionship Our shared human moral values: kindness, compassion, fairness,

justice, honesty How human beings alone can improve our quality of life and

make the world a better place for everyone

What do humanists value? Do all humanists agree? What impact do humanist values have on the way they live? Should we indulge in or avoid sensory pleasures? What special places might humanists have? Do humanists only care about human beings? Do we need other people in order to live a fulfilling life? What are shared human values? Can human beings alone make the world a better place for everyone? Why would someone who does not believe in a god value anything?

Order/categorise the things we value in life.Collect and create an artwork of symbols of human progress.Design a humanist building that embodies the things humanists value.

Resources: understandinghumanism.org.uk/uhtheme/values/?age=7

Resources: understandinghumanism.org.uk/uhtheme/knowledge-and-belief/?age=7

Humanist ethics

Q: How do humanists believe we can lead a good life?

Accepting individual responsibility to reason about our actions The importance of reason, empathy, compassion, and respect for

the dignity of all persons when deciding how to act The absence of sacred texts, divine rules, or unquestionable

authorities to follow Reward and punishment as insufficient motivations to do good;

consideration of the consequences of our actions on others and the outcome if everyone were to act in the same way

The value of general moral principles but the need for flexibility and the opportunity to question rules

Consideration of the particular situation The Golden Rule as a naturally evolved ethical principle, present

in a wide variety of cultures throughout history The importance of practical action for humanists; judging not

Why does a humanist believe we should be good? Are some motivations to be good better than others? Does it matter why we do the right thing as long as we do? Are we being good if we do something good for a selfish reason? How do humanists decide what the right thing to do is? Where do rules come from? Do rules always help? Do humanists have any rules? When might they think it is OK to break them? If

it’s OK to break rules, does that make them pointless? Is the Golden Rule enough on its own? Can it go wrong? If people follow the Golden Rule, will they always do the right thing? Where does the Golden Rule come from? Do actions speak louder than words? Can we be good without a god? What practical action do humanists take to work for justice and equality?

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what people say but what they do Can you be a humanist if you don’t always try to be good?

Moral dilemmas: what would you/a humanist do and why?Analyse the value of different motivations to be good.Plato’s Ring of Gyges/Harry Potter’s invisibility cloak: if you would not get caught, what would you do?Identify and discuss problems with inflexible commandments.Order the importance of different rules; is it OK to break any? When?Explore dilemma about lying: should you tell the school bully where your friend is?Can you create ten humanist guiding principles to a moral life?Identify sources of the Golden Rule from around the world on a map.Research practical altruistic actions of humanists.

Resources: understandinghumanism.org.uk/uhtheme/ethics/?age=7

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KEY STAGE 3Areas of understanding

Content Questions, activities, and resource links

Key vocabulary Humanist Naturalism ResponsibilityHumanism Materialism AltruismHumanity Scepticism Human rightsAtheism Critical thinking MortalityAgnosticism Reason Happy HumanScience Rationalism FlourishingEvidence Empathy The Good LifeCuriosity Compassion EudaimoniaEmpirical Respect SecularismEvolution Dignity CelebrantNatural selection The Golden Rule Pastoral supportThe Big Bang Relativism

AutonomyThe problem of evil

Core knowledge Valuing humanity and celebrating human achievements (scientific, artistic, social)

Using science and evidence as the way to understand the world The absence of belief in a god or gods (atheism), and the absence

of belief that we can ever know if there is a god (agnosticism) The absence of good or persuasive evidence for an afterlife;

making the most of the one life we know we have The belief that we can lead good and happy lives without the

need for religion The belief that there is no discernible intrinsic or externally

imposed ‘ultimate’ meaning to life, but that humans have the right and responsibility to give meaning to their own lives by adopting worthwhile goals and behaviours that suit their abilities and personalities

The belief that we should respect different people’s choices and different ways of life

The belief that morality has evolved naturally and that we should use reason, empathy, compassion, and respect for the dignity of

What do humanists believe? How do humanists differ from each other? Do all humanists agree? Are there any beliefs or values a humanist must sign up to? What beliefs do all humanists share? What debates exist within Humanism? Which of these statements would a humanist agree with? What might be a humanist’s perspective on…? How might a humanist respond to...? What do humanist beliefs mean for a sense of humanist identity? How important are beliefs and values to humanists? Can you be a humanist if you don’t share all of these beliefs? How is Humanism similar to and different from a religion? How are humanist beliefs and values similar to or different from religious

beliefs? Where does Humanism come from? How has it changed over time? Where do religions and beliefs come from? Which historical figures shared humanist beliefs and values? Would Humanism exist without there being religion to stand in opposition to?

