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1 – Useful references for key knowledge content 16 Appendix 2 – Exemplar Unit 18 Appendix 3 – Examples of tasks for withdrawn children 25 Part 2 - Collective Policy 27 Part 1 - Philosophy, Religion and Ethics curriculum policy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 ; 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 of Love: Love is God (); 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

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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.

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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 unit is given in Appendix 2.

Teachers should take into account their duties under equal opportunities legislation and be well informed and sensitive to the communities they serve. As teachers in faith schools, they should be particularly knowledgeable about the different communities with diverse beliefs, including those with faith and those without.

All learners, irrespective of their race, special need, disability, sex, religion or belief, sexual orientation and other protected characteristics will gain equally from high-quality teaching that sets out to overcome the prejudice and discrimination that can act as barriers to learning.

Learners with special educational needs and those with disabilities should be challenged appropriately with precise and careful planning, teaching and assessment that addresses their specific needs.

Learners who are identified as gifted should be stretched by offering deep, challenging learning experiences that require more complex thinking (analysis, synthesis and evaluation) and planned independent study (e.g. research projects).

Lesson planning will take full account of the ability of learners at different stages of learning English. Teaching will enable them to participate fully and contribute to discussions that advance their acquisition of English and understanding of the content of the PRE curriculum.

Teachers will draw on the PRE curriculum and our values to support learners who struggle to show positive attitudes to learning or have problems developing appropriate behaviours and relationships with others, including their peers. The curriculum promotes personal reflection, a sense of positive self-image and identity, directly teaching learners to understand themselves better and how to manage conflict and challenges in life. These aspects of the PRE curriculum will influence teachers’ behaviours and our schools’ wider behaviour management strategies.

Parents are entitled to withdraw their child from RE in UK schools. Our approach to teaching RE is through the PRE curriculum involving deep and sustained learning from and about

6 religions, rooted in the schools’ Hindu-designated philosophy and theological principles. We will ensure that parents/carers are informed about the content of our curriculum through:

 publishing our policy and curriculum overview for PRE on the school website  providing details in our admissions literature and prospectus, which will include other distinctive features such as the provision of vegetarian meals  drawing the attention of parents to the provision of our PRE curriculum throughout the process of choosing our school for their child  organising discussions and presentations about the distinct ethos of our school and the content of the PRE curriculum during induction of parents/carers and students to our school.

Pupils and students who exercise their right to withdraw will continue with other set learning tasks. This time will be used productively to engage them in learning across other subjects of the school curriculum. Teaching during this time may also include tasks or projects that promote exploration of our schools’ values3, through: independent research skills, critical thinking, age-appropriate study of non-religious philosophy and reflective writing. The provision will be suitably staffed and might also make good use of technology and e-learning. School leadership teams are best placed to make this provision based on the ages, needs and interests of their learners. The quality and impact of this provision will be kept under review so that learners use their time productively and do not feel excluded (see Appendix 3).

5. PRE learning and teaching overview

There are two parts to the PRE structure: the first is the learning and teaching overview, the second is the PRE Programmes of Study (PoS).

The overview identifies the theme (shaded blue) and the emboldened text refers to the theological principles, which provide the basis for our comparative study approach.

The programmes of study give detail about the theological/philosophical principles, which will be covered in each and intended outcomes (as the assessment criteria). Each ‘unit’ includes the named ‘theme’, ‘big’ questions to engage deep thinking, the theological principles related to the four concepts identified in section 3.2 and the other beliefs with which comparisons are made.

3 Empathy, Respect, Self-discipline, Courage, Integrity, Gratitude 7

To support teachers, key knowledge content is defined in Appendix 1. This intends to aid teachers to understand the Hindu knowledge as a starting point to make comparisons with other faith traditions.

Knowing that learners will have differing experiences of Religious Education in their different primary schools, in Year 7, the learning overviews are focused on providing strong foundations in the six main religions as well as challenging learners to develop their thinking and assumptions.

Fig 2: EYFS learning and teaching overview

Term Year 1 Autumn 1 Wear a smile to school Theme

Empathy and Atman (‘self’) Relevant Knowledge content

Outcomes 1. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults PSE (Personal, Social and emotional development) 2. Can describe self in positive terms PSE 3. Talks about how they and others show feelings and behaviours and consequences PSE. Autumn 2 Learning about Light: festivals of light in the winter months (Hannakah, and Christmas) Theme

Respect and (‘essence’) Relevant Knowledge content 1. Shows interests in ways of life UW (Understanding of the World) Outcomes 2. Recognises and describes special times or events for family or friends UW 3. Shows interests in the lives of the people who are familiar to them UW 4. Knows about similarities and differences between themselves and others and among different traditions UW. Spring 1

Theme Krishna and the buttermilk

Self-discipline Relevant Knowledge content 1. Knows about similarities and differences between themselves and others and among different traditions UW Outcomes 2. Is aware of boundaries and learns about expectations of behaviour in life PSE 3. Adjusts behaviour to different situations and takes changes in routine in their stride PSE. Spring 2 Caring for animals Theme

Relevant Knowledge content Courage

1. Shows care and concern for living things and the environment UW Outcomes 2. Asks questions about their natural world UW 3. Understands that actions affect other people and living things PSE. Summer 1 Theme ’s big eyes

Relevant Knowledge content Integrity

1. Describes characters in a story Outcomes 2. Asks questions about stories and characters 3. Knows that not all people enjoy the same things and is sensitive to this (linking with the story) UW 4. Knows some of the things that make Krishna unique UW.

Summer 2 Giving thanks Theme

Gratitude Relevant Knowledge content

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Outcomes 1. Talks about how they and others show feelings 2. Knows that gratitude is a good way to make friends and form positive relationships PSE.

Fig. 3: Primary learning and teaching overview

Term Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Autumn 1 Responding to feelings of My own feelings Making choices and Theme others What is happiness? Suffering, and Building and sustaining planning futures charity communities

Questioning: what is the Relevant Atman (spiritual being) Atman (eternal self) Sources of authority (1) Sanga Knowledge content purpose of life?

