pan-berkshire 2018- 2023 · the agreed syllabus for religious education pan-berkshire introduction...

The Agreed Syllabus for Religious Education Pan-Berkshire

© Copyright of this document is the property of the 6 Local Authorities across Berkshire (Bracknell Forset,Reading, Slough, West Berkshire, Windsor and Maidenhead and Wokingham. The purchase of this copyright material confers the right on the purchasing institution to copy it for educational use within that, and no other, institution. No part of this document may be reprinted or reproduced in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, for use in any other institution or by any individual, written permission from the Chair of the SACRE (Standing Advisory Council for RE) in one of these authorities.

The Agreed Syllabus for Religious Education

Pan-Berkshire

2018- 2023

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Foreword

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Introduction

The basis for an agreed syllabus for Religious Education (RE)

The agreed syllabus should satisfy two key requirements:

• the law (as set out in the Education Act 1996)

• the aims of RE as defined by the local Agreed Syllabus Conference

The Legal Requirement

The Education Act (1996) requires that:

• RE should be taught to all pupils in full time education in schools, except for those withdrawn at the request of their parents (details to be found in DCSF publication: RE in English schools: Non-statutory guidance 2010, p27-30).

• RE in community schools and foundation schools not of a religious character, should be taught in accordance with the locally agreed syllabus, recommended by the Agreed Syllabus Conference to the Local Authority. In schools with a religious foundation, the RE curriculum offered is to be determined by the governing body in accordance with the trust deed. The governing body may recommend that the school follows the Local Authority’s agreed syllabus.

• As part of the curriculum, RE should promote the ‘spiritual, moral, social, cultural, mental and physical development of pupils’.

• An agreed syllabus should ‘reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain’ (Education Act, 1996)

• The Education Act (1944) requires that an agreed syllabus ‘shall not include any catechism or formulary which is distinctive of any particular religious denomination’ (The Education Act 1944 section 26(2)). This is understood to mean that an agreed syllabus should not be designed to convert pupils, or to urge a particular religion or religious belief on pupils.

• It is the responsibility of the Headteacher and the governing body to ensure that sufficient time and resources are given to RE in schools to meet the statutory requirements. It is important to note that the status of RE in Key Stage 4 and post-16, is not the same as most other subjects. Here, as well as in the other key stages, it is a compulsory subject for all pupils who have not been withdrawn by their parents.

Time for RE

Although time can be allocated to RE creatively and flexibly over school terms and the subject might be planned in combination with other subjects, this agreed syllabus has been based on the expectation that the following hours be devoted to RE:

Key Stage 1: 36 hours per year




Withdrawal from RE

The right of parents to withdraw their children from Religious Instruction on conscience grounds was included in the Education Act of 1944. All subsequent legislation has retained the clause that allows parents to withdraw their children from all or any part of RE. It also protects teachers’ right to withdraw from teaching the subject. Since 1944 the nature of RE has changed significantly from the nurture of children in a faith tradition to an open and educational enquiry. It is hoped that parents and teachers will feel comfortable with the nature and areas of learning found in this syllabus and that, as a consequence, few will feel the need to withdraw either their children or themselves from the subject.

However, every school should provide parents with information about the right of withdrawal (Further details can be found in DCSF publication: RE in English schools: Non-statutory guidance 2010.

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The purpose, aims and importance of RE

The 2013 non-statutory ‘National Curriculum Framework for RE’ (Religious Education Council) states:

‘Religious Education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE they learn ABOUT and FROM religions and worldviews.’

(‘The phrase ‘religions and worldviews’ is used in the 2013 NCFRE to refer to Christianity, other principal religions represented in Britain, smaller religious communities and non-religious worldviews such as Humanism’. It is used in the same way in this agreed syllabus)

RE should help pupils to:

Learn ABOUT religions and worldviews by

• acquiring and developing knowledge and understanding of Christianity, other principal religions and worldviews represented in Britain, and the diversity within and between them as well as the commonalities they may share

• developing an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures.

This work 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 from religious and non-religious perspectives.

Learn FROM religions and worldviews by

• developing a positive attitude towards other people, respecting their right to hold beliefs different from their own and towards living in a society of diverse religions and beliefs

• developing the ability to make reasoned and informed judgements about religious and moral issues with reference to the teachings of the principal religions and beliefs represented in Great Britain

• enhancing their spiritual, moral, social and cultural development by:

- developing awareness of the fundamental questions of life raised by human experiences, and how religious teachings can relate to them

- responding to such questions with reference to the teachings and practices of religions and other belief systems and to their understanding and experience

- reflecting on their own beliefs, values and experiences in the light of their study.

This work is concerned with developing pupils’ reflection on and response to their own and others’ experiences in the light of their learning about religion and other belief systems. It develops pupils’ skills of application, interpretation and evaluation. Pupils learn to develop and communicate their own ideas, particularly in relation to questions of identity and belonging, purpose and truth, and values and commitments.

It is of note that the 2013 NCFRE re-organises the RE curriculum into 3 strands:

A. Know about and understand a range of religions and worldviews

B. Express ideas and insights about the nature, significance and impact of religions and worldviews

C. Gain and deploy the skills needed to engage seriously with religions and worldviews

The Pan-Berkshire agreed syllabus incorporates these 3 strands but chooses to retain reference to Learning ABOUT and FROM religions and worldviews.

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The importance of RE

• RE 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.

• RE develops pupils’ knowledge and understanding of Christianity, other principal religions and worldviews that offer answers to questions such as these.

• RE enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion and beliefs on individuals, families, communities and cultures.

• RE offers opportunities for personal reflection and spiritual development.

• RE encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning.

• RE challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

• RE encourages pupils to develop their sense of identity and belonging.

• RE enables pupils to flourish individually within their communities and as citizens in a pluralistic society and global community.

• RE has an important role in preparing pupils for adult life, employment and lifelong learning.

• RE enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.

• RE promotes discernment and enables pupils to combat prejudice.

• RE develops religious and theological literacy.

Using the syllabus to plan RE in schools

When planning RE units of work/enquiries in school, several elements have to be taken into consideration.

1. The two main strands of RE: learning ABOUT and learning FROM religions and worldviews need to be integrated to ensure holistic learning. Planning should combine both strands.

Learning ABOUT

This aspect of RE is about pupils acquiring relevant subject knowledge in order to be able to apply it answering the key question. This syllabus sets out key questions, interpreted in relation to each of the principal religions mandatory in the Primary Phase and in Key Stage 3 to assist this process.

These questions need to be ‘chunked’ into focused areas of exploration and may be combined to create coherent units of study. Questions have been grouped to illustrate how religions can be understood to be about not only what people believe but how these beliefs inform behaviour and shape people’s sense of belonging and what they do to show this.

Learning FROM

This aspect of RE is about pupils both

• interpreting their personal experiences in the light of their knowledge and understanding of religion. (This helps them in their attempts to make sense of life, themselves and issues of right and wrong)

• evaluating critically the truth claims made by religions and belief systems.

Professor Michael Grimmitt articulates these ideas which he referred to as ‘personal’ and ‘impersonal’ ways of evaluating learning FROM religions and worldviews.

2. Attainment expectations/descriptors help teachers to plan RE that is appropriately challenging

Consideration needs to be given to the attainment descriptors during the initial planning process so teaching and learning can be planned accordingly. Work set should invite/enable a range of performance relevant to the pupils being taught.

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3. Planning enquiries/units of study and designing the big questions

• Believing, behaving, belonging

Studying the beliefs of a religion without exploring how they are put into practice can be a challenging abstract endeavour. On the other hand, exploring how religious people live their lives without reference to their beliefs makes no sense. It makes planning a great deal easier, therefore, if schools see the questions about ‘believing’ as questions which run through every unit of work and give meaning to questions about ‘behaving’ and ‘belonging’. Planning might start with questions about ‘behaving’ or ‘belonging’, grounding all enquiry in human experiences, whilst referencing all these experiences to beliefs which underpin lives of faith and belief.

• Select the overarching big question for an enquiry from the overview questions in the syllabus

Chunk this down into subsidiary questions to frame the enquiry.

• Select the most relevant subject knowledge to be taught to best enable the enquiry question to be answered and the answer substantiated, and to ensure overall coverage of subject content across enquiries

4. Creatively plan teaching and learning activities

Teaching and learning

The following flow chart is set out as the recommended method of planning teaching and learning in response to this syllabus. Essentially it follows a 4-step process: Engagement, Investigation, Evaluation, Expression.

It will ensure that pupils both learn about and from religion/beliefs in contexts that have relevance for them and at appropriately challenging levels of difficulty. In preparation, teachers will need the attainment descriptors and key questions for their key stage to hand.

However, there are many ways to plan and deliver effective RE and teachers have the professional freedom to decide on the most effective approaches to use for their pupils.

The 4-step teaching/learning process:

ENGAGEMENT INVESTIGATION EVALUATION EXPRESSION

Select religion/worldview and relevant syllabus question(s)

Develop question(s) to create your own key question title. This must be a Learning FROM’ impersonal’ question which opens up the enquiry

Identify a key concept /human experience that underpins being able to answer the key question

Concepts

‘Concepts are essentially ideas which help us and our children make sense of our experiences of a great variety of things, objects, information, events and occurrences’ (The Westhill Project RE 5-16, 1992). Concepts can be grouped, according to the Westhill Project, into three categories: shared human experience, general religious concepts, concepts specific to individual religions. Lists set out below are intended as examples of three categories of concepts. This is not an exhaustive list and teachers will think of additions to each selection.

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Shared human experience

General religious concepts

Concepts linked with specific religions

AuthorityBeliefBelongingCelebrationChangeCommitmentCommunityCreationDeathDevotionEvilFairnessFamilyForgivenessFreedomGoodGrowthHopeIdentityJusticeKindnessLifeLoveLoyaltyPeacePrejudicePurpose RelationshipRepentenceRespectRewardSacrificeServiceSufferingSymbol

AsceticismAfterlifeBeliefCeremonyDeityFaithGodHolyInitiationInterpretationMartyrdomMiracleMonotheismMysticismMythOrthodoxyPilgrimagePrayerProphecyRedemptionRevelationRitualSacredScriptureSymbolismWorship

Christianity:ChurchEternal lifeFatherhood of GodGraceHeavenHoly SpiritIdentityIncarnationJesus the ChristLoveMissionMother of GodResurrectionSalvationSinTrinityWord of GodUnity

Buddhism:AnattaAniccaBuddhahoodDhammaDukkhaKammaMettaNibbanaSanghaTanha

Hinduism:AhimsaAtmanAvatar

Islam:AkhirahAllahDinIbadahImamImanIslamJihadRisalahShari’ahShirkSunnahTawhidUmmah

Judaism:Brit/CovenantUnity of GodHalakhah Israel/ZionKashrutMitzvahShabbatShalomTeshuvahTorahTzedakah

Sikhism:ArdasGurmatGurmukhGuruHaumaiHukam

ThankfulnessTrustTruthUniquenessValueWelcomingWisdom

BhaktiBrahmanDharmaKarmaMayaMokshaMurtiNirvanaSamsaraShaktiSmritiSrutiVaranaYoga

Ik OnkarJivan MuktKhalsaLangarPanthRahitSadhsangatSat NamSewaSikhVand Chhakna

What to teach when

The next sections of the syllabus outline the requirements for RE in each key stage. The structure of the syllabus draws on the Non-statutory National Framework for RE (NCFRE), 2013, published by the Religious Education Council, but retains the Pan-Berkshire syllabus structure and key questions enquiry approach.

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Early Years Foundation Stage

This section outlines the requirements for this stage and aspects of religions which should be explored, with examples provided from all six principal religions included in this syllabus.

These requirements are aligned to the 2017 Statutory Framework for the Early Years Foundation Stage (DfE).

Schools are responsible for ensuringtheir EYFS RE provision is always aliged to the most recent EYFS national framework.

It is a requirement of this syllabus that in exploring these areas of learning, children should encounter Christianity and at least one other religion.

The Early Years Foundation Stage Statutory Framework, 2017, describes the phase of a child’s education up to the age of five. RE is statutory for all pupils of this age registered on the school roll. This statutory requirement for RE does not apply to nursery classes in maintained schools and is not, therefore, a legal requirement for much of the Foundation Stage. However, many will agree it can form a valuable part of the educational experience of children throughout the key stage.Children will come from a variety of cultural, religious and secular backgrounds. Some will come from overtly religious homes, some will have occasional experience of religion, others none at all. All children need to be valued whatever their backgrounds or belief systems. It is important that teachers take this variety of experience into account when planning.A teacher is always guided by the needs of each individual child, and effective and careful planning ensures that these needs are met. The subject must be taught in accordance with the locally agreed syllabus or, in voluntary aided faith schools, in line with a syllabus approved by the governing body, which will have taken into account any requirements set out in the school’s trust deed.Exploring religions and cultures in the Foundation Stage provides rich opportunities for children’s spiritual, moral, social and cultural development. This will also support children develop knowledge and understanding about where they belong within their family and the wider community. It will also promote the development of appropriate religious vocabulary.They will be developing the following attitudes and skills:• a sense of curiosity• respect for themselves and others• interest and enjoyment in discovery• empathy and open-mindedness• commenting and asking questions• expressing feelings and preferencesChildren should begin to explore the world of religion in terms of religious figures, books, stories,celebrations, times, places and objects and by visiting and/or having visitors from places of worship. Representatives of local religious communities, including children’s family members, who can talk about their beliefs and experiences, could be invited into school to enrich pupils’ learning.The Pan-Berkshire SACRE Hub supports schools to do this through its ongoing ‘Crossing the Bridges’ Project.They will use their senses in exploring religions and beliefs, practices and forms of expression. They reflect on their own and others’ feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.Every teacher of young children knows that knowledge is not fragmented in the early years, and that learning is experiential and holistic. Children will learn to make sense of the world in their own way through play, first-hand experiences and people. They will learn through:• visual/spatial expressions shown in art and other creative activities• auditory experiences listening to music, stories and rhymes• kinaesthetic activities such as movement and games• verbal/linguistic communication in a range of speaking and listening activities• mathematical experiences by making simple models and patterns• music and songs from different cultures• naturalistic engagement with living things and the environment• interpersonal skills offering co-operative opportunities.RE can make a strong contribution to the following areas of learning in the EYFS curriculum:

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Personal, social and emotional development

• Self-confidence and self-awareness

Children are confident to try new activities, 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 co-operatively, 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.

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.

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.

• The world

Children know about 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. They make observations of animals and plants and explain why some things occur, and talk about changes.

• Technology

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

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

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

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Key Stages 1-3

Structure

Which religions and worldviews are to be taught when?

The Non-statutory National Framework for RE (NCfRE) 2013, suggests that all pupils should be introduced to Christianity and the other 5 principal religions represented in Britain.‘From the ages of 5 to 19, pupils in schools learn about diverse religions and worldviews including Christianity and the other principal religions…all types of school need to recognise the diversity of the UK and the importance of learning about its religions and worldviews, including those with a significant local presence’. (NCFRE 2013)The Pan-Berkshire agreed syllabus enables this by allocating specific religions to the Primary Phase and to Key Stage 3 as core areas of study. Christianity is included as a core area of study in each key stage and recommended to be taught in every year group.Primary Phase (Key Stage 1 and 2, Year groups Reception (F2) to Year 6, Ages 5-11)

It is a mandatory expectation of this syllabus that during the Primary Phase pupils will encounter: Christianity in both Key Stages plus Hinduism, Islam, Judaism and Sikhism

(Buddhism and other religions and worldviews of local significance e.g. Baha’I, can be added at the school’s discretion. Offering pupils an encounter with at least one non-religious worldview e.g. Humanism during the Primary Phase would be benefical, but this is not a mandatory expectation of the syllabus)The recommendation is that Christianity is taught in every year group with one other religion alongside it. Which ‘other’ religion features in each year group is up to the school to decide, as long as by the end of Key Stage 2 the following 5 principal religions have been encountered:

Christianity, Hinduism, Islam, Judaism and Sikhism.

