OVERVIEW
Agreed Syllabus for Religious Education 2020-2025 Religion and worldviews: Believing, behaving, belonging
Ealing Standing Advisory Committee on Religious Education ACKNOWLEDGEMENTS
Acknowledgements
This agreed syllabus was written Curriculum review processes, Agreed Syllabus Conference July by Revd. Andrew Williams (Senior publication and communications 2020 Lecturer and Subject Lead for with schools Religious Education at Roehampton Ealing Learning Partnership: Angela Local Authority group University). Doherty (Quality and Partnerships Cllr Jon Ball, Cllr Theresa Byrne, Lead), Mirela Temo (Education Cllr Thejinder Dhami, Cllr Tariq Adviser), Saynap Isman (Business Mahmood (Chair of SACRE), Support Manager), Lesley Prior Cllr Mohinda Midha, Cllr David (SACRE Adviser) Millican, Cllr Aysha Raza, Cllr Sarah Rooney, Cllr Kamaldeep Sahota Curriculum review groups Ealing primary schools, special Church of England group schools and high schools; Ealing Rev Karen Greenidge, Rev Canon Learning Partnership LA officers: Mark Poulson, Mr Mark Newton Angela Doherty and Mirela Temo Other faiths group Primary lesson planning and Ms Jaswant Kaur Bola (Sikh resources Missionary Society), Ms Kim • Berrymede Junior School Burke (Roman Catholic), Mr S K • Clifton Primary School Dhanda(Sri Guru Ravi Dasia Sabha), • Dormers Wells Junior School Mr Luxman Dissanayake (Buddhist), • Gifford Primary School Dr Marianne Izen (Jewish), Mrs • Grange Primary School Barjinder Lall (Ramgarhia Sabha), • Holy Family Catholic Primary Rev Susan McCoan (United Reform School Church), Mrs Marion McNeill • Lady Margaret Primary School (Free Church Federal Council), • Little Ealing Primary Mr Sikander Minhas / Mr Kasim • Perivale Primary School Minhas (Islam-Sunni), Mr Simon • Selborne Primary School Motz (Liberal Jewish), Mr Oliver • Tudor Primary School Murphy (West London Humanist • West Acton Primary School and Secularists), Mrs P Pank • Mirela Temo (Ealing Learning (Ramgarhia Sabha), Mr Rabindra Partnership) Pathak(Hindu), Ms Kath Richardson (British Humanist Association), Ms Nadine Sayir (Baha’i), Mr Naif Sheikh (Discover Islam)
Teachers’ Associations group Dr Liz Day (Vice-chair of SACRE), Mr Glenn Burchell, Mrs Lori Greenglass, Ms Emma Lauder
Photo credits Featherstone Primary School (school assembly) and St Raphael’s Catholic Primary School (displays)
ii AGREED SYLLABUS FOR RELIGIOUS EDUCATION FOREWORD
Foreword
Ealing SACRE is pleased to commend this new Ealing Agreed Syllabus for Religious Education
‘Religion and Worldviews: Believing, Behaving and Belonging’ for use in all maintained schools in the borough. We hope that the new syllabus will also be adopted by academies in Ealing too.
This document replaces the previous syllabus for Religious Education, Sowing the Seeds of the Future: An Exploration of Human Beliefs and Values, which was published in 2014. The new syllabus seeks to build on the earlier provision in a number of distinctive, yet integrated, ways. It will become the legally binding Agreed Syllabus for implementation in Ealing tremendous spirit of collaboration develop an understanding of the schools from September 2020 (with in producing and sharing teaching religious traditions and worldviews a transition period to full teaching resources for the new syllabus. represented in Ealing, preparing from the summer term 2021). them to encounter the diversity of In particular, SACRE members beliefs and values present locally, This new Agreed Syllabus has been wish to provide special thanks to nationally and globally. developed by the Ealing SACRE, Reverend Andrew Williams, Senior supported by Religious Education Lecturer and Subject Lead for We are confident that the new professionals in the borough Religious Education in the School Agreed Syllabus will enrich teaching including members of the primary of Education at the University of and learning in RE throughout the and secondary networks of RE Roehampton for designing the new borough, cultivating a sense of subject leaders and teachers. We syllabus and writing the detailed shared values and understanding are grateful to the many teachers content. and respect for the diversity of from primary, secondary and religions, beliefs and cultures special schools in the borough Religious Education is an essential that enrich the community in the and to SACRE members for their element of the curriculum and London Borough of Ealing. engagement in the process of contributes to the personal and reviewing the syllabus and their intellectual development of children Councillor Tariq Mahmoud detailed and thoughtful feedback. and young people. The new Chair of Ealing SACRE Teachers of RE have also shown a Agreed Syllabus will help them to July 2020
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] iii CONTENTS
Contents
Overview...... 1 Subject knowledge: An introduction to the six major religions and Humanism...... 24 Introduction...... 1 The religious character of the London of Ealing...... 2 Buddhism...... 24 The role of Religious Education...... 3 Buddhist terms...... 26 The aims of Religious Education...... 4 Further resources about Buddhism...... 26 Challenges facing Religious Education...... 5 Christianity...... 27 Legal issues associated with Religious Education.... 5 Christian terms...... 28 The organisation of Religious Education...... 6 Further resources about Christianity...... 29 Hinduism...... 30 Implementation...... 7 Hindu terms...... 30 Implementing this syllabus...... 7 Further resources about Hinduism...... 31 Support for RE subject leaders...... 7 Humanism...... 32 Religious Education beyond Key Stage 3...... 8 Humanism terms...... 33 Principles of effective teaching and learning in Further resources about Humanism...... 33 Religious Education...... 8 Islam...... 34 Attainment targets for Religious Education...... 11 Islamic terms...... 35 Religious Education and Fundamental Further resources about Islam...... 36 British Values...... 12 Judaism...... 37 Religious Education and pupils with special Jewish terms...... 37 education needs and disabilities...... 13 Further resources about Judaism...... 40 Religious Education with more able pupils...... 14 Sikhism...... 41 Assessment of Religious Education...... 15 Sikh terms...... 42 The inspection of Religious Education...... 19 Further resources about Sikhism...... 43 The new Ofsted inspection framework...... 19 Other religious traditions...... 43 Useful resources...... 22 Syllabus structure...... 44
Key themes...... 44
Foundation Stage and Key Stage 1 units...... 45 Key Stage 2 and Key Stage 3 units...... 46
Detailed contents of the syllabus units can be found in the separate document: Agreed Syllabus for Religious Education 2020-2025 (Teaching units)
For further information or queries, please contact: [email protected] or visit www.egfl.org.uk/religious-education
iv AGREED SYLLABUS FOR RELIGIOUS EDUCATION OVERVIEW
Overview
Introduction This new Agreed Syllabus for Religious Education for the London Borough of Ealing has been developed by the SACRE, supported by Religious Education professionals, including the borough’s RE Network of subject leaders. The document replaces the previous syllabus for Religious Education, Sowing the Seeds of the Future: An Exploration of Human Beliefs and Values, which was published in 2014. The new syllabus seeks to build on the earlier resources. The learning being of the human family; provision in a number of distinctive, outcomes (for Key Stages 1-3) • recognise the dangers associated yet integrated, ways. and the teaching activities with violent extremism, (for Key Stage 2 and 3) make whether this is associated with These include: reference to the two Attainment religion (either in the past or Targets for Religious Education: today) or with regimes that seek • A focus on key questions, both Learning about religion (AT1) to repress faith and persecute as the basis for unit titles and as and Learning from religion (AT2). believers. a framework for learning and Pupils should also learn both • gain an insight and teaching within each unit, for about and from non-religious understanding into the place Foundation Stage, Key Stage 1 worldviews. of religion and belief within the and Key Stage 2. world today; • A combination of systematic The syllabus has been developed • develop the maturity to disagree and thematic themes for in a way that seeks to promote a with dignity and humility; the range of units within the number of important outcomes • reflect on their personal syllabus, so that children and for children and young people spiritual identity, think through young people are offered in Ealing. These include the their own faith and belief opportunities both to engage opportunity for pupils to: perspectives and to be given the with specific religious traditions opportunity to articulate these and to explore cross-cutting • examine the profound and in a respectful and constructive themes that can be studied with searching questions that relate way; reference to several religious to human experience, the nature • engage with the ethical traditions and non-religious of mystery, and our quest for principles that are connected worldviews. meaning and value; with the major faith and non- • The sequencing of the units, • develop their religious literacy, religious belief traditions and so that progression is achieved so that the most important think through the moral issues in the learning of the pupils as aspects of a range of religious that confront them in their own they study Religious Education. and non-religious perspective are lives; • The provision of structured understood; • provide an understanding guidance for each unit, which • sensitively engage with the of both the contributions includes an outline of the unit’s diversity of faith and belief that faith and non-religious aims, questions to explore, perspectives that characterise communities make to British learning objectives, learning contemporary British society; public life and the challenges outcomes, suggested teaching • acknowledge the way in which that they face. activities and recommended religious communities seek to uphold and develop the well-
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 1 OVERVIEW
The religious character of the London Borough of Ealing
The London Borough of Ealing is Sikh populations declined whilst the context of a topic that people marked by a high level of religious the Hindu population and the from a wide range of faiths can and ethnic diversity and this number of people belonging to engage with (such as pilgrimage, syllabus has been developed in a other religious traditions increased. symbols, holy texts and peace- way that takes this into account. There was also a large rise in the building). Additionally, there Data collected during the 2011 number of people who state that are opportunities to draw upon census indicates that the borough they have no religion so that those some of the other minority faith possesses the fourth highest level in this category now represent traditions that will be present in of ethnic diversity and sixth highest nearly one quarter of the borough’s the borough’s population, such level of religious diversity of local population. Due to the absence of as Jainism, Zoroastrianism and authority regions in the country. data for those within the Buddhist the Bahá'í faith. The syllabus also The table below shows the religious and Jewish communities within provides several opportunities in demographic profile of the borough the ONS survey, it is not possible to each Key Stage for the study of as this was reported in the 2011 state how the number of people Humanism and it is expected that national census and data collected belonging to these traditions has reference will be made to the fact in 2018 as part of the annual changed during the decade. that many people today do not population survey undertaken by have a religious faith and may, in the Office for National Statistics. This new locally agreed syllabus fact, reject any kind of religious provides extensive coverage of identity or commitment. It is The data shows that, whilst the six principal religions listed in important for pupils who do hold Christian population within the the table, both through the use religious beliefs to recognise the borough has remained stable, there of systematic units that focus on legitimacy and validity of those, have been significant changes in specific religious traditions, and including fellow students, who do the number of people who self- through the incorporation of a not identify as belonging to any identify as belonging to other number of thematic units, which religion. religious traditions or as having will involve the study of several no religion. Thus, the Muslim and different religious traditions within
Religious tradition 2011 national census 2018 survey data Number of people Proportion Number of people Proportion Christianity 148,055 43.7% 147,900 43.3% Islam 53,198 15.7% 44,000 12.9% Hinduism 28,915 8.5% 30,600 8.9% Sikhism 26,778 7.9% 22,900 6.7% Buddhism 4,228 1.2% no data no data Judaism 1,131 0.3% no data no data Other religion 1,987 0.6% 13,800 4.0% No religion 50,848 15.0% 82,700 24.2% Not stated 23,309 6.9% no data no data
2 AGREED SYLLABUS FOR RELIGIOUS EDUCATION OVERVIEW
The role of Religious Education
Religious Education is an Effective Religious Education within perceptions and expressions tend enthralling, stimulating and Key Stages 1 to 3 will provide to be incomplete, inconclusive and vitally important element of children and young people with the open-ended. the curriculum in primary and opportunity to explore the place secondary schools. The subject of religion and belief in their own Religious Education is also highly offers pupils the opportunity to lives, in the lives of people with contemporary. Studying Religious explore searching questions that different faith commitments and Education will enable children are of profound importance to within society more broadly. It will and young people to encounter human experience, to engage promote sensitive engagement the complexity, dynamism and with meaning-making, to with questions of difference, plurality that characterise human reflect on our deepest and most enable learning to take place spirituality. In learning about both mysterious experiences, and that is informed by a wide range what it means to hold a religious to listen to those who hold a of spiritual perspectives, open commitment and, equally, to range of different perspectives, up a space in which enquiry appreciate the perspectives of faiths and beliefs (including non- into belief, reason and feelings those who do not have a religious religious perspectives) that relate can be explored, and promote faith, the subject will equip those to life, the world, and the invisible, dialogue and engagement across who study it with the knowledge, unknowable and transcendent boundaries of religious difference skills and attitudes that will help realm that lies beyond our reach. that is couched in mutual trust them to make sense of our rich and The subject represents a crucial and respect. Through Religious diverse population. For this reason, component in the work of schools Education, pupils will come to see the subject plays an indispensable as they prepare young people to that the construction of meaning role in helping young people to play a role in our complex and is a complex and ongoing task. In understand the nature and impact diverse society. Faith and belief, reflecting on this process in the of faiths and non-religious beliefs as these are encountered in a context of faith and belief (or lack and therefore to play a full role in multiplicity of religious and non- thereof), they will be invited to be the complex world that they will religious worldviews, provide an hesitant because, as we consider inhabit. Indeed, in modern Britain, underpinning foundation for the our own and others’ beliefs, we with its ever-growing of diversity way in which people live their come to realise that no one has of religious and non-religious lives, the values that govern their a monopoly on truth. Moreover, beliefs, together with the many behaviour, and a framework for Religious Education will always also misconceptions that can surface in making sense of the challenges, be cautious about those things connection with religious belief and desires and hopes that characterise that it affirms. This is because practice, good Religious Education the human condition. of the paradoxical and opaque in schools is more important than nature of the religious journey. Our ever.
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 3 OVERVIEW
The aims of Religious Education
Religious Education aims to perspectives as well as to appreciate generosity, sensitivity and empathy. make an important and lasting the position of those people who It should underline the importance contribution to the education of have either an indeterminate faith of engaging with those who hold children and young people in a way or who are non-religious. For this different perspectives without that will equip them to play a full reason, Religious Education should prejudice and enable the pupils’ role in our multi-faith society. The be taught in a way that is accessible own sense of confidence and subject seeks to promote learning and interesting to all pupils identity to grow and develop. and understanding about a range regardless of their personal faith of faith and belief perspectives and beliefs so that they have the The principal objectives of and to express the convictions opportunity to learn from a wide Religious Education, in developing that both they and others hold. variety of different positions. This religious literacy, enabling pupils In this way, the spiritual, moral, will be achieved when no particular to articulate their insights, and social, emotional, cultural and religious position or non-religious the acquisition and application of intellectual development of pupils worldview is either promoted or a range of skills, were set out by will be developed. Good Religious undermined within the teaching of the Religious Education Council Education will therefore integrate the subject. in the document A Curriculum learning, understanding, insights, Framework for Religious Education skills and communication. These Additionally, Religious Education in England, which was published in qualities will enable children should encourage pupils to acquire 2013. These three aims and their and young people to engage the qualities of compassion, subsidiary objectives are shown in with a wide variety of religious respectfulness, thoughtfulness, the table below.
A. Know about and understand • describe, explain and analyse beliefs and practices, recognising the diversity a range of religions and which exists within and between communities and amongst individuals; worldviews, so that they can: • identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews; • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
B. Express ideas and insights • explain reasonably their ideas about how beliefs, practices and forms of about the nature, significance expression influence individuals and communities; and impact of religions and • express with increasing discernment their personal reflections and critical worldviews, so that they can: responses to questions and teachings about identity, diversity, meaning and value, including ethical issues; • appreciate and appraise varied dimensions of religion or a worldview.
C. Gain and deploy the skills • find out about and investigate key concepts and questions of belonging, needed to engage seriously meaning, purpose and truth, responding creatively; with religions and worldviews, • enquire into what enables different individuals and communities to live so that they can: together respectful for the wellbeing of all; • articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.
