SACRE Syllabus Brochure

Agreed Syllabus for RE: meeting your needs

Supporting SACREs with a full range of Agreed Syllabus services

www.retoday.org.uk

The need for a high-quality syllabus The provision of a clear, well-structured, up-to-date and professional agreed syllabus is probably the single most important function of SACRE. Combined with ongoing implementation training and resources, a new syllabus offers the potential to raise achievement in RE in all local schools. It is also essential to consider how this relates to new inspection requirements, to developments in assessment and in teaching and learning, revised GCSEs, the National Report from the Commission on RE, the ‘British Values’ agenda, and all associated educational change.

Ofsted’s Subject specialist RE reports 2010 and 2013 highlight the need for syllabuses to: • Be clear about expected knowledge and understanding about religion(s) and belief(s) • Support and empower teachers to plan effectively • Offer coherent progression across ages and key stages • Support clear and focused assessment, useful for raising standards • Encourage enquiry-based RE.

Implications of the 2019 Ofsted Framework The 2019 Ofsted Education Inspection Framework (EIF) places great emphasis on curriculum planning. It asks schools what the thinking is behind their curriculum plan for the school – their intent. It then examines how they implement it – including a context and narrative for its implementation in the school. And then it examines the impact of their curriculum on pupils. An agreed syllabus needs to be able to support schools in all three. It needs to have a good rationale for its structure; it needs to be operable in diverse school settings; it needs to show schools how they can see what impact the syllabus is having on pupil achievement.

‘The RE Today syllabus is well presented, organised and easy for a teacher to work with. The staff working at RE Today have been amazing. Nothing was ever a problem and everything was dealt with professionally and timed well.

The standard of the product was professional, perfect for what we wanted and of a very high quality.’

John Keast OBE, Chair of Cornwall SACRE

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Introduction

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Introduction to RE Today’s syllabus models Over the last few years we have been working with a wide range of Local Authorities and SACREs, and a growing number are choosing to make use of one of our ‘off-the-shelf’ syllabus models. We believe this is based upon our ability to work effectively with each Local Authority, providing a syllabus and ongoing support.

This both meets the legal requirements and provides an effective basis for teachers to deliver excellent Religious Education in their classrooms.

Since 2015 we have worked with over 30 SACREs across the country to support them in implementing a new syllabus.

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There are two options to consider:

1 Buy a five-year licence for syllabus model A+: This has its roots in the 2013 Curriculum Framework for RE, and has been updated to take account of recent developments in ‘worldviews’ and ‘ways of knowing’. It builds on all the experience in syllabus writing that RE Today has developed over the last three decades.

2 Buy a five-year licence for syllabus model B: This syllabus model offers a more systematic approach, based on core concepts arranged in a spiral curriculum, incorporating questions from the Understanding Christianity resource being used in many schools, and providing a revised assessment model.

The production of support materials can extend the value of the revised syllabus. A good syllabus provides the drive, coherence and context for RE, with sample or full units of work exemplifying the syllabus. They are not an alternative to the statutory syllabus but can enhance teaching and learning by providing teachers with additional suggestions and guidance.

We have units of work to support both syllabus models A+ and B and we would recommend at least sample units of work with any bespoke syllabus.

Launching a new agreed syllabus

Renewing a current licence agreement

Whichever option is chosen, we highly recommend that syllabuses are launched with either a one-day conference for academies (ideally) and/or a series of hub CPD sessions, to provide training and resources to enable teachers to implement the syllabus in their academies. A syllabus with strong implementation training plus support will be far more effective than one with no training.

Do you already have a licence for an RE Today syllabus that is coming up for renewal? We are happy to discuss options with you and will make this as quick and seamless as possible. You can stay with the latest version of your current syllabus, change to another model or work on a bespoke option.

Contact Chris Hooper on chris@retoday.org.uk to start the conversation.

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Option 1 Syllabus model A+ Syllabus model A+ is designed to offer clear, practical support for schools in planning and teaching excellent RE. The agreement is to buy a five-year licence with RE Today*.

Additional support resources are also available to purchase.

