-
A Curriculum Framework for Religious Education in EnglandThe
Religious Education Council of England and Wales
October 2013
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Review of Religious Education in England
2
Member bodies of the RE Council October 2013
Accord CoalitionAl-Khoei FoundationAll Faiths and
NoneAssociation of Christian Teachers (ACT)Association of RE
Inspectors, Advisers and Consultants (AREIAC)Association of
University Lecturers in Religion and Education (UK)Barnabas in
Schools (BRF)Bloxham ProjectBoard of Deputies of British
JewsBritish Association for the Study of Religions (BASR)British
Humanist AssociationThe Buddhist SocietyCambridge Muslim
CollegeCatholic Association of Teachers, Schools and
CollegesCatholic Education ServiceChristian Education / RE
TodayChurch of England Board of EducationChurch in Wales Division
for EducationChurch of Jesus Christ of Latter-day SaintsChurches
Together in EnglandClear Vision Trust (Buddhist)Council of African
and Afro-Caribbean ChurchesCulham St Gabriel’sDeanery of Great
Britain and IrelandThe Farmington InstituteFBFE: The National
Council of Faiths and Beliefs in Further EducationFederation of RE
CentresFree Church Education CommitteeHindu Council (UK)Hindu Forum
of BritainHockerill Educational Foundation
Independent Schools Religious StudiesAssociationInstitute of
JainologyInter Faith Network for the United KingdomISKCON
Educational ServicesIslamic AcademyJewish Teachers’
AssociationKeswick Hall TrustThe Methodist ChurchMuslim Council of
BritainNational Association of Standing Advisory Councils on
RENational Association of Teachers of RENational Council of Hindu
Temples (UK)NBRIA National Board of (Catholic) REInspectors and
AdvisersNational Society (Church of England) for Promoting
Religious EducationNational Spiritual Assembly of the Bahá’ís of
the United KingdomNetwork of Buddhist Organisations (UK)Network of
Sikh OrganisationsThe Oxford FoundationPagan FederationREEP: The
Religious Education and Environment ProgrammeReligious Education
Movement, Wales St Luke’s College FoundationShap Working
PartyStapleford CentreTheology and Religious Studies UK (TRS
UK)3FF, Three Faiths ForumTony Blair Faith FoundationUnited
SikhsWales Association of SACREs (WASACRE)World Congress of
FaithsZoroastrian Trust Funds of Europe
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Review of Religious Education in England
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Contents
Member bodies of the RE Council October 2013 2
FOREWORD 5
INTRODUCTION 6
RELIGIOUS EDUCATION: A NATIONAL CURRICULUM FRAMEWORK 9
Appendix: Expectations, progression and achievement in RE 26
Donors 31
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Review of Religious Education in England
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FOREWORD
The place of RE on the basic curriculum has always been clear
and local determination of its curriculum has been part of the
statutory arrangements for RE over many years. I welcome Religious
education: a national curriculum framework as a national benchmark
document for use by all those responsible for the RE curriculum
locally. I also welcome the wider Review of RE in England of which
it is part.
The RE Review, an initiative of the Religious Education Council
of England and Wales, takes account of wider educational aims,
including the aims of the new national curriculum. In particular,
it embodies respect for the law and the principles of freedom,
responsibility and fairness. It demonstrates a commitment to
raising expectations and standards of the RE received by all
children and young people.
All children need to acquire core knowledge and understanding of
the beliefs and practices of the religions and worldviews which not
only shape their history and culture but which guide their own
development. The modern world needs young people who are
sufficiently confident in their own beliefs and values that they
can respect the religious and cultural differences of others, and
contribute to a cohesive and compassionate society.
RE’s place on the curriculum will be strong if its role and
importance are communicated effectively and widely understood. RE
in England compares favourably with equivalent curricula in high
performing jurisdictions around the world, but this reputation can
only be maintained with a rigorous model of RE.
This RE curriculum framework and the RE Review of which it is
part provides for such a model. It has the endorsement of a very
wide range of professional organisations and bodies representing
faiths and other worldviews. I hope the document will be useful to
all those seeking to provide RE of the highest quality for young
people in our schools.
Michael Gove
Secretary of State for Education
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INTRODUCTION
Every child and young person who goes to school is entitled to
an experience of religious education (RE) that is both academically
challenging and personally inspiring. To that end, the RE Council
of England and Wales (REC) undertook a review of the subject in
England (referred to as ‘the Review’). It has drawn as widely as
possible on the expertise of the RE community to develop a
benchmark curriculum that promotes high quality learning and
teaching in all schools in the coming years, and to map out issues
for further development. School structures are becoming
increasingly diverse in England. It is important that within this
diversity, schools’ RE curricula give all young people the
opportunity to gain an informed understanding of religious beliefs
and worldviews.1
The REC began the Review early in 2012, as part of its wider
strategic plan2 for developing the subject. This decision was
supported by the then Minister of State for Schools, Nick Gibb MP,
who described the REC as ‘well placed’ to do so in a letter to John
Keast, REC Chair, on the 25th January 2012. The REC is uniquely
fitted for this task, with its wide membership, the range of views
from both faith-based groups and education professionals and its
commitment to an inclusive approach to RE.
The main catalyst for the Review was the extensive review of the
national curriculum for schools in England, undertaken by the
Department for Education (DfE) from January 2011 to July 2013. RE
was not part of the DfE review as it is not one of the national
curriculum subjects. The REC was clear that a review of RE in
England was needed for reasons of equity with other subjects. Large
changes to the curriculum have implications for all subjects3,
including RE. From September 2014, teachers with responsibility for
RE in schools in England will be expected to plan lessons, assess
pupil progress, and have their performance held to account, as
other teachers do. School leaders will expect them to use the same
or similar criteria to those deployed in other subjects in the
curriculum. For this reason alone, a new RE curriculum document is
needed to support those teachers and schools, laid out in the same
style as the documents for the national curriculum.
Beyond the need for parity, a wider set of challenges for RE has
arisen in the past three years, mainly as the result of large-scale
changes in education made by the Coalition government. These
include the introduction of the English Baccalaureate, towards
whose achievement GCSE Religious Studies cannot be counted,
significant reforms of GCSE and A Level qualifications, the
extension of the academies programme and introduction of free
schools, all of which have implications for the way in which RE and
its curriculum are decided and supported. Local authority cuts have
also led to the reduction of local support for RE, and the number
of new trainee teachers has been slashed. The total number of GCSE
Religious Studies entries has started to decline after many years
of growth.
1 The REC recognises that in schools with a religious character,
there is likely to be an aspiration that RE (and other aspects of
school life) will contribute to pupils’ faith development.
2 http://religiouseducationcouncil.org.uk/about/strategic-plan3
The RE curriculum is set locally, not nationally. Broadly speaking,
it is set for community and voluntary controlled schools by
local agreed syllabus conferences, advised by local SACREs, and
by governing bodies in the case of academies, free schools and
voluntary aided schools.
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The RE community has felt a sense of crisis despite government
assurance. This assurance has been challenged by many stakeholders
in RE and the threats to RE confirmed in a report of the RE All
Party Parliamentary Group (APPG), RE: The Truth Unmasked in 2013.
The adverse consequences of government policy on RE’s place in
schools were recognised subsequently by the Secretary of State for
Education on 3rd July 2013. Addressing an event at Lambeth Palace,
Michael Gove conceded that RE had been an ‘unintended casualty’ of
recent curriculum reforms, and acknowledged that in thinking that
RE’s ‘special status’ was protected ‘he had not done enough’.