Secondary Phase (Key Stage 3, Year groups 7-9, Ages 12-14)

It is a mandatory expectation of this syllabus that during Key Stage 3 pupils will encounter: Christianity plus Buddhism, Islam and Humanism (or one other secular worldview).

(Other principal religions e.g. Baha’i, can be included at the school’s discretion, as can other religions and worldviews of local significance. This is deemed benefical but is not a mandatory expectation of the syllabus)The recommendation is that Christianity is taught in every year group with one other religion alongside it. Which ‘other’ religion features in each year group is up to the school to decide, as long as by the end of Key Stage 3 the following 4 principal religions/worldviews have been encountered:

Christianity plus Buddhism, Islam and Humanism (or one other secular worldview).

Structure

What subject knowledge relating to these religions and worldviews to teach when?

The Pan-Berkshire agreed syllabus advocates and enquiry approach to RE learning.

The syllabus is structured around key questions that progress in depth and breadth through the key stages. Using the agreed syllabus, a suggested process:

1. Be familiar with the key questions for each stage (on the Key Questions Overview KS1-3)

2. Decide which religion/worldview will be the focus of the enquiry (unit of work)

3. Focus on the learning intentions and attainment descriptors

4. Consider the Learning FROM key questions (on the relevant Key Stage Grid)

5. Couple them with appropriate Learning ABOUT questions (on the relevant Religion/worldview Key Stage Grid)

6. Select the most relevant subject content (suggestions in the Content Grids in the Appendices)

7. Design the teaching/learning experiences

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The questions have been grouped around three main foci of RE learning: believing, behaving and belonging.

Teachers will need to ensure they cover each focus (believing, behaving and belonging) by addressing:

• all the key questions in a study of Christianity

• some of the questions for the other religions/worldviews mandatory in the Primary Phase or during Key Stage 3

• where schools choose to include the study of non-mandatory religions or worldviews, teachers can select freely from the key and suggested questions.

The key questions may be re-shaped at each school’s discretion and need not appear in exactly the same format as they appear in the syllabus, as long as re-shaped questions allow pupils to work with the appropriate CONCEPTS and achieve the attainment descriptors as appropriate.

There are many approaches to this learning. It can be packaged in the ways the teacher thinks will best facilitate learning.

The intention in providing the Content Grids in the supporting materials is to ensure that pupils’ engagement with religious traditions is appropriate to the key stage in which they are working and to help teachers to identify the subject content most relevant to them.

RE 14-19

Throughout this phase, students analyse and interpret a wide range of religious, philosophical and ethical concepts in increasing depth. They investigate issues of diversity within and between religions and the ways in which religion and spirituality are expressed in philosophy, ethics, science and the arts. They expand and balance their evaluations of the impact of religions on individuals, communities and societies, locally, nationally and globally. They understand the importance of dialogue between and among different religions and beliefs. They gain a greater understanding of how religion and belief contribute to community cohesion, recognising the various perceptions people have regarding the roles of religion in the world.

Learning about religion

Students should be taught to:

• investigate, study and interpret significant religious, philosophical and ethical issues, including the study of religious and spiritual experience, in light of their own sense of identity, experience and commitments

• think rigorously and present coherent, widely informed and detailed arguments about beliefs, ethics, values and issues, drawing well-substantiated conclusions

• develop their understanding of the principal methods by which religions and spirituality are studied

• draw upon, interpret and evaluate the rich and varied forms of creative expression in religious life

• use specialist vocabulary to evaluate critically both the power and limitations of religious language.

Learning from religion

Students should be taught to:

• reflect on, express and justify their own opinions in light of their learning about religion and their study of religious, philosophical, moral and spiritual questions

• develop their own values and attitudes in order to recognise their rights and responsibilities in the light of their learning about religion

• relate their learning in RE to the wider world, gaining a sense of personal autonomy in preparation for adult life

• develop skills that are useful in a wide range of careers and in adult life generally, especially skills of critical enquiry, creative problem-solving, and communication in a variety of media.

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Key Stage 4

All pupils have the statutory entitlement to study RE and in addition should have the opportunity to follow an externally accredited course for Religious Studies e.g. GCSE. Schools are encouraged to facilitate examination entry for as many students as possible, but this is not a requirement of this syllabus.

Post-16

When ever possible, students should have the opportunity to follow a course, or modules, which lead to external accreditation.

The recommended minimum time allocation for religious studies in this phase is six hours per year.

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of G

od?

• To

wha

t ext

ent d

o re

ligio

ns/s

ecul

ar p

hilo

soph

ies

help

peo

ple

deci

de w

hat i

s tru

e an

d w

hat i

s rig

ht

and

wro

ng?

• Is

it h

elpf

ul th

at s

cien

tific

adva

nces

/dis

cove

ries

chal

leng

e pe

ople

’s b

elie

fs?

•

Is it

too

muc

h to

ask

peo

ple

of d

iffer

ent r

elig

ions

/ph

iloso

phie

s to

be

resp

ectfu

l of e

ach

othe

r’s

belie

fs?

Key

Sta

ge

1

• S

houl

d pe

ople

follo

w re

ligio

us le

ader

s an

d te

achi

ngs?

• S

houl

d pe

ople

take

car

e of

the

wor

ld?

Key

Sta

ge

2

• Is

relig

ion

the

mos

t im

porta

nt in

fluen

ce a

nd

insp

iratio

n in

eve

ryon

e’s

life?

• D

o al

l rel

igio

us b

elie

fs in

fluen

ce p

eopl

e to

be

have

wel

l tow

ards

oth

ers?

• D

oes

livin

g ou

t par

ents

’ rel

igio

us b

elie

fs/

tradi

tions

eg

Kas

hrut

or R

amad

an ta

ke a

way

so

meo

ne’s

free

dom

or a

dd to

his

/her

sen

se o

f id

entit

y?

• Is

it p

ossi

ble

to h

old

relig

ious

bel

iefs

with

out

tryin

g to

mak

e th

e w

orld

a b

ette

r pla

ce?

Key

Sta

ge

3

• To

wha

t ext

ent d

o pe

ople

’s re

ligio

us/s

pirit

ual

belie

fs a

ffect

thei

r per

sona

l rel

atio

nshi

ps?

• D

o re

ligio

ns a

nd s

ecul

ar p

hilo

soph

ies

have

a

duty

to p

rom

ote

a ba

lanc

e be

twee

n rig

hts

and

resp

onsi

bilit

ies?

• To

wha

t ext

ent d

o pe

ople

’s re

ligio

us/s

pirit

ual

belie

fs a

ffect

thei

r sen

se o

f res

pons

ibili

ty a

nd

impa

ct o

n w

hat t

hey

do to

car

e fo

r the

wor

ld in

w

hich

they

live

? •

How

pos

sibl

e is

it to

mak

e th

e w

orld

a

bette

r pla

ce b

y pe

ople

from

diff

eren

t fai

ths/

philo

soph

ies

wor

king

toge

ther

with

out c

onfli

ct?

14

Key Stage 1, Year Groups Reception to Year 2,

Ages 5-7

15

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

Lea

rnin

g F

RO

M q

ues

tio

ns:

Key

Sta

ge

1 (a

pp

licab

le t

o a

ll re

ligio

ns

and

wo

rld

view

s)

Thes

e qu

estio

ns a

re in

tend

ed a

s a

guid

e on

ly. T

each

ers

will

nee

d to

sel

ect,

amen

d an

d ad

d qu

estio

ns w

hich

fit w

ell w

ith th

eir a

ppro

ach

to p

artic

ular

topi

cs

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es it

fee

l sp

ecia

l to

bel

on

g t

o a

co

mm

un

ity?

• To

wha

t gro

ups

do y

ou b

elon

g?•

How

do

you

show

oth

ers

you

belo

ng to

th

ese

grou

ps?

• H

ow d

oes

it fe

el to

be

part

of a

fam

ily,

clas

s, g

roup

etc

?•

Do

you

belo

ng to

any

one?

Are

rel

igio

us

cele

bra

tio

ns

imp

ort

ant

to

peo

ple

?

• W

hat t

imes

are

impo

rtant

/spe

cial

to

you?

• W

hy a

nd h

ow d

o yo

u ce

lebr

ate

spec

ial

times

?•

Why

mig

ht o

ther

peo

ple

cele

brat

e di

ffere

nt ti

mes

?•

How

can

we

help

oth

er p

eopl

e ce

lebr

ate

thei

r spe

cial

tim

es?

Are

sym

bo

ls b

ette

r th

an w

ord

s at

ex

pre

ssin

g r

elig

iou

s b

elie

fs?

• H

ow c

an s

ymbo

ls h

elp

us u

nder

stan

d th

ings

?•

Wha

t sym

bols

do

you

use

ofte

n? H

ow

and

why

do

you

use

them

?•

How

can

clo

thes

, col

ours

and

m

ovem

ents

be

sym

bols

?•

Can

you

thin

k of

a s

ymbo

l for

you

rsel

f th

at w

ould

tell

othe

rs s

omet

hing

abo

ut

you?

Is G

od

imp

ort

ant

to e

very

on

e?

• W

ho is

mos

t im

porta

nt to

you

and

why

?•

Wha

t ide

as h

ave

you

hear

d ab

out G

od?

Wha

t do

you

belie

ve

abou

t God

?•

Doe

s yo

ur fa

mily

bel

ieve

in G

od?

Do

es t

he

wo

rld

bel

on

g t

o G

od

?

• W

hat i

s yo

ur p

rized

pos

sess

ion?

Was

it a

gift

or d

id y

ou m

ake/

crea

te it

?•

How

/why

do

thin

gs b

elon

g to

you

?•

Wha

t are

the

thin

gs th

at a

maz

e yo

u m

ost a

bout

the

wor

ld?

• D

oes

the

wor

ld b

elon

g to

any

one?

Wh

at c

an I

lear

n f

rom

sto

ries

fro

m r

elig

iou

s tr

adit

ion

s?

• W

hat a

re y

our f

avou

rite

stor

ies?

Why

do

you

like

them

? D

o yo

u le

arn

anyt

hing

from

them

?•

Hav

e yo

u le

arne

d an

ythi

ng a

bout

qua

litie

s lik

e ho

nest

y, lo

yalty

, co

urag

e in

sto

ries

you

have

read

?•

Wha

t ide

as h

ave

you

lear

ned

from

the

stor

ies

we

have

hea

rd fr

om

the

Bib

le a

nd o

ther

relig

ious

teac

hing

s?•

Wha

t thi

ngs/

book

s ar

e m

ost s

peci

al to

you

? W

hy a

re th

ey s

peci

al?

How

do

you

show

they

are

spe

cial

?

Sh

ou

ld p

eop

le f

ollo

w r

elig

iou

s le

ader

s an

d t

each

ing

s?

• W

hom

do

you

adm

ire a

nd w

hy?

• W

ho a

re th

e pe

ople

who

hel

p yo

u de

cide

wha

t is

right

and

wro

ng?

• H

ow d

o th

ey h

elp

you

deci

de w

hat i

s rig

ht a

nd w

rong

?•

How

can

thes

e pe

ople

hel

p yo

u ev

en

whe

n th

ey a

re n

ot w

ith y

ou?

• W

hy d

o yo

u th

ink

it is

impo

rtant

to

be k

ind

and

thou

ghtfu

l tow

ards

oth

er

peop

le?

Are

you

kin

d to

oth

er p

eopl

e?

How

are

peo

ple

kind

to y

ou?

• H

ow c

an w

e te

ll if

a pe

rson

is a

goo

d pe

rson

?•

Do

you

alw

ays

do w

hat y

ou th

ink

is

right

? W

hy?

Sh

ou

ld p

eop

le t

ake

care

of

the

wo

rld

?

• W

hy d

o so

man

y pe

ople

thin

k it

is

impo

rtant

to lo

ok a

fter t

he w

orld

?•

Do

you

thin

k it

is im

porta

nt to

look

afte

r th

e w

orld

? H

ow c

ould

you

hel

p to

look

af

ter t

he w

orld

? D

o yo

u do

thin

gs to

he

lp lo

ok a

fter t

he w

orld

? W

hat s

ort o

f th

ings

?

16

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

CH

RIS

TIA

NIT

Y

Lea

rnin

g A

BO

UT

Ch

rist

ian

ity

in K

ey S

tag

e 1:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

. All

8 qu

estio

ns M

US

T be

add

ress

ed in

the

stud

y of

Chr

istia

nity

.

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e, a

s ill

ustra

ted

in

prev

ious

pag

es, t

hat p

upils

will

exp

lore

bel

iefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t exp

ecta

tions

are

set

out

in th

e gu

idan

ce m

ater

ial

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es it

fee

l sp

ecia

l to

bel

on

g t

o a

co

mm

un

ity?

• W

hat d

oes

it m

ean

to b

elon

g to

a C

hris

tian

fam

ily?

• H

ow d

o pe

ople

bel

ong

to th

e C

hris

tian

com

mun

ity?

• H

ow d

o C

hris

tians

use

thei

r pla

ces

of w

orsh

ip?

• D

oes

belo

ngin

g to

the

Chr

istia

n co

mm

unity

mak

e a

diffe

renc

e to

peo

ple?

Are

rel

igio

us

cele

bra

tio

ns

imp

ort

ant

to p

eop

le?

• H

ow a

nd w

hy d

o C

hris

tians

cel

ebra

te im

porta

nt

fest

ival

tim

es?

Are

sym

bo

ls b

ette

r th

an w

ord

s at

exp

ress

ing

re

ligio

us

bel

iefs

?

• H

ow a

nd w

hy d

o C

hris

tians

use

sym

bols

in

- eve

ryda

y lif

e?

- pla

ces

of w

orsh

ip?

- c

eleb

ratio

ns?

Is G

od

imp

ort

ant

to e

very

on

e?

• W

hat d

id J

esus

teac

h pe

ople

abo

ut G

od?

• W

hy d

o C

hris

tians

bel

ieve

Jes

us w

as G

od’s

son

?

Do

es t

he

wo

rld

bel

on

g t

o G

od

?

• D

o C

hris

tians

bel

ieve

the

wor

ld b

elon

gs to

God

?•

How

do

Chr

istia

ns b

elie

ve th

e w

orld

cam

e ab

out?

Wh

at c

an I

lear

n f

rom

sto

ries

fro

m r

elig

iou

s tr

adit

ion

s?

• W

hy is

/are

the

Chr

istia

n B

ible

/Bib

lical

sto

ries

impo

rtant

/sac

red

to C

hris

tians

?•

Why

is th

e st

ory

of th

e lif

e of

Jes

us s

o im

porta

nt to

C

hris

tians

?•

Wha

t sto

ries

did

Jesu

s te

ll an

d w

hy d

id h

e te

ll th

em?

Sh

ou

ld p

eop

le f

ollo

w r

elig

iou

s le

ader

s an

d

teac

hin

gs?

• W

hy a

nd h

ow is

Jes

us im

porta

nt to

C

hris

tians

?•

Why

and

how

is a

vic

ar, p

riest

or m

inis

ter

impo

rtant

to C

hris

tians

?•

How

do

Chr

istia

ns le

arn

from

the

exam

ple

of o

ther

Chr

istia

ns in

clud

ing

lead

ers,

pa

rent

s et

c?•

How

do

Chr

istia

ns s

how

reve

renc

e fo

r the

C

hris

tian

Bib

le a

nd s

how

how

impo

rtant

it

is fo

r the

m?

Sh

ou

ld p

eop

le t

ake

care

of

the

wo

rld

?

• S

houl

d C

hris

tians

take

car

e of

the

wor

ld?

