(pdf) religious education non statutory guidance
TRANSCRIPT
ReligiousEducation
Key Stage 3 Non Statutory Guidancefor Religious Education
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance2 1.1 TheCoreSyllabusforReligiousEducation3 1.2 TheChallengesoftheNorthernIrelandCurriculumfor ReligiousEducation
5 Section02 ReligiousEducationintheNorthernIrelandCurriculum
7 Section03 LinkstoKeyStage2andKeyStage47 3.1 KeyStage27 3.2 KeyStage4
9 Section04 UnderstandingReligiousEducationintheNorthern IrelandCurriculum9 4.1 ReligiousEducationwithintheNorthernIrelandCurriculum10 4.2 Knowledge,UnderstandingandSkills13 4.3 CurriculumObjectivesandKeyElements16 4.4 LearningOutcomes19 4.5 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning27 5.4 ActiveLearning
29 Section06 AuditingandPlanning29 6.1 ConductingaDepartmentalAudit30 6.2 Long,MediumandShortTermPlanning
31 Appendices:31 Appendix1 CrossCurricularSkills35 Appendix2 ThinkingSkillsandPersonalCapabilities38 Appendix3 ChangesintheCoreSyllabusforReligiousEducation40 Appendix4 ExamplesofAssessmentforLearningApproachesin
ReligiousEducation41 Appendix5 ExamplesofKeyConceptsinLearningforLifeandWork
withRelationtotheCoreSyllabusforReligiousEducation42 Appendix6 ExamplesofActiveLearningandTeachingMethodsin
ReligiousEducation
Contents
GuidanceforReligiousEducationatKeyStage3
1
GuidanceforReligiousEducationatKeyStage3
ThestatutoryrequirementsforReligiousEducationaresetoutintheCoreSyllabusforReligiousEducation.Thecoresyllabuscanbefoundatwww.deni.gov.uk.
ThisguidanceforReligiousEducationispartofthesupportandimplementationpackagefortheNorthernIrelandCurriculumalreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
ReligiousEducationispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforReligiousEducationwithinthecontextoftheNorthernIrelandCurriculum.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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01
Section01PurposeofthisGuidance
2
GuidanceforReligiousEducationatKeyStage3
1.1 TheCoreSyllabusforReligiousEducationThecoresyllabusforReligiousEducationhasbeendevelopedbythefourmainChristianChurchesandoutlinesstatutoryReligiousEducationcontentatallkeystages.Teachersareencouragedtosupplementthecoresyllabuswithfurtherprovisionwhichcomplementstheethosoftheschoolandthesocietyinwhichwelive.Thelearningobjectivesofthecoresyllabusare:
TheRevelationofGod;TheChristianChurch;Morality;WorldReligionsotherthanChristianity(atKeyStage3only).
‘ChangesintheCoreSyllabusforReligiousEducation’(Appendix3)highlightsthecontentchangesinthecoresyllabusatKeyStage3.Someofthelanguagehaschangedmakingitdifficulttocompletelyalignbothsyllabi.Howeverthisisageneralapproachtothechangesthathavebeenmadeundertheobjectiveheadingsofthesyllabus.
Themaindevelopmentistheinclusionoflearningobjective4,WorldReligionsotherthanChristianity.TeachersshouldprovideopportunitiesforpupilstodeveloptheirknowledgeandunderstandingoftwoworldfaithsotherthanChristianity.Theemphasisisonthebeliefs,practicesandlifestylesofthefollowersofthesereligiousfaithswithinNorthernIrelandgivingalocalandglobaldimensiontothecontentbase.Inlearningaboutvariousfaithspupilsdevelopanumberofskillsandareabletovaluethebeliefsandlifestylesofothersinapositiveway.
Departmentscanchoosewhichreligiousfaithstheywishtoincludeinthekeystageandhowtheywillintegratethemwithintheirschemesofwork.Theymaychoosetofocusonareligiousfaithwithinonespecificunitortointegratetheteachingofreligioustraditionswithinbroaderunitcontexts.
ThefollowingaresixworldreligionsotherthanChristianitythatteachersmayconsiderincludingintheirschemesofworkatKeyStage3:
Bahá’í;Buddhism;Hinduism;Islam;Judaism;Sikhism.
ThisisnotanexhaustivelistandteacherscanincludeanyworldfaithotherthanChristianitythatmayberepresentedwithintheirschoolorlocalcommunity.
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GuidanceforReligiousEducationatKeyStage3
1.2 ThechallengesoftheNorthernIreland CurriculumforReligiousEducationAlongwiththedevelopmentofthecoresyllabus,teachersshouldtakeintoaccountthedevelopmentoftheNorthernIrelandCurriculumbyCCEA.
TheNorthernIrelandCurriculumplacesanemphasisonthedevelopmentofcross-curricularskills,thinkingskills,personalcapabilitiesand‘AssessmentforLearning’toenhancemotivationandensureconnectedlearningacrossthecurriculum.Thisisanimportantdevelopmentineducationasitmovestheemphasisfromtheteacherasaninstructortotheteacherasafacilitator.
TheaimandobjectivesoftheNorthernIrelandCurriculumareembeddedineachsubjectstrandthroughthestatutoryrequirements.Thesearesinglepagedocumentsthatoutlinetheknowledge,understandingandskillsthatshouldbeprovidedineachsubjectthroughthecurriculumobjectivesandthelearningoutcomes.
InthisguidanceReligiousEducationwithintheNorthernIrelandCurriculum(seeinsidebackcover)isusedtohelpalignaspectsofthecoresyllabuswiththeNorthernIrelandCurriculum.ThepurposeofthepageistoshowhowReligiousEducationcanbedevelopedthroughtheNorthernIrelandCurriculumobjectives/keyelementsandhowskillsandcapabilitiesareanintegralpartoflearninginReligiousEducation.
ThepagehighlightsthestatutoryaspectsoftheNorthernIrelandCurriculumthatReligiousEducationshouldtakeaccountof.Theseare:
LearningforLifeandWork;Cross-CurricularSkills(Communication,UsingMathematicsandUsingICT);ThinkingSkillsandPersonalCapabilities.
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GuidanceforReligiousEducationatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandtheenvironment.
ReligiousEducationhasasignificantroletoplayinthis.Itprovidespupilswiththeopportunitiestolearnabout,discuss,evaluateandlearnfromreligiousbeliefs,practicesandvaluesbysupplyingopportunitiestoengagewithchallengingquestionsabout:
themeaningandpurposeoflife;ourplaceinsocietyandtheworldaroundus.
Thispresentspupilswithchancestodeveloptheirpersonalunderstanding,moralcharacterandenhancetheirspiritualandethicalawareness.
MeetingCurriculumObjectivesReligiousEducationdevelopspupilsasindividualsby:
providingpupilswithvaryingopportunitiestodevelopapositivesenseofthemselves,theirownbeliefs,valuesandideas;promotingthedevelopmentofasenseofidentityasindividuals;challengingpupilstoconsiderandanalysereligiousandmoralissues,encouragingthemtodevelopmoralcharacterandtocommunicatetheirresponsesinasensitiveandrespectfulmanner.
ReligiousEducationdevelopspupilsascontributorstosocietyby:
enablingpupilstodevelopandreflectontheirunderstandingandawarenessoftheinfluencereligiousbeliefshaveonthemselves,othersandsociety;highlightingthediversityofbeliefsinoursociety;promotingculturalunderstandingandsensitivitytowardsthebeliefsandvaluesofothers.Bydoingthisitworksagainstsectarianism,racismandprejudice,fosteringapositiveattitudetowardsreconciliationandinclusion.
