Hackney agreed RE syllabus – 2013 by joel.quartey

THE HACKNEY AGREED SYLLABUS

religious education 2013

THE HACKNEY AGREED SYLLABUS

religious education 2013

Published by Hackney Learning Trust www.learningtrust.co.uk To request additional copies of this publication or a different format, please contact: Hackney Learning Trust 1 Reading Lane, London E8 1GQ Tel: 020 8820 7000 info@learningtrust.co.uk Designed by Hackney Learning Trust design team Printed by FM Print, Basildon © Hackney SACRE 2013 The copyright of this syllabus is held by Hackney Standing Advisory Council on Religious Education (SACRE). Hackney schools and the Local Authority may copy information for use within the Authority. No copies may be made beyond the Authority without written permission. In the Hackney Agreed Syllabus references are made to, and the spelling of religion-specific terms is consistent with, the nationally agreed spelling in the ‘Religious Education: Glossary of Terms’ copyrighted to QCA/SCAA by permission of the copyright owner.

Further information For further information about the issues discussed in this publication please contact: Stacey Burman Tel 020 8820 7000 Stacey.Burman@learningtrust.co.uk

This syllabus was agreed by a vote of the four committees of the Statutory Agreed Syllabus Conference

Membership of the Hackney Agreed Syllabus Conference Committee 1: Religious Traditions & Christian Churches Dulmini Wimalasekera, Buddhism Mary Ludlow, Free Churches (Methodist) Revd John Taylor, Free Churches (Baptist) Revd Joe Mensah, Free Churches, (Black led/Pentecostal) Naren Lathigra, Hinduism Sheikh Yasar Zaman, Islam Dr H Hakan Yildirim, Islam Ralph Bergman J.P., Judaism Rabbi I Sufrin, Judaism Violet Richardson, Roman Catholic Church Balwant Singh Grewal, Sikhism

Committee 2: Church of England Revd James Westcott Lynn Hargreaves

Committee 3: Teachers’ Associations Joyce Berry, Association of Teachers and Lecturers (ATL) Sandra Hall, Hackney Teachers’ Association (NUT) Dame Anna Hassan, London Association of Headteachers (NAHT) Brenda Humphreys, National Association of Schoolmasters Union of Women Teachers (NASUWT) Sheena Merchant, Hackney Teachers’ Association (NUT)

Committee 4: Local Authority Councillor Katie Hanson Councillor Luke Akehurst Councillor Simche Steinberger Councillor Margeret Gordon Councillor Saleem Siddiqui, Chair of ASC & Hackney SACRE David Pollock, British Humanist Association

Hackney Agreed Syllabus Working Party Sheena Merchant Isabel Boyson Delyse Leslie Shirley Dang Sandra Hall

Hackney Religious Education and SACRE Adviser Stacey Burman

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III

CONTENTS Introduction

The purposes of the Agreed Syllabus

Why teach Religious Education?

The importance of Religious Education

The contribution of Religious Education to the school curriculum

Learning across the curriculum: the contribution of Religious Education

Attitudes in Religious Education

Religious Education and the general teaching requirements

The legal position and requirements for Religious Education

What do we want them to know?

What do we want them to be able to do?

Assessment Tool

How can we plan for their learning of RE?

Programme of Study for Key Stages 1–3

Programme of Study for Key Stage 1: Christianity

Programme of Study for Key Stage 1: Buddhism

Programme of Study for Key Stage 1: Hinduism

Programme of Study for Key Stage 1: Islam

Programme of Study for Key Stage 1: Judaism

Programme of Study for Key Stage 1: Sikhism

Programme of Study for Key Stage 2: Christianity

Programme of Study for Key Stage 2: Buddhism

Programme of Study for Key Stage 2: Hinduism

Programme of Study for Key Stage 2: Islam

Programme of Study for Key Stage 2: Judaism

Programme of Study for Key Stage 2: Sikhism

Programme of Study for Key Stage 3: Christianity

Programme of Study for Key Stage 3: Buddhism

Programme of Study for Key Stage 3: Hinduism

Programme of Study for Key Stage 3: Islam

Programme of Study for Key Stage 3: Judaism

Programme of Study for Key Stage 3: Sikhism

Early Years Foundation Stage

Ages 14–19

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CONTENTS continued What might it look like?

Sample Early Years Foundation Stage planning

Sample primary lesson planning

Sample secondary scheme of work/mid-term planning

Teacher support notes on using the pedagogy of enquiry in Religious Education

Teacher support notes on using the pedagogy of Philosophical Enquiry in Religious Education

Teacher support notes for using visits and visitors to enhance pupil learning in Religious Education

Teacher support notes on using religious artefacts in the classroom

Appendices Appendix 1: Programme of Study for Key Stage 1

Appendix 2: Programme of Study for Key Stage 2

Appendix 3: Programme of Study for Key Stage 3

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Why teach RE? Introduction This Agreed Syllabus sets out clearly the statutory entitlement to Religious Education for pupils in our community and voluntary controlled schools, and in any schools that have not specified differently in their funding agreement. It is set within the legal national requirements of the current Education Acts. In developing this Syllabus, coherent use was made of the essential spine of the previous DCSF Religious Education in English Schools Non-statutory Guidance 2010, which represents the widest-ever national agreement by Religious Education professionals and religious/belief communities and which we believe continues to promote effective Religious Education provision. That framework has been extended to meet the needs of Hackney pupils who are members of local, London, national and global communities. During the drafting process there was extensive consultation with the principal stakeholders both by the Religious Education SACRE Adviser and through the members of the Agreed Syllabus Conference, who represent teachers’ associations, religion and belief communities and the Local Authority. All are supportive of the central principle of this Syllabus: that Religious Education in non-denominational schools should not be designed to urge a particular religion or belief. Religious Education taught in accordance with this Syllabus contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition. The process of syllabus development has made a significant contribution to religious and racial harmony and promoting better understanding of the nature of Religious Education. The Syllabus was unanimously and enthusiastically adopted by the four committees of the Agreed Syllabus Conference in accordance with the Hackney SACRE’s vision statement: The members of Hackney SACRE seek to ensure that all pupils in our schools are educated to develop spiritually, academically, emotionally and morally in a way that enables them to understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world. It is the responsibility of the Local Education Authority (Hackney Learning Trust) to convene and support the Agreed Syllabus Conference and SACRE. SACRE and the Agreed Syllabus Conference have established an effective relationship with the Local Authority and look forward to continuing to work together in partnership for the benefit of Hackney children and young people. The syllabus is supported with schemes of work and guidance, which will support teachers in ensuring high-quality provision in Religious Education. These are available from the SACRE Adviser. Councillor Saleem Siddiqui Chair Agreed Syllabus Conference and SACRE

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The purposes of the Agreed Syllabus This Agreed Syllabus has four purposes, which mirror those of the National Curriculum. 1. To establish an entitlement. The Agreed Syllabus sets out the entitlement to learning in Religious Education for all pupils in community schools, irrespective of social background, culture, race, religion or belief, gender, differences in ability and disabilities. This entitlement contributes to their developing knowledge, skills, understanding and attitudes. These are necessary for pupilsâ&#x20AC;&#x2122; selffulfilment and development as active and responsible citizens. 2. To establish standards. The Agreed Syllabus sets out expectations for learning and attainment that are explicit to pupils, parents, teachers, governors, employers and the public. It lays down for Hackney community schools nationally recognised standards for the performance of pupils in Religious Education. These standards should be used to support assessment for learning. They should also be used to help pupils and teachers set targets for improvement and evaluate progress towards them. 3. To promote continuity and coherence. The Agreed Syllabus seeks to contribute to a coherent curriculum that promotes continuity. It helps the transition of pupils between schools and phases of education and can provide a foundation for further study and lifelong learning. 4. To promote public understanding. The Agreed Syllabus aims to increase public understanding of, and confidence in, the work of schools in Religious Education. It recognises the extent to which local stakeholders (religion and belief communities, teachers, councillors and the local authority) are already involved in monitoring, advising and defining the Religious Education curriculum, through the Hackney SACRE and Hackney Agreed Syllabus Conference. It encourages those who are interested to participate in enriching the provision of Religious Education, for example through contributing to school Religious Education programmes for visits to places of worship and speakers from faith communities.

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Why teach Religious Education? The importance of Religious Education Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion and belief on individuals, families, communities and cultures. Religious Education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. Religious Education encourages pupils to develop their sense of identity and belonging. Religious Education must help pupils of all religious and non-religious beliefs to explore and test their own beliefs and to learn about those of all their fellow pupils. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice. In this Syllabus the term ‘religion or belief’ is used throughout to refer not only to religious beliefs but also to non-religious ones, such as Humanism, which together make up the complete spectrum of ‘lifestances’ (world views, or answers to so-called ‘ultimate questions’).1

The contribution of Religious Education to the school curriculum Supporting the values of the curriculum Religious Education actively promotes the values of truth, justice, respect for all and care of the environment. It places specific emphasis on:

• pupils valuing themselves and others • the role of family and the community in religious belief and activity • the celebration of diversity in society through understanding similarities and differences • sustainable development of the Earth. Religious Education also recognises the changing nature of society, including changes in religious practice and expression, and the influence of religion and belief in the local, national and global community.

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1. Section 10 of the Equality Act 2010 says: ‘Religion means any religion and a reference to religion includes a reference to a lack of religion. Belief means any religious or philosophical belief and a reference to belief includes a reference to a lack of belief.’ The European Court of Human Rights has frequently endorsed the same principle in cases on freedom of religion or belief. The public sector equality duty is in section 149 of the Equality Act.

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Supporting the aims of the curriculum 2 Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and achieve. Religious Education should be a stimulating, interesting and enjoyable subject. The knowledge, skills and understanding outlined in the Agreed Syllabus are designed to promote the best possible progress and attainment for all pupils. Religious Education develops independent and interdependent learning. It makes an important contribution to pupils’ skills in literacy and information and communication technology (ICT). Religious Education promotes an enquiring approach in which pupils carefully consider issues of beliefs and truth in religion and belief systems. It also enhances the capacity to think coherently and consistently. This enables pupils to evaluate thoughtfully their own and others’ views in a reasoned and informed manner. Aim 2: The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development (see page 5 for more guidance). At the heart of this Agreed Syllabus is a focus on ultimate questions and ethical issues. This focus enables pupils to appreciate their own and others’ beliefs and cultures and how these impact on individuals, communities, societies and cultures. Religious Education seeks to develop awareness of themselves and others. This helps pupils to gain a clear understanding of the significance of religions and beliefs in the world today and learn about the way different faith communities relate to each other. The Agreed Syllabus aims to promote religious understanding, discernment and respect and challenge prejudice and stereotyping. Religious Education is committed to exploring the significance of the environment, both locally and globally, and the role of human beings and other species within it. A central concern of Religious Education is the promotion of each pupil’s self-worth. A sense of self-worth helps pupils to reflect on their uniqueness as human beings, share their feelings and emotions with others and appreciate the importance of forming and maintaining positive relationships.

Learning across the curriculum: the contribution of Religious Education The importance of Religious Education is set out above. This section sets out in general terms how Religious Education can promote learning across the curriculum in a number of areas such as spiritual, moral, social and cultural development, key skills and thinking skills.

2. The two aims for the school curriculum are reflected in Section 351 of the Education Act, 1996.

THE HACKNEY AGREED SYLLABUS

Why teach Religious Education?

Promoting spiritual, moral, social and cultural development through Religious Education Religious Education provides opportunities to promote spiritual development through:

• discussing and reflecting on key questions of meaning and truth such as the origins of the universe, life after death, good and evil, beliefs about God and values such as justice, honesty and truth • learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions and practices • considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity • considering how religions and other world views perceive the value of human beings, and their relationships with one another, with the natural world, and with God • valuing relationships and developing a sense of belonging • developing their own views and ideas on religious and spiritual issues. Religious Education provides opportunities to promote moral development through:

• enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust • exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from moral and religious leaders • considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice • studying a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity • considering the importance of rights and responsibilities and developing a sense of conscience. Religious Education provides opportunities to promote social development through:

• considering how religious and other beliefs lead to particular actions and concerns • investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions and other worldviews as well as the common ground between them • articulating pupils’ own and others’ ideas on a range of contemporary social issues.

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Religious Education provides opportunities to promote cultural development through:

• encountering people, literature, the creative and expressive arts and resources from differing cultures • considering the relationship between religion, beliefs and cultures and how religions and beliefs contribute to cultural identity and practices • promoting racial and interfaith harmony and respect for all, combatting prejudice and discrimination, contributing positively to community cohesion and promoting awareness of how interfaith cooperation can support the pursuit of the common good.

Promoting citizenship through Religious Education Religious Education plays a significant part in promoting citizenship through:

• developing pupils’ knowledge and understanding about the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding • enabling pupils to think about topical spiritual, moral, social and cultural issues including the importance of resolving conflict fairly • exploring the rights, responsibilities and duties of citizens locally, nationally and globally • enabling pupils to justify and defend orally, and in writing, personal opinions about issues, problems and events.

Promoting personal, social and health education through Religious Education Religious Education plays a significant part in promoting personal, social and health education (PSHE) through pupils:

• developing confidence and responsibility and making the most of their abilities by learning about what is fair and unfair, right and wrong and being encouraged to share their opinions • developing a healthy, safer lifestyle by learning about religion, beliefs and teachings on drug use and misuse, food and drink, leisure, relationships and human sexuality, and learning about the purpose and value of religious and non-religious beliefs and sensitivities in relation to sex education and enabling pupils to consider and express their own views • developing good relationships; respecting the differences between people by learning about the diversity of different ethnic and belief groups and the destructive power of prejudice, challenging racism, discrimination, offending behaviour and bullying; being able to talk about relationships and feelings; considering issues of marriage and family life; and meeting and encountering people whose beliefs, views and lifestyles are different from their own.

THE HACKNEY AGREED SYLLABUS

Why teach Religious Education?

Promoting key skills through Religious Education Religious Education provides opportunities for pupils to develop, among others, the key skills of:

• communication through developing a broad and accurate religious vocabulary, reading and responding to a range of written and spoken language (including sacred texts, stories, poetry, prayers, liturgy and worship), communicating ideas using the creative and expressive arts, talking and writing with understanding and insight about religious and other beliefs and values, reflecting critically on ultimate questions of life, using reasoned arguments • application of number through calendrical reckoning, collecting, recording, presenting and interpreting data involving graphs, charts and statistical analysis • information technology through using CD-ROMs and the internet selectively, researching information about religions and beliefs, teaching and practices, using email to communicate and analyse information with people of differing beliefs and cultures, using spreadsheets and databases to handle and present data relevant to the study of Religious Education • working with others through sharing ideas, discussing beliefs, values and practices, collaborating with each other and developing respect and sensitivity • improving own learning and performance through setting targets as part of Religious Education development, reviewing their achievements and identifying ways to improve their own work • problem solving through recognising key issues to do with religious belief, practice and expression, interpreting and explaining findings and making personal decisions on ultimate questions and issues (for example, considering their own and religious ideas on good and evil), ethical dilemmas and priorities in life. The Assessment Tools for Religious Education contained in this syllabus also includes the higher order thinking skills as described in Bloom’s taxonomy, including: enquiry, communication, thinking, reasoning and analytical skills.

Promoting other aspects of the curriculum Religious Education provides opportunities to promote:

• creativity and culture through considering the scope of human nature, sources of inspiration and discovery, connections between beliefs, values and forms of artistic expression, appreciating the value of cultural distinctiveness and reflecting on beauty, goodness and truth in creative and expressive arts • links to employment, vocations and work-related learning through a focus on individual sense of purpose and aspiration in life, and through considering the appropriateness and relevance of Religious Education to a wide range of employment opportunities and the development of spiritual and ethical issues linked to the world of work

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• education for sustainable development through helping pupils consider the origins and value of life, the importance of looking after the environment and studying the ways in which religious beliefs and teachings have influenced attitudes to the environment and other species.

Attitudes in Religious Education While the knowledge, skills and understanding are central to the Agreed Syllabus, it is also vital that Religious Education encourages pupils to develop positive attitudes to their learning and to the beliefs and values of others. The following four attitudes are essential for good learning in Religious Education and should be developed at each stage or phase of Religious Education:

• self-awareness • respect for all • open-mindedness • appreciation and wonder. Self-awareness in Religious Education includes pupils:

• feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule • developing a realistic and positive sense of their own religious, moral and spiritual ideas • recognising their own uniqueness as human beings and affirming their self-worth • becoming increasingly sensitive to the impact of their ideas and behaviour on other people. Respect for all in Religious Education includes pupils:

• developing listening skills and a willingness to learn from others, even when others’ views are different from their own • being ready to value difference and diversity for the common good • appreciating that some beliefs are not inclusive and considering the issues that this raises for individuals and society • being prepared to recognise and acknowledge their own bias • being sensitive to the feelings and ideas of others. Open-mindedness in Religious Education includes pupils:

• being willing to learn and gain new understanding • engaging in argument or disagreeing reasonably and respectfully (without belittling or abusing others) about religious, moral and spiritual questions • being willing to go beyond surface impressions • distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith. 8

THE HACKNEY AGREED SYLLABUS

Why teach Religious Education?

Appreciation and wonder in Religious Education include pupils:

• developing their imagination and curiosity • recognising that knowledge is bounded by mystery • appreciating the sense of wonder at the world in which they live • developing their capacity to respond to questions of meaning and purpose. At each Key Stage, the Agreed Syllabus identifies specific opportunities for developing these attitudes. These attitudes should be exemplified in the school ethos and modelled by staff in Religious Education and across the curriculum.

Religious Education and the general teaching requirements This section outlines the particular contribution Religious Education can make to the general teaching requirements.

Religious Education and inclusion Religious Education can make a significant contribution to inclusion, particularly in its focus on promoting respect for all. This Agreed Syllabus contains many references to the role of Religious Education in challenging stereotypical views and appreciating, positively, differences in others. The Agreed Syllabus enables all pupils to consider the impact of people’s beliefs on their own actions and lifestyle. The Syllabus also highlights the importance of religions and beliefs and how Religious Education can develop pupils’ self-esteem. Effective inclusion involves teaching a lively, stimulating Religious Education curriculum that:

• builds on and is enriched by the differing experiences pupils bring to Religious Education • meets all pupils’ learning needs including those with learning difficulties or who are gifted and talented, boys and girls, pupils for whom English is an additional language, pupils from all religion and belief communities and pupils from a wide range of ethnic groups and diverse family backgrounds. To overcome any potential barriers to learning in Religious Education, some pupils may require:

• support to access text, such as through prepared tapes, particularly when working with significant quantities of written materials or at speed • help to communicate their ideas through methods other than extended writing, where this is a requirement. For example, pupils may demonstrate their understanding through speech or the use of ICT • a non-visual way of accessing sources of information when undertaking research in aspects of Religious Education, for example using audio materials.