17

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

HIN

DU

ISM

Lea

rnin

g A

BO

UT

Hin

du

ism

in K

ey S

tag

e 1:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es it

fee

l sp

ecia

l to

bel

on

g?

• W

hat d

oes

it m

ean

to b

elon

g to

a H

indu

fam

ily?

• H

ow d

o pe

ople

bel

ong

to th

e H

indu

com

mun

ity?

• H

ow d

o H

indu

s us

e th

eir p

lace

s of

wor

ship

?•

Doe

s be

long

ing

to th

e H

indu

com

mun

ity m

ake

a di

ffere

nce

to p

eopl

e?

Are

rel

igio

us

cele

bra

tio

ns

imp

ort

ant

to p

eop

le?

• H

ow a

nd w

hy d

o H

indu

s ce

lebr

ate

impo

rtant

fe

stiv

al ti

mes

?

Are

sym

bo

ls b

ette

r th

an w

ord

s at

exp

ress

ing

re

ligio

us

bel

iefs

?

• H

ow a

nd w

hy d

o H

indu

s us

e sy

mbo

ls in

- e

very

day

life?

- p

lace

s of

wor

ship

?

- cel

ebra

tions

?

- Ritu

als?

Is G

od

imp

ort

ant

to e

very

on

e?

• W

hat d

o H

indu

s be

lieve

abo

ut G

od?

• H

ow a

re b

elie

fs re

veal

ed in

mur

tis?

Do

es t

he

wo

rld

bel

on

g t

o G

od

?

• D

o H

indu

s be

lieve

the

wor

ld b

elon

gs to

God

?•

How

do

Hin

dus

belie

ve th

e w

orld

cam

e ab

out?

Wh

at c

an I

lear

n f

rom

sto

ries

fro

m r

elig

iou

s tr

adit

ion

s?

• W

hy a

re H

indu

scr

iptu

res/

stor

ies

impo

rtant

/sa

cred

to H

indu

s?•

Why

are

sto

ries

of H

indu

dei

ties

so im

porta

nt to

H

indu

s?

Sh

ou

ld p

eop

le f

ollo

w r

elig

iou

s le

ader

s an

d

teac

hin

gs?

• W

hy a

nd h

ow a

re th

e ex

ampl

es s

et b

y H

indu

de

ities

impo

rtant

to H

indu

s?•

Why

and

how

are

Hin

du p

andi

ts im

porta

nt to

H

indu

s?•

How

do

Hin

dus

lear

n fro

m th

e ex

ampl

e of

oth

er

Hin

dus

incl

udin

g le

ader

s, p

aren

ts e

tc•

How

do

Hin

dus

show

reve

renc

e fo

r the

ir sc

riptu

res

and

show

how

impo

rtant

they

are

for

them

?

Sh

ou

ld p

eop

le t

ake

care

of

the

wo

rld

?

• S

houl

d H

indu

s ta

ke c

are

of th

e w

orld

?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

18

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

ISL

AM

Lea

rnin

g A

BO

UT

Isla

m in

Key

Sta

ge

1: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es it

fee

l sp

ecia

l to

bel

on

g?

• W

hat d

oes

it m

ean

to b

elon

g to

a M

uslim

fa

mily

?•

How

do

peop

le b

elon

g to

the

Mus

lim

com

mun

ity?

• H

ow d

o M

uslim

s us

e th

eir p

lace

s of

wor

ship

?•

Doe

s be

long

ing

to th

e M

uslim

com

mun

ity m

ake

a di

ffere

nce

to p

eopl

e?

Are

rel

igio

us

cele

bra

tio

ns

imp

ort

ant

to p

eop

le?

• H

ow a

nd w

hy d

o M

uslim

s ce

lebr

ate

impo

rtant

fe

stiv

al ti

mes

?

Are

sym

bo

ls b

ette

r th

an w

ord

s at

exp

ress

ing

re

ligio

us

bel

iefs

?

• H

ow a

nd w

hy d

o M

uslim

s us

e sy

mbo

ls in

- e

very

day

life?

- p

lace

s of

wor

ship

?

- cel

ebra

tions

?

- Ritu

als?

Wh

o d

o I

bel

ieve

I am

?

• W

hat d

o M

uslim

s be

lieve

mak

es a

per

son

spec

ial?

• H

ow d

o M

uslim

s be

lieve

they

sho

uld

treat

ot

hers

?

Is G

od

imp

ort

ant

to e

very

on

e?

• W

hat d

id th

e P

roph

et M

uham

mad

teac

h pe

ople

ab

out G

od?

• W

hy a

re th

ere

not i

mag

es o

f the

Pro

phet

M

uham

mad

?

Do

es t

he

wo

rld

bel

on

g t

o G

od

?

• D

o M

uslim

s be

lieve

the

wor

ld b

elon

gs to

God

?•

How

do

Mus

lims

belie

ve th

e w

orld

cam

e ab

out?

Wh

at c

an I

lear

n f

rom

sto

ries

fro

m r

elig

iou

s tr

adit

ion

s?

• W

hy is

the

Qur

’an

impo

rtant

/sac

red

to M

uslim

s?•

Why

is th

e st

ory

of th

e lif

e of

the

Pro

phet

M

uham

mad

so

impo

rtant

to M

uslim

s?•

Wha

t sto

ries

did

the

Pro

phet

Muh

amm

ad te

ll an

d w

hy d

id h

e te

ll th

em?

Sh

ou

ld p

eop

le f

ollo

w r

elig

iou

s le

ader

s an

d

teac

hin

gs?

• W

hy a

nd h

ow is

the

Pro

phet

Muh

amm

ad

impo

rtant

to M

uslim

s?•

Why

and

how

is a

n im

am im

porta

nt to

Mus

lims?

• H

ow d

o M

uslim

s le

arn

from

the

exam

ple

of

othe

r Mus

lims

incl

udin

g le

ader

s, p

aren

ts e

tc?

• H

ow d

o M

uslim

s sh

ow re

vere

nce

for t

he Q

ur’a

n an

d sh

ow h

ow im

porta

nt it

is fo

r the

m?

Sh

ou

ld p

eop

le t

ake

care

of

the

wo

rld

?

• S

houl

d M

uslim

s ta

ke c

are

of th

e w

orld

?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

19

JUD

AIS

M

Lea

rnin

g A

BO

UT

Ju

dai

sm in

Key

Sta

ge

1: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

exp

lore

be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g. It

is n

ot e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed,

bu

t it i

s a

requ

irem

ent o

f thi

s sy

llabu

s th

at s

ome

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving

, bel

ongi

ng, b

ehav

ing)

be

expl

ored

. Sug

gest

ions

abo

ut c

onte

nt a

nd

atta

inm

ent e

xpec

tatio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es it

fee

l sp

ecia

l to

bel

on

g t

o a

co

mm

un

ity?

• W

hat d

oes

it m

ean

to b

elon

g to

a J

ewis

h fa

mily

?•

Wha

t mak

es y

ou fe

el y

ou b

elon

g?•

How

do

peop

le b

elon

g to

the

Jew

ish

com

mun

ity?

• H

ow d

o Je

ws

use

thei

r pla

ces

of w

orsh

ip?

• D

oes

belo

ngin

g to

the

Jew

ish

com

mun

ity m

ake

a di

ffere

nce

to p

eopl

e?

Are

rel

igio

us

cele

bra

tio

ns

imp

ort

ant

to p

eop

le?

• H

ow a

nd w

hy d

o Je

ws

cele

brat

e im

porta

nt fe

stiv

al

times

?•

How

are

relig

ious

cel

ebra

tions

impo

rtant

to J

ews?

Are

sym

bo

ls b

ette

r th

an w

ord

s at

exp

ress

ing

re

ligio

us

bel

iefs

?

• H

ow a

nd w

hy d

o Je

ws

use

sym

bols

in

- eve

ryda

y lif

e?

- pla

ces

of w

orsh

ip?

- c

eleb

ratio

ns?

• W

hat r

oles

do

wor

ds a

nd s

ymbo

ls p

lay

in

expr

essi

ng J

ewis

h be

liefs

?

Is G

od

imp

ort

ant

to e

very

on

e?

• W

hat d

o th

e Je

wis

h B

ible

and

Rab

bini

c w

ritin

gs

teac

h pe

ople

abo

ut G

od?

• H

ow d

o Je

ws

belie

ve th

ey s

houl

d tre

at o

ther

pe

ople

?•

How

is th

e co

ncep

t of G

od im

porta

nt?

Do

es t

he

wo

rld

bel

on

g t

o G

od

?

• D

o Je

ws

belie

ve th

e w

orld

bel

ongs

to G

od?

• H

ow d

o Je

ws

belie

ve th

e w

orld

cam

e ab

out?

• W

ho d

oes

the

wor

ld b

elon

g to

?•

How

is th

e la

nd o

f Isr

ael i

mpo

rtant

to J

ews?

Wh

at c

an I

lear

n f

rom

sto

ries

fro

m r

elig

iou

s tr

adit

ion

s?

• W

hat d

o Je

ws

mea

n w

hen

they

use

the

wor

ds

‘Bib

le’,

‘Tor

ah’ a

nd ‘T

anac

h.’?

• W

hy is

/are

the

Bib

le/B

iblic

al s

torie

s an

d R

abbi

nic

writ

ings

impo

rtant

/sac

red

to J

ews?

• H

ow d

o th

e st

orie

s in

the

Bib

le a

nd R

abbi

nic

writ

ings

teac

h Je

ws

how

to li

ve to

day?

Sh

ou

ld p

eop

le f

ollo

w r

elig

iou

s le

ader

s an

d

teac

hin

gs?

• W

hy a

nd h

ow is

the

Tora

h im

porta

nt to

Je

ws?

• W

hy a

nd h

ow a

re ra

bbis

impo

rtant

to

Jew

s?•

How

are

Rab

bini

c w

ritin

gs (M

ishn

ah,

Talm

ud, C

odes

of J

ewis

h la

w) i

mpo

rtant

to

Jew

s?•

How

do

Jew

s le

arn

from

the

exam

ple

of

othe

r Jew

s in

clud

ing

lead

ers,

par

ents

etc

?•

How

do

Jew

s sh

ow re

vere

nce

for t

he T

orah

an

d ho

ly w

ritin

gs a

nd s

how

how

impo

rtant

th

ey a

re fo

r the

m?

• W

hat d

o Je

ws

lear

n fro

m re

ligio

us le

ader

s an

d te

ache

rs

Sh

ou

ld p

eop

le t

ake

care

of

the

wo

rld

?

• S

houl

d Je

ws

take

car

e of

the

wor

ld?

• W

hat d

o th

e To

rah

and

Rab

bini

c w

ritin

gs

teac

h ab

out o

ur re

latio

nshi

p w

ith th

e w

orld

?•

How

do

we

expr

ess

our p

artn

ersh

ip w

ith

God

in c

reat

ion

in o

ur li

ves?

20

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

SIK

HIS

M

Lea

rnin

g A

BO

UT

Sik

his

m in

Key

Sta

ge

1: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es it

fee

l sp

ecia

l to

bel

on

g?

• W

hat d

oes

it m

ean

to b

elon

g to

a S

ikh

fam

ily?

• H

ow d

o pe

ople

bel

ong

to th

e S

ikh

com

mun

ity?

• H

ow d

o S

ikhs

use

thei

r pla

ces

of w

orsh

ip?

• D

oes

belo

ngin

g to

the

Sik

h co

mm

unity

mak

e a

diffe

renc

e to

peo

ple?

Are

rel

igio

us

cele

bra

tio

ns

imp

ort

ant

to p

eop

le?

• H

ow a

nd w

hy d

o S

ikhs

cel

ebra

te im

porta

nt

fest

ival

tim

es?

Are

sym

bo

ls b

ette

r th

an w

ord

s at

exp

ress

ing

re

ligio

us

bel

iefs

?

• H

ow a

nd w

hy d

o S

ikhs

use

sym

bols

in

- eve

ryda

y lif

e?

- pla

ces

of w

orsh

ip?

- c

eleb

ratio

ns?

- R

itual

s?

Is G

od

imp

ort

ant

to e

very

on

e?

• W

hat d

id th

e gu

rus

teac

h pe

ople

abo

ut G

od?

Do

es t

he

wo

rld

bel

on

g t

o G

od

?

• D

o S

ikhs

bel

ieve

the

wor

ld b

elon

gs to

God

?•

How

do

Sik

hs b

elie

ve th

e w

orld

cam

e ab

out?

Wh

at c

an I

lear

n f

rom

sto

ries

fro

m r

elig

iou

s tr

adit

ion

s?

• W

hy is

Gur

u G

rant

h S

ahib

impo

rtant

/sac

red

to

Sik

hs?

• W

hy s

torie

s of

the

lives

of t

he G

urus

so

impo

rtant

to S

ikhs

?

Sh

ou

ld p

eop

le f

ollo

w r

elig

iou

s le

ader

s an

d

teac

hin

gs?

• W

hy a

nd h

ow a

re th

e G

urus

impo

rtant

to S

ikhs

?•

Why

and

how

is a

Sik

h te

ache

r im

porta

nt to

S

ikhs

?•

How

do

Sik

hs le

arn

from

the

exam

ple

of o

ther

S

ikhs

incl

udin

g le

ader

s, p

aren

ts e

tc?

• H

ow d

o S

ikhs

sho

w re

vere

nce

for t

he G

uru

Gra

nth

Sah

ib a

nd s

how

how

impo

rtant

it is

for

them

?

Sh

ou

ld p

eop

le t

ake

care

of

the

wo

rld

?

• S

houl

d S

ikhs

take

car

e of

the

wor

ld?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

21


Key Stage 2, Year Groups 3-6,

Ages 8-11

22

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

Lea

rnin

g F

RO

M q

ues

tio

ns:

Key

Sta

ge

2 (a

pp

licab

le t

o a

ll re

ligio

ns

and

wo

rld

view

s)

Thes

e qu

estio

ns a

re in

tend

ed a

s a

guid

e on

ly. T

each

ers

will

nee

d to

sel

ect,

amen

d an

d ad

d qu

estio

ns w

hich

fit w

ell w

ith th

eir a

ppro

ach

to p

artic

ular

topi

cs

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es p

arti

cip

atin

g in

wo

rsh

ip h

elp

peo

ple

to

fee

l clo

ser

to G

od

an

d t

hei

r fa

ith

co

mm

un

ity?

• C

an y

ou th

ink

of a

pla

ce th

at h

as in

spire

d yo

u sp

iritu

ally

? W

hat i

mpa

ct d

id it

hav

e on

you

?•

Why

do

peop

le fi

nd it

impo

rtant

to m

eet w

ith o

ther

s w

ho

shar

e si

mila

r ide

as?

• W

hen

have

you

felt

clos

est t

o ot

hers

who

sha

re s

imila

r id

eas

to y

ou?

• A

re th

ere

times

whe

n yo

u va

lue

bein

g al

one?

Why

? W

hat d

o yo

u ga

in fr

om th

ese

times

?•

How

do

peop

le e

xpre

ss im

porta

nt fe

elin

gs li

ke

than

kful

ness

, joy

, app

reci

atio

n, lo

ve e

tc?

• H

ow d

o yo

u re

mem

ber/c

omm

emor

ate

impo

rtant

eve

nts?

• W

hat h

ave

been

the

turn

ing

poin

ts in

you

r life

and

how

ha

ve th

ey b

een

mar

ked?

• Is

it im

porta

nt to

mar

k si

gnifi

cant

tim

es in

peo

ple’

s liv

es?

Why

?

Wh

at d

o r

ites

of

pas

sag

e te

ll u

s ab

ou

t p

eop

le’s

bel

iefs

?

• D

o yo

u th

ink

it is

impo

rtant

to m

ark

mile

ston

es in

pe

ople

’s li

fe jo

urne

y?

