Cumbria
Agreed Syllabus
For
Religious Education
1998
CUMBRIA
COUNTY COUNCIL
Education Service
Contents
Legal Requirements ............................................................................................................................. 2
Aims ..................................................................................................................................................... 3
The Two Attainment Targets ............................................................................................................... 4
Concepts ............................................................................................................................................... 5
Skills..................................................................................................................................................... 6
Attitudes ............................................................................................................................................... 7
Religious Education in Nursery And Reception .................................................................................. 8
Religious Education for Pupils with Special Needs........................................................................... 10
Differentiation .................................................................................................................................... 14
Assessment and Recording ................................................................................................................ 14
Role of the RE Co-Ordinator ............................................................................................................. 17
School Policy ..................................................................................................................................... 17
Preparing Schemes Of Work.............................................................................................................. 18
Spiritual, Moral, Social and Cultural Development ........................................................................... 19
Contribution of RE to the National Curriculum................................................................................. 21
Contribution of RE to Five Cross Curricular Themes ....................................................................... 22
Overview of RE Programmes of Study.............................................................................................. 25
The Programmes of Study.................................................................................................................. 27
Continuity and Progression ................................................................................................................ 27
Learning in Religious Education........................................................................................................ 28
Reception and Key Stage 1 ................................................................................................................ 33
Christianity ...................................................................................................................... 34
Buddhism ........................................................................................................................ 38
Hinduism ......................................................................................................................... 40
Islam ................................................................................................................................ 42
Judaism............................................................................................................................ 44
Sikhism............................................................................................................................ 46
End of Key Stage One Statements ..................................................................................................... 48
An Exemplar Scheme of Work For Reception and KS1 ................................................................... 49
Key Stage 2 ........................................................................................................................................ 53
Christianity ...................................................................................................................... 54
Buddhism ........................................................................................................................ 58
Hinduism ......................................................................................................................... 60
Islam ................................................................................................................................ 62
Judaism............................................................................................................................ 64
Sikhism............................................................................................................................ 66
End of Key Stage Two Statements .................................................................................................... 69
An Exemplar Scheme of Work For KS 2 .......................................................................................... 70
Key Stage 3 ........................................................................................................................................ 75
Christianity ...................................................................................................................... 76
Buddhism ........................................................................................................................ 80
Hinduism ......................................................................................................................... 82
Islam ................................................................................................................................ 86
Judaism............................................................................................................................ 88
Sikhism............................................................................................................................ 90
End of Key Stage Three Statements .................................................................................................. 92
An Exemplar Scheme of Work For KS 3 .......................................................................................... 93
Key Stage 4 ........................................................................................................................................ 97
Christianity ...................................................................................................................... 98
Buddhism ...................................................................................................................... 102
Hinduism ....................................................................................................................... 104
Islam .............................................................................................................................. 106
Judaism.......................................................................................................................... 108
Sikhism.......................................................................................................................... 110
End of Key Stage Four Statements .................................................................................................. 112
An Exemplar Scheme of Work For KS 4 ........................................................................................ 113
Post 16 .............................................................................................................................................. 116
A. God And Spirituality ............................................................................................... 118
B. Religion And Society .............................................................................................. 125
C. Philosophy And Ethics ............................................................................................ 132
* The page numbers listed above refer to the pages in the original document and not the online version. The
section titles are in the same order but there are no page numbers in the online version.
Foreword
This Agreed Syllabus provides the framework for Religious Education within County and
Voluntary Controlled schools in Cumbria but places upon each school the responsibility for
drawing up schemes of work in accordance with the appropriate programme of study at each Key
Stage.
The work schools have done in implementing the previous syllabus will serve as a good foundation
for this syllabus and will not need to be undone.
RE aims to give pupils opportunities to develop their knowledge and understanding of religion and
to contribute to the development of their own beliefs and values. Children have an entitlement to
receive RE. Everyone has their unique view of the world and RE is about exploring these views.
RE can therefore be taught by teachers with a variety of backgrounds and viewpoints in a way that
is relevant to all pupils.
We are grateful to Durham Local Education Authority for permission to use its Agreed Syllabus, as
the basis for the Cumbria Syllabus. In particular our thanks extend to Mrs. Maureen Potter, General
Inspector with responsibility for Religious Education for her advice and counsel.
Cumbria Education Committee’s thanks go to the Agreed Syllabus Conference under the
Chairmanship of Canon Rex Chapman, for their diligent and detailed work in creating the new
Agreed Syllabus. In particular the working groups of the Conference, composed mainly of serving
tgeachers, spent long and productive hours shaping the syllabus.
John Nellist
Director of Education
March 1998
The Legal Requirements
1. Religious education is included, alongside the National Curriculum in the basic
curriculum. Religious education has equal standing in relation to National
Curriculum subjects within a school’s curriculum. (Details in DFE Circular 1/94,
Paragraph 20).
2. Religious education should be taught to all registered pupils aged 4-18 in full-time
education except for those pupils who are withdrawn at the request of their parents.
(Education Reform Act 1996 – Section 389 (1a). Details in DFE Circular 1/94,
Paragraphs 44-49).
3. The Head Teacher must ensure the provision of RE. The governing body, or for
LEA maintained schools, the governing body and the LEA must also exercise their
functions in securing this provision. (Education Reform Act 1996 - Section 384).
4. Religious education in county maintained and voluntary controlled schools should
be taught in accordance with an Agreed Syllabus. In voluntary controlled schools,
if parents require, arrangements can be made for RE to be provided for children in
accordance with any trust deed or the practice followed before the school became
voluntary controlled. (Details in DFE Circular 1/94, Paragraphs 21-23).
5. An Agreed Syllabus should reflect the fact that the religious traditions in Great
Britain are in the main Christian whilst taking account of teachings and practices of
other principal world religions represented in Great Britain. (Education Reform
Act 1996 - Section 375 (3). Details in DFE Circular 1/94, Paragraph 31).
6. An Agreed Syllabus must be non-denominational and must not be designed to
convert pupils or to urge a particular religion or religious belief on pupils.
Teaching about denominations is not prohibited. (Details in DFE Circular 1/94,
Paragraph 32).
7. The Head Teacher and Governing Body must ensure that sufficient time and
resources are given to RE to meet statutory requirements i.e. 5% of curriculum
time. (Details in DFE Circular 1/94, Paragraph 19 and 39).
8. As part of the curriculum, RE should promote the spiritual, moral, cultural, mental
and physical development of pupils and prepare pupils for the opportunities,
responsibilities and experiences of adult life and society. (Education Reform Act
1996 - Section 351 (1a and 6). Details in DFE Circular 1/94, Paragraph 16).