Furthermore, successive triennial Ofsted reports for RE have
argued, and the APPG inquiry has confirmed, that there are
significant and well-founded concerns about the uneven quality of
learning and teaching in RE across the country. In this context, a
review presented the RE community with an opportunity not only to
reflect again on the nature and purpose of the subject and its
distinctive contribution to the curriculum, and to find better ways
of articulating these to a general audience, but also to seek ways
of raising standards. At its best, RE is an inspirational subject
for pupils, as the REC’s Young Ambassadors project has
revealed.4
No public money has been allocated to support this Review, even
though RE is a subject required on the curriculum of all state
funded schools in England. Instead, the Review has been made
possible by generous donations from REC members, charitable trusts
and other interested organisations. A full list of those donors is
given at the end of this document.
The REC was determined to carry out the review in a
collaborative and consultative manner. It began with a scoping
report in early 2012, followed by a report from an expert panel,
mirroring the DfE’s National Curriculum Review, in December 2012.
In 2013, task groups took forward the panel’s recommendations, and
consultations were held at some points with the whole REC
membership and at others with a Steering Group that represented the
diversity of the REC. The final text of the Review was agreed by
the REC Board on 2 October 2013 and launched at Westminster on 23
October 2013.
4 http://religiouseducationcouncil.org.uk/young-ambassadors
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The Review as a whole resulted in:1. This document - a
non-statutory national curriculum framework for RE (NCFRE) to
complement the new national curriculum programmes of study (2013)
resulting from the DfE’s review of the school curriculum, in which
RE was not included
2. Available in the full version of the report – see below - an
analysis of the wider context in which RE finds itself, including
the opportunities and challenges that face the implementation of
the new curriculum framework.
The NCFRE sets out:• the purpose and aims of RE• the
contribution of RE to the school curriculum• the breadth of study
for RE• the place of RE in the early years• the knowledge,
understanding and skills of RE for key stages 1 – 3• RE in key
stage 4 and 16-19• an appendix on assessment.
Both 1 and 2 above are available together, and 1 is available as
a stand-alone document, both in hard copy and on the REC website
www.religiouseducationcouncil.org.uk
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Review of Religious Education in England
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RELIGIOUS EDUCATION: A NATIONAL CURRICULUM FRAMEWORK
Introduction
The national curriculum states the legal requirement that:
Every state-funded school must offer a curriculum which is
balanced and broadly based, and which:
• promotes the spiritual, moral, cultural, mental and physical
development of pupils, and
• prepares pupils at the school for the opportunities,
responsibilities and experiences of later life
and
All state schools... must teach religious education... All
schools must publish their curriculum by subject and academic year
online.
(‘The national curriculum in England: Framework document’,
September 2013, p.4).
This national curriculum framework for RE (NCFRE) in England has
been developed by the RE Council of England and Wales, through a
review of RE parallel to the Department for Education’s National
Curriculum Review, published in September 2013. The key audience is
the range of bodies which have responsibility for making RE
syllabuses in England. This includes local authority SACREs (which
have responsibility for the RE curriculum through an agreed
syllabus for local authority schools), academies, free schools,
faith and belief communities which run schools and governing bodies
in some individual schools. The REC also commends this framework as
a contribution to teachers’ thinking, and to public understanding
of RE’s role and place in schools today.
The NCFRE does not claim to be an exhaustive or final
description of the place, value and scope of RE in 2013, and it is
not an official document. However, the breadth of the RE Council’s
membership (over 60 national bodies listed inside the front cover),
representing professional religious educators and national
organisations of religion and belief, gives this document wide
currency. The extensive consultation about draft versions of this
framework means the document provides a widely supported platform
for RE which can encourage a coherent range of RE syllabuses.
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The NCFRE follows the structure of the DfE’s National Curriculum
Review, so that RE has documentation that parallels the subjects of
the national curriculum. RE is described in terms of purpose, aims
and programmes of study for each age group. It also gives clear
guidance on RE in the early years and RE for students aged 14-19.
As RE is a core subject of the curriculum the Review has largely
followed the ways in which English, Mathematics and Science are
described in the national curriculum, including examples and notes
for key stages 1-3.
In describing progression in RE, the NCFRE illustrates how
pupils will develop increasing understanding of wide areas of RE
subject knowledge, and also how pupils can develop religious
literacy, including the skills of:
• investigating religions and worldviews through varied
experiences, approaches and disciplines;• reflecting on and
expressing their own ideas and the ideas of others with increasing
creativity and clarity;• becoming increasingly able to respond to
religions and worldviews in an informed, rational and insightful
way.
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Purpose of study
Religious education contributes dynamically to children and
young people’s education in schools by provoking challenging
questions about meaning and purpose in life, beliefs about God,
ultimate reality, issues of right and wrong and what it means to be
human. In RE they learn about and from religions and worldviews7 in
local, national and global contexts, to discover, explore and
consider different answers to these questions. They learn to weigh
up the value of wisdom from different sources, to develop and
express their insights in response, and to agree or disagree
respectfully. Teaching therefore should equip pupils with
systematic knowledge and understanding of a range of religions and
worldviews, enabling them to develop their ideas, values and
identities. It should develop in pupils an aptitude for dialogue so
that they can participate positively in our society with its
diverse religions and worldviews. Pupils should gain and deploy the
skills needed to understand, interpret and evaluate texts, sources
of wisdom and authority and other evidence. They learn to
articulate clearly and coherently their personal beliefs, ideas,
values and experiences while respecting the right of others to
differ.
Aims
The curriculum for RE aims to ensure that all pupils:
A. Know about and understand a range of religions and
worldviews, so that they can:• describe, explain and analyse
beliefs and practices, recognising the diversity which exists
within and between communities and amongst individuals;• identify,
investigate and respond to questions posed, and responses offered
by some of the sources of wisdom8 found in religions and
worldviews;• appreciate and appraise the nature, significance and
impact of different ways of life and ways of expressing
meaning.
B. Express ideas and insights about the nature, significance and
impact of religions and worldviews, so that they can:
• explain reasonably their ideas about how beliefs, practices
and forms of expression influence individuals and communities;•
express with increasing discernment their personal reflections and
critical responses to questions and teachings about identity,
diversity, meaning and value, including ethical issues; •
appreciate and appraise varied dimensions of religion or a
worldview9.
7The phrase ‘religions and worldviews’ is used in this document
to refer to Christianity, other principal religions represented in
Britain, smaller religious communities and non-religious worldviews
such as Humanism. The phrase is meant to be inclusive, and its
precise meaning depends on the context in which it occurs, eg in
terms of belief, practice or identity.8 The sources of wisdom found
in religions and worldviews will include the key texts, the
teachings of key leaders, and key thinkers from different
traditions and communities. Examples include the Bible, the Torah
and the Bhagavad Gita; the Buddha, Jesus Christ, the Prophet
Muhammad, Guru Nanak and humanist philosophers. Other sources of
wisdom might come from texts, thinkers, lead-ers and scientists in
the contemporary world as well as from experience and informed
personal reflection and conscience.9 The RE programme of study
usually refers to ‘religions and worldviews’ to describe the field
of enquiry. Here, however, the aim is to consider religion and
belief itself as a phenomenon which has both positive and negative
features, and is open to many inter-pretations: in this aspect of
the aims, pupils are to engage with the concept of religion and
non-religious belief, not merely with individual examples, and
similar critiques should apply to both.
Religious education
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C. Gain and deploy the skills needed to engage seriously with
religions and worldviews, so that they can:
• find out about and investigate key concepts and questions of
belonging, meaning, purpose and truth, responding creatively;•
enquire into what enables different individuals and communities to
live together respectfully for the wellbeing of all;• articulate
beliefs, values and commitments clearly in order to explain why
they may be important in their own and other people’s lives. RE in
the school curriculum
RE is a statutory subject of the school curriculum of maintained
schools. Academies and free schools are contractually required
through the terms of their funding to make provision for the
teaching of RE to all pupils on the school roll. Alongside the
subject’s contribution to pupils’ mental, cognitive and linguistic
development, RE offers distinctive opportunities to promote pupils’
spiritual, moral, social and cultural development. RE lessons
should offer a structured and safe space during curriculum time for
reflection, discussion, dialogue and debate. Lessons should also
allow for timely and sensitive responses to be made to unforeseen
events of a religious, moral or philosophical nature, whether
local, national or global.