Can

th

e ar

ts h

elp

co

mm

un

icat

e re

ligio

us

bel

iefs

?

• H

ow d

o yo

u ex

pres

s id

eas

that

are

mos

t im

porta

nt to

yo

u?•

Are

ther

e so

me

idea

s an

d ex

perie

nces

that

are

too

diffi

cult

to e

xpre

ss in

wor

ds?

• H

ow c

ould

you

exp

ress

who

you

are

with

out w

ords

?•

Do

you

thin

k it

is im

porta

nt fo

r peo

ple

to b

e ab

le to

ex

pres

s th

eir i

deas

and

bel

iefs

in a

wid

e va

riety

of w

ays?

W

hy?

• W

hich

pie

ce o

f art/

mus

ic h

as p

erso

nal s

igni

fican

ce fo

r yo

u?

Do

rel

igio

us

peo

ple

lead

bet

ter

lives

?

• H

ow d

o yo

ur b

elie

fs a

bout

God

(w

hich

mig

ht b

e th

at th

ere

isn’

t on

e) in

fluen

ce y

our l

ife a

nd th

e w

ay

in w

hich

you

cho

ose

to li

ve it

?•

Wha

t do

you

thin

k m

atte

rs m

ost i

n lif

e?•

Wha

t do

you

thin

k is

the

purp

ose

of

life?

• Is

it im

porta

nt to

live

a g

ood

life?

Do

sac

red

tex

ts h

ave

to b

e ‘t

rue’

to

hel

p p

eop

le u

nd

erst

and

th

eir

relig

ion

?

• C

an th

ings

be

true

in d

iffer

ent

way

s?•

How

and

from

who

m/w

hat d

o yo

u le

arn

wha

t is

true?

• H

ow d

o yo

u kn

ow y

ou c

an re

ly o

n th

ese

sour

ces

of a

utho

rity?

• H

ow d

o w

e de

cide

wha

t to

belie

ve?

• Is

it im

porta

nt fo

r rel

igio

us te

achi

ng

to b

e w

ritte

n do

wn?

Sh

ou

ld r

elig

iou

s p

eop

le b

e sa

d

wh

en s

om

eon

e d

ies?

• W

ould

you

wan

t peo

ple

to b

e sa

d w

hen

you

die

or s

houl

d th

ey

cele

brat

e yo

ur li

fe?

• W

hat d

o yo

u be

lieve

hap

pens

to a

pe

rson

whe

n th

ey d

ie?

Why

?•

Wha

t doe

s th

e w

ord

‘hea

ven’

mea

n to

you

?

Is r

elig

ion

th

e m

ost

imp

ort

ant

infl

uen

ce a

nd

insp

irat

ion

in

ever

yon

e’s

life?

• W

ho/w

hat i

nspi

res

you

and

why

?•

Wha

t or w

ho h

as b

een

the

mos

t im

porta

nt in

fluen

ce o

n yo

ur li

fe?

• H

as b

eing

insp

ired

or in

fluen

ced

by s

omeo

ne/s

omet

hing

cha

nged

yo

u in

any

way

? H

ow?

• H

ow a

nd w

hy m

ight

it b

e he

lpfu

l to

have

an

exam

ple

to fo

llow

?•

In w

hat w

ays

coul

d yo

u be

a ro

le m

odel

?•

Do

you

thin

k G

od g

uide

s pe

ople

? W

hy?

Do

all

relig

iou

s b

elie

fs in

flu

ence

peo

ple

to

beh

ave

wel

l to

war

ds

oth

ers?

• W

hat a

re th

e va

lues

, bel

iefs

and

idea

s th

at g

uide

you

r life

and

why

?•

How

do

you

deci

de h

ow to

beh

ave?

• M

ust w

e al

way

s be

have

wel

l tow

ards

oth

ers?

• W

hat d

o yo

u se

e as

bei

ng th

e va

lue

of th

e ru

les

and

code

s?•

How

can

we

mak

e am

ends

for t

hing

s w

e do

wro

ng?

Do

es li

vin

g o

ut

par

ents

’ rel

igio

us

bel

iefs

/tra

dit

ion

s eg

Kas

hru

t o

r R

amad

an t

ake

away

so

meo

ne’

s fr

eed

om

or

add

to

his

/her

sen

se

of

iden

tity

?

• D

o yo

u ho

ld th

e sa

me

belie

fs a

s yo

ur p

aren

ts?

• H

ow d

oes

your

fam

ily li

fe in

fluen

ce th

e w

ay y

ou li

ve?

• Sh

ould

chi

ldre

n be

free

to m

ake

thei

r ow

n de

cisi

ons

abou

t rel

igio

n?•

Are

ther

e an

y fa

mily

trad

ition

s th

at g

ive

you

a se

nse

of id

entit

y?

Is it

po

ssib

le t

o h

old

rel

igio

us

bel

iefs

wit

ho

ut

tryi

ng

to

mak

e th

e w

orl

d a

bet

ter

pla

ce?

• Is

it p

ossi

ble

for y

ou to

feel

stro

ngly

abo

ut s

omet

hing

and

not

act

on

it?•

How

do

you

resp

ond

to w

orld

wid

e is

sues

that

affe

ct th

e liv

es o

f ot

hers

? H

ow c

an y

ou h

elp?

Do

you

thin

k it

is im

porta

nt to

hel

p?

Why

?

23

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

CH

RIS

TIA

NIT

Y

Lea

rnin

g A

BO

UT

Ch

rist

ian

ity

in K

ey S

tag

e 2:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

. All

8 ke

y qu

estio

ns M

US

T be

add

ress

ed in

the

stud

y of

Chr

istia

nity

.

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es p

arti

cip

atin

g in

wo

rsh

ip h

elp

p

eop

le t

o f

eel c

lose

r to

Go

d o

r th

eir

fait

h

com

mu

nit

y?•

Why

do

Chr

istia

ns b

elie

ve it

is im

porta

nt to

w

orsh

ip a

nd w

orsh

ip to

geth

er?

• H

ow a

re c

hurc

hes

used

for w

orsh

ip?

• W

hy a

nd h

ow d

o C

hris

tians

cel

ebra

te th

eir

fest

ival

s?•

Why

and

how

are

rite

s of

pas

sage

mar

ked

publ

ical

ly?

• W

hat v

alue

do

som

e C

hris

tians

find

in

priv

ate

pray

er a

nd w

orsh

ip?

• W

hy a

nd w

here

do

Chr

istia

ns g

o on

pi

lgrim

age?

Wh

at d

o r

ites

of

pas

sag

e te

ll u

s ab

ou

t p

eop

le’s

bel

iefs

?

• H

ow a

nd w

hy d

o C

hris

tians

mar

k m

ilest

ones

in th

eir l

ife jo

urne

y?

Can

th

e ar

ts h

elp

co

mm

un

icat

e re

ligio

us

bel

iefs

?

• H

ow h

ave

Chr

istia

ns e

xpre

ssed

som

e of

thei

r mos

t diffi

cult

idea

s, b

elie

fs a

nd

pers

onal

exp

erie

nces

thro

ugh

the

arts

Do

rel

igio

us

peo

ple

lead

bet

ter

lives

?•

Doe

s be

lievi

ng in

God

mak

e a

diffe

renc

e to

ho

w C

hris

tians

live

?•

Do

the

teac

hing

s an

d ex

ampl

e of

Jes

us

prov

ide

a fra

mew

ork

for l

eadi

ng a

goo

d lif

e?•

Do

the

teac

hing

s of

the

New

Tes

tam

ent

help

Chr

istia

ns k

now

wha

t a g

ood

life

look

s lik

e?

Do

sac

red

tex

ts h

ave

to b

e ‘t

rue’

to

hel

p

peo

ple

un

der

stan

d t

hei

r re

ligio

n?

• H

ow d

o di

ffere

nt g

roup

s of

Chr

istia

ns

inte

rpre

t the

Chr

istia

n B

ible

?•

Are

diff

eren

t typ

es o

f writ

ing

in th

e C

hris

tian

Bib

le tr

ue in

diff

eren

t way

s?•

Is p

erso

nal s

pirit

ual e

xper

ienc

e m

ore

impo

rtant

than

the

Chr

istia

n B

ible

for

Chr

istia

ns in

und

erst

andi

ng th

eir r

elig

ion?

• H

ow d

o C

hris

tians

use

the

Chr

istia

n B

ible

to

lear

n ab

out G

od, t

he w

orld

and

hum

an

life?

Sh

ou

ld r

elig

iou

s p

eop

le b

e sa

d w

hen

so

meo

ne

die

s?•

Wha

t do

Chr

istia

ns b

elie

ve a

bout

life

afte

r de

ath

and

why

?

Is r

elig

ion

th

e m

ost

imp

ort

ant

infl

uen

ce a

nd

insp

irat

ion

in

ever

yon

e’s

life?

• H

ow d

oes

Jesu

s in

fluen

ce a

nd in

spire

Chr

istia

ns?

• H

ow d

o C

hris

tians

’ bel

iefs

abo

ut J

esus

mak

e a

diffe

renc

e to

thei

r liv

es?

• H

ow d

o C

hris

tians

’ bel

iefs

abo

ut th

e H

oly

Spi

rit m

ake

a di

ffere

nce

to d

aily

live

s?•

How

has

Chr

istia

nity

insp

ired

the

lives

of s

ome

peop

le?

Do

all

relig

iou

s b

elie

fs in

flu

ence

peo

ple

to

beh

ave

wel

l to

war

ds

oth

ers?

• B

y w

hat r

ules

, cod

es a

nd tr

aditi

ons

do C

hris

tians

bel

ieve

th

ey s

houl

d liv

e th

eir l

ives

?•

Wha

t diff

eren

ce d

oes

it m

ake

to tr

y to

live

by

thes

e ru

les,

co

des

and

tradi

tions

?•

Do

all t

hese

rule

s, c

odes

and

trad

ition

s en

cour

age

Chr

istia

ns to

beh

ave

wel

l tow

ards

oth

ers?

Do

es li

vin

g o

ut

par

ents

’ rel

igio

us

bel

iefs

/tra

dit

ion

s eg

K

ash

rut

or

Ram

adan

tak

e aw

ay s

om

eon

e’s

free

do

m o

r ad

d t

o h

is/h

er s

ense

of

iden

tity

?•

Wha

t mig

ht it

mea

n to

gro

w u

p in

a C

hris

tian

fam

ily?

• H

ow m

ight

a C

hris

tian

back

grou

nd in

fluen

ce a

chi

ld’s

se

nse

of id

entit

y?

Is it

po

ssib

le t

o h

old

rel

igio

us

bel

iefs

wit

ho

ut

tryi

ng

to

m

ake

the

wo

rld

a b

ette

r p

lace

?•

How

and

why

do

Chr

istia

ns re

spon

d to

glo

bal i

ssue

s of

hu

man

righ

ts, f

airn

ess,

soc

ial j

ustic

e an

d th

e im

porta

nce

of

the

envi

ronm

ent?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e, a

s ill

ustra

ted

in p

revi

ous

page

s, th

at p

upils

will

exp

lore

bel

iefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g. S

ugge

stio

ns a

bout

con

tent

and

atta

inm

ent e

xpec

tatio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

24

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

HIN

DU

ISM

Lea

rnin

g A

BO

UT

Hin

du

ism

in K

ey S

tag

e 2:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es p

arti

cip

atin

g in

wo

rsh

ip h

elp

p

eop

le t

o f

eel c

lose

r to

Go

d o

r th

eir

fait

h c

om

mu

nit

y?

• W

hy d

o H

indu

s be

lieve

it is

impo

rtant

to

wor

ship

and

som

etim

es w

orsh

ip

toge

ther

?•

How

are

shr

ines

use

d fo

r wor

ship

?•

Why

and

how

do

Hin

dus

cele

brat

e th

eir f

estiv

als?

• W

hy a

nd h

ow a

re ri

tes

of p

assa

ge

mar

ked

publ

ical

ly?

• W

hat v

alue

do

som

e H

indu

s fin

d in

pr

ivat

e pr

ayer

and

wor

ship

?•

Why

and

whe

re d

o H

indu

s go

on

pilg

rimag

e?

Wh

at d

o r

ites

of

pas

sag

e te

ll u

s ab

ou

t p

eop

le’s

bel

iefs

?

• H

ow a

nd w

hy d

o H

indu

s m

ark

mile

ston

es in

thei

r life

jour

ney?

Can

th

e ar

ts h

elp

co

mm

un

icat

e re

ligio

us

bel

iefs

?

• H

ow h

ave

Hin

dus

expr

esse

d so

me

of

thei

r mos

t im

porta

nt id

eas,

bel

iefs

and

pe

rson

al e

xper

ienc

es th

roug

h th

e ar

ts

and

sym

bols

?

Do

rel

igio

us

peo

ple

lead

bet

ter

lives

?

• D

oes

belie

ving

in G

od m

ake

a di

ffere

nce

to h

ow H

indu

s liv

e?•

Do

the

teac

hing

s an

d ex

ampl

e of

de

ities

pro

vide

a fr

amew

ork

for

lead

ing

a go

od li

fe?

• H

ow d

o di

ffere

nt d

eitie

s he

lp

to re

veal

the

natu

re a

nd w

ill o

f G

od?

Do

sac

red

tex

ts h

ave

to b

e ‘t

rue’

to

hel

p p

eop

le u

nd

erst

and

th

eir

relig

ion

?

• H

ow d

o H

indu

s in

terp

ret t

heir

holy

writ

ings

for t

oday

?•

How

do

Hin

dus

use

thei

r hol

y w

ritin

gs to

lear

n ab

out G

od, t

he

wor

ld a

nd h

uman

life

?•

Is p

erso

nal s

pirit

ual e

xper

ienc

e m

ore

impo

rtant

than

the

holy

writ

ings

for H

indu

s in

un

ders

tand

ing

thei

r rel

igio

n?

Sh

ou

ld r

elig

iou

s p

eop

le b

e sa

d

wh

en s

om

eon

e d

ies?

• W

hat d

o H

indu

s be

lieve

abo

ut

life

afte

r dea

th a

nd w

hy?

Is r

elig

ion

th

e m

ost

imp

ort

ant

infl

uen

ce a

nd

insp

irat

ion

in e

very

on

e’s

life?

• H

ow d

o di

ffere

nt d

eitie

s in

fluen

ce a

nd in

spire

Hin

dus?

• H

ow d

o H

indu

s’ b

elie

fs a

bout

God

/dei

ties

mak

e a

diffe

renc

e to

thei

r liv

es?

• H

ow h

ave

Hin

du b

elie

fs a

nd te

achi

ngs

insp

ired

the

lives

of s

ome

peop

le?

Do

all

relig

iou

s b

elie

fs in

flu

ence

peo

ple

to

beh

ave

wel

l to

war

ds

oth

ers?

• B

y w

hat r

ules

, cod

es a

nd tr

aditi

ons

do H

indu

s be

lieve

they

sho

uld

live

thei

r liv

es?

• W

hat d

iffer

ence

doe

s it

mak

e to

try

to li

ve b

y th

ese

rule

s, c

odes

and

tra

ditio

ns?

• D

o al

l the

se ru

les,

cod

es a

nd tr

aditi

ons

enco

urag

e H

indu

s to

beh

ave

wel

l to

war

ds o

ther

s?

Do

es li

vin

g o

ut

par

ents

’ rel

igio

us

bel

iefs

/tra

dit

ion

s eg

Kas

hru

t o

r R

amad

an t

ake

away

so

meo

ne’

s fr

eed

om

or

add

to

his

/her

sen

se o

f id

enti

ty?

• W

hat m

ight

it m

ean

to g

row

up

in a

Hin

du fa

mily

?•

How

mig

ht a

Hin

du b

ackg

roun

d in

fluen

ce a

chi

ld’s

sen

se o

f ide

ntity

?