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THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Religious Education and the use of literacy and language Religious Education can make an important contribution to pupils’ use of language by enabling them to:

• acquire and develop a specialist vocabulary • communicate their ideas with depth and precision • listen to the views and ideas of others, including people from other religion and belief traditions • be enthused about the power and beauty of language, recognising its limitations • develop their speaking and listening skills when considering religions, beliefs and ideas and articulating their responses • read, particularly from sacred texts • write in different styles, such as poetry, diaries, extended writing and the synthesis of differing views, beliefs and ideas • evaluate clearly and rationally, using a range of reasoned, balanced arguments.

Religious Education and the use of information and communication technology Religious Education can make an important contribution to pupils’ use of ICT by enabling pupils to:

• make appropriate use of the internet or CD-ROM sources to investigate, analyse and evaluate different aspects of religions, beliefs and practices, ultimate questions and ethical issues • use email or videoconferencing to communicate and collaborate with individuals in different locations, enabling associations to be made between religions and beliefs, and individual, national and international life • use multimedia and presentation software to communicate a personal response, the essence of an argument or a stimulus for discussion • use writing-support and concept-mapping software to organise thoughts and communicate knowledge and understanding of the diversity of belief and practice • use equipment such as digital cameras and digital video to bring authentic images into the classroom to support discussion and reflection, and to enhance understanding of the impact of beliefs and practices on the lives of local individuals and faith communities. The above examples are not intended to offer a comprehensive list of the way in which Religious Education can involve pupils’ use of ICT. New developments in ICT should be explored for their potential in Religious Education teaching and learning. In line with child and data protection issues, teachers should be sensitive to use of images of children.

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Why teach Religious Education?

The legal position and requirements for Religious Education 1. Religious Education must be taught to all registered pupils in maintained schools including those in the sixth form, except to those withdrawn by their parents. This requirement does not apply to nursery classes in maintained schools. 2. Religious Education is a component of the basic curriculum, to be taught alongside the National Curriculum in all maintained schools. In all maintained schools, other than voluntary aided schools with a religious character and in Academies where otherwise stated in the funding agreement, it must be taught according to a locally agreed syllabus. 3. Each LEA must convene an Agreed Syllabus Conference to produce a syllabus. Once adopted by the LEA, the programme of study of the Agreed Syllabus sets out what pupils should be taught and the attainment levels set out the expected standards of pupils’ performance at different ages. 4. Schools are required to report to parents on pupils’ progress in Religious Education annually from registered school age, i.e. from reception onwards. This Agreed Syllabus requires schools to report progress in terms of the levels of attainment set out in the Assessment Tool. 5. The Standing Advisory Council on Religious Education (SACRE) is expected to monitor and evaluate the implementation and impact of its Local Agreed Syllabus annually. Schools are also expected to monitor and evaluate their overall effectiveness, standards and provision. This Agreed Syllabus requires schools to report their self-evaluation of Religious Education to SACRE in consultation with headteacher representatives. 6. The Education Act 1996 states that an Agreed Syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain. 7. In addition to teaching the programmes of study for Christianity and the other principal religious traditions, schools are advised to take into account additional religions and belief systems where there are adherents in the school community, e.g. by acknowledging festivals when they occur and making these times ‘special days’ for children who celebrate them. 8. Further, while exploring religious responses to questions of meaning, purpose and value, non-religious responses, such as those from ethical secular Humanism, should also be consiered. 9. An Agreed Syllabus, and Religious Education taught according to it, must not be designed to urge a particular religion or belief on pupils.

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10. This syllabus embodies an open, objective and educational approach to the subject. Thus Religious Education provided in accordance with this syllabus should:

• protect the integrity of pupils by ensuring that the teaching is not designed to convert or urge a particular religion or belief • present the beliefs and practices studied as they are perceived by their followers • contribute to the spiritual, moral, social, cultural and mental development of all pupils whether they come from religious traditions or not. 11. Religious Education should challenge prejudice and negative stereotyping. Religions and beliefs should not be presented as static; cultural traditions should not be confused with religious requirements, and teachers must give due recognition to diversity within religions and belief systems. 12. This syllabus is based on the expectation that Religious Education will have a minimum of 5% of curriculum time at each Key Stage which equals broadly the following hours:

• Key Stage 1: 36 hours per year • Key Stage 2: 45 hours per year • Key Stage 3: 45 hours per year • Key Stage 4: 40–48 hours per year 13. Schools should note that:

• collective worship is a separate statutory requirement and time used for it should not be included in the Religious Education allocation • Religious Education, unlike some foundation subjects, remains a legal pupil entitlement at KS4 and in the school sixth form • personal, social, political and moral issues necessarily arise in Religious Education. When they do, they must be explored in the light of religious teachings and in the context of the agreed syllabus programmes of study. However, Religious Education should not be confused or conflated with PSHE or citizenship education.

3. The legal requirements for teaching Religious Education are set out in the Education Act 1996 and School Standards and Framework Act 1998. Parents have the right to withdraw their children from Religious Education. See School Standards and Framework Act 1998 for variations on this requirement.

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What do we want them to know? The knowledge, skills and understanding identify the key aspects of learning in Religious Education. These attainment targets are described as Attainment Target 1 ‘learning about religion/beliefs’ and Attainment Target 2 ‘learning from religion/ beliefs,’ and they also include non-religious viewpoints. Learning about religion/beliefs includes enquiry into, and investigation of, the nature of religion and beliefs, the teachings and ways of life, sources, practices and forms of expression. It includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues. Learning about religion/beliefs covers pupils’ knowledge and understanding of individual religions and other belief systems and how they relate to each other as well as the study of the nature and characteristics of religion and beliefs. Learning from religion/beliefs is concerned with developing pupils’ reflection on and response to their own and others’ experiences in the light of their learning about religion/beliefs. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion/beliefs. Pupils learn to develop and communicate their own ideas, particularly in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments. As well as Attainment Target 1 ‘learning about religions/beliefs’, the Hackney Agreed Syllabus requires teachers to include Attainment Target 2 ‘learning from religions/beliefs’ in lessons as well. Ideally, AT1 and AT2 should be taught in conjunction, so that pupils interact with the knowledge they have gained through AT1 to explore the implications and their responses (AT2). Schemes of work should therefore include learning opportunities/activities to develop both AT1 and AT2.

AT1 Learning about religions/beliefs

AT2 Learning from religions/beliefs

Key knowledge should be identified from the programmes of study.

Also identify the key concepts/ultimate questions which, through exploration by pupils, will develop the ‘learning about religions/beliefs’ through enquiry.

The above attainment targets are included in the GCSE syllabus specifications for Key Stage 4 and the GCE specifications for Key Stage 5. For Early Years Foundation Stage, see page 51.

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To ensure pupils are provided with the opportunities as set out, reference to non-religious beliefs, including those of secular and ethical Humanism, should also be included. The long-term curriculum should reflect the fact that the religious traditions in Great Britain are in the main Christian, and should also take into account the teachings and practices of the other principal religions, Judaism and Islam, as well as other world religions and non-religious responses to questions of meaning, purpose and value, all of which are represented in our schools.

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What do we want them to be able to do? Both attainment targets are included in the ‘Assessment Tool’ within the three key groups of skills. This assessment tool can be used for Key Stages 1 to 3 to plan learning, assess learning and monitor progression of learning. For Early Years Foundation Stage, please refer to page 51, and for Key Stages 4 and 5 please refer to the specification/syllabus for the elected course being followed. When teaching Religious Education it is vital that the skills are developed through the knowledge and understanding and vice versa. It is also important that pupils understand how their learning in Religious Education is progressing, and what they need to do to improve it. The Assessment Tool identifies the key skills that should be developed in the Religious Education curriculum. These are divided into three skill areas: ‘Thinking about religion, belief, practice and sources’; ‘Enquiry and investigating meaning’ and ‘Reflecting, evaluating and communicating meaning.’ These incorporate the skills mentioned in the previous section ‘Why teach Religious Education?’ The Tool depicts progression in each of these skills areas so that it can be used in a variety of ways:

• Planning learning: learning should be planned so that as pupils progress up the curriculum they are building on and developing their skills in Religious Education. Plans should therefore indicate what skills pupils will be learning as well as what knowledge or objectives (as specified from the Programmes of study). • Assessing learning: pupil work can be assessed against/using this Tool. This Tool can also be used to support the provision of feedback, which specifies the skills demonstrated in the work and makes suggestions of how the work can be improved. This Tool therefore supports the effective feedback element of Assessment for Learning. • Monitoring progression: This Tool can be used to indicate which skills have been evidenced in individual pieces of work or as an audit tool to ensure that all skills groups are being covered across curriculum planning and delivery.

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THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Assessment tool LEVEL

ASSESSMENT TOOL 1 THINKING ABOUT RELIGION, BELIEF, PRACTICE AND SOURCES

ASSESSMENT TOOL 2 ENQUIRING AND INVESTIGATING MEANING

ASSESSMENT TOOL 3 REFLECTING, EVALUATING AND COMMUNICATING MEANING

• Recognise and name various features of religions, symbols, beliefs and religious expression

• Communicate curiosity or wonder about aspects of life

• Express their own experiences, values and feelings • Identify what is important to themselves and others

• Recall features of religious, spiritual and moral stories and other forms of religious expression

• Identify similarities in features of religions and beliefs using key words or phrases • Retell religious, spiritual and moral stories using key words

• Describe key features of religions, including forms of religious expression, using correct vocabulary • Identify similarities and differences between religions and beliefs • Make links between beliefs and sources, including stories and texts

• Recognise that some questions about life are difficult to answer • Identify a possible meaning of a feature of a religion or belief

• Suggest meanings for symbols and other forms of religious expression • Define the difference between religious, spiritual and moral expression • Communicate their own ideas, reflections and responses to ultimate questions and ethical issues

• Ask and respond sensitively to questions about their own and others’ experiences and feelings • Make links between their own and others’ values • Single out what influences and inspires them • Identify shared values, attitudes and beliefs • Communicate meanings and responses in a variety of ways • Suggest how beliefs and practices may affect people’s lives

• Identify ultimate questions and ethical issues, and begin to formulate their own enquiry questions about these

• Describe the connections, similarities and differences between sources, beliefs, values and practices between religions/belief systems • Identify some the differences in beliefs, values and practices, within religions/belief systems

• Identify sources and questions which could be used to help answer ultimate questions or responses to ethical issues

• Describe what inspires and influences them, expressing their own and others’ views • Apply their learning about religion and belief to their own and other people’s lives, e.g. in relation to religious identity and their own identity

• Suggest meanings for a range of forms of expression

• Describe the impact of beliefs and practices on individuals and communities

• Describe in detail the identified differences in beliefs, values and practices within religions/belief systems

• Suggest lines of enquiry, including the use of sources, into how they and others respond to ultimate questions and ethical issues

• Express their own views on the challenges of belonging to a religion or committing to a religion or belief

• Suggest reasons for diversity within religions/belief systems

• Express their own and others’ views clearly, in relation to ultimate questions and ethical issues

• Describe how sources of inspiration and influence make a difference to them and others

• Explain how religious sources are used to provide answers to ultimate questions and ethical issues

• Communicate their own and others’ ideas, reflections and responses to ultimate questions and ethical issues

• Explain how and why differences in beliefs are expressed in different ways

• Analyse the impact of religion and beliefs on individuals and communities

THE HACKNEY AGREED SYLLABUS

What do we want them to be able to do?

LEVEL

ASSESSMENT TOOL 1 THINKING ABOUT RELIGION, BELIEF, PRACTICE AND SOURCES • Give informed accounts of beliefs, values and practices in relation to religious and philosophical concepts

• Select and use appropriate sources to support explanations and lines of enquiry within a structured piece of work

• Explain the reasons for diversity in beliefs, values and practice within and between religions and beliefs

• Critically examine and compare differing viewpoints on ethical issues and responses to ultimate questions, discerning differences between stronger and weaker arguments

• Explain how and why sources have been used in different ways by various traditions to provide answers to ultimate questions and ethical issues

• Give coherent, analytical accounts of the beliefs, values and practices related to religious and philosophical concepts • Identify the influence of history and culture on aspects of religious belief, life and practice • Explain in detail how different spiritual, religious and moral sources have been interpreted by different traditions

ASSESSMENT TOOL 2 ENQUIRING AND INVESTIGATING MEANING

ASSESSMENT TOOL 3 REFLECTING, EVALUATING AND COMMUNICATING MEANING • Describe the challenges of other believers of belonging to a faith in the contemporary world in relation to values and commitments • Explain how their beliefs and religion have made a difference to the way they live

• Interpret a variety of different forms of religious, moral and spiritual expression • Conduct an independent enquiry into the beliefs, practices and/or responses to ultimate questions and ethical issues within a belief system in a well-structured piece of work • Evaluate their own and others’ responses to ultimate questions and ethical issues through critical argument

• Explain and analyse why the consequences of belonging to a faith may be different for people within the same religion or tradition • Interpret the significance of different forms of religious, moral and spiritual expression

• Analyse and compare the different interpretations of religious, spiritual and moral expression

• Evaluate the influence of history and culture on aspects of religious life and practice

• Use sophisticated independent research skills to investigate and interpret religion and belief

• Evaluate the impact of religion and belief on differing communities and societies

• Analyse how and why different spiritual, religious and moral sources have been interpreted by different traditions with reference to historical, social and cultural influences

• Communicate findings in a precise, coherent presentation, synthesising a range of evidence, arguments, reflections and examples to support their conclusions

• Evaluate the significance of different forms of their religious, moral and spiritual expression

• Explain how and why religious, spiritual and moral expressions have been interpreted in different ways

• Evaluate the importance of diversity in religion/belief in a pluralistic society • Clearly identify, describe, explain, evaluate the extent to which the impact of religion and beliefs on different communities and societies has changed over time

RELIGIOUS EDUCATION 2013

• Synthesise their accounts and evaluations of the varied forms of religious, spiritual and moral expression • Evaluate the principal methods by which religion and spirituality are studied

• Synthesise their accounts and evaluations of the varied forms of religious, spiritual and moral expression in their and others’ lives

How can we plan for their learning of RE? The long-term curriculum should reflect the fact that the religious traditions in Great Britain are in the main Christian, and should also take into account the teachings and practices of the other principal religions, Judaism and Islam, as well as other world religions and non-religious responses to questions of meaning, purpose and value, all of which are represented in our schools. When planning the teaching and learning of Religious Education, teachers should consider the following:

• What will pupils be learning about? • What will pupils be learning to do? • What will pupils be learning from these lessons? • How can teaching support their learning? • How will we know if they have succeeded/progressed? • How can pupils be helped to improve?

THE HACKNEY AGREED SYLLABUS

How can we plan for their learning of RE?

What are they learning about? AT1 ‘learning about religions/beliefs’ Key knowledge features, concepts, values and/or beliefs should be identified from the Programme of Study. Please also note that planning should take reflect the religions/beliefs represented in our schools as well as the requirements of the 1996 Education Act.

AT2 ‘learning from religions/beliefs’ AT1 and AT2 should be taught in conjunction, so that pupils interact with the knowledge they have gained through AT1 to explore the implications and their responses (AT2). Therefore, also identify the key concepts/ultimate questions that should be explored by pupils.

What are they learning to do, and what are they learning from these lessons? Identify the range of skills that will be developed. For Key Stages 1–3 refer to the Assessment Tool, making sure that there is coverage of all the Assessment foci across the curriculum. Early Years Foundation Stage, please refer to the relevant section, and for Key Stages 4 and 5 refer to the syllabus/specification for the course being followed.

How can teaching support their learning? Teaching and learning activities should be pitched and personalised to suit pupils, ensuring that all are supported in making progress and are able to learn together.

How will we know if they have progressed? Planning should also include opportunities for reviewing and reflecting on progress by both the teacher and the pupils. These need not be separate assessment tasks, as these often become focused on pupils’ ability to recall information only. Effective teaching and learning tasks can be identifified as suitable opportunities to assess how well the pupils have demonstrated the knowlegde and skills specified as above.

How can pupils be helped to improve? Opportunities should also be planned into lessons so that feedback can be shared with pupils and to ensure they understand and can implement this feedback to improve their work. The Assessment Tool can support the provision of feedback for Key Stages 1–3.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Programme of Study for KEY STAGES 1–3 The below depicts the key AT1 ‘learning about religions/beliefs’ for Key Stages 1–3, and has incorporated guidance contained in the nonstatutory National Framework for Religious Education of 2014 and National Curriculum 2008 materials. Please note: The key words are not the only key religion-specific terms in the Syllabus, but are those which have a nationally agreed spelling and explanation in the QCA/SCAA Religious Education Glossary of Terms.

When planning learning Selection from the below AT1 objectives should:

• Reflect the faiths and non-religious responses as represented in our schools as well as the requirements of the 1996 Education Act. • Be linked with related concepts, etc, so that teachers can support AT1 ‘learning about religions/beliefs’ with AT2 ‘learning from religions/ beliefs’, as per the guidance in the section ‘What do we want them to know?’ • Consideration should also be given to the Religious Education skills from the Assessment Tool: how they will be developed and assessed.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 1: cHRISTIANITY The following is the required AT1 key knowledge. KS1 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–e and AT2a–e, teaching and learning should:

Explore a range of religious stories and sacred writings and talk about their meanings.

• Explore Bible stories of the birth of Jesus which teach the Christian belief that Jesus is God’s Son. • Explore Bible narratives of Jesus’ death and resurrection, understood by Christians as a promise of new life and new beginnings.

AT1b Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate.