The breadth of RE
The law requires that local authority RE agreed syllabuses and
RE syllabuses used in academies that are not designated with a
religious character ‘must reflect the fact that the religious
traditions in Great Britain are in the main Christian, while taking
account of the teaching and practices of the other principal
religions represented in Great Britain’. This means that from the
ages of 5 to 19 pupils in schools10 learn about diverse religions
and worldviews including Christianity and the other principal
religions. Some schools with a religious character will prioritise
learning about and from one religion, but all types of school need
to recognise the diversity of the UK and the importance of learning
about its religions and worldviews, including those with a
significant local presence.
Attainment target*By the end of each key stage, students are
expected to know, apply and understand the matters, skills and
processes specified in the relevant programme of study.
* Note: the wording of the attainment target for RE follows the
same form of words found in the programmes of study of the national
curriculum subjects
10 Except those withdrawn by their parents (or by themselves if
aged over 18).
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RE in the Early Years Foundation Stage
Pupils should encounter religions and worldviews through special
people, books, times, places and objects and by visiting places of
worship. They should listen to and talk about stories. Pupils can
be introduced to subject specific words and use all their senses to
explore beliefs, practices and forms of expression. They ask
questions and reflect on their own feelings and experiences. They
use their imagination and curiosity to develop their appreciation
of and wonder at the world in which they live. Religious education
is a legal requirement for all pupils on the school roll, including
all those in the reception year.
In line with the DfE’s 2013 EYFS Profile RE should, through
planned, purposeful play and through a mix of adult-led and
child-initiated activity, provide these opportunities for
pupils.
Communication and language:• children listen with enjoyment to
stories, songs and poems from different sources and
traditions and respond with relevant comments, questions or
actions; • use talk to organise, sequence and clarify thinking,
ideas, feelings and events;• answer ‘who’, ‘how’ and ‘why’
questions about their experiences in response to stories,
experiences or events from different sources; • talk about how
they and others show feelings; • develop their own narratives in
relation to stories they hear from different traditions.
Personal, social and emotional development:
• children understand that they can expect others to treat their
needs, views, cultures and beliefs with respect;
• work as part of a group, taking turns and sharing fairly,
understanding that groups of people, including adults and children,
need agreed values and codes of behaviour to work together
harmoniously;
• talk about their own and others’ behaviour and its
consequences, and know that some behaviour is unacceptable;
• think and talk about issues of right and wrong and why these
questions matter;• respond to significant experiences showing a
range of feelings when appropriate; • have a developing awareness
of their own needs, views and feelings and are sensitive to
those of others;• have a developing respect for their own
cultures and beliefs, and those of other people;• show sensitivity
to others’ needs and feelings, and form positive relationships.
Subject content
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Understanding the world• children talk about similarities and
differences between themselves and others, among
families, communities and traditions;• begin to know about their
own cultures and beliefs and those of other people;• explore,
observe and find out about places and objects that matter in
different cultures
and beliefs.
Expressive arts and design• children use their imagination in
art, music, dance, imaginative play, and role-play and
stories to represent their own ideas, thoughts and feelings; •
respond in a variety of ways to what they see, hear, smell, touch
and taste.
Literacy• children are given access to a wide range of books,
poems and other written materials to
ignite their interest.
Mathematics• children recognise, create and describe some
patterns, sorting and ordering objects
simply.
These learning intentions for RE are developed from relevant
areas of the Early Years Foundation Stage Profile (DfE 2013). RE
syllabus makers will want to provide detailed examples.
-
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
th
ese
are
no
t
lega
l req
uir
emen
ts a
s in
th
e n
atio
nal
cu
rric
ulu
m.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t co
lum
n
A1
. Rec
all a
nd
nam
e d
iffe
ren
t b
elie
fs a
nd
pra
ctic
es,
incl
ud
ing
fest
ival
s, w
ors
hip
, rit
ual
s an
d w
ays
of l
ife,
in
ord
er t
o fi
nd
ou
t ab
ou
t th
e m
ean
ings
beh
ind
th
em.
•
Pu
pils
en
act
sto
ries
an
d c
eleb
rati
on
s fr
om
Eas
ter,
Div
ali o
r Id
ul F
itr,
fin
din
g o
ut
abo
ut
wh
at t
he
sto
ries
to
ld a
t
the
fest
ival
s m
ean
, e.g
. th
rou
gh w
elco
min
g vi
sito
rs t
o t
alk
abo
ut
thei
r fe
stiv
als
•
Pu
pils
exp
erie
nce
th
anki
ng
and
bei
ng
than
ked
, pra
isin
g an
d b
ein
g p
rais
ed, a
nd
no
tice
so
me
way
s C
hri
stia
ns
or
Jew
ish
peo
ple
bel
ieve
th
ey c
an t
han
k an
d p
rais
e G
od
•
Lin
kin
g to
En
glis
h a
nd
co
mp
uti
ng,
pu
pils
rec
ou
nt
a vi
sit
to a
loca
l ch
urc
h u
sin
g d
igit
al p
ho
togr
aph
s an
d fi
nd
ou
t
abo
ut
the
mea
nin
gs o
f sym
bo
ls fo
r G
od
th
at t
hey
saw
th
ere.
A2
. Ret
ell a
nd
su
gges
t m
ean
ings
to
so
me
relig
iou
s an
d
mo
ral s
tori
es, e
xplo
rin
g an
d d
iscu
ssin
g sa
cred
wri
tin
gs
and
so
urc
es o
f wis
do
m a
nd
rec
ogn
isin
g th
e tr
adit
ion
s
fro
m w
hic
h t
hey
co
me.
•
Pu
pils
ch
oo
se t
hei
r fa
vou
rite
‘wis
e sa
yin
gs’ f
rom
dif
fere
nt
sou
rces
or
key
lead
ers
and
tal
k ab
ou
t w
hat
mak
es
thes
e sa
yin
gs w
ise,
an
d w
hat
dif
fere
nce
it w
ou
ld m
ake
if p
eop
le fo
llow
ed t
hem
•
Pu
pils
ret
ell (
for
exam
ple
th
rou
gh d
ram
a) t
wo
dif
fere
nt
sto
ries
ab
ou
t Je
sus
con
sid
erin
g w
hat
th
ey m
ean
. Th
ey
com
par
e th
e st
ori
es a
nd
th
ink
abo
ut
wh
at C
hri
stia
ns
tod
ay c
ou
ld le
arn
fro
m t
he
sto
ries
•
Lin
kin
g to
En
glis
h, p
up
ils r
esp
on
d t
o s
tori
es fr
om
Hin
du
, Mu
slim
or
Jew
ish
so
urc
es b
y id
enti
fyin
g th
e va
lues
wh
ich
dif
fere
nt
char
acte
rs in
th
e st
ori
es s
ho
wed
, an
d r
eco
gnis
ing
the
relig
ion
s fr
om
wh
ich
th
e st
ori
es c
om
e
•
Pu
pils
ask
an
d a
nsw
er ‘w
ho’
, ‘w
her
e’, ‘
ho
w’ a
nd
‘why
’ qu
esti
on
s ab
ou
t re
ligio
us
sto
ries
an
d s
tori
es fr
om
no
n-
relig
iou
s w
orl
dvi
ews.
A3
. Rec
ogn
ise
som
e d
iffe
ren
t sy
mb
ols
an
d a
ctio
ns
wh
ich
exp
ress
a c
om
mu
nit
y’s
way
of l
ife,
ap
pre
ciat
ing
som
e
sim
ilari
ties
bet
wee
n c
om
mu
nit
ies.
