Curriculum Guidance for RE Foundation Stage Guidance 1 • including notes on good practice for RE in Foundation and exemplars of children’s activities related to Early Learning Goals Key Stage 1 Guidance 13 • including a grid for checking KS1 schemes of work, introductions to six world religions and key questions related to Areas of Study Key Stage 2 Guidance 41 T • including a grid for checking KS2 schemes of work, introductions to six world religions and key questions related to Areas of Study Key Stage 3 Guidance 73 • including a grid for checking KS3 schemes of work, introductions to six world religions and key questions related to Areas of Study F 14-19 Guidance 103 • including guidance on designing a school KS4 course and creative advice about different ways of tackling RE in the sixth form Assessment in RE 107 • including both primary and secondary perspectives A Guidance on making the Norfolk Agreed Syllabus accessible to pupils 110 with learning difficulties • including ‘P’ level performance descriptions for RE Inspiration, Information and Support • including professional papers on areas of teaching and managing RE R This document contains guidance to help teachers interpret and implement the requirements of the Norfolk Agreed Syllabus for Religious Education in their own situation. The guidance is non-statutory and other valid interpretations of the Agreed Syllabus are possible. Schools are D encouraged to be imaginative and creative in their implementation of the legal requirements. SACRE looks forward to seeing schools develop challenging and inspiring RE schemes of work for their pupils. SACRE acknowledges that it is not possible to meet the needs of all teachers, pupils and schools in a document like this. It urges headteachers, heads of department and RE subject leaders to seek assistance where needed from SACRE itself or the Advisory Services. SACRE intends to add additional guidance, in the form of Papers written to address particular needs, to the final part of the document (Inspiration, Information and Support) as a way of disseminating extra advice in the future. D R A F T Foundation Stage Guidance Schools are required by law to provide all registered pupils with Religious Education. In Norfolk this includes the Reception Year of the Foundation Stage who should follow the Programme of study for Foundation (see Part B of the Agreed Syllabus). Younger children in Foundation are not required to follow the Programme of study although practitioners may find it, and the guidance given below, both useful and appropriate for their children. This guidance is not a statutory part of the Agreed Syllabus. Its purpose is to help Reception teachers meet the statutory requirement to provide Religious Education according to T the Norfolk Agreed Syllabus and to do so in line with the six Areas of Learning in ‘Curriculum Guidance for the Foundation Stage’ (QCA 2000). Teachers may wish to integrate Religious Education fully into the learning themes they are already using, or they may prefer to establish separate Religious Education sessions. Both approaches could lead to exciting and interesting learning experiences for children1. F What the guidance provides The following pages list a variety of experiences and activities which could be provided for children. The examplars are organised under the six Areas of Learning in the Foundation Stage but many would provide opportunities for learning across several areas. Listing examples like this shows just how many possibilities exist for working within the everyday Foundation Guidance. A The examples are intended, however, to highlight possible Religious Education content and activities so that teachers can, for example: • choose suitable ideas to integrate into work while planning e.g. investigating a festival, responding to a story, role playing. R • use ideas to create their own mini Religious Education units where wished e.g. What is Christmas? Why are some words special? • recognise and take advantage of opportunities as they arise e.g. during news sharing when a child refers to a Christening or Eid, at snack time discussing when we wash our hands or why we eat certain things. D It is hoped that the references to specific religious material such as stories, artefacts and festivals in the examples, will help teachers to find suitable resources more easily. Notes on good practice for RE in Foundation 1. Learning about Religion Children should be introduced to individuals from religions rather than religions as systems when Learning about Religion. It is far better to introduce Reuben, who can show you his kippah or his dreidl, and Tom and Tessa, who go to church on Sundays and know stories about someone special called Jesus. Ideally these would be real children in the class, but children on videos, in books or pictures, will suffice. 1 Separate Religious Education sessions may facilitate any pupil withdrawals which may be requested by parents in accordance with legislation. See Part A of the Agreed Syllabus for statutory requirements for Religious Education. 