Birmingham Agreed Syllabus for Religious Education


Birmingham City Council \| Birmingham Grid for Learning

Birmingham Agreed Syllabus for Religious Education 2007

5. Programmes of Study
C. Key Stage 2

Foundation

Throughout Key Stage 2:

Teachers will continue to develop the spiritual and moral dispositions of pupils, extend their knowledge of, and explore further, the resources of Christianity and other religious traditions selecting the religions on the criteria set out [see Factors], taking full cognisance of the religious traditions represented in the classroom.

Teachers will cover all the dispositions during years 3 and 4, and again at a deeper level during years 5 and 6, exemplifying a spiral curriculum. Pupils will become acquainted with some important religious narratives (it is strongly advised that they are taught some parables and stories about Jesus at this key stage) and how these illuminate various religious practices and beliefs (it is strongly advised that they are taught the Lord’s Prayer and the narrative of Easter and the Eucharist at this key stage), in particular on the way in which these inform the hierarchy and system of values in the religious traditions.

Pupils will begin to engage with the challenge of making moral distinctions and will value what is right, good and true. They will be asked to consider events from the religious past, become familiar with key religious cultural expressions, artefacts and other religious phenomena to appreciate the roots and scope of religious life. They will begin to learn to use the Bible as a key text, together with other sacred texts, and acquire some basic interpretative skills.

They will begin to recognise the variety of religious experience and the creative media in which these are expressed, and develop their command of religious words and concepts to discuss them. They will appreciate the role of religious faith in the lives of people as demonstrated by reference to some selected historical figures and events. In the light of these figures and events the pupils will consider their ultimate concern and loyalties to competing principles.

Pupils will ask relevant questions, and begin to develop an understanding of the interrelationship between religion and science in the quest for truth. They will consider how the religious and scientific activities can both be important to the development of their own commitment to truth, knowledge and understanding.

Pupils will employ their imagination to look beyond appearances and find a range of possibilities and potential. They will acquire widely regarded dispositions, e.g. of caring and respect for the environment and for the dignity of all human beings, and begin to appreciate the role of social institutions.

Development of Pupils and Society:
Skills, Understanding and Application of Knowledge

I. Learning from Faith

The dispositions of pupils will be developed using the treasury of faith. Drawing on the beliefs, expressions and practical actions of religious traditions and by having regard to key questions [see: key questions in the non-statutory material], pupils at this Key Stage should grow intellectually, affectively/emotionally, and practically by being enabled to:

chart to illustrate person & social focus and link to larger version

with a personal focus

primarily, but not exclusively, cognitive

Consider reflectively matters of deep concern, and discuss their source and nature.
Attend to what many religious adherents treasure and consider to be inspiring, and begin to develop their own sense of what it is worth living by and for.
Begin to evaluate and start forming judgements by building on previous learning, listening carefully to others and thinking about whether they agree or not.

primarily, but not exclusively, affective

Consider and develop expressive and artistic capacities to convey those affections and emotions, which may lead to worship and prayer, and/or to expressions of wonder, praise, thanksgiving, concern, joy and sadness.

primarily, but not exclusively, conative

Develop dispositions that demonstrate their appreciation of spiritual, moral and aesthetic values, imaginatively developing empathy for friends and neighbours.

primarily abilities and skills oriented

Acquire some basic interpretative skills from reading and listening to religious stories and teachings.

with a social focus

Understand their dependence and reliance on various social institutions (family, community groups and organisations), together with a sense of the importance of contributing to them.
Using religious exemplars to inspire collaboration and to resolve differences.

II. Learning about religious traditions

Pupils should be offered a holistic view of religious traditions, their beliefs, their expressions, and their practical actions. Thus pupils should be helped to develop their knowledge, their affections, their dispositions, their abilities/skills and relationships with others in society by using key questions and:

with a personal focus

primarily, but not exclusively, cognitive

Considering and using a range of narratives and ideas, considering key events from the religious past, engaging with important religious cultural expressions, artefacts and other religious phenomena so as to learn to appreciate the roots and scope of religious life. (Some parables and stories about Jesus are strongly advised to be taught at this key stage)
Beginning to discuss religious thoughts about, and attitudes to, the natural world and its scientific study.
Beginning to discuss the inspiration, origin, development and character of the Bible and other sacred texts.

primarily, but not exclusively, affective

Beginning to explore and thinking about the religious ideas and emotions expressed in and through the arts (music, art, drama, mime, dance, sculpture, the design of traditional and modern religious buildings).

primarily, but not exclusively, conative

Developing an awareness of the impact of the Christian calendar, of various religious festivals in other traditions, and the reasons for them, and the sense of rituals and forms of worship, including the use of silence (The Lord's prayer and the narrative of Easter and the Eucharist are strongly advised to be taught at this key stage).

primarily abilities and skills oriented

Understanding key religious symbols, appreciating their significance and meaning, and developing key religious concepts and vocabulary.

with a social focus

Learning why various religious organisations have been created and how they attempt to meet the needs of community life.
Considering religious teaching about human beings and the implications of a common humanity.