4 AGREED SYLLABUS FOR RELIGIOUS EDUCATION OVERVIEW
Challenges facing Religious Education Legal issues associated with Religious Education This new Locally Agreed Syllabus • low standards, such that pupils for Religious Education has been often leave school with an The statutory requirements relating developed in a way that is mindful underdeveloped knowledge and to Religious Education in schools of a number of issues and problems understanding of religion and are set out in the Education Act that are known to be associated belief; 1996 and in the Schools Standards with the organisation, leadership, • weaknesses in teaching, which and Framework Act 1998 and status, planning, teaching, learning leads to insufficient challenge summarised in the briefing paper and assessment of the subject for pupils and a failure to extend Religious Education in Schools in both primary and secondary their thinking; (England) published by the House schools. These challenges have • curriculum problems, which of Commons Library in October been identified by both Ofsted, are encountered in fragmented 2019. The Acts referred to here are in RE subject reports, and by provision, insufficient time supplemented by guidance within the Commission on Religious allocation, poorly structured the document Religious Education Education, which was established schemes of work, incoherence in in English Schools: Non-statutory in 2016 by the Religion Education lesson and unit sequencing, lack Guidance 2010, which was Council. of attention to assessment and a published by the Department for confusion between RE and SMSC Children, Schools and Families. This In their subject report, Transforming delivery; document specifies the legal status RE in Schools, which was published • a confused sense of purpose, of the locally agreed syllabus. in 2010, Ofsted identified several whereby teachers were unclear aspects of Religious Education that about what the aims and The locally agreed syllabus is a were inadequate. These included objectives of Religious Education statutory syllabus of RE prepared problems with: were; under Schedule 31 of the Education • limitations in leadership and Act 1996 and adopted by the LA • the core purpose of the subject; management, leading to the under that schedule. The legislation • how attainment is defined; subject being undervalued and states that all state-funded schools • the way pupils’ progress is poorly coordinated. must teach Religious Education and defined; The final report of the Commission that maintained schools without • how key concepts and questions on Religious Education, RELIGION a religious character must follow can be used in RE; AND WORLDVIEWS: THE WAY the syllabus agreed by the Agreed • how to secure continuity and FORWARD – A National Plan for RE, Syllabus Conference (ASC), the progression in the RE curriculum; which was published in September body that each Standing Advisory • the way to structure and define 2018, reinforced many of Ofsted’s Committee for Religious Education a clear process of learning in RE; findings as it stated: (SACRE) is legally required to • the approach to teaching about establish in order to ratify and Christianity; ‘Despite its central importance, publish the locally agreed Religious • ways of balancing the need to Religious Education (RE) in too Education syllabus. foster respect for pupils’ religions many schools is not good enough and beliefs within open, critical, to prepare pupils adequately for Once adopted by the LA, the investigative learning in RE; the religious and belief diversity agreed syllabus sets out what pupils • the place of teaching about they will encounter, nor to support should be taught and will include Humanism and non-religious beliefs. them to engage deeply with the the expected standards of pupils’ The impact of uncertainties questions raised by the study of performance at different stages. surrounding these aspects has worldviews.’ undermined pupil progress and Every locally agreed syllabus, by impeded the effectiveness of The CORE report noted that, with law, ‘must reflect that the religious teaching in Religious Education. respect to Religious Education, traditions of Great Britain are in More recently, in their 2013 there were major issues in the the main Christian, while taking subject report, Religious Education: training of teachers, a failure account of the teaching and Realising the Potential, Ofsted to incorporate non-religious practices of the other principal highlighted a further set of worldviews, poor standards religions represented in Great challenges that frequently beset the in learning and teaching and Britain.’ Following the High Court subject in schools. These included: inadequate leadership of the Judgement on Religious Education subject in many schools.
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 5 OVERVIEW
The organisation of Religious Education
in 2015, it is also now a legal • Parents are legally entitled to It is recommended that schools requirement that equal respect is withdraw their child or children allocate a minimum of 5% of accorded to pupils who do not hold from some or all of the Religious curriculum time to the teaching of religious beliefs and that Religious Education curriculum. Religious Education. In practical Education should incorporate • Teachers also have the right not terms, this will generally involve the reference to Humanist and to teach the subject. following number of hours being secularist positions. set aside for the subject in the In the London Borough of Ealing, Foundation Stage and each of the the Agreed Syllabus for Religious The law does not define what the Key Stages: Education must be followed by principal religions represented in all community and foundation Great Britain are. Agreed Syllabus Foundation 30 – 36 hours schools. All maintained schools Conferences (ASCs) can decide Stage therefore have a statutory duty to which are the principal religions teach Religious Education using this Key Stage 1 30 – 36 hours represented in Great Britain, other syllabus. than Christianity, to be included in Key Stage 2 38 – 45 hours their agreed syllabus. In contrast to maintained schools Key Stage 3 38 – 45 hours run by the Local Authority, schools The statutory position for Religious with a religious character must Religious Education is usually Education dictates that: provide Religious Education in most effective when it is delivered accordance with the school’s as a discrete subject. This • Religious Education is a trust deed or, where provision approach enables the distinctive component of the basic is not made by a trust deed, in characteristics of a diverse array of curriculum (but not the National accordance with the beliefs of the faith and belief positions to be fully Curriculum) and is compulsory religion or denomination specified understood and it demonstrates for all pupils in local authority- in the order that designates that the subject is valued by the maintained schools aged 5 – 18 the school as having a religious school. Other models, where years. character. Religious Education is incorporated • The provision applies to school within themed curriculum days or sixth forms although there is no Requirements for academies where it is integrated with other equivalent provision for 16 – 18- and free schools broadly reflect subjects as part of topic studies year olds in sixth form colleges the provisions that apply to may be used. However, great care or other further education local authorities and schools needs to be taken when these institutions. in the maintained sector. The strategies are adopted for it will be • Academies and free schools are requirements, including the type of important that the integrity and also required to teach Religious RE that an academy provides, are distinctiveness of the subject is Education from Foundation set out in the funding agreements maintained and not watered down. Stage to Key Stage Five. for these schools. For schools The involvement of a Religious • Religious Education must in these categories that have a Education specialist in the planning be taught to all pupils from religious character, the Religious and delivery of these curriculum Reception year upwards. Education will be provided in initiatives will be important in order Exceptions to this stipulation accordance with the beliefs of the to ensure that the contribution of include the following: religion or denomination specified the subject is as strong as possible. » pupils who have been in the order that designates withdrawn from the subject the school as having a religious by their parents; character. The governing boards of » students aged 18 or over these schools may decide to follow who choose to withdraw the Religious Education syllabus themselves from the subject. provided by the relevant local religious or denominational body to which the school is attached, such as that published by the Diocesan Board of Education.
6 AGREED SYLLABUS FOR RELIGIOUS EDUCATION IMPLEMENTATION
Implementation
Implementing this syllabus
This new locally agreed syllabus covered. This is to ensure that the further information on effective for Religious Education should be school meets the legal requirement teaching and learning in RE see adopted by all maintained schools to ‘reflect the fact that the religious the guidance on pages 8-10 without a religious character within traditions in Great Britain are in and for the expectations on the the London Borough of Ealing from the main Christian whilst taking implementation of the curriculum September 2020 (with a transition account of the teaching and in the new Ofsted framework, see period for full teaching of the practices of the other principal pages 19-21. new syllabus to be in place for the religions represented in Great summer term 2021). Schools with Britain’ (Education Act 1996) a religious character, academies, and also to include non-religious Support for RE subject free schools and private schools worldviews that are represented have separate arrangements for in this syllabus by two units on leaders the organisation of the Religious Humanism and one on Atheism Education curriculum but can (High Court judgement 2015). The Ealing Learning Partnership choose to follow the Ealing syllabus offers termly RE subject leader if they wish. Primary schools that do not offer a networks for primary and weekly RE lesson should endeavour secondary RE subject leaders. The syllabus contains unit outlines to meet the expected time The meetings will provide an for all year groups from Reception allocation and curriculum coverage opportunity to share good practice, through to Key Stage 3. In early as closely as possible. Where RE discuss the implementation of the years, Key Stage 1 and Key Stage 2 is integrated with other subjects, syllabus and further develop subject each of the units is designed to be pupils should be made aware when knowledge and assessment practice taught over a half term in a weekly the subject knowledge they are in RE. A Google Drive site is also RE lesson. It is recommended that being taught is Religious Education. available for schools to share lesson all units are covered, however the plans and teaching and subject sequence of the units in the year At Key Stage 3 it is recommended knowledge resources. Further group can be flexible. It is also that all units should be covered, guidance documents will be made acceptable for schools to replace with the time allocation depending available as required. one or two of the thematic units on the weekly time allocated to RE with alternatives that have been and whether Key stage 3 covers agreed by the school governors two or three years. The units and are included in the school’s RE on religions and non-religious policy. Thematic units refer to the worldviews must be covered. There units which do not focus exclusively is also flexibility to replace one on one religion or non-religious or two of the thematic units as worldview e.g. ‘How can significant outlined above. figures inspire us?’ Alternative units, which may be chosen to The Religious Education subject reflect the ethos of the school or leader will work with the the local community, for example, framework provided in this may be units from the previous document to determine the most syllabus, another Agreed syllabus or appropriate approach for teaching designed by the school. RE lessons in the school. It is expected that existing lesson plans All of the units on religions and and resources will be adapted non-religious worldviews must be for some of the new units. For
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 7 IMPLEMENTATION
Religious Education beyond Key Stage 3 As noted in the section above on the legal issues associated with the subject, the law requires that schools must teach Religious Education to all pupils (unless they have been withdrawn by their parents) in Key Stages 4 and 5, including those students who are studying for vocational qualifications. If schools fail to provide Religious Education for students aged 14 – 18 they are therefore breaking the law.
Key Stage 4 be a non-examined course that language of religion, ethics and could draw upon cross-curricular philosophy. At Key Stage 4, students are approaches and/or on the expected to research beliefs, content from published GCSE Schools will need to make decisions practices, issues and ideas syllabuses and programmes of about how students in this age associated with religions and study. group are going to study religion worldviews and be able to • Providing opportunities for and belief. Some students will demonstrate an understanding of students to take a full or short elect to study Religious Studies or how these impact on the lives of GCSE course in Religious Studies. Philosophy at A-level. For students individuals, groups, communities • Schools may also choose to not taking these qualifications, the and within wider society. They develop their curriculum so that school may incorporate the study should also be attentive to the students are able to follow a of religion and worldviews within place of religions and belief within published course of study in a wider programme. A course of public life in our country and Religious Studies, such as the this kind will enable students to across the world. These insights full or short GCSE but without plan independent enquires that will be derived from engagement entering students for the end of enable them to explore in some with religion and belief through course examination. depth the relationship between theological, ethical, philosophical religion and society and to reflect and sociological perspectives. Key Stage 5 critically on the big questions and issues associated with religious There are several ways in which For post-16 students, engagement believing, behaving and belonging. the legal requirement to teach with religion and belief should The programme should also give Religious Education at Key Stage 4 promote critical thinking; research scope to investigate the interface can be fulfilled. These include: skills; in-depth reflection; sensitive between religion and other awareness of religious beliefs elements of human experience • A school-developed course and practices; competence in such as art, music, literature, that provides students with the presenting religious and non- fashion, migration, culture, politics, opportunity to develop, deepen religious thought in a coherent, citizenship, the media, human and extend the knowledge and balanced and meaningful way; and moral choices, the law and human understanding of religions and an increasingly sophistical technical identity. worldviews from that provided vocabulary, which draws on the during Key Stage 3. This may
Principles of effective teaching and learning in Religious Education
Effective teaching and learning inspirational, motivational and of religion and belief perspectives, in Religious Education will be challenging activities. When the and have the opportunity to reflect enabled when teachers and pupils subject is highly valued, adequately on their own sense of identity with engage with the subject in a way resourced, led in a passionate way respect to religion and belief in a that highlights the profundity and taught with commitment meaningful way. In order to achieve and deep significance of religion and thoughtfulness, pupils will be these outcomes, high quality and belief in people’s lives. Good encouraged to think deeply about teaching and learning in Religious teaching in Religious Education the questions that confront them in Education will be marked by several will adopt approaches that aspire studying RE, extend their learning key characteristics. These include: towards high standards, through and understanding about a variety
8 AGREED SYLLABUS FOR RELIGIOUS EDUCATION IMPLEMENTATION
1. Identify questions about religon and belief in order to initiate an investigation.
5. Evaluate the most 2. Plan and structure the important points to sufrace enquiry by defining the from the enquiry, and information sources and consider how these impact on • The use of big questions to viewpoints to be considered. encourage pupils to confront pupils’ own and others’ lives. the profound mystery underlying the human religious quest, the 4. Reflect critically on the 3. Analyse, articulate and complex issues associated with lessons learned from the explain the findings that our search for meaning and enquiry and highlight the emerge from the enquiry value, and the most significant issues that promote empathy as well as the ideas and and engagement. feelings associated with it. concerns facing the communities and individuals who hold a variety of faith and belief • Effective Religious Education • Emphasis will be placed on the perspectives. should also promote the role of experiential learning. • The adoption of an enquiry- development of a number of This will involve pupils in based approach to teaching positive attitudes amongst utilising all their senses in study and learning. This strategy will the pupils studying the of the subject. It may include encourage pupils to generate subject. These will include engagement with the visual arts, questions of their own relating thoughtfulness, compassion, poetry, music and drama; the to religions and beliefs; respect, sensitivity, handling of religious artefacts; investigate these questions curiosity, objectivity, opportunities to visit places of by planning lines of enquiry, fairness, mindfulness, self- worship and other locations selecting appropriate information understanding, generosity, associated with religion and and learning from those holding kindness, balance and belief (such as the local area, different faith and belief commitment. museums, galleries and special positions; evaluate the outcomes • Teaching and learning will be exhibitions); opportunities from their enquiries in order to planned and structured in a for calm contemplation (calm identify the most important areas way that is stimulating and contemplation and meditation of insight and understanding; engaging for pupils and which are examples of the similarities, reflect on the connections provides ample opportunities for connections and areas of between this learning and their processing, reflecting upon, common ground that exist own perspectives; demonstrate making connections between amongst different religious and an appreciation of a range and expressing the insights non-religious worldviews), and of religious and non-religious derived from the activities through the invitation of visitors perspectives; and articulate and undertaken. or parents representing different express their findings in a clear • Teaching and learning will be faith communities to talk to the and accessible way. The elements based on carefully planned, pupils in the classroom. associated with enquiry within varied and imaginative activities • A balance will be achieved Religious Education are indicated that foster creativity and between the objective, in the diagram to the right. curiosity amongst the pupils or outward-facing, and • The adoption of an enquiry- studying the subject. subjective, or inward-looking, based approach to teaching and • Building on the principle of dimensions of Religious learning in Religious Education structuring Religious Education Education. Formally, this will will enable a variety of skills around the investigation of involve planning lessons that to be developed by pupils. big issues, units and individual integrate learning objectives These may include, but not be lessons, as well as the central and outcomes, activities, and restricted to, investigation, learning activities within the assessment tasks that address interpretation, reflection, lessons, will be framed as key the two attainment targets for empathy, evaluation, analysis, questions. Religious Education: learning synthesis, application and about religion (AT1) and expression. worldviews and learning from religion and worldviews (AT2).