The Aims of this Syllabus for
Religious Education
RELIGIOUS EDUCATION SHOULD HELP PUPILS TO:
 Acquire and develop knowledge and understanding of Christianity and the other
principal religions represented in Britain;
 Gain some experience of what it is like to be a member of a faith community,
without indoctrination or proselytising;
 Develop an understanding of the influence of beliefs, values and traditions on
individuals, community, societies and cultures;
 Develop the ability to make reasoned and informed judgements about religious and
moral issues,
 Develop a positive attitude towards other people (respecting their right to hold
different beliefs from their own) and towards living in a multi-faith society;
 Enhance their spiritual, moral, social and cultural development by:
- developing awareness of the fundamental questions of life raised by human
experiences, and of how religious teachings and philosophical ideas can relate to
them
- responding to such questions with reference to the teachings and practices of
religions, and to their own understanding and experience
- reflecting on their own thoughts, feelings, relationships, beliefs, values and
experiences in the light of their study.
The Two Attainment Targets
THIS SYLLABUS HAS TWO ATTAINMENT TARGETS
WHICH ARE OF EQUAL IMPORTANCE. THEY ARE INTERDEPENDENT
AND ARE NOT MEANT TO BE TAUGHT SEPARATELY.
AT1 LEARNING ABOUT RELIGION
An investigation of a religious approach to life involves the study of religion through:
 exploring and investigating ways in which humanity tries to answer ultimate
questions as expressed in living practices, teachings and basic patterns in religion,
such as beliefs, worship, deity, authority, commitment;
 recognising the variety, imagery and symbolism in religious language;
 recognising that distinctive religious traditions exist and are manifested in
communities of believers with a strong sense of history, possessing their own
literature, rituals, celebrations, ceremonies, moral codes and values which promote
a personal and community response affecting daily life and behaviour.
This is explicit RE and includes the ability to:
 identify, name, describe and give accounts, in order to build a coherent picture of
each religion 'from the inside' and not merely describe it;
 explain the meanings of religious language, stories and symbolism;
 explain similarities and differences between, and within, religions.
AT2
LEARNING FROM RELIGION
A personal response to religion involves reflection on religion through:
 relating the study of religion to pupil’s personal and life experience;
 considering personal beliefs, values and attitudes and the influence of these on
daily life and behaviour;
 becoming aware of one’s self, personal feelings, identity, and worth and one’s
relationships with others and the personal qualities and responsibilities needed for
being a member of a community;
 adopting a questioning approach to contemporary religious, moral, social and
environmental issues and to aspects of life that raise ultimate and challenging
questions such as suffering, good and evil, death, grief, wonder, awe, amazement;
 consideration of a spiritual dimension to life through experience of reflection and a
recognition that in many human beings the experience of life evokes a sense of
mystery, awe and wonder about its origin and purpose.
This is implicit RE and includes the ability to:
 give an informed and considered response to religious and moral issues;
 reflect on what might be learnt from religions in the light of one’s own beliefs and
experience;
 identify and respond to questions of meaning within religions.
PUPILS SHOULD NOT JUST LEARN ABOUT RELIGION
BUT ALSO LEARN ABOUT THEMSELVES FROM RELIGION.
Concepts in Religious Education
This syllabus has 5 concepts which are to be explored equally. Each concept:
 conveys a fundamental idea in religion;
 is capable of exploration at different depths and levels;
 is distinctive and relates to the other concepts, e.g. in exploring worship, the
pupils’ understanding of belief, deity, authority and commitment can be developed.
B
E
L
I
E
F
Religious beliefs are more than the acceptance of propositions expressed in statements
of creed and moral codes. They are a central feature in the lives of believers,
affecting daily life, values, attitudes and behaviour. Religious systems include beliefs
in and about, God, forgiveness, life after death, creation, good and evil. Discussion
on ‘belief’ creates opportunities to consider associated words such as trust, values and
commitment.
WORSHIP
Worship is a means of expressing beliefs, faith and commitment. It is a form of
communication with a deity and demonstrates, for example, awe, wonder, reverence
and devotion. It embodies aspects of discipline and duty; corporate identity and
personal response. Worship can be explored through the study of celebration,
festival, ceremony and prayer, ritual, symbolism, language and places of worship.
D
E
I
T
Y
This is the concept of a power or being which can be experienced but which cannot be
fully comprehended. It is beyond the scope of nature or science but can be described
in personal terms and evokes a response in worship, faith and commitment. Deity can
be explored through language such as ‘Creator’ and ‘Father’; through imagery,
symbolism, art and through exploring a theistic view of life.
AUT
HO
RIT
Y
Religions are full of expressions of authority; e.g. sacred literature, the teaching and
example of religious leaders and moral codes which guide daily life and behaviour.
The study of this concept raises challenging questions about the value and limits of
authority and freedom.
COMMITMENT
Belief often influences behaviour. It is expressed in attitude, action, personal
conviction and way of life. A working definition of commitment might be ‘acting on
principle’, that is, ‘I act in this way because I believe’.
A range of important ideas is included in commitment - caring, duty, obligation,
holding a set of moral values, dedication, discipleship, discipline, perseverance,
protest, resistance to pressure and vocation. Commitment can be explored through
exemplary figures, past and present, religious and secular; through actions such as
pilgrimage; through charitable organisations; through special clothing and food laws.
Commitment may also be seen in attitudes such as taking a positive approach to life
and continuing to learn while living with certainty. There is a ‘dark’ side to
commitment which may be expressed in fanaticism, manipulating others, terrorism
and injustice.