• Explore how Christian traditions at Advent and Christmas re-tell the birth of Jesus and teach Christians about God and Jesus Christ. • Explore how Christian traditions at Lent and Easter re-tell the death and resurrection and teach Christians about God and Jesus Christ. • Explore how baptism and infant dedication express the hope that children will grow up to follow the teaching and example of Jesus. • Explore how the traditions of Christian Harvest Festival express Christian beliefs about, and responses to, God as Creator, e.g. thankfulness and sharing with others.

AT1c Identify the importance – for some people – of belonging to a religion and recognise the difference this makes to their lives.

• Explore some of the ways in which children learn about their faith by growing up in a Christian home, e.g. by worshipping together on Sunday and on other days, reading and studying the Bible, listening to stories, singing and praying. • Explore how belonging to the Christian ‘family’ means living in the way Jesus taught, especially caring for others e.g. the poor and those in need. • Explore how local leaders of Christian communities (e.g. priests, ministers, elders) teach about Jesus and belonging to the Christian ‘family’.

AT1d Explore how religious beliefs and ideas can be expressed through the arts and communicate their response. AT1e Identify and suggest meanings for religious symbols and begin to use a range of religious words.

• Explore how Christian songs and prayers, pictures and icons re-tell events from the life of Jesus and express beliefs about God.

• Explore how the symbols of light, used by Christians at Advent and Christmas, express their belief that Jesus is the light of the world. • Explore how the symbols of baptism (e.g. water, light, the sign of the cross and the colour of baptism clothing) mark a new beginning in the Christian family. • Explore how the symbols of Easter (e.g. palms, crosses, eggs, hot cross buns, and colours associated with Lent and Easter), remind Christians of Easter events and the theme of endings and new beginnings.

RELIGIOUS EDUCATION 2013

Programme of Study for Key Stage 1: Buddhism The following is the required AT1 key knowledge. KS1 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–e and AT2a–e, teaching and learning should:

Explore a range of religious stories and sacred writings and talk about their meanings.

AT1b Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate.

AT1c Identify the importance – for some people – of belonging to a religion and recognise the difference this makes to their lives. AT1d Explore how religious beliefs and ideas can be expressed through the arts and communicate their response.

AT1e Identify and suggest meanings for religious symbols and begin to use a range of religious words.

• Explore how the story of Siddhartha and the four sights helps Buddhists to understand that nothing lasts for ever and everything changes.

• Explore how in celebrating Wesak Buddhists remember the enlightenment of the Buddha, e.g. by retelling stories about his birth, life and death.

• Explore how celebrating Wesak together develops a sense of belonging to the Buddhist community (Sangha).

• Explore how through the objects and artefacts on a shrine (e.g. the Buddha rupa, candles, flowers, incense) Buddhists show reverence for the Buddha and his teachings.

• Explore the symbolism of light at Wesak, reminding Buddhists of the Buddha’s teachings which are like a light, showing people how to be kind in everything they do, think and say.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 1: Hinduism The following is the required AT1 key knowledge. KS1 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–e and AT2a–e, teaching and learning should:

Explore a range of religious stories and sacred writings and talk about their meanings.

AT1b Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate.

AT1e Identify and suggest meanings for religious symbols and begin to use a range of religious words.

RELIGIOUS EDUCATION 2013

• Explore how, in the stories told at Divali, Rama and Sita provide Hindus with role models and values to live by, e.g. love ,courage, loyalty, duty.

• Explore how in celebrating Holi and Divali, Hindus learn about God’s power, love and forgiveness, e.g. through telling stories about the childhood of Krishna.

• Explore how through daily religious observance in the home and through festival celebrations, children learn about God and about belonging to the Hindu community.

• Explore how pictures and images of Krishna and Rama communicate religious beliefs, e.g. through the halo, tilak and symbolism of colour.

• Explore how symbols associated with Divali (e.g. light-good overcoming evil as light overcomes the dark) Holi (e.g. fire – purifying and destroying evil) communicate beliefs about God’s love and power.

Programme of Study for Key Stage 1: Islam The following is the required AT1 key knowledge. KS1 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–e and AT2a–e, teaching and learning should:

Explore a range of religious stories and sacred writings and talk about their meanings.

AT1b Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate.

AT1e Identify and suggest meanings for religious symbols and begin to use a range of religious words.

• Explore how the Qur’an teaches Muslims that there is one God, Allah, who created the world and that humans should look after it.

• Explore narratives of the life of the prophet Muhammad (PBUH*) which provides examples for Muslims of how to live according to the will of Allah.

• Explore how Muslim children learn about Allah and about their Muslim identity in the home, e.g. through salah and daily religious observance, Ramadan and Eid ul-Fitr. • Explore how family and community life, the home, the masjid (mosque), madrassah and the imam, help children understand and keep the rules for being good Muslims. • Explore how retelling stories and events from the Muslim tradition are ways of communicating the beliefs and values of Islam, e.g. caring for and sharing with others.

• Explore how the choice of a baby’s name, the whispering of the Adhan and the traditions of welcoming a baby into the Muslim community declare belief in the one and only God, Allah, and express a hope for a life committed to Allah.

* Peace be upon him

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 1: Judaism The following is the required AT1 key knowledge. KS1 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–e and AT2a–e, teaching and learning should:

Explore a range of religious stories and sacred writings and talk about their meanings.

• Explore extracts from the Tenakh which teaches Jews there is one God who created the world, human beings and everything in the world. • Explore stories and extracts from the Tenakh which remind Jews that they should love God and keep God’s commandments.

AT1b Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate.

AT1e Identify and suggest meanings for religious symbols and begin to use a range of religious words.

RELIGIOUS EDUCATION 2013

• Explore how traditions at Shabbat help Jews to remember and be thankful to God, e.g. for creating the world and everything in it, for creating time for work and Shabbat.

• Explore how Jewish children learn about God and about their Jewish identity in the home, e.g. through daily religious observance and festival celebrations. • Explore how family and community life, the home, the synagogue and the Rabbi, help children understand how to live as good Jews.

• Explore how food, story telling, songs and games at festivals and celebrations express Jewish belief in a loving ever-present God.

• Explore how lighting of the Shabbat candles and hanukiah express Jewish belief in a loving, ever-present God. • Explore how symbols and objects in the home are a constant reminder of the presence of God and the history of the Jewish people, e.g. the mezuzah.

Programme of Study for Key Stage 1: Sikhism The following is the required AT1 key knowledge. KS1 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–e and AT2a–e, teaching and learning should:

Explore a range of religious stories and sacred writings and talk about their meanings.

AT1b Name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate.

AT1e Identify and suggest meanings for religious symbols and begin to use a range of religious words.

• Explore some stories about Guru Nanak’s early life and how these teach Sikhs how to live good lives, e.g. thinking about and praying to God, helping others.

• Explore how, in celebrating Guru Nanak’s birthday, Sikhs are reminded of his life and teachings, e.g. about sharing food in the langar.

• Explore how, in celebrating the birthday of Guru Nanak, Sikhs are reminded of his life and teachings, e.g. about treating everyone as sister or brother.

• Explore the way in which pictures of Guru Nanak communicate Sikhs’ feelings of reverence for him.

• Explore the meaning of some Sikh symbols that might be seen on a visit to the Gurdwara on the birthday of Guru Nanak, e.g. turban.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 2: cHRISTIANITY The following is the required AT1 key knowledge. KS2 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

Describe the key aspects of religions and belief systems, especially the people, stories and traditions that influence the beliefs and values of others.

• Make connections between Jesus’ teachings, events from his life and the Christian belief that God is loving and forgiving, e.g. teaching the Lord’s Prayer, and the parables of the prodigal son, and the lost sheep and events the Nativity and Easter. • Make connections between stories Jesus told and events from his life, and Christian beliefs that people should love and serve others, e.g. good Samaritan; Jesus washing disciples’ feet.

AT1b Describe the variety of practices and ways of life within religions/ belief systems, and understand how these stem from and are closely connected with beliefs and teachings.

AT1c Identify and begin to describe the similarities and differences within and between religions.

AT1d Investigate the significance of religions/belief systems in the local, national and global communities.

AT1e Consider the meaning of a range of forms of expression, understand why they are important to believers and note the links between them.

RELIGIOUS EDUCATION 2013

• Make connections between how Christians celebrate Easter and the events in the last week of Jesus’ life. • Make connections between the Christian celebrations of the Eucharist/Holy Communion and what Jesus said and did at the Last Supper. • Make connections between the Bible, the source of Christian teaching, and the decision and actions of Christians in their daily life. • Make connections between Christianity and other religions in relation to, for example, Jesus’ teaching about loving God and loving others, which motivates individuals, churches and Christian aid agencies (e.g. Tearfund, CAFOD, Christian Aid).

• Make connections between the different traditions within worldwide Christianity and recognize similarities and differences, e.g. forms of worship in the Catholic, Orthodox and Protestant traditions. • Make connections between an awareness that there are Christians of many nationalities, races and cultures within Britain and around the world and their unity in the church. • Make connections between what the Bible teaches about God (Father, Son and the Holy Spirit) and how this is expressed in worship and prayer, e.g. the Lord’s Prayer and psalms and songs. • Make connections between the commemoration, worship and teaching which occur at Christian festivals, and the Bible.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1f Describe and begin to understand religious and other responses to ultimate and ethical questions.

• Make connections between the belief that service to others is service to God, i.e. Jesus’ commandment to love God and love thy neighbour and its implications for how Christians should respond to others.

AT1g

Teaching and learning should involve pupils in developing the skill of:

Use specialist vocabulary in communicating knowledge and understanding.

• Using specialist vocabulary in communicating their knowledge and understanding of Christian beliefs, teachings, practices and symbols.

AT1h

Teaching and learning should involve pupils in using and interpreting:

Use and interpret information from religions/belief systems from a range of sources.

• A range of sources including the Bible stories from the Christian tradition, poetry, songs, pictures, artefacts and churches, the media and the ICT/internet, to gain knowledge and understanding of Christian beliefs, teachings and practices.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 2: Buddhism The following is the required AT1 key knowledge. KS2 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

Describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others. AT1b Describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings. AT1c Identify and begin to describe the similarities and differences within and between religions.

AT1d Investigate the significance of religion in the local, national and global communities.

AT1e Consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them. AT1f Describe and begin to understand religious and other responses to ultimate and ethical questions.

RELIGIOUS EDUCATION 2013

• Make connections between stories from the life of the Buddha and his teachings about living a contented life, e.g. the early life of prince Siddhartha, the four sights, the years in the forest, the enlightenment, Kisa, Angulimala, King Ajatasattu. • Make connections between the Buddha’s teaching that everyone can become awake to the truth and the Buddhist way of life which includes meditation, worship and ethical behaviour.

• Make connections between Buddhism and other religions in relation to, for example, the Buddha’s teachings about compassion and caring for others which motivates individuals, communities and Buddhist aid agencies (e.g. IBRO).

• Make connections between trying to live according to the Buddha’s teachings and how belonging to the Sangha is a way of gaining and giving strength and support.

• Make connections between the symbolism of the Buddha rupa and the qualities and practices that Buddhists aspire, to e.g. fearlessness, contentment, kindness, meditation.

• Make connections between the Buddhist understanding of what causes human dissatisfaction (dukkha) and the way it may be overcome (the four Noble Truths, the Noble Eightfold Path).

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g

Teaching should involve pupils in developing the skill of:

Use specialist vocabulary in communicating their knowledge and understanding.

• Using specialist vocabulary in communicating their knowledge and understanding of Buddhist beliefs, teachings, practices and symbols

AT1h

Teaching and learning should involve pupils in using and interpreting:

Use and interpret information about religions from a range of sources.

• A range of sources including the Buddhist scriptures, stories from the Buddhist tradition, the vihara, artefacts, pictures and symbols, the media and ICT/the internet, to gain knowledge and understanding of Buddhist beliefs, teachings and practices.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 2: Hinduism The following is the required AT1 key knowledge. KS2 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

Describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others.

AT1b Describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings. AT1c Identify and begin to describe the similarities and differences within and between religions.

AT1d Investigate the significance of religion in the local, national and global communities.

RELIGIOUS EDUCATION 2013

• Make connections between stories, e.g. Krishna and Rama and the Hindu belief that God descends to earth when evil threatens to overcome good. • Make connections between Hindu stories and belief in a personal, devotional relationship between God and the individual. • Make connections between Hindu belief in one God and the diverse forms in which God is worshipped, e.g. Krishna, Rama, Lakshmi, Ganesha • Make connections between service to others and devotion to God.

• Make connections between Hinduism and other religions in relation to, for example, teachings about loving God and a responsibility to care for others, which motivate individuals, communities and Hindu aid agencies (e.g. Sewa International).

• Make connections between the existence of well-established Hindu communities in Britain and the building of traditionally designed Mandirs in London and other cities

• Make connections between devotion to God and how this is expressed in worshipped in the Hindu home and Mandir e.g. Puja, Arti, Prashad.

• Make connections between the belief that God is in everyone and everything and the implications for how Hindus should live their lives.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g Use specialist vocabulary in communicating their knowledge and understanding.

• Make connections between the themes of Hindu narratives about the Gods and the parallel experiences for humans trying to live a good life, e.g. struggles to overcome evil in the Ramayana, Ganesh helping to overcome obstacles.

AT1h

Teaching and learning should involve pupils in using and interpreting:

Use and interpret information about religions from a range of sources.

• range of sources including Hindu scriptures, stories from the Hindu tradition, Murtis, the Mandir artefacts, pictures and symbols, songs and music, festival food, the media and ICT/ the internet to gain knowledge and understanding of Hindu beliefs, teachings and practices.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 2: Islam The following is the required AT1 key knowledge. KS2 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

AT1d Investigate the significance of religion in the local, national and global communities.

• Make connections between revelation of the Qur’an and the prophet Muhammad (PBUH*) as the messenger of Allah, e.g. the first revelation on Mount Hira.

• Make connections between the way the Qur’an is treated with reverence, studied and committed to memory and the belief that it is precious because it contains the message of Allah.

• Make connections between Islam and other religions in relation to, for example, teachings about loving Allah and a responsibility to care for others, e.g. Zakah and Sadaqah which motivate individuals, communities and Muslim aid agencies (e.g. Islamic Relief, Muslim Aid).

• Make connections between an awareness that there are Muslims of many nationalities, races and cultures within Britain and around the world and their unity in the Ummah. • Make connections between the obligation of religious observance and the strength Muslims gain from belonging to the Ummah, e.g. sawm (fasting at Ramadan), standing shoulder to shoulder in Salah, rituals during the hajj. • Make connections between the belief in one God, Allah, and the way this is reflected in salah and the mosque, e.g. everyone facing the qiblah and mihrab; the prohibition of idolatry reflected in an absence of representation of humans and animals, the use of calligraphy and pattern.

• Make connections between the Muslim belief in one God, Allah, and the part humans are required to play in protecting the pattern, order and diversity of the world Allah has created. • Make connections between two attributes of Allah, Ar Rahman (the Compassionate) and Ar Raheem (the Merciful) and the qualities Muslims try to developed in their own lives.

* Peace be upon him

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g

Teaching and learning in pupils of:

Use specialist vocabulary in communicating their knowledge and understanding.

• Using specialist vocabulary in communicating their knowledge and understanding of Muslims’ beliefs, teachings and practices.

AT1h

Teaching and learning should involve pupils in using and interpreting:

Use and interpret information about religions from a range of sources.

• A range of sources including the Qur’an stories from the Muslim tradition, the mosque, artefacts, art, pattern and calligraphy; the media and ICT/the internet, to gain knowledge and understanding of Muslims’ beliefs, teachings and practices.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 2: Judaism The following is the required AT1 key knowledge. KS2 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

AT1d Investigate the significance of religion in the local, national and global communities.

RELIGIOUS EDUCATION 2013

• Make connections between narratives about key figures and events from the Tenakh (e.g. Moses: the giving of the Torah) and the Jewish understanding of their people’s relationship with God.

• Make connections between the re-living (e.g. during the Seder, Shabbat and Sukkot) of key events in the history of the Jewish people and the belief in God’s on-going care and protection. • Make connection between the way the Sefer Torah is treated with reverence and love and the belief that it is precious because it contains God’s word. • Make connections between Judaism and other religions in relation to, for example, teachings about loving God and a responsibility to care for others, which motivate individuals, communities and Jewish aid agencies (e.g. Tzedek, World Jewish Relief).

• Make connections between an awareness that there are Jewish people of many nationalities in communities around the world and a sense of shared Jewish identity (the people of Israel).

• Make connections between the belief in one God and the way this is reflected in the synagogue, e.g. the Ner Tamid, the position of the Ark and the Torah; how the prohibition of idolatry is reflected in the absence of representations of humans.

• Make connections between the Jewish belief in a creator God and the responsibility assigned to humans in taking responsibility for others and for the environment. • Make connections in Judaism between repenting and being forgiven, e.g. Rosh Hashanah and Yom Kippur.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g

Teaching and learning in pupils of:

Use specialist vocabulary in communicating their knowledge and understanding.

â&#x20AC;˘ Using specialist vocabulary in communicating their knowledge and understanding of the faith and beliefs, teachings and practices and symbols.

AT1h

Teaching and learning should involve pupils in using and interpreting:

Use and interpret information about religions from a range of sources.

â&#x20AC;˘ A range of sources from Jewish tradition, artefacts, art, festival food, poetry; the media and ICT/the internet, to gain knowledge and understanding of beliefs, teachings and practices.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 2: Sikhism The following is the required AT1 key knowledge. KS2 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

AT1d Investigate the significance of religion in the local, national and global communities.

RELIGIOUS EDUCATION 2013

• Make connections between narratives about key events from the lives of the Gurus (e.g. Guru Nanak, Guru Har Gobind, Guru Gobind Singh) their teachings about God and how to be a good Sikh, contained in the Guru Granth Sahib. • Make connections between the teachings of the Guru that Sikhs should share what they have with other (vand chakna) and some ways in which this is practised, e.g. in the Gurdwara.

• Make connections between Sikhism and other religions in relation to for example, teachings about loving God and a responsibility to serve others (e.g. Sewa, Langar), which motivate individuals, communities and Sikh aid agencies (e.g. Khalsa Aid).

• Make connections between the existence of well-establish Sikh communities in Britain and the building of traditionally designed Gurdwaras in London and other cities.

• Make connections between the story of Guru Gobind Singh at Baisaki and the commitments Sikhs make today, e.g. the Khalsa, the 5K’s, taking Amrit, the implications of being named Singh and Kaur.

