The Rotherham Agreed Syllabus For Religious Education 2016
The Rotherham Agreed Syllabus For Religious Education 2016 Statutory Date – September 2017
SACRE Agreed Syllabus Group consists of: The Church of England Local councillors Teacher unions All other religions and humanists In France and America they do not teach R. E. Germany – they only learn about their own religion • Christianity – taught in every year group – it is the biggest religion in the U. K. and the world • • •
Why teach R. E. ? • It has been a statutory subject since 1944, • it promotes respect for all and explores British values, • it explores identity and community, • it considers the ultimate questions – religious address, • children are taught and learn to disagree respectfully.
• R. E. should be inspiring, rigorous, spiritual and thoughtful • An outstanding school needs to be outstanding in British values. What is new? New features of the Agreed Syllabus: • Instead of Learning About and Learning From – there are end of year stage targets • New British values • New Foundation Stage planning to meet new standards • New assessment • 25 units of learning – using emerging, expected and exceeding Old Syllabus: • Learn about • Learn From • Gain and deploy R. E. Skills New Syllabus : • Three stages of learning • Know and Understand – blue in syllabus – gathering facts and information • Express ideas of your own and communicate – orange in syllabus – own ideas • Gain and deploy skills – green – new focus enquire and discover – major new focus on enquiry, find out, explore, discover, research • ‘I can’ go with outcomes and steps replace them • Year by year trackers are included and lightweight assessments - Page 55 – Outcomes/Assessment • Delivered in units where the skills are more focussed
British Values R. E. Agreed Syllabus - page 18 • • • Mutual tolerance Respectful attitudes Democracy The Rule of Law Individual Liberty
2011 census Rotherham Christianity 171 068 Yorkshire and Humberside 3 144 000 England Wales Islam 9 614 326 000 2 706 000 Hinduism 433 24 000 816 000 Sikhism 293 22 200 423 000 Judaism 63 9 900 263 000 Buddhism 401 14 300 247 000 Other religious groups 595 16 500 240 000 No religion 57 783 1 366 000 14 097 000 Unstated in the Census 17 030 360 000 4 038 000 33 243 000 Regional and national figures have been rounded up or down to the nearest hundred or thousand for clarity and ease of understanding.
Minimum Subjects to be taught: KS 1 – Christianity and Judaism – minimum two religions or Christianity and Islam • Islam – second religion worldwide and England • Minimum requirement of subjects but can add others if appropriate for school - page 22 • In the new syllabus there are 6 lessons, which are short investigations – every unit is a question - they are all updated but the questions are the same/similar – no attainment targets – assessment has been updated and British Values and SMSC added. KS 2 – Islam, Hinduism and Christianity • 3 units per term for each year group - teach about one religion, then another and then compare • Flexibility • Minimum of 3 religions taught in KS 2 – add to if appropriate • Space for non-religious and humanistic views everywhere • It is suggested that the units are taught in order Lesson time requirements: 36 hours a year – KS 1 45 hours a year – KS 2 • Plan for weekly lessons, R. E. Weeks or days to fulfil requirements • Depth not breath is important – the units are overwritten so leave out parts if needed – ‘dig down’ don’t sketch over
Assessment for Learning – progress in R. E. Page 55 – Outcomes/Assessment: 8 steps woven into outcomes: Step One – Step Two – end of KS 1 - for most 7 year olds Step Three and Four – end of KS 2 – 9 -11 year olds Step Four– for most 11 year olds Can use as entering, expected, exceeding Examples: Step 1 – tell a religious story Step 2 – Reflection - the candle burned for 9 days and 8 nights - can you ask God a question? Can you ask a question of your own? Story of Jesus – artwork Step 3 – my special object – describe a feature of religion Step 4 – what are the similarities and differences between artefacts? List five things Muslims might like to achieve – five things that you would like to achieve – what is the same/different between yours and a Muslim’s/Christian’s list? Create images of what God is like – Judaism – Jewish scriptures – Examples: God is like a rock because it is permanent – God is like a shield he protects us Step 5 - different points of view – How did we get here? What is the point? Different viewpoints and the children’s own viewpoints. Step 6 - Interpret beliefs and interpretation
R. E. in Rotherham should be: • • Thoughtful Creative Potentially profound Personally engaging and personally challenging Plural, like the U. K. and the world Widely connected Love and forgiveness – could have been additional values
Ideas Resources: Toy cat, silk, bread, knife 2. 177 AL – Qur’an: Muhammad (pbuh) had a silk robe that he wore all day. He took off the robe and a cat and her kittens sat on it. Muhammad (pbuh) asked for a knife and cut the robe in half, leaving half where it was with the cats still sitting on it. Reflections: • Muslims do not act the part of the prophet or depict images of God • Cat Outline – Write inside reflections – what kind of person was the prophet in the story? What kind of leader was he? What makes a good leader? • Best practice – take a story – share it and look for expression not knowledge – outcomes led learning – knowing the right answer is only part of R. E. – need to express understanding with clarity and own ideas • Can the children suggest connections between verse and story? Is it easier to be nice to cats or people? • Reflection – spiritual British values – rather than retell the story
Ideas for a whole school display Union Jack • Red – what makes you proud of Britain? • Blue – what makes you unique? • White – quotes from sacred texts – what do you think? Globe • Blue sea – what makes you proud to be a citizen of one world? • Green land – what will you do to make the world a better place? • New syllables – asks you to think about values and read and react to scripture Union Jack • Red – I am proud of Britain because… • Blue – what makes me special? • White – for a kind country we all can… Globe • Green - I’ll make a better world by… • Sea blue – I belong to the world, so • Make with four pieces of flipchart paper
Next Steps: • Use and adapt planning • List resources • Time with T. A. s
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