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all persons when deciding how to act The belief that humanist values can help to make the world a

better place Secularism: freedom of religion and belief; the belief that no one

religion or belief should hold a privileged or prejudiced place in society

The willingness to adapt or change beliefs when faced with new evidence

The nature of Humanism: not a religion, but a philosophy, a lifestance, or an approach to life

The belief that the decision to label oneself a humanist (or to label oneself with any religion or belief) must be reached individually and freely (you can’t be born a humanist)

The existence and diversity of humanist thought throughout human history (since at least 500 BCE) and around the world

Is it possible to be religious and humanist? Is Humanism coherent? Does it hold together? If there are flaws or uncertainties in a humanist approach to life, does that

mean humanists should abandon the whole project? Can humanist criticisms of other beliefs be equally applied to Humanism? How important is the label ‘humanist’ to humanists? Can you be born a humanist? At what age are you old enough to declare your

religion or belief? What would you want to ask a humanist?

Compare and contrast humanist and religious beliefs.Do these statements belong to a humanist, theist, neither, or both?Write a dialogue between a humanist and a theist.Research the history of humanist thought and its key influences (e.g. the ancient world (Epicurus, Mencius, Charvaka), the enlightenment (David Hume, Voltaire), the crisis of faith in the nineteenth century, the Universal Declaration of Human Rights)

Resources: understandinghumanism.org.uk/uhtheme/what-is-humanism/?age=11

Book a visit from a free, accredited humanist school speaker: understandinghumanism.org.uk/school-speakers/.

Knowledge and belief

Q: How do humanists decide what is true?

Science and the importance of evidence to decide what is true The absence of sacred texts and divine authority; mistrust of faith

and revelation The importance of testing claims; some claims can be tested and

some cannot The scientific method: hypotheses, predictions, experiments,

conclusions, and further testing (Karl Popper) Evidence for the universe being billions of years old and the

absence of evidence for any supernatural cause Evidence that all life on Earth, including human beings, evolved

over billions of years from a common ancestor (Charles Darwin, Richard Dawkins)

Humanist responses to claims of pseudoscience: astrology, mediums, alternative medicine, etc. (Carl Sagan)

The value of science: curiosity and the psychological desire for truth (Socrates), technological and social benefits, enrichment of humanity

Materialism: the material world as the only one we can know

What does it mean to believe something is true? How do humanists decide what to believe? Are some reasons for believing things better than others? How can our beliefs be mistaken? How do we know what is true? How can you test whether something is true or not? Is science the best way to understand the world? Can science answer everything? What counts as evidence? Who can you trust? Why? Do humanists place too much trust in scientific authority? Should you believe everything you read on the internet? Is it possible to know anything for certain? Are there many different kinds of truth? What phenomena do we now have scientific explanations for that we used to

explain with supernatural causes (e.g. disease, the weather)? How do, and how should, people react to suggestions or evidence that their

beliefs are wrong?

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exists Naturalism: the belief that everything has a natural cause Rationalism: basing beliefs on reason and evidence, rather than

religious belief or emotional response Scepticism: applying critical thinking to judge whether something

is true; all ideas should be subject to logical and empirical challenge

The scientific revolution and historical tension between science and religion: the god of the gaps (Copernicus, Galileo)

The progressive nature of knowledge (forwards not backwards-looking)

Knowledge as a way to free us from our biology and our instincts Willingness to adapt or change beliefs when faced with new

evidence Recognition of the limits of science and the imperfect knowledge

it provides; accepting uncertainty as an unavoidable feature of life

Non-scientific questions; how science can inform but not answer questions of meaning and value; Humanism in contrast to scientism

Is science a force for good or evil, or is it neutral? How do humanists cope with uncertainty?