1. Analysis: To form a view 1. Synthesis: To be able to Outcomes of why and how suffering share personal reflections 1. Understanding: To is caused 1. Application: To be able on the question: Who am I? explain how different 1. Understanding: To to define and differentiate 1. Knowledge: To name six religions use symbols to define what happiness is 2. Understanding: To between good and bad 2. Application: To express major faiths show their beliefs and describe ways that explain how people with company awareness of the nature of people find it different beliefs use themselves and identify 2. Understanding: To 2. Application: To show 2. Knowledge: To know prayer to overcome 2. Evaluation: To be able to their uniqueness as an explain how we are all the empathy towards other how different religions suffering and difficulties in discuss whether all individual same people who may be express happiness in their lives religious communities are treated differently or celebrations and festivals based on love 3. Application: To know how unfairly 3. Understanding: To different religions describe understand what is meant the nature of self by Karma Autumn 2 Respecting other faiths 1: All you need is love: God on Earth: Meaning of Krishna on Earth: Food and faith Philosophy and teachings of Theme Christmas Holy places and faith Symbolic Meaning: Chaitanya, Jesus and of Krishna: stories earth, wind, fire and faith Buddha for a faith

Food and its meaning in Learning from holy Relevant (Love is God) Rasa theology Deity worship Knowledge content main religions teachers: character studies

1. Knowledge/analysis: To 1. Understanding/analysis: 1. Understanding Outcomes explain why holy places To understand and describe /application: To be able to 1. Understanding; To are special to devotees of key messages of Chaitanya’s describe why deities are explain the rules different 1. Knowledge/analysis: To different religions spiritual message in key to worship in faiths about food retell at least two stories comparison to Jesus’ 1. Understanding: To about Krishna as a child 2. Understanding: To message explain the message of 2. Application/evaluation: 2. Understanding: To and the meaning behind describe how pilgrimage Christmas To be able to explain how understand how each story impacts on individuals’ 2. Understanding: To draw people of different faiths and Jews include food in lives and how this can on similarities between and those with none use their religious festivals develop a loving Hindu, Buddhist and symbols to communicate relationship with the Christian messages their identity Divine regarding love for God Spring 1

Theme Respecting the Divine as Being together: respect, Respecting the self and Respecting the Divine: Respecting other faiths: Prejudice and overcoming it being polite and well- others worship and objects of Sacred events found in three places: who mannered worship and where is God?

Relevant Mindfulness (three The difference between Chaitanya’s teaching of Knowledge content qualities of living: Rituals and duties in God in three places: Karma material and spiritual oneness and difference ignorance, passion and different phases of life phenomenology of God worlds coexisting goodness) 1. Application/synthesis: To 1. Evaluation/synthesis: To Outcomes be able to use a variety of be able to debate and 1. Application/synthesis sources (e.g. literature, challenge views about the 1. Understanding: To To develop and express music, art, poetry) to origin and impact of good 1. Understanding: To explain reasons why personal points of view develop coherent and evil 1. Application/synthesis: know why and how different people respect about dilemmas in stories argument about belief in To demonstrate respect Deities help people of God God. 2. Application/evaluation: for others in the way we different faiths develop 2. Evaluation: To To examine and challenge behave their relationship with 2. Knowledge: To know understand the impact of 2. Evaluation: To know the how prejudice expresses God how this is expressed in people’s behaviours on Hindu perspective of God in itself in different aspects of different faiths others three places and compare our society (both local and this with Christian and global) Buddhist views

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3. Understanding /evaluation: To know how the messages of Chaitanya promoted inclusivity and challenged prejudice and unfairness Spring 2 Saying what is right: Being Being true to oneself: Learning from mistakes Laws and justice: Who am I? Matching reality to words: Theme a reliable and trustworthy identity and a sense of and dealing with accountability study Keeping promises friend belonging dilemmas and responsibility

Sadhu Sanga (association Three Gunas (modes of Reincarnation and Karmic Enquire about the truth: Relevant with friends in Free will and destiny living: goodness, passion Holy texts: Bhagavad Gita reaction the duty to ask questions Knowledge content communities) or ignorance) overview 1. Understanding Outcomes /analysis: 1. Application: To know 1. Understanding/ 1. Understanding: To begin to understand 1. Understanding: To how we can use our free evaluation: To understand To understand how the the meaning of Karma as understand that 1. Understanding: To will to make a positive and explain the reasons dialogue between Krishna related to the impact of friendship involves understand what makes a difference to other why societies need rules and Arjuna could become a positive and negative embracing differences to good friend peoples’ lives and the and laws to function blueprint for leading a actions (consequences form common bonds world effectively and fairly positive, happy and actively and rewards in school 2. Understanding contributing life contexts) 2. Understanding: To be /synthesis: To explain how 2. Understanding/ 2. Knowledge/application: able to articulate how to develop a happy class evaluation: To know what To know and be able to 2. Application 2. Understanding people come to community and play humanists and atheists explain the key tenets of /evaluation: To be able to /analysis: To understand understand their truths in showing our six values believe and how these Hinduism, Judaism and explain how we could use the promises that people a variety of religious texts beliefs can make the Islam as these apply to the teachings of Bhagavad make to connect with and secular stories world a better place for all daily life Gita in our own lives God, focused on Sikhism and Islam) Summer 1 Being a leader: dealing with Finding the courage to do Personal spiritual Asking big questions: the world, responsibilities the right thing: making journeys: pilgrimage and Overcoming fear Theme knowledge versus belief in society and service to good choices its meaning Rites of passage others and God

God as protector: prayer Mode of Satva (goodness): Samskaras: the stages in Relevant God’s present on earth The nature of faith Knowledge content as communicator social responsibility human life