Is it

po

ssib

le t

o h

old

rel

igio

us

bel

iefs

wit

ho

ut

tryi

ng

to

mak

e th

e w

orl

d

a b

ette

r p

lace

?

• H

ow a

nd w

hy d

o H

indu

s re

spon

d to

glo

bal i

ssue

s?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g. It

is n

ot e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

t is

a re

quire

men

t of t

his

sylla

bus

that

som

e qu

estio

ns fr

om e

ach

of th

e ar

eas

of fo

cus

(bel

ievi

ng, b

elon

ging

, beh

avin

g) b

e ex

plor

ed. S

ugge

stio

ns a

bout

co

nten

t and

atta

inm

ent e

xpec

tatio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

25

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

ISL

AM

Lea

rnin

g A

BO

UT

Isla

m in

Key

Sta

ge

2: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es p

arti

cip

atin

g in

wo

rsh

ip h

elp

p

eop

le t

o f

eel c

lose

r to

Go

d o

r th

eir

fait

h

com

mu

nit

y?

• W

hy d

o M

uslim

s be

lieve

it is

impo

rtant

to

wor

ship

and

wor

ship

toge

ther

?•

How

are

mos

ques

use

d fo

r wor

ship

?•

Why

and

how

do

Mus

lims

cele

brat

e th

eir f

estiv

als?

• W

hy a

nd h

ow a

re ri

tes

of p

assa

ge

mar

ked

publ

ical

ly?

• W

hat v

alue

do

som

e M

uslim

s fin

d in

pr

ivat

e pr

ayer

and

wor

ship

?•

Why

and

whe

re d

o M

uslim

s go

on

pilg

rimag

e?

Wh

at d

o r

ites

of

pas

sag

e te

ll u

s ab

ou

t p

eop

le’s

bel

iefs

?

How

and

why

do

Mus

lims

mar

k m

ilest

ones

in

thei

r life

jour

ney?

Can

th

e ar

ts h

elp

co

mm

un

icat

e re

ligio

us

bel

iefs

?

• H

ow h

ave

Mus

lims

used

the

arts

to

expr

ess

impo

rtant

idea

s, b

elie

fs a

nd

pers

onal

exp

erie

nces

Do

rel

igio

us

peo

ple

lead

bet

ter

lives

?

• D

oes

belie

ving

in G

od m

ake

a di

ffere

nce

to h

ow M

uslim

s liv

e?•

Do

the

teac

hing

s an

d ex

ampl

e of

the

Pro

phet

Muh

amm

ad (p

buh)

pro

vide

a

fram

ewor

k fo

r lea

ding

a g

ood

life?

• D

o th

e te

achi

ngs

of th

e Q

ur’a

n he

lp

Mus

lims

know

wha

t a g

ood

life

look

s lik

e?

Do

sac

red

tex

ts h

ave

to b

e ‘t

rue’

to

hel

p

peo

ple

un

der

stan

d t

hei

r re

ligio

n?

• H

ow d

o di

ffere

nt g

roup

s of

Mus

lims

inte

rpre

t the

Qur

’an?

• A

re Is

lam

ic w

ritin

gs ‘t

rue’

in d

iffer

ent

way

s?•

Is p

erso

nal s

pirit

ual e

xper

ienc

e m

ore

impo

rtant

than

the

Qur

’an

for M

uslim

s in

un

ders

tand

ing

thei

r rel

igio

n?•

How

do

Mus

lims

use

the

Qur

’an

to le

arn

abou

t God

, the

wor

ld a

nd h

uman

life

?

Sh

ou

ld r

elig

iou

s p

eop

le b

e sa

d w

hen

so

meo

ne

die

s?

• W

hat d

o M

uslim

s be

lieve

abo

ut li

fe a

fter

deat

h an

d w

hy?

Is r

elig

ion

th

e m

ost

imp

ort

ant

infl

uen

ce a

nd

insp

irat

ion

in

ever

yon

e’s

life?

• H

ow d

oes

the

Pro

phet

Muh

amm

ad (p

buh)

influ

ence

and

in

spire

Mus

lims?

• H

ow d

o M

uslim

und

erst

andi

ngs

of a

nd b

elie

fs a

bout

the

Pro

phet

Muh

amm

ad (p

buh)

mak

e a

diffe

renc

e to

thei

r liv

es?

• H

ow h

as Is

lam

insp

ired

the

lives

of s

ome

peop

le?

Do

all

relig

iou

s b

elie

fs in

flu

ence

peo

ple

to

beh

ave

wel

l to

war

ds

oth

ers?

• B

y w

hat r

ules

, cod

es a

nd tr

aditi

ons

do M

uslim

s be

lieve

they

sh

ould

live

thei

r liv

es?

• W

hat d

iffer

ence

doe

s it

mak

e to

try

to li

ve b

y th

ese

rule

s, c

odes

an

d tra

ditio

ns?

• D

o al

l the

se ru

les,

cod

es a

nd tr

aditi

ons

enco

urag

e M

uslim

s to

be

have

wel

l tow

ards

oth

ers?

Do

es li

vin

g o

ut

par

ents

’ rel

igio

us

bel

iefs

/tra

dit

ion

s eg

Kas

hru

t o

r R

amad

an t

ake

away

so

meo

ne’

s fr

eed

om

or

add

to

his

/her

se

nse

of

iden

tity

?

• W

hat m

ight

it m

ean

to g

row

up

in a

Mus

lim fa

mily

?•

How

mig

ht a

Mus

lim b

ackg

roun

d in

fluen

ce a

chi

ld’s

sen

se o

f id

entit

y?

Is it

po

ssib

le t

o h

old

rel

igio

us

bel

iefs

wit

ho

ut

tryi

ng

to

mak

e th

e w

orl

d a

bet

ter

pla

ce?

• H

ow a

nd w

hy d

o M

uslim

s re

spon

d to

glo

bal i

ssue

s of

hum

an

right

s, fa

irnes

s, s

ocia

l jus

tice

and

the

impo

rtanc

e of

the

envi

ronm

ent?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

26

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

JUD

AIS

ML

earn

ing

AB

OU

T J

ud

aism

in K

ey S

tag

e 2:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es p

arti

cip

atin

g in

wo

rsh

ip h

elp

peo

ple

to

fe

el c

lose

r to

Go

d o

r th

eir

fait

h c

om

mu

nit

y?

• H

ow is

com

mun

al w

orsh

ip im

porta

nt in

Ju

dais

m?

• H

ow a

nd w

hy d

o Je

ws

pray

?•

How

are

syn

agog

ues

used

for w

orsh

ip?

• H

ow a

nd w

hy d

o Je

ws

cele

brat

e th

eir f

estiv

als?

• H

ow a

nd w

hy a

re ri

tes

of p

assa

ge m

arke

d pu

blic

ally

?•

Wha

t fam

ily ri

tual

s do

Jew

s ob

serv

e at

hom

e? ?

• W

hat p

lace

s ar

e sp

ecia

l for

Jew

s an

d ho

w is

th

is h

olin

ess

expr

esse

d?•

Wha

t fun

ctio

ns d

o sy

nago

gues

fulfi

l?

Wh

at d

o r

ites

of

pas

sag

e te

ll u

s ab

ou

t p

eop

le’s

b

elie

fs?

• H

ow a

nd w

hy d

o Je

ws

mar

k m

ilest

ones

in th

eir

life

jour

ney?

Can

th

e ar

ts h

elp

co

mm

un

icat

e re

ligio

us

bel

iefs

? (

Ho

w d

o t

he

arts

hel

p c

om

mu

nic

ate

relig

iou

s b

elie

fs)

• W

hat s

ymbo

ls d

o Je

ws

use

to e

xpre

ss th

eir

belie

fs a

nd v

alue

s? W

hat i

s th

e ro

le o

f mus

ic in

Je

wis

h id

entit

y an

d cu

lture

?•

How

do

life-

cycl

e rit

uals

link

indi

vidu

als

to th

eir

com

mun

ities

?•

How

do

Jew

s w

elco

me

child

ren

into

the

com

mun

ity?

• H

ow d

o Je

ws

cele

brat

e th

eir c

hild

ren

com

ing

of

age?

• H

ow d

o Je

ws

cele

brat

e m

arria

ge?

Do

rel

igio

us

peo

ple

lead

bet

ter

lives

?

• D

oes

belie

ving

in G

od m

ake

a di

ffere

nce

to h

ow J

ews

live?

• W

hat i

s th

e ro

le o

f bel

ief i

n G

od

for J

ews?

• D

o th

e To

rah

and

Rab

bini

c w

ritin

gs p

rovi

de a

fram

ewor

k fo

r le

adin

g a

good

life

and

mak

e cl

ear w

hat a

goo

d lif

e lo

oks

like?

Do

sac

red

tex

ts h

ave

to b

e ‘t

rue’

to

hel

p p

eop

le u

nd

erst

and

th

eir

relig

ion

?

• H

ow d

o Je

ws

unde

rsta

nd tr

uth

in th

eir s

acre

d te

xts?

• H

ow d

o di

ffere

nt g

roup

s of

Jew

s in

terp

ret t

he B

ible

and

Rab

bini

c w

ritin

gs?

• H

ow m

ight

diff

eren

t typ

es o

f w

ritin

g in

the

Bibl

e an

d R

abbi

nic

writ

ings

be

true?

• H

ow d

o Je

ws

use

the

Bibl

e an

d R

abbi

nic

writ

ings

to le

arn

abou

t G

od, t

he w

orld

and

hum

an li

fe?

Sh

ou

ld r

elig

iou

s p

eop

le b

e sa

d

wh

en s

om

eon

e d

ies?

• W

hat d

o Je

ws

belie

ve a

bout

life

af

ter d

eath

and

why

?•

How

sho

uld

Jew

s re

spon

d to

de

ath?

Is r

elig

ion

th

e m

ost

imp

ort

ant

infl

uen

ce a

nd

insp

irat

ion

in

ever

yon

e’s

life?

• H

ow h

as J

udai

sm in

spire

d th

e liv

es o

f som

e pe

ople

?•

How

do

Jew

ish

belie

fs a

nd te

achi

ngs

mak

e a

diffe

renc

e to

Jew

s’

lives

?

Do

all

relig

iou

s b

elie

fs in

flu

ence

peo

ple

to

beh

ave

wel

l to

war

ds

oth

ers?

• B

y w

hat r

ules

, cod

es a

nd tr

aditi

ons

do J

ews

belie

ve th

ey s

houl

d liv

e th

eir l

ives

?•

Wha

t diff

eren

ce d

oes

it m

ake

to tr

y to

live

by

thes

e ru

les,

cod

es

and

tradi

tions

?•

How

do

all t

hese

rule

s, c

odes

and

trad

ition

s en

cour

age

Jew

s to

be

have

tow

ards

oth

ers?

Do

es li

vin

g o

ut

par

ents

’ rel

igio

us

bel

iefs

/tra

dit

ion

s eg

Kas

hru

t o

r R

amad

an t

ake

away

so

meo

ne’

s fr

eed

om

or

add

to

his

/her

se

nse

of

iden

tity

?

• H

ow d

oes

perfo

rmin

g co

mm

andm

ents

/mitz

vot a

nd fo

llow

ing

Jew

ish

tradt

ition

s (e

g. k

ashr

ut, S

habb

at) h

elp

a pe

rson

to

deve

lop

a Je

wis

h id

entit

y?•

Wha

t mig

ht it

mea

n to

gro

w u

p in

a J

ewis

h fa

mily

?•

How

mig

ht a

Jew

ish

back

grou

nd in

fluen

ce a

chi

ld’s

sen

se o

f id

entit

y?

Is it

po

ssib

le t

o h

old

rel

igio

us

bel

iefs

wit

ho

ut

tryi

ng

to

mak

e th

e w

orl

d a

bet

ter

pla

ce?

• H

ow a

nd w

hy d

o Je

ws

resp

ond

to g

loba

l iss

ues

of h

uman

righ

ts,

fairn

ess,

soc

ial j

ustic

e an

d th

e im

porta

nce

of th

e en

viro

nmen

t?•

How

doe

s Ju

dais

m m

otiv

ate

Jew

s to

mak

e th

e w

orld

a b

ette

r pl

ace?

• Fr

om a

Jew

ish

pers

pect

ive,

wha

t is

the

best

way

to h

elp

othe

rs?

Alth

ough

the

belie

vin

g q

uest

ions

can

be

addr

esse

d di

scre

tely,

bel

iefs

info

rm b

ehav

iour

and

sha

pe p

eopl

e’s

sens

e of

bel

ongi

ng. I

t is

likel

y th

eref

ore

that

pup

ils w

ill

expl

ore

belie

fs in

com

bina

tion

with

que

stio

ns a

bout

behavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

27

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

SIK

HIS

M

Lea

rnin

g A

BO

UT

Sik

his

m in

Key

Sta

ge

2: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Do

es p

arti

cip

atin

g in

wo

rsh

ip h

elp

p

eop

le t

o f

eel c

lose

r to

Go

d o

r th

eir

fait

h

com

mu

nit

y?

• W

hy d

o S

ikhs

bel

ieve

it is

impo

rtant

to

wor

ship

and

wor

ship

toge

ther

?•

How

are

Gur

dwar

as u

sed

for w

orsh

ip?

• W

hy a

nd h

ow d

o S

ikhs

cel

ebra

te th

eir

fest

ival

s?•

Why

and

how

are

rite

s of

pas

sage

mar

ked

publ

ical

ly?

• W

hat v

alue

do

som

e S

ikhs

find

in p

rivat

e pr

ayer

and

wor

ship

?•

Why

and

whe

re d

o S

ikhs

go

on

pilg

rimag

e?

Wh

at d

o r

ites

of

pas

sag

e te

ll u

s ab

ou

t p

eop

le’s

bel

iefs

?

• H

ow a

nd w

hy d

o S

ikhs

mar

k m

ilest

ones

in

thei

r life

jour

ney?

Can

th

e ar

ts h

elp

co

mm

un

icat

e re

ligio

us

bel

iefs

?

• H

ow h

ave

Sik

hs e

xpre

ssed

som

e of

thei

r m

ost i

mpo

rtant

idea

s, b

elie

fs a

nd p

erso

nal

expe

rienc

es th

roug

h th

e ar

ts?

Do

rel

igio

us

peo

ple

lead

bet

ter

lives

?

• D

oes

belie

ving

in G

od m

ake

a di

ffere

nce

to

how

Sik

hs li

ve?

• D

o th

e te

achi

ngs

and

exam

ple

of th

e G

urus

pro

vide

a fr

amew

ork

for l

eadi

ng a

go

od li

fe?

• D

o th

e te

achi

ngs

of th

e G

uru

Gra

nth

Sah

ib

help

Sik

hs k

now

wha

t a g

ood

life

look

s lik

e?

Do

sac

red

tex

ts h

ave

to b

e ‘t

rue’

to

hel

p

peo

ple

un

der

stan

d t

hei

r re

ligio

n?

• H

ow d

o di

ffere

nt g

roup

s of

Sik

hs in

terp

ret

the

Gur

u G

rant

h S

ahib

?•

Are

diff

eren

t typ

es o

f writ

ing

in G

uru

Gra

nth

Sah

ib tr

ue in

diff

eren

t way

s?•

Is p

erso

nal s

pirit

ual e

xper

ienc

e m

ore

impo

rtant

than

Gur

u G

rant

h S

ahib

for S

ikhs

in

und

erst

andi

ng th

eir r

elig

ion?

• H

ow d

o S

ikhs

use

Gur

u G

rant

h S

ahib

to

lear

n ab

out G

od, t

he w

orld

and

hum

an li

fe?

Sh

ou

ld r

elig

iou

s p

eop

le b

e sa

d w

hen

so

meo

ne

die

s?