Skills to be developed in Religious Education
Progress in RE is dependent on the development of skills which will enable pupils to
understand the concepts. Throughout the Key Stages pupils should increasingly have
opportunities to develop such a range of skills. The skills should be reflected in the
attainment targets and learning experiences. Skills which are central to RE are:
INVESTIGATION
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asking relevant questions
knowing how to use different types of sources as a way of gathering information
knowing what may constitute evidence for understanding religion(s)
the ability to ascertain facts
INTERPRETATION
 the ability to draw meaning from artefacts, art, poetry and symbolism
 the ability to interpret religious language
 the ability to suggest meanings of religious texts
EVALUATION
 the ability to debate issues of religious significance, with reference to evidence, factual information
and argument
 weighing the respective claims of self interest, consideration for others, religious teaching and
individual conscience
ANALYSIS
 exercising critical and appreciative judgement to distinguish between belief, prejudice, superstition,
opinion and fact
 distinguishing between the features of different religions
SYNTHESIS
 linking significant features of religion together in a coherent pattern
 connecting different aspects of life into a meaningful whole
APPLICATION
 making the association between religions and individual, community, national and international life
 identifying key religious values and their interplay with secular values
REFLECTION
 the ability to think reflectively about feelings, relationships, experience, ultimate questions, beliefs and
practices
EMPATHY
 the ability to consider the thoughts, feelings, experiences, beliefs, attitudes and values of others
 developing the power of imagination to identify feelings such as love, wonder, forgiveness and sorrow
 the ability to see the world through the eyes of others, and to see issues from their point of view
EXPRESSION
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the ability to explain concepts, rituals and practices
the ability to communicate the significance of religious symbols, technical terms and religious imagery
the ability to pursue a line of enquiry or argument
the ability to identify and give expression to matters of deep concern and to respond to religious and
moral issues through a variety of media
 the ability to give an informed opinion and express a personal viewpoint
Attitudes to be developed in
Religious Education
TEACHERS SHOULD ENCOURAGE IN THEIR PUPILS POSITIVE
ATTITUDES INCLUDING:
FAIRNESS
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listening to the views of others without prejudging one’s response
careful consideration of other views
willingness to consider evidence and argument
readiness to look beyond surface impressions.
RESPECT
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respecting those who have different beliefs and customs to one’s own
recognising the rights of others to hold their views
avoidance of ridicule
discerning between what is worthy of respect and what is not
appreciation that people’s convictions are often deeply felt
recognising the needs and concerns of others
respecting the world in which we live and appreciating its beauty, order, shape, pattern, mystery.
SELF-UNDERSTANDING
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developing a sense of self-worth and value
developing the capacity to consider one’s own beliefs, values and attitudes
developing personal, intellectual and moral integrity
understanding and sharing one’s own experience of awe and wonder
the desire to enter into a personal search for meaning in life.
ENQUIRY
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developing a personal interest in puzzling, searching and challenging questions
the ability to live with uncertainty and ambiguity
willingness to value insight, imagination and intuition as ways of perceiving reality
developing a responsible and enquiring approach to life generally and in particular to the
fundamental and religious questions which it presents
 being prepared to acknowledge bias and prejudice in oneself.
Religious Education in
Nursery and Reception
There are excellent opportunities for the beginnings of RE with children aged 3-5
which can be built on throughout Key Stage 1. The whole curriculum presents a
variety of opportunities for positive and creative RE at this age.
RE should be based on respect for what children and their families bring to the school
experience from their own religious or non-religious experiences, values and cultures.
It is important to share similarities and value the differences.
Religious or spiritual growth is not separate from the rest of the developmental
process. Teachers need to be skilled in identifying the religious potential which lie
within the experiences children are encouraged to explore.
If being human involves a spiritual/religious potential, then early stirrings of an inner
spiritual awareness must not be ignored. Young children may not have the
vocabulary or experience to adequately express their feelings therefore they need to
be helped with tools to do so.
Teachers need to be aware of the requirements children have if religious concepts and
ideas are to be appreciated later on. e.g.
 the need to develop trust.
 the need to know that they are loved and appreciated for what they are.
 the need to develop relationships.
Young children need to understand that religion exists and to have their awareness
raised to the physical signs of that in the community. They need help in
understanding the wonder of life and nature, through the indoor and outdoor
curriculum.
With nursery children it is important to start with familiar experiences and then widen
their experiences to take them into what is new and unfamiliar. An example is using
SPECIAL TIMES from the children’s own experience such as birthdays, Christmas
gifts, Easter eggs, eating pancakes, family celebration, such as baptism, weddings or
funerals.
These experiences can provide a basis for sharing, with children, religious celebration
and ceremony and the way religions mark special times and occasions, e.g. Festivals,
Naming Ceremonies.
Cross curricular topics common in nursery and reception provide excellent
opportunities for RE. These include:
Precious Things
Our Community
Clothes
New Life
Beginnings and Endings
Seasons
Sound
People Who Help Us
Homes
Colour
Journeys
THE RE FOCUS SHOULD BE CLEARLY IDENTIFIED IN TOPIC
PLANNING, IN THE DESIRED LEARNING OUTCOMES AND IN THE
CONTENT, MAKING USE OF APPROPRIATE ILLUSTRATIONS FROM
CHRISTIANITY AND OTHER PRINCIPAL WORLD RELIGIONS.
It is important to tell children the truth about things and they will take that truth at
their level according to their understanding. Nursery and reception teachers and staff
should always be prepared to use unexpected events to encourage the explanation of
and response to religion and human experience. Examples are:
 a child’s reaction to the death of a person or pet
 a classroom or playground conflict
 children talking about experiences outside school (e.g. attending a baptism or
wedding)
 a child bringing a special object into class for everyone to see
 the raising of puzzling questions (e.g. How does the seed know what its going to
grow into? If I don’t go to sleep will the morning still come? Why are the trees
crying and the flowers hiding their faces?)
 a child’s reaction to an unusual or beautiful sight, sound, shape (often called an
‘awe and wonder’ reaction) which might lead to the use of explicitly religious
language (e.g. a child calling a rainbow ‘God’s painting’)
Much learning will take place in the context of story, conversation, class pets, play
and social behaviour. Teachers and staff should encourage children to see that their
world is more than themselves and that living with others has important
consequences. Teachers and staff should help children develop a religious vocabulary
and formulate questions.
EXAMPLES OF QUESTIONS THAT MIGHT BE RAISED ARE:
1. What is special for you?
3. Why do we give presents?
5. Why is story time special?
7. Are things always fair?
9. What makes home special for you?
11.Do we need animals?
13.Where can we find out about.....?
15.Can grass grow as tall as a tree?
17.How do you feel?
19.Where do you belong?
21.Why do some pictures make us laugh?
23.How do we handle precious things?
25.What is heaven?
2. Why do we have parties?
4. Why do we light candles?
6. Why do we like to visit friends and relatives?
8. What makes a family?
10.Do animals need us?
12.What if winter never came?
14.How does our classroom stay clean?
16.Why do people cry?
18.What makes people angry?
20.How do people know I am happy?
22.Who is important?
24.How did the world get here?
