INDEX

Page

FOREWORD 3

PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM

Background 5

The importance of religious education 5

About RE in the curriculum

The contributions of religious education to the values and aims of the school curriculum

- Supporting the values of the curriculum 6

- Supporting the aims of the curriculum 6

- Distinctive contribution of RE 7

The Structure of religious education in schools

- Legal position 8

- Curriculum time 8

- Resources 8

- The structure of this syllabus 8

- Religions studied 9

- Themes 10

- Ages 14-19 11

Attitudes to religious education 12

Learning across the curriculum:

- The contribution of RE 13

Religious education and the general teaching

Requirements 16

PART 2 THE SYLLABUS

Foundations Stage 19

Key Stage 1 21

Key Stage 2 23

Key Stage 3 25

14 – 19 27

PART 3 ATTAINMENT TARGETS

About the Attainment Targets 30

Assessing attainment at the end of the key stage 31

Attainment targets for religious education 32 Pupils with learning difficulties 35

BACKGROUND

In 1950 the West Sussex Education Authority, in keeping with the requirements of the Education Act 1944, established a Statutory Conference to produce an Agreed Syllabus for Religious Instruction in schools. A new syllabus was produced in 1983 that built on principles that were widely shared in the County and provided the basis for the development in religious education during the 1980s.

The Education Reform Act (1988) provided a new impetus in religious education and as a result a new Agreed Syllabus was developed in 1993 to reflect the requirement of the Act and was revised in 1998 and 2003.

In 2004 the Qualification and Curriculum Authority along with the Department for education and skills published a non-statutory national framework for religious education. The purpose of this framework was to provide guidance for Agreed Syllabus Conferences. This Agreed Syllabus is based on that guidance.

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 religions 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 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. 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.

About Religious Education in the Curriculum

The contributions of religious education to the values and aims of 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, in the local, national and global community.

Supporting the aims of the curriculum

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 national framework 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. 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. At the heart of this syllabus for religious education 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 pupils’ awareness of themselves and others. This help pupils to gain a clear understanding of the significance of religion in the world today and to learn about the ways 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.

DISTINCTIVE CONTRIBUTION OF RE

Religious education has a distinctive character that needs to be recognised and safeguarded. It makes its own contribution to the school curriculum in terms of knowledge, concepts, skills and attitudes, as well as sharing common ground with other subjects in contributing to the spiritual, moral, cultural, social and mental development of pupils and preparing them for adult life. The subject is concerned to promote, through an encounter with Christianity and other religions, the pupil’s search for values, meaning and purpose. Therefore any form of integration of the subject with other areas of the curriculum must not only ensure that the distinctive subject matter of Christianity and other religions and beliefs is adequately covered by the joint syllabus, but also that this specific concern with meaning and purpose finds adequate expression. Care must be taken, too, to ensure that pupils develop the ability to perceive and appreciate the use of simile, metaphor and other forms of both verbal and non-verbal expression used in religious communication.

The structure of religious education in schools

The legal position

The statutory requirements for religious education were set out in the 1944 Education Act and then amended in the Education Act 1988 and restated in subsequent Acts of Parliament. These requirements apply to all maintained schools but not to nursery schools or further education institutions. The statutory requirements state that:

religious education shall be provided for all registered pupils;
parents have the right to withdraw their child from religious education lessons;
the subject should be taught according to an agreed syllabus in all County maintained and voluntary controlled schools;
religious education must be non-denominational;
the agreed syllabus must “reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practice of other principal religions represented in Great Britain.”
the religious education syllabus is distinct from collective worship;
the requirement for Special Schools is that they should follow the Agreed Syllabus where practicable.

CURRICULUM TIME

This syllabus needs 5% of curriculum time for years R to 11 in order for it to be taught effectively. This is based on advice given both nationally and by the West Sussex Standing Advisory Council for Religious Education. The way this time is used is for schools to decide but it should be done in such a way that the religious education is easily identifiable and assists progression and continuity.

The provision of religious education is required in the sixth form of all schools. Although the organisation may change from pre-16 there should be continuing provision for RE in Years 12 and 13 to meet the needs of the students and the requirements of this syllabus.

RESOURCES

Sufficient resources should be provided to deliver the RE curriculum in an exciting and dynamic way, including books, artefacts, ICT and video materials. It should include the provision of human resources to enable educational visits and visitors from faith communities in school. This should be at a level at least equivalent to the level that is provided for foundation subjects.

The structure of this syllabus

The foundation stage (ages 3–5)

Curriculum guidance for the foundation stage (QCA, 2000) sets out expectations of what pupils should learn to meet the early learning goals. This syllabus describes how religious education can contribute to the early learning goals and provides examples of religious education-related activities.

Key stages 1, 2 and 3 (ages 5–14)

This Agreed Syllabus follows the same broad format as the National Curriculum programmes of study with sections on knowledge, skills and understanding and breadth of study.

Knowledge, skills and understanding

The knowledge, skills and understanding identify the key aspects of learning in religious education. These are described as Learning about religion and Learning from religion.