1. Analysis: To be able to Outcomes 1. Analysis/evaluation: reason how different 1. Understanding: To To research and debate choices now will determine understand why people whether someone was a future opportunities and fear things in life good leader, taking happiness 1. Knowledge: To be able 1. Application/analysis: To examples from recent and to explain and give 1. Knowledge: To know be able to question and 2. Analysis: To examine past history (e.g. study 2. Evaluation: To be able to examples of how the main holy places for understand why you whether fear is the leaders including Jesus, debate different points of characters in stories Muslims, Hindus, believe what you believe absence of a belief in the Hitler, Sir Alex Ferguson, view about the meaning of showed courage Christians and Sikhs higher purpose of human Elizabeth I, Nelson happiness 2. Understanding: To be goodness or faith in God Mandela, Mahatma 2. Application: To give an 2. Understanding: To able to explain the belief Gandhi, Malala Yousafzai) 3. Evaluation: To research example of how they have understand the meaning underlying the rituals of 3. Understanding and explain the significance shown courage in school and purpose of pilgrimage , /evaluation: 2. Knowledge of different rites of passage or at home and humanist To know how people from /understanding as structured in different different faiths use prayer To know the meaning Satva religious traditions (focused to communicate with God behaviour on human life on Shamanist, African to overcome fear and society spiritual traditions and Hinduism) Summer 2 Respecting other faiths

Being grateful to nature; Theme 2:Sacred texts Giving thanks: to people Showing appreciation to An overview of the key the environment; awe and Determination What does it mean to be who help us (family) our friends tenets of major faiths as wonder Motivation human? Preparing for described in sacred texts change and challenge

The Nature of God: Acting in the mode of Relevant Rasa Bhakti Sources of authority (2) Spirits on a human journey personality of Krishna Satva Knowledge content 1. Understanding: To 1. Understanding: To 1. Evaluation: To know the 1. Understanding 1. Understanding/ 1. Evaluation: To be able to Outcomes understand that giving know and be able to value and importance of /analysis: To explain the evaluation: To explain how discuss and debate if thanks makes people explain how people with the lessons and stories meaning of beauty from you can achieve a balance religion helps people better happy (for both giver and different faiths express found in religious texts their perspective in living for yourself as well understand and manage receiver of the thanks) gratitude to God or nature and how these have acted (including as related to as contributing to the change and adversity as a moral compass for Krishna or their own God) benefit of others including 2. Application: To know 2. Application/synthesis: people (e.g. the story of family, friends and local 2. Analysis: To reflect how how prayers and kind To show appreciation and the Good Samaritan, 2. Knowledge community an understanding of words for small things can gratitude towards friends, and and Noah’s /analysis: To know how ourselves as material and be used to show your parents and teachers Ark) different faiths express 2. Evaluation/application: spiritual beings can alter the gratitude through a creative project gratitude for the awe and

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2. Understanding: To be wonder of nature and To be able to articulate and way we view life able to name the holy what place this has in identify your own talents, experiences texts from the six major religious practices skills and aptitudes and faiths show how you use them 3. Synthesis: To plan and effectively for the good of prepare for the change and others positive transition of moving to a new school (exploring fears, expectations, hopes and ambitions)

Fig. 4: Secondary learning and teaching overview Year 13 Year 10/11 4 Year 12 Term Year 7 Year 8 Year 9 (Hinduism (Hinduism paper) (Hinduism paper) paper) Autumn 1 Welcome to Avanti House Key milestones in life Peace and justice What do Hindus believe? Origins of Hinduism Key concepts

Theme

Chaitanya’s teaching plus Dharma (1) values and self - Relevant , Karma, Dharma, Knowledge and introduction to key knowledge development Sources of authority knowledge wisdom content Samskaras content 1. Understanding 1. Evaluation: understand and Outcome /evaluation: be able to identify appraise why people might and fully explain at least two benefit from having personal and different viewpoints with regards 1. Knowledge social structure in their lives and to peace and justice, e.g. ahimsa, /understanding: know key facts be able to provide specific Just War theory. about Chaitanya as well as the examples.

Siksastakam5. 2. Analysis/application/ 2. Knowledge As dictated by the synthesis: As dictated by the exam As dictated by the exam 2. Knowledge/ /understanding: understand exam syllabus be able to debate the concept of syllabus criteria syllabus criteria understanding: know and explain what the Samskaras are; their criteria forgiveness, giving justifications why Chaitanya’s teachings are purpose and be able to articulate for different viewpoints universal, inclusive and based on the importance of each. (Christian perspective of loving relationships. reconciliation compared with 3. Synthesis: be able to explore Mahatma Gandhi’s work on non- and speak about the concept of violent movement and life being considered as a Chaitanya’s socially inclusive journey. movement) Autumn 2

Theme Importance of the Discipline and the self Death and self-discipline Why do Hindus believe what Core concepts Exploring the nature of the scriptures they do? Divine with self-discipline

Social construction (and the Relevant Reincarnation and Moksha Sources of Atman Mindfulness caste system – as directed by God without form knowledge authority exam syllabus) content 1. Analysis/evaluation: analyse, 1. Analysis/evaluation: Outcome 1. Application: Be able to explain compare and contrast the understand different viewpoints and why self-discipline can be an different philosophical associated with death and be important part of an individual’s explanations for human purpose able to articulate own point of life. in life including a belief or non- view. belief in the Divine.

2. Understanding 2. Evaluation: consider different /evaluation: understand the 2. Knowledge/ As dictated by the lifestyles and their As dictated by the exam As dictated by the exam nature of self as seen from Hindu, understanding: be able to exam syllabus impact/ramifications; syllabus criteria syllabus criteria Islamic and humanist points of describe what is meant by the criteria understand and be able to view. term ‘Trinity’ and why it is explain why the avoidance of important for Christians. excess (e.g. alcohol, unhealthy 3. Evaluation: be able to compare food and drugs) is an important and contrast how different people 3. Application/evaluation: apply part of character formation and demonstrate their self-discipline mindfulness and reflection on as part of an explanation of and commitment to their beliefs. values, beliefs and purpose in Karma in some religious everyday life.

4 Codes for exam syllabus and boards (a) Edexcel GCSE: Hinduism – Unit 13 (5RS13)

(b) Religion and Society based on a study of Christianity and at least one other religion – Unit 8 (5RS08)

OCR AS/A2: AS Philosophy of Religion G571; AS Hinduism G577; A2 Philosophy of Religion G581; A2 Hinduism G587

5 The key text that Chaitanya wrote which acts as the foundation for the tradition 11

traditions, can also affect an individual’s next life.