• Make connection between key Sikh stories (e.g. Bhai Khanaya, Bhai Lalo) and beliefs relating to honesty and to equality.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g

Teaching and learning in pupils of:

Use specialist vocabulary in communicating their knowledge and understanding.

• Using specialist vocabulary in communicating their knowledge and understanding of the faith and beliefs, teachings and practices and symbols.

AT1h

Teaching and learning should involve pupils in using and interpreting:

Use and interpret information about religions from a range of sources.

• A range of sources including from Sikh tradition, artefacts, art, festival food, poetry, the media and ICT/the internet, to gain knowledge and understanding of beliefs, teachings and practices.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 3: cHRISTIANITY The following is the required AT1 key knowledge. KS3 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

Investigate and explain the differing impacts of religious teachings and beliefs on individuals, communities and societies.

AT1b Analyse and explain how beliefs and ideas are transmitted by people, texts and traditions.

AT1c Investigate and explain why people might belong to faith communities and explain the reasons for diversity in religions/ world view groups.

• Apply knowledge of Christian teaching about forgiveness, repentance, love and service to God, to a range of individual, corporate, national and international issues. • Apply knowledge of Christian understanding of the Holy Spirit to explain authority and traditions of worship, practice and community life, e.g. at baptism, at confirmation and in the Pentecostal and charismatic traditions.

• Apply an understanding of how Christian belief in one God in three persons (Father, Son and Holy Spirit) is represented within Christianity e.g. text, worship, art. • Apply Biblical accounts and theological understanding of Jesus’ incarnation and crucifixion to the Christian concepts of redemption and salvation. • Apply an understanding of authority in Christianity (e.g. the Bible and oral tradition, priesthood and laity) to beliefs and worship within different Churches and denominations. • Apply knowledge of the concept of Sacrament e.g. Baptism, Eucharist/Holy Communion/breaking of bread, to illustrate diversity within the Christian tradition. • Apply understanding of differences between Christian churches and denominations to examine initiatives promoting unity in the Universal Church – Body of Christ.

AT1d Analyse and compare the evidence and arguments used when considering issues of truth in religions and philosophy.

RELIGIOUS EDUCATION 2013

• Apply analytical skills to examine Christian evidence (e.g. scripture, tradition, human experience and reason) for the existence of God. • Apply analytical and comparative skills to understanding of the concept of the Kingdom of God and the impact on the lives of individual Christian organisations.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1e Discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues.

• Apply Christian belief about the relationship between God and humanity (e.g. humanity created in the image of God, the command to love God and love one’s neighbour) to Christian responses on issues of social, economic and racial justice. • Apply Christian understanding of God as creator and sustainer to Christian responses to the issues of stewardship and scientific and medical ethics. • Apply knowledge of the birth, life and teachings, death and resurrection of Jesus to Christian understanding of sin, human suffering, death and life after death.

AT1f Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas. AT1g Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts.

AT1h Interpret a variety of forms of religious and spiritual expression.

• Apply understanding of metaphor, allegory and symbol to the varying Christian responses to scripture. • Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Christian theology, philosophy and ethics and demonstrate an awareness of difference of interpretation.

• Apply comparative and analytical skills to the portrayal of Jesus, e.g. the differing emphases of the Gospel writers. • Apply the skills of interpretation and evaluation to a range of sources e.g. the Bible, contemporary religious writings and media reports and representation.

• Apply the knowledge of diversity within Christian tradition by interpreting forms of religious expressions, e.g. text and preaching, worship and liturgy, artefacts, art, architecture and music.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 3: Buddhism The following is the required AT1 key knowledge. KS3 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

Investigate and explain the differing impacts of religious teachings and beliefs on individuals, communities and societies. AT1b Analyse and explain how beliefs and ideas are transmitted by people, texts and traditions.

AT1c Investigate and explain why people might belong to faith communities and explain the reasons for diversity in religions/ world view groups. AT1d Analyse and compare the evidence and arguments used when considering issues of truth in religions and philosophy.

AT1e Discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues.

AT1f Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas.

RELIGIOUS EDUCATION 2013

• Apply understanding of the Buddha’s teaching about impermanence and dissatisfaction and how to become free of it (i.e. the Four Noble Truths), to explain its impact upon the spiritual lives, values and actions of individuals, family and community. • Apply analytical skills to narratives about the life of the Buddha (four sights, Going Forth, Enlightenment) to explain how these transmit the belief that by following Buddha’s teachings all beings have the potential for enlightenment.

• Apply an awareness of the perennial questions and experiences which first prompted the Buddha to seek enlightenment, to understand how and why Buddhists today seek refuge in the Three Jewels.

• Apply philosophical and evaluative skills to analyse the Buddhist law of Karma and how the five precepts can help Buddhists to achieve enlightenment through their own action.

• Apply knowledge of the steps of the Noble Eightfold Path, such as right livelihood and right action, and evaluate Buddhist responses to ethical issues such as vegetarianism and ethical trading.

• Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Buddhist philosophy and ethics and demonstrate awareness of differences of interpretation, e.g. Therevada and Mahayana.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts.

AT1h Interpret a variety of forms of religious and spiritual expression.

• Apply analytical skills to historical and contemporary accounts to understand the Bodhisattva ideal, e.g. the Dalai Lama, Dr Ambedkar, Dhardo Rimpoche.

• Apply knowledge of diversity within Buddhist forms of worship and meditation to explain how this involves the believer spiritually, mentally and physically, e.g. yoga, rupa, puja, mandala, mantra, pilgrimage.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 3: Hinduism The following is the required AT1 key knowledge. KS3 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

AT1f Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas.

RELIGIOUS EDUCATION 2013

• Apply an understanding of the Hindu concepts of Karma, samsara, moksha, to explain their impact on the spiritual lives, values and actions of individuals, family and community.

• Apply knowledge of the Hindu belief in One, Formless, Supreme Being to explain the Trimurti and Hindu devotion to a variety of deities. • Apply knowledge of the Hindu concept of avatars to explain circumstances when descendants occur, the characteristics of God and the relationships between God and humanity revealed, e.g. avatars of Vishnu: Krishnu and Rama. • Apply knowledge of religious and social reformers within the Hindu tradition to understand how they have inspired individuals to religious commitment and action (e.g. living a self disciplined life, in harmony with God, nature and others – ahimsa).

• Apply philosophical and evaluative skills to analyse the Hindu concept of Karma – the law of cause and effect.

• Apply knowledge of the Hindu belief in a Supreme Being (God) that is in all things to Hindu responses to issues of equality, social justice, human rights and the environment.

• Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Hindu philosophy and ethics and demonstrate an awareness of differences of interpretation.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts.

AT1h Interpret a variety of forms of religious and spiritual expression.

• Apply analytical skills to text extracts from Hindu scriptures, e.g. Bhagavad Gita, Ramanyana, to show an understanding of the nature of God, of life and of the relationship between God and humans.

• Apply knowledge of how Hindus show devotion to God to explain how this involves the believer spiritually, mentally and physically, e.g. yoga, bhakti, seva, darsham, murtis.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 3: Islam The following is the required AT1 key knowledge. KS3 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

Investigate and explain the differing impacts of religious teachings and beliefs on individuals, communities and societies.

• Apply knowledge of Muslim belief in the one God (Tawhid) and the concept of Shirk, that nothing and no one is comparable to Allah, to understand how this permeates all aspects of Islamic thought and practice. • Apply an analysis of Muslim beliefs that humans are accountable to Allah for all actions in this life and that life is a preparation for the hereafter and consider the impact on individuals and communities.

AT1b Analyse and explain how beliefs and ideas are transmitted by people, texts and traditions. AT1c Investigate and explain why people might belong to faith communities and explain the reasons for diversity in religions/ world view groups. AT1d Analyse and compare the evidence and arguments used when considering issues of truth in religions and philosophy. AT1e Discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues. AT1f Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas.

• Apply knowledge of the Muslim belief that Allah has sent through many prophets e.g. Ibrahim, Musa and Isa (PBUT*) to an understanding of the role of the prophet Muhammad (PBUH**) as the final messenger of Allah. • Apply knowledge of how, through Ibadah, Muslims strive to achieve Islam – living in harmony with the will of Allah. • Apply knowledge of those beliefs and traditions which unite Muslims in the worldwide Muslim community (Ummah) to an awareness of its diversity, e.g. Sunni and Shi’ah.

• Apply knowledge of the concept of Amr Bilmaroof to understand how, in their daily personal observance and in their interaction in the wider society, Muslims are striving to establish ‘right’ and remove evil.

• Apply understanding of Allah as Creator and Sustainer to Muslim responses to issues of stewardship of the earth, poverty and wealth, social justice and equality.

• Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Islamic scholarship, philosophy and ethics and demonstrate an awareness of differences of interpretation.

** Peace be upon them ** Peace be upon him

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts.

AT1h Interpret a variety of forms of religious and spiritual expression.

• Apply analytical skills to text extracts from the Qur’an and Sunna (Hadith) to show an understanding of a range of Muslim beliefs, practices and values, e.g. family life, morality.

• Apply awareness of the spiritual intention of Muslim acts of worship (e.g. salah, hajj, sawm, zakah, du’a and sadaqah) to knowledge of how they are offered.

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Programme of Study for Key Stage 3: Judaism The following is the required AT1 key knowledge. KS3 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

AT1e Discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues.

AT1f Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas.

RELIGIOUS EDUCATION 2013

• Apply knowledge of the key commandments in the Shema to understand Jewish beliefs, practices and observances in the home and synagogue, e.g. tallit, tefillin, mezuzah, blessings, bar/bat mitzvah. • Apply analytical skills to Jewish texts and practices (e.g. Jonah, Rosh Hashanah and Yom Kippur), to demonstrate understanding of Jewish beliefs about God’s judgement and about repentance and forgiveness.

• Apply knowledge of the covenant (e.g. Biblical texts relating to Abraham and Moses, Brit Milah) to understand the relationship between God and the Jewish people.

• Apply knowledge of the Noahide laws to an evaluation of their appropriateness to contemporary multi-faith Britain, e.g. for law makers, inter-faith dialogue, as the basis for values today.

• Apply knowledge of the Jewish concept of Godliness and the covenant to evaluate responses to events in the history of the Jewish people, e.g. Pesach, Shoah. • Apply the analysis of Jewish beliefs about living a good life, making choices between good and evil, and life after death, identifying and evaluating similarities and differences with other traditions. • Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Jewish scholarship, philosophy and ethics and demonstrate an awareness of differences of interpretation.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts.

AT1h Interpret a variety of forms of religious and spiritual expression.

• Apply an understanding of the relationship between the Torah and the oral Torah (e.g. Talmud, Midrash) and how Jews apply God’s law in a changing world, e.g. scientific and medical ethics.

• Apply a knowledge of diversity within Judaism by interpreting forms of religious expression, e.g. Ashkenazi and Sephardic traditions, liberal and orthodox.

THE HACKNEY AGREED SYLLABUS

Programme of Study for Key Stage 3: Sikhism The following is the required AT1 key knowledge. KS3 GENERIC PROGRAMME OF STUDY

RELIGION-SPECIFIC PROGRAMME OF STUDY

AT1a

To deliver the generic PoS AT1a–h and AT2a–e, teaching and learning should:

AT1e Discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues.

AT1f Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas.

RELIGIOUS EDUCATION 2013

• Apply an analysis of the key beliefs and values taught by the Sikh Gurus to explain how these are expressed through the community and individual life of Sikhs, e.g. kirat karna, vand chhakna, sewa.

• Apply knowledge of the belief that the Guru Granth Sahib is the final Guru, to explain its religious authority in Sikh life and worship.

• Apply knowledge of the Sikh beliefs about God expressed in the Mool Mantar, to explain how this permeates all aspects of Sikh tradition, e.g. Ik Onkar, Hukam, nam simran, worship.

• Apply Sikh belief in Karma and mukti to understand the importance for individuals of both meditation on God and good actions.

• Apply knowledge of the belief of the Creator God, who made all humans equal, to Sikh responses to issues of the equality of men and women, social injustice, human rights, stewardship of the earth.

• Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Sikh philosophy and ethics to demonstrate an awareness of differences of interpretation.

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

AT1g Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts.

AT1h Interpret a variety of forms of religious and spiritual expression.

• Apply analytical skills to text extracts from the Guru Granth Sahib and other Sikh scriptures, e.g. janamsakhi, to show an understanding of a range of Sikh beliefs, practices and values, e.g. family life and morality.

• Apply knowledge of the commitments involved in belonging to the Khalsa (e.g. marit, rahit, kurahit, keshdari) to understand diversity within the Sikh sadhsangat.

THE HACKNEY AGREED SYLLABUS

How can we plan for their learning of RE?

Early Years Foundation stage The Early Years Foundation Stage describes the phase of a child’s education from birth to the end of reception at the age of five, and the ‘Statutory Framework for the Early Years Foundation Stage’ of 2012 outlines the legal requirements for all settings and schools for this age group. This includes the statutory Early Learning Goals. Several of these are integral to Religious Education and can be taught through discreet Religious Education lessons. The teaching of Religious Education in the Early Year Settings should adhere to the following principles:

• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured • children learn to be strong and independent through positive relationships • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and • children develop and learn in different ways and at different rates. Within the framework for the Early Years Foundation Stage (September 2012), there are seven areas of learning and development which have been identified, that must shape educational programmes in Early Years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Of these, ‘communication and language’ and ‘personal, social and emotional development’ are the most closely linked with, and clearly developed, within the teaching of Religious Education. Providers must also support children in the Early Years Foundation Stage through four specific areas. In Religious Education the most relevant of these areas are:

• literacy; • understanding the world; and • expressive arts and design. Therefore, when planning programmes for Religious Education, they must include the following activities and experiences for children:

• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. • Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest. When planning and guiding children’s Religious Education activities, practitioners should also include opportunities for children to:

• make sense of their physical world and their community through exploring, observing and finding out about people, places, technology and the environment in order to support understanding the world • explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. When planning and guiding children’s Religious Education activities, practitioners must reflect on the different ways that children learn and reflect these in their practice:

• investigate and experience things, and ‘have a go’ through playing and exploring; • concentrate and keep on trying if they encounter difficulties, and enjoy achieving by active learning • have and develop their own ideas, make links between ideas, and develop strategies for doing things through thus creating and thinking critically.

Assessing skills in the Early Years Foundation Stage in Religious Education The effective teaching of Religious Education could contribute to the assessment of the following relevant early learning goals:

Communication and language Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

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How can we plan for their learning of RE?

Personal, social and emotional development Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride. Making relationships: children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children

Literacy Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Writing: Children write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Understanding the world People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Expressive arts and design Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative: They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. Sample planning documents can be found in the section ‘what might it look like?’

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Planning for Learning in Early Years Foundation Stage

What are they learning? Select appropriate topic/content/focus4

What are they learning to do? Identify appropriate skills from EYFS assessment information and Early Learning Goals 5

How will I be able to tell/ monitor if they have learnt? Specify success criteria/assessment opportunities/WILF

How will they learn it? Consider the sequence or steps in learning that will be needed Plan approrpriate activities which will demonstrate the specified skills

Please see sample of Planning for Learning in Early Years Foundation Stage in the ‘What might it look like?’ section on page 58.

4. Please note that children learn at different rates but for guidance, it is suggested that for Reception classes the Early Learning Goals 30–50 months and 40–60 months+ are used to determine the outcomes for Assessment, and for Nursery to refer to the criteria for 22–36 months. 5. It is advised that schools/children’s centres may wish create a map showing which aspects of Religious Education the Nursery and Reception classes are covering, so that repetition can be avoided and progression can be ensured.

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How can we plan for their learning of RE?

Ages 14–19 Religious Education is a statutory subject for all registered students, across Key Stage 4 and in the school sixth form, except for those withdrawn by their parents. Personal, social, political and moral issues necessarily arise in Religious Education. When they do, they must be explored in the light of the teachings of religions/beliefs systems. However, Religious Education should not be confused or conflated with PSE or citizenship education.

Experiences and opportunities 14–19 All courses should provide opportunities within and beyond school for learning that involves first-hand experiences and activities involving people, places and events. Throughout this phase, students should analyse and interpret a wide range of religious, philosophical and ethical concepts in increasing depth. They should investigate issues of diversity within and between religion/ belief systems and the ways in which religion, belief and spirituality are expressed in philosophy, ethics, science and the arts. They should expand and balance their evaluations of the impact of religions/beliefs on individuals’ communities as well as societies locally nationally and globally. They should understand the importance of dialogue between and among different religions and beliefs. They should gain a greater understanding of how religion and belief can contribute to community cohesion, recognizing the various perceptions people have regarding the role of religions in the world.

Key Stage 4 • At Key Stage 4 all students should study a GCSE in Religious Studies. • The GCSE course should include the study of Christianity and at least one other religion/belief. • A minimum of 5% of curriculum time is required for Religious Education in each of Y10 and Y11.

School sixth forms • It is a legal requirement that students in school sixth forms continue to receive their Religious Education entitlement. • Schools should plan for continuity of provision in Religious Education that is progressive and rigorous from Key Stage 4 for all students. • Students should be offered an accredited course, including A/S or A-levels.

RELIGIOUS EDUCATION 2013

What might it look like? The following section contains:

• sample mid-term planning for EYFS showing how Assessment for Learning (including differentiated learning outcomes) • sample primary lesson planning, showing how Assessment for Learning (including differentiated learning outcomes from the Assessment Tool, assessment opportunities and differentiated activities) can be included • sample secondary scheme of work, showing how the Assessment Tool and key learning objectives can be used as part of the planning for learning process as described in the ‘How can we plan for their learning?’ section • teacher support notes/guidance showing how to develop AT2 in our lessons through enquiry and particularly through Philosophical Enquiry with a sample lesson • teacher support notes/guidance on how to make the best use of visits, visitors and artefacts in our lessons. All of these materials were produced in conjunction with and participation from schools in Hackney 2012–2013.