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 9 IMPLEMENTATION
• Religious Education encompasses also be opportunities to examine, many religions and worldviews depth of understanding discuss and reflect upon the (Key Stage 2) to those that are rather than breadth of areas similarities, connections and particular to specific religions covered. It is a complex and areas of common ground that (Key Stage 3). dynamic subject. For this reason, exist amongst different religious Planning the transition within the it must engage with important and non-religious worldviews. Religious Education curriculum concepts rather than amass a • Religious and non-religious from broader to narrower principles vast list of facts. Consequently, traditions are hugely complicated will enable pupils to engage with Religious Education involves and differentiated phenomena. religions and worldviews in a ongoing dialogue with others, Older pupils should therefore be progressively richer and deeper with the self and with different given scope to explore and learn way. They will move from the manifestations of religion and from the principal internal examination of issues and themes belief. The objective will be to strands within the major that, in various ways, are held in investigate a number of areas faith and belief systems being common by many different people in some detail rather than investigated. and religious or non-religious attempt to provide a broad- • Faith and belief traditions will traditions (such as faith, belief, brush coverage of every facet of be characterised by a variety of conviction, hope, devotion, prayer, each faith and belief tradition. convictions, actions and modes contemplation, worship, symbol, Exploring issues in depth will of collective identity. Pupils identity, obligation, duty, charity, provide a rich, rewarding and should therefore be encouraged belonging, identity, authority, thought-provoking means to to engage with the three scripture, ritual, ceremony address the aims and purposes dimensions of religious and non- and celebration) to those that of Religious Education and religious traditions: believing, are associated with specific avoid the shallow learning that behaving and belonging. The religious systems. The latter may often accompanies superficial units in the new syllabus reflect include notions such as dharma treatment of too much content. these aspects of religious life. (Buddhism, Hinduism and Sikhism), • In studying the subject, • Effective learning and teaching salvation (Christianity), tawhid particularly in upper Key Stage 2 in Religious Education will or divine unicity (Islam), mitzvah and Key Stage 3, pupils should promote progression amongst or commandments (Judaism), be encouraged to engaged with pupils from simple to more responsibility (Humanism), avatars a range of perspective associated complex ideas and concepts (Hinduism) and sewa or self-less with faith and belief. These throughout their study of the service (Sikhism). will include the theological, subject. This may involve the philosophical and sociological transition from the beliefs, Progression may also be identified dimensions of different principles concepts, values, in the skills demonstrated by pupils religions and worldviews. views and attitudes that are as they follow the journey from • Pupils should be encouraged held by the children themselves Foundation Stage to Key Stage to identify the distinctive (Foundation Stage), through 3. These are shown in the table characteristics of the specific those that are common to all below. faith and belief traditions being human experience (Key Stage 1), explored. However, there should through those that are shared by
Key stage Skills
Key Stage 3 Analyse arguments and evidence in a way that demonstrates objectivity, fairness and balance. Evaluate ideas and concepts in an insightful and critical manner. Upper Demonstrate the capacity to provide reasoned support for different points of view, Key Stage 2 based on logical argument and experience. Show that points of view can be clearly explained. Lower Hold a particular view and support this with reasons. Key Stage 2 Demonstrate that connections and associations can be made between questions, faiths, beliefs and insights. Key Stage 1 Indicate that questions and ideas can be expressed thoughtfully. Foundation Stage Talk meaningfully about simple ideas and concepts.
10 AGREED SYLLABUS FOR RELIGIOUS EDUCATION IMPLEMENTATION
Attainment targets for Religious Education
The planning of teaching and growth in pupils of knowledge and worldviews. This will involve learning in Religious Education and understanding about religions the development of the skills should take into account the and worldviews being studied of application, discernment, subject’s two attainment targets, and the development of the skills evaluation and communication. which, as noted above, address of interpretation, analysis and both the phenomenological and explanation. It will be important to hold personal dimensions of faith and these two attainment targets in belief as it is encountered in both Attainment Target 2 (AT2) balance to ensure that pupils can the world and in the individual focuses on learning from religion make connections and see the person. and belief. It invites pupils to relationship between faith and engage with, reflect upon and belief as it is encountered in the Attainment Target 1 (AT1) is respond to, the beliefs, practices world and their own beliefs, values, concerned with learning about and forms of identity that are ideas and sense of identity. religion and belief. In addressing found in different religions and Attainment Target 1, Religious worldviews. Attainment Target AT1 and AT2 each comprise of Education will include enquiring 2 is concerned, primarily, with three separate areas of enquiry, about, and investigating the the development of pupils’ which should be addressed in nature of, believing, behaving reflection about and response to learning and teaching within the and belonging in relation to faith their experiences of learning as Religious Education curriculum. and belief. This will involve the they explore a range of religions They are shown in the table below.
Attainment Areas of enquiry Key question target
AT1 A. Beliefs, teachings and sources of How do religions and worldviews understand and wisdom and authority develop beliefs and teachings within their traditions?
B. Practices and ways of life How do people who hold different religions and worldviews demonstrate their faiths and beliefs through practices, ceremonies, rituals and forms of behavior? C. Ways of expressing meaning How do people and communities within religious and worldview traditions communicate their beliefs and values to others? AT2 D. Identity, diversity and belonging What does it mean to belong to a specific religious or worldview tradition?
E. Meaning, purpose and truth How do communities of faith and belief address the big questions that are encountered in human experience?
F. Values and commitments What are the principal moral and ethical commitments that are associated with different religions and worldviews?
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Religious Education and fundamental British values
The Government first set out its The British values are: The table below outlines some definition of British values in 2011 of the ways in which Religious as part of its Prevent Strategy, • Democracy Education will promote the which was introduced as part of • The rule of law different strands of the British a series of initiatives designed • Individual liberty values agenda. to combat violent extremism. • Mutual respect Since 2014, Ofsted has been • Tolerance of those with different It is important to add that charged with the responsibility faiths and beliefs Religious Education is only one of of scrutinising the place of British many subjects within the school Effective teaching and learning in values and making a judgement curriculum that will contribute to Religious Education will provide a about the effectiveness of schools the promotion of British values. range of opportunities for pupils in promoting them as part of the Every school has an overarching to engage with and think about inspection process. responsibility to ensure that each of British values. This is because the the statutory values are understood subject addresses universal human Guidance on the implementation and upheld by the pupils in their values and considers the place of of British values is provided in the care and this requirement will be moral and ethical concerns within document ‘Promoting fundamental addressed through a variety of religions and worldviews, which British values as part of SMSC in strategies and subject policies. underline the importance of human Schools: Departmental Advice for dignity, fairness, trust, respect, Maintained Schools’, which was justice and freedom. published by the Department for Education in November 2014.
Democracy In the study of Religious Education, it is important that a range of views, perspectives and attitudes can be heard and that all pupils have the opportunity to contribute to debates and discussions. Teachers who ensure that this objective is fulfilled will be modelling democratic behaviour and, in so doing, reinforcing this particular British value. The rule of law Religious Education will involve pupils in learning about and understanding the principles behind a range of codes for human living, which are associated with different faith and belief positions. They will be able to differentiate between state and religious laws and grasp the importance of fairness, justice, equality and order. Individual Through their study of a range of religions and worldviews, pupils will examine important questions liberty relating to human identity as this is shaped by both socio-cultural settings and personal decisions. The value of individual liberty will be highlighted by considering issues such as human freedom, autonomy and desire, along with the place of both faith and reason. Mutual respect A vital outcome of pupils’ study of Religious Education should be a sense of respect for those who hold a wide range of faith and belief positions. This stance will not preclude the possibility of disagreement. However, pupils will be encouraged to disagree with dignity and respect the right of individuals and groups to hold different perspectives to their own. Tolerance of The expression of intolerant attitudes has no place in the Religious Education classroom, although those with attitudes and behaviours that cause harm to others will be considered. Teachers should aspire to different faiths go beyond promoting tolerance of different religions and worldviews by underlining the need to and beliefs celebrate diversity and encouraging attitudes of respect and trust to develop.
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Religious Education and pupils with special education needs and disabilities Pupils with special educational needs and disabilities (SEND) have a right to receive effective educational provision that enables them to fulfil their potential and every effort should be made to demonstrate the value of Religious Education with this group of children.
There is a statutory requirement that religions and worldviews stories or to people talking about that pupils with SEND are taught offer in relation to human religion). the subject as far as is practicable. struggle and suffering. This will involve teachers in setting • Identifying the strengths and The document Performance – P suitable learning challenges that are interests of pupils with SEND Scale – Attainment Targets for appropriate for the circumstances and shaping curriculum activities Pupils with Special Educational of every child, responding around these. Needs, published by the sensitively to the diverse needs of • Celebrating, encouraging and Department for Education in each child, and devising strategies valuing the insights of SEND 2017, provides a specification for that overcome the potential barriers pupils as these relate to religious these levels for each curriculum to learning and assessment for beliefs and practices. subject, including Religious pupils in this category. • Selecting teaching material Education. Additional guidance from earlier year groups of is provided within the document A number of approaches to Key Stages to ensure that Planning, Teaching and Assessing teaching and learning may be pupils with SEND are able to the Curriculum for Pupils with especially suitable for pupils with access the learning. Learning Difficulties: Religious SEND. These will include, but not • Making use of times for Education, which was published by necessarily be restricted to, the silence, stillness, reflection and the Qualifications and Curriculum following strategies: contemplation. Authority in 2009. This resource • Focusing on the special contains helpful suggestions for • Starting with the child by qualities of all people and Religious Education teaching focusing on the memories and the responsibility we all share to activities, which are appropriate for experiences that are most special treat everyone with dignity and pupils with SEND, at each of the to them. respect. Key Stages. • Focusing on affective learning • Being careful about the and sensory experiences which use of religious language in Following the review of the enable pupils to gain first- order to ensure that all pupils provision for and assessment of hand experiences of religious are able to access learning and pupils with special educational traditions. This may involve demonstrate progression in needs and disabilities, which was incorporating visits, visitors, Religious Education. established by the Minister of State the use of artefacts, religious • Pupils should be encouraged for Schools in 2015 and chaired symbols and the celebration to express their feelings and by Diane Rochford (The Rochford of religious festivals into the emotions in a variety of ways. Review: Review of assessment teaching programme. Use This will involve minimising the for pupils working below the may also be made of online writing barrier to learning by standard of national curriculum resources. emphasising alternative methods tests. October 2016), the use of • Listening to and discussing by which pupils are able to P-scales has been discontinued. In stories, either from religious demonstrate their insights and its wake, a new statutory approach traditions or other stories that make contributions within the to the assessment of pupils in this highlight the importance of classroom. category has been introduced. moral principles that are shared Teachers supporting pupils with For pupils who face considerable amongst the world’s religions SEND are now required to use obstacles to learning because of and worldviews. new pre-key stage standards to their special educational needs • Drawing on creative activities make the required assessment or disabilities, assessment of their and experiences, such as play, judgements for those pupils who progress formerly involved the use art, craft, drama, music and are working below the national of the P (Performance) Levels. These singing. curriculum teacher assessment ranged from P1 (encountering • Making connections between frameworks and above the old activities and experiences) to P8 the pupils’ own challenges P-scale level 4. (listening attentively to religious and difficulties and the insights
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Religious Education with more able pupils
The new specifications are found These are: responsiveness, The modification of learning in two documents published in curiosity, discovery, anticipation, activities for for more able pupils September 2018 by the Standards persistence, initiation and can be achieved in a range of ways. and Testing Agency (STA): Pre-key investigation. Although much of These may include: stage 1: pupils working below the the guidance associated with the national curriculum assessment new assessment requirements is • Offering more challenging standard and Pre-key stage 2: concerned with English, Maths and activities that focus on higher pupils working below the national Science, each of these aspects of order skills. curriculum assessment standard. engagement may also be promoted • Encouraging pupils to engage These documents seek to provide effectively through creative and with more profound questions a clearer, more inclusive and adaptive approaches to the and forms of speculative improved statutory assessment teaching of Religious Education thought. system that will provide, for through the adoption of some • Drawing on content and those pupils that are able to, the of the strategies noted above. activities from higher age groups possibility of making the transition Additional advice and guidance of Key Stages. onto the National Curriculum’s is provided in the document ‘The • Promoting the adoption of assessment framework. Instead engagement model: Draft guidance more specialist religious of focusing on linear progress, for maintained schools, academies terminology. which was the case with the (including free schools) and local • Inviting children to engage with P-scales, the new framework is authorities’, which was published primary sources, such as texts, structured around seven aspects by the Standards and Testing artefacts and testimonies. of engagement, which have Agency in January 2020. • Adopting assessment tasks that been developed as a basis for are based on extended or assessing pupils with complex open-ended activities. learning difficulties and disabilities.
14 AGREED SYLLABUS FOR RELIGIOUS EDUCATION IMPLEMENTATION
Assessment of Religious Education
Assessment will form a crucial Formative assessment will take An assessment framework will component of the Religious place throughout Religious support the implementation of the Education curriculum. It is a vital Education lessons as teachers assessment process within Religious process in that it enables the listen to pupils, observe them Education. The key elements of this teacher to: in their work and check their are set out in the diagram below. understanding of the themes being • identity the progress that has explored. Summative assessment Key to effective assessment in been made and the level of will be used at intervals to generate Religious Education will be the attainment achieved by each measures of pupil achievement adoption of creative strategies child; and identify whether each child is that motivate pupils to produce • plan the next steps to ensure working towards, working at, or their best work, engage their that progression is maintained; working beyond the level and age- imagination and enable to them • identify the effectiveness of the appropriate expectation for their to take ownership of the learning syllabus, unit and lesson plans, year group. process. These may involve and teaching approaches as they minimising the barrier to learning relate to Religious Education. that can sometimes be introduced
These will be based on the two Attainment Targets and six Areas of Enquiry for Identify what is to be Religious Education. assessed
This will involve a combination of recording, feedback and Determine the reporting so that children, parents, the RE Coordinator, the Head- benchmark expectations teacher, governors and the inspectorate understand levels of attainment and progress.
Plan the assessment Both formative and summative assessment will need activities to be incorporated into plans for individual lessons and units of work.
Assess the learning Using a combination of formative and summative approaches.
