Contents Part 1 - Philosophy, Religion and Ethics (PRE) Policy 1 Appendix 1 – Useful references for key knowledge content 16 Appendix 2 – Exemplar Unit 18 Appendix 3 – Examples of tasks for withdrawn children 25 Part 2 - Collective Worship Policy 27 Part 1 - Philosophy, Religion and Ethics curriculum policy Avanti Trust schools aim to develop ‘Deeply inspired people who speak about the many forms of the same one reality’1 Rig Veda 1.164.46 1. Introduction This document sets out the framework for the Avanti Schools Trust’s philosophy, religion and ethics (PRE) curriculum for Early Years Foundation Stage (EYFS), and primary and secondary phases of education and includes: aims and purpose of the PRE curriculum pedagogic and curriculum principles approach to inclusion and alternative provision overview of curriculum including themes, context, philosophical questions, key theological content, the diverse faith perspectives explored and outcomes exemplar medium-term planning. 2. The Avanti Schools Trust PRE curriculum The Trust’s vision is for its schools to progressively foster confident, articulate, knowledgeable, inquiring, philosophically critical, reflective, mindful and spiritually aware students who contribute meaningfully as positive, socially responsible British citizens. The PRE curriculum upholds the principles embedded in the new National Curriculum in England by: ensuring a broad and balanced exploration of philosophies and religions promoting spiritual, moral and mental well-being, and social and cultural development within the school and wider community developing learners’ sense of self and identity to empower them to achieve excellence academically and personally, ready for their next phase of learning in life. As designated Hindu schools, Avanti schools aim to develop learners who: love learning and are deeply inspired by knowledge of and about life are confident, inquisitive and articulate, and strive to learn more are increasingly independent in their pursuit of learning are curious about the different descriptions of ‘reality’, including those expressed in Western and Eastern philosophies as well as religious ideologies 1 This quote from the Vedic texts refers to the dialogic tradition in Hindu philosophy; the desire to seek knowledge through discussion with people who hold different views, resulting in deeper thinking, critique and understanding. 1 whilst rooted in their own beliefs, are able to critically discuss and debate these in relation to those of others are socially responsible, and exhibit a passion to achieve the very best for themselves and society are highly successful and display humility, aware in the knowledge that their success is also inextricably linked to the success and support of others; including God have learned to exhibit a high regard for the values and beliefs of all others. The PRE curriculum comprises learning from and about different faiths, alternative belief systems and philosophic theories and approaches to asking and answering the ‘big’ questions in life. Whilst rooted in the monotheistic Chaitanya Hindu tradition, the intention is to learn comparatively, so that there is dialogue about the similarities and differences across different faiths and other world-views, including humanist, naturalist and atheist. The PRE curriculum does not explicitly include the personal, social, health and economic (PSHE) curriculum, citizenship, nor any other National Curriculum subject (although values are explored), but stands as a discrete area of knowledge. The PRE curriculum is our RE curriculum offer in primary phase and in Years 7, 8 and 9. Learners will explore big philosophical questions and learn about major world faiths through weekly (in primary) and twice weekly (in secondary) sessions lasting 45 minutes each. As the PRE curriculum includes RE, parents are entitled to withdraw their children from all or part of the sessions. Please refer to section 4. Schools will offer optional RE/philosophy and ethics examined courses from Years 10 to 132. 3. Pedagogic and curriculum principles 3.1 Structure of the curriculum The curriculum develops learners’ a) knowledge and understanding of the major world faiths and other world-views and b) critical thinking skills. Aligned to the new National Curriculum, these are categorized into four aspects: knowledge, critical thought, application and experience. Knowledge: o learning about religious philosophical concepts drawing from the Hindu tradition and comparing with other faith traditions 2 Exam board is to be confirmed, but we have provisionally selected EdExcel GCSE and OCR at A Level but will review decisions prior to learners starting in Year 10 or 12. 2 o learning about and from other religions, beliefs, philosophies and theological principles. Critical thought: o teaching students how to construct arguments and debate (in written and oral ways), with critical analysis as essential o teaching students to become skillful and articulate questioners, able to question ‘blind faith’, common assumptions or held views. Application: o applying learning and skills to ethical and moral dilemmas o debating and questioning ‘big’ philosophical questions and problems. Experience: o experiencing religious life in real contexts (e.g. visiting places of worship) o learning about different religious rituals, festivals and ways of life (with the option to be involved in festivals, for example). These categories give the foundations on which an appropriate pedagogy can be constructed to include: balanced pupil and teacher voice, giving more opportunities for students to pose critical questions dialogic knowledge acquisition through direct teaching planned opportunities for students to debate and critique their own and others’ thinking planned opportunities for students to use their knowledge productively through presentations, teaching younger pupils, creating projects to improve their school or society, volunteering etc.) independent research skills and practice learning through visits to religious places and meeting people from different faiths direct teaching of debating skills and critical thinking effective assessment that informs planning and differentiation so that every student is challenged and motivated to enquire further. 3.2 Theological structure The curriculum overview and programmes of study identify the key theological principles underpinning the PRE curriculum. Our faith perspective suggests that, like many belief systems (including non-religious), nurturing love and its subsuming values (respect, self- 3 discipline, empathy, integrity, courage and gratitude) can positively contribute to British society. Our Hindu theological principles can be categorised into four overarching areas: Boundless Divinity of Love: Love is God (Krishna); Love originates in the Divine; Love can be a Divine relationship and is expressed by all people through human relationships with others, the world and spiritually. The Divine Embrace: Life is overwhelmingly beautiful, playful, and delightful; humans yearn to ‘embrace’ meaning beyond themselves; there is a reciprocal relationship between humans and God that can be nurtured. The Human and the World: Humans have the capacity to love an unknown God; God is hidden from humans and requires faith to find Him – blind faith is not enough and must be challenged intelligently; God shows Love and calls us to Him. Union with Divine Love: Humans who follow spiritual practice can attain a relationship with God; they can feel a sense of loving purpose and meaning in life; developing a sustained relationship with one’s own understanding of God can improve the quality of life of individuals and communities. Within these four theological principles are key knowledge concepts. These include how the Hindu tradition understands the nature of self, and the nature of God, evil and goodness etc. (see Appendix 1) Fig. 1: Overarching Hindu theological principles of understanding the one reality 4 Figure 1 illustrates the theology as well as the overarching pedagogic principles: 1. There is one Reality. Humans hold beliefs (whether it be in Krishna, Allah, God, or be humanist or atheist points of view etc.). 2. There are numerous ways in which humans express their understanding of the one Reality (the Hindu tradition refers to the ‘perspectives’ of different traditions, religious and secular, as presented in holy books and philosophies). The practitioner refers to the ways humans practise their understanding (e.g. identifying, developing their own knowledge and living their lives as Hindu, Christian, Muslim, Jewish, humanist, atheist etc.). 3. Our philosophy and pedagogy intends to inspire dialogue around different belief systems because through this open-hearted dialogue, there is greater knowledge acquisition about other ways of living (whether religious or not) and greater understanding about the meaning of humanity, and its relationship with the one Reality. 4. The fourth axis refers to this acquired knowledge, which is greater understanding of others and social construction of meaning. 5 4. Inclusion: learning opportunities for all Teachers should set high expectations for every learner. The principles above should be developed across the PRE curriculum so that complex questioning, confident debate and discussion and focused acquisition of knowledge stretches all. Lessons should be well planned, using the outcomes as a focus and ensuring progress within each year and across phases. An exemplar for one