•
Pu
pils
ch
oo
se t
o fi
nd
ou
t ab
ou
t th
e sy
mb
ols
of t
wo
dif
fere
nt
relig
iou
s tr
adit
ion
s, lo
oki
ng
for
sim
ilari
ties
bet
wee
n t
he
way
s th
ey u
se c
om
mo
n s
ymb
ols
su
ch a
s lig
ht,
wat
er, t
rees
or
rock
•
Pu
pils
dis
cove
r h
ow
an
d w
hy M
usl
ims
was
h, b
ow
an
d p
ray
in a
dai
ly p
atte
rn, n
oti
cin
g si
mila
riti
es t
o a
no
ther
relig
ion
or
wo
rld
view
•
Pu
pils
sel
ect
exam
ple
s o
f rel
igio
us
arte
fact
s fr
om
Ch
rist
ian
ity
or
Jud
aism
th
at in
tere
st t
hem
, rai
sin
g lis
ts o
f
qu
esti
on
s ab
ou
t th
em a
nd
fin
din
g o
ut
wh
at t
hey
mea
n a
nd
ho
w t
hey
are
use
d in
fest
ival
s an
d w
ors
hip
•
Pu
pils
hea
r th
ree
mo
ral s
tori
es, f
or
exam
ple
fro
m C
hri
stia
ns,
Hin
du
s an
d h
um
anis
ts, a
nd
th
ink
abo
ut
wh
eth
er
they
are
say
ing
the
sam
e th
ings
ab
ou
t h
ow
peo
ple
sh
ou
ld b
ehav
e.
Key
sta
ge 1
Pu
pils
sh
ou
ld d
evel
op
th
eir
kno
wle
dge
an
d u
nd
erst
and
ing
of r
elig
ion
s an
d w
orl
dvi
ews1
1, r
eco
gnis
ing
thei
r lo
cal,
nat
ion
al a
nd
glo
bal
co
nte
xts.
Th
ey
sho
uld
use
bas
ic s
ub
ject
sp
ecifi
c vo
cab
ula
ry. T
hey
sh
ou
ld r
aise
qu
esti
on
s an
d b
egin
to
exp
ress
th
eir
ow
n v
iew
s in
res
po
nse
to
th
e m
ater
ial t
hey
lear
n
abo
ut
and
in r
esp
on
se t
o q
ues
tio
ns
abo
ut
thei
r id
eas.
Mo
re s
pec
ifica
lly p
up
ils s
ho
uld
be
tau
ght
to:
15
11B
read
th: i
n li
ne
wit
h t
he
law
an
d t
he
stat
emen
t ab
ou
t b
read
th o
f lea
rnin
g o
n p
15
, go
od
pra
ctic
e sh
ou
ld e
nab
le p
up
ils t
o s
tud
y C
hri
stia
nit
y an
d a
t le
ast
on
e o
ther
exa
mp
le o
f a r
elig
ion
o
r w
orl
dvi
ew t
hro
ugh
key
sta
ge 1
in a
co
her
ent
way
.
-
16
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
th
ese
are
no
t
lega
l req
uir
emen
ts a
s in
th
e n
atio
nal
cu
rric
ulu
m.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t co
lum
n
B1
. Ask
an
d r
esp
on
d t
o q
ues
tio
ns
abo
ut
wh
at in
div
idu
als
and
co
mm
un
itie
s d
o, a
nd
why
, so
th
at p
up
ils c
an id
enti
fy
wh
at d
iffe
ren
ce b
elo
ngi
ng
to a
co
mm
un
ity
mig
ht
mak
e.
•
Pu
pils
fin
d o
ut
abo
ut
wh
at p
eop
le w
ith
dif
fere
nt
relig
ion
s an
d w
orl
dvi
ews
do
to
cel
ebra
te t
he
fru
itfu
lnes
s o
f
the
eart
h (e
.g. i
n H
arve
st fe
stiv
als,
an
d in
gen
ero
sity
to
th
ose
in n
eed
), re
spo
nd
ing
to q
ues
tio
ns
abo
ut
bei
ng
gen
ero
us
•
Pu
pils
dis
cuss
rea
son
s w
hy s
om
e p
eop
le g
o t
o m
osq
ues
, syn
ago
gues
or
chu
rch
es o
ften
, bu
t o
ther
peo
ple
nev
er
go t
o h
oly
bu
ildin
gs, a
nd
why
so
me
peo
ple
pra
y ev
ery
day
, bu
t o
ther
s n
ot
at a
ll
•
Lin
kin
g to
PSH
E, p
up
ils m
ake
lists
of t
he
dif
fere
nt
gro
up
s to
wh
ich
th
ey b
elo
ng
and
co
nsi
der
th
e w
ays
thes
e
con
trib
ute
to
hu
man
hap
pin
ess.
B2
. Ob
serv
e an
d r
eco
un
t d
iffe
ren
t w
ays
of e
xpre
ssin
g
iden
tity
an
d b
elo
ngi
ng,
res
po
nd
ing
sen
siti
vely
for
them
selv
es.
•
Pu
pils
lear
n a
bo
ut
the
dai
ly li
fe o
f a M
usl
im o
r Je
wis
h c
hild
(eg
fro
m a
tea
cher
’s u
se o
f per
son
a d
olls
), an
d
mak
e an
illu
stra
ted
list
of s
ign
s o
f bel
on
gin
g in
clu
din
g u
sin
g sp
ecia
l fo
od
, clo
thin
g, p
raye
r, sc
rip
ture
, fam
ily li
fe,
wo
rsh
ip a
nd
fest
ivit
ies.
Pu
pils
mak
e a
list
of t
he
way
s th
ey s
ho
w h
ow
th
ey b
elo
ng
as w
ell
•
Pu
pils
exp
ress
cre
ativ
ely
(e.g
. in
art
, po
etry
or
dra
ma)
th
eir
ow
n id
eas
abo
ut
the
qu
esti
on
s: W
ho
am
I? W
her
e
do
I b
elo
ng?
•
Pu
pils
wat
ch a
sh
ort
film
ab
ou
t th
e H
ind
u c
reat
ion
sto
ry a
nd
tal
k ab
ou
t d
iffe
ren
t st
ages
of t
he
cycl
e o
f lif
e.
B3
. No
tice
an
d r
esp
on
d s
ensi
tive
ly t
o s
om
e si
mila
riti
es
bet
wee
n d
iffe
ren
t re
ligio
ns
and
wo
rld
view
s.
•
Pu
pils
use
a s
et o
f ph
oto
s o
r a
list
of r
elig
iou
s it
ems
they
hav
e en
cou
nte
red
in k
ey s
tage
1 R
E t
o s
ort
an
d o
rder
,
sayi
ng
wh
ich
item
s ar
e co
nn
ecte
d t
o a
par
ticu
lar
relig
ion
an
d w
hic
h a
re c
on
nec
ted
to
mo
re t
han
on
e re
ligio
n
•
Lin
kin
g to
En
glis
h, p
up
ils u
se k
ey w
ord
s (e
.g. h
oly
, sac
red
, scr
iptu
re, f
esti
val,
sym
bo
l, h
um
anis
t) t
o p
rese
nt
idea
s
or
wri
te a
bo
ut
two
dif
fere
nt
relig
ion
s o
r w
orl
dvi
ews
abo
ut
wh
ich
th
ey h
ave
lear
ned
.
-
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
th
ese
are
no
t
lega
l req
uir
emen
ts a
s in
th
e n
atio
nal
cu
rric
ulu
m.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t co
lum
n
C1
. Exp
lore
qu
esti
on
s ab
ou
t b
elo
ngi
ng,
mea
nin
g an
d
tru
th s
o t
hat
th
ey c
an e
xpre
ss t
hei
r o
wn
idea
s an
d
op
inio
ns
in r
esp
on
se u
sin
g w
ord
s, m
usi
c, a
rt o
r p
oet
ry.