Areas of Study

A. Cultivating Spiritual and Moral Dispositions:

"A disposition is a prevailing quality of character marked by an inclination, or will,
to act in a particular way or by a tendency to a certain kind of action."

In the course of their study of the religious material and resources pupils will be seeking to cultivate their spiritual and moral dispositions which should not be isolated from religious understanding. Within the religious context the virtuous nature of these dispositions depends precisely on the condition of the sense of life as a life lived before God or out of a duty to the Divine, or in anticipation of the dissolution of the self in nirvana. To treat the development of dispositions as purely an exercise in self-development, or alternatively as desirable behaviour from the viewpoint of the interest of society, is (from a theological perspective) to exacerbate the deepest problem of the human condition, and in the words of St Augustine, to turn these virtues into ‘splendid vices’.

Therefore, to convey the sense of religious life in religious education it is necessary to show the inextricable link between the religious understanding and the dispositions. It is believed that through an active engagement with religious material and resources, employing key questions, and the use of imaginative empathy, exemplars and experimental modeling, (as well as other means) the dispositions will emerge and grow. Social structures are developed through the links created between people across space and time. For the purposes of this syllabus the dispositions have been agreed to be:

RT = a specified religious tradition or believers of a specified religious tradition
L.f.F. = Learning from Faith
L.a.R.T. = Learning about Religious Traditions
2a = years 3 & 4
2b = years 5 & 6

	Spiritual and Moral Dispositions	Some suggested Key Questions at this stage are:
	Being Imaginative and Explorative	L.f.F.: What do you see in your mind? L.a.R.T.: 2a What can we learn about God from creation? 2b What do _(RT) teach about human creativity
	Appreciating Beauty	L.f.F.: How does this make you feel? L.a.R.T.: 2a How does this help (RT)___to know God better? 2b How does this help (RT) to worship God?
	Expressing Joy	L.f.F.: What makes you happy and how do you show it? L.a.R.T.: 2a When and where do we see happy people in (RT)__? 2b How do (RT)_express their joy in worship?
	Being Thankful	L.f.F.: When and why do we say, ‘Thank you’? L.a.R.T.: 2a When and why do believers say ‘thank you’ to God? 2b What different ways do believers have of saying, ‘thank you’?
	Caring for Others, Animals and the Environment	L.f.F.: What would it be like if no-one cared for us or our world? L.a.R.T.: 2a How does God want believers to care others? 2b How does God want believers to care for the world?
	Sharing and Being Generous	L.f.F.: Do you like to give and receive presents? Are you rich enough to share? L.a.R.T.: 2a What do believers of (RT) teach about sharing with others? 2b How do the believers of (RT) share/show generosity?
	Being Regardful of Suffering	L.f.F.: What hurts you? L.a.R.T.: 2a How do (RT) respond to the suffering of others? 2b How do (RT) put others first. How did Jesus put others first?
	Being Merciful and Forgiving	L.f.F.: How big is your love? L.a.R.T.: 2a What does (RT) teach about forgiveness? 2b What does (RT) teach about mercy?
	Being Fair and Just	L.f.F.: Does it matter if people are not fair? L.a.R.T.: 2a How do (RT)___ show that being fair is important? 2b How do the believers of (RT) act fairly?
	Living by Rules	L.f.F.: Could we live without rules? L.a.R.T.: 2a What rules do (RT)__ say are important? 2b What impact do the rules of (RT) have on society?
	Being Accountable and Living with Integrity	L.f.F.: Can others depend on you? Can you let yourself down? L.a.R.T.: 2a What helps believers own up to their actions? 2b What does (RT) teach about living out your beliefs?
	Being Temperate, Exercising Self-Discipline and Cultivating Serene Contentment	L.f.F.: What influences your behaviour? L.a.R.T.: 2a How did God influence the life of ___? 2b How does (RT) teach you to take no notice of the things that hurt you or make you angry?

