smsc development spiritual
TRANSCRIPT
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SMSC Development
Spiritual
SPIRITUAL Development – Is addressed through this R.E. Curriculum Document.
R.E. at Moorfield
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Basic principles page 2 Expectations for year 6 leavers page 3 Long Term Overview page 4 -5 Ideas for Trips/Visitors page 6 Demographics of Religions and Beliefs page 7 across the Boroughs. RE Glossary page 8
Basic Principles:
1. At Moorfield we follow our obligation to teach R.E. in accordance with the revised Salford Agreed Syllabus for Religious Education (2016-2021).
2. This syllabus intends to provide the structures and support systems that will enable the teaching of R.E in a manner that is coherent, progressive, pedagogically
and philosophically sound, that will promote the cognitive, spiritual, moral, social and cultural development of all learners.
3. The statutory requirement to teach R.E does not apply to nursery classes. R.E however, may form a valuable part of a child’s educational experience through play-
based activities, religious teachings, stories and child centred approaches to learning.
4. The purpose and aim of R.E is to engage pupils in systematic enquiry into significant human questions which religion and world views address, so that our children
develop understanding and the skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.
5. In Religious Education we have 3 threshold concepts. These consist of a question-based approach covering three key areas:
Believing: Religious beliefs, teachings, sources, questions about meaning, purpose and truth.
Expressing: Religious and spiritual forms or expression, questions about identity and diversity.
Living: Religious practices and ways of living: questions about values and commitments.
6. The subject of Religious Education offers opportunities to build an accurate knowledge base about religious, British and human values.
Mutual Tolerance: Schools do not accept intolerant attitudes to members of the community: each person’s right to be themselves is accepted by all. R.E
can challenge young people to be increasingly respectful and to celebrate diversity.
Respectful Attitudes: Exploring diverse faiths and worldwide views in RE lessons requires a positive attitude towards diversity: this does not mean that
disagreement and debate is not possible.
Democracy: The RE classroom must be democratic where all pupils have a right to be heard. Younger pupils can reflect on the importance of fairness.
The Rule of Law: In RE pupils examine different codes for human life e.g. commandments or rules offered by different religious communities. They can
compare religious and state laws.
Individual Liberty: In RE pupils consider questions about identity and belonging.
7. It is acknowledged that other subjects, assemblies and the aims of the school in general, contribute to developing attitudes, skills and processes in R.E, as set out
in the Agreed Syllabus for Salford; however collective worship is not part of the taught curriculum and cannot be considered as part of the teaching time for R.E.
8. SMSC Development: The examples below show how RE can specifically aid the development of the four areas mentioned.
Spiritual Development: can be fostered by stilling exercises, responding and reflecting on the stories of Buddha, visiting places of wordship and
considering the beliefs of others.
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Moral Development: can be fostered by studying the Christian way of life, learning about slavery
and persecution from the study of Judaism or by discussing the five moral precepts of Buddhism.
Social Development: can be seen in the importance of family life in the religions studied. In the study of the different but complimentary roles within the
family: also, on the sense of community and belonging in Islam and Judaism.
Cultural Development: can be developed via an understanding and appreciation of the different cultures within school and further afield: a willingness
to participate in and respond positively to artistic, sporting and cultural opportunities.
By the time our Theologists leave us in year 6 we want them to have:
A good knowledge and understanding of a range of religions and world views, so 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 wisdom found in religion and worldviews
Appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
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 teaching about identity, diversity, meaning and value,
including ethical issues.
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.
NB: The Long-Term Overview on the next page works in conjunction with the Agreed Salford Syllabus providing links for units of work for each key Stage.
(These can be accessed from The Staff Shared Drive)
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Long -Term Overview for RE
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Long- Term Plans with commentary/ progression.
Page 7
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Ideas for Trips/Visitors
Religion Place
Location/ Link
Christianity St John The Baptist Church
Vicarage Road, Irlam M44 6WA
Judaism Manchester Jewish Museum
www.manchesterjewishmuseum.com
Ann Angel* [email protected]
Jeremy Michelson [email protected]
Islam Eccles Mosque
Imran Kotwal* [email protected]
Hinduism Gita Bhavan, Hindu temple Shree Radha, Krishan Mandir
www.hinduismworkshops.co.uk
Humanist David Milne, Greater Manchester Humanists
David Milne Greater Manchester Humanists - [email protected]
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R.E Glossary
Key Term Definition
Religion A particular system of faith and worship.
Faith A strong belief in a divine power or powers
Bible Christian scriptures, consisting of the Old and New Testaments.
Quran The sacred writings of Islam.
Church A building used for public Christian Worship.
Parish A local church community.
Mosque A place of worship for Muslims
Synagogue A place of worship for Jewish people.
Prayer An earnest hope or wish.
Christian A person who has received Christian Baptism or is a believer in Christianity.
Muslim A believer in or a follower of Islam.
Buddhist Relates to the teachings of Buddha.
Catholic Follow the teachings of Jesus Christ /Believe in the special authority of the Pope
Hindu A follower of Hinduism.
Baptism A sacrament signifying spiritual cleansing and rebirth
Gospel The written body of teachings accepted by a religious group.
Cathedral The principal Christian church building of a diocese.
Clergy The entire class of religious officials.
Gospel The written body of teachings accepted by a religious group.
Parable A story told by Jesus to convey his religious message.
Pilgrim Someone who journeys to a sacred place as an act of devotion.
Pilgrimage A journey to a sacred place.
Pope The head of the Roman Catholic Church.
Rabbi Spiritual leader of a Jewish congregation.
Ramadan The ninth month of the Islamic calendar.
Shrine A place of worship associated with something sacred.