The 2 attainment targets of this syllabus are:
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, pupils should grow intellectually, affectively/emotionally, and practically by being enabled5 to: |
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with a personal focus |
primarily, but not exclusively, cognitive
- consider reflectively and actively matters that relate to the fundamental sense, purpose and meaning of life.
- give close attention to what religious traditions treasure as inspiring, good, beautiful, true, and sacred.
- develop religiously informed judgement.
primarily, but not exclusively, affective
- express and respond to shared human experiences, such as, joy, thankfulness, grief, hope, pity, care and humility.
- express any personal spiritual and/or religious affections in words or other media.
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primarily, but not exclusively, conative
- discern and cultivate widely recognised values and virtues, such as, honesty, integrity, and courage.
- personally deploy religiously informed dispositions, including selflessness, concern for others, and altruism.
primarily abilities and skills oriented
- deploy and enhance skills to engage sensitively and empathetically with the richness and the challenges of diversity in the modern world.
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with a social focus
- value and use religious insights, and as a critical friend, to sustain key social institutions. These include: the family, voluntary organisations, religious communities, public bodies, the rule of law and democratic processes.
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This religious education will have
1. cognitive [to do with knowing],
2. affective [to do with feelings], and
3. conative [to do with willing] dimensions,
4. develop abilities/skills, and
5. consider the social outcomes of teaching and learning on interpersonal relationships and social institutions. |
What pupils learn from faith will always be correlated with selected resources from religious traditions so that they will also gain a significant degree of knowledge and understanding of them. Society will be developed if schools regularly liaise and work with parents and religious communities to secure important social values. |
II. Learning about religious traditions (next page) ==> |