Features of model A+ The syllabus includes:

• A clear purpose for RE, with a principal aim broken down into three subsidiary aims • Legal requirements for RE • Breadth of study: which religions and beliefs are to be studied and when • Programmes of study, for 4-14s, based around key questions • Requirements for students at KS4 and KS5 • Detailed guidance on RE with SEND pupils • Guidance on worldviews (organised/personal) • Assessment processes built around end-of-unit and end-of-key stage outcomes; updated guidance

Advantages: • Full syllabus available with minimal effort from MAT, to the swiftest timescale.

• All academies receive full digital access.

• Up to date, reflecting current guidance on EYFS, outcomes-led learning, assessment, Humanist legal judgment, CoRE focus on religion and worldviews, and Ofsted 2021 Research Review taken into account.

• Flexibility is built in to allow schools to adapt to their specific needs.

• Ongoing support from RE Today with potential upgrades within the five-year licence period if required.

• MAT can write and insert its own foreword and introduction.

• Planning processes for teachers to use, which are exemplified in the additional units of work • Guidance on the contribution of RE to whole school priorities: e.g. SMSC, well-being, British Values, cultural capital • Flexibility and freedom built into the requirements, to encourage creative development and adaptation within a school • EYFS outcomes in line with 2020 EYFS Profile • New for 2022: units on green issues, anti-racism, and using multidisciplinary approaches • Guidance on types of knowledge (following Ofsted Research Review 2021)

• Additional support is available in the form of a complete scheme of work – 35 primary units of work and 15 secondary units, available for purchase by MAT for its schools, or by academies themselves. See p.18 for a full list of units.

Disadvantages:

Key

The the St R

• Limited involvement from teachers or MAT on the content and style.

• Local RE is less prominent (although MAT can insert its own local introduction and appendices to the syllabus).

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*Details of what the licence includes, as well as FOI and copyright information can be found on p.15.

Call 0121 458 3313 or visit retoday.org.uk to find out more

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L2.6 Why do 3.9 Should ha rney and what jou ppiness be th a is life t L2 tha .9ma e Wha rk tthcais? purpose of life es nc n we rie pe ab learn from re ? significant ex 1.8 How shou lig ou ions t deciding wh ld we care at is right and U2 .7 wrong? for others an 22 W 20 ha es t matters mo y Servic d the world, st to 7 © RE Toda Christians 3.10 Does re and why does F6. What is RE, 2022–202 and Humanis ligion help pe it matteffo d Syllabus for ts? ople to be good?

Tra r?rd Agree d special abou an e sid me tfor ort, Ta ou ckp r Sto d, wo rldest nch ? er, Sal Ma U2.8 What dif ference does it make to belie ve in ahimsa (harmlessnes 3.11 What dif s), grace, and/ ference does or make to Ummah (comm it believe in…? unity)?

U2.10*** Gr een religion?

How and wh y should relig ious 3.12 Is religion a powe communities r for do more to ca Key qu * This unit is re peace or a cause of co for the Earth op tio na nflict in e l bu ? t can be stion L integrated with the world to The pri day?

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Living are tha . Some elieve it is m dllo fe yeer can t)ri; salaetnge bthees wt in af o e e u ve li sc e: fo op gi e Strand: a v ag d Pr of n b n ers (B2 o st comfo Muslim beow kful fo • s Ex his m an anddoo d otoutthsoe rt r r at th on-religious re use to be ). . H plore g: diffee) s an ay rs of Isla mme e end conne s inme symbols lenge fo renc s imce? uslim Emergin • al M e everyd (pilgrimag Five Pilla du of the people use ctions n esim anild chal Explore ended Y5 betwe entvaolu affect th aalnlyd,Hinina lifeet cribe the bythMeuslim to indivi day (e betwe used in pray affrier d Recomm e ce th se n s . ti nu en ti rs • Des les of how these us h e ac an d o .g. in a s sc lla im e e usdpdira wakCehria di a d ey are pr inspir all the ppiact n pray Exceed rs in d an y (B3ight m stian hon ifferen of pra er in th ingou w th d, close examp thread: k ab actiese : t y Qur’an s (A1). t religio ree dif • • Thin w they m ). ah). Investigats,eMusltim ns in this long? us•limsApr es.to God o yer: does it f Muslim y the Hol sk ho o M h liv l E fe d w ’ n g es x es al s s ls o s p an re ak liv . , pi o Questio la on be in pu d questio Pillars in simmilun es – no y (umm e reas ow it m mes ofr challenge enable peop nt religions. re do we h ow m ariitties a at practice vari es are significantanswus tify thre s, and h d le to fe the 99 nans abeout F5: Whe mean to uslimpeco thnd diffe d erse to • Iden rtant to Muslim • ) an opley,pnoting 1). answe ? How? or el calm eseExqpl d valu • M t does it iscuss tawth Allah’D po unity?

