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Agreed Syllabus 2011.Indd Cornwall Agreed Syllabus 2011 for Religious Education Cornwall Agreed Syllabus 2011 3 Contents 04 Foreword 05 Introduction 07 How to use the Agreed Syllabus 19 Reception years 23 Key Stage 1 31 Key Stage 2 42 Key Stage 3 52 Ages 14 - 19 55 Secular world views - suggested content 57 Special Education 72 Attainment in RE Cornwall Agreed Syllabus 2011 has been produced by David Hampshire, County Adviser for RE, on behalf of the Cornwall Agreed Syllabus Conference and Cornwall SACRE with the support of Cornwall Learning and Cornwall Council’s Communications and Strategy Team. The Agreed Syllabus is intended for use in Cornwall’s Community and Voluntary Controlled schools. Voluntary Aided schools may wish to use this Agreed Syllabus after consultation with their diocesan bodies in line with their foundation documents. The boards of directors of Academies and Free Schools may adopt the syllabus as a way of delivering their funding agreement to provide a curriculum in line with the relevant legislation. Other LAs wishing to adopt this Agreed Syllabus, or any part of it, should contact Cornwall Council in the ! rst instance after full consultation with their own SACRE and Agreed Syllabus Conference, in line with the 1996 Education Act. Any section of this document may be reproduced for the purposes of review or academic research but not to inform teaching in Community or Voluntary Controlled schools other than those in Cornwall LA and in an LA which has adopted this Agreed Syllabus. 4 Foreword It gives us great pleasure to commend this Agreed Syllabus to all Cornish schools. The syllabus re" ects hours of work on the part of people, especially non-Christians, are far away people the Agreed Syllabus Conference which met regularly in far away places. between November 2009 and May 2011. During Our most sincere thanks goes to all those involved that time it kept abreast of national developments in this process and who have worked in partnership in educational thinking, undertook numerous to ensure that this syllabus is of the highest quality, consultations and scrutinised the text assiduously to especially members of the Conference, o# cers of the ensure that this syllabus would be ! t for purpose for Council, teachers involved in the writing groups as the next ! ve years. well as all those who took part in the consultations One of the features of the 2011 Agreed Syllabus is that that were held throughout Cornwall. Our hope is it has taken the concept of ‘local’ seriously. The focus that this syllabus will be widely used and thoroughly of pupils on Cornwall will enable them to be religiously implemented in all Cornish schools, whether educated in this context and help promote their Community, Controlled, Aided, Academy, Free or spiritual, moral, social and cultural development in our Independent so that all Cornish children can share schools. Obviously this focus is set within the context this rich entitlement to quality religious education of a larger national and international picture but it has as part of a broad and balanced curriculum which been sadly missing in the experience of many pupils in will promote their spiritual, moral, social and cultural Cornwall who are given the impression that religious development. Neil Burden, Trevor Doughty, Portfolio Holder for Director of Children,Schools and Families Children’s Services Cornwall Council Cornwall Agreed Syllabus 2011 5 Introduction Religious Education is part of the core entitlement of all pupils in maintained school. Religious Education forms part of the Basic Curriculum achieve in their context. Progression in RE is based on the of every maintained school and is a requirement for choices that di$ erent schools make and will need to be academies under their funding agreement. As such RE transparent both to teachers and learners. holds a unique place within the curriculum and within The following pages set out the requirements for religious Education Law, see the Education Act 1996 and the education in Cornwall’s community and controlled School Standards and Framework Act 1998. The Agreed schools. No one part of the document is more important Syllabus is the statutory mechanism by which RE is than any other and all are worthy of consideration. delivered in an LA’s community and controlled schools Teachers using the syllabus should acquaint themselves and can be adopted by Aided schools and also by with the whole document, especially the section How to Academies, as well as Free schools, as a way of ful! lling use the Agreed Syllabus and the requirements for each the requirements of their funding agreements. Each Key Stage set out before each programme of study. LA has to review its Agreed Syllabus every ! ve years and this review is undertaken by the Agreed Syllabus Conference. This Agreed Syllabus has been through the statutory process for review and as