RELIGIOUS AND MORAL EDUCATION IN KILLEARN PRIMARY SCHOOL The Bible and beyond

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RELIGIOUS AND MORAL EDUCATION IN KILLEARN
PRIMARY SCHOOLThe Bible and beyond
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How did we get here?

• Using our VALUES to underpin all developmental
  thinking
• Building our RME Programme of Study incorporating
  our key values..

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Building our RME Programme of Studyto
incorporate our key values

• Developing our capacity to be active and
  responsible citizens
• Developing in each person
• self confidence
• self- esteem
• strategies for learning to learn
• Using values to develop our Managing Behaviour
  Policy
• Building the skills needed for social interaction
• Creating the opportunities for developing in the
  community and environment
• Allowing opportunities to use values themes in
  assemblies
• Giving opportunities for discussion and debate at
  all stages

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Features of RME Programme

• In planning learning and teaching in religious
  and moral education, teachers will be able to
• sensitively take account of and value the
  religious and cultural diversity within their own
  local communities, using relevant contexts which
  are familiar to young people
• actively encourage children and young people to
  participate in service to others
• develop, through knowledge and understanding and
  discussion and active debate, an ability to
  understand other peoples beliefs
• draw upon a variety of approaches including
  active learning and planned, purposeful play
• encourage the development of enquiry and critical
  thinking skills
• create opportunities for the development of
  problem solving skills
• build in time for personal reflection and
  encourage discussion in depth and debate

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Features of RME Programme contd.

• provide opportunities for collaborative and
  independent learning
• take account of the faith background,
  circumstances and developmental stage of the
  children and young people and their capacity to
  engage with complex ideas
• recognise and build on the considerable scope for
  connections between themes and learning in
  religious and moral education and other areas of
  the curriculum
• make appropriate and imaginative use of
  technology
• 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 RME

• Why did we review our Programme?
• To make learning alive for children
• To show that our values are guiding principles
  for daily life and enhance our way of working and
  being members of a community
• To introduce debate and personal search to our
  programme
• To look at RME across all areas of learning
• To involve all members of our school and
  community

