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Agreed Syllabus for Religious Education

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Agreed Syllabus for Religious Education Agreed Syllabus for Religious Education Exploring and understanding values and beliefs 2012 edition D Contents Statement of Intent Foreword Non-Statutory ASC Members Guidance 2010 3 4 5 Key Stage 1 Key Stage 2 Key Stages 3 & 4 6 18 37 Good Practice Glossary Resources 58 81 120 Statement of Intent ASC Core & Ad hoc Members The members of the Islington SACRE who took part in the deliberations Sue Adler - Education Library Service (Resources) of the Agreed Syllabus Conference (ASC) believe that all young people Keith Angus - SACRE Member (Humanism) living in the London Borough of Islington should be given an equal Jeff Cole - Senior Consultant - School Improvement Service opportunity to: Jo Conduit - Senior Consultant - School Improvement Service Judith Fox - Chair of SACRE & ASC (Judaism) learn about the beliefs and values of the individuals, families and Nikki Griffiths - Head of RE Secondary (KS3 & KS4) communities who live in Great Britain. Isabelle Jourdan - SACRE Clerk (Syllabus Design) April Keech - Chaplain - St. Mary Magdalene Academy (Christianity) Father Ephrem Lash - SACRE Member (Christianity) Andrea Smith - Primary Lead (Islington RE trail) learn about Christianity; it has been of central importance to the history of our country and is one of the many strands involved in Kathleen Walsh - Consultant (ASC Coordinator) shaping its future. Frank Wood - SACRE Member (Buddhism) Andrew Berry - London Borough of Islington Toufik Kacimi - SACRE Member (Muslim) learn about other religions as well as non-theistic ethical life Conor McGinn - SACRE Member (Christianity) stances. Roz Miller - SACRE Member (Sikhism) Sophie Morgan - St. Mary Madgadlene Academy Eithne Najaradam - Canonbury Primary School Kanthiah Ranganathan - SACRE Member (Hinduism) explore, develop and share, through the study of this syllabus, their own responses to the fundamental questions of life. Ruth Traynor (Duncombe) Peter Ward - SACRE Member (Christianity) Rose White - Early Years Team - London Borough of Islington Thank you to the pupils from Drayton Park School and New River College Pupil Referral Unit for their wonderful artworks on the theme: ‘Our understanding of different faiths’ 3 Foreword It is my pleasure to introduce an updated Religious Education Transforming Religious Education, and about developments in the Syllabus for Islington, which has been produced by the Agreed conceptual enquiry approach to teaching RE. Elements of this approach Syllabus Conference (ASC) of Islington SACRE. Religious had already been incorporated successfully into the structure of our Key education lessons are special because they give children and young people Stage 3 syllabus. After some deliberation the ASC decided not to do this the chance to consider the big questions - and those that don’t necessarily with KS1 and 2 at this time, but rather to encourage teachers to understand have “a right answer”. and adopt this approach in their use of the syllabus as it stands. We particularly recommend the publication Primary Religious Education: A New Nearly three quarters of pupils in Islington schools have African, Asian or Approach, edited by Clive Erricker, along with Judith Lowndes and Elaine Middle Eastern heritage, and over 80% of our population identify with a faith. Bellchambers, and published by Routledge (David Fulton) 2011. And for We speak many languages and there are over one hundred faith based Secondary colleagues we recommend Religious Education: A conceptual organisations in the borough. and interdisciplinary approach, also by Clive Erricker and published, in 2010, by Routledge. As a SACRE, and in line with National guidelines, we feel that children need not only to learn about religions and moral and ethical systems, whether I would like to thank all those who worked hard to update this Syllabus. Their their own or others, but also to learn from religions. We believe it is a great skill, professionalism and enthusiasm have been essential to the process, privilege to realise that people hold different opinions about difficult issues, and indeed it has been a delight to work with them. and that we must treat everyone with respect, even when we disagree. Members of both sub-committees of the Agreed Syllabus Conference It is ten years since Islington SACRE first wrote a completely new syllabus, contributed generous amounts of time and expertise, as did the many and this was revised and updated five years ago. It has been well received members of SACRE, Islington Education Library Service and education during this time and has become popular with schools and teachers. This service staff who helped with the process review has given us the opportunity to update it further, especially with regard to resources. All the resources, including websites, listed have been I hope that teachers and pupils in Islington will not only find intellectual and checked. Resources no longer available have been removed, and new ones spiritual stimulation through our updated Syllabus, but also have added. the joy of discovery and