R/ME Framework Draft 2011-12
As part of the consultation process in Smithton Primary children are asked about the curriculum. Session 2010-11 a group of P5 – 7 children were asked
what they thought the school should focus on for learning after literacy, numeracy and health & well being. Someone in the group suggested R/ME as there
hadn’t been a clear programme in the school. Others in the group agreed and a discussion about war, conflict, religion, cultures and beliefs then ensued. As
a staff we agreed with their thoughts and decided to tackle this area of the curriculum to help with life long learning and mutual respect for each other in
the local community and the world at large.
During session 2011-12 a focus group was set up with parents and some community members. We looked at big questions we felt should be tackled, the
purpose of learning about R/ME in school, our fears and concerns about the teaching of the subject and the social, cultural and religious make up of
Scotland today. Representatives from three faiths – Christianity, Buddhism and Islam were consulted to guide the school in ensuring that key beliefs were
included in the learning.
Having the pupil and parent views staff were then able to go ahead and discuss what should be included in the framework. Resources and activities will be
planned during the normal course of the school year.
Summary from Religious and Moral Education: Principles and Practice
Religious education has a statutory position in Scottish education, relating to schools but not to pre-school centres. Our nursery is very much part of the
school and is included in the framework.
Scotland is a nation whose people hold a wide range of beliefs from the many branches of the Christian faith represented throughout the land to the world’s
other major religions and to beliefs which lie outwith religious traditions. Such diversity enriches the Scottish nation and serves as an inspiring and thoughtprovoking background for our children and young people to develop their own beliefs and values.
Religious and moral education enables children and young people to explore the world’s major religions and views which are independent of religious belief
and to consider the challenges posed by these beliefs and values. It supports them in developing and reflecting upon their values and their capacity for moral
judgement. Through developing awareness and appreciation of the value of each individual in a diverse society, religious and moral education engenders
responsible attitudes to other people. This awareness and appreciation will assist in counteracting prejudice and intolerance as children and young people
consider issues such as sectarianism and discrimination more broadly.
Religious and moral education is a process where children and young people engage in a search for meaning, value and purpose in life. This involves
both the exploration of beliefs and values and the study of how such beliefs and values are expressed.
Building the Curriculum 1
There is an intrinsic value in learning about religion as well as learning from religion, as children and young people develop their understanding of diversity in
our society and their own roles in it. The skills of reflection and critical thinking and an enhanced understanding of the beliefs and values of others are all
crucial in assisting in this process.
Learning through religious and moral education enables children and young people to:
R/ME Framework Draft 2011-12
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recognise religion as an important expression of human experience
learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected for study, other traditions, and
viewpoints independent of religious belief
explore and develop knowledge and understanding of religions, recognising the place of Christianity in the Scottish context
investigate and understand the responses which religious and non-religious views can offer to questions about the nature and meaning of life
recognise and understand religious diversity and the importance of religion in society
develop respect for others and an understanding of beliefs and practices which are different from their own
explore and establish values such as wisdom, justice, compassion and integrity and engage in the development of and reflection upon their own
moral values
develop their beliefs, attitudes, values and practices through reflection, discovery and critical evaluation
develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral decisions
make a positive difference to the world by putting their beliefs and values into action
establish a firm foundation for lifelong learning, further learning and adult life.
When planning for religious and moral education, schools will take account of the communities and the context in which the children and young
people live and learn. Through their learning in religious and moral education all children and young people will develop an understanding of
Christianity, which has shaped the history and traditions of Scotland and continues to exert an influence on national life. It is also a fundamental
principle that all children and young people throughout Scotland will consider a range of faiths and views, whatever their own situation and local
context. Indeed, the experiences and outcomes will lead to children and young people, as they develop, extending their learning far beyond the local
context to national and international contexts.
At Smithton the predominant disclosed family religion is Christianity followed by ‘no religion’ and a minority of Muslim families. Curriculum for
Excellence suggests that schools consider some religions in depth. Through the focus group, staff and pupil groups we decided to consider
Christianity, Islam and Buddhism in more depth as they were part of our community but understanding of other religions would be developed through
cross curricular projects such as war and conflict where Communism and Judaism would be explored.