Learning Experiences for Nursery
PUPILS COULD:
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talk, pose questions, tell stories, listen to stories;
observe, look;
make and do, e.g. making festive food, role play, dance, dressing up;
directly experience religion through visitors, visits and artefacts;
learn using the five senses, e.g. smelling incense; tasting foods; hearing sounds
such as bells, chimes, horns, singing, chanting; seeing and touching artefacts;
 have times of quietness and stillness;
 reflect, use their imagination and curiosity to develop a sense of awe, wonder,
mystery, joy, peace.
Religious Education for
Pupils with Special Needs
In RE pupils of all abilities have experiences on which to draw and may recognise
similar experience in their peers. The aim is to present opportunities for the sharing
of these experiences. Pupil’s interactions in the classroom should draw out the
religious dimensions of their daily life and the growth of their spirituality. RE should
promote self-esteem, encourage all pupils to value one another, and to see beyond
outward characteristics towards inner qualities.
Pupils with special needs should be offered the same experiences as other children but
with suitable modification and the opportunity to explore in depth over time.
Teachers of pupils with special needs in special and mainstream schools should, as far
as possible, ensure that the programmes of study are followed, modifying the content
to a level appropriate to the varying degrees of special needs, be they pupils with
learning difficulties or very able pupils.
If pupils have profound learning difficulties this may not be possible but opportunities can be given to
explore the concepts through sensory experiences touched by the sense of mystery, awe and wonder. A
child may not understand a Biblical story such as the Good Samaritan but can be involved in caring for
others. Teachers may find that it is more appropriate to emphasis AT2 (learning from religion) rather
than AT1 (learning about religion) for pupils with special needs.
Enrichment through extended programmes of study is a necessary process for teachers
to undertake if they are to engage special needs pupils in effective and meaningful
learning. Repetition is an important element of their learning and this needs ingenuity
and diversity of teaching. Teachers will need to emphasis the same points whilst
varying the content.
Planning for pupils with special needs should be included in the RE policy and
schemes of work for the school. Pupils experiences of life should be reflected in that
planning - celebrating, exploring, belonging, caring, sharing, feeling, loving, and
developing whole personalities. Pupils with learning difficulties could benefit from:
 a positive learning atmosphere, in which the efforts of all pupils are acknowledged
and valued;
 carefully planned work, identifying key areas to be covered and incorporating short
achievable goals;
 individual help whenever possible;
 group work, to enable co-operative learning e.g. produce a group poem or book;
 practical and oral work with extra time and support to respond to questions;
 support with written work and alternatives to written work such as dictating into a
tape, making a video, painting pictures or using IT.
 encouragement, praise and recognition of achievement.
IT IS IMPORTANT THAT WORK AND TASKS ARE APPROPRIATELY
MATCHED TO THE DIFFERENT NEEDS OF ALL PUPILS.
The focus of RE needs to be family life and relationships with others - the differences
between people and between families, to enhance life skills. It is important to
emphasise the spiritual when exploring rites of passage - start from birthdays, parties,
why we give gifts, weddings etc.
Areas of Prominence in
RE for Pupils with Special Needs
Awareness of ‘me’
Awareness of others
feelings, emotions, senses, awareness of reactions to events.
relationships at school, home and within the community;
awareness of the needs of others and achievements;
stages of life, from cradle to grave.
The needs of myself
beginning to recognise own worth;
self esteem, achievements;
privacy;
acknowledging a range of positive and negative feelings;
choice;
accepting oneself;
being able to communicate ‘no’ and to know that it is respected;
a purpose in life.
The needs of others
awareness of worth and self esteem in others;
caring, sharing, giving;
acknowledging the rights of others to have different feelings.
The world around
awareness of the beauty and uniqueness of the natural and manmade world;
the sensory world;
caring for the natural and man-made world.
The numinous sense
developing the sense of mystery and wonder;
extending sensory awareness into unknown territory;
awareness of religious feelings;
curiosity.
Celebrating life
awareness of personal events, school events and home events;
awareness of secular and religious festivals and celebrations;
exploring the common elements of religion.
Reflecting on life
stillness; meditation;
as a whole
privacy;
awareness of being alone;
awareness of belonging;
awareness of other life styles.
Reproduced from Religious Education for Very Special Children, Flo Longhorn (1993)
With some pupils with severe learning difficulties teachers may need to emphasis dignity, privacy and
pride in self concept because pupils don’t necessarily know social rules e.g. about age appropriate
touching. Teachers may need to teach conventional social behaviour as many pupils do not learn by
example but need to be specifically taught e.g. shaking hands as an appropriate greeting as they get
older, rather than hugging. This is a preparation for learning about rules in a range of faith
communities.
Pupils need to be reminded how what they say and do effects other people and their relationships with
them e.g. through role play, partner games, stories etc. Pupils may need to role play the roles they know
very well because they have difficulty with insight into other people. Teachers have to know the pupils
background so they can relate it to something concrete in their experience.
For pupils with special needs RE needs to reflect their life experiences with concrete examples and
questions:
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Why is your teddy, Action Man or Walkman special to you?
What else is special to you?
Why do you like the sofa in your house? Is it special?
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Who is special?
Where is special?
Each week pupils could have the opportunity to talk about any issues while the teacher writes them
down in a feelings diary. If pupils can’t communicate verbally or by writing teachers need to respond
to atmosphere and find other forms of communication -through movement, expression, silence etc.
The challenge is to draw the pupils out by creating a meaningful atmosphere and being aware of
gesture, body language, etc. Pupils could for instance use a drum to express how they feel - to bang
because they are happy or to find a rhythm for being sad.
Some feelings are difficult for pupils with severe learning difficulties to grasp - despair, fear, anger etc.
For pupils who can’t express the difference between an angry face and a frightened face or a sad face
and a frustrated face teachers will need to overemphasis gesture. Sign language is not just for pupils
who can’t speak, it is for children who don’t understand the concepts.
Quiet times with soft music or visualisation are especially useful for hyperactive pupils. Teachers
should emphasis sound and music for creating an atmosphere for the RE lesson. Circle time, puppets,
drama and role play are beneficial for exploring difficult or abstract views and feelings e.g. loss, grief
etc. But just because special needs pupils respond to the words, doesn’t mean they have understood
the concepts in the same way as other pupils.
Pupils with special needs can explore a variety of religions and ways of being through visits, visitors,
pictures, stories etc. They need to know that all religions have rules for life and a commonality in
terms of needs, experiences, questions and worries. Any teaching should be broken into small steps.
RE needs to be practical and experiential. It needs to be a whole body experience. All the senses need
to be appealed to and used in every RE topic, depending on the level of special needs. Pupils need to
get their feet and hands wet - to talk, see, do, etc.
