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Wigan Syllabus for Religious Education

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Wigan Syllabus for Religious Education Letter from the Director of Children and Families Dear Colleague, Religious Education makes a significant contribution to a student’s spiritual, moral, social and cultural development. Therefore, the need for a high quality syllabus is vital. This new Wigan agreed syllabus is exactly that – a high quality resource to assist in delivery that is relevant to young people across the Borough. It is a practical syllabus written for and by Wigan teachers using as its inspiration the original Wigan agreed syllabus and a syllabus devised by Wiltshire Council. The syllabus offers schools and other settings a range of guidance, advice and materials to make the curriculum come alive. It is also important that children understand what others believe, in order to live in peace alongside each other. My thanks go to the teachers who have worked tirelessly to devise the syllabus. James Winterbottom Contents page Introduction Overview of the Wigan Agreed Syllabus The format of the Wigan Agreed syllabus The unique contribution of RE Purpose of study Aims of RE Spiritual, Moral, Social and Cultural Development Curriculum Time for RE Legal Requirements The National Curriculum and RE Programmes of Study Overview - EYFS, Key Stage1 & Key Stage 2 Early Years Foundation Stage: Programme of Study Key stage 1: Programme of Study Key stage 2: Programme of Study Key stage 3: Programme of Study End of Key Stage 3 Expectations Key stage 4 RE & RE 16-19 Assessing pupil progress and achievement in RE Self Evaluation Acknowledgments Appendix The Wigan Agreed Syllabus Introduction The changes in education policy in recent years have had a significant impact on Religious Education. As a result, there have been substantial changes made to the Wigan Agreed Syllabus. These changes have been required to enable the syllabus to meet these demands. The new syllabus has an enquiry-based approach to learning. It focuses on improving standards of religious literacy and has an academic rigour that will equip pupils with the knowledge and skills to engage with religious issues and worldviews. Pupils leaving school should have a sound knowledge and understanding of a variety of religious traditions and cultures. They will be able to discuss in detail, religious beliefs, moral issues and ultimate questions. They should be fully aware of their own and other people’s viewpoints both religious and secular, and have the skills to listen with empathy and understanding to the views of others. The knowledge and understanding gained will prepare pupils for life in modern Britain and give them an understanding of events both national and global. The changes to the syllabus will ensure good quality, creative and academically challenging Religious Education is delivered in Wigan schools. There will be a wide range of resources to support the delivery of the new syllabus. These will include teaching and learning resources, relevant documentation and exemplars of good practice. There has been a comprehensive consultation process involved in the production of the syllabus, with extensive consultation of teachers through the Wigan Agreed Syllabus conferences and the Wigan RE Network. The consultation revealed that primary school teachers felt they needed greater support in the delivery of the syllabus and a more workable structure. Secondary school teachers liked the breadth of study within the existing syllabus but felt that it needed to be more challenging, particularly in light of the new GCSE specifications. The key stage 3 section of the syllabus had the structure for making it an ideal platform for further study of the subject at examination level. There were opportunities within the syllabus to study a religious tradition in depth and it did reflect the structure of the new GCSE syllabi. The breadth of study will therefore remain the same but the level of challenge is increased to give a solid foundation for further study. EYFS, key stages 1 & 2 were to prove more of a challenge. The consensus was that significant changes should be made to the content and the breadth of study to ensure that the pupils had the necessary knowledge, understanding and skills to access the subject at key stage 3 and examination level. The Wiltshire Agreed Syllabus and the resources available provided the inspiration for the development of the new syllabus. We therefore acknowledge this support in enabling Wigan teachers to write and develop a new syllabus, which builds on the good practice already in place in Wigan schools. It increases challenge, whilst providing greater academic 1 rigour and breadth of study. The syllabus takes into account all the new developments in RE nationally. There is now clear progression in terms of both subject knowledge and skills across all key stages and there is a cohesive structure and format to the syllabus, which provides a solid foundation for measuring progress. Recommendations contained in the documentation listed, have also been instrumental in directing the focus of the new syllabus. These documents are the