• W

hat d

o S

ikhs

bel

ieve

abo

ut li

fe a

fter

deat

h an

d w

hy?

Is r

elig

ion

th

e m

ost

imp

ort

ant

infl

uen

ce a

nd

insp

irat

ion

in

ever

yon

e’s

life?

• H

ow d

o th

e G

urus

influ

ence

and

insp

ire S

ikhs

?•

How

do

Sik

hs’ b

elie

fs m

ake

a di

ffere

nce

to th

eir l

ives

?•

How

has

Sik

hism

insp

ired

the

lives

of s

ome

peop

le?

Do

all

relig

iou

s b

elie

fs in

flu

ence

peo

ple

to

beh

ave

wel

l to

war

ds

oth

ers?

• B

y w

hat r

ules

, cod

es a

nd tr

aditi

ons

do S

ikhs

bel

ieve

they

sh

ould

live

thei

r liv

es?

• W

hat d

iffer

ence

doe

s it

mak

e to

try

to li

ve b

y th

ese

rule

s,

code

s an

d tra

ditio

ns?

• D

o al

l the

se ru

les,

cod

es a

nd tr

aditi

ons

enco

urag

e S

ikhs

to

beh

ave

wel

l tow

ards

oth

ers?

Do

es li

vin

g o

ut

par

ents

’ rel

igio

us

bel

iefs

/tra

dit

ion

s e.

g.

Kas

hru

t o

r R

amad

an t

ake

away

so

meo

ne’

s fr

eed

om

or

add

to

his

/her

sen

se o

f id

enti

ty?

• W

hat m

ight

it m

ean

to g

row

up

in a

Sik

h fa

mily

?•

How

mig

ht a

Sik

h ba

ckgr

ound

influ

ence

a c

hild

’s s

ense

of

iden

tity?

Is it

po

ssib

le t

o h

old

rel

igio

us

bel

iefs

wit

ho

ut

tryi

ng

to

m

ake

the

wo

rld

a b

ette

r p

lace

?

• H

ow a

nd w

hy d

o S

ikhs

resp

ond

to g

loba

l iss

ues

of h

uman

rig

hts,

fairn

ess,

soc

ial j

ustic

e an

d th

e im

porta

nce

of th

e en

viro

nmen

t?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g. It

is n

ot e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving

, bel

ongi

ng, b

ehav

ing)

sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

28

Key Stage 3, Year Groups 7-9,

Ages 12-14

29

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

Lea

rnin

g F

RO

M q

ues

tio

ns:

Key

Sta

ge

3 (a

pp

licab

le t

o a

ll re

ligio

ns

and

wo

rld

view

s)

Thes

e qu

estio

ns a

re in

tend

ed a

s a

guid

e on

ly. T

each

ers

will

nee

d to

sel

ect,

amen

d an

d ad

d qu

estio

ns w

hich

fit w

ell w

ith th

eir a

ppro

ach

to p

artic

ular

topi

cs

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed

to e

xpre

ss t

hei

r sp

irit

ual

ity

in a

ny

way

th

ey c

ho

ose

?•

How

effe

ctiv

ely

do

relig

ions

exp

ress

thei

r be

liefs

thro

ugh

the

arts

? •

Why

are

the

arts

so

ofte

n us

ed to

exp

ress

relig

ious

be

liefs

?•

Do

you

thin

k hu

man

be

ings

hav

e a

spiri

tual

‘s

ide’

? H

ow a

nd w

hy d

o so

me

expe

rienc

es g

ive

rise

to fe

elin

gs th

at a

re

calle

d sp

iritu

al?

How

m

ight

spi

ritua

l fee

lings

be

dist

inct

from

em

otio

nal

feel

ings

?•

Wha

t is

wor

ship

? Is

all

wor

ship

relig

ious

?•

Whi

ch o

f the

sty

les

of w

orsh

ip y

ou h

ave

lear

ned

abou

t mig

ht

mos

t attr

act/i

nter

est/

insp

ire y

ou a

nd w

hy?

• H

ow m

ight

the

wea

ring

of s

ymbo

ls, i

nclu

ding

re

ligio

us s

ymbo

ls,

help

som

eone

and

/or

anta

goni

se o

ther

s?•

Is it

acc

epta

ble

to

expr

ess

your

spi

ritua

lity

in a

way

that

cau

ses

harm

to y

ours

elf a

nd/o

r ot

hers

?•

How

cou

ld th

e ex

pres

sion

of o

ne

pers

on’s

bel

iefs

/sp

iritu

ality

con

trave

ne

the

hum

an ri

ghts

of

anot

her?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe d

eter

min

ed b

y th

eir

un

der

stan

din

g o

f G

od

?•

Wha

t are

the

mai

n ar

gum

ents

for t

he e

xist

ence

/non

-exi

sten

ce o

f God

?•

Wha

t do

you

belie

ve a

bout

God

and

why

?•

Wha

t do

you

cons

ider

to b

e th

e pu

rpos

e of

hum

an li

fe a

nd w

hy?

Wha

t do

es it

mea

n to

hav

e a

free

will?

• H

ow d

oes

your

und

erst

andi

ng o

f God

mak

e a

diffe

renc

e to

you

r sen

se

of p

urpo

se in

life

?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p p

eop

le d

ecid

e w

hat

is t

rue

and

wh

at is

rig

ht

and

wro

ng

?

• Is

it im

porta

nt to

be

able

to te

ll if

som

ethi

ng is

true

or n

ot?

Why

?•

How

do

you

deci

de w

hat i

s tru

e, ri

ght a

nd w

rong

?•

Wha

t is

mea

nt b

y co

nsci

ence

?•

Is it

impo

rtant

to y

ou th

at o

ther

peo

ple

shar

e th

e sa

me

idea

s ab

out

truth

, rig

ht a

nd w

rong

?•

Wha

t par

t doe

s th

e m

edia

pla

y to

day

in in

fluen

cing

idea

s of

trut

h, ri

ght

and

wro

ng?

• Is

trut

h ab

solu

te?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

b

elie

fs?

• To

wha

t ext

ent a

re y

ou in

fluen

ced

by s

cien

tific

and/

or re

ligio

us th

inki

ng

in w

orki

ng o

ut w

hat i

s tru

e, ri

ght a

nd w

rong

? W

hy?

• D

oes

it m

atte

r whe

ther

you

hav

e th

ough

t abo

ut w

hat s

cien

ce a

nd

relig

ion

say

abou

t iss

ues?

Why

?•

How

doe

s it

feel

whe

n yo

ur b

elie

fs a

re c

halle

nged

?•

To w

hat e

xten

t do

relig

ion

and

scie

nce

chal

leng

e ea

ch o

ther

equ

ally

? •

Is ti

me

som

ethi

ng th

at g

oes

in c

ircle

s or

stra

ight

line

s?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch o

ther

’s b

elie

fs?

• W

hat i

s th

e va

lue

of d

iscu

ssio

n w

ith p

eopl

e w

ho h

ave

very

diff

eren

t id

eas

from

you

r sel

f?•

Is it

impo

rtant

for s

pous

es/p

artn

ers

to s

hare

the

sam

e fa

ith/b

elie

fs?

Why

?•

Are

ever

yone

’s v

iew

s ab

out r

elig

ion/

relig

ious

bel

iefs

equ

ally

impo

rtant

?•

Wha

t do

you

thin

k ar

e th

e ad

vant

ages

and

dis

adva

ntag

es o

f the

re

bein

g di

ffere

nt w

ays

of b

elon

ging

to e

ach

relig

ion?

• C

an a

ll re

ligio

ns/b

elie

f sys

tem

s be

true

?•

One

God

, man

y or

non

e - w

hat d

o yo

u th

ink

and

why

?•

Wha

t cau

ses

relig

ious

into

lera

nce?

• To

wha

t ext

ent d

oes

relig

ious

dis

agre

emen

t and

relig

ious

into

lera

nce

influ

ence

the

wor

ld a

roun

d us

?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r p

erso

nal

rel

atio

nsh

ips?

• W

hat i

nflue

nces

you

in y

our r

elat

ions

hips

with

oth

ers?

• H

ow im

porta

nt a

re lo

yalty

and

forg

iven

ess

in re

latio

nshi

ps?

• W

hat m

ight

you

r res

pons

es to

rela

tions

hips

reve

al a

bout

you

r bel

iefs

?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

pro

mo

te a

b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow im

porta

nt is

it to

you

to m

ake

the

mos

t of a

ll yo

ur ri

ghts

? W

hy?

• W

hat i

mpo

rtanc

e do

you

giv

e to

you

r res

pons

ibilit

ies?

• Sh

ould

righ

ts a

lway

s be

acc

ompa

nied

by

resp

onsi

bilit

ies?

• H

ow d

o yo

u de

cide

/kno

w w

hat y

our r

espo

nsib

ilitie

s ar

e? A

re th

ey

diffe

rent

at d

iffer

ent t

imes

?•

Do

you

thin

k it

is im

porta

nt to

pro

tect

the

right

s of

oth

ers?

Why

?•

Do

all r

elig

ions

pro

mot

e th

e sa

me

hum

an ri

ghts

and

resp

onsi

bilit

ies?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r se

nse

of

resp

on

sib

ility

an

d im

pac

t o

n w

hat

th

ey d

o t

o c

are

for

the

wo

rld

in w

hic

h t

hey

live

?

• Is

it im

porta

nt to

be

awar

e of

glo

bal i

ssue

s? W

hy?

• W

hat d

o yo

u th

ink

are

the

mos

t im

porta

nt c

urre

nt g

loba

l iss

ues

and

why

?•

Is it

impo

rtant

to d

o ‘o

ne’s

bit’

in re

latio

n to

glo

bal i

ssue

s? W

hy?

• To

wha

t ext

ent d

o yo

u ag

ree

with

the

idea

that

‘one

per

son

can

mak

e a

diffe

renc

e’?

• Is

it im

porta

nt to

you

to p

lay

a pa

rt in

you

r com

mun

ity?

Why

? H

ow

can

you

do th

is?

• D

o yo

u be

lieve

all

peop

le a

re e

qual

? W

hy?

• W

hat r

espo

nsib

ilitie

s do

hum

ans

have

tow

ards

ani

mal

s?•

Do

you

thin

k w

orld

wid

e pe

ace

is a

pos

sibi

lity?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce b

y p

eop

le f

rom

d

iffe

ren

t fa

ith

s/p

hilo

sop

hie

s w

ork

ing

to

get

her

wit

ho

ut

con

flic

t?•

Why

mig

ht it

be

bene

ficia

l to

have

peo

ple

with

div

erse

idea

s in

a

team

? H

ow m

ight

this

cau

se d

ifficu

lties

?•

Hav

e yo

u ev

er b

enefi

ted

from

bei

ng w

ith/w

orki

ng w

ith p

eopl

e w

ho a

re

very

diff

eren

t fro

m y

ours

elf?

How

?•

Wha

t mig

ht b

e th

e be

nefit

s of

peo

ple

getti

ng to

kno

w o

ther

s fro

m

diffe

rent

bac

kgro

unds

, cul

ture

s an

d re

ligio

ns?

Wha

t mig

ht b

e th

e ch

alle

nges

? •

Is it

alw

ays

poss

ible

to s

olve

diff

eren

ces

thro

ugh

talk

ing

or is

figh

ting

som

etim

es in

evita

ble?

• D

o yo

u th

ink

soci

al a

nd re

ligio

us h

arm

ony

are

poss

ible

loca

lly,

natio

nally

and

glo

bally

30

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

CH

RIS

TIA

NIT

Y

Lea

rnin

g A

BO

UT

Ch

rist

ian

ity

in K

ey S

tag

e 3:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed t

o

exp

ress

th

eir

spir

itu

alit

y in

an

y w

ay t

hey

ch

oo

se?

• H

ow d

o C

hris

tians

exp

ress

th

eir b

elie

fs in

wor

ship

?•

How

do

Chr

istia

ns e

xpre

ss

thei

r bel

iefs

and

exp

erie

nces

th

roug

h th

e ar

ts?

• H

ow d

o C

hris

tians

mak

e th

eir

belie

fs k

now

n pu

blic

ally

?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe

det

erm

ined

by

thei

r u

nd

erst

and

ing

of

Go

d?

•

Wha

t do

Chr

istia

ns b

elie

ve a

bout

the

natu

re o

f G

od a

s re

veal

ed in

the

Doc

trine

of t

he T

rinity

? W

hy?

• W

hat d

o C

hris

tians

und

erst

and

to b

e th

e pu

rpos

e of

hum

an li

fe?

• W

hat d

o C

hris

tians

bel

ieve

abo

ut th

eir p

lace

in

the

wor

ld?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p p

eop

le d

ecid

e w

hat

is t

rue

and

wh

at is

rig

ht

and

wro

ng

?

• H

ow d

o C

hris

tians

use

the

Chr

istia

n B

ible

to h

elp

them

dec

ide

wha

t is

true,

righ

t and

wro

ng?

• H

ow d

o C

hris

tians

use

Chr

istia

n w

ritin

gs to

hel

p th

em d

ecid

e w

hat i

s tru

e, ri

ght a

nd w

rong

?•

Wha

t is

the

role

of C

hris

tian

lead

ers

in h

elpi

ng

peop

le to

und

erst

and

wha

t is

true,

righ

t and

w

rong

?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?•

How

do

Chr

istia

ns re

solv

e th

e co

nflic

t bet

wee

n th

eorie

s of

evo

lutio

n an

d th

e cr

eatio

n na

rrat

ives

fo

und

in G

enes

is?

• In

wha

t way

s ha

ve m

oder

n ad

vanc

es in

med

icin

e an

d ot

her s

cien

ces

chal

leng

ed C

hris

tians

?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch

oth

er’s

bel

iefs

?•

How

do

Chr

istia

ns u

nder

stan

d an

d re

spon

d to

de

nom

inat

iona

l div

ersi

ty?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r p

erso

nal

rel

atio

nsh

ips?

• H

ow m

ight

bei

ng a

Chr

istia

n in

fluen

ce y

our f

amily

life

?•

How

mig

ht b

eing

a C

hris

tian

influ

ence

you

r rel

atio

nshi

ps

with

frie

nds

and

partn

ers?

• H

ow m

ight

bei

ng a

Chr

istia

n in

fluen

ce y

our a

ppro

ach

to

carin

g fo

r you

rsel

f?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

p

rom

ote

a b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Chr

istia

n be

liefs

influ

ence

app

roac

hes

to th

e rig

hts

and

resp

onsi

bilit

ies

of b

eing

a c

itize

n?•

Why

do

Chr

istia

ns b

elie

ve it

is im

porta

nt to

pro

tect

the

right

s of

oth

ers?

• S

houl

d C

hris

tians

take

act

ive

role

s in

thei

r com

mun

ities

? If

yes,

how

? W

hy?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r se

nse

of

resp

on

sib

ility

an

d im

pac

t o

n w

hat

th

ey d

o t

o

care

fo

r th

e w

orl

d in

wh

ich

th

ey li

ve?

•

Why

and

how

mig

ht C

hris

tians

get

invo

lved

with

glo

bal

issu

es s

uch

as s

ocia

l jus

tice

and

mat

ters

of e

nviro

nmen

tal

sust

aina

bilit

y?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce b

y p

eop

le f

rom

dif

fere

nt

fait

hs/

ph

iloso

ph

ies

wo

rkin

g t

og

eth

er

wit

ho

ut

con

flic

t?•

Why

and

how

mig

ht C

hris

tians

from

diff

eren

t den

omin

atio

ns

choo

se to

wor

k to

geth

er?