ReligiousEducationdevelopspupilsascontributorstotheeconomyandenvironmentby:
empoweringpupilsandpreparingthemforlifeandworkinarapidlychangingandchallengingworld;helpingthemtobecomemoreawareoftheresponsibilitiestheyhavetowardstheworld;helpingthemtobecomemoreawareoftheresponsibilitiestheyhavetowardsthosearoundthemandhowthiscanhaveanimpactontheirlivesnowandinthefuture.
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Section02ReligiousEducationintheNorthernIrelandCurriculum
02
6
GuidanceforReligiousEducationatKeyStage3
QuestionsforDepartments
InordertocontributetothecurriculumobjectivesduringKeyStage3whatdowewantourpupilsinReligiousEducationto:
know(knowledgeandunderstanding)?
beabletodo(skills)?
belike(attitudesanddispositions)?
Action
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7
GuidanceforReligiousEducationatKeyStage3
3.1 KeyStage2Itisimportantthatpupilshaveanunderstandingofthelinksintheirlearningbetweenandduringthekeystages.AtKeyStage3thecoresyllabusbuildsonthelearningfromKeyStages1&2.
Thelearningobjectives‘RevelationofGod’,’TheChristianChurch’and‘Morality’aredevelopedwithpupilsenhancingtheirknowledgeandunderstandingintheseareasandfurtherdevelopingtheirownbeliefsandvalues.
Thelearningobjective‘WorldReligions(otherthanChristianity)’hasbeenincludedatKeyStage3toencouragepupilstodevelopaknowledgeandunderstandingofandsensitivitytowardstwomajorworldfaithsotherthanChristianity.
ThroughoutKeyStage1&2pupilsareencouragedtodevelopthecross-curricularskillsofCommunication,UsingMathematicsandUsingICT,alongwithThinkingSkillsandPersonalCapabilities.AtKeyStage3theseskillscanbebuiltuponthroughlearningandteachingstrategiesinallsubjects.ThislinksReligiousEducationcloselytotheaimoftheNorthernIrelandCurriculumandtheotherareasoflearning/subjectstrands.
3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinKeyStage3ReligiousEducationprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
ReligiousEducationisastatutorysubjectatKeyStage4andpupilscontinuetofollowthecoresyllabus.AtKeyStage4pupilscontinuetodeveloptheirknowledgeandunderstandingthroughthefollowinglearningobjectives:
RevelationofGod;TheChristianChurch;Morality.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
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Section03LinkstoKeyStage2andKeyStage4
03
9
GuidanceforReligiousEducationatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforyoungpeople;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.Theseprovide
opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother
subjects.
ThisrelatesthelearningobjectivesfromCoreSyllabusforReligiousEducationtotheNorthernIrelandCurriculum.
Givesdetailregardingtheknowledge,understandingandskillstobedevelopedduring
KeyStage3.
ObjectivesThecurriculumobjectives
providerealandrelevantcontextsinwhichReligiousEducation
knowledge,understandingandskillsaredeveloped.Theobjectives
shouldbedevelopedthroughoutthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof
ReligiousEducation.
4.1 ReligiousEducationwithintheNorthern IrelandCurriculum
Thissectionincludesexplanationof:
ReligiousEducationwithintheNorthernIrelandCurriculum;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Section04UnderstandingReligiousEducationintheNorthernIrelandCurriculum
04
ExemplarSeebackcoverforanA3versionof
ReligiousEducationwithintheNorthernIrelandCurriculum
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GuidanceforReligiousEducationatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninReligiousEducationwithintheNorthernIrelandCurriculumisheaded“Developingpupils’Knowledge,UnderstandingandSkills.”
Everythinginboldinthiscolumnisastatutoryrequirementforthekeystageasawhole,notforindividualyearswithinthekeystage.InReligiousEducationthecontextforknowledgeandunderstandingisthelearningobjectivesofthecoresyllabus.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofReligiousEducationmeansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderKnowledge,UnderstandingandSkills.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
anawareness,knowledge,understandingandappreciationofthekeyChristianteachingsaboutGod(Father,SonandHolySpirit),aboutJesusChrist,andabouttheBible;anddevelopanabilitytointerpretandrelatetheBibletolife.
aknowledge,understandingandappreciationofthegrowthofChristianity,ofitsworship,prayerandreligiouslanguage;agrowingawarenessofthemeaningofbelongingtoaChristiantradition,andsensitivitytowardsthebeliefsofothers.
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ThefourlearningobjectivesofthecoresyllabusforReligiousEducationencompasstheknowledgeandunderstandingthatpupilsshouldhaveopportunitiestodevelopthroughoutthekeystage.Furtherdetailcanbefoundinthecoresyllabusdocumentavailableatwww.deni.gov.uk. ReligiousEducationdepartmentshaveflexibilitytodevelopmaterialsthatarenotincludedwithinthecoresyllabusinlinewiththeethosoftheschoolandthedemographicsoftheirarea.Theknowledgethatpupilsacquirethroughoutthiskeystagelinkscloselytothedevelopmentoftheirunderstandingofreligiousbeliefsandpractices.
ThroughlearningaboutChristianbeliefspupilscanbecomemoreawareoftherelevanceofreligiousbeliefinthe21stcenturyhelpingthemtodevelopasindividualsastheylearnabouttheirownbeliefsaswellaslearningfromthebeliefsofothers.
DevelopingpupilsknowledgeandunderstandingoftheroleChristianityhasplayedandcontinuestoplayinoursocietycanhelpinthedevelopmentofpupilsascontributorstosociety.ThisdrawsontherichdiversitywithinChristianpracticetodeveloppupil’sawarenessofandsensitivitytowardsthebeliefsofothers.
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GuidanceforReligiousEducationatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
theirabilitytothinkandjudgeaboutmorality,torelateChristianmoralprinciplestopersonalandsociallife,andtoidentifyvaluesandattitudesthatinfluencebehaviour.
aknowledgeoftwoworldreligionsotherthanChristianityandsensitivitytowardsthereligiousbeliefs,practicesandlifestylesoftheirfollowersinNorthernIreland.
Theyshouldalsohavetheopportunitiestodevelopandpractisethefollowingskills:
investigate,explainandevaluatetheimpactofreligiousbeliefsandteachingsonindividuals,communitiesandsociety;
analyse,interpret,evaluateandpresentinformationfromarangeofsources,textsandauthorities;
developcriticalandcreativethinkingintheirapproachtosolvingproblemsandmakingdecisions;
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ByfocusingonmoralprinciplesReligiousEducationplaysanimportantroleinthethreecurriculumobjectives.Thishelpspupilstounderstandthevaryinginfluencesontheirownandothersbehaviouraswellasshowinghowtheirownactionscanhaveaneffectonothers–locallyandglobally.
ThemostimportantdevelopmentwithinthecoresyllabusistheinclusionofworldreligionsotherthanChristianityatKeyStage3.Inthis,ReligiousEducationhelpsinthedevelopmentofculturalunderstandingassocietydevelopsandchanges.ItisimportantforpupilstodevelopaknowledgeandunderstandingofworldfaithsotherthanChristianitypromotingtoleranceandsensitivityinallaspectsoflife.
TheskillsreferredtoareseenasspecificallyrelevanttoReligiousEducation.
ReligiousEducationlendsitselftoanenquiryapproach,boththroughvisitsandtheexplorationofrelevantissuesorevents.Thisencouragesactiveparticipationwithpupilsfindingoutforthemselves,makingchoicesanddrawingconclusionsbasedonevidence.Thestartingpointsforenquirycanbehypothesesorkeyquestionsthatpupilscanidentifyanddevise.
Thevarietyoftextsandsourcesrelatingtoreligiousbeliefgivepupilstheopportunitytodeveloptheirskillsinanalyseandinterpretation.Sourceanalyse,questioningofthetext,notingbias,recognisingandappreciatingdifferentinterpretationsofreligiousbeliefareallimportantskills.