This will involve identifying the level and age-appropriate expectation for pupils in each year group as they pertain to Communicate the judgements Religious Education. from the assessment
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by placing an excessive emphasis The table overleaf offers one way may be used by teachers to make on written work. Written work of considering the age-appropriate judgements about whether pupils may, of course, be appropriate on expectations in Religious Education are working towards, at, or beyond occasions, particularly for some for children in each year group the achievement level fitting for formal assessment exercises. within the primary phase. In Key each year group. The targets for However, assessment judgements Stage 3, more sophisticated levels Year 7 have been included because can also be based upon observation of knowledge, understanding and some more able children in Year 6 of children’s creative outputs, skill will be expected of pupils, may be exceeding their age-related listening to them in pair, group the judgement of which will be expectation and demonstrating and class-based discussions, and derived from several structured that they are working at the level through their participation in other and extended pieces of work. The usually associated with Year 7. imaginative activities. statements for each area of enquiry
16 AGREED SYLLABUS FOR RELIGIOUS EDUCATION IMPLEMENTATION
Attainment Target 1 Attainment Target 2 Area of A. Beliefs, B. Practices and C. Ways of D. Identity, E. Meaning, F. Values and Enquiry teachings, ways of life expressing diversity and purpose and commitments sources of meaning belonging truth wisdom and authority Reception Talk about a Talk about Talk about a Talk about their Say how they feel Say who is most religious story some belonging religious symbol family when they are special to them ceremonies happy or sad and why Year 1 Remember a Use the right Recognise Talk about Talk about Talk about those religious story names for things religious symbols, what they find important things that are and talk about it that are special to art and terms and interesting or experiences in most important to religious people talk about them intriguing their lives them and to others Year 2 Re-tell a Talk about areas Say what some Show a respectful Talk about the Talk about the religious story of common religious symbols attitude for the questions that things that affect and identify the ground within and art stand for feelings of others religious stories their own and beliefs within it religious acts without religious provoke others’ feelings views Year 3 Describe what Discuss some Use religious Discuss the things Raise and discuss Make connections a believer can distinctive and vocabulary to that influence big questions between beliefs learn from a common aspects discuss religious them and others about life and and actions religious story of religion beliefs listen to others people’s views Year 4 Identify the links Use the correct Articulate how Describe how Raise and discuss Describe between beliefs terms to describe religious ideas faith and belief how religions how religious and the lives of religious practices and beliefs are shape identity and engage with the commitment people of faith expressed in belonging big questions in affects moral society our lives decisions Year 5 Explain how Explain the Use a range of Articulate their Ask thoughtful Ask meaningful religious beliefs reasons why religious terms own insights and questions about questions about are derived people belong to explain the feelings about the purpose of important aspects from sources of to religious similarities and human identity, life and show an of life, identify and authority and communities differences belonging and understanding the role of religion help to address between diverse engagement with of how religions in this context big questions forms of religious faith and non- address these expression religious belief questions traditions Year 6 Speak about Speak about the Use appropriate Speak sensitively Identity some Discuss the how religions variety of religious religious and in a reasoned of the most connections address some practices that vocabulary to way about both important issues between beliefs, of the major people of faith explain why the benefits about meaning, teachings and the questions in follow, explaining different forms and challenges purpose and issues that face human life, how these shape of religious and of belonging truth and speak human societies identifying individuals, moral expression to a religious about both their in the world today how sources groups and are important community in own and others’ by drawing on the of authority societies to members of contemporary views on these perspectives of underpin these faith and belief society issues different faiths and perspectives communities beliefs Year 7 Demonstrate a Speak about how Draw on a wide Reflect on their Speak cogently Draw on the comprehensive religious life in the range of religious own experiences about how insight from both understanding world today has terms to explain and speak in religions and self and others of a range of developed over how people in a reasoned worldviews to explain how religious beliefs history and how faith and belief way about can help us to religions and and explain how contemporary communities how religious understand the worldviews are these relate to religion shapes express their perspectives help major questions important in questions of the lives of religious and us to understand of meaning and shaping the lives of meaning believers moral convictions both self and purpose that face people today others humanity
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In simpler terms, pupils will • Beginning and end of unit • Providing opportunities for pupils be expected to demonstrate a assessment grids, which invite to reflect upon and articulate progression from Reception to children to write down what their own viewpoints in relation Year 6, which will move from they already know about the to the key questions about naming and recognising, through theme of the unit and what they meaning, purpose and value that retelling, describing, understanding would like to know (before the are associated with religions and and explaining to interpreting in unit) and what they have learned worldviews. Attainment Target 1 (Learning from their study (at the end of • Setting aside space within the about religion) and from talking the unit). Religious Education curriculum about, through responding • Self-assessment tasks, for pupils to identity issues to sensitively, making connections, which offer the children the identity and then to undertake applying ideas and expressing opportunity to write about what investigations, process their reasoned views to expressing they discussed and talked about, findings, evaluate the lessons insights with appropriate religious what they thought and what learned and express their vocabulary in Attainment Target 2 their opinions are, for each unit insights. (Learning from religion). studied. As noted above, although writing • Simple strategies that focus on will constitute an important aspect At the end of each year, teachers observation of children as they of the assessment process, teachers will need to use their professional engage in practical activities should seek to minimise the use of judgement to determine the that are based on the content of worksheets, fill-in-the-gap exercises extent to which the children they the Religious Education topics and abstract written tasks in order have been teaching have met the being explored. These may to encourage pupils to engage age-appropriate expectations for include craft, art, drama, poetry, all of their senses in assessment Religious Education and provide role-play and other forms of activities and promote creative feedback to both pupils and expression. and imaginative responses. Given parents. A four-fold system for • Listening to children as they the range of abilities that will be classifying pupil performance may participate in discussions in present amongst the children in be used for this purpose (table pairs, groups and with the whole the class, the assessment process below refers). class. This will enable to teacher will also require appropriate to gauge how well each child differentiation of the tasks that Assessment strategies should be is achieving in relation to the are set so that every child is able developed that inspire, challenge expectations that are appropriate to participate fully in a way that and engage pupils and enable for their age. matches the level at which they are them to express their learning both • Using ‘I can’ statements, which learning. about and from the religions and are completed by the children in worldviews studied in a range of order to express what they are creative and imaginative ways. able to remember, understand These may involve some of the and apply, analyse and do, in following approaches: relation to each unit studied.
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The inspection of The new Ofsted inspection framework Religious Education
All state-funded primary and Ofsted published a new Education • Top-level view: inspectors and secondary schools will be subject to Inspection Framework (EIF) and leaders start with a top-level Section 5 inspections, which will be an associated School Inspection view of the school’s curriculum, carried out by Ofsted inspectors. Handbook, which were exploring what is on offer, implemented in school inspections to whom and when, leaders’ Ofsted will also inspect schools from September 2019 onwards. understanding of curriculum of religious character. They may These documents signaled a intent and sequencing, and why inspect Religious Education but will significant shift in the approach these choices were made. not inspect collective worship in in the inspection of schools. This • Deep dive: then, a ‘deep these schools. now involves a greater focus on dive’, which involves gathering the wider curriculum subjects, evidence on the curriculum Schools with a religious including Religious Education. intent, implementation and character will be subject to an Based on data collected by the impact over a sample of subjects, additional inspection process. National Association for Teachers topics or aspects. This is done In schools within this category, of Religious Education (NATRE) in collaboration with leaders, denominational education and in Autumn 2019, the impact of teachers and pupils. The intent collective worship are inspected the new inspection framework of the deep dive is to seek by a body appointed by the is already being experienced by to interrogate and establish maintained school’s governing schools, with the inspectors taking a coherent evidence base on board under section 48 of an increasing interest in what quality of education. A ‘deep the Education Act 2005 or as Ofsted are calling ‘the quality of dive’ will involve conversations provided in the academy’s funding education’ in Religious Education. with senior leaders and agreement. The inspection This involves assessment of the subject coordinators, lesson framework or body responsible leadership, curriculum, planning, visits, scrutiny of pupils’ work, for different kinds of schools with teaching, learning, assessment and discussion with teachers and religious character are as follows: resourcing of Religious Education. listening to pupils. In addition to inspecting the • Bringing it together: inspectors • Statutory Inspection of individual curriculum subjects, will bring the evidence together Anglican and Methodist Ofsted will also consider, and make to widen coverage and to test schools (SIAMS) for Church of a judgement about, the extent to whether any issues identified England and Methodist schools. which each school promotes the during the deep dives are • Diocesan or Archdiocesan spiritual, moral, social and cultural systemic. This will usually lead to inspections for Catholic schools. (SMSC) development of its pupils. school leaders bringing forward • The Association of Muslim further evidence and inspectors Schools (AMS) for Islamic Under the new Education gathering additional evidence. schools. Inspection Framework, key The ‘Quality of education’ • Pikuach – the education arm of judgements will be made about judgement is at the heart of the the Board of Deputies of British four aspects of the work of each inspection process and will be Jews – for Jewish schools. school: based upon the examination • The Hindu Education of and judgement about the Authority for Hindu schools. • Quality of education curriculum, teaching, assessment • The Network of Sikh • Behaviour and attitudes and standards. This will involve Organisations for Sikh schools. • Personal development close attention being given to • Leadership and management Further information about the the so-called ‘three Is:’ Intent, inspection arrangements for Implementation of the new Ofsted Implementation and Impact. schools with a religious character EIF will involve three interlinked In turn, these three aspects of is provided within the briefing elements: the education concern what is paper, Faith Schools in England: conceived (the vision), what is FAQs, published by the House of taught (the provision) and what is Commons Library in June 2018. experienced (the outcome).
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In preparation for a school Implementation: This will involve in following through the vision, inspection, Religious Education the inspectors making judgements plans and teaching of the subject coordinators and subject leads, about the subject knowledge of by making judgements about: along with class teachers who are teachers responsible for teaching the depth of knowledge and delivering the subject, will need to the subject; the availability and understanding of pupils in Religious think carefully about each of these quality of training and other Education; the progress that pupils elements. professional development are making in the subject; and opportunities in Religious the ability of pupils to show that Intent: This will focus on the vision Education; the ability of teachers they know more, remember more for Religious Education; the clarity to develop the understanding and can do more as a result of of understanding of the subject’s amongst pupils of key concepts the teaching they have received role, purpose and value; how these and their engagement in discussion in Religious Education. The ‘deep objectives are expressed within the and reflection; the extent to which dive’ method may be used to focus school’s RE policy; the planning pupils’ work is checked and any on this element of the inspection of the subject to demonstrate misunderstandings are addressed; process. coherence, progression, balance and the capacity of pupils to embed and structure, based on the syllabus religious concepts in their long The table overleaf includes a for Religious Education that has term memories so that they can be number of questions that Religious been adopted in each school; and both spoken about and applied in a Education coordinators may find the extent to which the Religious fluent and constructive way. helpful as they prepare for the Education curriculum reflects the inspection of the subject in the school’s local cultural, religious and Impact: This part of the inspection context of each of these ‘three Is.’ wider belief context. process will involve inspectors
20 AGREED SYLLABUS FOR RELIGIOUS EDUCATION IMPLEMENTATION
INTENT • What is the school’s vision for Religious Education? • What value is attached to the subject? • Which religious traditions are to be investigated? • Is the subject adequately resourced? • Are visits and visitors included with the curriculum plan for Religious Education? • Has the curriculum been planned in order to promote progression? • Has the learning been appropriately differentiated so that all pupils, including those with SEND, can fulfil their potential and demonstrate progress? • Is there an expectation that children will develop their knowledge, understanding, skills, awareness, values and vocabulary in Religious Education as they study it? • Has attention been given to the embedding of ideas, concepts and principles relating to Religious Education within children’s long-term memories? • Has assessment for and of learning been carefully planned? IMPLE- • Are coherent plans available for those responsible for teaching the subject? MENTATION • Have clear learning objectives, in the form of key questions, been set out for the units and lessons in the plans for Religious Education? • Do the teachers have an expert knowledge of Religious Education? • Do the lessons incorporate a variety of teaching and learning strategies? • Is the teaching of Religious Education creative, enthusiastic and inspiring? • Are resources, such as religious artefacts and art, used in the lessons? • Is assessment for and of learning embedded within lesson delivery? • Do pupils learn from as well as about religion and belief? • Are pupils motivated, positive and committed to the subject? • Are the units, lessons and lesson activities coherent and logically ordered? • Is the teaching of Religious Education open, objective and balanced? • Does Religious Education promote respect for all religions and beliefs? IMPACT • Are most pupils achieving, or exceeding, their age-appropriate expectation for Religious Education? • Are pupils who are facing barriers to learning, including pupils with SEND, able to access learning and succeed in Religious Education? • Is there clear evidence that pupils are progressing as they move through the year groups in their knowledge and understanding of, and their reflection on, religious, ethical, philosophical and spiritual matters? • Have children developed mastery of certain central concepts and ideas in Religious Education as an outcome of their study of the subject? • Are pupils able to articulate a clear sense of the value and purpose of Religious Education? • As an outcome of their learning in Religious Education, are pupils able to make sense of their own and others’ religious and non-religious beliefs? • Are pupils being effectively prepared to play a constructive role within a religiously and culturally diverse society?
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Useful resources The unit specifications that follow in this syllabus all include recommended resources that focus on the content of each individual area of study. In addition to these focused resources, a number of general resources may also be helpful for teachers as they engage with Religious Education and seek to plan, deliver and assess the subject within the classroom. The following items will be particularly useful.
Books Philip Barnes (2017) Learning to Paul Gateshill and Jan Thompson Judith Lowdnes (2012) The Teach Religious Education in the (2000) Visiting Places of Worship, Complete Multifaith Resource for Secondary School, Routledge. Hodder & Stoughton. Primary Religious Education: Ages 7-11, Routledge. Derek Bastide (1999) Coordinating Liam Gearon (2013) Masterclass in Religious Education across the Religious Education: Transforming Elaine McCreery, Sandra Palmer Primary School, Falmer Press. Teaching and Learning, Bloomsbury. and Veronica Voiels (2008) Teaching Religious Education: Primary and James Holt (2014) Religious Derek Bastide (2006) Teaching Early Years, Learning Matters. Religious Education 4 – 11, 2nd Education in the Secondary School: Edition, Routledge. An Introduction to Teaching, Imran Mogra (2017) Jumpstart RE! Learning and the World Religions, Games and Activities for Active Lat Blaylock, Kate Christopher Routledge. Learning, Ages 7-12, and Fiona Moss (2015) Religious Education and British Values, RE Christine Howard (2009) Fiona Moss and Stephen Pett Today Services. Investigating Artefacts in Religious (2019) Assessment in RE: A Education: A Guide for Primary Practical Guide, RE Today Services. Claire Brewer and Kate Bradley Teachers, 2nd Edition, Religious and Stephen Pett (2015) Religious (2019) 101 Inclusive and SEN Moral Education Press. Citizenship, PSHE and Religious Education: The Teacher’s Guide, RE Education Lessons: Fun Activities Barbara Hume and Annie Sevier Today Services. and Lesson Plans for Children Aged (1988) Starting with Me: Topic Julian Stern (2018) Teaching 3 – 11, Jessica Kingsley Publishers. Ideas for the Teaching of History, Religious Education, Bloomsbury. Geography and Religious Education Jane Brooke (2014) The RE to Children from Five to Seven, Geoff Teece, G. (2001) Religious Teacher's Survival Guide: A Practical Belair Publications. Education (Pocket Guides to the Guide to Teaching RE in Primary Primary Curriculum), Scholastic. Schools, Barnabas in Schools. Maria James and Julian Stern (2019) Mastering Primary Religious Maggie Webster (2010) Creative Peter Cave (2009) Humanism: Education, Bloomsbury. Approaches to Teaching Primary RE, A Beginner's Guide, Oneworld Longman. Publications. Andy Lewis and Robert Orme (2017) World Religions: Judaism, Cavan Wood (2008) 100 Ideas CGP Books (2015) KS3 Religious Christianity and Islam (KS3 for Teaching Religious Education, Education: Complete Study and Knowing Religion), Collins. Continuum. Practice, Coordination Group Cavan Wood (2011) The RE Publications. Jennie Lindon (1999) Understanding World Religions Teacher’s Handbook, Continuum. Sally Elton-Chalcraft (2014) in Early Years Practice, Hodder & Teaching Religious Education Stoughton. Creatively, Routledge.
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Websites Videos Assessing RE: https://www.reonline.org.uk/assessing-re/ The Five Major Religions: https://www.youtube.com/ Celebrating RE: http://celebratingre.recouncil.org.uk/ watch?v=m6dCxo7t_aE Commission on Religious Education: https://www.commissiononre.org. RE.ACT: Take a stand uk/ for Religious Education: Education Inspection Framework (Guidance): https://www.youtube.com/ https://www.gov.uk/government/publications/education-inspection- watch?v=FgC6qYlmacE framework Teaching Religion in Today’s Humanism for Schools: www.humanismforschools.org.uk Classroom: https://www. youtube.com/watch?v=7TS8wIc- NATRE: https://www.natre.org.uk/ juE Religious Education Council: https://www.religiouseducationcouncil. Why Should You Study org.uk/ Religious Education?: RE Definitions:http://re-definitions.org.uk https://www.youtube.com/ RE:Online: https://www.reonline.org.uk/ watch?v=bunXYTDN_fc RE Quality Mark: http://reqm.org/ Why Study RE? https:// www.youtube.com/ Religion Facts: http://www.religionfacts.com/ watch?v=0iuXmIFZjzk Resources for the Early Years Foundation Stage: https://www.earlylearninghq.org.uk/lesson-plans-activity-ideas/ religious-education/ Understanding Humanism: https://understandinghumanism.org.uk/
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 23 SUBJECT KNOWLEDGE
Subject knowledge: An introduction to the six major religions and Humanism The purpose of this section of the syllabus is to provide introductory background subject knowledge for teachers on the six major religions covered in the syllabus and the non-religious worldview of Humanism. Each of the seven areas includes a brief overview, a summary of key terms and a list of further resources. There is also a short section at the end with references to other religious traditions beyond the so-called ‘big six’ religions, as well as to a range of non-religious belief systems.