discussion. That is what makes our work meaningful. The speed and manner of communication has improved dramatically over the past five years and, in consultation with parents, teachers, and advisers within and beyond the borough, we have decided to only have an electronic version of the syllabus which will soon be available online. The situation in education is changing rapidly and we think that a web-based version of the syllabus will enable us to update and adapt it as circumstances develop. We will advise you when the Islington SACRE web page has been set up. Judith Fox Chair of SACRE In March 2011 Clive Erricker spoke at our joint Islington and Camden Chair of the Agreed Syllabus Conference SACRE Conference about the recently published Ofsted report October 2012 4 Non-statutory guidance 2010 Scope of the guidance people make sense of the world and give education relevance. They reflect the major ideas and challenges that face individuals and society This guidance replaces the elements of Circular 1/94 that relate to RE and and can provide a focus for work within and between subjects and explains that RE is a distinctive but core part of the basic curriculum for across the curriculum as a whole. maintained schools in England (1). It relates to the Secretary of State’s duty in relation to the curriculum. The curriculum for a maintained school The wider context for RE must be a balanced and broadly based one which ‘promotes the spiritual, moral, cultural, mental and physical development of pupils and of society, The UK has a rich heritage of culture and diversity. This is continuing and prepares pupils for the opportunities, responsibilities and experiences today in an era of globalisation and an increasingly interdependent world. of later life’ (2). Religion and belief for many people form a crucial part of their culture and identity. Religion and beliefs have become more visible in public life 1 Section 80 (1), Education Act 2002 locally, nationally and internationally. The impact of religion on society 2 Section 79 (1), School Standards and Framework Act and public life is constantly brought to public attention through extensive media coverage. The rapid pace of development in scientific and medical Why updated guidance for RE? technologies and the environmental debate continue to present new issues which raise religious, moral and social questions. The internet enables RE is an important curriculum subject. It is important in its own right and learning and encourages participation in public discussion of issues in a also makes a unique contribution to the spiritual, moral, social and cultural new and revolutionary way. development of pupils and supports wider community cohesion. The Government is keen to ensure all pupils receive high-quality RE. In recommending a syllabus the ASC may not specify the amount of curriculum time that must be allocated to RE by schools, but they may A number of important changes have taken place not just since 1994 but provide an estimate of how much time their syllabus would require, to help also since 2004 when the non-statutory national framework for RE (‘the schools to plan their timetable. Framework’) was published. Pupils should have the opportunity to learn that there are those who do not In particular new illustrative RE programmes of study for secondary hold religious beliefs and have their own philosophical perspectives, and education were published in 2007 and a new RE programme of learning subject matter should facilitate integration and promotion of shared values. for primary education in January 2010. These effectively replace pages P23. 19-30 of the Framework and provide a basis for LAs, SACREs and their ASCs to develop statutory local syllabuses and for schools in certain cases Click here for a copy of the full guidance. to determine their own individual syllabuses. Click here for more information from the RE Directory. Cross-curricular dimensions such as identity, cultural diversity and community cohesion provide important unifying themes that help young 5 Key Stage 1 Introduction Key Stage 1 - Core Units Myself and others Festivals and celebrations Key Stage 1 - Additional Units Caring for each other Caring for our world Food Light Symbol Water Attainment targets 4 KS1 - Introduction The Education Act 2000 defines a programme of study as the ‘matters, 2. Practices and ways of life skills and processes’ that should be taught to pupils of different abilities and maturities during a particular key stage. Myself and others: To explore the ways in which religious communities mark the importance of the individual. In the National Curriculum programmes of study there are sections on knowledge, skills and understanding and breadth of study. Food: To explore the fact that in most religions there are rituals associated with food. In religious education these sections identify the key aspects of learning, described as: 3. Forms of expression Learning about religion: Attainment Target 1 Caring for each other: Caring for each other: To learn about the various ways in which people help and care for themselves and each Learning from religion: Attainment Target 2 other.
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