Honesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - Determination

RELIGIOUS AND MORAL RELIGIOUS AND MORAL EDUCATIONEDUCATION

IN IN KILLEARN PRIMARY KILLEARN PRIMARY

SCHOOLSCHOOLThe Bible and The Bible and beyond………beyond………

Honesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - Determination

How did we get here?How did we get here?

• Using our VALUES to underpin all Using our VALUES to underpin all developmental thinking developmental thinking

• Building our RME Programme of Building our RME Programme of Study incorporating our key values..Study incorporating our key values..

Honesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - DeterminationHonesty – Fairness – Respect – Responsibility - Determination

Building our Building our RME Programme of StudyRME Programme of Study

to incorporate our key valuesto incorporate our key values• Developing our capacity to be active and responsible Developing our capacity to be active and responsible

citizenscitizens• Developing in each person : Developing in each person :

self confidenceself confidenceself- esteemself- esteemstrategies for learning to learnstrategies for learning to learn

• Using values to develop our Managing Behaviour PolicyUsing values to develop our Managing Behaviour Policy• Building the skills needed for social interactionBuilding the skills needed for social interaction• Creating the opportunities for developing in the community Creating the opportunities for developing in the community

and environmentand environment• Allowing opportunities to use values ‘themes’ in Allowing opportunities to use values ‘themes’ in

assembliesassemblies• Giving opportunities for discussion and debate at all stagesGiving opportunities for discussion and debate at all stages

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Features of RME ProgrammeFeatures of RME Programme

In planning learning and teaching in religious and moral education, In planning learning and teaching in religious and moral education, teachers will be able to:teachers will be able to:

• sensitively take account of and value the religious and cultural sensitively take account of and value the religious and cultural diversity within their own local communities, using relevant diversity within their own local communities, using relevant contexts which are familiar to young peoplecontexts which are familiar to young people

• actively encourage children and young people to participate in actively encourage children and young people to participate in service to others service to others

• develop, through knowledge and understanding and discussion develop, through knowledge and understanding and discussion and active debate, an ability to understand other people’s and active debate, an ability to understand other people’s beliefsbeliefs

• draw upon a variety of approaches including active learning and draw upon a variety of approaches including active learning and planned, purposeful playplanned, purposeful play

• encourage the development of enquiry and critical thinking skillsencourage the development of enquiry and critical thinking skills

• create opportunities for the development of problem solving create opportunities for the development of problem solving skillsskills

• build in time for personal reflection and encourage discussion in build in time for personal reflection and encourage discussion in depth and debatedepth and debate

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Features of RME Programme – contd.Features of RME Programme – contd.

• provide opportunities for collaborative and independent provide opportunities for collaborative and independent learninglearning

• take account of the faith background, circumstances and take account of the faith background, circumstances and developmental stage of the children and young people and developmental stage of the children and young people and their capacity to engage with complex ideastheir capacity to engage with complex ideas

• recognise and build on the considerable scope for recognise and build on the considerable scope for connections between themes and learning in religious and connections between themes and learning in religious and moral education and other areas of the curriculummoral education and other areas of the curriculum

• make appropriate and imaginative use of technologymake appropriate and imaginative use of technology• build on the principles of Assessment is for Learning.build on the principles of Assessment is for Learning.

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• Active learning approaches, including collaborative learning, will encourage children and young people to discuss and share ideas, experiences and moral challenges in a variety of ways, as well as develop skills for life and work such as communication, working with others and problem solving.

• Teachers will ensure that children and young people from within any faith are treated with sensitivity. While some may wish to discuss their faith, others may not. Teachers should not assume that any child or young person should be automatically drawn upon as a source of information.

• Viewpoints independent of religious belief can be considered within the learning and teaching approaches adopted for Christianity and world religions selected for study. The experiences and outcomes in development of beliefs and values support the development of broader understanding and permeate learning and teaching.

• Above all, it is the teacher who brings the inspiration and challenge critical to achieving our aspirations for all young people.

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Our recent developments in RMEOur recent developments in RME

Why did we review our Programme?Why did we review our Programme?

• To make learning alive for childrenTo make learning alive for children

• To show that our values are guiding principles for daily life To show that our values are guiding principles for daily life and enhance our way of working and being members of a and enhance our way of working and being members of a communitycommunity

• To introduce debate and personal search to our To introduce debate and personal search to our programmeprogramme

• To look at RME across all areas of learningTo look at RME across all areas of learning

• To involve all members of our school and community To involve all members of our school and community

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August – October

October - December

December Focus January - March April - June

P1 Harvest / Lunch Prayer

C

Welcoming a BabyC

The Nativity Stories about Muhammad

I

Easter

Story of RuthJ

P2 Welcoming a Baby / Moses

J

Gifts and GivingC

Gifts and Giving Eid- ul-FitrI

Old Testament StoriesAbraham / Joseph

David / Moses & Red SeaC

P3 Stories from the Bible –

caring/sharingC

Welcoming a Baby

I

Light at Christmas Stories about JesusHealer/teacher

Death/resurrectionC

Festivals – Sukkot, Divali and Wesak

*

P4 Parables of JesusC

A Muslim’s Child’sweek

I

Caring at Christmas

Visit to a local church

C

Passover (Pesach)J

P5 The Lord’s Prayer

HarvestC

Shabbat and Synagogue – a

child’s story

Visit to a Synagogue

J

Christmas around the world

Family andCommunity

C

Five Pillars of Islam

I

P6 Ramadan and Eid-ul-Fitr

I

Bar MitzvahJ

HannukahJ

Buddhism introduction -

Figures/Beliefs/Celebrations

B

Ten Commandments –

Visit to Bible World

C

P7 Notable / Modern ChristiansC

Buddhism conclusion –

Worship/customs/special places and

timesB

Celebrations: religious / secular / commercial

Purim / Story of Esther

J

Mosque – place of worshipVisit to a Mosque

I

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August – August – OctoberOctober