• W

hy m

ight

Chr

istia

ns fi

nd it

diffi

cult

to li

ve a

nd w

ork

alon

gsid

e pe

ople

who

se C

hris

tian

belie

fs/p

ract

ices

are

di

ffere

nt fr

om th

eir o

wn?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e, a

s ill

ustra

ted

in p

revi

ous

page

, tha

t pup

ils w

ill o

ften

expl

ore

belie

fs in

com

bina

tion

with

que

stio

ns a

bout

beh

avin

g an

d be

long

ing.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t exp

ecta

tions

are

set

out

in th

e gu

idan

ce m

ater

ial.

31

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

BU

DD

HIS

M

Lea

rnin

g A

BO

UT

Bu

dd

his

m in

Key

Sta

ge

3: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed

to e

xpre

ss t

hei

r sp

irit

ual

ity

in a

ny

way

th

ey c

ho

ose

?

• H

ow a

re B

uddh

ist b

elie

fs

refle

cted

in m

edita

tion?

• H

ow a

re th

e ke

y be

liefs

of

diff

eren

t Bud

dhis

t gr

oups

exp

ress

ed in

the

sym

bolis

m a

nd a

rt of

the

Bud

dhis

t tra

ditio

n?•

How

do

Bud

dhis

ts m

ake

thei

r bel

iefs

kno

wn

publ

ical

ly?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe d

eter

min

ed

by

thei

r u

nd

erst

and

ing

of

Go

d?

• W

hy d

oes

Bud

dhis

m h

ave

little

to te

ach

abou

t God

?•

Wha

t doe

s B

uddh

ism

teac

h ab

out t

he n

atur

e of

life

?•

Wha

t do

Bud

dhis

ts b

elie

ve a

bout

dea

th a

nd th

e pu

rpos

e of

life

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p

peo

ple

dec

ide

wh

at is

tru

e an

d w

hat

is r

igh

t an

d w

ron

g?

• H

ow d

o B

uddh

ists

use

Bud

dhis

t writ

ings

to h

elp

them

de

cide

wha

t is

true,

righ

t and

wro

ng?

• W

hat i

s th

e ro

le o

f Bud

dhis

t lea

ders

/teac

hers

in h

elpi

ng

peop

le to

und

erst

and

wha

t is

true,

righ

t and

wro

ng?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?

• H

ow d

o th

e te

achi

ngs

of G

otam

a B

uddh

a re

late

to

scie

ntifi

c en

quiry

?•

How

mig

ht m

oder

n ad

vanc

es in

med

icin

e an

d ot

her

scie

nces

cha

lleng

e B

uddh

ists

?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch o

ther

’s b

elie

fs?

• H

ow d

o B

uddh

ists

und

erst

and

and

resp

ond

to d

iver

sity

w

ithin

Bud

dhis

m?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r p

erso

nal

rel

atio

nsh

ips?

• H

ow m

ight

bei

ng a

Bud

dhis

t infl

uenc

e yo

ur fa

mily

life

?•

How

mig

ht b

eing

a B

uddh

ist i

nflue

nce

your

rela

tions

hips

with

fri

ends

and

par

tner

s?•

How

mig

ht b

eing

a B

uddh

ist i

nflue

nce

your

app

roac

h to

ca

ring

for y

ours

elf?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

p

rom

ote

a b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Bud

dhis

t bel

iefs

influ

ence

app

roac

hes

to th

e rig

hts

and

resp

onsi

bilit

ies

of b

eing

a c

itize

n?•

To w

hat e

xten

t do

Bud

dhis

t tea

chin

gs e

ncou

rage

Bud

dhis

ts to

pr

otec

t the

righ

ts o

f oth

ers?

• S

houl

d B

uddh

ists

take

act

ive

role

s in

thei

r com

mun

ities

? If

yes,

how

? W

hy?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r se

nse

of

resp

on

sib

ility

an

d im

pac

t o

n w

hat

th

ey d

o t

o

care

fo

r th

e w

orl

d in

wh

ich

th

ey li

ve?

• H

ow a

nd w

hy m

ight

Bud

dhis

ts g

et in

volv

ed w

ith g

loba

l is

sues

?H

ow

po

ssib

le is

it t

o m

ake

the

wo

rld

a b

ette

r p

lace

by

peo

ple

fr

om

dif

fere

nt

fait

hs/

ph

iloso

ph

ies

wo

rkin

g t

og

eth

er w

ith

ou

t co

nfl

ict?

• H

ow a

nd w

hy m

ight

peo

ple

from

diff

eren

t exp

ress

ions

of

Bud

dhis

m w

ork

toge

ther

?•

Are

ther

e an

y re

ason

s w

hy B

uddh

ists

mig

ht fi

nd it

diffi

cult

to li

ve a

nd w

ork

alon

gsid

e pe

ople

who

se B

uddh

ist b

elie

fs/

prac

tices

are

diff

eren

t fro

m th

eir o

wn?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ofte

n ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g. It

is n

ot e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

t is

a re

quire

men

t of t

his

sylla

bus

that

som

e qu

estio

ns fr

om e

ach

of th

e ar

eas

of fo

cus

(bel

ievi

ng, b

elon

ging

, beh

avin

g) b

e ex

plor

ed.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t exp

ecta

tions

are

set

out

in th

e gu

idan

ce m

ater

ial.

32

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

HIN

DU

ISM

Lea

rnin

g A

BO

UT

Hin

du

ism

in K

ey S

tag

e 3:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed t

o e

xpre

ss

thei

r sp

irit

ual

ity

in a

ny

way

th

ey c

ho

ose

?

• H

ow d

o H

indu

s ex

pres

s th

eir b

elie

fs

in w

orsh

ip a

t hom

e an

d in

the

man

dir?

• H

ow d

o H

indu

s ex

pres

s th

eir b

elie

fs

and

expe

rienc

es

thro

ugh

the

arts

?•

How

do

Hin

dus

mak

e th

eir b

elie

fs k

now

n pu

blic

ally

?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe

det

erm

ined

by

thei

r u

nd

erst

and

ing

of

Go

d?

• W

hat d

o H

indu

s be

lieve

abo

ut th

e na

ture

of G

od•

Wha

t do

Hin

dus

unde

rsta

nd to

be

the

purp

ose

of

hum

an li

fe?

• W

hat d

o H

indu

s be

lieve

abo

ut th

eir p

lace

in th

e w

orld

?•

How

do

Hin

du b

elie

fs in

rein

carn

atio

n m

ake

a di

ffere

nce

to th

e w

ays

in w

hich

they

live

?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p p

eop

le d

ecid

e w

hat

is t

rue

and

wh

at is

rig

ht

and

w

ron

g?

• H

ow a

re H

indu

scr

iptu

res

and

othe

r writ

ings

use

d by

di

ffere

nt H

indu

s to

dec

ide

wha

t is

true,

fals

e, ri

ght a

nd

wro

ng?

• W

hat i

s th

e ro

le o

f Hin

du le

ader

s in

hel

ping

peo

ple

to

unde

rsta

nd w

hat i

s tru

e, ri

ght a

nd w

rong

?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?

• H

ow d

o H

indu

bel

iefs

and

teac

hing

s in

fluen

ce H

indu

re

spon

ses

to s

cien

tific

unde

rsta

ndin

gs o

f the

wor

ld

and

scie

ntifi

c ad

vanc

es?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch o

ther

’s b

elie

fs?

• H

ow d

o H

indu

s un

ders

tand

and

resp

ond

to d

iver

sity

w

ithin

Hin

duis

m?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r p

erso

nal

rel

atio

nsh

ips?

• H

ow m

ight

bei

ng a

Hin

du in

fluen

ce y

our f

amily

life

?•

How

mig

ht b

eing

a H

indu

influ

ence

you

r rel

atio

nshi

ps w

ith fr

iend

s an

d pa

rtner

s?•

How

mig

ht b

eing

a H

indu

influ

ence

you

r app

roac

h to

car

ing

for

your

self?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

pro

mo

te a

b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Hin

du b

elie

fs in

fluen

ce a

ppro

ache

s to

the

right

s an

d re

spon

sibi

litie

s of

bei

ng a

citi

zen?

• To

wha

t ext

ent d

o H

indu

s be

lieve

it is

impo

rtant

to p

rote

ct th

e rig

hts

of o

ther

s?•

Sho

uld

Hin

dus

take

act

ive

role

s in

thei

r com

mun

ities

? If

yes,

how

? W

hy?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r se

nse

of

resp

on

sib

ility

an

d im

pac

t o

n w

hat

th

ey d

o t

o c

are

for

the

wo

rld

in w

hic

h t

hey

live

?

• W

hy a

nd h

ow m

ight

Hin

dus

get i

nvol

ved

with

glo

bal i

ssue

s su

ch a

s so

cial

just

ice

and

mat

ters

of e

nviro

nmen

tal s

usta

inab

ility

?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce b

y p

eop

le f

rom

d

iffe

ren

t fa

ith

s/p

hilo

sop

hie

s w

ork

ing

to

get

her

wit

ho

ut

con

flic

t?

• W

hy a

nd h

ow m

ight

Hin

dus

from

diff

eren

t tra

ditio

ns c

hoos

e to

wor

k to

geth

er?

• W

hy m

ight

Hin

dus

find

it di

fficu

lt to

live

and

wor

k al

ongs

ide

peop

le

who

se H

indu

bel

iefs

/pra

ctic

es a

re d

iffer

ent f

rom

thei

r ow

n?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

33

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

ISL

AM

Lea

rnin

g A

BO

UT

Isla

m in

Key

Sta

ge

3: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed

to e

xpre

ss t

hei

r sp

irit

ual

ity

in a

ny

way

th

ey c

ho

ose

?

• H

ow d

o M

uslim

s ex

pres

s th

eir b

elie

fs in

wor

ship

?•

How

do

Mus

lims

expr

ess

thei

r bel

iefs

and

ex

perie

nces

thro

ugh

the

arts

?•

How

do

Mus

lims

mak

e th

eir b

elie

fs k

now

n pu

blic

ally

?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe

det

erm

ined

by

thei

r u

nd

erst

and

ing

of

Go

d?

• W

hat d

o M

uslim

s be

lieve

abo

ut th

e na

ture

of G

od?

Why

?•

Wha

t do

Mus

lims

unde

rsta

nd to

be

the

purp

ose

of

hum

an li

fe?

• W

hat d

o M

uslim

s be

lieve

abo

ut th

eir p

lace

in th

e w

orld

?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p p

eop

le d

ecid

e w

hat

is t

rue

and

wh

at is

rig

ht

and

w

ron

g?

• H

ow d

o M

uslim

s us

e th

e Q

ur’a

n to

hel

p th

em d

ecid

e w

hat i

s tru

e, ri

ght a

nd w

rong

?•

How

do

Mus

lims

use

Isla

mic

writ

ings

to h

elp

them

de

cide

wha

t is

true,

righ

t and

wro

ng?

• W

hat i

s th

e ro

le o

f Mus

lim le

ader

s in

hel

ping

peo

ple

to u

nder

stan

d w

hat i

s tru

e, ri

ght a

nd w

rong

?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?

• H

ow d

o M

uslim

s re

solv

e th

e co

nflic

t bet

wee

n th

eorie

s of

evo

lutio

n an

d th

e cr

eatio

n?•

In w

hat w

ays

have

mod

ern

adva

nces

in m

edic

ine

and

othe

r sci

ence

s ch

alle

nged

Mus

lims?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch o

ther

’s b

elie

fs?

• H

ow d

o M

uslim

s un

ders

tand

and

resp

ond

to d

iver

sity

w

ithin

Isla

m?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r p

erso

nal

rel

atio

nsh

ips?

• H

ow m

ight

bei

ng a

Mus

lim in

fluen

ce y

our f

amily

life

?•

How

mig

ht b

eing

a M

uslim

influ

ence

you

r rel

atio

nshi

ps w

ith

frien

ds a

nd p

artn

ers?

• H

ow m

ight

bei

ng a

Mus

lim in

fluen

ce y

our a

ppro

ach

to c

arin

g fo

r yo

urse

lf?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

pro

mo

te a

b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Mus

lim b

elie

fs in

fluen

ce a

ppro

ache

s to

the

right

s an

d re

spon

sibi

litie

s of

bei

ng a

citi

zen?

• W

hy d

o M

uslim

s be

lieve

it is

impo

rtant

to p

rote

ct th

e rig

hts

of

othe

rs?

• S

houl

d M

uslim

s ta

ke a

ctiv

e ro

les

in th

eir c

omm

uniti

es?

If ye

s,

how

? W

hy?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r se

nse

of

resp

on

sib

ility

an

d im

pac

t o

n w

hat

th

ey d

o t

o c

are

for

the

wo

rld

in w

hic

h t

hey

live

?

• W

hy a

nd h

ow m

ight

Mus

lims

get i

nvol

ved

with

glo

bal i

ssue

s su

ch

as s

ocia

l jus

tice

and

mat

ters

of e

nviro

nmen

tal s

usta

inab

ility

?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce b

y p

eop

le

fro

m d

iffe

ren

t fa

ith

s/p

hilo

sop

hie

s w

ork

ing

to

get

her

wit

ho

ut

con

flic

t?

• W

hy a

nd h

ow m

ight

Mus

lims

from

diff

eren

t den

omin

atio

ns

choo

se to

wor

k to

geth

er?

• W

hy m

ight

Mus

lims

find

it di

fficu

lt to

live

and

wor

k al

ongs

ide

peop

le w

hose

Mus

lim b

elie

fs/p

ract

ices

are

diff

eren

t fro

m th

eir

own?

Alth

ough

the

belie

ving

que

stio

ns c

an b

e ad

dres

sed

disc

rete

ly, b

elie

fs in

form

beh

avio

ur a

nd s

hape

peo

ple’

s se

nse

of b

elon

ging

. It i

s lik

ely

ther

efor

e th

at p

upils

will

ofte

n ex

plor

e be

liefs

in c

ombi

natio

n w

ith q

uest

ions

abo

ut b

ehav

ing

and

belo

ngin

g. It

is n

ot e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to

be a

ddre

ssed

but

if p

ossi

ble

som

e qu

estio

ns fr

om e

ach

of th

e ar

eas

of fo

cus

(bel

ievi

ng, b

elon

ging

, beh

avin

g) b

e ex

plor

ed. S

ugge

stio

ns a

bout

con

tent

and

atta

inm

ent

expe

ctat

ions

are

set

out

in th

e gu

idan

ce m

ater

ial.

34

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

JUD

AIS

M

Lea

rnin

g A

BO

UT

Ju

dai

sm in

Key

Sta

ge

3: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed t

o

exp

ress

th

eir

spir

itu

alit

y in

an

y w

ay t

hey

ch

oo

se?

• H

ow d

o Je

ws

expr

ess

thei

r sp

iritu

ality

in w

orsh

ip?

• H

ow d

o Je

ws

expr

ess

thei

r va

lues

and

exp

erie

nces

th

roug

h th

e ar

ts?

• H

ow d

o Je

ws

mak

e th

eir

iden

tity

and

belie

fs k

now

n pu

blic

ally

?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe d

eter

min

ed b

y th

eir

un

der

stan

din

g o

f G

od

?

• W

hat d

oes

Juda

ism

teac

h ab

out t

he n

atur

e of

God

?•

Wha

t doe

s Ju

dais

m te

ach

abou

t the

pur

pose

of h

uman

life

?•

Wha

t doe

s Ju

dais

m te

ach

abou

t the

pla

ce o

f Jew

s in

the

wor

ld?

• C

an s

omeo

ne w

ho h

as lo

st fa

ith in

God

stil

l be

a go

od J

ew?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p

peo

ple

dec

ide

wh

at is

tru

e an

d w

hat

is r

igh

t an

d w

ron

g?