such it has tried The importance of RE to preserve the best of the previous Agreed Syllabus. Religious education provokes challenging questions Where changes have been made this has been in the about the ultimate meaning and purpose of life, beliefs light of compelling evidence and consultation to ensure about God, the self and the nature of reality, issues of right the best provision for pupils in Cornwall’s community and wrong and what it means to be human. It develops and controlled schools. pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and Since the revision of the syllabus started in November other world views that o$ er answers to questions such as 2009 the Conference consulted widely in Cornwall these. It o$ ers opportunities for personal re" ection and about the structure and content of the syllabus. spiritual development. It enhances pupils’ awareness and Members of the Conference met with teachers, understanding of religions and beliefs, teachings, practices members of faith communities and representatives of and forms of expression, as well as of the in" uence of the Cornish Humanist Association. On the basis of these religion on individuals, families, communities and cultures. consultations the Conference spent many hours going through the text to ensure that it was, as far as possible, Religious education encourages pupils to learn from a syllabus which is educationally sound and accurate in di$ erent religions, beliefs, values and traditions while terms of content. exploring their own beliefs and questions of meaning. Teachers who know the previous syllabus well will see It challenges pupils to re" ect on, consider, analyse, some signi! cant changes. Firstly, the ‘unit’ structure has interpret and evaluate issues of truth, belief, faith and gone and the programmes of study are simpler. Content ethics and to communicate their responses. remains important but it aligns with the Faith Group Religious education encourages pupils to develop their Working Reports recommended by government. At KS1 sense of identity and belonging. It enables them to schools are given the opportunity to study a religion of " ourish individually within their communities and as choice alongside Christianity whereas at KS2 they have citizens in a pluralistic society and global community. to study Hinduism, Islam, Judaism and Sikhism – one in Religious education has an important role in preparing each year of a four year cycle or one per year in larger pupils for adult life, employment and lifelong learning. It primary schools. Schools are free to teach which religion enables pupils to develop respect for and sensitivity to they choose alongside Christianity from those available others, in particular those whose faiths and beliefs are in the syllabus. di$ erent from their own. It promotes discernment and Teachers will also notice that the coherence of enables pupils to combat prejudice. delivering RE, especially Christianity, is for them to (The National Framework for Religious Education 2004) 6 Cornwall Agreed Syllabus 2011 7 How to use the Agreed Syllabus Reception + It must be progressive + It must identify what pupils should know and The requirements for Reception classes are clearly understand by the end of each year and how that stated in the section Religious Education in contributes to what they will going on to study in Reception Classes. Schools will need to show that the next year they are ful! lling the requirement as set out there but they are free to develop their activities to ful! l must also be met. the requirement and do not need to replicate the How a school develops a scheme of work for RE is up examples of activities in the programme of study. to the school itself. Where Reception and KS1 are Key Stage 1 taught together At Key Stage 1 schools using the syllabus will need When pupils from Reception are taught within Year to ensure that all the statements in the programme 1 or a whole Key Stage 1 class they should follow the of study are met in relation to AT1 (Learning about Key Stage 1 programme of study. The focus of their religion) and AT2 (Learning from religion) as well as attainment should be at Level 1. the breadth of study 3c – o. How schools deliver the programme of study is their business but it must have Where KS1 and KS2 are taught together certain features: As the programmes of study mutually support + It must be coherent each other it should be possible to plan work + It must be progressive using common content and di$ erentiated learning outcomes for pupils in di$ erent years. With regard to + It must identify what pupils should know and religious traditions other than Christianity teachers are understand by the end of each year and how that free to draw upon any of the four religions speci! ed contributes to what they will be going on to study for Key Stage 2 in consultation with other colleagues.
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