When telling secular or sacred stories in RE teachers should use body language to act them out so even
though pupils may not understand the words they will respond to the body language.
Teachers need to retell stories to reinforce familiar concepts and emphasise new ones in order to
explore things from different points of view and achieve depth of understanding. For example, each
Christmas pupils could arrange a crib scene so they recognise the characters and every year tell the
story from a different point of view.
Teachers could build stories around things the children know and emphasise cause and effect,
sequencing and pupils helping. Teachers should avoid stories with complex symbolism (e.g. The
Parable of the Sower).
The visual images used in RE need to be simple and powerful to communicate concepts to pupils with
special needs, who may grasp simple symbols rather than words. Some religious artefacts and pictures
are too busy and complex for pupils with severe learning difficulties. The visual images loose their
power because they bombard pupils senses, so teachers should pick portions out to emphasise.
Activities that increase self esteem are important such as swimming, horse riding, going into cafes,
residentials at Bendrigg Lodge, Kendal or Calvert Trust, Bassenthwaite. Special needs pupils benefit
from learning about contemporary role models who have overcome difficulties, not necessarily those
who are obviously disabled (e.g. Susan Hampshire, Roald Dahl, Evelyn Glenny, Helen Keller; Steven
Hawking; Simon Weston, paralympics contestants; etc.)
Teachers should aim to cultivate awe and wonder - to explore the beauty and power of nature (e.g.
spiders web, lichen, snow, thunder, lightening) and reflect on what it means to the pupils. Teachers
should pose questions which extend thinking (depending on the degree of difficulties) - such as ‘what
frightens you about thunder?’ and ‘what is special about this leaf?’
Differentiation
Differentiation involves finding ways of meeting pupils individual needs and enabling
them to show what they feel, know, understand and can achieve. A lack of
differentiation within RE leaves pupils as peripheral participants, their spiritual
development ignored and their right to a balanced curriculum in question. Teachers
should not differentiate by superficiality or over simplifying content but should revisit
in different ways to give depth over time.
Differentiation should make it possible for every pupil to be meaningfully involved.
Pupils need to understand what they are being asked to do. Activities for either
Attainment Target should provide opportunities for pupils to achieve success at
different levels, expand their ideas, express themselves and therefore make progress.
TEACHERS CAN DIFFERENTIATE THROUGH:
 Using a variety of means of communication (gesture, symbol, sign, body language
etc.)
 Content
 Resources
 Outcomes
 Tasks/Activities
 Teacher response, support and guidance
 Learning experiences
 Classroom organisation
EFFECTIVE DIFFERENTIATION IS CHARACTERISED BY:
 valuing, empathy and respect for all pupils;
 clearly defined learning objectives and experiences, which pupils understand;
 effectively managed classrooms which provide appropriate support for pupils
across the ability range;
 teaching approaches well matched to aims, content and pupils’ needs;
 the provision of a variety of resources with different levels of reading ability and
understanding;
 giving choice and variety to pupils in the way they present and record work;
 appropriate assessment tasks.
Assessment and Recording
ASSESSMENT:
Should be part of the teaching process and linked clearly to intended RE learning
outcomes for both attainment targets. It should make informed judgements from a
clear evidence base. This will involve the collection and use of different kinds of
evidence (oral, written, visual, creative, artistic) over a period of time. For pupils with
special needs assessment should be linked to small steps in personal progress and
achievement. Assessment should: be manageable and understandable - assessment objectives must be clear and
achievable;
 build on previous learning and inform future planning;
 involve pupils directly in their learning;
 be able to provide information about the progress pupil’s are making in RE.
Teachers should note that not every activity or piece of work needs to be formally
assessed. They are engaged in continuous assessment in the classroom which need
not necessarily be recorded. Some aspects of RE (e.g. pupil’s spiritual development
and matters they wish to keep private) are not appropriate for formal assessment.
There are various assessment techniques which can be used throughout a unit of work
as well as opportunities for assessment based on end of Key Stage statements in the
Programme of Study. Pupil self-assessment where pupils evaluate their own learning,
should be encouraged from an early age. Marking should be understood by the
pupils.
EXAMPLES OF SOME ASSESSMENT TECHNIQUES:
WRITTEN
VISUAL
Project
Research
Essay
Written response to
Comprehension
video/film
Complete a story
Comment on extract
Test
Diary/Log
Story cards
What happened 10 min. before?
What happened 10 min.after?
Drawings
Pictures/Posters
Make a video
Drama
Dance
Using Photos
ORAL
Talk about
Debate
Taped responses
Role play
Answer directed or open
questions
Discussions
Brainstorm
Oral commentary to video
ACTION
Class Assembly
Making artefacts
Problem solving
Organising a Festival Day
Persuasion
Twenty questions
Interview visitor or each
other
Debrief
Reporting to class
Make board games
Pupil display of response to
visit or topic
Teachers should select assessment techniques appropriate to the age and ability of the
pupils.
AT1 IS SUITABLE FOR VARIOUS FORMS OF FORMAL TEACHER
ASSESSMENT.
AT2 PROVIDES OPPORTUNITIES FOR PUPILS SELF-ASSESSMENT.
RECORDING:
 All systems must be simple and manageable;
 Not all work needs to be recorded;
 Not all methods of recording need to be written (e.g. tape recording, video, pictures
etc.)
 Should be in line with school policy.
REPORTING TO PARENTS:
 Teachers can use a simplified form of the ‘End of Key Stage’ statement to help in
the preparation of written reports.
The Role of the RE Co-ordinator
There should be a designated person with responsibility for co-ordinating RE. It is
the principal responsibility of the co-ordinator to foster interest and knowledge in RE
and to promote RE as an enjoyable subject to teach and learn.
The role of the RE co-ordinator isn’t simply to be good at RE but to ensure good RE
practice takes place in the whole school. The RE co-ordinator must have the
confidence and competence to consult across the school, to co-ordinate between the
key stages and to enable the staff to deliver a curriculum which is sound and rigorous.
THE CO-ORDINATOR SHOULD:
 in consultation with the head teacher and the whole staff or department prepare a
School Policy, whole school plan and Schemes of Work which cater for
progression;
 decide which religions are to be included at which key stage;
 ensure RE is included for 5% of curriculum time;
 review, monitor and evaluate provision and practice of RE;
 prepare a Development Plan, including short and long term targets and a funding
policy;
 lead curriculum development and ensure staff development (for themselves and
others) through courses and in-school meetings and training;
 keep up-to-date with new developments and resources;
 act as a consultant and give support to non-specialist teachers and staff;
 organise and arrange visits and visitors to the classroom;
 prepare statements about RE for parents and governors, as required;
 promote RE with staff, pupils, parents and governors;
 promote display of pupils’ work in RE;
 devise appropriate procedures for assessment, recording and reporting pupils’ work
in line with whole school policy;
 ensure good liaison with schools the pupils have come from or will go to.