1 All children, whatever their background need to be introduced to Christianity. From a simple educational perspective they need to know something of the religion which has most influenced the country in which they are growing up. For the vast majority of children with a secular background, it is as ‘different’ as any other religion and it would be wrong to assume children know all about it. The approach at the Foundation Stage is largely one of ‘sampling’ 1. This is not a systematic study of religions but brings specific and concrete expressions of a religious tradition (people, places and artefacts) to children’s attention. A ‘sample’ artefact or story or custom is brought in, looked at, talked about, commented on and may even provide a jumping off point for further investigation. T Taking account of children’s backgrounds Some Reception children will come from overtly religious backgrounds; others will have an occasional experience of religion; some will have had no experience, or a negative one. All children should feel valued and affirmed in the learning situation but at the same time their experiences should be deepened and extended. F RE should introduce children in an educational manner to religious belief and practices both in their immediate environment (school, local community) and beyond. The material available is rich and colourful; good teaching can make it stimulating, thought-provoking and illuminating – for both teacher and taught! 2. Learning from Religion A As children encounter and explore different experiences of religion, there should be plenty of opportunity for talk and role-play, to raise and think about questions. There will be times for conversations on an individual basis as well as within a larger group. These will be times for Learning from Religion. Questions of a religious, spiritual and even an ultimate nature (i.e. those like ‘Who am I?’ or R ‘What happens when we die?’) may crop up at any time, not necessarily in Religious Education. Teachers should treat such questions seriously and with sensitivity. The manner in which such questions are received and handled will do much to model respect for difference and for other people. Teachers should think in terms of entering a ‘dialogue’ with pupils rather than giving ‘closed’ answers, for example, welcoming the question and suggesting several possible answers before asking the child what they think. D Acknowledging what is ‘special’ A frequently used word in RE with younger children is ‘special’. It is good practice for teachers to introduce religious customs as ‘special’, rather than just ‘different’ which may suggest ‘strange’ or ‘odd’. Developing a concept of what is special can lead naturally, in later years, into concepts of holiness, sacredness and uniqueness, important ideas in religion.There is, hawever, no reason why children should not be introduced to words such as ‘holy’ or ‘sacred’ even at this early age. In examining the special objects, words, and places in religious communities, children should also be encouraged to think about what is special to them and why, and to empathise with others and their special things. One of the Early learning goals will be achieved if children ‘have a developing respect for their own cultures and beliefs and those of other people’. 1 ‘Sampling’, as a term in this context has been coined, with thanks, from the Warwickshire Agreed Syllabus Revision 2002. 2 Foundation Stage Exemplars The examples detailed below illustrate activities in which children could be involved as part of their Religious Education but these should not be seen as exclusive; many more could have been included. They are listed against specific Early Learning Goals from ‘Curriculum Guidance for the Foundation Stage’ (QCA 2000). Each example is described in the briefest of terms because teachers and practitioners will have their own ideas about how best to use them in their own schools or settings. Where specific examples of stories, artefacts or customs have been given, the religion from which they come has been marked thus: T C – Christian, B – Buddhist, H – Hindu, J – Jewish, M – Muslim, S - Sikh F 1. Personal, social and emotional development Early Learning Goals Examples of what children could do Respond to significant • Take part in a school celebration e.g. Harvest, and choose ‘feelings experiences showing a faces’ to show how they felt, before and afterwards: excited, A range of feelings when nervous, proud. appropriate. • Reflect on their own experiences of fear, loss, bereavement and excitement as a result of exploring religious stories e.g. David and Goliath (J/C); Lost Coin, Pearl of Great Price; Jesus’ death and burial (C); Kisagotami (B). R • Talk about how people remember friends / family who have left or died e.g. with photos or objects; taking flowers to a grave; jahrzeit candle (J).