Spring 1 Core concepts Religious practice The value of life and respecting How do Hindus express their Respecting holy books and places Respecting all views and faiths Key teachings, attitudes Later Hindu ourselves and the world beliefs? Theme and practices developments Maya Bhakti Relevant Atman Yoga and knowledge God in three places – God in three places Sources of authority Knowledge and wisdom meditation content everywhere and in nature Yoga and meditation Moksha Mind and sense Dharma control Karma 1. Analysis: be able to research Outcome using different data sources to understand the ethnic, cultural 1. Evaluation: understand why and religious demographic of our holy books are important and to local community. 1. Understanding/evaluation: be articulate their possible value to able to summarise what is meant an individual. 2. Evaluation: be able to by the term ‘sanctity of life’ and compare and contrast the above to critique these comparatively 2. Analysis/evaluation: explore for our own area with other as seen from Hindu, Christian and articulate the differences areas of the country – are their and humanist perspectives. As dictated by the As dictated by the exam As dictated by the exam between different holy books e.g. similarities/differences? exam syllabus syllabus criteria syllabus criteria translated/not translated, 3. Understanding/synthesis: 2. Evaluate/synthesise: be able criteria be able to articulate in a number to hypothesise and construct 3. Understanding/ of ways, the reasons why it is arguments to consider the evaluation: understand why important for us to know about reasons why there is suffering in spiritual community and our cultural and religious the world (as perceived by pilgrimage can be so important to demographic and through different belief systems). an individual’s belief. promoting respect for the beliefs and values of all, to contribute to social understanding and harmony. Spring 2 Later Hindu Going against our values and Moral codes for life and acting How do Hindus put their faith Key teachings, attitudes Respecting our heritage developments Theme integrity with integrity into action? and practices Ethics

Relevant Rasa theology and loving The three gunas Dharma and acting with Ahimsa Karma/social Sadhu sanga knowledge relationships Karma and social accountability integrity varnashrama-dharma account content Outcome 1. Evaluation/synthesis: make converse judgements to consider why society needs rules and evaluate the purpose and reasons for consequences (e.g. rewards (OBE, CBE) and punishment (e.g. prison). 1. Knowledge/application:

know what the different types of 2. Evaluation: evaluate the prejudice are and be able to impact of different religious rules 1. Knowledge/understanding: provide at least one example for on communities and make consider why dietary rules, each. critical judgements on the value including food types and , of such rules (e.g. fasting, rules can demonstrate a person’s 2. Understanding/evaluation: for prayer, special diets and rules commitment to their beliefs. know and reflect on reasons why for men and women). As dictated by the prejudice and discrimination can As dictated by the exam As dictated by the exam exam syllabus 2. Application/evaluation/ occur. syllabus criteria syllabus criteria 3. Understanding/application: criteria synthesis: understand how food, be able to explain what is meant cooking and hospitality can be a 3. Knowledge/application: by the terms ‘justice’ and way to foster community explain why the concepts ‘fairness’ according to different cohesion (friends, family, Ummah and Sewa are important faiths within a democratic neighbourhood, spiritual). to their respective religions and judicial system (e.g. UK). how lessons can be learned from

these which could benefit the 4. Understanding/evaluation: wider society. understand the meaning of ‘ahimsa’ (non-violence) as a theological, philosophical and political concept and know why it is a key idea in Hinduism (and has been applied to other belief systems).

How studying a range of texts Summer 1 Being courageous can provide answers in difficult Courage in times of adversity Theme times

Relevant Three gunas (ways of living: God in three places- within the knowledge Dharma and social contribution ignorance) and Rasa (developing heart content loving relationships with God)

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Outcome 1. Knowledge: be able to explain 1. Evaluation: appraise religious how Jesus demonstrated his texts to understand how evil is courage as well as duty and 1. Analysis/evaluation: explained. responsibility at the time of his be able to research

death. independently to extrapolate 2. Evaluation: critically assess important sections of religious the reasons for and impact of 2. Analysis/application/ texts related to God as protector the Holocaust and other acts of evaluation: interpret stories to (pupils can choose three holy evil. explain why it is often courageous texts). As dictated by the As dictated by the exam As dictated by the exam for someone to change their mind exam syllabus 3. Evaluation: be able to discuss syllabus criteria syllabus criteria once they discover new 2. Analysis/evaluation: criteria using coherent and informed, information. identify similarities and critical thinking how people differences between a range of maintain faith in adversity. 3. Understanding/application: religious texts specifically with

know the lessons that can be regard to achieving Moksha and 4. Understanding/application: learned from the conversations forming a loving relationship understand the Hindu view of between Krishna and Arjuna and with the Divine. Dharma and Karma in relation to how they can help someone have notions of evil and suffering. courage when facing a dilemma. Summer 2 Being appreciative of what we Appreciating what we have Alternative perspectives have and saying thank you Theme

Relevant Yukta- Santana dharma and service Selfless action knowledge dealing with the world content 1. Evaluation: critique why some Outcome 1. Knowledge/understanding: people choose to lead religious know and understand the key paths in their daily lives, while 1. Synthesis: through a personal concerns in the regional and others to renounce the material project, to be able to global environmental world, and yet others seek a demonstrate (through group infrastructure and the impact of lifestyle of worldly pleasure. work) the importance of giving humans on the same. something back to the community 2. Understanding/evaluation: and environment. As dictated by the 2. Application/evaluation: compare differences between As dictated by the exam As dictated by the exam exam syllabus identify why people should take beliefs within the same religion syllabus criteria syllabus criteria 2. Evaluation: be able to reflect criteria care of the environment and give (including Orthodox and liberal on the experience of offering examples of how to do this. Jews, and evangelical and service to school and local Quaker Christianity). communities and explain why this 3. Evaluation: understand the is so important both to us as beauty of the world and why 3. Application/evaluation individuals and to the world. some people describe this as a /synthesis: research how the arts ‘numinous’ feeling. are a form of expressing love for nature, humanity and the Divine.