•
Pu
pils
wo
rk in
gro
up
s to
use
art
, mu
sic
and
po
etry
to
res
po
nd
to
idea
s ab
ou
t G
od
fro
m d
iffe
ren
t re
ligio
ns
and
wo
rld
view
s, e
xpre
ssin
g id
eas
of t
hei
r o
wn
an
d c
om
men
tin
g o
n s
om
e id
eas
of o
ther
s
•
Pu
pils
ask
an
d a
nsw
er a
ran
ge o
f ‘h
ow
’ an
d ‘w
hy’ q
ues
tio
ns
abo
ut
ho
w p
eop
le p
ract
ise
thei
r re
ligio
n
•
Lin
kin
g to
‘Ph
iloso
phy
for
Ch
ildre
n’, p
up
ils t
hin
k ab
ou
t an
d r
esp
on
d t
o ‘b
ig q
ues
tio
ns’
in a
cla
ssro
om
en
qu
iry
usi
ng
a st
ory
of A
dam
an
d E
ve o
r a
vid
eo c
lip o
f ch
ildre
n a
skin
g q
ues
tio
ns
abo
ut
Go
d a
s a
stim
ulu
s.
C2
. Fin
d o
ut
abo
ut
and
res
po
nd
wit
h id
eas
to e
xam
ple
s
of c
o-o
per
atio
n b
etw
een
peo
ple
wh
o a
re d
iffe
ren
t.
•
Pu
pils
dis
cuss
sto
ries
of c
o-o
per
atio
n fr
om
dif
fere
nt
trad
itio
ns
and
so
urc
es a
nd
mak
e a
‘Rec
ipe
for
livin
g
toge
ther
hap
pily
’ or
a ‘C
lass
ch
arte
r fo
r m
ore
kin
dn
ess
and
less
figh
tin
g’
•
Lin
kin
g to
En
glis
h a
nd
PSH
E p
up
ils c
ou
ld p
lay
som
e co
llab
ora
tive
gam
es, a
nd
tal
k ab
ou
t h
ow
th
e ga
mes
pu
t th
e
teac
hin
g o
f th
e ‘G
old
en R
ule
’ in
to a
ctio
n
•
Pu
pils
no
tice
an
d t
alk
abo
ut
the
fact
th
at p
eop
le c
om
e fr
om
dif
fere
nt
relig
ion
s, r
esp
on
din
g to
th
e q
ues
tio
ns-
‘Ho
w c
an w
e te
ll? H
ow
can
we
live
toge
ther
wh
en w
e ar
e al
l so
dif
fere
nt?
’
C3
. Fin
d o
ut
abo
ut
qu
esti
on
s o
f rig
ht
and
wro
ng
and
beg
in t
o e
xpre
ss t
hei
r id
eas
and
op
inio
ns
in r
esp
on
se.
•
Pu
pils
res
po
nd
to
a q
uie
t re
flec
tio
n o
r a
guid
ed v
isu
alis
atio
n b
y ch
oo
sin
g o
ne
valu
e th
ey t
hin
k th
e w
orl
d n
eed
s
mo
re o
f to
day
fro
m a
list
of v
alu
es, a
nd
by
illu
stra
tin
g th
eir
cho
ice
in d
iffe
ren
t m
edia
•
Lin
kin
g to
En
glis
h, p
up
ils c
ou
ld a
sk q
ues
tio
ns
abo
ut
goo
dn
ess,
an
d w
rite
sen
ten
ces
that
say
wh
at h
app
ens
wh
en
peo
ple
are
kin
d, t
han
kfu
l, fa
ir o
r ge
ner
ou
s, a
nd
wh
at h
app
ens
wh
en p
eop
le a
re u
nki
nd
, un
grat
efu
l, u
nfa
ir o
r
mea
n
•
Pu
pils
loo
k at
ho
w d
iffe
ren
t p
eop
le h
ave
exp
ress
ed t
hei
r id
eas
abo
ut
Go
d, a
nd
th
ink
and
tal
k ab
ou
t th
eir
ow
n
idea
s ab
ou
t G
od
.
17
-
Key
sta
ge 2
Pu
pils
sh
ou
ld e
xten
d t
hei
r kn
ow
led
ge a
nd
un
der
stan
din
g o
f rel
igio
ns
and
wo
rld
view
s12, r
eco
gnis
ing
thei
r lo
cal,
nat
ion
al a
nd
glo
bal
co
nte
xts.
T
hey
sh
ou
ld b
e in
tro
du
ced
to
an
ext
end
ed r
ange
of s
ou
rces
an
d s
ub
ject
sp
ecifi
c vo
cab
ula
ry. T
hey
sh
ou
ld b
e en
cou
rage
d t
o b
e cu
rio
us
and
to
ask
in
crea
sin
gly
chal
len
gin
g q
ues
tio
ns
abo
ut
relig
ion
, bel
ief,
valu
es a
nd
hu
man
life
. Pu
pils
sh
ou
ld le
arn
to
exp
ress
th
eir
ow
n id
eas
in r
esp
on
se t
o t
he
mat
eria
l th
ey e
nga
ge w
ith
, id
enti
fyin
g re
leva
nt
info
rmat
ion
, sel
ecti
ng
exam
ple
s an
d g
ivin
g re
aso
ns
to s
up
po
rt t
hei
r id
eas
and
vie
ws.
Mo
re s
pec
ifica
lly p
up
ils s
ho
uld
be
tau
ght
to:
12B
read
th: i
n li
ne
wit
h t
he
law
an
d t
he
stat
emen
t ab
ou
t b
read
th o
f lea
rnin
g o
n p
15
ab
ove,
go
od
pra
ctic
e sh
ou
ld e
nab
le p
up
ils t
o
stu
dy
Ch
rist
ian
ity
and
at
leas
t tw
o o
ther
exa
mp
les
of a
rel
igio
n o
r w
orl
dvi
ew t
hro
ugh
key
sta
ge 2
in a
co
her
ent
and
pro
gres
ssiv
e w
ay.
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
th
ese
are
no
t
lega
l req
uir
emen
ts a
s in
th
e n
atio
nal
cu
rric
ulu
m.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t co
lum
n
A1
. Des
crib
e an
d m
ake
con
nec
tio
ns
bet
wee
n d
iffe
ren
t
feat
ure
s o
f th
e re
ligio
ns
and
wo
rld
view
s th
ey s
tud
y,
dis
cove
rin
g m
ore
ab
ou
t ce
leb
rati
on
s, w
ors
hip
,
pilg
rim
ages
an
d t
he
ritu
als
wh
ich
mar
k im
po
rtan
t
po
ints
in li
fe, i
n o
rder
to
refl
ect
on
th
eir
sign
ifica
nce
.
•
Pu
pils
mak
e so
me
con
nec
tio
ns
bet
wee
n H
ajj f
or
Mu
slim
s an
d p
ilgri
mag
e to
Lo
urd
es, I
on
a o
r ‘t
he
Ho
ly L
and
’ fo
r
Ch
rist
ian
s, d
escr
ibin
g th
e m
oti
ves
peo
ple
hav
e fo
r m
akin
g sp
irit
ual
jou
rney
s
•
Pu
pils
des
crib
e sp
irit
ual
way
s o
f cel
ebra
tin
g d
iffe
ren
t fe
stiv
als,
an
d r
eflec
t o
n t
he
reas
on
s w
hy s
om
e p
eop
le
valu
e su
ch c
eleb
rati
on
s ve
ry h
igh
ly, b
ut
oth
ers
no
t at
all
•
Pu
pils
co
mp
are
ho
w C
hri
stia
ns,
Mu
slim
s, H
ind
us
or
hu
man
ists
cel
ebra
te a
mar
riag
e an
d e
xpre
ss a
nd
arg
ue
for
idea
s o
f th
eir
ow
n a
bo
ut
par
tner
ship
, in
dis
cuss
ion
s o
r in
wri
tin
g.