Buddhism Buddhism is a religion to about Siddhartha Gautama was born There are many different types of 535 million people around the into a royal family in Lumbini, now Buddhism, because the emphasis world. The word comes from located in Nepal, in 563 BC. At 29, changes from country to country 'budhi', 'to awaken'. It has its he realised that wealth and luxury due to customs and culture. What origins about 2,500 years ago did not guarantee happiness, so does not vary is the essence of the when Siddhartha Gautama, he explored the different teachings teaching — the Dharma or truth. known as the Buddha, was himself religions and philosophies of the Buddhism is also a belief system, awakened (enlightened) at the age day, to find the key to human which is tolerant of all other beliefs of 35. happiness. After six years of or religions. Buddhism agrees study and meditation he finally with the moral teachings of other To many, Buddhism goes found 'the middle path' and was religions but Buddhism goes further beyond religion and is more of a enlightened. After enlightenment, by providing a long-term purpose philosophy or 'way of life'. It is a the Buddha spent the rest of his within our existence, through philosophy because philosophy life teaching the principles of wisdom and true understanding. 'means love of wisdom' and the Buddhism — called the Dharma, Real Buddhism is very tolerant Buddhist path can be summed up or Truth — until his death at the and not concerned with labels as: age of 80. The Buddha is not like 'Christian', 'Muslim', 'Hindu' regarded as divine by Buddhists or 'Buddhist'; that is why there 1] to lead a moral life, nor did he claim this of himself. have never been any wars fought 2] to be mindful and aware of He was a man who taught a path in the name of Buddhism. That is thoughts and actions, and to enlightenment from his own why Buddhists do not preach and 3] to develop wisdom and experience. try to convert, only explain if an understanding. explanation is sought. Buddhists sometimes pay respect Buddhism explains a purpose to to images of the Buddha, not in life, it explains apparent injustice The Buddha taught many things, worship, nor to ask for favours. and inequality around the world, but the basic concepts in Buddhism A statue of the Buddha with and it provides a code of practice can be summed up by the Four hands rested gently in its lap and or way of life that leads to true Noble Truths and the Noble a compassionate smile reminds happiness. Buddhism is becoming Eightfold Path. Buddhists to strive to develop popular in Western countries for peace and love within themselves. a number of reasons, the first The First Noble Truth: the first Bowing to the statue is an good reason is Buddhism has truth is that life is suffering. It expression of gratitude for the answers to many of the problems includes pain, getting old, disease, teaching. One of the Buddhist in modern materialistic societies. and ultimately death. We also teachings is that wealth does not It also includes (for those who are endure psychological suffering guarantee happiness and also that interested) a deep understanding like loneliness frustration, fear, wealth is impermanent. The people of the human mind (and natural embarrassment, disappointment of every country suffer whether therapies) which prominent and anger. This is an irrefutable fact rich or poor, but those who psychologists around the world are that cannot be denied. It is realistic understand Buddhist teachings can now discovering to be both very rather than pessimistic because find true happiness. advanced and effective.
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pessimism is expecting things to be The Noble Eightfold Path: In they bring happy results, they bad. lnstead, Buddhism explains summary, the Noble Eightfold should be done as often as possible. how suffering can be avoided and Path is being moral (through what How can we test the karmic effect how we can be truly happy. we say, do and our livelihood), of our actions? focusing the mind on being The Second Noble Truth: The fully aware of our thoughts and The answer is summed up by second truth is that suffering is actions, and developing wisdom looking at: caused by craving and aversion. by understanding the Four We will suffer if we expect Noble Truths and by developing 1] the intention behind the action, other people to conform to our compassion for others. 2] effects of the action on oneself, expectation, if we want others and to like us or if we do not get The Five Moral Precepts: the 3] the effects on others. something we want. In other moral code within Buddhism is Buddhism teaches that wisdom words, getting what you want does the precepts, of which the main should be developed with not guarantee happiness. Rather five are: not to take the life compassion. At one extreme, you than constantly struggling to get of anything living, not to take could be a good-hearted fool what you want, try to modify your anything not freely given, to and at the other extreme, you wanting. Wanting deprives us of abstain from sexual misconduct could attain knowledge without contentment and happiness. A and sensual overindulgence, to any emotion. Buddhism uses the lifetime of wanting and craving and refrain from untrue speech, and to middle path to develop both. especially the craving to continue avoid intoxication, that is, losing The highest wisdom is seeing to exist, creates a powerful energy, mindfulness. that in reality, all phenomena are which causes the individual to be incomplete, impermanent and do born. Therefore, craving leads to Kamma: This means 'action'. not constitute a fixed entity. True physical suffering because it causes The Law of Kamma means that wisdom is not simply believing us to be reborn. there are inescapable results of what we are told but instead our actions. There are deeds of experiencing and understanding The Third Noble Truth: The body, speech or mind that lead to truth and reality. Wisdom requires third truth is that suffering can others' harm, one's own harm, or an open, objective, unbigoted be overcome and happiness can to the harm of both. Such deeds mind. The Buddhist path requires be attained; that true happiness are called bad (or 'unwholesome') courage, patience, flexibility and and contentment are possible. lf kamma. They are usually motivated intelligence. Compassion includes we give up useless craving and by greed, hatred or delusion. qualities of sharing, readiness to learn to live each day at a time Because they bring painful results, give comfort, sympathy, concern, (not dwelling in the past or the they should not be done. caring. In Buddhism, we can really imagined future) then we can understand others, when we can become happy and free. We then There are also deeds of body, really understand ourselves, through have more time and energy to help speech or mind that lead to others' wisdom. others. This is Nirvana. well-being, one's own well-being, or to the well-being of both. The Fourth Noble Truth: The Such deeds are called good (or fourth truth is that the Noble 'wholesome') kamma. They are Eightfold Path is the path, which usually motivated by generosity, leads to the end of suffering. compassion or wisdom. Because
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Buddhist terms Anatta: The lack of a substantial Dhamma: Teachings of the Prajna: Wisdom, the second of and unchanging self, soul or Buddha. Also, the Truth about the the aspects of enlightenment. The identity. way (Dharma) things are. first three steps on the eightfold path, or middle way, taught by the Anicca: Change, the continual Dukkha: Suffering or dis-ease; the historical Buddha. changing nature of worldly unsatisfactory nature of worldly existence. existence. Sangha: The Buddhist community. Sometimes used specifically about Bhavana: Mental culture or Karma: The state of rebirth the monastic community. mental development/discipline. through one’s attachment to the Also, meditation/formal training. world (kamma) and self. Sila: Ethical conduct. The fourth, The seventh and eighth steps on fifth and sixth steps on the Karuna: Compassion, one of the eightfold path, or middle way, eightfold path, or middle way, two (inter-related) aspects of taught by the historical Buddha. taught by the historical Buddha. enlightenment. Buddha: Enlightened or awakened Tanha: Thirst or craving. Nirvana: Enlightenment. The one. One who sees things as they Attachment to desiring. extinguishing of ignorance and really are. (nibbana) attachment that binds Upaya: Skillfulness/skill in means. one to worldly existence. An attribute of the Buddha. Also, the ability to adapt the teachings to an audience, and one’s actions and advice to individuals and situations
Further resources about Buddhism About Buddhism: http://www.aboutbuddhism.org/
Buddhism for beginners: http://www.buddhismforbeginners.com/
Getting started with Buddhism: https://tricycle.org/beginners/
RE:Online – Buddhism subject knowledge: https://www.reonline.org.uk/subject-knowledge/buddhism/
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Christianity
Christianity began around two forms of Eastern Orthodox and where European colonies were thousand years ago as a radical Roman Catholic Christianity. being established. The missionary renewal movement within Judaism. movement began with the Roman It is rooted in the life and teaching After the rise of Islam in the Catholic missions of the sixteenth of Jesus of Nazareth. The early seventh century CE, the Churches and seventeenth centuries to China, Jesus movements were linked of Eastern Christendom in the Goa, Japan and the New World. It strongly to Jewish life, but as Middle East and in North Africa reached its peak during the latter the tradition spread it came to became separate religious part of the nineteenth century include Gentiles or those of a non- minorities. By contrast, in Western and the first half of the twentieth Jewish background. It developed Christendom, Christianity was century, with the development of a separate life but retained a the dominant religious tradition, the Protestant Christian missions complex and often problematic largely supplanting indigenous that led to Christian Churches link to the Jewish tradition. For a pagan traditions. In the Middle of many denominations being long period, Christians suffered Ages, Western Christendom was established on every continent. This localised opposition, coupled with commonly understood as a socio- process then in turn contributed to sporadically intense persecution political unity with two poles of the development of the ecumenical throughout the Roman Empire. authority: the state power of movement towards unity in faith, However, Christianity gradually the Holy Roman Emperor or an prayer and action among the gained a wider following and individual country’s monarch and Christian Churches of the world. after the conversion of the Roman the spiritual authority of the Pope. Emperor Constantine in the early Many individual Christian fourth century CE, it eventually There was a continued tension missionaries were undoubtedly became the official religion of the between these secular and spiritual motivated by genuine Christian Roman Empire. poles until, in the sixteenth convictions about their century, Western Christendom responsibility for spreading The Roman Empire became divided fragmented with many territories the Christian message, but the into Eastern and western parts, becoming Protestant and no longer relationship between the missionary which followed distinct Christian acknowledging papal authority movement and European traditions. Although the Churches in the spiritual sphere. Many colonialism and imperialism has, in the East and the west had Protestant Churches developed with hindsight, been criticised much in common, differences as national Churches having a by the more recently founded of doctrine and practice began close relationship with the dates in Churches in other continents to emerge within the different which they were set. and by many of the European jurisdictions. Following the great Churches themselves. However, Schism between these Churches With growing European awareness the missionaries made a significant in 1054, by the twelfth century, of the wider world, both Protestant impact, and today the global these differences had resulted in and Roman Catholic Christians focus of Christianity has shifted the distinctive forms of Eastern increasingly became convinced significantly from Europe and and Western Christendom, which of a need to spread the message North America to Africa and Latin underlie respectively, the various of Christianity to the countries America.
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Christian terms Christology: The area of theology comprises God the Father, God the dealing with the person of Christ. Son and God the Holy Spirit. Agape: The love of God for Christology examines topics as the humanity, which Christians should Good Friday: The day that relation between Christ's human seek to emulate. Christians remember the crucifixion and divine natures, the relationship of Jesus Christ. The cross represents Apostolic succession: The between Christ and the other two the central symbol of the Christian doctrine that the authority of persons of the Trinity, and the faith. ordained clergy (to perform meaning of his sacrificial death valid sacraments and teach right (atonement). The vast majority Grace: The undeserved gift of doctrine) derives from an unbroken of Christological doctrine was divine favor in the justification succession of valid ordinations developed in the period leading up and then sanctification of sinners. beginning with the apostles. to the Council of Nicea in 325. The Greek term charis, usually translated in English as "grace," is Ascension: The event described Church: (Greek kuriakon, used about 150 times in the New in the biblical books of Luke and ‘belonging to the Lord’). The Testament, mostly in the Pauline Acts, in which Jesus is taken up into worldwide body of Christian epistles. Heaven after his resurrection. believers, a particular denomination or congregation, or the building Heaven: The eternal realm and Atonement: Atonement is the in which they meet. The study of dwelling place of God. act of bringing man and God the nature of the church is called together. It is the also known as Incarnation: The doctrine that God ecclesiology. reconciliation. Christians believe took human form in Jesus Christ that when Jesus died on the cross, Diocese: In the Roman Catholic and the belief that God in Christ is he made possible the atonement of and Anglican churches, a diocese active in the Church and the world humanity with divinity. is a geographical region headed by through the Holy Spirit. a bishop, which usually includes Baptism: Baptism refers to the act Liturgy: The prescribed form several congregations. In Eastern of being placed into or immersed or collection of forms for public Orthodoxy, a diocese is called an into something. New Christians are worship. In liturgical churches, eparchy. baptised into water to symbolise the rite and ceremony is more the fact that they are have died to Easter: A spring festival prominent than the emphasis an old way of life, that Jesus died celebrating the resurrection of on preaching, evangelism, or and was buried in the tomb before Christ. Easter is regarded by many spontaneous expressions of he came back to life, and that their Christians as the most important worship. bodies will someday die and be festival in the church calendar. Logos: The Word. The pre-existent buried before God raises them to Eucharist: A sacrament recognised Word of God, incarnate as Jesus new life. All new Christians should by all branches of Christianity. The Christ be baptised as a testimony to the Eucharist (also known as the Mass, world of our commitment to Christ Lutheranism: One of the largest Holy Communion or the Lord's and as an act of obedience to our Protestant Christian denominations, Supper) commemorates the Last Lord. based on the teachings of Martin Supper of Christ with the sharing Luther in the 1500s. The Lutheran Bishop: The priest and spiritual of bread and wine. Church is the dominant church leader of a diocese. Evangelicalism: A tradition in many countries in northern Catechism: (from Greek katecheo, within Protestant Christianity that mainland Europe. ‘instruct’). A class or manual on emphasises active evangelism, Nonconformist: A Protestant who the basics of Christian doctrine personal conversion and faith does not conform to the practice of and practice, usually as a precursor experiences, and Scripture as the Church of England, especially to confirmation or baptism. the sole basis for theology and the hierarchy of bishops and priests Catechisms normally include lessons practice. and the use of a set liturgy. Includes on the creeds, the Lord's Prayer God: In Christian theology, God is Methodists, Baptists, Presbyterians, and the Ten Commandments, as understood as trinitarian. Although Quakers, and the United Reformed well as the Hail Mary in Roman undivided, the Holy Trinity Church. Catholicism.