Conduct a murder trial: what counts as good evidence?View a fossil (e.g. an ammonite) – what does it tell us?Compare different reasons for believing something – personal experience, authority, faith, scientific evidence, logic – and decide whether different reasons are good reasons for believing something (for a humanist, for you).Pick a card from a pile of beliefs and from a pile of evidence for beliefs: have you picked good evidence for that belief? (e.g. I believe in UFOs because... my mum told me she saw one).Order claims from most confident ‘it’s true’ to the least confident ‘it’s true’.Design an experiment to test a claim.View and discuss quotes by David Hume on knowledge and scepticism, and Karl Popper on science and rationalism.

Resources: understandinghumanism.org.uk/uhtheme/knowledge-and-belief/?age=11

Atheism and agnosticism

Q: What do humanists believe about the claims of religion, and how does the absence of belief in a god affect the way they live their lives?

The absence of persuasive evidence for a god or gods Alternative explanations of suggested evidence (Occam’s razor) Definitions of atheism: the absence of belief in a god or gods;

strong and weak atheism Definitions of agnosticism, including the belief that we can’t

know whether a god or gods exist or not Religious atheism: different forms of religious identification

through beliefs, belonging, and behaviour The burden of proof (Bertrand Russell’s teapot) Preference for action over prayer; the absence of evidence for

the power of prayer Attitudes towards claims about miracles and revelation The logical and evidential problem of evil (Epicurus) Responses to religious arguments for the existence of a god Humanist views on the origins of beliefs in a god or gods Humanist views on the origins and claims of religion, and why

religion is of such importance to some people Consequences of atheism/agnosticism on how humanists live Humanism as a positive philosophy: more than just not believing

in a god

Why don’t humanists believe in a god or gods? What is the difference between an atheist, an agnostic, and a humanist? Are all atheists/agnostics the same? Does being an atheist say anything more

about you than your absence of belief in a god? Can you be atheist or agnostic, and religious? What do humanists think about arguments for and against the existence of a

god? Is it possible to be certain about your belief or disbelief in a god or gods? Does the existence of evil and suffering in the world make it less likely that a

benevolent god exists? Is it OK to believe in something without evidence? If so, when? Is it possible to prove that something does not exist? What do humanists believe about the claims of religion? Where do humanists think religion/the need for religion comes from? Does prayer make a difference? Without prayer can you have hope? How does not believing in god/an afterlife affect the way humanists choose to

live? Does it have an impact on how they behave? Can you be an atheist or an agnostic and still be happy? Can we be good without a god? (see ‘Humanist ethics’ below) Does it matter whether you believe in god or not? Is how you live your life

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Finding value, meaning, and purpose in life without the need for religion (see ‘Meaning and purpose’ below)

Human responsibility for our own destiny

more important?

Explore Richard Dawkins’ scale of belief.View and discuss the atheist bus campaign: design your own campaign.Compare and evaluate arguments for and against the existence of a god.View and discuss quotes by Bertrand Russell on religion (including Russell’s teapot).

Resources: understandinghumanism.org.uk/uhtheme/atheism-and-agnosticism/?age=11

Ideas about death

Q: How do humanists understand and approach the challenge of death?

Death as the end of personal existence The absence of evidence for an afterlife; responses to religious

arguments Materialism: the absence of belief in anything immaterial, such as

a soul; in contrast to dualism Reasons not to believe in an afterlife: the absence of identity in

dreamless sleep, the importance of the physical brain to our personality (the effect of brain damage on a person), the absence of existence before we were born

Reasons why people want to believe in an afterlife Attitudes towards death and mortality; avoiding overwhelming

fear of death (Epicurus’ arguments) Valuing human life and making the most of it: ‘For the one life we

have’ How something of us can survive our deaths: atoms, genes, ideas,

actions, and works; living in the memory of others Humanist funerals as a celebration of life and an occasion for

those still living

What do humanists think about death? How does not believing in god/an afterlife affect the way humanists choose to

live? Does it have an impact on how they behave? How do humanists respond to claims about ghosts, channelling, and near-death

experiences? What reasons do we have to believe that death is the end of our existence? Does the absence of belief in an afterlife make humanists afraid of death?