	Spiritual and Moral Dispositions	Some suggested Key Questions at this stage are:
	Being Modest and Listening to Others	L.f.F.: Why should we listen to others? L.a.R.T.: 2a How do believers show that other people matter? 2b What do (RT) teach about putting yourself first?
	Cultivating Inclusion, Identity and Belonging	L.f.F.: Hpw do you know you belong? L.a.R.T.: 2a How do believers show they belong to their (RT)? 2b Why do some believers change their name?
	Creating Unity and Harmony	L.f.F.: How are you both different from and also the same as everyone else? L.a.R.T.: 2a What brings believers together? 2b How do believers seek to agree?
	Participating and Willing to Lead	L.f.F.: What is good about taking part? L.a.R.T.: 2a How do believers of (RT) worship together? 2b How do believers of (RT) participate in the world?
	Remembering Roots	L.f.F.: How do you remember special people, places and events? L.a.R.T.: 2a What does (religious festival/observance) commemorate? 2b Why is the past important to (RT)?
	Being Loyal and Steadfast	L.f.F.: What sort of a friend are you? L.a.R.T.: 2a When or why do members of (RT) show their commitment? 2b How do the members of (RT) show their commitment?
	Being Hopeful and Visionary	L.f.F.: What do you hope for the future? L.a.R.T.: 2a What was (figure of RT)’s dream of the future? 2b How do the members of (RT) describe their ideal world?
	Being Courageous and Confident	L.f.F.: What is courage? L.a.R.T.: 2a What do we learn about courage from religious stories? 2b Where do the members of (RT) find courage?
	Being Curious and Valuing Knowledge	L.f.F.: Why is ‘Why’ important? L.a.R.T.: 2a Where do the members of (RT)___ look for answers? 2b What puzzles believers?
	Being Open, Honest and Truthful	L.f.F.: Why does the truth matter? L.a.R.T.: 2a What does (RT) teach about honesty? 2b How do the members of (RT) find out what is right?
	Being Reflective and Self-Critical	L.f.F.: How could you be perfect? L.a.R.T.: 2a How does (RT)___ encourage its members to do better? 2b What does (RT) teach about the spiritual journey to perfection?
	Being Silent and Attentive to, and Cultivating a Sense for, the Sacred and Transcendence	L.f.F.: What is it like when you are really quiet? L.a.R.T.: 2a Why do believers of (RT) value silence? 2b How does (RT) teach you to listen and see what is important?

B. Selected religious material:

To make progress in the process of achieving the attainment targets of Religious Education, pupils during this key stage should be taught using appropriate key questions and the various aspects of religious traditions, namely their:

Beliefs, especially those central to the religions in question, and beliefs about human beings, the past and future, the natural world.
Key figures and institutions.
Literature: Stories, poetry, prayers, wisdom literature, hymns/carols.
Celebrations, rituals, - symbols, artefacts and language.
Cultural expressions in the arts, i.e. those which have religious import (In music, art, sculpture, dance, drama, design of buildings).
Actions, with examples of what members of the religious faiths have done and are doing to help others or to care for the world about them.
Ethics, laws/rules that govern behaviour.

These will be selected from:

Religious traditions represented in the classroom, [see Religious Traditions].
Christian traditions, (at this stage, some parables and stories about Jesus, the Lord's Prayer and the narrative of Easter and the Eucharist are required) [see religious traditions: Christianity].
Resources from diverse religious traditions that help to deepen and broaden the spiritual and moral dimension, e.g. by choosing material from different parts of the world and also encountered in Birmingham and Britain [see religious traditions: Bahá'í, Buddhism; Hinduism; Islam; Jainism; Judaism; Rastafarianism; Sikhism].
Resources from daily life and the experience of the pupils in the classroom, and from what is to be found in the immediate neighbourhood and community, e.g. through visits to religious buildings, visits from people of faith, together with resources from the wider world which may be accessed through Information and Communication Technology (ICT).
Resources that promote a positive appreciation of, and care for, others.

C. Using Clusters:

The dispositions may be clustered to reveal 1. their interdependence and 2. the different configurations in which they may be encountered within the varying cultures and civilisations. Any clustering will also take into account the ages, aptitudes and family background of the children in the school (see advice on clustering). Teachers may choose to cluster the dispositions outlined above into six basic clusters. Thus one might cluster the dispositions in one of the following ways:

Example 1:

1 – 4 as developing creativity (How should we imagine and express what matters?)

5 – 8 as developing compassion (How and why should we care?)

9 – 12 as developing choice (What should we stand for?)

13 – 16 as developing community (How and where should we contribute and relate to others?)

17 – 20 as developing commitment (What ventures should we undertake?)

21 – 24 as developing contemplation (How do we come to understand what matters?)

Example 2:

[24, 21, 7, 12] as being attentive (How can we learn about what lies beyond the limits of our world?)

[1, 13, 9, 22] as being receptive (How can we learn to receive without abusing the gift?)

[17, 23, 14, 18] as learning from the past (How can the past live and enlarge the present?)

[19, 20, 15, 1] as looking to the future ((What dare we hope for?)

[5, 16, 10, 11] as recognising inter-dependence ((How do we learn that others rely on us and we on them?)

[3, 4, 8, 6] as responding and developing (What can we do to develop fully as persons?)