October - October - DecemberDecember

December FocusDecember Focus January - MarchJanuary - March April - JuneApril - June

EarlyEarlyYearsYears

P1P1

HarvestC

0.03a ,0.02a,0.09a , 0.05a

Festivals - Divali*

0.04a, 0.06a

The NativityC

0.03a, 0.06a

Caring and Sharing0.09a

Easter

0.03a, 1.03b, 2.06b

Stories Jesus toldC

0.01a, 0.09a

Stage 1Stage 1P2P2

HarvestC

1.02a, 1.09b

Welcoming a Baby*

1.09b, 1.06a, 1.03a, 1.05a

Gifts and Giving1.09b, 1.09c, 1.02a,

1.04c

New Year / New Beginnings*

1.09a

Old Testament StoriesMoses /Joseph

C1.01a

Stage 1Stage 1P3P3

Old Testament Stories

David and GoliathC

1.01a

Stories from other religionsI

1.04a, 1.09a

Light at ChristmasC

1.06b, 1.03b

Stories about JesusC

1.09a, 1.02b

Famous Leaders*

1.09c, 1.04a, 1.04c, 1.09a

Stage 1Stage 1P4P4

Christian Places of worshipC

1.04c, 1.03a, 1.01b, 103C

Judaism - IntroJ

1.04b, 1.04a, 1.06a

Caring at ChristmasHannukah

J1.03b, 1.06a, 1.04c,

1.05a, 1.04a, 1.05a, 1.06b

Easter/ PassoverC/J

1.02b, 1.03a, 1.06a,1.06b

Rites of Passage*

1.09a, 1.03a,1.04c

Stage1/Stage1/22

P4/5P4/5

Parables and Teachings of

JesusC

2.01a

Symbolism – Sharing a Meal

1.03b, 2.03b, 1.06b, 2.06b, 2.06c

Helping Others – Charities Topic 1.02b,

2.05b,2.03c,2.09c,1.05a

New Year / New BeginningsC

2.09b, 2.03b

Saints and Celtic ChurchC

2.03c, 2.01b, 2.02a

Stage 2Stage 2P5/6P5/6

Islam introductionI

2.04a, 2.04c, 2.06a

RamadanI

2.04a, 2.04c

Nativity RevisitedC

2.03c, 2.03b

Rites of PassageMarriage

*2.09a, 2.03b

Ten Commandments –Rules

C2.09b,2.09b,

2.09c,2.05b, 2.05a

Stage Stage 2/32/3

P6/7P6/7

Worship – Special Journeys - Hajj, Iona, Lourdes,

Ganges*

2.03b,2.06b,3.05c,2.09c, 3.04a

Christian Denominations

C2.09a, 2.09b,2.09b,2.09c

Sikkism & BuddhismIntro

*2.04a, 2.04c,

2.06a,3.04a,3.04b,

Rites of PassageDeath

*2.03b, 2.06b,2.06c

Religious Debate*

2.06b, 2.06c. 2.09a,2.03b,2.09

c,2.09b,2.09b

Stage Stage 2/32/3

P7P7

Great Figures of Faith*

2.09b, 2.04b,2.05a

Christian Denominations

C2.09a, 2.09b,2.09b,2.09c

Celebrations: religious / secular /

commercial2.03c,,2.06a,,2.06b,

2.03b,2.06c

Rites of PassageDeath

*2.03b, 2.06b,2.06c

Religious Debate*

2.06b,2.06c,2.09a,2.03b,2.09c,2.09b,2.09b

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Colour CodingColour Coding

C – ChristianityC – Christianity J – JudaismJ – Judaism I – IslamI – Islam

S – Sikhism and BuddhismS – Sikhism and Buddhism

** multi-faithmulti-faith

Religious and Secular IssuesReligious and Secular Issues

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RME PROGRAMME OF STUDYRME PROGRAMME OF STUDY

CLASS: P1CLASS: P1 TopicTargetsKey TermsResourcesStage Box

Harvest/Lunch Prayer (Christianity) Visit to AbbeyfieldACE: RME 0.02a, 0.03a, 0.05a, 0.09a

Be aware that Christians celebrate harvestBe aware that Christians believe that God is the giver of all and that they respond to this in their harvest celebrationsBecome aware of the values of sharing, caring and helpingSay the Lunch PrayerInvestigate, identify and respond to seasons, pattern and order (Personal Search)Seasons, nature, celebrationStanley Thorne 1 Lessons 1, 2, 4, 6Stanley Thorne 2 Lesson 2The Lion First Bible

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RME PROGRAMME OF STUDYRME PROGRAMME OF STUDYCLASS: P7CLASS: P7

Topic

Targets

Great Figures of Faith (Multi-faith)

Muhamud Ali, Mahatma Gandi. David Livingston, Gladys Aylwood, Mother Teresa, Martin.Luther.King, Corrie Ten Boom, Cliff Richard etc.ACE: RME 2.04b, 2.04c, 2.09b

Know stories of some more modern faith figuresShow some understanding of the value and difficulty experienced by minority groups in maintaining their religious beliefsShow some understanding of the relationship between belief and action as exemplified in the lives of people of different faithsBe able to express informed opinions about how beliefs are applied to social and moral issuesRecognise situations involving moral conflictShow awareness of alternative view points and be able to offer a personal opinion backed by reasons

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            ““Forgiveness is an act of the will, Forgiveness is an act of the will, and the will can function regardless and the will can function regardless of the temperature of the heart.”of the temperature of the heart.”

Corrie Ten BoomCorrie Ten Boom