The Experiences and Outcomes: A Summary
Christianity
Beliefs
Early
First
Second
R/ME Framework Draft 2011-12
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Explore stories, images, music and poems
Know some of the beliefs Christians have about God
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Describe some Christian beliefs
Explore places and artefacts developing knowledge of
beliefs increasing knowledge and understanding of key
beliefs
Talk about Christian beliefs and explore similarities in
my own beliefs
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Investigate and reflect on Biblical/Christian stories
showing increased understanding
Explore life of Jesus and other characters increasing
knowledge and understanding of key beliefs
Show understanding of Christian beliefs and explore
similarities in my own beliefs
Values and Issues
Early
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Play and learn what is fair, unfair
Importance of caring for, sharing and cooperating
First
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Biblical characters – relevance to key values in society
today
Key features of Christianity expressed through Bible
stories
Second
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Begin to understand how key people and values
expressed have influenced Christian morality
Share developing views on fairness, equality, love,
caring, sharing and human rights
Practices and Traditions
Early
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Become aware of celebrations, festivals and customs
First
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Local Christian communities – how they demonstrate
prayer, worship, special ceremonies
Developing respect for practices and traditions
Relate own celebrations to those in the Christian
community
Second
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Compare variety of forms of Christian worship and
explain the importance to the different communities
Explain key features of major life events and times of
year in Christian calendar
How Christian traditions have influenced Scottish society
Buddhism and Islam
Beliefs
Early
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Explore stories, images, music and poems
Familiarisation of Buddhism and Islam
First
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Through stories describe some key beliefs
Explore places and artefacts developing knowledge and
understanding of role in Scottish society and wider
world
Talk about own beliefs or express in other ways
Second
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Investigate and reflect on stories showing increased
understanding
Explore life and teachings of significant figures
increasing knowledge and understanding
Show understanding of Buddhist/ Muslim beliefs and
R/ME Framework Draft 2011-12
explore similarities/ differences in own beliefs
Values and Issues
Early
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Play and learn what is fair, unfair
Importance of caring for, sharing and cooperating
First
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Buddhist/ Muslim characters – relevance to key values in
society today
Key features of the two religions expressed through
teachings of Buddha and Mohammad
Second
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Begin to understand how key people and values
expressed have influenced Buddhist/Muslim morality
Share developing views on fairness, equality, love,
caring, sharing and human rights
Practices and Traditions
Early
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Become aware of celebrations, festivals and customs
First
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Local Buddhist/Muslim communities – how they
demonstrate prayer, worship, special ceremonies
Developing respect for practices and traditions
Relate own celebrations to those in the these
communities
Second
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Compare variety of forms of worship and explain the
importance to the different communities
Explain key features of major life events and times of
year in Buddhist/Muslim calendar
How multi faith traditions are influencing Scottish
society
Development of Beliefs and Values
These should be addressed through the context of the learning in the R/ME programme.
They should enable consideration of a range of spiritual traditions and viewpoints which are also independent of religious belief.
All pupils from nursery to P7 should develop an increasing awareness and understanding of their own beliefs and values. From P2 onwards children should
have an increasing awareness of their own beliefs and put these into positive action in their lives.
While staff should ask questions to stimulate this they should give an objective view. Parents are encouraged to discuss these aspects with their children.
Early
First
Second
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Develop understanding of fair, unfair; sharing, caring and
why these are important in society
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Understand that some people have beliefs and values
which are independent of religion
Show understanding of caring, sharing, fairness, equality
and love
Become aware of peoples’ beliefs and values and how
these affect their actions
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Increased understanding of how people have come to
their beliefs and develop understanding of diversity of
beliefs in modern Scotland
Developing understanding that people have beliefs and
values based on religious or other positions
Honesty, respect, compassion
Developing knowledge and understanding of own and
others’ beliefs and how these affect actions
R/ME Framework Draft 2011-12
The Framework Showing Progression Through the Levels
All good learning starts with learning intentions and clear success criteria. In R/ME at Smithton Primary we want to ensure that all learning, depending on
age, stage and maturity, finishes with a period of reflection on the key message. Children should be encouraged to express their beliefs, thoughts and further
questions.
The following themes are expected at the levels however staff may wish to add to this list if it is appropriate. For example, when a class is looking at days,
weeks and months of the year, the teacher may wish to consider the Christian’s view of creation.
Christianity
Early Level
First Level
Term 1
2 Bible Stories
 Noah, the flood and
the rainbow
 Daniel and the Lions
 Parable
of
wise/foolish man
 Parable of the sower
2 Bible Teachings:
Children are important to
God
 Calling of Samuel
 The Servant Girl and
Naaman
 David and Goliath
 Jairus’ daughter
 Feeding
the
5
Thousand
Term 2
Christmas Story – planned in
conjunction with Smithton –
Culloden Free Church
Term 3
Easter Experience– planned
in conjunction with Smithton
– Culloden Free Church
Term 4
Life Experiences: Characters
from the Bible who show the
meaning of Christianity
 Moses
 Lydia
Christmas Story– planned in Easter Experience– planned Life Experiences: Christians
conjunction with Smithton – in conjunction with Smithton in the community explain
Culloden Free Church
– Culloden Free Church
their lifestyle
 Contact
local
churches to see who
would be available
R/ME Framework Draft 2011-12
Second Level
2 Bible Teachings:
Christmas Story– planned in Easter Experience– planned Life Experiences: Christians
Christians believe that they conjunction with Smithton – in conjunction with Smithton in the community answer
have to confess their sins Culloden Free Church
– Culloden Free Church
questions raised by pupils
and Jesus is God
 Reflection over the
 The twelve disciples
year
and
own
knowledge.