6. Assessing and monitoring progress

Assessment of learning in the PRE curriculum, across all stages from EYFS and KS1–KS5 will take place frequently and be carried out robustly. It will be used both to inform planning of subsequent teaching and learning as well as to summarise the attainment and progress of learners at agreed, predetermined intervals, and reporting the same to parents and carers.

Assessment at KS4 and KS5 will be aligned to the required or recommended frameworks to be found in the adopted national examination board specifications.

For the EYFS phase we will follow the agreed national approach to assessing learners’ progress through the seven areas of learning. At KS1–3, Trust schools will, during 2014, determine their detailed approach to the assessment of attainment and the progress of pupils following the new National Curriculum including RE. This follows the proposed removal of level descriptors 1–8 from the 2014 National Curriculum and (from summer 2016) the complete removal of levels in reporting end-of-KS and National Curriculum tests

13 in core subjects6 (we will amend our statement on assessment of the PRE curriculum in the light of ongoing guidance and best practice suggested by the DfE).

Until the Trust has decided on its implementation of the revised national expectations, throughout KS1–3, assessment and monitoring of pupil attainment and progress will broadly follow the QCDA/NATRE Assessing Pupils’ Progress (APP) in RE (2010). This is a well- received, National Curriculum-aligned 1–8 level assessment framework for learning about religion that can be applied to our PRE curriculum. Subject leaders and senior leaders in individual Trust schools will adapt this to reflect the individual contexts and diversity within their schools. The effectiveness of these approaches will be kept under review by the Trust (see Support and Challenge for School Improvement document).

Within both the primary and secondary overviews (incorporated in this policy) and the more detailed programmes of study, a series of outcomes for learners are identified. These promote progression in learning and offer increasing opportunities for learners to develop, apply and demonstrate higher order thinking skills of application, analysis, synthesis and evaluation. These outcomes are mapped to the six half-termly themes as well as to the theological principles and key knowledge content of the PRE curriculum. These outcomes, assessed through testing and ongoing formative assessment, will also be mapped at school level, to the levels laid out in the APP documentation. This will further support tracking and reporting of pupil progress.

7. Involving parents/carers and community

Avanti Schools will endeavor to create positive relationships with their parent body and wider communities to support the high-quality teaching of the PRE curriculum, gaining from their specific and diverse beliefs, faiths, skills, experience and knowledge. Where appropriate, parents/carers and members of the wider community will participate in school curriculum learning (e.g. parents running Bhagavad Gita workshops for other parents, or a local Christian priest coming in to talk about the significance of the loving message of Jesus so that children can compare this with our own distinctive Hindu perspective on love for Krishna).

Our schools will foster positive and collaborative relationships with local faith groups and places of worship so that our learners develop respect for others and an outward-looking attitude to the diverse neighbourhoods in which they live.

6 Assessment levels have now been removed and will not be replaced. Schools have the freedom to develop their own means of assessing pupils’ progress towards end of key stage expectations. We have launched an Assessment Innovation Fund to enable assessment methods developed by schools and expert organisations to be scaled up into easy-to-use packages for other schools to use. We will publish model assessment systems, case studies, and examples of ‘what good looks like’ in relation to the new programmes of study throughout 2014. (www.education.gov.uk statement 27th March 2014) 14

8. Accountability for quality and standards

The Trust has a policy on school improvement7. This will support and challenge Trust schools to ensure the PRE curriculum meets the expectations as described in this policy. They will do this through termly visits, annual inspections using Section 48 criteria and will provide or broker bespoke support as considered necessary.

7 Please refer to AST Support and Challenge for School Improvement Policy: http://www.avanti.org.uk/avanti-schools- trust-documents/Avanti-Schools-Trust-Policy-final-doc-May-14.pdf 15

Appendix 1: Useful references for key knowledge content

The following notes are designed largely for Avanti school staff to help them become familiar with - and to deeply understand – the core concepts underpinning their school’s ethos. They consist of the key knowledge content that feature within the four theological principles.

Section 1: The Self (and spirit) 1. Atman (the eternal self) and Brahman (spirit) The spiritual life principle of the universe: Atman especially when regarded as immanent in the individual’s real self and Brahman when regarded as transcendent in the collective spiritual reality. 2. Reincarnation and Moksha (liberation) Reincarnation: a person or animal in whom a particular soul is believed to have been reborn Moksha: the transcendent state attained as a result of being released from the cycle of rebirth 3. Karma The sum of a person’s actions in this and previous states of existence, viewed as deciding their fate in future existences Section 2: The World (and matter) 4. The Three Gunas, and Prakriti (matter) Gunas: the three primal states of being (, , ) Prakriti: the prime material energy of which all matter is composed 5. Maya (the world as illusory) the power by which the universe becomes manifest; the illusion or appearance of the phenomenal world 6. Time and space The Hindu notion of time is cyclical rather than linear. There is natural creation, development, sustainment and destruction of all things, much like the four seasons. Notions of space are vast, and include ideas of multiple universes and relativity of time. Section 3: God (the Supreme) 7. God in three places (Brahman, Antarayami, ) Brahman: see above Antaryami: God’s presence in the body of every living being Bhagavan: the transcendent

8. Rasa theology (and loving relationships) The individual relationship each self has with the divine, and with other living beings Section 4: Dharma (moral duty) 9. Dharma (duty and associated values) moral action and duty (can also refer to virtue, innate qualities and higher purpose)

10. Sanatana Dharma Dharma (as previously defined) in relation to the Divine 11. Mindfulness Mindfulness is now a recognised technique to help humans become aware of their mind, thinking and context 12. Sources of authority (testimony, sacred texts, inner voice and logic/reason) There are four main sources of authority, namely testimony by a recognised authority in a particular subject, sacred texts, logic/reason and personal insight and conscience (or inner voice).