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Passion of Christ: (Latin passio, dead of Jesus Christ, leading to the Sin: An act or acts or rebellion "suffering"). The crucifixion of rising from the dead of all believers against the known will of God. Jesus and the events leading up to at the Last Day, and the belief in An understanding of the human it. the new, or risen, life of Christians. condition as being served from its relationship with God because of Protestantism: A branch of Sacrament: A solemn Christian disobedience. Christianity dating from the 16th- ritual believed to be a means century Protestant Reformation, of grace, a sign of faith, or Trinity: The doctrine of the three- characterised by rejection of the obedience to Christ's commands. fold nature of God as Father, Son Pope, an emphasis on the authority The Anglican catechism defines and Holy Spirit. Three persons (or of Scripture, and the necessity of a sacrament as ‘an outward and forms) in one God. personal faith for salvation. visible sign of an inward and Transubstantiation: The doctrine spiritual grace...ordained by Christ Real Presence: In Catholic and that the bread and wine of himself.’ some Anglican churches, the the Eucharist actually becomes physical and spiritual presence of Salvation: The rescue of the soul the body and blood of Christ, the body and blood of Christ in the from eternal death. The term is although it continues to have the bread and wine of the Eucharist. used by the Apostle Paul in his appearance of bread and wine. Epistle to the Ephesians: ‘For by Transubstantiation was rejected in Reconciliation: The uniting of grace you have been saved through different degrees by the Reformers, believers with God through the faith, and that not of yourselves; it but remains an important part of sacrifice of Jesus Christ. The process is the gift of God, not of works, lest Catholic belief today. of reconciling Christians with one anyone should boast.’ (Eph. 2:8-9). another. Virgin birth: The belief that Jesus In the Catholic and Orthodox Christ had no human father, but Redemption: The effect of the churches, there are seven was miraculously conceived by the deed of Jesus Christ in setting sacraments: baptism, confirmation, power of the Holy Spirit coming people free from sin through his the Eucharist (also known as upon the Blessed Virgin Mary. It is death on the cross. the Mass or Holy Communion), based on Matthew 1 and Luke 1 in Repentance: The acceptance of penance, anointing of the sick, the New Testament and is implied our unworthiness before God and ordination and marriage. In in the Apostles' and Nicene Creeds. recognition of the need to be saved Protestant churches, only baptism from sin by his love. and the Eucharist are regarded as sacraments. Resurrection: The rising from the
Further resources about Christianity Basic Christian beliefs: https://www.bbc.co.uk/religion/religions/christianity/beliefs/basics_1.shtml
Christianity Explored: https://www.christianityexplored.org/
Church of England beliefs outlined: https://www.churchofengland.org/our-faith/what-we-believe
RE:Online – Christianity subject knowledge: https://www.reonline.org.uk/subject-knowledge/christianity/
Understanding Christianity: http://www.understandingchristianity.org.uk/
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Hinduism
Hinduism is the oldest of the Modern Hinduism grew from the While there were a number of world’s major religions. It originated ancient texts called Vedas, and attempts to reconcile both Hindu in the Indian subcontinent but has bore much similarity to other and Muslim theology over the spread across the world and today Indo-European religions like next 8 centuries, mainstream has the third largest following Zoroastrianism, incorporating Hinduism became more orthodox after Christianity and Islam. There strong elements of nature gods and codified. The rise of the Bhakti are over 1 million Hindus living and their worship. Vedic Hinduism (devotion) and Sufi movements at in the UK, with about half of had spread all over the Indian this time, preaching piety and love them resident in London. It has subcontinent by the 4th century for God, brought about a point over a billion practicing followers, BC, assimilating elements of all of communion between the two 90% of whom live in South Asia, local religious beliefs and practices. religions that left in its wake some particularly India, Nepal, Sri Lanka Over the next 10 centuries, it of the most evocative devotional and Bhutan (which is the only evolved further and also absorbed corpus in Indian history. Under the official Hindu state in the world). tenets of Buddhism and Jainism, British Empire, Hinduism underwent It is sometimes referred to as which included the doctrine of a number of social reforms, and Sanātana Dharma (the eternal path/ non-violence and an emphasis on there were many revivalist and law) given the close association vegetarianism. spiritual movements in the 19th between the tradition and the century. efforts to follow virtuous way by its Under the classical Golden Epoch adherents. of the Gupta period (4th to 6th Hinduism has no central doctrinal century AD) more formalized Hindu authority and most practicing The term Hinduism is derived thought and its systematization Hindus do not claim to belong from the word ‘Hindu’, which is a flourished. By then many classical to any particular denomination. Persian distortion of ‘Sindhu’, the works (shastras) of Hindu However, there are various ancient name for the River Indus philosophy had been codified, denominations in Hinduism based running through northern India. To the major epics—the Rāmāyana primarily on the God worshipped as that end, it is less a religion than a and Mahābhārata—received their the Supreme One, as well as those codification of the evolving way of present form and rules for idol that developed as a result of the life and beliefs of the inhabitants worship, representations of the reform and revivalist movements of the region. A conglomerate deities and for building structures within Hinduism, though they are of diverse beliefs and traditions, and temples also developed. This not antagonistic to each other. Hinduism has no single founder. assimilation lasted until the advent of political Islamic control in India in the 7th century.
Hindu terms Ahimsa: Non-violence. Brahma: The Hindu God Darshan: Literally seeing. Refers responsible for creation and to being seen by God, and thus Atman: The presence of ultimate creative power. One of the trimurti blessed. Hindus refer to going for formless reality in a person or living (the three deities who control darshan when going to the mandir being. the gunas: the three functions (temple) for worship. Avatar: An incarnation (or descent) of creation, preservation and Dharma: Religious duty, according of God. For example, followers of destruction). to one’s status or place in society Vishnu believe he was incarnated Brahman: Ultimate Reality, the (see jati). It also refers to the in 10 different forms, of which the formless understanding of God. intrinsic quality of the self (see most famous are Rama, Krishna karma). and Buddha. Brahmin: The highest caste entrusted with the knowledge of Bhakti yoga: The yoga of loving the Vedas. devotion.
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Guna: Either rope (string, thread Maya: The form and nature of the Trimurti: The Triple deity of or strand), or quality (virtue, merit, created world, ultimately illusionary supreme divinity in Hinduism excellence, attribute, property). or masking the true reality. in which the cosmic functions Specifically refers to the three of creation, maintenance, and Moksha: Liberation or release from qualities that make up and destruction are personified as a samsara. influence matter: sattva (goodness), triad of deities, who are Brahma rajas (passion) and tamas Murti: The manifestation of God the creator, Vishnu the preserver, (ignorance). in a particular form and within a and Shiva the destroyer. particular function. Jati: Usually translated as caste. Varna: Colour. This refers to This refers to the occupational Samsara: The created world, the four vedic sub-divisions in kinship group to which one belongs ultimately temporal and limited – Hindu society. These are Brahmins in Indian society. It is a form of even illusionary. It consists of nama- (priests), Kshatriyas (ruling or social regulation and hierarchy rupa (mane and form). It is the warrior class), Vaishyas (merchant derived from that of varna. cycle of life, death and rebirth. class), and Shudras (labouring class). Jnana yoga: The path of Shiva: The ‘auspicious one,' also knowledge. known as Mahadeva ('the great Vedas: The ancient scriptures that god'), Shiva is one of the principal contain the revealed knowledge of Karma: The law by which one’s deities of Hinduism and one of the reality. actions result in a higher or lower Trimurti. He is the supreme being rebirth according to whether one’s Vishnu: The Hindu God responsible within Shaivism, one of the major actions have good or bad effects. for the preservation of creation. traditions within contemporary One of the Trimurti. Karma yoga: The path of ethical Hinduism. Shiva is known as ‘The works or actions. Destroyer.’ Yoga: The paths (marg) to moksha.
Further resources about Hinduism Basics of Hinduism: https://www.himalayanacademy.com/readlearn/basics/intro BBC Hinduism: http://www.bbc.co.uk/religion/religions/hinduism/ Hindu Education Services: https://hinduismeducationservices.co.uk/ Hindu Forum of Britain: http://www.hfb.org.uk/ Learning about Hinduism – Iskcon Educational Services: https://hinduismre.co.uk/ National Council of Hindu Temples: http://www.nchtuk.org/ RE:Online – Hinduism subject knowledge: https://www.reonline.org.uk/subject-knowledge/hinduism/ What is Hinduism? – Shri Swaminarayan Mandir: http://londonmandir.baps.org/what-is-hinduism/
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Humanism
The Minimum Statement on leadership or symbols, although an equinoxes. Without the formal Humanism, from Humanists icon of a happy humanist is often rituals of religion humanists will International offers the following used. develop their own celebrations of definition, to which members must events they choose to hold dear, as agree: The Amsterdam Declaration 2002 is individuals, as a family or as a wider the fullest definition, agreed at the community. 21st June is World “Humanism is a democratic and 50th anniversary World Humanist Humanist Day. ethical life stance that affirms Congress in 2002 citing seven that human beings have the fundamentals: Humanists do not believe in the right and responsibility to give supernatural and do not believe in meaning and shape to their 1. Humanism is ethical. life after death, considering this the own lives. Humanism stands for 2. Humanism is rational. one life they have. the building of a more humane 3. Humanism supports democracy society through an ethic based and human rights. Some who have a religious on human and other natural 4. Humanism insists that personal faith would also call themselves values in a spirit of reason and liberty must be combined with humanists but humanist free inquiry through human social responsibility. organisations are typically secular. capabilities. 5. Humanism is a response to the widespread demand for an Humanist thinking has been “Humanism is not theistic, and alternative to dogmatic religion. documented in China, India and it does not accept supernatural 6. Humanism values artistic Western Europe for over 2,500 views of reality.” creativity and imagination. years. Aesop’s fables are an early 7. Humanism is a lifestance aiming example that will be familiar There have always been non- at the maximum possible to many young people. The religious people without a belief fulfilment. Renaissance and Enlightenment in a deity. Those who have given saw the European development consideration to what they do Modern western humanists may of the philosophy of humanism. believe in, rather than simply what have naming ceremonies for new Terry Pratchett and Philip Pullman they don’t, may be considered babies, as well as humanistic are recent examples of writers humanists, finding meaning in life weddings and funerals. They may of fiction with strong humanistic and developing their own ethical celebrate a secular Christmas, principles, accessible to people of principles. celebrating the people around them all ages. It is not necessary to have and the joy life brings according studied the history of humanism or As humanism is not a formally to their own family tradition. its development to be a committed organised system with any They may also commemorate the humanist. authority figures there is no official various earth cycles, such as the definition, no official text, rituals, four seasons, earth solstices and
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Humanism terms Further resources about Humanism Agnostic: A person who believes Aesop’s Fables: http://www.taleswithmorals.com/ that nothing is known, or can be known, of the existence of any Amsterdam Declaration 2002: https://humanists.international/what-is- god. humanism/the-amsterdam-declaration/ Atheist: A person who believes there are no god/s. Humanism in the UK: https://humanism.org.uk/humanism/ Freethinker: A person who forms Secularism in the UK: https://www.secularism.org.uk/our-vision.html their own ideas and opinions rather than accepting those of other History of Humanism: https://humanism.org.uk/humanism/the- people, or authority humanist-tradition/ Secularism: The basic belief in the separation of religion and state History of Humanistic Philosophy: https://www.britannica.com/topic/ humanism
Philip Pullman: https://www.philip-pullman.com/
RE:Online – Humanism subject knowledge: https://www.reonline.org. uk/subject-knowledge/humanism/
Terry Pratchett: https://www.terrypratchettbooks.com/
Understanding Humanism: https://understandinghumanism.org.uk/
What is Humanism by Michael Rosen and Annemarie Young (free book for schools) https://understandinghumanism.org.uk/what-is-humanism- book/
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Islam
According to Muslim belief, the last corrupted from their original purity. sources of Islamic law which relates Prophet of Islam was the Prophet Muhammad is thus seen as the to the actions and sayings of the Muhammad (570-632CE). He last of the prophets, correcting Prophet Muhammad, The name was born in the Arabian city of error and calling back to Islam or Shi’ite comes from shiat ‘Ali (the Makkah and from the age of forty submission to the ways of God. follower of Ali). received a series of revelations from God (in Arabic, Allah). The All those who believe in From its origins in Arabia, Islam revelations are believed to have Muhammad as the last of the spread towards the Indian come to Muhammad through the prophets and in the revelation subcontinent after 750CE, and also Angel Jibra’il (also known as Jibril to him which forms the Qur’an, into Africa and Europe. In Europe or Gabriel) over a period of twenty- were welcomed into the Ummah the history of Islam is at its longest three years. (the world Muslim community) in the Balkans, Sicily and Spain. In irrespective of their place of origin, Spain, after its initial establishment It is stressed by Muslims that language or colour of skin. With by military force in the early eighth Muhammad did not bring a new this newly established Muslim century, Islamic culture spread faith. As the “seal of the prophets” community in 622CE Muhammad through the land influencing he is understood to complete the migrated from Makkah to Madina, many aspects of life and thought, succession of prophets, renewing five hundred kilometers away. developing peacefully alongside and completing the teachings Christian and Jewish culture, until of Adam, Noah, Jacob, John the This event is known as the Hijra. the Muslims were finally expelled Baptist, Abraham, Moses and Jesus The formative significance of this by Ferdinand and Isabella, the (peace be upon them all) who are event in Islamic history can be Christian monarchs of the late seen as being among the greatest seen from the fact that the Muslim fifteenth and early sixteenth of the prophets. dating system begins from the centuries. Hijra and that therefore in English, Muslims believe that essentially the dates in the Muslim calendar are During the Moghul Empire (1516- same message, guiding people to expressed as AH (after Hijra). 1707CE) Islam made deep inroads the right path, was communicated into India, from where it spread by God through all the prophets. Following the death of to Malaysia, Indonesia and the Because people kept disobeying Muhammad, there was a serious Philippines. The partition of the and corrupting the code of dispute within the Muslim Indian subcontinent in 1947, guidance which the prophets community concerning the following the end of British colonial preached, other prophets were sent location of authority. This led to rule, resulted in the creation of the to restate the original message. the development of the distinctive Muslim majority state of Pakistan. Muslims therefore affirm the Sunni and Shi’a traditions of Following a civil war in 1971, the Torah brought by Moses and the Islam. The word Sunni comes from eastern part of Pakistan became Gospel or Injil of Jesus, although “one who adheres to the sunna”, the independent country of they believe that these have been the sunna being one of the four Bangladesh.
34 AGREED SYLLABUS FOR RELIGIOUS EDUCATION SUBJECT KNOWLEDGE
Islamic terms Allah: Allah is simply the Arabic religious duty for Muslims that Hijab: The word Hijab comes from word for ‘God’. Muslims believe must be carried out at least once in the Arabic root word 'Hajaba', it to be a universal name for their lifetime by all adult Muslims which means to conceal or cover. God and does not refer to who are physically and financially In an Islamic context, Hijab refers to an exclusively ‘Islamic’ God. capable of undertaking the journey, the dress code required for Muslim Interestingly, this name is related and can support their family during females who have reached puberty. to the Aramaic and Hebrew names their absence. Hijab is the requirement of covering for God, Allaha and Elohim. or veiling the entire body with the Halal: This is an Arabic term Therefore, Allah is simply the exception of the face and hands. which means permissible or lawful Arabic name for God which affirms Some also choose to cover their in Islam. In reference to food, it that He is One singular God face and hands and this is referred is the Islamic dietary standard, with no partners or equals. The to as Burqa or Niqab. The Hijab is as prescribed in the Islamic Law. name Allah cannot be pluralized or not required in situations where General Qur’anic guidance dictates limited to a specific gender, which there are only females and certain that all foods are Halal except those establishes that God is One and male relatives present. that are specifically mentioned as that He is unique from everything Haram (unlawful or prohibited). Ibadah: Worship. He creates. When it comes to meat, the Imam: In Sunni Islam, a worship Akhirah: Life after death, the aforementioned animals excluding leader of a mosque and Muslim hereafter. fish will only be considered community. Imams may lead Halal when they are slaughtered Akhlaq: Ethics governing conduct, Islamic worship services, serve as according to the following character and attitudes. community leaders, and provide guidelines: religious guidance. In Shi'a Islam, Eid ul Fitr: It’s one of the two • The slaughter man must be a the imam has a more central celebratory days for Muslims Muslim meaning and role in Islam through around the world. It’s called Eid ul • Prior to slaughter, the slaughter the concept of imamah; the term is Fitr. A direct translation of Eid-ul- man must invoke the name only applicable to those members Fitr is “the festival of breaking the of Allah upon the animal to of Ahl al-Bayt, the house of the fast” and commemorates the end be slaughtered by reciting Islamic prophet Muhammad, of a month-long fast throughout “Bismillahi Allahu Akbar” (In designated as infallibles. Ramadan for Muslims in the UK the name of Allah (God), God is and around the world. Iman: Faith. Great) or at the very least recite Eid ul Adha: It’s the second of the “Bismillah” Islam: Submission to the will of two celebratory days for Muslims. • He must immediately slaughter Allah, leading to peace. It’s called Eid al-Adha and it takes the animal after the recital Jihad: Individual striving toward place on the 10th day of the without any significant delay Allah (greater jihad), preventing the month of Dhul Hijja in the Islamic • His knife must be extremely corruption of Allah’s creation (lesser calendar. Eid al-Adha marks the sharp in order that the slaughter jihad). end of the pilgrimage that takes may be conducted efficiently place in Mecca known as Hajj. and easily and the animal suffers Mild un Nabi: Prophet Every year, 2-3 million Muslims minimal agony Muhammad, peace be upon him from throughout the world make was born in the month of ‘Rabi Haram: This is another Arabic the pilgrimage to Mecca during Al-Awal’. There is a difference in term which means impermissible a one-week period. This holiday the exact date but some say it was or unlawful in Islam. He hath is sometimes referred to as the between 9th-12th. Muslims in forbidden you only carrion, greater Eid. some countries around the world and blood, and swine flesh, would organise programmes that Hajj: The annual Islamic pilgrimage and that on which hath been talk about his birth, his teachings & to Mecca, Saudi Arabia, the holiest invoked any other name besides his life. city for Muslims, and a mandatory Allah’s……..” (Chapter II, Verse 173)
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Muharram: It is the first month of Sawm: Fasting, by abstaining, Shirk: Forgetfulness of Allah; the Islamic calendar and marks the usually from food and drink, for putting someone or something else beginning of the Islamic year. It is example, during the holy month of as being equal to, or above, Allah. considered to be one of four sacred Ramadan. Tawhid: The unicity or oneness of months in which fighting is not Shahada: The central Islamic creed, God and his creation. allowed. declaring belief in the oneness Ummah: The worldwide 10th of Muharram: Ashura is of God and the acceptance of community of Muslims. derived from the word ‘Asharah, Muhammad as God's prophet. The which means ten in Arabic. Ashura declaration, in its shortest form, Wudu: Ritual washing (ablution) is the 10th day of Muharram. states: There is no god but God. performed as part of the The Day of Ashura is marked by Muhammad is the messenger of preparation for formal prayers and Muslims as a whole. Religiously, God. also before handling and reading Muslims voluntarily fast on 9th & the Qur'an. Shia perspective: It is a major 10th of Muharram. Muslims believe religious commemoration of Yawmuddin: The day of Prophet Moses, peace be upon him, the martyrdom of Prophet judgement. and his tribes were saved from the Muhammad’s (peace be upon Pharaoh on this date. Zakat: Compulsory giving of a set him) grandson, Sayyidina Hussain, proportion (2.5%) or one’s wealth Muslim: One who submits to peace be upon him. Shia Muslims to charity. Allah. organise processions to mourn his death. Qur’an: Literally meaning 'the recitation,' the Qur'an is the central religious text for Muslims Further resources about Islam and represents the uncorrupted revelation received from Allah by Introduction to Islam (The Khan Academy): https://www.khanacademy. the Prophet Muhammed. org/humanities/ap-art-history/cultures-religions-ap-arthistory/a/ introduction-to-islam-2 Ramadan: The ninth month of the Islamic calendar, observed by RE:Online – Islam subject knowledge: https://www.reonline.org.uk/ Muslims worldwide as a month of subject-knowledge/islam/ fasting (Sawm) to commemorate Understanding Islam and Christian-Muslim Relations (Dr. Chris Hewer): the first revelation of the Quran to https://www.chrishewer.org/ Muhammad according to Islamic belief. Free educational presentations on the topic of Islam delivered by: Risalah: Prophethood, the messengers of Allah. www.discoverislam.co.uk (Free REISLAM Teaching resources) Salat or Salah: Prayer, which is www.reislam.co.uk (Free REISLAM Teaching resources) obligatory for Muslims.