A2
. Des
crib
e an
d u
nd
erst
and
lin
ks b
etw
een
sto
ries
and
oth
er a
spec
ts o
f th
e co
mm
un
itie
s th
ey a
re
inve
stig
atin
g, r
esp
on
din
g th
ou
ghtf
ully
to
a r
ange
of
sou
rces
of w
isd
om
an
d t
o b
elie
fs a
nd
tea
chin
gs t
hat
aris
e fr
om
th
em in
dif
fere
nt
com
mu
nit
ies.
•
Lin
kin
g to
En
glis
h, p
up
ils c
on
sid
er h
ow
so
me
text
s fr
om
th
e To
rah
(e.g
. th
e Sh
ema)
, th
e B
ible
(e.g
. 1 C
ori
nth
ian
s
13
) an
d t
he
Qu
r’an
(e.g
. Th
e 1
st S
ura
h, t
he
Op
enin
g) a
re s
een
as
sou
rces
of w
isd
om
in d
iffe
ren
t tr
adit
ion
s. T
hey
resp
on
d t
o t
he
idea
s fo
un
d in
th
e te
xts
wit
h id
eas
of t
hei
r o
wn
•
Pu
pils
inve
stig
ate
asp
ects
of c
om
mu
nit
y lif
e su
ch a
s w
eekl
y w
ors
hip
, ch
arit
able
giv
ing
or
bel
iefs
ab
ou
t p
raye
r,
sho
win
g th
eir
un
der
stan
din
g an
d e
xpre
ssin
g id
eas
of t
hei
r o
wn
•
Pu
pils
co
mp
are
the
text
s in
th
e C
hri
stia
n g
osp
els
that
tel
l th
e st
ori
es o
f sh
eph
erd
s an
d w
ise
men
at
Jesu
s’ b
irth
,
exp
lori
ng
ho
w t
hey
are
rem
emb
ered
an
d c
eleb
rate
d in
a r
ange
of C
hri
stm
as fe
stiv
itie
s.
A3
. Exp
lore
an
d d
escr
ibe
a ra
nge
of b
elie
fs, s
ymb
ols
and
act
ion
s so
th
at t
hey
can
un
der
stan
d d
iffe
ren
t w
ays
of l
ife
and
way
s o
f exp
ress
ing
mea
nin
g.
•
Pu
pils
pu
rsu
e an
en
qu
iry
into
bel
iefs
ab
ou
t w
ors
hip
, rel
atin
g th
e m
ean
ings
of s
ymb
ols
an
d a
ctio
ns
use
d in
wo
rsh
ip s
uch
as
bo
win
g d
ow
n, m
akin
g m
usi
c to
geth
er, s
har
ing
foo
d o
r sp
eaki
ng
to G
od
(e.g
. in
pra
yer)
to
eve
nts
and
tea
chin
gs fr
om
a r
elig
ion
th
ey s
tud
y
•
Pu
pils
co
nsi
der
ho
w t
he
mea
nin
gs o
f a p
arab
le o
f Jes
us
are
exp
ress
ed in
po
etry
, vid
eo, s
tain
ed g
lass
an
d d
ram
a.
•
Pu
pils
des
crib
e th
e im
pac
t o
f Hin
du
tea
chin
g ab
ou
t h
arm
less
nes
s (a
him
sa) o
n q
ues
tio
ns
abo
ut
wh
at p
eop
le e
at
and
ho
w p
eop
le t
reat
an
imal
s. T
hey
exp
ress
th
eir
ow
n id
eas.
18
-
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
th
ese
are
no
t
lega
l req
uir
emen
ts a
s in
th
e n
atio
nal
cu
rric
ulu
m.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t co
lum
n
B1
. Ob
serv
e an
d u
nd
erst
and
var
ied
exa
mp
les
of
relig
ion
s an
d w
orl
dvi
ews
so t
hat
th
ey c
an e
xpla
in, w
ith
reas
on
s, t
hei
r m
ean
ings
an
d s
ign
ifica
nce
to
ind
ivid
ual
s
and
co
mm
un
itie
s.
•
Lin
kin
g to
His
tory
an
d D
esig
n T
ech
no
logy
pu
pils
co
nsi
der
ho
w t
he
arch
itec
ture
of c
hu
rch
es, m
osq
ues
, man
dir
s
or
gurd
war
as e
xpre
sses
a c
om
mu
nit
y’s
way
of l
ife,
val
ues
an
d b
elie
fs
•
Pu
pils
dev
elo
p t
hei
r u
nd
erst
and
ing
of b
elie
fs a
bo
ut
life
afte
r d
eath
in t
wo
rel
igio
ns
and
hu
man
ism
thr
ough
seek
ing
answ
ers
to th
eir
own
ques
tion
s an
d ar
ticu
lati
ng r
easo
ns fo
r th
eir
own
idea
s an
d re
spon
ses
•
Pu
pils
use
th
eir
det
aile
d u
nd
erst
and
ing
of r
elig
iou
s p
ract
ice
such
as
the
Fiv
e P
illar
s o
f Isl
am a
nd
wo
rsh
ip o
f a
dei
ty in
a H
ind
u fa
mily
an
d a
man
dir
to
des
crib
e th
e si
gnifi
can
ce o
f bei
ng
par
t o
f a r
elig
ion
.
B2
. Un
der
stan
d t
he
chal
len
ges
of c
om
mit
men
t to
a
com
mu
nit
y o
f fai
th o
r b
elie
f, su
gges
tin
g w
hy b
elo
ngi
ng
to a
co
mm
un
ity
may
be
valu
able
, bo
th in
th
e d
iver
se
com
mu
nit
ies
bei
ng
stu
die
d a
nd
in t
hei
r o
wn
live
s.
•
Pu
pils
exp
lore
th
e liv
es o
f key
lead
ers
fro
m B
ud
dh
ist
and
Ch
rist
ian
co
nte
mp
ora
ry li
fe, d
escr
ibin
g th
e ch
alle
nge
s
they
hav
e fa
ced
an
d t
he
com
mit
men
ts b
y w
hic
h t
hey
hav
e liv
ed
•
Pu
pils
fin
d o
ut
abo
ut
ho
w c
eleb
rati
ng
Div
ali b
rin
gs t
he
Hin
du
or
Sikh
co
mm
un
ity
toge
ther
, an
d e
xpre
sses
com
mit
men
t to
val
ues
of i
nte
rdep
end
ence
an
d g
ener
osi
ty
•
Lin
kin
g to
th
e ex
pre
ssiv
e ar
ts, p
up
ils d
evel
op
th
eir
ow
n im
agin
ativ
e an
d c
reat
ive
way
s o
f exp
ress
ing
som
e o
f
thei
r o
wn
co
mm
itm
ents
su
ch a
s w
ork
ing
har
d a
t sp
ort
or
mu
sic,
car
ing
for
anim
als
and
th
e en
viro
nm
ent,
lovi
ng
thei
r fa
mily
or
serv
ing
Go
d.
B3
. Ob
serv
e an
d c
on
sid
er d
iffe
ren
t d
imen
sio
ns
of r
elig
ion
, so
th
at t
hey
can
exp
lore
an
d s
ho
w
un
der
stan
din
g o
f sim
ilari
ties
an
d d
iffe
ren
ces
wit
hin
and
bet
wee
n d
iffe
ren
t re
ligio
ns
and
wo
rld
view
s.
•
Pu
pils
use
th
eir
thin
kin
g ab
ou
t st
ori
es o
f Mo
ses
and
Jes
us
to e
xplo
re h
ow
Jew
s an
d C
hri
stia
ns
tod
ay c
eleb
rate
key
even
ts fr
om
th
eir
his
tory
(e.g
. in
Pas
sove
r an
d L
ent)
•
Pu
pils
list
an
d d
escr
ibe
sim
ilari
ties
an
d d
iffe
ren
ces
in t
he
way
s d
iffe
ren
t tr
adit
ion
s ex
pre
ss w
hat
‘bel
on
gin
g’
mea
ns
to t
hem
•
Lin
kin
g to
En
glis
h, p
up
ils fi
nd
ou
t ab
ou
t d
iffe
ren
t fo
rms
of p
raye
r an
d m
edit
atio
n in
dif
fere
nt
relig
ion
s an
d
wo
rld
view
s, a
nd
wri
te s
om
e p
raye
rs o
r m
edit
atio
ns
suit
ed t
o p
arti
cula
r o
ccas
ion
s an
d t
rad
itio
ns.