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Section 5: Spiritual practices (linking with the Divine) 13. Selfless action This is linked with the three gunas. By acting in goodness, actions are well thought out and mindful, thinking about the greater good and long-term results. Selfless action is about contributing positively to society for the long-term benefit of all. This is also related to acquiring positive Karma.

14. Knowledge and wisdom The path of knowledge is in developing a practice through reading texts, listening and learning from others and critiquing what one believes in. 15. Yoga and meditation (including and ) These are spiritual and ascetic disciplines, a part of which, including breath control, simple meditation and the adoption of specific bodily postures, is widely practised for health and relaxation. The yoga widely known in the West is based on , which forms one aspect of the ancient Hindu system of religious and ascetic observance and meditation, the highest form of which is and the ultimate aim of which is spiritual purification and self-understanding leading to or union with the Divine.

16. Bhakti Bhakti is devotional worship directed to one supreme deity, usually (especially in his incarnations as Rama and Krishna) or , by whose grace salvation may be attained by all regardless of sex, ability or class. It is followed by the majority of Hindus today. Section 6: Acting in the world 17. Yukta vairagya This principle suggests that all things are to be engaged appropriately and responsibly in service to others and the Divine.

18. Ahimsa Respect for all living things and avoidance of violence towards others 19. Sadhu sanga This principle advocates association with saintly people.

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Appendix 2: Exemplar Unit

Below is one exemplar of more detailed planning for a Year 6 lesson.

Year 6: Prejudice and overcoming it Unit Description: Key Theological Principles: Students will explore respecting the Divine as represented in a variety of ways and expressed 1. To explore, discuss and understand the nature of goodness and evil. If Love originates in by Chaitanya. They will further grasp the Hindu notion that God is found in three places: 1. the Divine, where does Hatred originate? Everywhere; 2. In the heart; 3. Beyond, as a person. Chaitanya’s teachings related to the 2. To ask questions, research and understand how human societies can become corrupt difference in oneness will be explored (how we are all equal, have equal rights, an equal (linked with significant world events WWI, WWII etc.). To ask questions whether evil is the right to formulate beliefs based on experience, knowledge and critical logical thought) absence of God. (Compare political structures as well as religious theologies.) 3. To compare the differences between inclusion and exclusion and understand how bullying and prejudice draws humans away from living a loving, inspired life. 4. To understand how non-violent protest aims to build a socially just, inclusive society. People with a religious faith strive to develop society to become more connected with the Divine and lead more fulfilling lives. Big Questions Outcome Overview for Year 6 Expected B ehaviour  Is it ever right to exclude someone? By the end of this unit, learners should confidently be able to: In school and classroom life, children should be able to:  If we are all equal (as Divine sparks of Krishna, 1. Evaluation/Synthesis: To be able to debate and challenge  Be equally disposed towards all from a Hindu perspective) why do people views about the origin and impact of good and evil  Make friends in school segregate some people?  Know the impact of racist language and agree to  How can we be inclusive if we do not share the 2. Application/Evaluation: To examine and challenge how avoid using it same views or values? prejudice expresses itself in different aspects of our society  Express concern if bullied or if someone else is (both local and global) being bullied  Disagree respectfully 3. Understanding/Evaluation: To know how the messages of  Think about their behaviour and how it impacts on Chaitanya promoted inclusivity and challenged prejudice and other people unfairness  Justify their view point with increasingly well- thought-out arguments  Acknowledge other people’s viewpoints whilst disagreeing or holding a different view point

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2013-14 Class: Year 6 Term: Spring 1 Date: XX/XX/2013 XXX

Consolidatio Faith/spiritual guidelines Learning Teaching Focus Suggested Learning n Session and teacher references & Objectives and possible content Tasks & differentiation and resources Evaluation To explore how 1. Is it ever right to exclude someone? Provide question starters; begin and model The faith perspective says Children to research humans label discussion; challenge assumptions; in pairs or small groups children discuss their view. that we are eternal different websites to each other and Return to this question at the end of the session and at the end of the unit. spiritual identities and explore how labels themselves 2. Show children images which show diversity in the UK. Ask them to discuss what the our material bodies are affect people in images mean to them. temporary. Therefore different parts of the everyone should be world. Feedback to 3. Retell a story about a famous figure who has been subject to injustice because of treated equally and fairly, class (supportive racism (Nelson Mandela for example). Without telling children, initiate discussion in small with justice, no matter writing frames needed groups about the ways he was labelled. 1 what their gender, ability, for different children). How else are we labelled? How do we label ourselves? race, sexuality etc. Develop an extensive list of ‘labels’, including all of the following: age, gender, race, nationality, religion, sexual orientation, ability, physical constitution and so on. Ask: which are the ways that people are judged? And in what ways? How for example does labelling of disabled people result in the way people are treated? How do we label gender? What are the injustices because of this? Include more challenging labels like ‘ability’ and ‘sexuality’ (teachers should discuss these themes with senior leaders so that schools are sure how to handle complex themes).

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To know that Discuss how we can discriminate positively (celebrate diversity). Who do we celebrate? Children to research labels can lead to Why? What is that people do that we celebrate? Discuss fashion, celebrity status, royalty, different websites to positive or spiritual leaders, political leaders, Nobel Prize winners etc. explore how labels negative Show clips/images of people celebrating diversity. (*Teachers should ask for guidance affect people in discrimination from SLT regarding any controversial images or clips to be shown and support given so different parts of the that children have the best and most intellectually stimulating experiences.) world. Feedback to class (supportive 2 To explore and List the main forms of negative discrimination (racism, homophobia, sexism, disability). writing frames needed know the nature Invite visitor from pro-diversity groups. (*Risk assessment needed to ensure that views for different children). of evil and how are commensurate with our values and no extreme views are expressed with children.) this is expressed Explore how humans can become corrupt. Refer to study in History of the WWI and in history WWII. Children should have a good understanding of the war/s so that they can discuss

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To understand In previous learning we explored the nature of God being everywhere as linked to nature. Children to create an the Hindu nature We now explore how the all-pervading Divine (Brahman) is perceived through the real external body, with of ‘the soul’ or eternal self within all creatures their favourite material spirit within every Further explore how negative discrimination is based on differences and labels linked only objects, like a mobile living being and to the mind and body, not the eternal self. phone or a fashion compare with accessory. Turning over Show image of eternal self and discuss what this means if the self is spiritual and eternal. Christian the image of How should we live our life? understanding themselves, children are guided to explore what their inner self To understand looks like. Does it have that Chaitanya’s 3 an image or is it message abstract? (Link with Art expressed the lesson perhaps?) need for respect because of the Divine spark within us that links all living beings (difference in oneness) Write class questions about the image. When each child has asked a question which is written on the board, invite class to vote on the one question they will focus on. Begin class philosophical discussion.