Set
 Paul the missionary
questions
and
 The tax collector and
contact
local
the Pharisee
churches to see who
 The Philippian Jailer
would be available
Other World Religions: Buddhism and Islam
Term 1
Early Level
First Level
Second Level
The Bible (paper copy,
online, daily readings)
The Quran
(English
translation, pupil Muslim
educational trust book)
Sutras and pitakas
Introduction
and
exploration only.
The Bible (paper copy,
online, daily readings)
Term 2
Term 3
Term 4
Introduce music, artwork, etc from the two Life
experiences:
religions
introducing Buddha and
Mohammad
Celebrations:
Ramadan,
Ids, Life experiences: key
enlightenment, four sights, meditation
features
of
fairness,
Way of Life: prayer, religious buildings, equality, love and caring
worship
from those in the
community
of
both
www.bbc.co.uk/apps/ifl/learningzone/clips religions and no religion
for both Buddhism and Islam to stimulate
discussion
Explore themes of respect and diversity Life Experiences: those of
through what it means to be a Buddhist or other/no faith in the
R/ME Framework Draft 2011-12
The
Quran
(English
translation, pupil Muslim
educational trust book)
Pitakas and sutras
Muslim:
community
answer
 The same but different: life, death, questions raised by pupils
unique beliefs, what Buddhists,
Muslims and Christians all have in
common
Experiential Learning: A Suggested List
While we try to ensure that all learning is active at Smithton Primary we want to make sure that we make use of local communities to explore and have a
greater respect for other people’s beliefs and values. These activities should be carried out in conjunction with the experiences and outcomes above and/ or
through cross cutting projects and themes. Nursery children will need to be led more in this area of the curriculum but they may take the lead and staff will
ensure that advantage is taken.
Early
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Church visit
Christian calendar of festivals and celebrations
Local people in caring professions – fire fighters, police,
NHS
Same religion but diverse cultures: make links with
family, friends and schools around the world to discuss
similarities and differences to cultures and beliefs
First
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Church visits to two different denominations
Visits by local people who will explain their faiths or
values
Local people in caring professions – Blythswood,
missionaries, NHS workers, social work
Same religion but diverse cultures: make links with
family, friends and schools around the world to discuss
similarities and differences to cultures and beliefs
Second
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Visit to Roman Catholic church and Mosque
War and conflict in the name of ‘religion’
Panel of local people: Christians, Humanist Society,
Athiest, Muslims, Buddhist – children set the questions
Same religion but diverse cultures: make links with
family, friends and schools around the world to discuss
similarities and differences to cultures and beliefs
Moral Education
Taking the ideas from the beliefs and values section moral education should permeate the life and work of the school and community. It is the moral duty of
the class teacher to explore themes in depth as situations arise but the following should form the basis of the moral education and be revisited at least
annually. Terms one and two should be more pupil led to establish ethos and close working in the class.
R/ME Framework Draft 2011-12
Early
First
Second
Term One
Establish Golden Rules and School/ Nursery Aims: what they mean in
practical terms. Nursery small groups with key worker to be
established
Term One
Establish Golden Rules and School Aims: what they mean in practical
terms
Term One
Establish Golden Rules and School Aims: what they mean in practical
terms
Term Two
Topical Issues
Term Two
Topical Issues
Term Three
How to treat visitors at school
Coping with personal success
Coping with personal failure
Jealousy
Being different yet being the same
Punctuality
Consequences
Caring for each other
Caring for all living creatures
Caring for your home
Term Three
How to treat visitors at school
Coping with personal success
Coping with personal failure
Jealousy
Being different yet being the same
Punctuality
Consequences
Caring for each other
Caring for all living creatures
Caring for your home
Term Four
Taking criticism
Playing fair
Gender Equality
Rights and responsibilities
Embracing cultures and faiths
How to make things right
Charities and their work
‘Turning the other cheek’
Coping away from home
Making/keeping friends
Moving on
Keeping safe in the holidays
Term Four
Taking criticism
Playing fair
Gender Equality
Rights and responsibilities
Embracing cultures and faiths
How to make things right
Charities and their work
‘Turning the other cheek’
Coping away from home
Making/keeping friends
Moving on
Keeping safe in the holidays
Term Two
Topical issues
Term Three
How to treat visitors at school
Coping with personal success
Coping with personal failure
Jealousy
Being different yet being the same
Punctuality
Consequences
Caring for each other
Caring for all living creatures
Caring for your home
Term Four
Taking criticism
Playing fair
Gender Equality
Rights and responsibilities
Embracing cultures and faiths
How to make things right
Charities and their work
‘Turning the other cheek’
Playing at friends’ houses
Making/keeping friends
Moving on
Keeping safe in the holidays