THE HACKNEY AGREED SYLLABUS

Sample EarlY yearS mid-term planning Sample primary lesson planning Sample secondary scheme of work/mid-term planning Teacher support notes/guidance

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Sample Early Years Foundation Stage planning Year group: Reception When taught: Autumn half 1 Title: Special Times/Festivals

Assessment of Learning Children can:

• Talk about how they and others show feelings, talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable (PSED 40–60 months). • Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events (CL – Understanding – 40–60 months). • Use vocabulary focussed on objects and people that are of particular importance to them (CL – Speaking 30–50 months). • Use talk to organise, sequence and clarify thinking, ideas, feelings and events (CL – Speaking 40–60 months). • Manipulate materials to achieve a planned effect and use simple tools to effect changes to the materials (PD 40–60 months). • Begin to represent numbers using fingers (MD 30–50 months). • Use everyday language and objects to solve problems (MD 40–60 months). • Remember and talk about significant events in their own experience, recognising and describing special times or events for family and friends (UW 30–50 months). • Talk about past and present events in their own lives and in the lives of family members (UW 40–60 months). • Recognise similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another (UW 40–60 months). • Play cooperatively as part of a group to develop and act out a narrative (Expressive Arts & D 40–60 months). • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function (Expressive Arts & D – Using media and materials 40–60 months).

THE HACKNEY AGREED SYLLABUS

What might it look like?

TEACHING AND LEARNING ACTIVITIES

ASSESSMENT OPPORTUNITIES/SUCCESS CRITERIA

What special times do we celebrate?

• Clearly communicates experiences or ideas/ feelings to others through talk (CL)

What were we celebrating? How did we celebrate these special times? Show and tell using special items from home; class talk and sharing; matching key words to photos or music (identifying candles, food, people, music etc); identify similarities and differences of key events, clothes and objects; express feelings and experiences through art or talk.

How do Jews celebrate Chanukah Show and tell Chanukiah (not menorah), with role-playing lighting of candles with word association; make candles using clay/salt dough; solve mathematical questions about numbers of candles; eat doughnuts and discuss importance of oily food, word association, recall of reason/ stories linked to festival.

• Communicates experiences or ideas/feelings to others through art/re-enactment, etc. (Expressive A & D) • Investigate and find information from others (UW) • Listen respectfully to others sharing/ask questions respectfully (PSED)

• Clearly communicates experiences or ideas/ feelings to others through talk (CL) • Communicates experiences or ideas/feelings to others through art/re-enactment etc (Expressive A & D) • Listens respectfully to others sharing/asks questions respectfully (PSED) • Answer addition and take away questions about candle usage, and count to ten (MD) • Can use tools and resources to design and make candles (Expressive A & D and PD)

How is Chanukah similar and different to other special events/times/festivals?

• Successfully finds information out about festivals etc recording their findings (UW)

What other special events do people celebrate?

• Clearly communicates experiences or ideas/ feelings to others through talk (CL)

What other festivals do we know about/want to learn about? Research other celebrations; show and tell/share own culture using photos or artefacts; identifying similar key words/characteristics from photos or videos, etc.

RELIGIOUS EDUCATION 2013

• Listens respectfully to others sharing/asks questions respectfully (PSED) • Talking about the past and special events remembered (UW) • Suggests meanings/impact of being in community (UW)

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Sample primary lesson planning KEY QUESTION: WHAT WAS SPECIAL ABOUT GURU NANAK? SESSION 2: HOW CAN WE SEE THAT SIKHS BELIEVE GURU NANAK WAS SPECIAL?

LEARNING OUTCOMES

Session titles are posed as questions to develop curiosity, stimulate enquiry and encourage accessibility and are based on the key knowledge/objectives previously specified from the Hackney Agreed Syllabus list.

All students will be able to: • Identify key features of birth ceremonies in at least one religion (AF1 Level 1) • Recall features of the story about Guru Nanak (AF1 Level 1).

Most students will be able to: • Identify key features of birth ceremonies in more than one religion (AF1 Level 2)

By selecting a laddered/scaffolded range of skills from the Assessment Tool, it will help the planning of teaching and learning activities as they can be more easily differentiated.

• Retell stories about Guru Nanak (AF1 Level 2) • Identify a possible meaning behind a religious practice or symbol or name (AF2 Level 2). Some students will be able to: • Identify similarities and differences between key features/beliefs shown in pictures of religious figures (AF1 Level 3) • Identify beliefs shown through stories of Guru Nanak (AF1 Level 3) • Explain how certain religious practices, symbols or features may reflect/demonstrate certain beliefs (AF2 Level 3) • Express own and others’ ideas of how belief in action may be demonstrated (AF2 Level 4).

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Sample EarlY yearS mid-term planning

SUGGESTED ACTIVITIES Introduce the learning outcomes to children using the ‘I can statements’:

Sharing differentiated success criteria as ‘I can’ statements with children will enable them to reflect and review their own learning throughout the lesson, and especially in the plenary.

• I can retell the stories about Guru Nanak • I can suggest how parts of these stories may show certain Sikh beliefs • I can explain how Sikh beliefs are shown through these features in the stories. Starter activity Teachers should remind children about Guru Nanak’s name and ask children to share their thoughts about their names, what they mean and how they might show this in their actions (from last lesson). Show class the picture of Guru and the cobra (resource sheet 3). Ask children: • What do you think is happening? • Why is this special? How might this show that Guru is special? • The feature is that the cobra is not attacking Guru Nanak, but protecting him from the sun with shade. Activity • Children can be shown pictures of other religious figures/scenes that they may be familiar with. They can verbally, or through annotation, identify features of the pictures and suggest what beliefs they are trying to show. This can be done in pairs or groups. Pictures could be attached to A3 paper, and children can annotate round the sides. More detail/explanation can be developed through questioning for those requiring more challenge.

Teaching and learning activities should enable pupils to demonstrate the range of skills specified in the learning outcomes/ left column. Tasks should be differentiated.

• Some children may need support with cue cards (resource 4).

Plenary • Children can try and identify similar features or symbols in other pictures of Guru Nanak. • Extension task – identify similarities and differences between different pictures of Guru Nanak. Perhaps children/groups could move from table to table, each with a different picture (and a fresh A3 paper). • Possible homework or research task – find their own picture and annotate (as above).

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

ASSESSMENT OPPORTUNITIES What to look and listen for in answers: • Retell stories about Guru Nanak (AF1 Level 2)

Using the range of skills (or outcomes) specified already, teachers know what to look and listen for in responses in order to be able to monitor pupil understanding and progression throughout the lesson.

• Identify a possible meaning behind a feature or symbol (AF2 Level 2) • Describe beliefs shown through stories of Guru Nanak (AF1 Level 3) • Identify a possible meaning behind a symbol in a picture (AF2 Level 2) • Explain how certain symbols or features may reflect/demonstrate certain beliefs (AF2 Level 3) • Identify similarities and differences between key features/beliefs shown in pictures of Guru Nanak (AF1 Level 3).

Symbols to look out for: • halo around his head indicates that Sikhs regard him as holy • wearing saffron coloured clothing which is often worn by monks and holy men in India • sitting cross-legged, a position in which people in India pray/ meditate/teach • hand raised, palm outwards as a sign of peace • children unfamiliar with bearded men may not immediately notice, but his smiling eyes and mouth suggest he is friendly and kindly • his manner suggests he is peaceful, calm, welcoming • beads in his hand are used for prayer/meditation in many traditions • seated on a cushion with a back rest and flowers at his feet, suggesting he is a special person • he has been painted with a beautiful garden behind him, a peaceful place to pray and think about God • he has removed his shoes, in many traditions people remove their shoes before praying.

THE HACKNEY AGREED SYLLABUS

Sample secondary scheme of work/mid-term planning

Sample secondary scheme of work/mid-term planning CHRISTIANITY YEAR GROUP: 7 TERM 3

LESSON TITLES 1. What do Christians believe about Creation? 2. What does the Fall in the Creation story teach us about Good and Evil? 3. What do Christians believe about life and death? 4. How do Christian symbols and practice reflect their beliefs about life and death? 5. How does the church show what Christians believe? Objectives from Programme of Study in Hackney Agreed Syllabus: • Apply knowledge of Christian teaching about forgiveness, repentance, love and service to God, to a range of individual, corporate, national and international issues.

Objectives being covered have been identified from the programme of study in the Hackney Agreed Syllabus.

• Apply knowledge of Christian understanding of the Holy Spirit to explain authority, and traditions of worship, practice and community life, e.g. at baptism; at confirmation; and in the Pentecostal and charismatic traditions. • Apply an understanding of how Christian belief in One God in three persons (Father, Son and Holy Spirit) is represented within Christianity, e.g. text, worship, art. • Apply Biblical accounts and theological understanding of Jesus’ incarnation and crucifixion to the Christian concepts of redemption and salvation. • Apply an understanding of authority in Christianity (e.g. the Bible and oral tradition, priesthood and laity) to beliefs and worship within different Churches and denominations. • Apply knowledge of the concept of Sacrament, e.g. baptism, Eucharist/Holy Communion/breaking of bread, to illustrate diversity within the Christian tradition. • Apply an understanding of differences between Christian Churches and denominations to examine initiatives promoting unity in the universal Church – the Body of Christ. • Apply analytical skills to examine Christian evidence (e.g. scripture, tradition, human experience and reason) for the existence of God. • Apply analytical and comparative skills to understandings of the concept of the Kingdom of God and their impact on the lives of individual Christians and organisations. • Apply Christian belief about the relationship between God and humanity (e.g. humanity created in the image of God, the command to love God and love one’s neighbour) to Christian responses on issues of social, economic and racial justice.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

• Apply Christian understanding of God as Creator and Sustainer to Christian responses to issues of stewardship and scientific and medical ethics. • Apply knowledge of the birth, life and teachings, death and resurrection of Jesus to Christian understanding of sin, human suffering, death, and life after death. • Apply understanding of metaphor, allegory and symbol to the varying Christian responses to scripture. • Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Christian theology, philosophy and ethics and demonstrate an awareness of differences of interpretation. • Apply a knowledge of diversity within Christian traditions by interpreting forms of religious expression, e.g. text and preaching, worship and liturgy, artefacts, art, architecture and music.

Learning Outcomes for unit: • Identify key Christian symbols and beliefs (AF1 Level 2)

Range of skills have been identified from the Assessment Tool in the Hackney Agreed Syllabus.

• Describe Christian symbols, including those from stories and the church (AF1, Level 3) • Identify similarities and differences between these symbols (AF1 Level 3) • Explain how these symbols reflect key Christian beliefs (AF1 Level 3–4) • Explain how these symbols and beliefs within religions differ (AF1 Level 4) • Consider how these symbols and beliefs compare to their own values/beliefs/religions (AF2 Level 3–4) • Explain how and why certain beliefs may be expressed in different ways (AF2 Level 5) • Suggest how these beliefs’ and active symbols may impact on believer lives (AF3 Level 4–5) • Suggest and explain how these symbolic actions may challenge believers (AF3 Level 6) • Critically examine different forms of religious expression (AF2 Level 6–7)

THE HACKNEY AGREED SYLLABUS

Sample secondary scheme of work/mid-term planning

PART ONE SCHEME OF WORK What do Christians believe about Creation? 2 lessons

OBJECTIVES Students can use the Genesis story to identify what Christians believe about: • their duty to care for the Earth • their relationship with animals and relationships between men and women. Students should also respond about how these beliefs compare to their own.

SUGGESTED LEARNING ACTIVITIES 1. Provide story of Genesis Creation story and ask students to answer questions individually about what this story shows about Christian beliefs on: their duty to care for the Earth; their relationship with animals and relationships between men and women.

Teaching and learning activities will need to be differentiated and personalised in the short term/lesson planning so that each student can progress.

2. In groups, students share thoughts and should add more detail to these responses, considering the success criteria (on page 66). 3. Individually, write a detailed answer to one of the 3 issues, following a PEE structure. 4. Ask students to jot down their own responses to these issues, thinking about why they think this, and what they use to influence/ help them. 5. Choose one issue. On tables/in groups, write names on post-its and place on a spectrum to indicate how closely they agree/disagree with the Christian view 6. Group students into those who all agree strongly, those who disagree and those who are unsure. Each group should construct a list of reasons and justifications for their viewpoint (using their written responses task 4), which can then be used as part of a class discussion. 7. At the end of the class discussion, students should reconsider where they would now place their post-its on the spectrum. Has it changed? What made them change their mind?

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

ASSESSMENT OPPORTUNITIES AND EVIDENCING STUDENT PROGRESS Teacher can monitor and prompt responses when walking round the room.

Opportunities for monitoring, assessing and intervening in learning have been included in planning. The Assessment Tool has been used to clarify what the teacher should be looking for and to support with providing specific feedback.

Task 3 can be teacher marked (dialogically, as will reuse skills later). Success criteria for tasks 2–3: • make links between beliefs and sources and values (Level 3) • describe these connections (Level 4) • explain how sources provide answers/influence believers (Level 5). For task 6: • Teacher can monitor and prompt responses when walking round room. Success criteria for h/w and discussion: • communicate own views (Level 3) • communicate others and own, back up with sources (Level 4) • specify how opinions vary (Level 5) • identify weaknesses and strengths in arguments and suggest what influences others’ views (Level 6).

RESOURCES Story

HOMEWORK Write own views about these issues, and compare with Christian views. These can be marked using success criteria (above).

THE HACKNEY AGREED SYLLABUS

Sample secondary scheme of work/mid-term planning

PART TWO SCHEME OF WORK What does the Fall in the Creation story teach us about Good and Evil? 1 lesson

LEARNING OBJECTIVES Students can use the Genesis story to identify what Christians believe about good and evil. Students should also respond about how these beliefs compare to their own.

LEARNING ACTIVITIES 1. Watch clip or read the Fall part of Genesis Creation story. Students should individually write their own synopsis or summary of the story. 2. Agree on tables/in groups a sentence response to the question: what is this story teaching Christians about good and evil? 3. Each group/ tables should answer one of following q’s on a sheet of A3 paper: • If Adam and Eve had not eaten the apple what might the world be like today? • Why do people do evil? Are they born that way? • Why are people tempted to do evil? • What would a ‘perfect’ world be like? • How is wicked or evil different to bad or naughty? They should all then swap so that every student responds to the other questions. 4. Each group should then summarise some of the key points from their original question paper to rest of class (as preparation for h/w).

ASSESSMENT OPPORTUNITIES AND EVIDENCING STUDENT PROGRESS Teacher can monitor and prompt responses when walking round room during task 3. Success criteria for h/w task 3: • communicate own views (Level 3) • communicate others and own views, back up with sources (Level 4) • specify how opinions vary (Level 5) • identify weaknesses and strengths in arguments and suggest what influences others’ views and what sources they have used and how (Level 6).

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

RESOURCES Story

HOMEWORK Choose one of the q’s from task 3 and write up their own responses, following the success criteria. This can be teacher marked.

THE HACKNEY AGREED SYLLABUS

Sample secondary scheme of work/mid-term planning

PART THREE SCHEME OF WORK What do Christians believe about life and death? 2 lessons

LEARNING OBJECTIVES Students will be considering use of symbols as expressions of key Christian beliefs, as well clarifying and comparing their own and others’ views about life and death.

LEARNING ACTIVITIES 1. Watch video clip and complete chart individually (identify symbols and what used to represent, which ones link with Adam and Eve story (previous lessons), what is the key message being shown with this symbol? 2. Compare their responses as group. 3. As group, highlight which of all the symbols relate to beliefs about Jesus, life and death. Clarify what is the story therefore teaching Christians about life and death? 4. Construct their own responses to this q about life and death: they should be able to express their beliefs in a variety of ways, written, orally, visually, through poem, etc. Share with class. 5. Students should identify one of these views which is different to their own. Individually, students should construct extended response to this question, comparing their views with Christianity and at least one other view from the class.

ASSESSMENT OPPORTUNITIES AND EVIDENCING STUDENT PROGRESS Teacher can monitor and completion task 1. Success criteria for tasks 1–3: • suggest meaning for symbols AND communicate own views (Level 3) • describe how sources/symbols express certain beliefs, including their own (Level 4) • explain how source symbols may express similar beliefs in different ways AND specify how opinions vary (Level 5) • explain how the same sources have been used to provide different beliefs/responses to ultimate q’s AND analyse differing responses critically (Level 6).

RESOURCES Selfish Giant video

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

HOMEWORK Research Oscar Wilde and answer question: if the selfish giant story is an autobiography, what might some of the symbolism in the story represent in OW’s life?

THE HACKNEY AGREED SYLLABUS

Sample secondary scheme of work/mid-term planning

PART FOUR SCHEME OF WORK How do Christian symbols and practice reflect their beliefs about life and death? 1–2 lessons

LEARNING OBJECTIVES Students will be able to identify and describe what beliefs key Christian symbols (Trinity, crucifix, cross) show; identify similarities and differences within Christian denominations, as well as make comparisons with their own beliefs.

LEARNING ACTIVITIES 1. Reading of text from Blue Foundations Christianity about the Trinity. Levelled (4–6) questions for pupils to answer. 2. Ask students to explain how a ‘twix’ relates to the Trinity, and then come up with their own, write a description as to how this fits and share and compare. 3. Visual image of crucifix – ‘what does the crucifix show?’– pupils word associate, and/or share beliefs and historical events associated with this, in particular relating to ‘suffering’, Jesus as ‘king’, human Jesus and inhuman treatment of Jesus. Include sharing of feelings inspired by the crucifix. Individual thoughts first, then group statement, then share as a class- opportunity for groups to add/amend to their statements. 4. Visual image – plain crosses: ‘why do some Christians use a plain cross – what beliefs does this symbolise?’ Students could predict/ suggest own, some students could have a list of suggestions to choose from. 5. Then reading materials explaining symbolism of cross – compare with their thoughts above. 6. Extended writing: with questions for them to answer, along with success criteria as guidance.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

ASSESSMENT OPPORTUNITIES AND EVIDENCING STUDENT PROGRESS Answers going to be dialogically marked (could be by peers). Using feedback, improve for homework. Re-marked. • explain how a symbol shows beliefs of Trinity (Level 3) • suggest own example (Level 4) • explain how well their example suits the beliefs of Trinity (Level 5). For task 6: • explain how symbol demonstrates certain beliefs (Levels 3–4) • identify and describe/explain differences between cross/crucifix (Levels 4–5) • consider the impact of these beliefs on lives (Levels 5–7) • compare with their own beliefs in their culture which means more to them (Levels 5–7). Teacher marked. Could be dialogically marked by teacher.