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August October October - December December Focus January - March January - March April - June
P1 Harvest / Lunch Prayer C Welcoming a Baby C The Nativity Stories about Muhammad I Easter Story of Ruth J
P2 Welcoming a Baby / Moses J Gifts and Giving C Gifts and Giving Eid- ul-Fitr I Easter Old Testament Stories Abraham / Joseph David / Moses Red Sea C
P3 Stories from the Bible caring/sharing C Welcoming a Baby I Light at Christmas Stories about Jesus Healer/teacher Death/resurrection C Easter Festivals Sukkot, Divali and Wesak
P4 Parables of Jesus C A Muslims Childs week I Caring at Christmas Visit to a local church C Easter Passover (Pesach) J
P5 The Lords Prayer Harvest C Shabbat and Synagogue a childs story Visit to a Synagogue J Christmas around the world Family and Community C Easter Five Pillars of Islam I
P6 Ramadan and Eid-ul-Fitr I Bar Mitzvah J Hannukah J Buddhism introduction - Figures/Beliefs/ Celebrations B Easter Ten Commandments Visit to Bible World C
P7 Notable / Modern Christians C Buddhism conclusion Worship/customs/ special places and times B Celebrations religious / secular / commercial Purim / Story of Esther J Easter Mosque place of worship Visit to a Mosque I
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August October October - December December Focus January - March January - March April - June
Early Years P1 Harvest C 0.03a ,0.02a, 0.09a , 0.05a Festivals - Divali 0.04a, 0.06a The Nativity C 0.03a, 0.06a Caring and Sharing 0.09a East er 0.03a, 1.03b, 2.06b Stories Jesus told C 0.01a, 0.09a
Stage 1 P2 Harvest C 1.02a, 1.09b Welcoming a Baby 1.09b, 1.06a, 1.03a, 1.05a Gifts and Giving 1.09b, 1.09c, 1.02a, 1.04c New Year / New Beginnings 1.09a East er 0.03a, 1.03b, 2.06b Old Testament Stories Moses /Joseph C 1.01a
Stage 1 P3 Old Testament Stories David and Goliath C 1.01a Stories from other religions I 1.04a, 1.09a Light at Christmas C 1.06b, 1.03b Stories about Jesus C 1.09a, 1.02b East er 0.03a, 1.03b, 2.06b Famous Leaders 1.09c, 1.04a, 1.04c, 1.09a
Stage 1 P4 Christian Places of worship C 1.04c, 1.03a, 1.01b, 103C Judaism - Intro J 1.04b, 1.04a, 1.06a Caring at Christmas Hannukah J 1.03b, 1.06a, 1.04c, 1.05a, 1.04a, 1.05a, 1.06b Easter/ Passover C/J 1.02b, 1.03a, 1.06a,1.06b East er 0.03a, 1.03b, 2.06b Rites of Passage 1.09a, 1.03a,1.04c
Stage1/2 P4/5 Parables and Teachings of Jesus C 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 Beginnings C 2.09b, 2.03b East er 0.03a, 1.03b, 2.06b Saints and Celtic Church C 2.03c, 2.01b, 2.02a
Stage 2 P5/6 Islam introduction I 2.04a, 2.04c, 2.06a Ramadan I 2.04a, 2.04c Nativity Revisited C 2.03c, 2.03b Rites of Passage Marriage 2.09a, 2.03b East er 0.03a, 1.03b, 2.06b Ten Commandments Rules C 2.09b,2.09b, 2.09c,2.05b, 2.05a
Stage 2/3 P6/7 Worship Special Journeys - Hajj, Iona, Lourdes, Ganges 2.03b,2.06b,3.05c,2.09c, 3.04a Christian Denominations C 2.09a, 2.09b,2.09b,2.09c Sikkism Buddhism Intro 2.04a, 2.04c, 2.06a,3.04a,3.04b, Rites of Passage Death 2.03b, 2.06b,2.06c East er 0.03a, 1.03b, 2.06b Religious Debate 2.06b, 2.06c. 2.09a,2.03b,2.09c,2.09b,2.09b
Stage 2/3 P7 Great Figures of Faith 2.09b, 2.04b,2.05a Christian Denominations C 2.09a, 2.09b,2.09b,2.09c Celebrations religious / secular / commercial 2.03c,,2.06a,,2.06b, 2.03b,2.06c Rites of Passage Death 2.03b, 2.06b,2.06c East er 0.03a, 1.03b, 2.06b Religious Debate 2.06b,2.06c,2.09a,2.03b ,2.09c,2.09b,2.09b
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Colour Coding

• C Christianity J Judaism I
  Islam
• S Sikhism and Buddhism
• multi-faith
• Religious and Secular Issues

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RME PROGRAMME OF STUDYCLASS P1
Topic Targets Key Terms Resources Stage Box Harvest/Lunch Prayer (Christianity) Visit to Abbeyfield ACE RME 0.02a, 0.03a, 0.05a, 0.09a Be aware that Christians celebrate harvest Be aware that Christians believe that God is the giver of all and that they respond to this in their harvest celebrations Become aware of the values of sharing, caring and helping Say the Lunch Prayer Investigate, identify and respond to seasons, pattern and order (Personal Search) Seasons, nature, celebration Stanley Thorne 1 Lessons 1, 2, 4, 6 Stanley Thorne 2 Lesson 2 The Lion First Bible
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RME PROGRAMME OF STUDYCLASS 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 figures Show some understanding of the value and difficulty experienced by minority groups in maintaining their religious beliefs Show some understanding of the relationship between belief and action as exemplified in the lives of people of different faiths Be able to express informed opinions about how beliefs are applied to social and moral issues Recognise situations involving moral conflict Show 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, and
  the will can function regardless of the
  temperature of the heart.
• Corrie Ten Boom