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To develop Focus on wonderful acts of nature, the instinct in animals, and in man conscience, Atma (individual self) is Show video clips that knowledge and discrimination and extraordinary ability. Show images, pictures, newspaper articles about quantitatively different demonstrate the understanding of the wonder and awe of natural acts. (*National Geographic has wonderful examples.) from Antaryami / wonderful acts of the Chaitanya’s Paramatma (God within divine as ‘the controller message about the heart). But they are within’ i.e. as linked to: Light a large candle. Then (following a robust risk assessment), ask a small number of inclusive spiritual both eternal and spiritual children (supported by an adult) to light a taper to light another candle. Ask the question: 1. In matter, the practice in nature. Is the flame HERE the same as the flame HERE? Discuss and debate. wonderful features (based on the of nature

4 principle that we 2. In animals, instinct are all one, even Explain that in the Chaitanya Hindu tradition our spiritual self is seen as similar to god but 3. In humans, though we look different in the same way that the flames are similar and yet different. Bring in other conscience, different and religions to compare the different world views. There is a belief that God has some plan inspiration and practice our and control over the spiritual life and we understand this through seeing the awe of exceptional ability. ‘beliefs’ natural acts, instinct in animals and conscience and creativity in humans. differently) Focus on the teachings of Chaitanya, drawing on texts and stories which illustrate the messages of (a) inclusive spiritual practice (b) we are all in relationship with God (from this perspective) and (c) kirtan and chanting are ways to connect with God.

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To more deeply Present images which illustrate the different world views from two different religions Be aware that not all Possibly, as linked to understand how (one of which is Hinduism). Compare and contrast, guiding the children to raise questions. faiths believe God is God the creator, and we perceive and For example: look at the differences and similarities between father, son and holy spirit personal; for some, it is with some video respect God from and Krishna, spirit soul and God everywhere. Also explain that Jewish and Muslim heretical. resources, have the teachings of believers do not have an image of God or see Him as a personality. Furthermore, in children consider how Chaitanya and Buddhism there is no big the universe is, and compared with God. In Hinduism, God is what might be Christianity not only responsible for ‘beyond’. creation, but also maintenance and destruction.

5

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To compare and Present class and school rules from an Avanti school and from other schools in the For example, some faith Class discussion or contrast religious locality. What is similar and what is different? members evaluate debate on inclusivity and non-religious Give children the 10 commandments, rules from Hinduism, Sikhism and Buddhism. In validity based solely on and how far it is views on respect pairs, highlight the similar rules and create a unique set of principles. belief or religious practically possible. i.e. for others and affiliation. Relate this to the human rights agenda and set of expectations: emphasis on British towards nature. values. Note that Hinduism, 6 according to the Discussion on the shared values. What does this mean for us as individuals and how we Bhagavad Gita, To compare how behave and act towards each other? Emphasis on the 6 values in the school. different societies determines the merit of Prepare for debate on a subject related to inclusivity, Greenpeace or current issue. are structured faith according to the (democracy and three gunas. communism).

To articulate, Continue rehearsing for debate. construct This may need longer time in planning and rehearsing. The actual debate could be 7/8 arguments based arranged for after school to which parents are invited. on critical thought and debate ideas

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Appendix 3: Examples of tasks for withdrawn children

These examples of tasks form a full and well-supported progressive scheme of work that will be developed for those children who have been withdrawn from part or all of the PRE curriculum. They will incorporate independent research skills, critical thinking, age-appropriate study of non-religious philosophy and reflective writing.

Primary activities/tasks

 Draw a cartoon showing something that happened in the playground and how other children showed kindness and empathy. Children will write words or speech bubbles to express how the characters felt.  Retell the story of St George and the dragon. The emphasis is on courage.  Describe a journey explaining key memories and why they were important. Who would you thank for helping you on the journey?  What would happen if everyone stopped listening to one another? Make a story to explain the day in the life of one child as they discovered what would happen.  Consider the difference between a farm and zoo. Are all creatures equal in life?  Children are given a thinking story and asked to respond in drawings or writing or teacher-designed activity sheet (examples of generic thinking stories are to be found on websites such as www.p4c.org.nz).

Secondary activities/tasks

 Write a review of the leadership of one of these figures: Roosevelt, Queen Elizabeth I, Winston Churchill, etc. (linked with history or other area of learning). Were they a good leader? Give reasons for and against.  Prepare a presentation to explore the question: ‘What is an apple?’ (this would start with research about biology of an apple, to then look at how it’s used, where grown, how the concept is expressed in different languages, how it is used in poetry, the significance of the apple in the Bible etc.) This is what Kieran Egan calls ‘deep learning’.  ‘I am a liar. True or False?’ and other philosophical questions. Students write a critical dialogue between two opposing speakers.  Research and identify five significant similarities and five differences between England and Brazil. As an environmental activist, prepare five issue- based questions to ask a Brazilian politician about the Brazilian rainforest. Create and record (audio/audio-animation) a narrative (question/response)

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as a discussion between an environmental activist and a Brazilian politician, with the latter promoting selling off the rainforest for land on which to grow sugar cane for motor vehicle fuel.  The decision to drop the bomb on Hiroshima and Nagasaki – which killed 135,000 citizens – was considered a ‘moral’ decision to end war, to ensure such a bomb was never used again and to create a ‘new moral order’ in the world. Research and create a Prezi™ (timeline) of the thinking that went into this decision with an emphasis on the thinking of US secretary of state at the time, Henry Stimpson, and your own thoughts on it.  Should we always obey or can we sometimes break the rules or the law? Prepare a 10-minute assembly for your year group. Include some examples to help you explain what you think.  It has been said ‘you are what you eat. Think about this statement in as many different ways as you can and present your ideas in any form: pictures, poetry, writing, rap, song.