School Policy
A policy is a working document which should inform practice and planning.
THE POLICY SHOULD
INCLUDE:
A Rationale
Aims
Reference to the
schemes of work
Organisation of RE
in the School
Co-ordination
Cross Curricular Links
Spiritual, Moral, Social &
Cultural Development
Assessment, Recording &
Reporting
Monitoring, Evaluating &
Reviewing
Rights of Withdrawal
a statement which contains a definition of religious education, pupil entitlement, the
legal requirements, and which draws attention to the status of the Agreed Syllabus as
statutory orders.
taken from the Agreed Syllabus and reflecting the ethos of the school.
a brief outline of content to be covered over all the years at the school.
the allocation of curriculum time, how RE is delivered (i.e. as a separate subject or
through topic work), resources available, capitation, teaching and learning styles,
arrangements for pupils with special educational needs including approaches to
differentiation.
how the subject is managed, the role of the co-ordinator, professional development.
with other subjects and the contribution RE makes to the National Curriculum.
the contribution of RE.
the approaches and systems used to assess and record pupils’ work, and report to
parents.
procedures and systems including curriculum audit, review of planning and schemes of
work, use and accessibility of resources.
a statement on the right of parents to withdraw their children from RE, and how this is
managed by the school.
Preparing Schemes of Work
from the Agreed Syllabus
THE CO-ORDINATOR SHOULD:
 Become familiar with the requirements of the Agreed Syllabus in the context of the
appropriate Key Stage(s);
 In consultation with the whole staff, or department, identify the requirements in the
relevant programme of study and organise this material into teaching units;
 Ensure that each teaching unit shows how both Attainment Targets are being
covered;
 Identify which teaching units will be taught in each year group so that continuity
can be ensured both within and across the Key Stages.
SCHEMES OF WORK SHOULD
INCLUDE:
 the teaching units or themes;
 teaching methods and classroom tasks/activities/learning experiences;
 approaches to differentiation so pupils’ different needs are met;
 approaches to assessment (including marking) recording and reporting;
 statements on cross curricular links, special educational needs and equal
opportunities;
 resources.
Spiritual, Moral, Social and Cultural
Development
The spiritual, moral, social and cultural development of pupils is more important than just academic
knowledge. It is the responsibility of the whole curriculum to promote these aspects of pupils’
development. RE has a significant contribution to make in that spiritual development is central to all
aspects of the RE curriculum. Spiritual, moral, social and cultural development can be promoted
through:
 the subject content;
 the two attainment targets;
 the learning experiences, resources and styles of teaching.
Pupils’ spiritual, moral, social and cultural development may be promoted in RE by:
 A sense of awe, wonder, mystery and the transcendent through a range of
experiences, not confined to RE lessons, and through discussion, reflection,
sensory awareness and the use of the imagination;
 The search for meaning and purpose through opportunities to examine ultimate
questions and judiciously to appraise responses to such questions;
 The concept of belief through exploring religious and cultural beliefs and
traditions;
 Self-understanding through pupils considering their own beliefs, values and
attitudes; through appreciation of relationships with others; and through developing
a sense of themselves in a community;
 Creativity through opportunities to express innermost thoughts by means of a
variety of media and forms of expression;
 Being encouraged to regard feelings and emotions as appropriate human responses
and through recognising a balance between feeling, thinking and reasoning.
SCAA (now known as QCA) set up the National Forum for Values and the Community to support
schools in contributing to pupils’ spiritual, moral, social and cultural development. The Forum
identified some values that are commonly agreed upon across society, not whether there are any values
that should be agreed upon across society. Consultation showed there to be agreement on these values
and this syllabus endorses them. The only authority claimed for these values, accordingly, is the
authority of consensus.
These values are so fundamental they may appear unexceptional. Their demanding nature is
demonstrated by our collective failure consistently to live up to them, and the moral challenge which
acting on them entails.
These values are not exhaustive. They do not include religious beliefs, principles or teachings, though
these are often the source from which commonly-held values derive. They do not imply that these are
the only values that should be taught in schools.
Agreement on the values is compatible with disagreement on their sources. Many believe that God is
the ultimate source of value, and that we are accountable to God for our actions; others that values have
their source only in human nature, and that we are accountable only to our consciences. The statement
of values is consistent with these and other views on the sources of value.
Agreement on the values is also compatible with different interpretations and applications of these
values. It is for schools to decide, reflecting the range of views in the wider community, how these
values should be interpreted and applied. For example, the principle ‘we support the institution of
marriage’ may be interpreted as giving rise to positive promotion of marriage as an ideal, of the
responsibilities of parenthood, and of the duty of children to respect their parents.
Schools and teachers can have confidence that there is general agreement in society
upon these values and can expect the support and encouragement of society if they
base their teaching and the school ethos on these values.
The ordering of the values does not imply a priority but reflects the belief that values
in the context of the self must precede the development of the other values.
T
H
E
S
E
L
F
We value ourselves as unique human beings capable of spiritual, moral, intellectual and physical
growth and development. On the basis of these values we should:
 develop an understanding of our own characters, strengths and weaknesses;
 develop self-respect and self-discipline;
 clarify the meaning and purpose in our lives and decide, on the basis of this, how
we believe that our lives should be lived;
 make responsible use of our talents, rights and opportunities;
 strive, throughout life, for knowledge, wisdom and understanding;
 take responsibility, within our capabilities, for our own lives.
RELATI
ONSHIP
S
We value others for themselves, not only for what they have or what they can do for us. We value
relationships as fundamental to the development and fulfilment of ourselves and others, and to the good
of the community. On the basis of these values we should:







respect others, including children;
care for others and exercise goodwill in our dealings with them;
show others they are valued;
earn loyalty, trust and confidence;
work co-operatively with others;
respect the privacy and property of others;
resolve disputes peacefully.