Thereisoftenmorethanoneanswertoquestionsposedorissuesinvestigatedwhichgivespupilstheopportunitytodeveloptheirproblem-solvinganddecision-makingskills.Pupilsshouldbeencouragedtothinkcreativelywhenaddressingreligious/moralandethicalissues.
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GuidanceforReligiousEducationatKeyStage3
QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinourdepartment’sprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
beabletodiscuss,evaluateandempathisewithhowreligiousbeliefsandteachingscaninformanswerstoquestionsaboutthemeaningandpurposeoflifeaswellasmoralandethicalissues;
reflectonandevaluatetheirownandothers’thoughts,feelings,experiencesandbeliefsonreligious,spiritualandmoralissues,usingreasonedandbalancedarguments,andconsiderhowthesemightbeappliedtotheirlifestyle.
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ReligiousEducationprovidesopportunitiesforpupilstoaskquestionsaboutlife,moralandethicalissuesthatareoftendifficulttoanswer.Thisleadspupilstodeveloptheirownviewsthroughtheknowledgeandunderstandingoftheopinionsofothers.
TheimpactofreligiousbeliefsonlifestylesinthemodernworldhasplacedimportanceontheroleofReligiousEducation.ThroughReligiousEducationpupilsdevelopskillsrelatingtotoleranceandrespectforviewsandbeliefsthatdifferfromtheirown.
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GuidanceforReligiousEducationatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatReligiousEducationdirectlyconnectstothecurriculumobjectives.ThekeyelementsalsoprovideameansforconnectinglearninginReligiousEducationtoothersubjectsandtoLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherin5.3‘ConnectingtheLearning’.
Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.
Forexampledevelopingthepupilasanindividual(curriculumobjective1)willrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.
Everysubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.
ThekeyelementsthatReligiousEducationcontributestomorefullyare:
SpiritualAwareness;MoralCharacter;CulturalUnderstanding;EthicalAwareness;EducationforSustainableDevelopment.
Forexample,ReligiousEducationwillhavealeadingroleinthedevelopmentofMoralCharacter.Althougheveryothersubjectwilladdressanaspectofit,muchofwhatisalreadycoveredinReligiousEducationcanbelookedatthroughthedevelopmentofMoralCharacter.ThislendsaddedrelevanceandsignificancetoexistingReligiousEducationcontent.
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TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
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GuidanceforReligiousEducationatKeyStage3
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GuidanceforReligiousEducationatKeyStage3
QuestionsforDepartmentsWhatkeyelementsdowe
addresswell?needtofocusmoreon?notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?
Whataretheimplicationsforourresources?
Action
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GuidanceforReligiousEducationatKeyStage3
4.4 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinReligiousEducation.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofReligiousEducationtomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupil,orpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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GuidanceforReligiousEducationatKeyStage3
SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Researchandmanageinformationeffectivelytoinvestigatereligious,moralandethicalissues,includingUsingMathematicsandUsingICTwhereappropriate;
ManagingInformationCommunicationUsingMathematicsUsingICT
Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate;
Thinking,Problem-Solving,Decision-Making.UsingMathematicsUsingICT
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;
BeingCreative
Workeffectivelywithothers; WorkingwithOthers
Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;
Self-Management
Communicateeffectivelyinoral,visual,writtenandICTformats,showingclearawarenessofaudienceandpurpose.
CommunicationUsingICT
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GuidanceforReligiousEducationatKeyStage3
QuestionsforDepartmentsHowcanweplanforlearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
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GuidanceforReligiousEducationatKeyStage3
4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesFrameworkconsistsoffiveoverlappingstrands:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.
Eachstrandisbrokendownintofurtherdetail.Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported,forexamplelinkingcauseandeffect,examiningevidence,planningatask,etc.
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentoftheThinkingSkillsandPersonalCapabilitiesgenerally,forexample,settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearningetc.ManyoftheseactivitiesalsosupporttheprinciplesofAssessmentforLearning.
Thebigshift,however,istofocusonopportunitiesinReligiousEducationwhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticularreligiousconceptorcontext.
Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.
Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisreferredtoasinfusion;addingonethingtoanothertogiveitanewsignificance.
Planningforinfusioninvolves,forexample:
(a)lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchasevaluatingmostappropriateinformation,justifyingopinions,reachingagreementwithinagroupetc;
(b)identifyingthespecificskillsandcapabilitiesbestdevelopedthroughReligiousEducationandsettingupcontextstointroduceandpracticethem,suchashowexploringthekeystepsinvolvedinskilfuldecisionmaking(generatingoptions,weighingupprosandcons)willhelppupilstoengagewithandthinkthroughareligious/moralorethicalissue.
ThisexplicitapproachtodevelopingtheThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopment.Italsoenablespupilstotransferparticularthinkingskillsorpersonalcapabilitiestoothercontexts.ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkills
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GuidanceforReligiousEducationatKeyStage3
andPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
SeeAppendix1andAppendix2forexamplesofskillsandcapabilitiesinaReligiousEducationcontext.
QuestionsforDepartmentsHowcanReligiousEducationmeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearethekeyopportunitiesinReligiousEducationforinfusion?
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GuidanceforReligiousEducationatKeyStage3
5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethecoresyllabusandthe ReligiousEducationwithintheNorthernIrelandCurriculum pagetodeviseschemesandunitsofworkinReligiousEducationthatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstoday.TheReligiousEducationskillsinthefirstcolumnofthe ReligiousEducationwithintheNorthernIrelandCurriculum page canbedevelopedthroughmostofthecurrentreligiousandmoralissueslocallyandgloballyorinthemediathatpupilsexpressaninterestin.
IntegratedTheReligiousEducationwithintheNorthernIrelandCurriculum pageiswrittentohelpteachersseealternativestotheteachingofdiscreteReligiousEducationthemessuchasTheBible/TheEarlyChurchandtoformunitsofworkthatintegratetheknowledgeandunderstandingfromdiscretethemestohelppupilsgainabetterunderstandingofthecomplexityofreligiousissuesintoday’sworld.Forexample–Belonging/OurWorld.
ValueBasedThekeyelementsprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturaldimensionsofreligiousandmoralissuesrelatingtorealpeopleandrealplacesandtoconsidertheirownviewsandopinionsaboutthem.
ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectivesocialandenvironmentalresponsibilities.Furthermoreopportunitiesaresignpostedforpupilstoact–individuallyorasawholeclass/school–onthoseareasofconcern;forexampledevelopingandpromotingaFairTradepolicyorinvolvementincharitywork.Valuablelinkscanbemadeheretothecitizenshipactionproject.
FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughReligiousEducationmighthelptheminthefuture.
Section05ApproachestoLearningandTeaching
05
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GuidanceforReligiousEducationatKeyStage3
5.2 AssessmentforLearning‘AssessmentforLearning’isanapproachthatcansupportthelearningandteachingprocess.AssessmentforLearningfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.
In‘AssessmentforLearning’:thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;learnersareabletotake responsibilityfortheirownlearning,andforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
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ContinuingProfessionalDevelopmentmaterialshavebeenprovidedforschoolstopromoteAssessmentforLearning.SeeAppendix4forexamplesofAssessmentforLearninginReligiousEducation.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
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Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
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GuidanceforReligiousEducationatKeyStage3
QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningactionsinourclassroom?
WhichoftheseAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
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GuidanceforReligiousEducationatKeyStage3
5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexistalthoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformalactivitiestowholeschoolandformallyplanned.Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.
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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithotherssubjects?
Action
•
(ExamplesofconnectinglearningacrosssubjectsareavailableintheThematicandCollaborativeUnits–seewww.nicurriculum.org.ukandtheCurriculumSupportandImplementationBox).