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Part 2 - Collective worship policy

Avanti Trust schools aim to develop ‘Deeply inspired people who speak about the many forms of the same one reality’8 Rig Veda 1.164.46

Purpose and aims

The vision of Avanti Schools Trust is for its schools to progressively foster confident, articulate, knowledgeable, enquiring, philosophically critical, reflective, mindful and spiritually aware students who contribute meaningfully as positive, socially responsible British citizens.

Collective worship in schools should aim to provide the opportunity for pupils to worship God, to consider spiritual and moral issues and to explore their own beliefs; to encourage participation and response, whether through active involvement in the presentation of worship or through listening to and joining in the worship offered; and to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes.9

Based on the teachings of Chaitanya10, the Trust’s approach to collective worship intends to develop a happy, positive, loving and outward-looking school community, within which there is a deeply inspired interest in the many ways to understand the nature of God and our possible personal relationship with Him.

We believe that collective worship in our schools provides an opportunity for all learners, staff and parents to: o contemplate something of the mystery of God and awe of the world o reflect on spiritual and moral issues o explore their own beliefs o respond to and celebrate life o experience a sense of belonging and develop community spirit o develop a common ethos and shared values o enrich religious experience o grow in Hindu liturgical understanding and development o sing kirtan11 and other religious songs as a way of bringing God into life o reinforce positive attitudes o participate fully in the life of the school o make time to ‘wonder at’, ‘come to terms with’ and ‘give worth to’.

8 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. 9 Quoted from DfE guidance www.gov.uk/government/publications/collective-worship-in-schools 10 Chaitanya emphasised spiritual equality and advocated that humanity can be united through a shared love of God, expressed through the singing of His many names. His message inspired a great spiritual renaissance and continues to resonate with people from all faiths.

11 community singing, often based but not exclusively, on singing names of God 27

Legal requirements

We acknowledge the legal requirement that there must be a daily act of worship offered to all pupils. The act of worship does not take place in designated curriculum time and will not be subsumed under any part of the curriculum, including religious education. ‘Worship’ is not defined in the legislation and in the absence of any such definition it should be taken to have its natural and ordinary meaning. It must in some sense reflect something special or separate from ordinary school activities and it should be concerned with reverence or veneration paid to a Divine being or power. However, worship in schools will necessarily be of a different character from worship amongst a group with shared beliefs. The legislation reflects this difference in referring to ‘collective worship’ rather than ‘corporate worship’.12

In Avanti Trust schools, as with any voluntary-aided or faith-designated school, responsibility for arranging collective worship rests with the trustees and local governing body, in full consultation with the headteacher.

The place of collective worship in the life of our school We endorse the belief that collective worship takes into account the religious and educational needs of all who share in it: o those who form part of the worshipping community o those for whom school may be their first and only experience of spiritual life o those from other religious traditions, or none. Collective worship is an educational activity or experience to which all can contribute and from which all can gain.

A key focus of collective worship is in illustrating, discussing and experiencing our schools’ values. As an inclusive approach to spirituality, as taught by Chaitanya, collective worship will involve the following discrete aspects:

Communal o communal singing, including the singing of God’s many names o hearing stories about characters from different religious texts which exemplify our values13 o prayer of silence o spontaneous prayer.

Traditional Hindu More distinctively Hindu worship will involve:

12 DfE guidance https://www.gov.uk/government/publications/collective-worship-in-schools 13 Empathy, Respect, Self-discipline, Courage, Integrity, Gratitude 28

o offering to Deities, following more traditional ‘’ ritual (offering five different elements as a way of praying to God) o praying through gesture or action o formal prayers.

Worship in this school is more than just a legal requirement. It is an integral part of school life and central to the school’s spiritual ethos. Within collective worship, the traditional and communal aspects will remain distinct so that learners from other faiths or none who do not wish to participate in the traditional Hindu worship can choose to:

o observe respectfully o withdraw from Hindu worship to join a pre-arranged act of worship of another faith o withdraw completely from worship to alternative activities.

Planning All collective worship is planned so that these sessions meet the different needs of learners. A key focus will be in developing dialogue and understanding about our values. Resources14 will draw from a wide selection of stories from religious and secular texts. These will include Hindu stories as well as stories from other faiths which exemplify our values and Chaitanya’s message to develop a loving relationship with God, whichever path a person may follow. For those who do not have a faith this may mean developing a respect for science, humanity and the natural world.

Monitoring and evaluation Throughout the year, as part of the school’s monitoring calendar, the provision of worship will be evaluated to consider whether it meets the needs of pupils and whether it truly reflects the aims and ethos of the Avanti Schools Trust. The Trust will also monitor the school as part of its accountability and school improvement work as set out in the agreed School Improvement and Challenge policy (please see http://www.avanti.org.uk/avanti-schools-trust-documents/Avanti-Schools-Trust-Policy-final-doc-May- 14.pdf).

Senior leadership teams and the Avanti Schools Trust will regularly review the outcomes of collective worship to ensure an inclusive approach is maintained. This is important to encourage people from diverse faiths and none to want to be involved because they value the positive learning opportunities and experiences inherent in collective acts of worship.

To be reviewed July 2015

14 Avanti Schools Trust is developing resources to support leaders and teachers in delivering the aims of collective worship. These include a bank of stories drawing from both religious texts (e.g. The Good Samaritan to illustrate compassion and empathy; Prahlad’s trust in Krishna to illustrate courage) and secular texts (e.g. Peter and the Wolf to illustrate integrity). The Trust is also developing a collection of prayers, translated into English, which can be used in a variety of contexts (e.g. prayer to thank for food; prayer to ask for help and guidance).

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