The six Components
of this Syllabus provide the skeleton for Programmes of Study. Independent Schools
have long valued a measure of autonomy, and there is no wish to confine Religious
Education within a rigid National strait-jacket. It is therefore at the discretion
of Schools to devise their own Programmes of Study, bearing in mind:
| the percentage of Syllabus time to be allotted | |
| the levels of understanding of the pupils | |
| the obligation to give dignity to all Religions | |
| the Topics, Components,
Attitudes and Skills of this Syllabus, under its Attainment Targets |
|
| the need to report clear levels of achievement |
Ideally, this Syllabus should receive
5% Curriculum time, the time normally stated as a minimum in Agreed Syllabuses.
However, as it provides a wide range of options within a clear framework, those
who are at present afforded less time may still achieve a worthwhile and coherent
progression of study for their pupils, whilst aiming for the proper allocation
of curriculum time. The Dearing recommendations, reinforced by the DFE Circular
94/1, assume 5% of teaching time for RE at Key Stage 4, and equivalent amounts
earlier.
| BELIEFS: | through the Stages increasing complexity is involved here, and a progression from the irreducible minimum towards a comprehensive grasp of the Religions' beliefs. Pupils should also understand the rationale behind statements of Belief. |
| CELEBRATIONS: | these cover rites of passage, fasts, feasts and festivals. Rites of passage comprise birth, initiation, marriage and death; these vary by gender and will be studied progressively through the Key Stages. |
| ETHICS: | a variety of formal and informal commandments and guidelines needs to be explained, applied and discussed; there are personal and group responsibilities to consider. Topical issues may be introduced increasingly as pupils mature; gender issues should be covered here. |
| ORIGINS AND FOUNDERS: | not all Religions have a single Founder, and often one Religion is closely related to another. These points need to be clear, whilst covering the ministry of a specific Founder where available. Later leaders and movements in a Religion also come into this category. |
| SACRED TEXTS: | these may be rewarding to study directly but some sacred texts need very careful handling even in English translation; some also do not lend themselves to the analysis of short passages. Pupils need eventually to know the origin, date, composition, authority and use of a Religion's sacred texts, and to be able to discuss their value in terms of the topics of revelation, inspiration, God's word, and the believing community. |
| WORSHIP: | this comprises prayers, praises, meditation, devotion, worship leaders, buildings, styles and contents of service. Specific popular prayers should be included explicitly. Private and public worship, the use of music, worship as service, creative worship (dance, art, drama) and the value of worship all need consideration; pilgrimage comes under this heading. |
We would like to stress that not
all Components need equal treatment in each Stage,
for example in KS1 'Beliefs' can easily be included in 'Celebrations'.