Should it? Which is scarier: an afterlife or no afterlife? What do you think the BHA’s slogan, ‘For the one life we have’, means? Does the absence of an afterlife make this life a waste of time, or does it make

it more meaningful? How would you like to be remembered after you die? Who are funerals for: the dead or the living?

Write a humanist poem/epitaph: (see Samuel Butler’s I fall asleep, Matthew Arnold’s From the Hymn of Empedocles).Examine and discuss Epicurus’ writings on death.

Resources: understandinghumanism.org.uk/uhtheme/life-and-death/?age=11

Meaning and purpose

Q: How do humanists find meaning in a purposeless universe?

The absence of any discernible ‘ultimate’ or external meaning to life or the universe

The experience of living life in a purposeless universe Making our own lives meaningful: humans have the right and

responsibility, and the ability to give meaning to their own lives (A. C. Grayling)

Meanings as created, not discovered The value of human life and making the most of the one life we

know we have: ‘For the one life we have’ Humans’ responsibility for their own destiny

Is a universe without a god meaningless? What is ‘the Good Life’? What are its ingredients? How can we make our lives meaningful? Do humanists think we should just do whatever makes us happy? Why might a humanist not just indulge in sensory pleasures? Is happiness the purpose of life? Is anything more important? What is it like to live life as a humanist? How do humanists experience life? Are humanists just relativists? Are all ways of living acceptable? Do humanists’ beliefs on individual freedom run the risk of leaving them unable

to ever judge the actions of others?

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Elements and varieties of ‘the Good Life’: happiness as more than simple sensory pleasures (hedonism); the importance of relationships, connections, exploration, contributing to human knowledge, achieving our goals, and acting to benefit humankind

Personal development and living a flourishing and fulfilling life: the whole person; eudaimonia

The importance of humanity and the natural world Optimism about human potential Different preferences and talents give rise to diverse ways of

living; cultivating our talents; respect for diverse ways of living as long as they do not cause harm or deny us the freedom to live our own lives the way we wish

Differences between Humanism and relativism; the need to be able to provide a good case for our way of life

Coping with, and striving to, minimise suffering, pain, and injustice

Do humanists feel pressure to make their lives meaningful? What do humanists think about the idea of destiny? Without religion, can human beings still feel part of something bigger? Are humanists too optimistic? What debates go on within Humanism about the best way to live?

Categorise and order possible ingredients of ‘the Good Life’.View and evaluate humanist quotes about meanings in life.Write a letter to your future self about what you hope to have achieved.Write a dialogue between a humanist and a theist about living a meaningful life.Explore John Stuart Mill’s claim that it is better to be an unhappy human than a happy pig.Listen to and discuss the meaning of John Lennon’s ‘Imagine’.

Resources: understandinghumanism.org.uk/uhtheme/meaning-and-happiness/?age=11

What humanists value

Q: How do humanists find value in their lives?

Develop the content from KS2 Celebrating humanity and the human spirit Human attributes, including our ability to question, our ability to

reason, our ability to empathise with other humans and animals, and our creativity

Valuing sensory pleasures; contrast with some religious attitudes No places of worship; instead take pleasure in both the natural

wonder of the world around us and in feats of human creativity; valuing places like libraries, schools, colleges, hospitals, sports facilities, councils, and parliamentary buildings

The natural world and other living things; the belief that the environment should be protected

Celebration of the many achievements of human beings: intellectual, technological, and creative/artistic

The importance of human relationships and companionship Our shared human moral values: kindness, compassion, fairness,

justice, honesty How human beings alone can improve our quality of life and

make the world a better place for everyonePlus: Free enquiry The recognition that we are part of something bigger than

ourselves: humanity and the natural world

What do humanists value? Do all humanists agree? What impact do humanist values have on the way they live? Should we indulge in or avoid sensory pleasures? What special places might humanists have? Do humanists only care about human beings? Is the natural world only of value because of its use to human beings? Do we need other people in order to live a fulfilling life? What are shared human values? Can human beings alone make the world a better place for everyone? How do humanists describe spiritual experiences? Why would someone who does not believe in a god value anything?