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Judaism
The origins of Judaism are set out fundamental revelations to the the temple was destroyed in the in the Hebrew Bible. Abraham is Jewish people through Moses at Babylonian invasion and many Jews traditionally considered to be the Mount Sinai around 1,300 BCE, were exiled to Babylon. Eventually, first of three avot (forefathers) of after Moses had led them out some returned to Jerusalem and the kinship group which are seen of enslavement to the Pharaohs rebuilt the temple, but this was as ancestors of the Jewish people. in Egypt. Following the death of again destroyed in 70 CE by The Bible tells how, nearly 4,000 Moses, Joshua became leader and the Romans. In the exile which years ago, God made a promise organised the conquest of the resulted, the Jewish community was to Abraham and his descendants: land of Canaan which the Israelites scattered far and wide, but in the “I will be your God and you will believed had been promised to years that followed, Jewish culture be my people.” To the Jews, this them by God through Abraham. flourished. By the end of the fifth covenant meant that if they were After the conquest, the land was century, the Talmud was completed faithful to God and kept his laws, divided into twelve areas for the and rabbinic law and Biblical then God would always take care twelve tribes of Israel descended interpretation have been enriched of his special people. from the sons and grandsons of in every subsequent generation. Jacob. The terms Jew and Judaism When Abraham died, the derive from the name Judah, one Today, there are Jewish communities leadership of this growing of the twelve sons of Jacob. in many countries. Following community was passed on to his the Shoah in which around six son Isaac, who in turn, passed it on In 1030 BCE, Saul was appointed million European Jews were to his son, Jacob. The name Israel, to be king; he was later succeeded systematically killed, the state of which was given to Jacob, is also by David, to be followed by Israel was founded in 1948. Jewish used to describe the Jewish people Solomon who erected a great communities outside of Israel are as a whole. temple in Jerusalem. In time, called the Diaspora and Jews in this two kingdoms developed and country are therefore part of this. Judaism centres on faith in one both were eventually defeated There are fewer than 300,000 Jews God and the belief that God made by invading armies. In 568 BCE, living in the UK today.
Jewish terms Abraham (Abram): The first "antisemitism" is used specifically Ashkenazi Jews: Jews from Jew, the founder of Judaism, the to refer to hatred of Jews and eastern France, Germany and physical and spiritual ancestor of Judaism. Although the Holocaust Eastern Europe, and their the Jewish people. One of the three is the best-known example of descendants, who are culturally Patriarchs of Judaism. antisemitism, it is only the latest different from Jews with origins in in a long and tragic history of other parts of the world. Most Jews Aliyah: 1) Reading from the Torah expulsions, forced conversions, in Britain (and many other Western (or reciting a blessing over the limitations of civil and political countries) today are Ashkenazi. reading) during services, which is rights, lies and slanders such as considered an honour (generally Bar/Bat Mitzvah: Literally, son the infamous Blood Libel and mass referred to in English as having or of the commandment. A boy murders like the Russian pogroms getting an aliyah and pronounced who has achieved the age of 13 and the mob violence incidental to ah-lee-ah). 2) Immigrating to Israel and is consequently obligated the Crusades. (generally referred to in English as to observe the commandments. making aliyah and pronounced ah- Ark: The English translation of aron Also, a ceremony marking the lee-AH). kodesh, lit., holy chest. The cabinet fact that a boy has achieved this where the Torah scrolls are kept. age. For a girl, the ceremony is Anti-Semitism: The term "anti- called a Bat Mitzvah (daughter Semitism" comes from the roots Aron Kodesh: Lit. holy chest. The of the commandment). For more "anti" (against) and "Semite" (a cabinet where the Torah scrolls are than one child, it is referred to as term that applies to both Hebrews kept. a B'nai Mitzvah (children of the and Arabs). However, the word commandment).
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Bible: Also referred to as the Elokaynu: A substitute for a name Israel: 1) The land that God Tanakh. The Jewish Bible more or of God. promised to Abraham and his less corresponds to what non-Jews G-d: A way of avoiding writing a descendants. 2) The northern call the "Old Testament." name of God, to avoid the risk of kingdom that was home to the Bimah: The pedestal on which the the sin of erasing or defacing the "ten lost tribes." 3) Alternate Torah scrolls are placed when they Name. name for Jacob. 4) A country in the are being read in the synagogue; Middle East located in the ancient Glatt Kosher: A standard of i.e., the pulpit. homeland that has a predominantly kashrut that requires an additional Jewish population and government. Blessing: A prayer beginning degree of stringency in the The land of Israel remains centrally with the phrase "barukh atah..." inspection of the lungs of cattle, to important to Jewish practice and (Blessed are You...). determine whether the lungs are belief, throughout Jewish history. free from adhesions. Challah: A sweet, eggy, yellow Jacob (Israel): Son of Isaac. Father bread, usually braided, which is Haftarah: Literally, conclusion. of twelve sons, who represent the served on Shabbat and holidays, A reading from the Prophets, tribes of Judaism. One of the three confusingly named for the read along with the weekly Torah Patriarchs of Judaism. commandment to set aside a portion. portion of the dough from any Jerusalem: The holiest city in Haggadah: The book read during bread. Judaism, King David's capital and the Passover Seder, telling the story the site of King Solomon's Temple Chanukkah: Literally, dedication. of the holiday. and the Second Temple. Since An eight-day holiday celebrating Halakhah: Literally, the path ancient times, Jews have faced the rededication of the Temple in that one walks. Jewish law. The Jerusalem during prayer, and have Jerusalem after it was defiled by the complete body of rules and prayed daily for a return to Israel Seleucid Greeks. Also known as the practices that Jews are bound and Jerusalem. Festival of Lights. to follow, including biblical Jew: A person whose mother was Circumcision: Removal of the commandments, commandments a Jew or who has converted to foreskin, a commandment in instituted by the rabbis, and Judaism. According to the Reform Judaism performed on the 8th binding customs. movement, a person whose father day of a male child's life or upon Havdalah: Literally, separation, is a Jew is also a Jew. Although conversion to Judaism. Referred division. A ritual marking the end of the term is derived from the term to in Hebrew as brit milah or in Shabbat or a holiday. "Judahite" (meaning a member Yiddish as a bris. Circumcision is a of the tribe of Judah or a citizen sign of the Covenant between God Hebrew: The language of the of the kingdom of Judah), it has and Abraham (see Genesis 17.11). Torah. In Orthodox Jewish services historically been applied to the Hebrew is generally the language in Commandments: Judaism teaches patriarchs, the matriarchs and all which prayers are recited although that G-d gave the Jews 613 of the descendants of Jacob and all the vernacular language may be commandments, which are binding converts to their faith. used in other communities. on Jews but not on non-Jews. Kabbalah: Literally, tradition. High Holy Days: The holidays of Covenant: The agreement made Jewish mystical tradition. Rosh Hashanah, the Days of Awe between God and the Jewish and Yom Kippur are commonly Kaddish: Aramaic: holy. A prayer people involving promise and referred to as the High Holidays or in Aramaic praising God, commonly obligation. the High Holy Days. associated with mourning practices. Days of Awe: Ten days from Rosh Isaac: Son and spiritual heir of Kashrut: From a root meaning Hashanah to Yom Kippur, a time for Abraham. Father of Jacob (Israel). "fit," "proper" or "correct." introspection and considering the One of the three Patriarchs of Jewish dietary laws. sins of the previous year. Judaism. Dreidel: A top-like toy used to play a traditional Chanukah game.
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Mishnah: An early written Kippah: The skullcap head Prayer: Prayer is a central part of compilation of Jewish oral tradition, covering worn by Jews during Jewish life. Observant Jews pray the basis of the Talmud. services, and by some Jews at all three times daily and say blessings times. The Yiddish term for this Mitzvah: Literally, commandment. over just about every day-to-day item is yarmulke and is used by Any of the 613 commandments activity. some Orthodox Jews. that Jews are obligated to observe. Prophets: 1) A spokesman for It can also refer to any Jewish Kol Nidre: Literally, all vows. The God, chosen to convey a message religious obligation, or more evening service of Yom Kippur, or or teaching. Prophets were role generally to any good deed. the prayer that begins that service. models of holiness, scholarship Moses: The greatest of all of the and closeness to God; 2) A section Kosher: Literally, fit, proper or prophets, who saw all that all of of Jewish scripture containing the correct. The word describes food the other prophets combined saw, writings of the Prophets. that is permissible to eat under and more. Jewish dietary laws. It can also Purim: Literally lots (as in describe any other ritual object that Ner Tamid: Literally, continual "lottery"). A festival celebrating is fit for use according to Jewish lamp. Usually translated "eternal the rescue of the Jews from law. flame." A candelabrum or lamp extermination at the hands of the near the ark in the synagogue that chief minister to the King of Persia. Ma'ariv: Evening prayer services. symbolizes the commandment Rabbi: Ordained teacher of Torah Menorah: A candelabrum. It to keep a light burning in the (the Law). Often the religious leader refers to the seven-branched Tabernacle outside of the curtain of a Jewish community. candelabrum, which has been a surrounding the Ark of the symbol of Judaism since ancient Covenant. Rosh Hashanah: Literally, first times. It can also refer to the of the year. The new year for the Oral Torah: Jewish teachings seven-branched candelabrum purpose of counting years. explaining and elaborating on the used in the Temple. A nine- Written Torah, handed down orally Sabbath: A day of rest and spiritual branched candelabrum, known as until the second century CE, when enrichment. a chanukiah, is used during the they began to be written down in eight-day festival of Chanukah. Seder: Literally, order. 1) The what became the Talmud. family home ritual conducted as Mezuzah: Literally, doorpost. A Passover: A festival part of the Passover observance. case attached to the doorposts of commemorating the Exodus from 2) A division of the Mishnah and houses, containing a scroll with Egypt. The festival also marks the Talmud. passages of scripture written on it. beginning of the harvest season. Sephardic Jews: Jews from Spain, Midrash: From a root meaning Patriarchs: Abraham, Isaac and Portugal, North Africa and the "to study," "to seek out" or "to Jacob. The forefathers of Judaism. Middle East and their descendants, investigate." Stories elaborating on who are culturally different from incidents in the Bible, to derive a Pentecost: A festival Jews with origins in other parts of principle of Jewish law or provide a commemorating the giving of the the world. Jews from North Africa moral lesson. Torah and the harvest of the first and the Middle East are often fruits, known to Jews as Shavu'ot. Mikvah: Literally, gathering. described separately as Mizrachi A ritual bath used for spiritual Pesach: Literally, exemption.1) Jews. purification. It is used primarily in One of the Shalosh R'galim (three Shabbat: Literally, end, cease, rest. conversion rituals and after the pilgrimage festivals), a holiday The Jewish Sabbath, a day of rest period of sexual separation during commemorating the Exodus and spiritual enrichment. Shabbat a woman's menstrual cycles, from Egypt, known in English as observance entails refraining from but many Chasidim immerse Passover. The holiday also marks work activities, often with great themselves in the mikvah regularly the beginning of the harvest rigor, and engaging in restful for general spiritual purification. season. 2) The paschal lamb that, in activities to honour the day. Temple times, was sacrificed on this Judaism's traditional position is that holiday. unbroken seventh-day Shabbat
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originated among the Jewish Tanakh: Acronym of Torah (Law), Yiddish: The "international people, as their first and most Nevi'im (Prophets) and Ketuvim language" of Ashkenazic Jews, sacred institution, though some (Writings). Written Torah; what based primarily on German with suggest other origins. Shabbat non-Jews call the Old Testament. words taken from Hebrew and is observed from a few minutes many other languages, and written Torah: In its narrowest sense, the before sunset on Friday evening in the Hebrew Alphabet. Torah is the first five books of the until the appearance of three Bible: Genesis, Exodus, Leviticus, Yom Ha-Shoah: Holocaust stars in the sky on Saturday night. Numbers and Deuteronomy, Remembrance Day. Shabbat is ushered in by lighting sometimes called the Pentateuch candles and reciting a blessing. Yom Kippur: Literally, Day of or the Five Books of Moses. In its Traditionally, three festive meals Atonement. A day set aside for broadest sense, the Torah is the are eaten: in the evening, in the fasting, depriving oneself of entire body of Jewish teachings. early afternoon, and late in the pleasures, and repenting from the afternoon. The evening meal and Torah scroll: The Torah (Bible) that sins of the previous year. the early afternoon meal typically is read in synagogue is written on Zionism: A political and religious begin with a blessing called kiddush parchment on scrolls. movement to create and maintain and another blessing recited over Yad: Literally, hand. Hand-shaped a Jewish state. The word is derived two loaves of challah. Shabbat is pointer used while reading from from Zion, another name for closed the following evening with a Torah scrolls. Jerusalem. It should be noted that Havdalah blessing. there are non-believing political Shekhinah: The presence of God. Zionists and religious Zionists, who It also represents God dwelling will not acknowledge a state of within each individual. Israel until the Messiah comes. Shofar: A ram's horn, blown like a trumpet as a call to repentance. Further resources about Judaism Synagogue: From a Greek root The Jewish Museum’s resources for teachers: https://teachersportal.org. meaning "assembly." The most uk/schools/ widely accepted term for a Jewish house of worship. The Jewish Primary Judaism resources: http://www.primaryresources.co.uk/re/ equivalent of a church, mosque or re_Judaism.htm temple. RE:Online – Judaism subject knowledge: https://www.reonline.org.uk/ Tallit: A shawl-like garment worn subject-knowledge/judaism/ during morning services, with A Teacher’s Guide to Judaism: http://www.icjudaism.org.uk/ tzitzit (long fringes) attached to the corners as a reminder of the Wimbledon Synagogue’s resources for teachers: http://www.wimshul. commandments. Sometimes called org/education/school-visits/aditional-resources-for-teachers/ a prayer shawl.