Learning about religion includes enquiry into, and investigation of, the nature of religion, its beliefs, 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 covers pupils’ knowledge and understanding of individual religions and how they relate to each other as well as the study of the nature and characteristics of religion.

Learning from religion is concerned with developing pupils’ reflection on and response to their own and others’ experiences in the light of their learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion. 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.

The breadth of study

The knowledge, skills and understanding specified in the programmes of study are developed through the breadth of study that has three elements:

the religions studied,
themes,
experiences and opportunities.

Religions studied

In order to provide a broad and balanced religious education curriculum and to ensure statutory requirements are met this syllabus requires that:

· Christianity should be studied throughout each key stage

· the other principal religions represented in Great Britain (here regarded as Buddhism, Hinduism, Islam, Judaism and Sikhism) should be studied across the key stages as set out below.

· Other religious traditions represented in Great Britain such as the Bah’ai Faith, Jainism and Zoroastrianism may also be studied at various stages

In order to aid progression and continuity and to avoid repetition this syllabus requires that:

Christianity should be taught at each Key Stage and shall comprise more than half the content;
Introductory courses on Hinduism, Islam and Judaism shall be taught during Key Stages 1 and 2;
Introductory courses on Sikhism and Buddhism shall be covered in Key Stage 3 or 4 and other religions may be studied in greater depth.

The intention of this syllabus is to ensure that all pupils gain a basic understanding of the principal religions in Great Britain by the time they leave school. The minimum content is set out in the support material to this syllabus to ensure adequate coverage.

This does not preclude schemes of work from covering those specified religions in greater depth or from including content from other religions or beliefs if appropriate. This should not, however, result in pupils being confused by covering too many religions or beliefs in insufficient depth.

The arrangement to teach religions other than Christianity over the Primary and Secondary phase is to enable the greatest flexibility possible while ensuring a broad coverage. To provide a coherent scheme of work religions other than Christianity should be planned over two Key Stages (Key Stages 1 and 2; Key Stages 3 and 4). Schools will need to liaise where necessary to ensure that this is planned effectively.

It is also essential that religious education enables pupils to share their own beliefs, viewpoints and ideas without embarrassment or ridicule. Many pupils come from religious backgrounds but it is recognized that others have no attachment to religious beliefs and practices. To ensure that all pupils’ voices are heard and the religious education curriculum is broad and balanced, it is recommended that there are opportunities to consider other religious traditions such as the Baha’i faith, Jainism and Zoroastrianism and secular philosophies such as humanism.

Pupils should also study how religions relate to each other, recognising both similarities and differences within and between religions. They should be encouraged to reflect on:

the significance of interfaith dialogue
the important contribution religion can make to community cohesion
the reduction of religious prejudice and discrimination.

Themes

The themes provide the context for ‘learning about religion’ and ‘learning from religion’. They may be taught separately, in combination with other themes, or as part of religions and beliefs. However the themes are combined, the knowledge, skills and understanding should be covered with sufficient breadth and depth.

Ages 14–19

This Syllabus sets out an entitlement for all students to study religious education and to have their learning accredited.

At Key Stage 4 all schemes developed in schools should comply with the principles set out in this syllabus. It is recommended that all pupils follow a syllabus leading towards an accredited course such as GCSE Religious Studies (short or full course). In order to comply with this syllabus schools that choose not to follow a course leading to a GCSE qualification should follow a course that meets the GCSE criteria.

Attitudes in religious education

While the knowledge, skills and understanding are central to the Agreed Syllabus for religious education, 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 attitudes are critical for good learning in religious education and need to be consistently developed at each key stage of religious education.

Self-Awareness

In religious education, this includes:

§ enabling pupils to feel confident about their own beliefs and identity and to share them without fear of embarrassment or ridicule;

§ developing a realistic and positive sense of their own religious and spiritual ideas;

§ recognising their own uniqueness as human beings;

§ becoming increasingly sensitive to the impact of their ideas and behaviour upon other people.

Respect for all

In religious education, this includes:

§ developing skills of listening and willingness to learn from others who are different;

§ readiness to look at the positive potentialities of diversity and difference

§ sensitivity to the feelings and ideas of others;

§ willingness to make a contribution to a diverse society for the well being of all.

Open Mindedness

In religious education, this includes:

§ willingness to seek new truth through learning;

§ the ability to engage in argument or disagree reasonably and respectfully (without belittling or abusing others)

§ the development of attitudes that distinguish between such things as superstition or prejudice and such things as conviction and faith;

§ the ability to argue respectfully, reasonably and evidentially about religious, moral and spiritual questions

Appreciation and wonder

In religious education, this includes:

§ developing their imagination and curiosity,

§ recognising that knowledge is bounded by mystery

§ appreciating the sense of wonder at the world in which they live, and their response to questions of meaning and purpose.

LEARNING ACROSS THE CURRICULUM:

THE CONTRIBUTION OF 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 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 as well as the common ground between religions
articulating pupils’ own and others’ ideas on a range of contemporary social issues.

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 and cultures and how religions and beliefs contribute to cultural identity and practices
promoting racial and interfaith harmony and respect for all, combating 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 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 t