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GuidanceforReligiousEducationatKeyStage3
ConnectingtoLearningforLifeandWork(LLW)OnewayofbeginningtomakeconnectionsistouseLearningforLifeandWork.ThefoursubjectstrandswithinLearningforLifeandWork(PersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability)contributedirectlytothethreecurriculumobjectives.TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelptostrengthenandenrichLearningforLifeandWorkprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.
Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessabouttheLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anAreaofLearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.
SeeAppendix5forspecificexamplesinaReligiousEducationcontext.
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GuidanceforReligiousEducationatKeyStage3
QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
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GuidanceforReligiousEducationatKeyStage3
5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
Theglossary,Active Learning and Teaching Methods for Key Stage 3,isavailablefromwww.nicurriculum.org.ukandisincludedintheCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.
ReligiousEducationparticularlyprovidesrichcontextstousearangeofactivelearningstrategies.ForfurtherinformationseeAppendix6.
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?
Howdoestheclimateinourclassroomssupporttheuseofactivelearning?
Whataretheimplicationsforclassroommanagement?
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GuidanceforReligiousEducationatKeyStage3
ItisimportanttoevaluateexistingschemesofworkinrelationtothecoresyllabusandtheNorthernIrelandCurriculum.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterials Planning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
Section06AuditingandPlanning
06
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.CheckforcoverageacrosstheKeyStage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrosstheKeyStage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswiththeNorthernIrelandCurriculumrequirements.
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GuidanceforReligiousEducationatKeyStage3
6.2 Long,MediumandShortTermPlanningLongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:
howReligiousEducationlinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilities;whatrangeoftopicswillbestudied;howReligiousEducationcanactivelylinkwithothercurricularareas.
MediumTermPlanningInplanningunitsofworkyouneedtothinkabout:
identifyingbigquestionstoengagepupilsandpromoteanenquirybasedapproach;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeforreview,reflectionandremediation.
ShortTermPlanningInplanningalessonorseriesoflessonsyouneedtothinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask,activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofenquiry;usingarangeofactives/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
Curriculumdevelopmentisaprocessandrequiresongoingevaluation.Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.
Foranyschemeofwork,itmightbeusefultoask:
Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?
Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectit?
WhatmodificationscouldImakeinthecontent?inthelearningmaterials?inthelearningactivities?
Whendidyoulastexperiencea“buzz”intheclassroom?whattheme/issuewerethepupilslearningabout?whatwasthebigenquiry/keyquestion?whatactivityweretheydoing?whatwasthepurposeoftheirlearning?whyhadyouchosentheseparticularresourcestouseinthissessionwiththosepupils?
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GuidanceforReligiousEducationatKeyStage3
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
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Appendix1Cross-CurricularSkills
Appendices
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GuidanceforReligiousEducationatKeyStage3
UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
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GuidanceforReligiousEducationatKeyStage3
UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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GuidanceforReligiousEducationatKeyStage3
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ndd
emon
stra
teth
ecr
oss-
curr
icul
ars
kill
ofU
sing
ICT
Exam
ples
of
proc
esse
sD
iscu
ssio
n,p
rese
ntat
ion,
dem
onst
ratio
n,
aski
ngq
uest
ions
,rea
ding
text
for
info
rmat
ion,
usi
nge
vide
nce
from
text
to
expl
ain
opin
ion,
com
mun
icat
ein
form
atio
nin
ac
lear
and
org
anis
edw
ay,p
rese
nt
idea
sin
av
arie
tyo
ffor
mat
sfo
rdi
ffere
nt
audi
ence
san
dpu
rpos
es,e
tc.
Use
mat
hem
atic
alk
now
ledg
ean
dco
ncep
ts,u
sem
athe
mat
ics
tos
olve
pr
oble
ms
and
mak
ede
cisi
ons,
m
enta
lmat
hem
atic
s,m
ake
and
test
pre
dict
ions
,dat
aha
ndlin
g,
usin
gst
atis
tics,
dev
elop
ing
finan
cial
cap
abili
ty,e
tc.
Expl
ore
info
rmat
ion
usin
gel
ectr
onic
to
ols,
cre
ate,
dev
elop
,pre
sent
and
pub
lish
idea
sus
ing
ara
nge
ofd
igita
lmed
ia,
com
mun
icat
eel
ectr
onic
ally
,etc
.
Exam
ples
ofc
onte
xts
inR
elig
ious
Edu
catio
nD
iscu
ssis
sues
and
key
que
stio
nso
nge
nder
equ
ality
/min
ority
gro
ups
inp
airs
/gr
oup
and
feed
bac
kto
cla
ss.
Plan
,wri
tea
ndp
rese
nta
talk
toth
ecl
ass
org
roup
on
wha
twe
can
lear
nfr
omth
em
irac
les
ofJ
esus
;life
ofM
uham
mad
.H
old
acl
ass
org
roup
deb
ate
abou
ta
curr
entt
opic
alis
sue
e.g.
relig
ious
vie
ws
onfa
mily
rela
tions
hips
.An
alys
ean
ddi
scus
sdi
ffere
ntte
xts
show
ing
vary
ing
opin
ions
on
an
envi
ronm
enta
liss
ue,r
ole
ofs
tew
ards
hip.
Plan
,res
earc
han
dw
rite
am
agaz
ine
artic
lefo
rte
enag
ers
ond
ress
inre
ligio
us
cultu
res.
Take
on
the
role
ofa
con
tem
pora
ry
relig
ious
per
son
and
answ
erq
uest
ions
fr
omg
roup
/cla
ssa
sth
atp
erso
n.Ev
alua
teth
ew
ork
ofa
noth
erc
lass
m
embe
rgi
ving
pos
itive
feed
back
for
cert
ain
crite
ria
e.g.
use
ofl
angu
age
spec
ific
toth
eto
pic.
• • • • • • •
Plan
and
con
stru
cta
tim
elin
e,s
tory
boa
rdin
the
life
ofa
relig
ious
lead
eru
sing
m
athe
mat
ical
tool
s.W
ork
thro
ugh
am
athe
mat
ical
pr
oble
mo
nre
ligio
usta
xes
in
Isla
m;J
udai
sm.
Pres
ents
urve
yin
form
atio
nus
ing
appr
opri
ate
grap
hs/
mat
hem
atic
alfo
rmat
s(%
/rat
io).
Und
erst
and
why
Mus
lims
use
Isla
mic
pat
tern
san
dho
wth
ey
are
crea
ted
usin
gsy
mm
etry
.Cr
eate
ow
nsy
mm
etri
cpa
tter
ns.
Inte
rpre
tsta
tistic
al/g
raph
ical
in
form
atio
nth
atre
port
sfin
ding
son
relig
ious
bel
iefs
.
• • • • •
Res
earc
hin
form
atio
nab
outa
mor
al
issu
ee.
g.s
ubst
ance
abu
se,a
lcoh
ol
mis
use
usin
gel
ectr
onic
reso
urce
s.Co
nsid
erh
owR
elig
ious
Edu
catio
nw
eb-
site
sar
ede
sign
edto
be
appe
alin
gto
a
teen
age
audi
ence
.Co
ntri
bute
toa
cla
ssb
ank
ofu
sefu
lre
sour
ces
for
ato
pic
such
as
rite
sof
pa
ssag
eth
atc
ould
be
acce
ssed
by
peer
s.Pl
an,d
evel
opa
ndp
rese
nta
mul
timed
ia
pres
enta
tion
ona
relig
ious
fest
ival
and
va
riou
sw
ays
ofc
eleb
ratin
git.
Setu
pa
pers
onal
Rel
igio
usE
duca
tion
file
ons
choo
lnet
wor
kan
dm
anag
eda
ta
with
inth
atfi
le.