HOMEWORK • Improve answers • Complete extended writing for homework

THE HACKNEY AGREED SYLLABUS

Sample secondary scheme of work/mid-term planning

PART FIVE SCHEME OF WORK How does the church show what Christians believe? 3–4 lessons

LEARNING OBJECTIVES Students will be able to identify key parts of a church and describe how they are used; and explain how these features demonstrate certain beliefs; identify and describe similarities/differences of these features and beliefs between denominations.

LEARNING ACTIVITIES 1. Starter – label diagram with key words. Then show correct picture. 5–10 mins. 2. Visit to church. Include pulpit/lectern plus consideration of what this tells us about the Bible, font and beliefs about sin. Also: video of Eucharist/modelling of Eucharist – ensuring description of symbolism of Jesus’ body and blood covered. Complete q’s about altar – what see, what beliefs shown, etc. 3. Revise text in Bible about Jesus being bread and wine. Give them three viewpoints/explanations of transubstantion, consubstantiation and symbolism. Ask them to summarise each in own words, and to give initial response. Class debate – each belief has a different coloured card. Each choose a colour (teacher may have to direct), and group together to consider following questions: which think is most likely, which is the hardest to understand, what impact might these have on the believer, which shows greatest commitment. With their responses on the cards, students now pair/group up with people of different colours + discuss/compare. Time out opportunities for students to add results from these discussions on to their coloured cards. 4. Use cards to write an extended answer, following the success criteria. Self/peer or teacher assess. 5. Then teacher description of iconastasis. Students to respond with: what does this demonstrate (mystery, magical). 6. Add this concept into their extended writing as another comparison. Improve writing, using feedback and iconastasis materials to complete. 7. If time, pupils can carry out an enquiry about font or pulpit, following the same success criteria with own research. Example lines of enquiry could follow: • Font = beliefs about original sin and baby baptism; adult only baptism as a reflection of responsibility • Pulpit = reading of Bible in church and diverse beliefs about Latin only or translated (Reformation, etc.)

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

ASSESSMENT OPPORTUNITIES AND EVIDENCING STUDENT PROGRESS Label (Level 3); if can describe how used (Level 4) For task 4: • describe beliefs of bread and wine (Level 3) • make links with other beliefs within religion (Level 4) • and express their own responses (Level 5) • and how and why there are different beliefs about the bread and wine (Level 5) • interpret different forms of bread and wine, analysing differences and links to other beliefs (Levels 6–7) • describing and considering the challenges for believers of these differing interpretations for bread and wine (Levels 5–7).

HOMEWORK Complete sheet for homework: • following class debate – plan extended writing: ‘What do Christians believe happens to the bread and wine?’

THE HACKNEY AGREED SYLLABUS

What might it look like?

Teacher support notes on using the pedagogy of Enquiry in Religious Education Why use enquiry in our lessons? As well as Attainment Target 1 ‘learning about religion/beliefs,’ the Hackney Agreed Syllabus requires teachers to include Attainment Target 2 ‘learning from religions/beliefs’ in lessons as well. Descriptions of these attainment targets can be found in the section ‘What do we want them to know?’ (on page 13). Ideally, AT1 and AT2 should be taught in conjunction, so that pupils interact with the knowledge they have gained through AT1 to explore the implications and their responses (AT2). Schemes of work should therefore include learning opportunities/activities to develop both AT1 and AT2.

AT1

AT2

Learning about religions/beliefs

Key knowledge should be identified from the Programme of Study.

Enquiry should be planned into lessons to support and develop the ‘learning about religions/beliefs’ through enquiry and/or Philosophical Enquiry.

Enquiry encourages pupils to respond to ultimate questions and ethical issues and supports their exploration, investigation and justification of these.

Benefits of enquiry In the Ofsted subject report ‘Transforming Religious Education’: Religious Education in schools 2006–2009 the effective use of enquiry was commended as having the following benefits:

• It provides a clear but flexible framework for structuring and sequencing activities that focussed on the process of learning as well as on content. • It promotes challenge because it involved pupils in planning activities and enabled them to develop higher-level skills such as investigation, interpretation and analysis. • It promotes confidence among teachers without a specialist background in the subject because they were working with a structure and process of learning which they could understand and apply. • Assessment focussed not just on what pupils knew but also on the progress they were making in becoming effective explorers of the world of religion and belief. Enquiry continued to be encouraged in Ofsted inspections (2009–2012).

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Skills of enquiry Enquiries should be founded in or around key concepts such as, for example, the origins of the universe, life after death, good and evil, beliefs about God and/or values such as justice, honesty and truth. The skills developed through effective enquiry in lessons should include:

• Generating questions • Investigating sources • Drawing conclusions • Evaluation of working • Reflection and expression. These skills are included in the Assessment Tool, which shows all the key skills that should be developed in the Religious Education curriculum. Effective enquiry will develop skills which appear in all three skill areas: ‘Thinking about religion, belief, practice and sources’; ‘Enquiry and investigating meaning’ and ‘Reflecting, evaluating and communicating meaning’. The combination of these three key skill areas incorporates both Attainment Target 1: Learning about religions/beliefs, as well as Attainment Target 2: Learning from religions/beliefs.

Models of enquiry There are several suggested models for effective enquiry. The model below can be followed as a whole process in the full sequence or planning can build on developing pupils’ skills with a particular focus on the individual elements.

Engage Introducing the key concepts (could use Philosophical Enquiry – see teacher notes).

Evaluate

Enquire

Opportunity for pupils to reflect on their learning and consider how well they achieved against the assessment and/or success criteria previously shared

Co-constructing and developing effective enquiry questions. This is a good opportuinity to introduce the assesssment and success criteria.

Express

Explore

Having explored the views of others this is an opportunity to express and communicate their findings and reflections in response to the enquiry question.

Here the religions and world views should be investigated. There are several strategies that can be used. The focus should remain on the enquiry question.

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What might it look like?

Barriers to effective enquiry Ofsted inspections have led to the identification of the below barriers to effective enquiry:

• Not capitalising on a good start, or lack of attention to the ‘Engage’ stage. • Rushing too quickly to ‘learn from’ religions (‘Express’ stage) before having investigated fully enough during the ‘Explore’ stage. • Not taking risks, or looking for a ‘happy ending’. Effective enquiries should allow pupils to consider the controversies and interconnections between beliefs and practices, and be made aware that the answers to difficult questions are not always simple, which can often be missed when the focus is on trying to express a moral position/lesson. • Losing the focus of an enquiry, by moving away from the enquiry question that was posed during the ‘Enquire’ stage. • Not giving enough time for pupils to process their findings and extend their enquiry during the ‘Express’ stage, thus missing opportunities for pupils to better develop the skills defined in Attainment Target 2 as Learning from religions/beliefs. • Focussing too much on the ‘product’ of the enquiry rather than on the process. The process of enquiry can become rushed and the content superficial if teachers become more concerned with the completion of the end product or project in the ‘Express’ stage, rather than on the enquiry process itself. This means that not enough attention or credit can be given to the skills progression of pupils as they work through the enquiry process, nor will they be as able to constructively evaluate their learning in the ‘Evaluate’ stage.

Teacher support notes on using the pedagogy of Philosophical Enquiry in Religious Education Philosophical Enquiry can be used as part of a wider enquiry (see Teacher support notes on using the pedagogy of enquiry in Religious Education) or as a stand-alone teaching and learning strategy.

What is Philosophical Enquiry? It is a teaching and learning strategy that teachers can use in the classroom and is particularly helpful in contributing to pupils’ development of Attainment Target 2 skills. It encourages pupils to respond to ultimate questions and ethical issues and supports their exploration, investigation and justification of these. This is an extension to the use of Enquiry in Religious Education (see previous). Attainment Target 2 is described as: Learning from religion/beliefs is concerned with developing pupils’ reflection on and response to their own and others’ experiences in the light of their learning about religion/beliefs. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion/beliefs. Pupils learn to develop and communicate their own ideas, particularly in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments. RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Benefits of Philosophical Enquiry Philosophical Enquiry develops the following thinking skills for pupils:

• Generating questions • Giving reasons • Listening to and learning from others’ opinions • Building on each others’ ideas • Thinking about their thinking/learning – metacognition • Retaining curiosity and intellectual courage • Literacy – Speaking and listening skills. Philosophical Enquiry also develops pupils’ attitudes in Religious Education. The Agreed Syllabus provides more details, but a summary list of required attitudes includes:

• Self awareness • Respect for all • Open mindedness • Appreciation and wonder. Therefore Philosophical Enquiry is based upon the following principles:

• All opinions have to be supported with reasons • No single right answer • Learning is collaborative, not competitive • There are no predictable outcomes • Children are responsible for own learning and behaviour • Whole community is responsible for learning outcomes • Children teach each other • Teacher is facilitator and co-enquirer, not source of learning. Therefore the following is required for a Philosophical Enquiry to be effective:

• Questioning, respecting differences, reasoning, deepening investigation/exploration • Community setting – circle, eye contact, equals • Agreed rules – no put downs, one person speaking at a time • Active Listening • Contributing – all have opportunity.

THE HACKNEY AGREED SYLLABUS

What might it look like?

Other benefits of Philosophical Enquiry include SEAL skills for the pupils, as well as:

• Giving and receiving attention • Supporting and drawing on each other • Investigating, understanding, respecting and tolerating differences • Practising fairness • Self confidence • Functioning in self-governing democracy. Thus Philosophical Enquiry can support the spiritual, moral, social and cultural development of pupils. Benefits for the teacher include:

• Relief from responsibility of being sole supplier of knowledge • Opportunity to observe and assess children • Tracking changes in group dynamic of class • Opportunity to learn, reflect and think for oneself • A tool for open-ended discussion – brainstorming, problem solving, preparation and review of topic.

What does Philosophical Enquiry look like? There are several models that could be employed. The following sequence can be effective for Philosophical Enquiry: 1. Sharing of stimulus 2. Thinking time 3. Formulating questions and finding connections 4. Discussion 5. Reviewing discussion/learning When pupils are more experienced in the process, they can start to develop and construct their own philosophical questions to discuss as a group (stage 3). For younger pupils, and those with less experience in this strategy, philosophical questions can be provided by the teacher (see below). Stage 1 Stimulus can be religious or non-religious quotations, pictures, video clips, stories, artefacts, or a combination of the above. They should be chosen because there are clear links with ultimate questions or ethical issues that the pupils are studying. On occasion, it may be more suitable to have only one item, or to provide a selection of stimuli to which pupils can individually respond before stage 3, or the introduction of the philosophical question.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Stage 2 Pupils should then be sat in a circle. Pupils should be provided with quiet time to individually respond to the stimulus. This may be followed with think-pair-share strategies. Stage 3 Following the feedback from stage 2, either pupils can suggest a suitable philosophical question for the group discussion, or the teacher can introduce one. Obviously, it is preferable if the pupils create one themselves. To develop these skills the following strategies may prove useful:

• In pairs suggest a philosophical question. These should be open questions, containing a key issue, belief or question. These should be written in large pen on A4 paper, so that everyone in the group can see them. • Share this with the group each in turn. The teacher may wish to ask the pair to explain to the group how they reached their final question. • The questions/A4 papers can be placed in the middle of the group circle. Pupils should identify links and connections between the questions and the papers be placed accordingly. • Once all questions have been explored as above, pupils should vote for the question they would like to discuss as a group. In some cases, this vote may need to be done by secret ballot, until pupils are able to vote with maturity. For example, they might vote with eyes closed and hands up, or by leaving their chairs/seats to mark the paper of their chosen paper. • Once selected, the chosen question should be displayed for all the group to see. Stage 4 All pupils should be aware of any ground rules prior to the discussion starting. These may be created and agreed as a class (of older pupils) or disseminated by the teacher. See ‘core principles’ (above) for guidance in the creation of these. These will support the promotion of the right attitudes (listed above), and create a safe environment so that pupils are able to learn and explore issues and ultimate questions together effectively. The discussion should start with the proposers of the chosen question, explaining to the group how the final question was reached. To aid facilitation, the teacher may need to:

• Ask follow up questions to contributions (Why? What makes you think that?). • Encourage group responses to promote further discussion (Do you agree/disagree? Has anyone got a question for x?). • Clarify contributions and promote contributions (Can anyone summarise what x just said?). • Make contributions or ask questions that promote further discussion (Ask ‘what if?’, ‘what groups of people might disagree?’).

THE HACKNEY AGREED SYLLABUS

What might it look like?

• Encourage connective thinking by providing sentence starters (e.g. ‘I disagree/agree with x because’, or ‘x just said that, however I feel that) or visual cues (thumbs up if they wish to follow on from a contribution, or flat hands if they want to contribute a new point to the discussion). • Regulate contributions and dominance of the discussion (e.g. with voting tokens). • Develop concentration and focus teachers may wish to include thinkpair-share activities during the group discussion, before returning to the main group. Stage 5 Pupils should be sitting in a circle and provided with a last opportunity to contribute and summarise their thinking from the discussion. Teachers may wish to pass an object round the circle. Teachers may also wish pupils to write these summarising thoughts in a ‘thought log’ as a record.

Assessing Philosophical Enquiry Please refer to the Assessment Tool for skills, particularly the Assessment Focus 2 and 3. Some teachers have kept a record of pupils’ contributions by using a ‘pupil record’ sheet and marking the pupil’s name following a notable contribution. Some teachers may record or video the contributions, or ask pupils to complete a ‘thought log’ at the end of the session. Copies of philosophical questions or written responses during ‘think time’ (stage 2) or break-out sessions mid-discussion can also provide evidence, as long as the pupils’ names are written.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Sample lesson for Philosophical Enquiry in Religious Education KEY QUESTION: HOW AND WHY DO CHRISTIANS CELEBRATE CHRISTMAS? SESSION 4–6: HOW DO WE COUNT DOWN TO CHRISTMAS?

LEARNING OUTCOMES All children will be able to: • Recall features of beliefs and stories (AF1, Level 1) • Recall how some Christians refer to Jesus (AF1, Level 1) Most children will be able to: • Retell religious stories or beliefs using correct phrases or words (AF1, Level 2) • Make links between their own and Christian values (AF3, Level 2) Some children will be able to: • Communicate meanings and expressions in a variety of ways (AF3, Level 3) • Suggest how practices may affect the lives of Christians (AF3, Level 3)

SUGGESTED ACTIVITIES Introduce the learning outcomes to children using the ‘I can statements’: • I can recall why Christians refer to Jesus as a light and how the Advent candle is used • I can describe other values and pictures Christians might use to describe Jesus • I can discuss how some Advent calendars may not include these values, and give my opinion about it. Class activity Remind the children of how the Advent candle is used. Use questioning to recall that Christians describe Jesus as a ‘light’, and to recall the other values (from last lesson) that Christians attribute to Jesus. What sort of things do you think Christians have to do before Christmas comes? How do you think they feel as Christmas gets nearer? Show an Advent calendar. Christians use this calendar to count down the days to Christmas Day. They open one window each day. There is a picture or present behind each window. What sort of pictures would help Christians remember the story of the birth of Jesus?

THE HACKNEY AGREED SYLLABUS

What might it look like?

Paired activity Show children some different examples of Advent calendars (see notes, below), some with religious symbolism and with nativity images, some which are commercial. Children can identify the similarities and differences between the Advent calendars. Some may be able to make and justify judgements about which they prefer. Class activity Which ones tell us more about Jesus? What is the purpose of the Advent calendar? Should Advent calendars look the same? Why do some Advent calendars not include pictures of /about Jesus? These questions may lead to a class discussion. Teachers could use the ‘Philosophical Enquiry’ model. See guidance notes. Activity To create a class Advent calendar, which would tell Christians about the nativity and about Jesus, children could individually draw a picture (or write and decorate a word) that would go on one of the ‘days’. Children could create a ‘group’ calendar, meaning more than one ‘day’ each. Collate and display. Plenary Children can describe/show what they drew, and explain how this would help Christians learn about Jesus/what it shows about Jesus.

ASSESSMENT OPPORTUNITIES • Recall how some Christians refer to Jesus (Level 1) • Recall how some Christians refer to Jesus (AF1, Level 1) • Make links between their own and Christian values (AF3, Level 2) • Suggest how practices may affect the lives of Christians (AF3, Level 3) • Recall how some Christians refer to Jesus (Level 1) • Retell nativity/Christian beliefs using correct images/words (Level 2) • Communicate meanings and expressions in a variety of ways (Level 3).

RESOURCES Philosophical Enquiry guidance notes Suggested resources: • Search for images of Advent candle wreaths: • www.google.co.uk/imghp?hl=en&tab=wi

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

TEACHERS’ NOTES Points to note An Advent calendar is used to count or celebrate the days of Advent in anticipation of Christmas. It has 24 windows and each one opens to reveal an image, a poem, or part of a story such as the Nativity story itself. Christians open the first window on December 1st. A possible extension activity could be to ask children to compare an Advent calendar to a 24 day Advent candle. Which would they prefer? Does having chocolates/presents each day from the Advent calendar make a difference?

Teacher support notes for using visits and visitors to enhance pupil learning in Religious Education Benefits of using visits and visitors Visiting new places or meeting new people can help pupils to understand aspects of religion/beliefs from different perspectives through alternative experiences that do not solely rely upon the teachers’ understanding or ability to explain. In particular, visiting special places or hearing visitors talking about their faith/belief can help pupils to develop their Religious Education skills in:

• Describing key features of religions, including forms of religious expression (Assessment Focus 1 from Assessment Tool) • Communicating feelings of curiosity, awe or wonder (Assessment Focus 2 from Assessment Tool) • Suggesting meanings for a range of forms of expression (Assessment Focus 2 from Assessment Tool) • Describing the impact of beliefs and practices on believers (Assessment Focus 3 from Assessment Tool) • Describing challenges of belonging to a faith/following a way of life in the contemporary world (Assessment Focus 3 from Assessment Tool)

Planning learning through visits and visitors As with all planning of learning, there are certain questions that should be considered when arranging visits or visitors:

• What will pupils be learning about? • How can teaching support their learning? • How will we know if they have learnt/understood/progressed?

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What might it look like?