RE Review 2013; RE: realising potential (Ofsted 2013); the National Curriculum and the new GCSE changes, have all contributed to the development of the new Wigan Agreed Syllabus for RE. 2 Overview of the Wigan Agreed Syllabus The Wigan Agreed Syllabus: Clarifies the purpose and value of the subject: There are clear explanations as to the aims and purpose of RE in terms of its place in the educational curriculum of the 21st century. Its impact on pupils in terms of their personal and educational development and wider value enables pupils to engage with religious issues and worldviews. The focus of the syllabus will continue to be Christianity in line with government guidelines, but schools are expected to enquire into and explore the beliefs and practices of other religious traditions represented locally, nationally and globally. They are also expected to enquire into and consider non-religious perspectives and worldviews in the course of their studies. Meets the new educational standards laid out by the National Curriculum: It enables greater parity with other subjects, whilst retaining its distinctive contribution and identity. The format of the Wigan Agreed Syllabus reflects the format of other subjects included in the National Curriculum. The syllabus gives an overview of what is to be delivered at each key stage. A more detailed copy of the units is included to give further guidance on the programmes of study. These should be used to produce workable schemes of work for use in schools. The contribution of RE to literacy development: The Wigan Agreed Syllabus makes a significant contribution to the development of literacy skills. It promotes the development of questioning, discussion, critical thinking skills, reading, language, writing, reasoning and evaluative skills, all of which contribute to this area of learning. The expectations in respect of pupil progress in the National Curriculum with regards to English and Literacy, should be reflected in the expectations of pupil progress in the RE curriculum at each key stage. The development of subject knowledge and religious literacy: There is greater emphasis on the development of subject knowledge and religious literacy. This involves pupils using a wide variety of religious vocabulary and concepts and being able to explain use and apply them with accuracy and in context. It involves the development of discussion and debating skills, using key arguments and teachings from religion and belief. It develops critical thinking and reasoning, demonstrating insight into religious and non-religious concepts and ideas. It also involves analysis and evaluation of arguments and teachings from and about religion and belief. 3 Secular and worldviews: Schools are expected to enquire into and explore the beliefs and practices of other religious traditions and also to consider secular viewpoints and beliefs, relating to the content of the RE syllabus. The RE community has always referred to non-religious beliefs in their programmes of study to ensure that all views and opinions are represented and considered. This contributes to the open exploration of faith, moral issues and ultimate questions that the RE curriculum supports. In the Wigan RE Syllabus, references to non-religious beliefs are referred to as secular, worldviews or views from ‘religion and belief’. There may also be specific references where appropriate to Humanism and Atheism. New GCSE expectations: The increase in the breadth and depth of study across all key stages lays a firm foundation for the study of the subject at examination level. It also enables the systematic study of religion alongside the thematic study British Values: In the current inspection framework and in the National Curriculum, there is increasing reference to British values. These shared universal values are reflected and developed in the education, learning and the personal development of pupils. In this respect, Religious Education makes a significant and visible contribution. It encourages respectful attitudes to people of different faith communities and people who share different opinions and views of life, both religious and secular. It enables pupils to learn about other people and their lifestyles, and develops an understanding that informs and encourages acceptance of difference and respect for it. It celebrates diversity within British society and within faith communities and cultures represented locally, nationally and globally. Pupils in RE, visit, learn about and engage with different religious and secular communities and cultures that are represented in the UK and learn to value this diversity within British society. The whole approach of RE in this respect is one of tolerance, not just of other cultures and faith communities but also of people who choose different lifestyles. It reflects and encourages freedom of speech and freedom of religious expression that are valued in British society. RE reflects the democratic process through discussions and debates, where consideration is given to the views of others. Religion and state, and the relationship between the two in British society is part of the RE curriculum.
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