S
O
C
I
E
T
Y
We value truth, freedom, justice, human rights, the rule of law and collective effort for the common
good. In particular, we value families as sources of love and support for all their members, and as the
basis of a society in which people care for others. On the basis of these values we should:
 understand and carry out our responsibilities as citizens;
 refuse to support values or actions that may be harmful to individuals or
communities;
 support families in raising children and caring for dependants;
 support the institution of marriage;
 recognise that the love and commitment required for a secure and happy childhood
can also be found in families of different kinds;
 help people to know about the law and legal processes;
 respect the rule of law and encourage others to do so;
 respect religious and cultural diversity;
 promote opportunities for all;
 support those who cannot, by themselves, sustain a dignified life-style;
 promote participation in the democratic process by all sectors of the community;
 contribute to, as well as benefit fairly from, economic and cultural resources;
 make truth, integrity, honesty and good will priorities in public and private life.
THE
ENVIRONM
ENT
We value the environment, both natural and shaped by humanity, as the basis of life
and a source of wonder and inspiration. On the basis of these values, we should:
 accept our responsibility to maintain a sustainable environment for future
generations;
 understand the place of human beings within nature;
 understand our responsibilities for other species;
 ensure that development can be justified;
 preserve balance and diversity in nature wherever possible;
 preserve areas of beauty and interest for future generations;
 repair, wherever possible, habitats damaged by human development and other
means.
Contribution of RE to the National Curriculum
RE contributes directly and indirectly through its content and learning experiences, to
the programmes of study of most subjects of the National Curriculum. For example:SCIENCE through: topics relating to light; colour; sound, seasonal changes; creation; the natural
world; ourselves; perceptions of being human; ethical and religious issues arising from technology in
medicine and industry.
ENGLISH through: development of religious language and vocabulary; use of story to explore
religious themes (love, forgiveness, community, loss, commitment etc.); use of a variety of language
forms including non-literal language in imagery, myth and legend; awareness of language for different
purposes such as prayer, vows and statements of belief; appreciation of language; talking and listening
to others.
HISTORY through: placing religious traditions and living practices in their historical context; using
artefacts as a primary source; religious content in units of work relating to the Reformation,
Methodism, the Rise of Islam and religious persecution in the twentieth century, especially the Shoah
(Holocaust).
GEOGRAPHY through: a combined subject local study; discussion of contemporary environmental
issues; work relating to responsibility for the natural world; responses of awe and wonder to
geographical features; visits to local sites of interest combining RE with geography and history.
ART AND MUSIC through: exploration of religious symbolism and imagery in works of art;
exploration of religious beliefs and expression in art and music; colour and design in religious artefacts
and buildings; spiritual development and feelings using art and music as inspiration; appreciation of art
and music in religious traditions.
TECHNOLOGY through: exploration of religious buildings and artefacts and the importance of shape
and design; making models and three-dimensional display using a variety of materials.
INFORMATION TECHNOLOGY through: data handling; multi-media work; interactive RE games;
Internet; desk top publishing for redrafting and presentation of written work.
Contribution of RE to
Five Cross Curricular Themes
RE contributes to components in the five National Curriculum cross curricular themes
(Citizenship; Health Education; Environmental Education; Economic and Industrial
Understanding; Careers Education) through exploring beliefs, moral values and
attitudes implicit in them.
Schools should reflect these opportunities for cross curricular links in their RE schemes of work, policy
and planning.
CITIZENSHIP through: shared content and learning experiences relating to family values, moral
codes, human rights, equality and religious and cultural diversity.
HEALTH EDUCATION through: discussion about personal relationships in a moral framework,
uniqueness of the individual and self-worth.
ENVIRONMENTAL EDUCATION through: units of work relating to creation, the natural world,
value of life, and contemporary environmental issues.
EQUAL OPPORTUNITIES through: content and learning experiences relating to race, religion,
gender and equality.
MULTICULTURAL EDUCATION through: the study at all Key Stages of principal world religions
represented in Britain.
PERSONAL AND SOCIAL EDUCATION through: content and learning experiences relating to
learning from religion as well as about it, enabling pupils to gain personal as well as religious insight
and understanding.
The Programmes
of
Study
Key Stages 1-4
Post-16
Overview of RE Programmes of Study:
Key Stages 1-4
According to SCAA ‘Pupils should study 6 key religions through Key Stages 1-4,
giving Christianity a central place.’ In order that pupils gain depth and breadth of
understanding, and that schools comply with SCAA guidelines, some religions should
be studied as a coherent tradition over longer periods of time, while aspects of other
religions should be studied more selectively.
Religions and philosophies outside the scope of this syllabus may be studied in
addition to those detailed in this Programme of Study.
Key Stage planning should include the following religions as outlined below:
GROUP A:- ISLAM AND JUDAISM
GROUP B:- BUDDHISM; HINDUISM; SIKHISM
KEY
STAGE
RELIGIONS TO BE STUDIED
KS1
Christianity
+ One other religion (from Group A or Group B)
Plus knowledge of aspects of other religions
KS2
Christianity
+
KS3
Christianity
KS4
KS5
Continue KS1 religion
+
One other (From Group A if previous
choice is from Group B or vice versa)
Plus knowledge of aspects of other religions
One Group A Religion
+
One Group B Religion
Plus knowledge of aspects of other religions
Christianity
+
Continue Group A
+
Continue Group B Religion
Religion from KS3
from KS3
Plus knowledge of aspects of other religions
OR an external syllabus e.g. GCSE, short course, new certificate course etc.
See Post 16 Section
OR an external syllabus e.g. A level, AS level
HRS
5%
36 hrs
a year
5%
45 hrs
a year
+
SCHOOLS SHOULD LIAISE ACROSS THE KEY STAGES TO ALLOW THE
FULL RANGE OF RELIGIONS TO BE STUDIED OVER THE KEY STAGES.
All registered pupils should leave KS2 with an adequate understanding of at least
three religions and have a knowledge of aspects of others. The intention of the
syllabus is that by the end of KS4 all registered pupils should have an
appropriate knowledge and understanding of all 6 major religions practised in
Britain.
This syllabus gives schools the freedom to decide when to teach these religions and
whether to teach them thematically, systematically or in combination. The exemplar
schemes of work included in this syllabus may be adapted to suit individual needs and
include thematic approaches, philosophical approaches, or systematic approaches.
5%
The Programmes of Study
DESIGN
AND
USE
The design and use of the programmes of study should enable pupils to:
 gain a coherent understanding of each religion and its distinctive features;
 reflect on the characteristics and dimensions which religions share.
Schools should use the programmes of study to devise schemes of work that strike a balance between
the two. To assist schools to devise schemes of work, the programme of study for a Key Stage
provides:




an outline of appropriate content (concepts and knowledge) for each religion;
suggestions for learning experiences related to both attainment targets;
suggested themes to facilitate an integrated approach;
an exemplar scheme of work for each KS 1-4.