Dev
elop
the
use
ofd
iffer
enta
pplic
atio
ns
thro
ugh
vari
ous
task
se.
g.E
xcel
sp
read
shee
tfor
sur
veys
on
belie
fin
God
;Pub
lishi
ngfo
rne
wsp
aper
art
icle
son
the
life
ofa
sig
nific
antr
elig
ious
fig
ure.
• • • • • •
Cros
s-Cu
rric
ular
Ski
llsin
Rel
igio
usE
duca
tion
35
GuidanceforReligiousEducationatKeyStage3
Appendix2
Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatchildren’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelpchildrentodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
ThinkingSkillsandPersonalCapabilities
36
GuidanceforReligiousEducationatKeyStage3
Thin
king
ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ng
inn
ews
ituat
ions
and
in
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
se
ttin
ggo
als
and
targ
ets,
man
agin
gan
dre
gula
ting
self
Exam
ples
ofc
onte
xts
in
Rel
igio
usE
duca
tion
Colla
tein
form
atio
nfr
om
ava
riet
yof
reso
urce
sar
ound
an
issu
ee.
g.th
ero
leo
fequ
alr
ight
sfo
ra
min
ority
gro
upin
soc
iety
Com
pare
and
con
tras
tin
form
atio
nab
outt
he
birt
hof
Jes
usfr
om
Mat
thew
and
Luk
e’s
Gos
pels
Mak
ea
judg
emen
tabo
ut
the
relia
bilit
yof
sou
rces
of
info
rmat
ion
for
an
issu
e/to
pic
e.g.
aw
eb
site
,boo
kor
art
icle
on
drug
add
ictio
n
Res
earc
ha
proj
ecto
nth
elif
ean
din
fluen
ceo
fa
relig
ious
indi
vidu
ale
.g.S
tPa
tric
k
Sequ
ence
eve
nts
inth
ela
stw
eek
ofJ
esus
’life
Mak
eco
mpa
riso
ns
betw
een
Hin
du/
Chri
stia
n/Je
wis
hw
eddi
ng
cere
mon
ies
Inve
stig
ate
links
be
twee
nth
eca
uses
of
sect
aria
nism
and
its
effe
cto
nco
mm
uniti
es
Follo
wth
roug
hlo
gica
lar
gum
ents
for
are
ligio
us
belie
fe.g
.exi
sten
ceo
fG
od;p
urpo
seo
flife
Just
ifyy
our
opin
ion
ona
nis
sue
ina
sho
rt1
min
ute
slot
e.g
.us
eof
leis
ure
time
Use
que
stio
nsto
sol
ve
prob
lem
se.
g.b
eing
w
illin
gto
ask
diffi
cult
ques
tions
inre
latio
nto
m
oral
/rel
igio
usis
sue
to
help
dev
elop
opi
nion
Mak
eun
conv
entio
nal
conn
ectio
nsb
etw
een
idea
sor
info
rmat
ion
in
prev
ious
wor
ke.
g.u
sea
th
inki
ngg
rid
toc
ompa
re
and
cont
rast
link
sw
ith
relig
ious
art
efac
ts
Be
prep
ared
to
inve
stig
ate
diffe
ring
vi
ewpo
ints
e.g
.Hin
du
view
ofr
einc
arna
tion
Wor
kef
fect
ivel
yin
a
grou
pdi
scus
sion
e.g
.sh
arin
gop
inio
nsa
nd
liste
ning
too
ther
s’v
iew
son
the
issu
eof
giv
ing
to
char
ity
Shar
eth
ew
ork
load
and
gi
vefe
edba
cke
.g.t
ake
onth
ero
leo
fsec
reta
ry
for
adi
scus
sion
abo
ut
the
impo
rtan
ceth
eTe
nCo
mm
andm
ents
toda
y
Take
resp
onsi
bilit
yfo
row
nw
ork
with
inth
egr
oup
and
eval
uate
ow
nco
ntri
butio
nto
gro
up
thro
ugh
self-
asse
ssm
ent
Dev
elop
role
pla
ysth
at
high
light
the
influ
ence
pe
er’s
/par
ents
/rel
igio
us
belie
fsm
ayh
ave
ina
m
oral
dile
mm
a
Sett
arge
tsa
ndre
view
th
emw
hen
nece
ssar
ye.
g.d
raft
and
wri
tea
re
port
on
are
ligio
us
figur
ean
dhi
s/he
rin
fluen
ceto
day
Re-
draf
twor
kta
king
in
toc
onsi
dera
tion
self
and
peer
eva
luat
ion
e.g.
dis
cuss
wri
ting
with
pup
ilsto
ens
ure
unde
rsta
ndin
gof
co
mm
ents
and
pos
sibl
ene
gotia
ted
succ
ess
crite
ria
Neg
otia
teth
esu
cces
scr
iteri
aon
a
new
spap
erre
port
abo
ut
Muh
amm
ad’s
ear
lyli
fe,
with
pup
ilsp
lann
ing
thei
rw
ork
ind
etai
lto
mee
tthe
suc
cess
cr
iteri
a
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Rel
igio
usE
duca
tion
37
GuidanceforReligiousEducationatKeyStage3
Thin
king
ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Exam
ples
ofc
onte
xts
in
Rel
igio
usE
duca
tion
Just
ifyd
ecis
ion
rega
rdin
gth
ech
oice
ofs
ourc
em
ater
ialf
ora
wri
tten
re
port
on
plac
eso
fpi
lgri
mag
e
Pres
entt
hem
ain
even
ts
inth
elif
eof
aw
ellk
now
nre
ligio
usfi
gure
ina
vis
ual
form
ate
.g.M
ind
map
Iden
tify
the
poss
ible
ou
tcom
eso
fas
ituat
ion
whe
reth
ere
iss
ecta
rian
te
nsio
ne.
g.c
onsi
der
the
optio
nso
pen
tos
omeo
ne
who
isp
erse
cute
dfo
rth
eir
relig
ious
bel
iefs
Dev
elop
con
nect
ions
be
twee
nR
elig
ious
Ed
ucat
ion
and
diffe
rent
su
bjec
tse
.g.h
isto
rica
lkn
owle
dge
abou
tthe
tim
eof
the
refo
rmat
ion
Look
att
hes
ame
situ
atio
nfr
omd
iffer
ent
pers
pect
ives
e.g
.tak
eon
th
ero
leo
fPet
er,J
esus
,H
igh
Prie
sta
tthe
tim
eof
Je
sus’
arr
est
Use
role
pla
ysto
dev
elop
th
eab
ility
toe
mpa
this
ee.
g.v
ario
usc
hara
cter
sin
the
para
ble
ofth
ePr
odig
alS
on;P
rinc
eSi
ddar
tha
(Bud
dha)
se
eing
the
four
site
s
Wor
kin
ap
air/
grou
pto
pl
an,w
rite
and
pro
duce
a
flyer
abo
uta
relig
ious
fe
stiv
al
Deb
ate
curr
enti
ssue
sin
cla
sse
.g.h
uman
re
spon
sibi
lity
for
the
wor
ld;b
uyin
gFa
irT
rade
go
ods
Pupi
lsu
sec
heck
list
at
sta
ges
duri
ngre
port
w
ritin
gta
skto
bre
ak
dow
nw
ork
and
ensu
re
rele
vanc
e
Bef
ore
orfo
llow
ing
ana
ctiv
ityp
upils
en
cour
aged
tos
eto
wn
goal
sfo
rim
prov
emen
te.
g.p
upils
tore
view
re
port
wri
ting
and
set
goal
sfo
rth
efu
ture
38
GuidanceforReligiousEducationatKeyStage3
Itisnolongermandatorytoteachthefollowinginthecontextstated:
Thefollowinginboldhavebeenintroducedintocoresyllabusinthecontextsstated:
LearningObjective1-TheRevelationofGodGod and the BibleGod’sCovenantwithhisChosenPeople:
Jacob(takenfromthelist);Lastsupper,Calvary,Resurrection(inthecontextofcovenant).