Order/categorise the things we value in life.Collect and create an artwork of symbols of human progress.Design a humanist building that embodies the things humanists value.

Resources: understandinghumanism.org.uk/uhtheme/values/?age=11

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The humanist attitude in art (e.g. Renaissance artists’ painting of personalities as opposed to undifferentiated human worshipers) and literature (George Eliot, Thomas Hardy, Philip Pullman)

Humanist ethics

Q: Where does morality come from, and how do humanists work to find out what is good?

Develop the content from KS2: Accepting individual responsibility to reason about our actions The importance of reason, empathy, compassion, and respect for

the dignity of all persons when deciding how to act The absence of sacred texts, divine rules, or unquestionable

authorities to follow Reward and punishment as insufficient motivations to do good;

consideration of the consequences of our actions on others (John Stuart Mill) and the outcome if everyone were to act in the same way

The value of general moral principles but the need for flexibility and the opportunity to question rules

Consideration of actions based on the particular situation The Golden Rule as a naturally evolved ethical principle, present

in a wide variety of cultures throughout history The importance of practical action for humanists; judging not

what people say but what they do

Plus: Obligations to contribute to the common good; disagreements

among humanists over the extent of such obligations Freedom to live how we like as long as we do no harm; the

balance between individual autonomy and social responsibility Tolerance of different ways of living Improving human welfare in this life as the aim of morality

(rather than any divine purpose) Respecting people as persons, human rights (UN Declaration of

Human Rights, UN Declaration on the Rights of the child) Universalisability and the principle of equality Dealing with sometimes conflicting ethical principles and

disagreements among humanists about what takes priority: maximising happiness and minimising harm (utilitarianism, John Stuart Mill), imagining if everyone acted the same, treating people as ends rather than means (Immanuel Kant)

Morality as a naturally evolved, human construct (Peter Singer); morality as a project or journey

Why does a humanist believe we should be good? Are some motivations to be good better than others? Does it matter why we do the right thing as long as we do? Are we being good if we do something good for a selfish reason? How do humanists decide what the right thing to do is? Where do rules come from? Do rules always help? Do humanists have any rules? When might they think it is OK to break them? If

it’s OK to break rules, does that make them pointless? Is the Golden Rule enough on its own? Can it go wrong? If people follow the Golden Rule, will they always do the right thing? Where does the Golden Rule come from? Do actions speak louder than words? Can we be good without a god? What practical action do humanists take to work for justice and equality? Are we free to live however we like? What do humanists believe is the aim of morality? What do humanists do when ethical principles come into conflict? Can something be right in one situation and wrong in another? Can reason help us decide how to behave? What are human rights? Are they important, and why? Where and how do humanists disagree on the best way to make ethical choices

(e.g. rights vs consequences)? What happens when they disagree? Where do humanists think morality comes from? Does, and should, our morality change? Do we live in kinder times today than

we did in the past? What are the advantages and disadvantages of a humanist approach to ethics

compared to other approaches to ethical decision making? Can you be a humanist if you don’t always try to be good?

Moral dilemmas with competing ethical principles: what would you/a humanist do and why?Analyse the value of different motivations to be good.Plato’s Ring of Gyges/Harry Potter’s invisibility cloak: if you would not get caught, what would you do?Identify and discuss problems with inflexible commandments.Order the importance of different rules; is it OK to break any? When?

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Human nature, and altruism in the natural world Optimism and progress in morality The potentially positive and productive nature of disagreement

Explore the dilemma about lying: should you tell the school bully where your friend is?Can you create ten humanist guiding principles to a moral life? Can you think of justified exceptions to them?Identify sources of the Golden Rule from around the world on a map.Research practical altruistic actions of humanists.Examine examples of altruism in the animal world.Write a survival guide to living ethically for a desert island society.Create your own moral dilemma.View and discuss quotes from philosophers and thinkers influential to humanist ethics (John Stuart Mill, Philippa Foot, Margaret Knight, Peter Singer).