Th
is is
on
e
po
int,
am
on
g m
any,
wh
ere
RE
can
pro
vid
e ke
y o
pp
ort
un
itie
s fo
r p
up
ils’ s
pir
itu
al d
evel
op
men
t.
No
te: d
iffe
ren
t d
imen
sio
ns
of r
elig
ion
or
wo
rld
view
incl
ud
e, fo
r ex
amp
le, n
arra
tive
s, b
elie
fs, e
thic
s, a
nd
so
cial
life
19
-
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
thes
e ar
e n
ot
lega
l req
uir
emen
ts a
s in
the
nat
ion
al c
urr
icu
lum
.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t
colu
mn
C1
. Dis
cuss
an
d p
rese
nt
tho
ugh
tfu
lly
thei
r o
wn
an
d o
ther
s’ v
iew
s o
n
chal
len
gin
g q
ues
tio
ns
abo
ut
bel
on
gin
g,
mea
nin
g, p
urp
ose
an
d t
ruth
, ap
ply
ing
idea
s o
f th
eir
ow
n in
dif
fere
nt
form
s
incl
ud
ing
(e.g
.) re
aso
nin
g, m
usi
c, a
rt a
nd
po
etry
.
•
Pu
pils
dis
cuss
dif
fere
nt
per
spec
tive
s o
n q
ues
tio
ns
abo
ut
the
beg
inn
ings
of l
ife
on
Ear
th, s
o t
hat
th
ey c
an d
escr
ibe
dif
fere
nt
way
s sc
ien
ce a
nd
rel
igio
ns
trea
t q
ues
tio
ns
of o
rigi
ns
•
Lin
kin
g w
ith
th
e ex
pre
ssiv
e ar
ts c
urr
icu
lum
, pu
pils
cre
ate
wo
rks
of a
rt o
r m
usi
c w
hic
h e
xpre
ss t
hei
r u
nd
erst
and
ing
of w
hat
it
mea
ns
to b
elo
ng
to a
rel
igio
n o
r w
orl
dvi
ew
•
Pu
pils
dis
cuss
an
d d
ebat
e re
aso
ns
why
dif
fere
nt
peo
ple
hav
e d
iffe
ren
t id
eas
abo
ut
the
div
ine
e.g.
wh
eth
er G
od
is r
eal a
nd
wh
at
Go
d is
like
.
No
te: p
up
ils a
re n
ot
req
uir
ed t
o e
xpre
ss p
erso
nal
bel
iefs
in a
ny c
oer
cive
way
in R
E; g
oo
d R
E e
nco
ura
ges
an o
pen
hea
rted
an
d
bro
ad m
ind
ed a
pp
roac
h t
o d
iffe
ren
t b
elie
fs.
C2
. Co
nsi
der
an
d a
pp
ly id
eas
abo
ut
way
s in
wh
ich
div
erse
co
mm
un
itie
s ca
n
live
toge
ther
for
the
wel
l-b
ein
g o
f all,
resp
on
din
g th
ou
ghtf
ully
to
idea
s ab
ou
t
com
mu
nit
y, v
alu
es a
nd
res
pec
t.
•
Pu
pils
dis
cove
r an
d e
xplo
re w
hat
Jew
ish
peo
ple
, hu
man
ists
an
d C
hri
stia
ns
teac
h a
bo
ut
ho
w p
eop
le c
an li
ve t
oge
ther
for
the
wel
l-b
ein
g o
f all
•
Pu
pils
dis
cuss
an
d a
pp
ly id
eas
fro
m d
iffe
ren
t re
ligio
us
cod
es fo
r liv
ing
(e.g
. Co
mm
and
men
ts, P
rece
pts
or
Ru
les)
, to
co
mp
ile a
char
ter
of t
hei
r o
wn
mo
ral v
alu
es, a
pp
lyin
g th
eir
idea
s to
issu
es o
f res
pec
t fo
r al
l
•
Lin
kin
g to
Mat
hem
atic
s an
d G
eogr
aphy
, pu
pils
use
loca
l an
d n
atio
nal
cen
sus
stat
isti
cs t
o d
evel
op
acc
ura
te u
nd
erst
and
ing
of
the
relig
iou
s p
lura
lity
of t
hei
r lo
calit
y an
d o
f Bri
tain
to
day
.
No
te: T
his
wo
rk o
ffer
s va
luab
le o
pp
ort
un
itie
s fo
r en
gage
men
t w
ith
rel
igio
ns
wit
h a
sig
nifi
can
t lo
cal p
rese
nce
: pu
pils
may
lear
n a
bo
ut
the
con
trib
uti
on
s o
f, fo
r ex
amp
le, J
ain
s, Z
oro
astr
ian
s o
r m
emb
ers
of t
he
Bah
á’í f
aith
to
inte
r fa
ith
wo
rk. T
hes
e
com
mu
nit
ies
can
als
o b
e st
ud
ied
els
ewh
ere
in t
he
RE
cu
rric
ulu
m.
C3
. Dis
cuss
an
d a
pp
ly t
hei
r o
wn
an
d
oth
ers’
idea
s ab
ou
t et
hic
al q
ues
tio
ns,
incl
ud
ing
idea
s ab
ou
t w
hat
is r
igh
t
and
wro
ng
and
wh
at is
just
an
d fa
ir,
and
exp
ress
th
eir
ow
n id
eas
clea
rly
in
resp
on
se.
•
Pu
pils
ap
ply
th
eir
ow
n id
eas
abo
ut
just
ice
and
fair
nes
s to
th
e w
ork
of t
hre
e d
evel
op
men
t ch
arit
ies
such
as
Ch
rist
ian
Aid
,
Isla
mic
Rel
ief a
nd
Oxf
am
•
Pu
pils
wri
te p
ersu
asiv
ely
abo
ut
the
reas
on
s w
hy p
eop
le w
ho
hav
e a
par
ticu
lar
relig
iou
s b
ackg
rou
nd
or
no
n-r
elig
iou
s
wo
rld
view
try
to
hel
p p
eop
le w
ho
are
vu
lner
able
(eg
vict
ims
of n
atu
ral d
isas
ters
or
pre
jud
ice,
peo
ple
wh
o li
ve w
ith
dis
abili
ties
or
peo
ple
aff
ecte
d b
y w
ar)
•
Lin
kin
g to
Cit
izen
ship
Ed
uca
tio
n, p
up
ils c
on
sid
er t
he
Ten
Co
mm
and
men
ts (J
ewis
h) a
nd
th
e F
ive
Pre
cep
ts (B
ud
dh
ist)
,
exp
ress
ing
thei
r id
eas
abo
ut
righ
t an
d w
ron
g in
th
e lig
ht
of t
hei
r le
arn
ing.
No
te: t
his
is o
ne
po
int,
am
on
g m
any,
wh
ere
RE
can
pro
vid
e ke
y o
pp
ort
un
itie
s fo
r p
up
ils’ m
ora
l dev
elo
pm
ent.
20
-
13B
read
th: i
n li
ne
wit
h t
he
law
an
d t
he
stat
emen
t ab
ou
t b
read
th o
f lea
rnin
g o
n p
15
ab
ove,
go
od
pra
ctic
e sh
ou
ld e
nab
le p
up
ils t
o s
tud
y C
hri
stia
nit
y an
d a
t le
ast
two
oth
er e
xam
ple
s o
f a r
elig
ion
or
wo
rld
view
th
rou
gh k
ey s
tage
3 in
a c
oh
eren
t an
d p
rogr
essi
ve w
ay.