40 AGREED SYLLABUS FOR RELIGIOUS EDUCATION SUBJECT KNOWLEDGE
Sikhism
Sikhism was founded in the 16th 7 Guru Har Rai Singh Ji - devoted significance of the Guru Granth century in the Punjab, India. The his life preaching the teachings Sahib is chiefly philosophy of Sikh religion was established of Guru Nanak Dev Ji. action, deed and consequence. around 550 years ago by Guru 8. Guru Harkrishan Sahib Ji – Nanak Dev Ji, who promulgated became a symbol of ‘purity’ and The Sikh religion originated in a message of devotion and emphasised the importance of Punjab (northern India). This is emphasised the importance of speaking the truth and believing where the highest population remembering God at all times. Sikh in Sikhism. of Sikhs can be found today, means ‘disciple’, therefore Sikhs 9. Guru Tegh Bahadur Singh Ji – living within towns and villages. are seen as the disciples of God founded the town of Anandpur, Punjab has many holy ‘gurdwaras’ who follow the teachings within which now has a holy temple (temples), which sees many people the Guru Granth Sahib (Sikh holy called ‘Anandpur Sahib’. He was from the community coming book). killed for supporting his religion together to pray daily. These and refusing to convert to Islam ‘gurdwaras’ all have significance Although the Sikh religion was during the unrest between India and are related to the ten gurus. founded by Guru Nanak Dev Ji, he and Pakistan regarding Kashmir. There currently is 25.8 million Sikhs passed on his teachings to nine 10. Guru Gobind Singh Ji – created worldwide, with 75% of these gurus, who along with Guru Nanak the ‘Khalsa’ (brotherhood). living in the Punjab. Dev Ji became known as the ‘Ten He came out into a group of Gurus’, these are (in order): people in 1699 with a sword Currently 2% of all Indians dripping of blood and asked worldwide are Sikhs, with the 1. Guru Nanak Dev Ji – the who was ready to give their majority residing in Canada, founder of the Sikh religion life for Sikhism. To which five America and the United Kingdom, 2. Guru Angad Dev Ji – created males came forward, Guru Middle East and Australia. Sikhs can the ‘Gurmukhi’ (written Punjabi) Gobind Singh Ji led them all also be found in smaller countries which the Guru Granth Sahib is into a tent. He gave these five like Mauritius, Nepal and Fiji. It is written in. men ‘Amrit’ (holy water) and also worth noting that a minority of 3. Guru Amar Das Ji – established baptised them as the ‘beloved Sikhs do not follow the principles ‘Guru Ka Langar’ (still served five’, who were ready to give and do not pray daily, however they in all Gurdwaras) which saw all their life for their religion, still regard themselves as Sikhs and rich and poor eating together demonstrating courage and therefore are included within these and becoming one no matter steadfastness. These became his figures. what caste difference they may and the Sikh religion’s disciples, have been. as they did not fear death in Sikhs believe that there is only one 4. Guru Ram Das Ji – founded the name of their religion. This God; he is the creator of life and Amritsar and began the creation day is celebrated annually as death. They believe that god exists of the Golden Temple in ‘Vaisakhi’. throughout our daily lives although Amritsar which is seen as a very he may not be visible; he is with us All these teachings are still important and spiritual place for in spirit everywhere we go (‘Ik Om emphasised within the Sikh Sikhs. Kar’). religion. Guru Gobind Singh Ji 5. Guru Arjan Dev Ji – completed decided that there was no need the construction of the Golden Equality is a very important element for a further living soul of a guru Temple in Amritsar and created within the Sikh religion, regardless and therefore named the 11th the ‘Sukhmani Sahib’ (a prayer of caste and class all humans are guru as ‘Guru Granth Sahib Ji’. that for Sikhs to read every seen as equal. Everyone possesses This guru would last for eternity, morning). the same rights, with all men and in the form of the Sikh transcripts 6. Guru Hargobind Singh Ji – was women being treated equally in which everyone can read and hear the first guru who took up a the Gurdwara. This emphasis on today. A key principle of Sikhism sword to defend the religion equality then sees many people is the respect that is shown to and urged anyone to help the from all ethnical backgrounds being faiths, saints, poets and writings weak and vulnerable. welcomed into the Gurdwara and from other religious traditions. The in to ‘Guru ka Langar’.
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 41 SUBJECT KNOWLEDGE
Sikhs also believe in the cycle Sikhs who are baptised and take a 3. Kachera (shorts) – cotton of life and death and may hold pledge to Sikhism, go through an underwear which symbolise that, when a Sikh dies, his or her ‘Amrit’ ceremony. purity soul is recreated in another living 4. Kara (steel bangle) – worn on body whether this is human or an They are then known as part of the the wrist to symbolise truth and animal. Our deeds in a past life lead ‘Khalsa panth’ (brotherhood of all freedom way to our life in the future; this is those who have committed). They 5. Kirpan (sword) – to defend the a decision that is in the hands of are all required to wear the five Ks truth God. to represent this unity and spiritual Although Sikhs regard every day as being. These five Ks were given to spiritual, as in Christianity, Sunday The Sikh religion encourage that the five baptised ‘Khalsa’ (beloved has evolved to become the principal life should be lived in truth and ones, casteless and democratic) day, due to lifestyle commitments, justice. Sikhs should earn their by Guru Gobind Singh Ji in 1699, when most Sikhs get together at money honestly and not take away on a day that is now known and their local temple and pray. from others and they should only celebrated as ‘Baisakhi’ (sometimes consume what rightfully belongs to spelt as ‘Vaisakhi’). Orange and Blue are the colours them. Sikhs should also undertake that reflect the ‘Khalsa’ a form of social ‘sewa’ (service to The five Ks represent: God), by giving to the needy and Every Sikh has the middle name helping others, this usually takes 1. Kesh (hair) – uncut hair and Singh (males) and Kaur (females). place at the ‘Gurdwara’. beard as it is given to us by god Singh means ‘lion’ and Kaur means 2. Kangha (wooden comb) – to be ‘princess.’ worn in the hair at all times, as a symbol of cleanliness
Sikh terms Amritsar: The name of the holy prophet. Also referred to as the Langar: The kitchen, which serves city of the Sikhs in the Punjab Adi-Granth. free food to all people irrespective region of India. The location of the of their caste, creed, colour or Kangha: A wooden comb, to be Golden Temple. status. All Gurdwaras house a worn in the hair at all times, as a langar. Baisakhi (or Vaisakhi): The New symbol of cleanliness. Year and the harvest festival of Panth: The organised body of Kara: Steel bangle, worn on Punjab. Also, an important Sikh Sikhs: the 'Khalsa Panth.' the wrist to symbolise truth and festival marking the birth of the freedom. Raaggi: The professional singer of Khalsa. the holy word or the shabad. Kachera: Shorts. Cotton Granthi: The professional reader of underwear, which symbolise purity. Sabha: Literally, a society or an the Guru Granth. association. 'Singh Sabha' means Keertan: The reciting or singing Gurdwara: Literally, Guru's door/ Sikh Organisation. of the 'Shabad' with the help of place. A Gurdwara is a place of musical instruments, e.g. Baja and Sangat: The congregation in a worship of the Sikhs. It may also be Tabla. Gurdwara. referred to as a 'temple' or 'a Sikh temple.' Kesh: Uncut hair and beard as it is Shabad: The 'revealed word' given by God. uttered by the Guru; a hymn or a Guru: Literally, teacher. A spiritual verse from the Holy Granth. leader, a saint, a maharishi, a yogi Khalsa: The Sikh brotherhood. or a swami. Sikh: Literally, a student or learner. Khanda: The emblem of the Sikh A Sikh is a member of a religious Guru-Granth Sahib: The holy nation named after the double- order founded by Guru Nanak in Guru Granth Sahib is not only edged sword in the middle. the 15th century. He is a believer the scriptures of the Sikh, it is Kirpan: A small sword, or dagger, in one 'God' and a keeper of His regarded as the living 'body' (voice) which symbolises the struggle for 'IMAGE.’ of the Gurus, and thus accorded justice and the Sikh commitment to an extreme respect worthy of a fight for the truth.
42 AGREED SYLLABUS FOR RELIGIOUS EDUCATION SUBJECT KNOWLEDGE
Further resources about Other religious and non-religious worldview Sikhism traditions In the teaching of Religious Education, it will be appropriate on BBC: https://www.bbc.co.uk/ occasions to make reference to other religious traditions beyond bitesize/guides/zjq9dxs/revision/2 the so-called ‘big six’ religions, as well as to a range of non- Gateway to Sikhism: https:// religious belief systems. These may include the Baha’i, Jain, Jehovah www.allaboutsikhs.com/ Witness, Pagan, Rastafari, Shinto, Taoist and Zoroastrian faiths as Primary Sikhism resources: http:// well to agnosticism, atheism and Humanism. www.primaryresources.co.uk/re/ RE:Online provides valuable information on some of these positions. re_Sikhism.htm RE:Online – Sikhism subject Beyond the Bix Six: https://www.reonline.org.uk/subject-knowledge/ knowledge: https://www. beyond-the-big-six/ reonline.org.uk/subject- knowledge/sikhism/ Baha’i: https://www.reonline.org.uk/subject-knowledge/bahai/ Sikhnet: https://www.sikhnet. Jainism: https://www.reonline.org.uk/subject-knowledge/jainism/ com/ Jehovah’s Witnesses: https://www.reonline.org.uk/subject-knowledge/ jehovahs-witnesses/
Paganism: https://www.reonline.org.uk/subject-knowledge/jehovahs- witnesses/
Rastafari: https://www.reonline.org.uk/subject-knowledge/rastafari/
Zoroastrianism: https://www.reonline.org.uk/subject-knowledge/ zoroastrianism/
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 43 SYLLABUS STRUCURE
Syllabus structure
Key themes Teaching and learning in Religious actions and practices of believers These three dimensions of religion Education will inevitably focus in a variety of domains, such as – believing, behaving and on different facets of human the home, places of worship and belonging – form the basis for the experience as it manifests itself in within wider society. Furthermore, organisation of the modules within a range of faith and non-religious Religious Education will also need this new Ealing Locally Agreed belief traditions. This will include to consider the way in which Religious Education Syllabus, as will learning about not only the beliefs religious traditions influence be evident from the unit outlines. and convictions that religious community life and cultivate a They are also summarised in the people may have. It will also involve sense of collective identity. table below. an examination of the ways in which these beliefs shape the
Believing In the context of religions and worldviews, believing is associated with a number of different aspects of faith and belief. These may include: • the convictions that are held by religious and non-religious traditions about the nature of reality, its origins, ultimate purpose and value; • ideas about the nature of God and the way in which God has disclosed himself within the world through divine revelation; • the sources of authority or teaching that help to inform religious and non-religious beliefs; • the purpose and function of particular religious and non-religious rituals; • the impact of belief on personal relationships and individual behaviour; • the relationship between faith and reason, or between religion and truth.
Behaving Within the world of religion and worldviews, behaving will be associated with: • rituals, ceremonies, services and acts of worship within sacred buildings; • expressions of personal piety, such as prayer, contemplation and meditation; • ethical and moral decision-making that is informed by faiths and non-religious beliefs; • observation of those commandments and duties that signify adherence to a religious tradition; • putting faith and non-religious beliefs into action through engagement with initiatives that promote social justice, assist those in need and build community wellbeing.
Belonging There are many ways within religious and non-religious communities demonstrate the notion of belonging. These include: • forms of collective identity, which may be expressed through a shared culture, forms of dress and food and the celebration of festivals; • the generation of communities that are connected with specific places of worship; • the cohesive function of religious and non-religious worldviews within the context of home and family life; • the sense of participation in a worldwide community of faith and non-religious worldviews.
44 AGREED SYLLABUS FOR RELIGIOUS EDUCATION SYLLABUS STRUCURE
Foundation Stage and Key Stage 1 units Details contents of the syllabus units can be found in the separate document: Agreed Syllabus for Religious Education 2020-2025 (Teaching units).
Believing Behaving Belonging
Area of • A. Beliefs, teachings, sources of • B. Practices and ways of life • C. Ways of expressing meaning enquiry wisdom and authority (AT1) (AT1) (AT1) • E. Meaning, purpose and truth • F. values and commitments • D. Identity, diversity and (AT2) (AT2) belonging (AT2) Key • How do religions and • How do people keep in • How do people communicate questions worldviews understand and touch with their faith and/or their beliefs and values to develop beliefs and teachings worldview? others? within their traditions? • What is the best possible use • What do religions and • How do people tackle the big of life? worldviews say about human questions of life? nature?
EYFS What makes What can we What times are How should we What makes What things are people special learn from special to us? look after our a place special to us? to us? special stories? world? special?
KS1 What do What can we What is Islam? Why is prayer What does What role do Year 1 Christians learn from important for it mean festivals and holy believe about Creation many people? to be a days play in the life God? stories? member of of faith? the Jewish community? KS1 What is What is the What is How do we What does What does it mean Year 2 Buddhism? place of the Humanism mark stages it mean to to be a Sikh? church in and what do in the human be a Hindu? Christianity? Humanists journey? believe?
The sequence of the units can be determined by the school.
EALING STANDING ADVISORY COMMITTEE ON RELIGIOUS EDUCATION [SACRE] 45 SYLLABUS STRUCURE
Key Stage 2 and Key Stage 3 units Details contents of the syllabus units can be found in the separate document: Agreed Syllabus for Religious Education 2020-2025 (Teaching units)
For further information or queries, please contact: [email protected] or visit www.egfl.org.uk/religious-education
Believing Behaving Belonging Lower KS2 What is the How do sacred Why is What does What can we Why are Year 3 significance of scriptures pilgrimage Sikhism teach learn from festivals, Easter within inform religious important in us about different celebrations Christianity? beliefs? some religious selfless service? symbols? and High traditions? Holy Days so important within Judaism? Lower KS2 What do What do Jewish How can What does it What do sacred What Year 4 Muslims people believe significant mean to follow texts within contribution believe? about God? figures inspire the Buddha? Hinduism say can religion us? about God? make to our society?
Upper KS2 What does What is In what ways What place How is human What does it Year 5 Buddhism significant can the art and do festivals, identity and mean to be a teach us to Christians design express worship and belonging Muslim? about human about Jesus’ life different celebrations shaped by faith experience? and teaching? beliefs? have within and belief? Hinduism? Upper KS2 What can we Why is the In what ways How can What happens What happens Year 6 learn from Torah so do Christians religion in the mosque? in the Humanism? important in different promote peace Gurdwara? within Judaism? denominations and justice in worship? our society?
KS3 Arguments for and Atheism in the modern Does religion help us Sources of authority in Years 7-8 against the existence of world to understand human Judaism or 7-9 God suffering? Who was Jesus? Perspectives on life after Sikh belief and practice The Qur’an and other death sources of authority in Islam Hindu belief and practice The world of Buddhism Religious perspectives on life after death
The sequence of the units can be determined by the school.
46 AGREED SYLLABUS FOR RELIGIOUS EDUCATION
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