ThelifeandministryofJesusrecognisethemaineventsofthelifeofJesusasaconnectedstory;becomeincreasinglyawareofthesignificanceofthemaineventsofthelifeofJesusforpeoplethenandnow.
Jesusandhisfollowers:religiousauthorities.
TeachingabouttheKingdom:investigatesomeofJesus’teachingabouttheKingdom;theKingdomproclaimed;parablesabouttheKingdom;thefullnessofthekingdomwhichJesuswillestablishathisSecondComing;Jesus’teachingontheresurrectionofthebody/judgementandeternallife.
Pentecost:Jesus’promiseoftheHolySpirit;theHolySpiritsentbytheFatherandtheSon.
••
•
•
•
•
•••
•
••
LearningObjective1-TheRevelationofGodGod and the BibleGod’sRelationshipwithhisChosenPeople:
Ruth(includedinlist).
ThelifeofJesusJesus’miracles:
demons–forexamplelegion.
Jesus’Teachings:forgiveness,eg.theunmercifulservant;judgementeg.therichmanandLazarus;love,eg.theprodigalson
EventsleadingtothedeathofJesus:PalmSunday;Thelastsupper.
ResurrectionandascensionofJesus:Jesusappearingtotheeleven;theascensionandsecondcomingofChrist.
•
•
•••
••
••
LearningObjective2-TheChristianChurchThe Church through the agesstudyonekeyfigureinthechurchlifefromeachofthefollowingperiods:
thecelticchurch;thereformation;thechurchinmoderntimes
Worship,prayerandtheireffects:considerhowbelievershavebeenmovedtoworshipGodthroughanappreciationofcreationandfaithinhisgreatsavingacts;exploreaninstanceofprayer/worshipintheOldTestamentandtwoinstancesofprayer/worshipintheNewTestament;considertypesofprayerforbothcorporateandpersonaluse;studywaysinwhichworship/prayerhasinfluencedanindividualoragroup.
•••
•
•
•
•
LearningObjective2-TheChristianChurchThe Church though the agesPupilsshouldengageinastudyofatleastonekeyfigurefromthreeofthefollowingperiods,consideringhowhis/herfaithhasimpactedonhis/herlifeandthelifeofothers:
thecelticchurch;thereformation;eighteenth/nineteenthChristianmissionaryoutreachandsocialreformers;thechurchinthetwentiethcentury;thechurchtoday–acontemporaryChristian.
•••
••
Appendix3ChangesintheCoreSyllabusforReligiousEducation(significantchangeshighlightedinbold)
39
GuidanceforReligiousEducationatKeyStage3
Itisnolongermandatorytoteachthefollowinginthecontextstated:
Thefollowinginboldhavebeenintroducedintocoresyllabusinthecontextsstated:
LearningObjective3-MoralityKnow and accepting myself
theirownuniqueness.
Relationshipsconsidertheirrolesinthecommunityandtheirresponsibilitiestowards:
family;peers;teachers;oppositesex;minoritygroups.
Making decisionsExplore,discussandreflectuponavarietyofissuesinrelationto:
distinguishingthedifferencebetweenrightandwrong;distinguishingbetweenpositiveandnegativepeergroupinfluence;makingmoraldecisionsandactingonthem.
•
•••••
•
•
•
LearningObjective3-MoralityIssues of personal identity
selfimage;physicalandemotionalwellbeing.
Relationships and responsibilitiesconsiderhowrelationships,rightsandresponsibilitiesoperateandpertaintoatleastthreeofthefollowing:
family;peers;peoplewithspecialneeds;authorityfigures;genderequalityissues;ethnicandreligiousgroups;minoritygroups.
ChoicesConsiderhowchoicesaremadeandinfluencethefollowing:
career;work;unemployment;useofleisuretime;money/Substanceabuse;theenvironment;prejudice,sectarianismandreconciliation.
••
•••••••
•••••••
LearningObjective4-WorldReligions(atleast2)Thissectionisnew.ItisseenasanintroductiontotwoworldreligionsotherthanChristianityinordertodevelopknowledgeofandsensitivitytowardsthereligiousbeliefs,practicesandlifestylesofpeoplefromotherreligionsinNorthernIreland.FordetailseeCoreSyllabus
40
GuidanceforReligiousEducationatKeyStage3
KeyAction Context
Sharinglearningintentions
LearningIntentions-shouldbemadecleartothepupils.Wearelearningto:
planadebateonthetopicingroups;understanddifferentrolesinaformaldebate;conductresearchaboutthetopic;planandstructurearguments;listenandrespondtootherspointsofview.
•••••
Sharingandnegotiatingsuccesscriteria
Decidedwiththepupils–howwillweknowwehaveachievedthelearningintentions.Rememberto:
makeacleartimeplanforyourresearch;completeresearchaboutthetopic;draftandstructureargumentsandgetfeedback;developideaswithinthedebate;becomefullyinvolvedinthedebate.
•••••
Feedback duringpreparationofthedebateingroupsgiveconstructivecommentstoencouragethepupilstothinkmorebroadlyoftheissueandtocomeupwithfurtherargumentsfordevelopment;beconstructivewithpupilsabouthowwelltheirargumentswillstandupagainstcounter-arguments;duringplanningprocessoftalkusecommentsforpupilstoseeareasofsuccessandareasforimprovement.
•
•
•
Effectivequestioning duringthepreparationofactivityplanquestionsandbuildinhigherorderquestionse.g.Whatdoyouthinkaboutthiscommandment?Doyouthinkitisimportanttofollowthistoday?Why?encouragepupilstoquestionthecommandmentanditspurposefortoday;pairandshare–askpupilstosharetheiropiniononthecommandment/swiththeirneighbour–bringitbacktowholeclass/groupdiscussion;questioncommandmentsfromdifferentviewpoints.
•
•
•
•
Selfandpeerassessment
duringthegroupactivityencouragepupilstoshareideasandargumentswithpeerstogetfeedback.Givepromptquestionstohelppupilsfocuswhentheyarereading.Encouragepositivefeedback;duringdebateencouragepupilstoaskquestionsandrespondtotheviewofothers;reviewcontributionstothegroup/individualperformancesandsuccessofdebateafterwards.
•
•
•
Appendix4ExamplesofAssessmentforLearningApproachesinReligiousEducation
Task:Plan,researchandtakepartinaformaldebateontheimportanceofoneoftheTenCommandmentsintoday’ssociety.
41
GuidanceforReligiousEducationatKeyStage3
LearningforLifeandWorkStrandsandKeyConcepts
ReligiousEducationCoreSyllabus
PersonalDevelopmentSelf-awarenessExploreandexpressasenseofself.
Personal HealthInvestigatetheeffectsonthebodyoflegalandillegalsubstancesandtherisksandconsequencesoftheirmisuse.
RelationshipsDevelopcopingstrategiestodealwithchallengingrelationshipscenario.
IssuesofPersonalIdentity.WorldReligionsotherthanChristianity–Beliefs.
Choices–substanceabuse.AContemporaryChristian.
Relationships,RightsandResponsibilities.Jesusandhisrelationshipwithpeople.
HomeEconomicsHome and Family LifeExploretherolesandresponsibilitiesofindividualswithinavarietyofhomeandfamilystructures.
Independent LivingInvestigatearangeoffactorsthatinfluenceconsumerchoicesanddecisions.
Relationships,RightsandResponsibilities.WorldReligionsotherthanChristianity-FamilyLife.
Choices.