Resources: understandinghumanism.org.uk/uhtheme/ethics/?age=11

Humanism in society

Q: What impact does Humanism have in the modern world?

Altruism and practical action; working for social justice, equal rights, and to minimise suffering

Humanist celebrants: naming ceremonies, weddings, and funerals

Humanist pastoral support: prisons and hospitals Humanist contributions to society: science and technology, the

welfare state, the abolition of slavery, minority rights, abortion rights

Charity work, including non-religious charities Humanist contributions to the arts Humanist community: the British Humanist Association (BHA),

the International Humanist and Ethical Union (IHEU) The absence of obligation to take part in organised Humanism Democracy, human rights, rule of law Secularism: freedom of belief; secularism as a distinct concept

from atheism Tolerance, mutual understanding, and community cohesion Humanism’s relationship with religions; diverse attitudes towards

the religious and to religious institutions; opposition to religious privilege, extremes, and restrictions on freedom of thought

The growth of atheist/humanist sentiment and identification Freedom of expression; blasphemy laws; dangers to humanists

around the world

What do humanists do? What practical action do humanists take to work for justice and equality? Should non-religious people be entitled to services and support from like-

minded people? What kind of world do humanists want? How do humanists’ beliefs express themselves in the modern world? Does Humanism make the world a better or worse place? Is Humanism too optimistic? Is it realistic? Are humanist goals too ambitious? Do they undermine the potential for real

improvement in human welfare? What compromises might humanists have to make? How does Humanism fit into a pluralist society? What are the aims and values of the British Humanist Association? Are there any obligations humanists have to undertake? Do we need to belong to a community of like-minded individuals? What might

a humanist lack by not belonging to one? Do humanists agree on whether Humanism should be a public force or a

private matter? Should religion have a privileged place in society? Are Humanism and religion in conflict? How do humanists differ on their attitudes towards religions and the religious?

Do these differences cause conflict within the humanist movement? Should we show respect even for those ideas we disapprove of? Can Humanism ever be more than a reactionary force? What goals do humanists and religious people agree on? What effect did humanist beliefs have on religion in the twentieth century?

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What effect are they having in the twenty-first century? How have humanist attitudes towards the ideal society changed over history? How are atheists/humanists represented in the media? How has society treated atheists and humanists in the past? How are they

treated today? What about in other countries? Should there be limits on freedom of expression? Is blasphemy acceptable?

Research contributions by humanists, or those with humanist beliefs and values, to modern society.Research the work of the British Humanist Association.Research census/survey data of non-religious people over history.Role play a scene behind John Rawls’ veil of ignorance when deciding how to establish the rules and governance of a new society.Research non-religious charities.Research examples of non-religious persecution around the world (e.g. Saudi Arabia, Bangladesh).

Further information:https://humanism.org.uk/https://humanism.org.uk/ceremonies/http://humanistcare.org.uk/http://iheu.org/

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Appendix: Sources of wisdom

Humanists do not have a holy book of any figures of authority. However, many thinkers have contributed to the humanist attitude to life, and many humanists will see some of the following as sources of wisdom:

Socrates Mencius Epicurus Lucretius Charvaka Francis Bacon David Hume Voltaire Baron d’Holbach John Stuart Mill Mary Wollstonecraft Charles Darwin Robert Ingersoll Matthew Arnold Marie Curie

Mary Anne Evans (George Eliot) E. M. Forster Virginia Woolf Bertrand Russell Karl Popper A. J. Ayer Jawaharlal Nehru Philippa Foot Kurt Vonnegut Margaret Knight Mary Warnock Gene Roddenberry Phillip Pullman The British Humanist Association The International Humanist and Ethical

Union

Contemporary humanist philosophers include:

A. C. Grayling Richard Norman Julian Baggini Nigel Warburton Simon Blackburn Sheila McLean Brendan Larvor Stephen Law Peter Cave Peter Singer

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