Key
sta
ge 3
Stu
den
ts s
ho
uld
ext
end
an
d d
eep
en t
hei
r kn
ow
led
ge a
nd
un
der
stan
din
g o
f a r
ange
of r
elig
ion
s an
d w
orl
dvi
ews1
3, r
eco
gnis
ing
thei
r lo
cal,
nat
ion
al a
nd
glo
bal
co
nte
xt.
Bu
ildin
g o
n t
hei
r p
rio
r le
arn
ing,
th
ey le
arn
to
ap
pre
ciat
e re
ligio
ns
and
wo
rld
view
s in
sys
tem
atic
way
s. T
hey
sh
ou
ld d
raw
on
a w
ide
ran
ge o
f su
bje
ct s
pec
ific
lan
guag
e
con
fid
entl
y an
d fl
exib
ly, l
earn
ing
to u
se t
he
con
cep
ts o
f rel
igio
us
stu
dy
to d
escr
ibe
the
nat
ure
of r
elig
ion
. Th
ey s
ho
uld
un
der
stan
d h
ow
bel
iefs
infl
uen
ce t
he
valu
es a
nd
live
s
of i
nd
ivid
ual
s an
d g
rou
ps,
an
d h
ow
rel
igio
ns
and
wo
rld
view
s h
ave
an im
pac
t o
n w
ider
cu
rren
t af
fair
s. T
hey
sh
ou
ld b
e ab
le t
o a
pp
rais
e th
e p
ract
ices
an
d b
elie
fs t
hey
stu
dy
wit
h in
crea
sin
g d
isce
rnm
ent
bas
ed o
n a
nal
ysis
, in
terp
reta
tio
n a
nd
eva
luat
ion
, dev
elo
pin
g th
eir
cap
acit
y to
art
icu
late
wel
l-re
aso
ned
po
siti
on
s.
Mo
re s
pec
ifica
lly s
tud
ents
sh
ou
ld b
e ta
ugh
t to
:
21
-
Req
uir
emen
tsN
ote
: as
this
is n
ot
a st
atu
tory
do
cum
ent,
th
ese
are
no
t le
gal
req
uir
emen
ts a
s in
th
e n
atio
nal
curr
icu
lum
.
Exa
mp
les
and
no
tes
No
te: t
he
exam
ple
s fr
om
rel
igio
ns
and
wo
rld
view
s gi
ven
bel
ow
do
no
t co
nst
itu
te a
syl
lab
us
bu
t ill
ust
rate
wh
at is
mea
nt
in t
he
firs
t
colu
mn
A1
. Exp
lain
an
d in
terp
ret
way
s th
at
the
his
tory
an
d c
ult
ure
of r
elig
ion
s an
d
wo
rld
view
s in
flu
ence
ind
ivid
ual
s an
d
com
mu
nit
ies,
incl
ud
ing
a w
ide
ran
ge
of b
elie
fs a
nd
pra
ctic
es, i
n o
rder
to
app
rais
e re
aso
ns
why
so
me
peo
ple
sup
po
rt a
nd
oth
ers
qu
esti
on
th
ese
infl
uen
ces.
•
Lin
kin
g to
His
tory
, stu
den
ts p
lan
an
d r
epo
rt o
n a
n in
vest
igat
ion
into
th
e im
pac
t o
f tw
o k
ey le
ader
s, t
hin
kers
or
fou
nd
ers
of
relig
ion
s o
r w
orl
dvi
ews
on
th
eir
com
mu
nit
ies
or
on
ind
ivid
ual
s to
day
•
Stu
den
ts e
xam
ine
ho
w s
pir
itu
al e
xper
ien
ces
(su
ch a
s se
nsi
ng
the
pre
sen
ce o
f Go
d, o
r th
e ex
per
ien
ce o
f an
swer
ed p
raye
r) h
ave
an
imp
act
on
so
me
mem
ber
s o
f dif
fere
nt
com
mu
nit
ies.
Th
ey d
evel
op
rea
son
ed a
rgu
men
ts t
o s
up
po
rt t
hei
r id
eas
abo
ut
thes
e ki
nd
s o
f
clai
ms
or
even
ts
•
Lin
kin
g to
Geo
grap
hy, s
tud
ents
inve
stig
ate
the
dem
ogr
aph
ics
of C
hri
stia
nit
y, J
ud
aism
or
Sikh
ism
or
‘No
Rel
igio
us
bel
ief’
in t
hei
r
loca
l are
a an
d w
ider
reg
ion
.
No
te: t
his
is a
n a
spec
t o
f RE
th
at p
rovi
des
man
y o
pp
ort
un
itie
s fo
r st
ud
ents
’ so
cial
an
d c
ult
ura
l dev
elo
pm
ent.
A2
. Exp
lain
an
d in
terp
ret
a ra
nge
of b
elie
fs, t
each
ings
an
d s
ou
rces
of w
isd
om
an
d a
uth
ori
ty in
clu
din
g
exp
erie
nce
in o
rder
to
un
der
stan
d
relig
ion
s an
d w
orl
dvi
ews
as c
oh
eren
t
syst
ems
or
way
s o
f see
ing
the
wo
rld
.
•
Stu
den
ts d
evel
op
th
eir
mo
ral r
easo
nin
g sk
ills
by s
tud
yin
g m
ora
l id
eas
fro
m H
um
anis
m a
bo
ut
goo
d w
ays
to li
ve. T
hey
co
mp
are
thes
e id
eas
wit
h C
hri
stia
n s
ou
rces
of a
uth
ori
ty a
nd
wis
do
m, r
esp
on
din
g sy
stem
atic
ally
•
Stu
den
ts s
elec
t an
d in
terp
ret
text
s fr
om
th
e Q
ur’
an a
nd
Had
ith
to
exp
lain
an
d e
xem
plif
y th
eir
un
der
stan
din
g o
f Mu
slim
bel
iefs
an
d
way
s o
f see
ing
the
wo
rld
•
Stu
den
ts c
on
sid
er h
ow
sac
red
wri
tin
gs s
uch
as
the
Tora
h o
r th
e B
hag
avad
Git
a, o
r o
ther
so
urc
es o
f wis
do
m, p
rovi
de
eth
ical
guid
ance
an
d s
pir
itu
al n
urt
ure
to
mem
ber
s o
f dif
fere
nt
com
mu
nit
ies
•
Stu
den
ts c
on
sid
er w
hy s
o m
any
sou
rces
of w
isd
om
an
d a
uth
ori
ty in
rel
igio
ns
and
wo
rld
view
s ar
e m
en, a
nd
so
few
are
wo
men
.
Th
ey a
pp
rais
e so
me
sou
rces
of f
emal
e w
isd
om
, fro
m w
ith
in o
r b
eyo
nd
rel
igio
ns
and
wo
rld
view
s
•
Stu
den
ts c
on
sid
er t
he
imp
ort
ance
of e
xper
ien
ce a
s a
sou
rce
of w
isd
om
an
d a
uth
ori
ty in
clu
din
g re
ligio
us
exp
erie
nce
an
d e
very
day
hu
man
exp
erie
nce
.
No
te: T
he
focu
s o
n in
terp
reta
tio
n o
f rel
igio
ns
and
wo
rld
view
s re
qu
ires
lear
ner
s to
be
acti
ve in
en
gagi
ng
wit
h t
exts
an
d is
sues
an
d
resp
on
din
g w
ith
rea
son
ed id
eas
of t
hei
r o
wn
.
A3
. Exp
lain
ho
w a
nd
why
ind
ivid
ual
s
and
co
mm
un
itie
s ex
pre
ss t
he
mea
nin
gs o
f th
eir
bel
iefs
an
d v
alu
es
in m
any
dif
fere
nt
form
s an
d w
ays
of l
ivin
g, e
nq