LocalandGlobalCitizenshipDiversity and InclusionInvestigatefactorsincludingreligiousandpoliticalthatinfluenceindividualandgroupidentity.
Human Rights and Social Responsibility Investigatewhydifferentrightsmustbelimitedorbalancedinoursociety.
Relationships,RightsandResponsibilities.ChristianChurch.WorldReligionsotherthanChristianity.
Relationships,RightsandResponsibilities.
EmployabilityCareer ManagementExplorethechangingconceptofcareer.UsearangeofICTresourcestoinvestigateavarietyofbothfamiliarandunfamiliarjobs.
Choices.Career/work/unemployment.
Appendix5ExamplesofKeyConceptsinLearningforLifeandWorkwithRelationtotheCoreSyllabusforReligiousEducation
42
GuidanceforReligiousEducationatKeyStage3
SomeexamplesofactivitiesfromtheActiveLearningandTeachingMethodsatKeyStage3availableatwww.nicurriculum.org.uk.
CAF–considerallfacts(page9-10).Fromachosenissue/scenariopupilsusecaftemplatetoconsideralltherelevantfactorswhenmakingadecision:
Roleofconscience–isiteverrighttotellalie?
Collage(page14).Pupilsworktorepresenttheirviewinavisualandcreativeway: Theconceptofstewardship–lookingaftertheworldandhumanswithinit.
TrafficLights(page72).PupilsuseRed,AmberorGreencardstoshowtheirunderstandingofatopic/issueintheclass:
ConceptoftheTrinityinChristianity; Theconceptofdukkha(suffering)inBuddhism.
OPV–otherpeople’sview(page55).Encouragespupilstolookatissues/topicfromanotherperson/opposingpointofview:
PupilscouldlookatthestoryofTheGoodSamaritanandseethedifferentviewsofpeopleinthestory–whydidtheyactthewaytheydid?Whodotheyidentifywith?
Mindmaps(page48-49).Pupilsusethemindmaptechniquetoclarifyideasandshowhowconnectionscanbemadeinvarietyofissues:Mind-maphighlightingsimilaritiesanddifferencesofanimportantceremonyin2religions(birth/marriage).
WalkingDebates(page75).Canbeusedforpupilstothinkaboutaspecificissueandtojustifytheiropinions.Theycanchangetheirpositionsatcertainpointsduringthedebate:
WeshouldonlybuygoodsthatareguaranteedtobeFairTrade.
•
•
•
•
•
•
Appendix6ExamplesofActiveLearningandTeachingMethodsinReligiousEducation
Rel
igio
us E
duca
tion
with
in th
e N
orth
ern
Irel
and
Curr
icul
umTh
e st
atut
ory
requ
irem
ents
are
set
out
in th
e Co
re S
ylla
bus
for
Rel
igio
us E
duca
tion.
The
se a
re o
utlin
ed in
Bol
d in
the
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
col
umn.
Th
is d
iagr
am a
ligns
asp
ects
of t
he c
ore
sylla
bus
with
the
stat
utor
y re
quir
emen
ts o
f the
cur
ricu
lum
. All
four
lear
ning
obj
ectiv
es o
f the
Cor
e Sy
llabu
s ca
n re
late
to a
nu
mbe
r of
Key
Ele
men
ts. T
he il
lust
ratio
ns o
ffere
d in
the
obje
ctiv
e co
lum
ns a
im to
rela
te th
is s
tran
d to
Lea
rnin
g fo
r Li
fe a
nd W
ork
cont
exts
. All
exam
ples
are
in it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te, t
o de
velo
p:
an a
war
enes
s, k
now
ledg
e, u
nder
stan
ding
and
ap
prec
iatio
n of
the
key
Chri
stia
n te
achi
ngs
abou
t God
(F
athe
r, So
n an
d H
oly
Spir
it), a
bout
Jes
us C
hris
t, an
d ab
out t
he B
ible
; dev
elop
an
abili
ty to
inte
rpre
t and
rel
ate
the
Bib
le to
life
;
a kn
owle
dge,
und
erst
andi
ng a
nd a
ppre
ciat
ion
of th
e gr
owth
of C
hris
tiani
ty, o
f its
wor
ship
, pra
yer
and
relig
ious
la
ngua
ge; a
gro
win
g aw
aren
ess
of th
e m
eani
ng o
f be
long
ing
to a
Chr
istia
n tr
aditi
on, a
nd s
ensi
tivity
tow
ards
th
e be
liefs
of o
ther
s;
thei
r ab
ility
to th
ink
and
judg
e ab
out m
oral
ity, t
o re
late
Ch
rist
ian
mor
al p
rinc
iple
s to
per
sona
l and
soc
ial l
ife, a
nd
to id
entif
y va
lues
and
att
itude
s th
at in
fluen
ce b
ehav
iour
;
a kn
owle
dge
of tw
o w
orld
rel
igio
ns o
ther
than
Chr
istia
nity
an
d se
nsiti
vity
tow
ards
the
relig
ious
bel
iefs
, pra
ctic
es a
nd
lifes
tyle
s of
thei
r fo
llow
ers
in N
orth
ern
Irel
and.
They
sho
uld
also
hav
e th
e op
port
uniti
es to
dev
elop
and
pr
actis
e th
e fo
llow
ing
skill
s:in
vest
igat
e, e
xpla
in a
nd e
valu
ate
the
impa
ct o
f rel
igio
us
belie
fs a
nd te
achi
ngs
on in
divi
dual
s, c
omm
uniti
es a
nd
soci
ety;
anal
yse,
inte
rpre
t, ev
alua
te a
nd p
rese
nt in
form
atio
n fr
om a
ran
ge o
f sou
rces
, tex
ts a
nd a
utho
ritie
s;de
velo
p cr
itica
l and
cre
ativ
e th
inki
ng in
thei
r ap
proa
ch to
so
lvin
g pr
oble
ms
and
mak
ing
deci
sion
s;be
abl
e to
dis
cuss
, eva
luat
e an
d em
path
ise
with
how
re
ligio
us b
elie
fs a
nd te
achi
ngs
can
info
rm a
nsw
ers
to
ques
tions
abo
ut th
e m
eani
ng a
nd p
urpo
se o
f life
as
wel
l as
mor
al a
nd e
thic
al is
sues
;re
flect
on
and
eval
uate
thei
r ow
n an
d ot
hers
’ tho
ught
s,
feel
ings
, exp
erie
nces
and
bel
iefs
on
relig
ious
, spi
ritu
al
and
mor
al is
sues
, usi
ng re
ason
ed a
nd b
alan
ced
argu
men
ts, a
nd c
onsi
der
how
thes
e m
ight
be
appl
ied
to
thei
r lif
esty
le.
• • • • •
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Expl
ore
issu
es o
f per
sona
l ide
ntity
by
fost
erin
g re
spec
t fo
r se
lf,fo
r ex
ampl
e, d
evel
opm
ent o
f pos
itive
sel
f-im
age
thro
ugh
the
conc
ept o
f cre
atio
n in
the
imag
e of
God
.(K
ey E
lem
ent:
Pers
onal
Und
erst
andi
ng)
Inve
stig
ate
way
s in
whi
ch r
ight
s an
d re
spon
sibi
litie
s in
re
latio
nshi
ps w
ith o
ther
peo
ple
appl
y to
eve
ryda
y lif
e an
d ho
w th
is is
som
etim
es d
ifficu
lt to
put
into
pra
ctic
e,fo
rex
ampl
e, c
onfli
cts
with
fam
ily o
r pe
ers
and
how
they
can
be
reso
lved
.D
evel
op a
ran
ge o
f ski
lls to
pro
mot
e se
nsiti
vity
and
em
path
y w
hen
disc
ussi
ng r
elig
ious
and
mor
al is
sues
, for
ex
ampl
e,di
scus
sing
and
que
stio
ning
in a
fran
k an
d op
en
man
ner
vary
ing
opin
ions
on
issu
es s
uch
as s
ecta
rian
ism
, pr
ejud
ice
and/
or r
acis
m; d
iscu
ssin
g th
e po
sitiv
e im
pact
of
inte
r re
ligio
us d
ialo
gue.