Continuity and Progression
can be achieved through the development of those aspects which are
common to all Key Stages:
CONTINUITY
 aims
 skills
 attainment targets
 concepts
 attitudes
 learning experiences
PROGRESSION can be achieved through a process of ‘building on’. An example
would be the development of work on festivals and religious celebration. Younger
pupils should become familiar with and explore festival stories, customs and
traditions; older pupils increasingly should relate these to central beliefs in religious
traditions, e.g. incarnation and atonement.
THE END OF KEY STAGE STATEMENTS INDICATE THE PROGRESSION AND ATTAINMENT WHICH CAN BE EXPECTED
FOR MOST PUPILS
PROGRESSION can be characterised by the provision of opportunities for the pupils to:
 deepen their understanding of religious concepts and moral issues;
 deepen their reflection on questions of meaning, and their personal insight and
increasingly refer to non-religious views of life’s meaning and purpose;
 extend their religious vocabulary and language, and their ability to recognise and
use technical terms and symbols.
Within and across, each Key Stage continuity and progression can be achieved when religious material
is presented in such a way that the pupils have opportunities to:




appreciate the importance of religion to believers;
grow in understanding of the influence of belief on behaviour, values and attitudes;
consider their own beliefs, values and attitudes;
consider the perspectives religious beliefs and values give to contemporary social,
moral and environmental issues;
 consider the perspectives religious beliefs and values give to issues of human and
universal concern
Learning in Religious Education
Learning experiences relating to both attainment targets are included in the
programme of study at each Key Stage. Some learning experiences apply at all Key
Stages and are important for continuity. They encourage pupils to appreciate the
relevance of religion to believers and in many areas of life. They have the capacity to
encourage pupils to learn from religion and to gain personal as well as religious and
moral insight. It is important to provide pupils with opportunities to be actively
involved and participate in their learning.
Learning Experiences
applicable to all Key Stages:
DIRECT EXPERIENCE through:
VISITS: places
of worship and religious interest; field study trips; art galleries and museums;
environmental trails.
VISITORS: invitations
to members of a faith community to talk, answer questions and be interviewed on
specific topics; clergy to talk about their work, role, and to explain the significance of ceremony and
worship.
EVENTS: media
coverage of religious events showing the local, national or world wide impact of
religion; the work of charities and people motivated by religious values; Remembrance Day,
Commemoration or services of thanksgiving.
ARTEFACTS: aspects
of living religion brought into the classroom for the pupils to observe and
consider the beliefs behind the symbolism providing visible and tangible evidence of belief and
practice which can motivate and excite the senses.
ENGAGING THE SENSES through:
SEEING: nature
(flowers, rivers, insects, animals, sea); those we love (friends, parents, pets); lights
(Paschal & Easter candles, Christingles, Diva lamps, Shabat candles, Menorah); photos; videos; slides;
icons; religious art; stained glass windows; mandala; appreciating the colour and vibrancy of religion.
HEARING: sounds
of silence (in the dark, in a crypt, meditating); sounds of nature (waves, bees, birds,
hooves); religious sounds - muezzin calling Muslims to prayer, bells (temple, church, hand, Indian
bracelet, Chinese), the Shofar for Rosh Hashanah; religious music (musical chants of Taize, church
organ, tambourines, Jewish cantor music, Rastafarian drums, evocative and stirring music, relaxing &
meditative music); listening to readings (Bible, Qur’an, canticles); song (black spiritual, Gregorian
chants, evangelical choir, pop music with a message); seasonal hymns & song (Christmas, Easter,
Divali, Fiesta); ritual sound (Amen chants, Rasta talk, mantras, prayers, Sutra recitations); musicals
(Jesus Christ Superstar, Godspell).
SMELLING: exploring
smells (sweet, medicinal, herbal); choosing smells (likes, dislikes); nature smells
(soil, flowers, sea); smells of special foods (Christmas, Easter, Divali, Chinese New Year); smells of
familiar places (home, school, rabbit hutch); smells in a religious context (inside a church, incense,
candles, oils); memory of smells.
TOUCHING: exploring textures (rough, smooth, soft, scratchy); choosing touch; helping hands (comfort,
hugging, tickling); greeting hands (handshakes, thumbs up, waving, Namaste); creative hands (mime,
puppets, sculpture); respectful hands (praying, blessing, ritual washing, making the sign of the cross,
anointing); touch in a religious context (mehndi hand patterns, mudra hand positions of Buddha, rosary,
mala).
TASTING: exploring
tastes (sweet, sour, hot); choosing tastes (preferences, dislikes); sharing food (with
friends, those in need, birds); making food (on special occasions, food for others); festival food (hot
cross buns, Easter eggs, pancakes, bread & wine at communion, harvest bread, Christmas foods, latkes
for Hannukah, Shabbat foods; food offered at Hindu shrine, Sikh Karah parshad; Rastafarian I-tal food;
Zen tea ceremony; celebratory meals at birthdays, weddings, baptisms etc.
EXPRESSION through:
MUSIC, DANCE, DRAMA: as
expressions of belief and performed by pupils to make use of their
imagination and encourage creativity; Indian dance; maypole dancing; Chinese Dragon; Divali dance;
role play; class plays.
MAKING: festival
food and cards, artefacts, tableaux, display, models, photo exhibitions.
DISCUSSION: talking
about questions of meaning, reporting interviews with visitors, giving views and
responses, debate. Discussion of relevant and contemporary issues, controversial issues.
WRITING: creative
writing, an ‘opinions’ board, reports, writing prayers, poetry, projects, posters.
SILENCE AND REFLECTION: periods
of stillness, quiet, meditation; listening to others, expression of
feelings and emotions; observing nature and the environment.
INFORMATION TECHNOLOGY: research
using CD ROM and databases, interactive RE games; Internet;
desk top publishing for presentation of written work.
SYMBOLISM through:
LITERATURE: story (both
religious and non-religious), myths, legends, sagas, sacred writings, psalms,
hymns; imagery in religious language, the language of prayer, liturgy, vows, creeds, technical terms
and other religious vocabulary. In this way pupils may learn to distinguish literal and non-literal truth.
THE ARTS: expressions
of religious beliefs, feelings and emotions in religious paintings, icons, music.
RELIGIOUS SYMBOLS: graphics,
badges, flags, colours, gestures in ritual and worship.
THESE LEARNING EXPERIENCES SHOULD BE REFLECTED IN
SCHEMES OF WORK AND LESSON PLANS.