What will pupils be learning about? Be specific about the key features, concepts, values and/or beliefs that will be investigated. The visits and talks of visitors should be focussed on those which have been specified in the scheme of work/mid-term plan. If possible, pre-visit the venue or speak to the visitor to ensure that the intending learning can be achieved, or at least provide the venue guide and/or visitor with the particular learning objectives, specific questions or scheme of work/mid-term plan, to answer in advance. Pupils should also be clear about what it is they are hoping to learn from their visitor or venue, and how this learning fits in with the bigger picture or wider enquiry question of the scheme of work/mid-term plan. In some cases it may be necessary for pupils to have a pre – visit preparation time, particularly if there are special requirements/sensitivities to bear in mind (e.g. removal of shoes/particular clothing). Lesson time can also be used to consolidate the proposed learning of the visit- pupils can explain how the visit will help them to answer/consider the scheme of work/key enquiry question, for example through a mind-map, or can prepare questions for a visitor/tour guide in advance. It is advisable that parents and other adult helpers who are supporting the visit/visitor are also aware of the intended learning and any applicable sensitivities. How can teaching support their learning? We know that there is a variety of learning styles and that there is a limited amount of learning that can be achieved if there is ‘lecture’ only teaching. Therefore, it is suggested that visits or speakers’ talks are integrated with other teaching and learning activities which will compound the learning with other, perhaps more interactive, learning styles. If they are amenable, then any materials that may have been pre-prepared by visitors or guides at venues could be shared with the teacher/ organiser, so that these further/follow-up activities can be planned in advance – perhaps even with the visitor/ visit guide. The format of the visit (and these activities) should be agreed with the guide/guest, and any required resources/equipment should be arranged in advance. Teachers should be acting as the facilitator during the whole visit – ideally, the visit should be enjoyable for them as well as the pupils. How will we know if they have learnt/understood/progressed? As with all learning, planning should also include opportunities for reviewing and reflecting on progress by both the teacher and the pupils. Therefore, following a visit or visitor, teaching and learning activities should be able to demonstrate whether the pupil has achieved the learning intended and specified in the scheme of work/mid-term plan. What else do we need to consider? The planning of all school visits and visitors will need to fulfil school risk assessment and safety policies.

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

Teacher support notes on using religious artefacts in the classroom Benefits of using artefacts and/or artistic interpretations Exploring artefacts and/or artistic interpretations can help pupils to engage with and understand aspects of religion and belief from different perspectives through alternative experiences that do not always solely rely upon the teachers’ understanding or ability to explain. In particular, artefacts and/or artistic interpretations can be used to help pupils develop specific Religious Education skills to:

• Recognise and name various features of religions and beliefs, their symbols and religious expressions (Assessment Focus 1 from Assessment Tool) • Make links between beliefs and sources, including stories, art, text and symbols (Assessment Focus 1 from Assessment Tool) • Interpret a variety of different forms of religious, moral and spiritual expression (Assessment Focus 2 from Assessment Tool) • Express their own and others’ views and responses to ultimate questions and ethical issues (Assessment Focus 2 from Assessment Tool) • Describe the impact of beliefs and practices on individuals and communities (Assessment Focus 3 from Assessment Tool) • Explain how and suggest why differences in belief may be expressed in different ways (Assessment Focus 2 from Assessment Tool)

Planning learning using artefacts and/or artistic interpretations Artefacts/artistic interpretations can be used to both support pupils’ learning about religions/beliefs and/or to develop pupils’ learning from others as stimulus to compare with and/or reflect on their own beliefs and values. Thus, when planning the use of artefacts/artistic interpretations in learning, teachers should first be clear about the desired learning outcomes. This will therefore influence how they are used. Artefacts and artistic interpretations can be used in a variety of teaching and learning activities. For example, many items can be used in a multitude of ways, depending on the skills the teacher wishes to develop.

THE HACKNEY AGREED SYLLABUS

What might it look like?

ITEM

ENGAGEMENT

POSSIBLE LEARNING OUTCOMES

EXAMPLES OF ACTIVITIES

Candle

To aid reflection, or as a focus

AF2 respond sensitively with their own feelings and experiences

Sitting quietly all focussing on a ‘stimulus’ item to promote calm, allowing individual reflection and thinking on an ethical issue/ ultimate question

To promote knowledge and understanding through demonstration

AF1 Make links between beliefs and sources, including stories, art, text and symbols

Teacher explanation using a candle about why Jesus is believed by Christians to be ‘the light of world’

As a stimulus for discussion, to promote critical/ philosophical/enquiry thinking

AF2 Interpret a variety of different forms of religious, moral and spiritual expression. Express their own and others’ views and responses to ultimate questions and ethical issues

Using a range of artefacts/ artistic interpretations/ visual images to create/ express their own and others’ views on ultimate questions/ethical issues, such what is as ‘evil and good’ and why might they be described as dark and light

To promote knowledge and understanding through demonstration/role play

AF1 Recall/recognise features

Identify the key symbols on the plate, teacher explanation of what they represent, eat foods and follow the order of service

As a stimulus for discussion or activity to promote critical/philosophical/ enquiry thinking

AF2 Reflections on responses to ultimate questions (about existence and actions of God)

Use as stimulus for a discussion about for example: fate, punishment, faith in God and persecution

As a stimulus for discussion to promote critical/ philosophical/ enquiry thinking

AF3 Describe impact of beliefs and practices; challenges of belonging to society

Having revised symbolism and how/when used, and considered the implications of these beliefs on the lives of Jews today

To promote understanding through kinaesthetic activity and to enhance interpretation skills

AF2 Express their own and others’ views and responses to ultimate questions and ethical issues

Create own ‘seder plate’: what symbols would they include in response to the ultimate questions/ethical issues considered

Seder plate

RELIGIOUS EDUCATION 2013

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

ITEM

ENGAGEMENT

POSSIBLE LEARNING OUTCOMES

EXAMPLES OF ACTIVITIES

Picture depicting the sacrifice of Ishmael/Isaac

To create an impact, stimulating excitement or other emotion and/or reflections

AF1 Make links between beliefs and sources, including stories, art, text and symbols

Teacher shows and explains picture

To promote understanding through kinaesthetic activity and to enhance interpretation skills

AF2 Reflections on responses to ultimate questions (about existence and actions of God). Interpret a variety of different forms of religious, moral and spiritual expression

Re-enact a story from picture, such as the sacrifice of the son of Abraham/ Ibrahim, or use as a ‘freezeframe’ or ‘hot seating’ exercise to understand what faith and sacrifice meant to believers and those involved in the story

As stimulus for own creative writing/production

AF2 Explain how and suggest why differences in belief may be expressed in different ways

Having learnt their key features and beliefs/ concepts of the story, create/retell their own modern day version/ examples

Pupils identify/explain features of picture using text

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What might it look like?

Some suggested artefacts/visual images: RELIGION

SUGGESTED ARTEFACTS

POSSIBLE IMAGES

Judaism

Dreidles, Chanukiah + candles, seder plate + matzah cloth, mezuzah case and copy of scroll, shofar, gregor, Shabbat candles + sticks, Challah cloth, kiddush cup, havdallah candles, holder and spice box, tefillin + case, yarzheit candle, copy of Torah scrolls, Yud (pointing stick for reading Torah), kippah, tallit + bags, tzitzit

Western Wall in Jerusalem; synagogues (both Ashkenazi and Sefardi) from around the world; family Shabbat meal; Jews living in different cultures

Christian

Different types of cross (palm cross, plain cross, crucifix); chalice; altar wafers; hymn book; various bibles; witness pin; icons; rosary beads; priest’s stole; baptism and Advent candles; Advent calendars and wreath; christening shawl

Christmas, Easter cards; depictions of the crucifixion and events in the life of Jesus; Christian buildings; key Christian figures

Islam

Qur’an translation; Qur’an stand; prayer mat; tasbi/prayer beads; clothing for Hajj; prayer cap; compass; woman’s head scarf

Photos of key Islamic places: Ka’aba, mosques; printed instructions of how to pray; assortment of celebration/festival cards; samples of calligraphy and Arabesque design

Sikhism

Each of the 5 K’s (kara – wristband, kangha – comb, kacchera – undershorts, kirpan – short sword) and a turban; nishan Sahib flag; mala beads; copy of the Gutka (prayer book); chauri (fan); statue or image of Guru Nanak; copy or excerpts from Guru Granth Sahib

Images of the 10 Gurus and Amritsar; images of European Gurdwaras and Sikh followers

Humanism

Fossil, a Happy Human lapel badge or brooch, a programme (order of service) for a Humanist funeral, a book.

Images of followers, quotes and images of famous Humanist idea-holders e.g. Darwin; the painting ‘A Philosopher Giving a Lecture on the Orrery’ by Joseph Wright of Derby.

Hinduism

Puja set with aum and lights/candle; mala (prayer beads); arti lamp and tray; copy of Bhagavad Gita text; statues/images of baby Krishna ‘beds’, Ganesh, Hanuman, Lakshmi and other Hindu deities including the Trimurti

Divali cards; images of celebrations; images of Hindu temples and key figures including Mahatma Gandhi

Buddhism

‘Shrine kit’: flowers and vase, Buddha statue/ image, candles or butter lamp, cloth, bell

Images of the Buddha; images of monks and nuns, Zen gardens and other Buddhist practices; lotus flower; images of Stupa

RELIGIOUS EDUCATION 2013

Appendix 1: Programme of Study for Key Stage 1 The following is the required AT1 key knowledge: • AT1a: explore a range of religious stories and sacred writings and talk about their meanings. • AT1b: name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate. • AT1c: identify the importance – for some people – of belonging to a religion and recognise difference this makes to their lives. • AT1d: explore how religious beliefs and ideas can be expressed through the arts and communicate their response. • AT1e: identify and suggest meanings for religious symbols and begin to use a range of religious words.

KS1

CHRISTIANITY

AT1a • Explore Bible

stories of the birth of Jesus which teach the Christian belief that Jesus is God’s Son

• Explore Bible narratives of Jesus’ death and resurrection, understood by Christians as a promise of new life and new beginning

AT1b • Explore how

Christian traditions at Advent and Christmas re-tell the birth of Jesus and teach Christians about God and Jesus Christ

• Explore how Christian traditions at Lent and Easter re-tell the death and resurrection and teach Christians about God and Jesus Christ

JUDAISM • Explore extracts from the Tenakh which teach Jews there is one God who created the world, human beings and everything in the world

• Explore stories and extracts from the Tenakh which remind Jews that they should love God and keep God’s commandments

• Explore how traditions at Shabbat help Jews to remember and be thankful to God, e.g. for creating the world and everything in it, for creating time for work and Shabbat

ISLAM • Explore how the Qur’an teaches Muslims that there is one God, Allah, who created the world and that humans should look after it

BUDDHISM • Explore how the story of Siddhartha and the four sights helps Buddhists to understand that nothing lasts for ever and everything changes

HINDUISM • Explore how, in the stories told at Divali, Rama and Sita provide Hindus with role models and values to live by, e.g. love, courage, loyalty, duty

SIKHISM • Explore some stories about Guru Nanak’s early life and how these teach Sikhs how to live good lives, e.g. thinking about and praying to God helping others

• Explore narratives of the life of the prophet Muhammad (PBUH) which provides examples for Muslims of how to live according to the will of Allah

• Explore how Muslim children are encouraged to be conscious of Allah throughout the day, e.g. salah

• Explore how in celebrating Wesak the Buddhists remember enlightenment of the Buddha, e.g. by retelling stories about his birth, life and death

• Explore how in celebrating Holi and Divali, Hindus learn about God’s power, love and forgiveness, e.g. through telling stories about the childhood of Krishna

• Explore how, in celebrating Guru Nanak’s birthday, Sikhs are reminded of his life and teachings, e.g. about sharing food in the langar

• Explore how baptism and infant dedication express the hope that children will grow up to follow the teaching and example of Jesus

• Explore how the traditions of Christian Harvest Festival express Christian beliefs about, and responses to, God as Creator, e.g. thankfulness and sharing with others

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THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

KS1 AT1c

CHRISTIANITY • Explore some of the ways in which children learn about their faith by growing up in a Christian home e.g. by worshipping together on Sunday and on other days, reading and studying the Bible, listening to stories, singing and praying

JUDAISM • Explore how Jewish children learn about God and about their Jewish identity in the home, e.g. through daily religious observance and festival celebrations

ISLAM • Explore how Muslim children learn about Allah and about their Muslim identity in the home, e.g. through salah and daily religious observance, Ramadan and Eid ul-Fitr

BUDDHISM • Explore how celebrating Wesak together, develops a sense of belonging to the Buddhist community (Sangha)

HINDUISM • Explore how through daily religious observance in the home and through festival celebrations, children learn about God and about belonging to the Hindu community

SIKHISM • Explore how, in celebrating the birthday of Guru Nanak, Sikhs are reminded of his life and teachings, e.g. about treating everyone as sister or brother

• Explore how belonging to the Christian ‘family’ means living in the way Jesus taught, especially caring for others, e.g. the poor and those in need

• Explore how local leaders of Christian communities (e.g. priests, ministers, elders) teach about Jesus and belonging to the Christian ‘family’

AT1d • Explore how

Christian songs and prayers pictures and icons re-tell events from the life of Jesus and express beliefs about God

• Explore how family • Explore how family and community life, the home, the synagogue and the rabbi, help children understand how to live as good Jews

and community life, the home, the masjid (mosque), madrassah and the imam, help children understand and keep the rules for being good Muslims

• Explore how food, • Explore how story telling, songs and games at festivals and celebrations express Jewish belief in a loving, ever-present God

retelling stories and events from the Muslim tradition are ways of communicating the beliefs and values of Islam, e.g. caring for and sharing with others

• Explore how through the objects and artefacts on a shrine (e.g. the Buddha rupa, candles, flowers, incense) Buddhists show reverence for the Buddha and his teachings

• Explore how pictures and images of Krishna and Rama communicate religious beliefs, e.g. through the halo, tilak and symbolism of colour

• Explore the way in which pictures of Guru Nanak communicates Sikhs’ feelings of reverence for him

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Appendix 1: Programme of Study for Key Stage 1

KS1

CHRISTIANITY

JUDAISM

AT1e • Explore how the

• Explore how

• Explore how the

• Explore how

symbol of light, used by Christians at Advent and Christmas express their belief that Jesus is the light of the world

symbols of baptism (e.g. water, light, the sign of the cross and the colour of baptism clothing) mark a new beginning in the Christian family

lighting of the Shabbat candles and hanukiah express Jewsih belief in a loving, ever-present God

ISLAM • Explore how the choice of a baby’s name, the whispering of the Adhan and the traditions of welcoming a baby into the Muslim community declare belief in the one and only God, Allah, and express a hope for a life committed to Allah

BUDDHISM • Explore the symbolism of light at Wesak, reminding Buddhists of the Buddha’s teachings which are like a light, showing people how to be kind in everything they do, think and say

HINDUISM • Explore how symbols associated with Divali (e.g. light-good overcoming evil as light overcomes the dark) and Holi (e.g. fire – purifying and destroying evil) communicate beliefs about God’s love and power

SIKHISM • Explore the meaning of some Sikh symbols which might be seen on a visit to the Gurdwara on the birthday of Guru Nanak, e.g. turban

symbols and objects in the home are a constant reminder of the presence of God and the history of the Jewish people, e.g. the mezuzah

• Explore how the symbols of Easter (e.g. palms, crosses, eggs, hot cross buns, and colours associated with Lent and Easter), remind Christians of Easter events and the theme of endings and new beginnings

RELIGIOUS EDUCATION 2013

Appendix 2: Programme of Study for Key Stage 2 The following is the required AT1 key knowledge: • AT1a: Describe the key aspects of religions and belief systems, especially the people, stories and traditions that influence the beliefs and values of others. • AT1b: Describe the variety of practices and ways of life within religions/belief systems, and understand how these stem from and are closely connected with beliefs and teachings. • AT1c: Identify and begin to describe the similarities and differences within and between religions. • AT1d: Investigate the significance of religions/belief systems in the local, national and global communities. • AT1e: Consider the meaning of a range of forms of expression, understand why they are important to believers and note the links between them. • AT1f: Describe and begin to understand religious and other responses to ultimate and ethical questions. • AT1g: Use specialist vocabulary in communicating knowledge and understanding. • At1h: Use and interpret information from religions/belief systems from a range of sources.