• H

ow d

o Je

ws

use

the

Tora

h an

d ot

her J

ewis

h w

ritin

gs to

hel

p th

em d

ecid

e w

hat i

s tru

e, ri

ght a

nd w

rong

?•

Wha

t is

the

role

of J

ewis

h le

ader

s in

hel

ping

peo

ple

to

unde

rsta

nd w

hat i

s tru

e, ri

ght a

nd w

rong

?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?

• H

ow d

o Je

ws

reso

lve

the

appa

rent

con

flict

bet

wee

n th

eorie

s of

evo

lutio

n an

d th

e cr

eatio

n na

rrat

ives

foun

d in

Gen

esis

?•

In w

hat w

ays

have

mod

ern

adva

nces

in m

edic

ine

and

othe

r sc

ienc

es c

halle

nged

Jew

s?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch o

ther

’s b

elie

fs?

• H

ow im

porta

nt is

it fo

r Jew

s to

mar

ry o

ther

Jew

s?•

How

do

Jew

s un

ders

tand

and

resp

ond

to th

e va

riety

of

relig

ions

in th

e w

orld

?•

How

do

Jew

s un

ders

tand

and

resp

ond

to d

iver

sity

with

in

Juda

ism

?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

af

fect

th

eir

per

son

al r

elat

ion

ship

s?

• H

ow m

ight

bei

ng a

Jew

influ

ence

you

r fam

ily li

fe?

• H

ow m

ight

bei

ng a

Jew

influ

ence

you

r rel

atio

nshi

ps w

ith

frien

ds a

nd p

artn

ers?

• H

ow m

ight

bei

ng a

Jew

influ

ence

you

r app

roac

h to

car

ing

for y

ours

elf?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

p

rom

ote

a b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Jew

ish

belie

fs in

fluen

ce a

ppro

ache

s to

the

right

s an

d re

spon

sibi

litie

s of

bei

ng a

citi

zen?

• To

wha

t ext

ent d

o Je

ws

belie

ve it

is im

porta

nt to

pro

tect

th

e rig

hts

of o

ther

s?•

Sho

uld

Jew

s ta

ke a

ctiv

e ro

les

in th

eir c

omm

uniti

es?

If ye

s, h

ow?

Why

?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

af

fect

th

eir

sen

se o

f re

spo

nsi

bili

ty a

nd

imp

act

on

wh

at

they

do

to

car

e fo

r th

e w

orl

d in

wh

ich

th

ey li

ve?

• W

hy a

nd h

ow m

ight

Jew

s ge

t inv

olve

d w

ith g

loba

l iss

ues

such

as

soci

al ju

stic

e an

d m

atte

rs o

f env

ironm

enta

l su

stai

nabi

lity?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce

by

peo

ple

fro

m d

iffe

ren

t fa

ith

s/p

hilo

sop

hie

s w

ork

ing

to

get

her

wit

ho

ut

con

flic

t?

• W

hy a

nd h

ow m

ight

Jew

s of

from

diff

eren

t tra

ditio

ns

choo

se to

wor

k to

geth

er?

• W

hy m

ight

Jew

s fin

d it

diffi

cult

to li

ve a

nd w

ork

alon

gsid

e pe

ople

who

se J

ewis

h be

liefs

/pra

ctic

es a

re d

iffer

ent f

rom

th

eir o

wn?

Alth

ough

the

belie

vin

g q

uest

ions

can

be

addr

esse

d di

scre

tely,

bel

iefs

info

rm b

ehav

iour

and

sha

pe p

eopl

e’s

sens

e of

bel

ongi

ng. I

t is

likel

y th

eref

ore

that

pup

ils w

ill

expl

ore

belie

fs in

com

bina

tion

with

que

stio

ns a

bout

behavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t ex

pect

atio

ns a

re s

et o

ut in

the

guid

ance

mat

eria

l.

35

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

SIK

HIS

M

Lea

rnin

g A

BO

UT

Sik

his

m in

Key

Sta

ge

3: S

ome

sugg

estio

ns fo

r how

the

key

ques

tions

mig

ht b

egin

to b

e un

pack

ed:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed t

o

exp

ress

th

eir

spir

itu

alit

y in

an

y w

ay

they

ch

oo

se?

• H

ow d

o S

ikhs

exp

ress

thei

r bel

iefs

in

wor

ship

?•

How

do

Sik

hs e

xpre

ss th

eir b

elie

fs

and

expe

rienc

es th

roug

h th

e ar

ts?

• H

ow d

o S

ikhs

mak

e th

eir b

elie

fs

know

n pu

blic

ly?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe

det

erm

ined

by

thei

r u

nd

erst

and

ing

of

Go

d?

• W

hat d

o S

ikhs

bel

ieve

abo

ut th

e na

ture

of

God

?•

Wha

t do

Sik

hs u

nder

stan

d to

be

the

purp

ose

of

hum

an li

fe?

• W

hat d

o S

ikhs

bel

ieve

abo

ut th

eir p

lace

in th

e w

orld

?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p p

eop

le d

ecid

e w

hat

is t

rue

and

wh

at is

rig

ht

and

wro

ng

?

• H

ow d

o S

ikhs

use

Gur

u G

rant

h S

ahib

to h

elp

them

dec

ide

wha

t is

true,

righ

t and

wro

ng?

• H

ow d

o S

ikhs

use

Sik

h w

ritin

gs to

hel

p th

em

deci

de w

hat i

s tru

e, ri

ght a

nd w

rong

?•

Wha

t is

the

role

of S

ikh

lead

ers

in h

elpi

ng

peop

le to

und

erst

and

wha

t is

true,

righ

t and

w

rong

?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?

• In

wha

t way

s ha

ve m

oder

n ad

vanc

es in

m

edic

ine

and

othe

r sci

ence

s ch

alle

nged

Sik

hs?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch

oth

er’s

bel

iefs

?

• H

ow d

o S

ikhs

und

erst

and

and

resp

ond

to

dive

rsity

with

in S

ikhi

sm?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r p

erso

nal

rel

atio

nsh

ips?

• H

ow m

ight

bei

ng a

Sik

h in

fluen

ce y

our f

amily

life

?•

How

mig

ht b

eing

a S

ikh

influ

ence

you

r rel

atio

nshi

ps w

ith fr

iend

s an

d pa

rtner

s?•

How

mig

ht b

eing

a S

ikh

influ

ence

you

r app

roac

h to

car

ing

for

your

self?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

pro

mo

te a

b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Sik

h be

liefs

influ

ence

app

roac

hes

to th

e rig

hts

and

resp

onsi

bilit

ies

of b

eing

a c

itize

n?•

Why

do

Sik

hs b

elie

ve it

is im

porta

nt to

pro

tect

the

right

s of

ot

hers

?•

Sho

uld

Sik

hs ta

ke a

ctiv

e ro

les

in th

eir c

omm

uniti

es?

If ye

s, h

ow?

Why

?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

aff

ect

thei

r se

nse

of

resp

on

sib

ility

an

d im

pac

t o

n w

hat

th

ey d

o t

o c

are

for

the

wo

rld

in w

hic

h t

hey

live

?

• W

hy a

nd h

ow m

ight

Sik

hs g

et in

volv

ed w

ith g

loba

l iss

ues

such

as

soc

ial j

ustic

e an

d m

atte

rs o

f env

ironm

enta

l sus

tain

abili

ty?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce b

y p

eop

le

fro

m d

iffe

ren

t fa

ith

s/p

hilo

sop

hie

s w

ork

ing

to

get

her

wit

ho

ut

con

flic

t?

• W

hy a

nd h

ow m

ight

Sik

hs fr

om d

iffer

ent t

radi

tions

cho

ose

to

wor

k to

geth

er?

• W

hy m

ight

Sik

hs fi

nd it

diffi

cult

to li

ve a

nd w

ork

alon

gsid

e pe

ople

w

hose

Sik

h be

liefs

/pra

ctic

es a

re d

iffer

ent f

rom

thei

r ow

n?

Alth

ough

the

belie

vin

g q

uest

ions

can

be

addr

esse

d di

scre

tely,

bel

iefs

info

rm b

ehav

iour

and

sha

pe p

eopl

e’s

sens

e of

bel

ongi

ng. I

t is

likel

y th

eref

ore

that

pup

ils w

ill e

xplo

re

belie

fs in

com

bina

tion

with

que

stio

ns a

bout

behavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t exp

ecta

tions

ar

e se

t out

the

guid

ance

mat

eria

l.

36

Th

e A

gre

ed S

ylla

bu

s fo

r R

elig

iou

s E

du

cati

on

Pan

-Ber

ksh

ire

HU

MA

NIS

M

Lea

rnin

g A

BO

UT

Hu

man

ism

in K

ey S

tag

e 3:

Som

e su

gges

tions

for h

ow th

e ke

y qu

estio

ns m

ight

beg

in to

be

unpa

cked

:

Bel

on

gin

gB

elie

vin

gB

ehav

ing

Sh

ou

ld p

eop

le b

e al

low

ed t

o e

xpre

ss

thei

r sp

irit

ual

ity

in a

ny

way

th

ey

cho

ose

?

• H

ow d

o H

uman

ists

exp

ress

thei

r bel

iefs

to

geth

er?

• H

ow d

o H

uman

ists

exp

ress

thei

r bel

iefs

an

d ex

perie

nces

thro

ugh

the

arts

?•

How

do

Hum

anis

ts m

ake

thei

r bel

iefs

kn

own

publ

icly

?

To w

hat

ext

ent

is a

per

son

’s p

urp

ose

in li

fe

det

erm

ined

by

thei

r u

nd

erst

and

ing

of

Go

d?

• W

hat d

o H

uman

ists

bel

ieve

abo

ut G

od?

• W

hat d

o H

uman

ists

und

erst

and

to b

e th

e pu

rpos

e of

hum

an li

fe?

• W

hat d

o H

uman

ists

bel

ieve

abo

ut th

eir p

lace

in

the

wor

ld?

To w

hat

ext

ent

do

rel

igio

ns/

secu

lar

ph

iloso

ph

ies

hel

p p

eop

le d

ecid

e w

hat

is t

rue

and

wh

at is

rig

ht

and

wro

ng

?

• H

ow d

o H

uman

ists

use

writ

ings

and

rese

arch

to

help

them

dec

ide

wha

t is

true,

righ

t and

wro

ng?

• W

hat i

s th

e ro

le o

f Hum

anis

t lea

ders

in h

elpi

ng

peop

le to

und

erst

and

wha

t is

true,

righ

t or w

rong

?

Is it

hel

pfu

l th

at s

cien

tifi

c ad

van

ces/

dis

cove

ries

ch

alle

ng

e p

eop

le’s

bel

iefs

?

• In

wha

t way

s ha

ve m

oder

n ad

vanc

es in

med

icin

e an

d ot

her s

cien

ces

chal

leng

ed H

uman

ists

?

Is it

to

o m

uch

to

ask

peo

ple

of

dif

fere

nt

relig

ion

s/p

hilo

sop

hie

s to

be

resp

ectf

ul o

f ea

ch o

ther

’s

bel

iefs

?

• H

ow d

o H

uman

ists

und

erst

and

and

resp

ond

to

dive

rsity

?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

af

fect

th

eir

per

son

al r

elat

ion

ship

s?•

How

mig

ht b

eing

a H

uman

ist i

nflue

nce

your

fam

ily li

fe?

• H

ow m

ight

bei

ng a

Hum

anis

t infl

uenc

e yo

ur re

latio

nshi

ps

with

frie

nds

and

partn

ers?

• H

ow m

ight

bei

ng a

Hum

anis

t infl

uenc

e yo

ur a

ppro

ach

to

carin

g fo

r you

rsel

f?

Do

rel

igio

ns

and

sec

ula

r p

hilo

sop

hie

s h

ave

a d

uty

to

p

rom

ote

a b

alan

ce b

etw

een

rig

hts

an

d r

esp

on

sib

iliti

es?

• H

ow m

ight

Hum

anis

t bel

iefs

influ

ence

app

roac

hes

to th

e rig

hts

and

resp

onsi

bilit

ies

of b

eing

a c

itize

n?•

Why

do

Hum

anis

ts b

elie

ve it

is im

porta

nt to

pro

tect

the

right

s of

oth

ers?

• S

houl

d H

uman

ists

take

act

ive

role

s in

thei

r com

mun

ities

? If

yes,

how

?

To w

hat

ext

ent

do

peo

ple

’s r

elig

iou

s/sp

irit

ual

bel

iefs

af

fect

th

eir

sen

se o

f re

spo

nsi

bili

ty a

nd

imp

act

on

wh

at

they

do

to

car

e fo

r th

e w

orl

d in

wh

ich

th

ey li

ve?

•

Why

and

how

mig

ht H

uman

ists

get

invo

lved

with

gl

obal

issu

es s

uch

as s

ocia

l jus

tice

and

mat

ters

of

envi

ronm

enta

l sus

tain

abili

ty?

Ho

w p

oss

ible

is it

to

mak

e th

e w

orl

d a

bet

ter

pla

ce

by

peo

ple

fro

m d

iffe

ren

t fa

ith

s/p

hilo

sop

hie

s w

ork

ing

to

get

her

wit

ho

ut

con

flic

t?•

Why

mig

ht H

uman

ists

find

it e

asy

or d

ifficu

lt to

live

and

w

ork

alon

gsid

e pe

ople

who

se H

uman

ist b

elie

fs/p

ract

ices

ar

e di

ffere

nt fr

om th

eir o

wn?

Alth

ough

the

belie

vin

g q

uest

ions

can

be

addr

esse

d di

scre

tely,

bel

iefs

info

rm b

ehav

iour

and

sha

pe p

eopl

e’s

sens

e of

bel

ongi

ng. I

t is

likel

y th

eref

ore

that

pup

ils w

ill e

xplo

re

belie

fs in

com

bina

tion

with

que

stio

ns a

bout

behavi

ng

and

belo

ngin

g. I

t is

not e

ssen

tial,

as it

is in

the

stud

y of

Chr

istia

nity

, for

all

the

embo

lden

ed q

uest

ions

to b

e ad

dres

sed

but i

f pos

sibl

e so

me

ques

tions

from

eac

h of

the

area

s of

focu

s (b

elie

ving, belo

ngin

g, behavi

ng

) sho

uld

be e

xplo

red.

Sug

gest

ions

abo

ut c

onte

nt a

nd a

ttain

men

t exp

ecta

tions

ar

e se

t out

in th

e gu

idan

ce m

ater

ial.

37


Attainment and assessment

THIS SECTION NEEDS TO BE THOUGHT THROUGH IN LIGHT OF CHANGES ETCShould the detail be in the Appendix?

38


Acknowledgements

Agreed Syllabus Conferences

Thanks go to all members of the six agreed syllabus conferences participating in the joint review of this syllabus which serves for their vision of a shared syllabus and all their work to bring it to completionBracknell ForestReadingRoyal Borough of Windsor and MaidenheadSloughWest BerkshireWokinghamParticular thanks go to all those members who joined with people of their own religion from other local authorities to review and refine elements of the syllabus focused on their own faith. This work contributed in a major way to the development of this new document.

Teachers

Thanks also go to teachers from each of the participating authorities shared their views as the syllabus was emerging. Particular thanks are expressed to those who contributed to writing groups:Foundation Stage:Key Stage 1Key Stage 2Key Stage 3 and 14-19

Advisers

Thanks go to advisers who work with the six participating agreed syllabus conferences for all their advice and expertise: Jan Lever, Anne Andrews, Alison Harrir, David Rees and Brian Crisell.

Graphic Designer

The syllabus would not look as well presented as it does were it not for the work of a graphic designer so thanks go to Andrea Todd - Andrea Todd Design

SACREs

Thanks are expressed to the SACREs of all six local authorities, especially to the Chairs and Vice-Chairs fo their collaborative work through the Pan-Berkshire SACRE Hub.

pan-berkshire 2018- 2023 · the agreed syllabus for religious education pan-berkshire introduction...

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