(Key
Ele
men
t: M
utua
l Und
erst
andi
ng)
Expl
ore
the
role
of r
elig
ion
in r
egar
d to
hea
lth is
sues
, for
ex
ampl
e, d
evel
opm
ent o
f the
con
cept
of t
he b
ody
as a
tem
ple
in r
elat
ion
to s
mok
ing,
alc
ohol
or
subs
tanc
e ab
use.
(Key
Ele
men
t: Pe
rson
al H
ealt
h)
Exam
ine
how
we
mak
e ch
oice
s be
twee
n ri
ght a
nd w
rong
an
d th
e in
fluen
ces
that
sha
pe o
ur m
oral
beh
avio
ur s
uch
as
cons
cien
ce, f
amily
, pee
rs, s
choo
l, re
ligio
us b
ackg
roun
d,
med
ia a
nd s
ocie
ty, f
or e
xam
ple,
inve
stig
atio
n in
to th
e lif
e of
a
wel
l kno
wn
relig
ious
per
son
who
has
take
n a
mor
al s
tanc
e.(K
ey E
lem
ent:
Mor
al C
hara
cter
)
Expl
ore
and
resp
ond
to th
e ke
y qu
estio
ns th
at a
rise
th
roug
h di
scus
sion
s on
the
purp
ose
of li
fe a
nd d
evel
op
pers
onal
aw
aren
ess
in th
is a
rea,
for
exam
ple,
the
role
of
forg
iven
ess,
love
and
judg
emen
t in
the
teac
hing
and
life
of
Jesu
s; in
vest
igat
e th
e Ei
ghtf
old
Path
in B
uddh
ism
or
Five
pi
llars
of I
slam
.(K
ey E
lem
ent:
Spir
itual
Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
how
cho
ices
can
be
influ
ence
d by
pre
judi
ce
and
sect
aria
nism
and
way
s in
whi
ch r
econ
cilia
tion
can
be a
chie
ved
thro
ugh
dial
ogue
, out
reac
h an
d ac
tion,
fo
r ex
ampl
e, J
esus
and
his
rel
atio
nshi
p w
ith o
ther
s; th
e ch
urch
es’ r
ole
in p
eace
and
rec
onci
liatio
n in
N. I
rela
nd o
r S.
Afr
ica;
rel
igio
us r
espo
nse
to s
ocia
l jus
tice
issu
es in
toda
y’s
wor
ld.
(Key
Ele
men
t: Ci
tizen
ship
)
Expl
ore
how
the
relig
ious
bel
iefs
, pra
ctic
es a
nd li
fest
yles
of
peo
ple
of w
orld
faith
s, o
ther
than
Chr
istia
nity
, hav
e in
fluen
ced
the
deve
lopm
ent o
f var
ious
cul
tura
l tra
ditio
ns
(in N
. Ire
land
),fo
r ex
ampl
e, p
ositi
ve v
alui
ng o
f fes
tival
s an
d tr
aditi
ons
from
var
ious
cul
ture
s an
d re
ligio
ns.
(Key
Ele
men
t: Cu
ltur
al U
nder
stan
ding
)
Inve
stig
ate,
eva
luat
e an
d cr
itiqu
e th
e po
wer
of t
he m
edia
to
info
rm, i
nflue
nce
and
pers
uade
in d
ealin
g w
ith r
elig
ious
ev
ents
and
issu
es, f
or e
xam
ple,
vio
lenc
e in
soc
iety
; soc
ial
and
glob
al ju
stic
e; h
uman
sex
ualit
y; r
elig
ious
tole
ranc
e.(K
ey E
lem
ent:
Med
ia A
war
enes
s)
Inve
stig
ate
how
an
indi
vidu
al C
hris
tian
or th
e ch
urch
has
re
spon
ded
to a
n et
hica
l iss
ue a
nd e
valu
ate
the
impa
ct o
f th
is c
ontr
ibut
ion
on th
e lif
e of
oth
ers,
for
exam
ple,
impa
ctof
med
ical
adv
ance
s on
hum
an c
hoic
es a
nd b
ehav
iour
(pla
stic
su
rger
y in
rel
atio
n to
sel
f ide
ntity
, sub
stan
ce a
buse
).In
vest
igat
e ho
w d
iffer
ent r
elig
ions
hav
e re
spon
ded
to a
n et
hica
l iss
ue, f
or e
xam
ple,
res
pect
for
life.
(Key
Ele
men
t: Et
hica
l Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Cons
ider
the
impo
rtan
t rol
e of
ski
lls, a
ttitu
des,
di
spos
ition
s an
d et
hica
l val
ues
in th
e w
ork
plac
e,fo
rex
ampl
e,w
orki
ng w
ithin
rel
igio
us a
nd e
thic
al g
uide
lines
in
wor
k.(K
ey E
lem
ent:
Empl
oyab
ility
)
Cons
ider
how
thei
r co
nsum
er c
hoic
es h
ave
an e
ffect
on
the
econ
omic
sta
bilit
y of
oth
ers,
for
exam
ple,
the
deve
lopm
ent o
f fai
r tr
ade
cons
umer
goo
ds.
Expl
ore
the
role
of c
hari
ties
in m
oder
n so
ciet
y, fo
r ex
ampl
e,ho
w o
ne c
hari
ty c
ontr
ibut
es to
the
econ
omic
de
velo
pmen
t of p
eopl
e lo
cally
or
glob
ally
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
why
thos
e w
ith a
rel
igio
us fa
ith b
elie
ve th
ey h
ave
resp
onsi
bilit
y, a
s st
ewar
ds, t
o ta
ke c
are
of th
e w
orld
and
pe
ople
with
in it
.Ex
plai
n ho
w th
ey m
ight
put
thes
e be
liefs
abo
ut
stew
ards
hip
into
pra
ctic
e to
day,
for
exam
ple,
act
iviti
es in
w
hich
peo
ple
part
icip
ate
that
dev
elop
a r
espo
nsib
le a
ttitu
de
tow
ards
the
envi
ronm
ent;
relig
ious
res
pons
e to
hum
an
deve
lopm
ent i
ssue
s; th
e cr
eatio
n of
a fa
ir a
nd e
quita
ble
wor
ld.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es:
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
R
elig
ious
Edu
catio
n an
d its
impa
ct o
n lif
e to
day.
Pupi
ls s
houl
d be
abl
e to
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
to in
vest
igat
e re
ligio
us, m
oral
and
eth
ical
issu
es, i
nclu
ding
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
app
ropr
iate
;sh
ow d
eepe
r un
ders
tand
ing
by th
inki
ng c
ritic
ally
and
flex
ibly
, sol
ving
pro
blem
s an
d m
akin
g in
form
ed d
ecis
ions
, dem
onst
ratin
g U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re
ap
prop
riat
e;de
mon
stra
te c
reat
ivity
, and
initi
ativ
e w
hen
deve
lopi
ng id
eas
and
follo
win
g th
em th
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f-m
anag
emen
t by
wor
king
sys
tem
atic
ally
, per
sist
ing
with
task
s, e
valu
atin
g an
d im
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
in o
ral,
visu
al, w
ritt
en a
nd IC
T fo
rmat
s, s
how
ing
clea
r aw
aren
ess
of a
udie
nce
and
purp
ose.
• • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
ReligiousEducation
Key Stage 3 Non Statutory Guidancefor Religious Education
A CCEA Publication © 2007