KS2

CHRISTIANITY

JUDAISM

ISLAM

BUDDHISM

HINDUISM

SIKHISM

AT1a • Make connections • Make connections • Make connections • Make connections • Make connections • Make connections between Jesus’ teachings, events from his life and the Christian belief that God is loving and forgiving, e.g. teaching the Lord’s Prayer, and parables of the prodigal son, the lost sheep and events of the Nativity and Easter

between narratives about key figures and events from the Tenakh (e.g. Moses: the giving of the Torah) and the Jewish understanding of their people’s relationship with God

between revelation of the Qur’an and the prophet Muhammad (PBUH) as the messenger of Allah, e.g. the first revelation on Mount Hira

between stories from the life of the Buddha and his teachings about living a contented life, e.g. the early life of Prince Siddhartha, the four sights, the years in the forest the enlightenment, Kisa, Angulimala, King Ajatasattu

between stories, e.g. Krishna and Rama and the Hindu belief that God descends to earth when evil threatens to overcome good

• Make connections

between stories Jesus told and events from his life, and Christian beliefs that people should love and serve others e.g good Samaritan; Jesus washing disciples’ feet

between Hindu stories and belief in a personal, devotional relationship between God and the individual

between narratives about key events from the lives of the Guru (e.g. Guru Nanak, Guru Har Gobind, Guru Gobind Singh), their teachings about God and how to be a good Sikh, contained in the Guru Granth Sahib

AT1b • Make connections • Make connections • Make connections • Make connections • Make connections • Make connections between how Christians celebrate Easter and the events in the last week of Jesus’ life

• Make connections

between the re-living (e.g. during the Seder, Shabbat and Sukkot) of key events in the history of the Jewish people and the belief in God’s on-going care and protection

between the Christian celebrations of the Eucharist/Holy Communion and what Jesus said • Make connections and did at the Last between the way Supper the Sefer Torah is treated with • Make connections reverence and between the Bible love and the belief the source of that it is precious Christian teaching because it and the decision contains God’s and actions of word Christians in their daily life

between the way the Qur’an is treated with reverence, studied and committed to memory and the belief that it is precious because it contains the message of Allah

between the between Hindu Buddha’s teaching belief in one that everyone can God and the become awake to diverse forms in the truth and the which God is Buddhist way of worshipped, e.g. life which includes Krishna, Rama, meditation Lakshmi, Ganesha worship and ethical behaviour • Make connections between service to others and devotion to God

between the teachings of the Guru that Sikhs should share what they have with other (vand chhakna) and some ways in which this is practised, e.g. in the Gurdwara

THE HACKNEY AGREED SYLLABUS

Appendix 2: Programme of Study for Key Stage 2

KS2 AT1c

CHRISTIANITY

JUDAISM

ISLAM

BUDDHISM

HINDUISM

SIKHISM

• Make connections • Make connections • Make connections • Make connections • Make connections • Make connections between Christianity and other religions in relation to, for example, Jesus’ teaching about loving God and loving others, which motivates individuals, churches and Christian aid agencies (e.g. Tearfund, CAFOD, Christian Aid)

between Judaism and other religions in relation to, for example, teaching about loving God and a responsibility to care for others, which motivates individuals, communities and Jewish aid agencies (e.g. Tzedek, World Jewish Relief)

between Islam and other religions in relation to, for example, teachings about loving Allah and a responsibility to care for others e.g. Zakah and Sadaqah which motivate individuals, communities and Muslim aid agencies (e.g. Islamic Relief, Muslim Aid)

between Buddhism and other religions in relation to, for example, the Buddha’s teachings about compassion and caring for others which motivate individuals communities and Buddhist aid agencies (e.g. IBRO)

between Hinduism and other religions in relation to, for example, teachings about loving God and a responsibility to care for others, which motivate individuals, communities and Hindu aid agencies (e.g. Sewa International)

between Sikhism and other religions in relation to for example, teachings about loving God and a responsibility to serve others (e.g. Sewa, Langar) which motivate individuals, communities and Sikh aid agencies (e.g. Khalsa Aid)

AT1d • Make connections • Make connections • Make connections • Make connections • Make connections • Make connections between the different traditions within worldwide Christianity and recognize similarities and differences, e.g. forms of worship in the Catholic, Orthodox and Protestant traditions

between an awareness that there are Jewish people of many nationalities in communities around the world and a sense of shared Jewish Identity (the people of Israel)

between an awareness that there are Muslims of many nationalities, races and cultures within Britain and around the world and their unity in the Ummah

• Make connections

between an awareness that there are Christians of many nationalities, races and cultures within Britain and around the world and their unity in the Church

between the obligation of religious observance and the strength Muslims gain from belonging to the Ummah e.g. sawm (fasting at Ramadan) standing shoulder to shoulder in Salah rituals, during the Hajj

between trying to live according to the Buddha’s teachings and how belonging to the Sangha is a way of gaining and giving strength and support

between the existence of well-established Hindu communities in Britain and the building of traditionally designed Mandirs in London and other cities

between the existence of well-established Sikh communities in Britain and the building of traditionally designed Gurdwaras in London and other cities

AT1e • Make connections • Make connections • Make connections • Make connections • Make connections • Make connections between what the Bible teaches about God (Father, Son and the Holy Spirit) and how this expressed in worship and prayer, e.g. the Lord’s Prayer and psalms and songs

• Make connections between the commemoration, worship and teaching which occur at Christian festivals, and the Bible

RELIGIOUS EDUCATION 2013

between the belief in one God and the way this is reflected in the synagogue, e.g. the Ner Tamid, the position of the Ark and the Torah; how the prohibition of idolatry is reflected in the absence of representations of humans

between the belief in one God, Allah, and the way this is reflected in salah and the mosque, e.g. everyone facing the qiblah and mihrab; the prohibition of idolatry reflected in an absence of representation of humans and animals, the use of calligraphy and pattern

between the symbolism of the Buddha rupa and the qualities that Buddhists aspire to, e.g. fearlessness, contentment, kindness and meditation

between devotion to God and how this is expressed in worshipped in the Hindu home and Mandir e.g. Puja, Arti, Prashad

between the story of Guru Gobind Singh at Baisaki and the commitments Sikhs make today, e.g. the Khalsa, the 5 K’s, taking amrit, the implications of being named Singh and Kaur

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

KS2 AT1f

CHRISTIANITY

JUDAISM

BUDDHISM

HINDUISM

SIKHISM

• Make connections • Make connections • Make connections • Make connections • Make connections • Make connections between the belief that service to others is service to God, i.e. Jesus’ commandment to love God and love thy neighbour and its implications for how Christians should respond to others

between the Jewish belief in a creator God and the role assigned to humans in taking responsibility assigned to humans in taking responsibility for others and for the environment

between the belief that God is in everyone and everything and the implications for how Hindus should live their lives

• Teaching and

AT1h • Teaching and

• Teaching and

learning should involve pupils in using and interpreting: a range of sources including the Bible stories from the Christian tradition, poetry, songs, pictures, artefacts and churches, the media and the ICT/internet, to gain knowledge and understanding of Christian beliefs, teachings and practices

between the Buddhist understanding of what causes human dissatisfaction (dukkha) and the way it may be overcome (the Four Noble Truths, the Noble Eightfold Path)

between two attributes of Allah, Ar Rahman (the Compassionate) and Ar Raheem (the Merciful), and the qualities Muslims try to developed in their own lives

AT1g • Teaching and

learning should involve pupils in developing the skills of using specialist vocabulary in communicating their knowledge and understanding of Christian beliefs, teachings, practices and symbols

between the Muslim belief in one God, Allah, and the part humans are required to play in protecting the pattern, order and diversity of the world Allah has created

• Make connections • Make connections in Judaism between repenting and being forgiven, e.g. Rosh Hashanah and Yom Kippur

ISLAM

learning in pupils of using specialist vocabulary in communicating their knowledge and understanding of the faith and beliefs, teachings and practices and symbols

learning should involve pupils in using and interpreting: a range of sources including from Jewish tradition, artefacts, art, festival, food, poetry, the media and ICT/the internet, to gain knowledge and understanding of beliefs, teachings and practices

• Teaching and learning in pupils of using specialist vocabulary in communicating their knowledge and understanding of Muslims beliefs, teachings and practices

• Teaching and learning should involve pupils in using and interpreting: a range of sources including the Qur’an stories from the Muslim tradition, the mosque, artefacts, art, pattern and calligraphy, the media and ICT/the internet, to gain knowledge and understanding of Muslims beliefs, teachings and practices

• Teaching should involve pupils in developing the skill of using specialist vocabulary in communicating their knowledge and understanding of Buddhist beliefs, teachings, practices and symbols

• Teaching and learning should involve pupils in using and interpreting: a range of sources including the Buddhist scriptures, stories from the Buddhist tradition, the Vihara, artefacts, pictures and symbols, the media and ICT/the internet, to gain knowledge and understanding of Buddhist beliefs, teachings and practices

• Teaching should involve pupils in developing the skills of using specilist vocabulary in communicating their knowledge and understanding of Hindu beliefs, teachings, practices and symbols

• Teaching and learning should involve pupils in using and interpreting: a range of sources including Hindu scriptures, stories from the Hindu tradition, Murtis, the Mandir artefacts, pictures and symbols, songs and music, festival food, the media and ICT/ the internet to gain knowledge and understanding of Hindu beliefs, teachings and practices

between key Sikh stories (e.g. Bhai Khanaya, Bhai Lalo) and beliefs relating to honesty and to equality

• Teaching and learning in pupils of using specialist vocabulary in communicating their knowledge and understanding of the faith and beliefs, teachings and practices and symbols

• Teaching and learning should involve pupils in using and interpreting: a range of sources including stories from Sikh tradition, artefacts, art, festival food, poetry; the media and ICT/the internet, to gain knowledge and understanding of beliefs, teachings and practices

THE HACKNEY AGREED SYLLABUS

Appendix 3: Programme of Study for Key Stage 3 The following is the required AT1 key knowledge: • AT1a: Investigate and explain the differing impacts of religious teachings and beliefs on individuals, communities and societies. • AT1b: Analyse and explain how beliefs and ideas are transmitted by people, texts and traditions. • AT1c: Investigate and explain why people might belong to faith communities and explain the reasons for diversity in religions/world view groups. • AT1d: Analyse and compare the evidence and arguments used when considering issues of truth in religions and philosophy. • AT1e: Discuss and evaluate how beliefs and teachings inform answers to ultimate questions and ethical issues. • AT1f: Apply a wide range of religious and philosophical vocabulary, recognising both the power and limitations of language in expressing beliefs and ideas. • AT1g: Interpret and evaluate a range of sources, texts and authorities, from a variety of contexts. • At1h: Interpret a variety of forms of religious and spiritual expression.

KS3

CHRISTIANITY

JUDAISM

ISLAM

AT1a

• Apply knowledge

of Christian teaching about forgiveness, repentance, love and service to God, to a range of individual, corporate, national and international issues

• Apply knowledge of Christians’ understanding of the Holy Spirit to explain authority and traditions of worship, practice and community life, e.g. at baptism, at confirmation and in the Pentecostal and charismatic traditions

RELIGIOUS EDUCATION 2013

of the key commandments in the Shema to understand Jewish beliefs, practices and observances in the home and synagogue, e.g. tallit, tefilin, mezuzah, blessings, bar/bat mitzvah

of Muslim belief in the one God (Tawhid) and the concept of Shirk, that nothing and no one is comparable to Allah, to understand how this permeates all aspects of Islamic thought and practice

BUDDHISM • Apply an understanding of the Buddha’s teaching about impermanence and dissatisfaction and how to become free of it (i.e. the Four Noble Truths), to explain its impact upon the spiritual lives, values and actions of individuals, family and community

HINDUISM • Apply an understanding of the Hindu concepts of Karma, samsara, moksha, to explain their impact on the spiritual lives, values and actions of individuals, family and community

SIKHISM • Apply an analysis of the key beliefs and values taught by the Sikh gurus to explain how these are expressed through the community and individual life of Sikhs, e.g. kirat karna, vand chhakna, sewa

• Apply an analysis of Muslim beliefs that humans are accountable to Allah for all actions in this life and that life is a preparation for the hereafter and consider their impact on individuals and communities

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

KS3

CHRISTIANITY

AT1b • Apply an

understanding of how Christian belief in one God in three persons (Father, Son and Holy Spirit) is represented within Christianity, e.g. text, worship, art

JUDAISM • Apply analytical skills to Jewish texts and practices (e.g. Jonah, Rosh Hashanah and Yom Kippur), to demonstrate understanding of Jewish beliefs about God’s judgement and about repentance and forgiveness

ISLAM • Apply knowledge of the Muslim belief that Allah has sent through many prophets e.g. Ibrahim, Musa and Isa (PBUT) to an understanding of the role of the prophet Muhammad (PBUH) as the final messenger of Allah

BUDDHISM

• Apply knowledge

accounts and theological understanding of Jesus’ incarnation and crucifixion to the Christian concepts of redemption and salvation

• Apply an understanding of authority in Christianity (e.g. the Bible and oral tradition, priesthood and laity) to beliefs and worship within different Churches and denominations

• Apply knowledge of the concept of Sacrament, e.g. Baptism, Eucharist/ Holy Communion/ breaking of bread, to illustrate diversity within the Christian tradition

• Apply understanding of difference between Christian Churches and denominations to examine initiatives promoting unity in the universal Church – Body of Christ

SIKHISM

Apply analytical • Apply knowledge • Apply knowledge skills to narratives of the Hindu belief of the belief that about the life in One, Formless, the Guru Granth of the Buddha Supreme Being to Sahib is the final (four sights, explain the Guru, to explain Going Forth, Trimurti and Hindu his religious Enlightenment) devotion to a authority in Sikh to explain how variety of deities life and worship these transmit the belief that by following Buddha’s teachings all beings have the potential for enlightenment

• Apply Biblical

AT1c

HINDUISM

of the Hindu concept of avatars to explain circumstances when descents occur, the characteristics of God and the relationships between God and humanity revealed, e.g. avatars of Vishnu: Krishnu and Rama

• Apply knowledge of the covenant (e.g. Biblical texts relating to Abraham and Moses: Brit Milah) to understand the relationship between God and the Jewish people

• Apply knowledge of how, through Ibadah, Muslims strive to achieve Islam – living in harmony with the will of Allah

• Apply an awareness of the perennial questions and experiences which first prompted the Buddha to seek enlightenment, to understand how and why Buddhists today seek refuge in the Three Jewels

• Apply knowledge

of religious and social reformers within the Hindu tradition to understand how they have inspired individuals to religious commitment and action (e.g. living a self disciplined life, in harmony with God, nature and others – ahimsa)

of the Sikh beliefs about God expressed in the Mool Mantar, to explain how this permeates all aspects of Sikh tradition, e.g. Ik Onkar, Hukam, nam simran, worship

• Apply knowledge of those beliefs and traditions which unite Muslims in the worldwide Muslim community (Ummah) to an awareness of its diversity, e.g. Sunni and Shi’ah

THE HACKNEY AGREED SYLLABUS

Appendix 3: Programme of Study for Key Stage 3

KS3

CHRISTIANITY

AT1d • Apply analytical

skills to examine Christian evidence (e.g. scripture, tradition, human experience and reason) for the existence of God

• Apply analytical and comparative skills to understanding of the concept of the Kingdom of God and the impact on the lives of individual Christians and organisations

JUDAISM

ISLAM

• Apply knowledge

of the Noahide laws to an evaluation of their appropriateness to contemporary multi-faith Britain, e.g. for law makers, inter-faith dialogue, as the basis for values today

AT1e • Apply Christian

• Apply knowledge

• Apply Christian

• Apply the analysis

beliefs about the relationship between God and humanity (e.g. humanity created in the image of God, the command to love God and love one’s neighbour) to Christian responses on issues of social, economic and racial justice

understanding of God as creator and sustainer to issues of stewardship and scientific and medical ethics

• Apply knowledge of the birth, life and teachings, death and resurrection of Jesus to Christian understanding of sin, human suffering, death and life after death

RELIGIOUS EDUCATION 2013

of the Jewish concept of Godliness and the covenant to evaluate responses to events in the history of the Jewish people, e.g. Pesach, Shoah

of the concept of Amr Bilmaroof to understand how, in their daily personal observance and in their interaction in the wider society, Muslims are striving to establish ‘right’ and remove evil

• Apply understanding of Allah as Creator and Sustainer to Muslim responses to issues of stewardship of the earth, poverty and wealth, social justice and equality

BUDDHISM

HINDUISM

SIKHISM

• Apply philosophical • Apply philosophical • Apply Sikh belief and evaluative skills to analyse the Buddhist law of Karma and how the five precepts can help Buddhists to achieve enlightenment through their own action

• Apply knowledge of the steps of the Noble Eightfold Path, such as right livelihood and right action, and evaluate Buddhist responses to ethical issues such as vegetarianism, ethical trading

and evaluative skills to analyse the Hindu concept of Karma – the law of cause and effect

• Apply knowledge of the Hindu belief in a Supreme Being (God) that is in all things, to Hindu responses to issues of equality, social justice, human rights and the environment

in karma and mukti to understand the importance for individuals of both meditation on God and good actions

• Apply knowledge of the belief of the Creator God, who made all humans equal, to Sikh responses to issues of the equality of men and women, social injustice, human rights, stewardship of the earth

of Jewish beliefs about living a good life, making choices between good and evil, and life after death, identifying and evaluating similarities and differences with other traditions

THE HACKNEY AGREED SYLLABUS: RELIGIOUS EDUCATION 2013

KS3 AT1f

CHRISTIANITY • Apply understanding of metaphor, allegory and symbol to the varying Christian responses to scripture

• Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Christian theology, philosophy and ethics and demonstrate an awareness of difference of interpretation

JUDAISM • Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Jewish scholarship, philosophy and ethics and demonstrate an awareness of differences of interpretation

AT1g • Apply comparative • Apply an and analytical skills to the portrayal of Jesus, e.g. the differing emphases of the Gospel writers

• Apply the skills of interpretation and evaluation to a range of sources e.g. the Bible, contemporary religious writings and media reports and representation

AT1h • Apply the

knowledge of diversity within Christian tradition by interpreting forms of religious expressions, e.g. text and preaching, worship and liturgy, artefacts, art, architecture and music

100

understanding of the relationship between the Torah and the Oral Torah (e.g. Talmud, Midrash) and how Jews apply God’s law in a changing world, e.g. scientific and medical ethics

• Apply a knowledge of diversity within Judaism by interpreting forms of religious expression, e.g. Ashkenazi and Sephardic traditions, liberal and orthodox

ISLAM • Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Islamic scholarship, philosophy and ethics and demonstrate an awareness of differences of interpretation

• Apply analytical skills to text extracts from the Qur’an and Sunna (Hadith) to show an understanding of a range of Muslim beliefs, practices and values, e.g. family life, morality

• Apply awareness of the spiritual intention of Muslim acts of worship (e.g. salah, hajj, sawm, Zakah, du’a and sadaqah) to knowledge of how they are offered

BUDDHISM

HINDUISM

Apply a wide • Apply a wide range of specialist range of specialist vocabulary in vocabulary in communicating communicating their knowledge their knowledge and understanding and understanding of Buddhist of Hindu philosophy and philosophy and ethics and ethics and demonstrate demonstrate an awareness of awareness of differences of differences of interpretation, e.g. interpretation Therevada and Mahayana

SIKHISM Apply a wide range of specialist vocabulary in communicating their knowledge and understanding of Sikh philosophy and ethics to demonstrate an awareness of differences of interpretation

Apply analytical • Apply analytical • Apply analytical skills to historical skills to textual skills to text and contemporary extracts from extracts from the accounts to Hindu scriptures Guru Granth Sahib understand the e.g. Bhagavad and other Sikh Bodhisattva ideal, Gita, Ramanyana, scriptures, e.g. e.g. the Dalai Lama, to show an janamsakhi, to Dr Ambedkar, understanding of show an Dhardo Rimpoche the nature of God, understanding of of life and of the a range of Sikh relationship beliefs, practices between God and and values, e.g. humans family life and morality

Apply knowledge • Apply knowledge • Apply knowledge of diversity within of how Hindus of the Buddhist forms of show devotion to commitments worship and God to explain involved in meditation to how this involves belonging to the explain how this the believer KJhalsa (e.g. marit, involves the spiritually, mentally rahit, kurahit, believer spiritually, and physically, e.g. keshdari) to mentally and yoga, bhakti, seva, understand physically, e.g. darsham, murtis diversity within the yoga, rupa, puja, Sikh sadhsangat mandala, mantra, pilgrimage

THE HACKNEY AGREED SYLLABUS

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