Cota red an ceresnan hid. da ray (B3). ey live (B u pt , h op e ti m im to th n c ce m ac 1.7 Wha is e in si w ex co pr a s o in d , n d h h f b ri d unan er and t beliefs d contsiis theeistrions.

B ful, ego lie to fait tw a be a ce no h n re be e is to it re e e sw li to ha w e e n d p ng fe g ha w valuate ah (‘Ther er theL2.1.) raynseid io.nAs,ske: w ks ered p dif ctic ean er lin belo a ra m e p it r ak in im es im ad Co .g M hy ra usl . ystqu thtethliev Shah the sign of God. ap pact o yer an tion t do M In gr es ha o n lli d ri W y? : ca ee ia e d d w e .7 es da f , d s s of pat ou in prayin ut ificance colour an • L2 to of anto e find ou bet ut hsukes’ ecte ib ab o in s p it th Je tr lk w ta Ex ab on ri k e ti Ta sw B e fs g o a ed lin ec th in ple todpattern, of t some • be MB r belie acve e conn hinalg o anedred prayer, , using some astere explore e, Christian whid? (N ake ho linw mean to and thei ks itbewtw 2).

(Ant • Mak Allah to 1). storie g at shap aeyco o r of ext of ta • us t does it Alim ve Pillars t Muhammad (A e storiers in the Holy sk s:up t, lookin th L2.8 Wha tain today? of the Fi amwples eofn beNliig ilex Qur’an the origin of s from inside ’an for M a Shpar s to efshtand ce of phe Islamic ar for Muslims, in ur o e an Q ri Pr ic y B is if e s ol t . e in a . th gn the ighe prayer h ut’p th the H nce learntre there(tbhe Hindu and wha Prop on the si God and a).practice of p in ancie significa rtance of treated, vafiz t is good lue an d reflect rayer in borauht,17 enefiwtshyin(hreafiz,eha nt s (B1). the impo , how it is used, ); aSu 3.8 Wha cribe an t being a differe rms d impact allhe Opening othe Qurw Consider ad inrgfo to Muslim ’aanysanind whic d cot • Des uslim m he ing abou an M • (T n r’ th o am ng a u t f or le ah in uh Q e ce re th th al ih an r y ligions at ch ese ke tM peopeleQur’an h you w ophetgs you a ise idan Hol t, Sikh l-F he or e A is gu op f th em 1, dh o Pr m h s y . ud ? ha of the Pr ould li re grate B id form ority of th adW ke to b t bene ople who , e.g. Sura forms of teenage ful for, eas for them today? itions cribe the . the auth teaching nd out about pe them to thin selv in Britain • Des s and tr ). fits might thce, e better, or between upils (A2) compare Muslim for thin gs you are so es: vi ere be? es, custom het Muhammad ce or ad urney). Fi by the p fference ic ses and Jo d di u ct e ce ra n th (p ie s: t rry gs to b yManch Do pup op h an er ou p ke Pr id na view e ab e n ex d gu t th th rl Su ce o e e ou n ed s: of st il w b s ever Find ons ey ne of er, Sa uslim guidan s and betwee • lford do the etter for and acti when th Muslims. ce for M e beliefs gs , Stgu Religion r to nections an th in fo n id d rn o ay se co ck an tu (s an r’ hy e port, T Hadith things? u of pils mosque w and w .

• Mak m the Q ada);me de of guidance pu Muslims s of the erent fro jid and explain ho ansd Tra Muhamm hatsifo rm beliefs function e are diff ff rdes ct Muslim Agreed a mosque/mas ct on w (A1). fle hichoth s le re w ef , im R in sl er s u ofSyllabu M • and ine way g for pray purpose e value prepsarfoinr RE, 2022 and exam g: sign and lly on th –2027 rituals in Exceedin e the de activities, such as oughtfu ices and © RE T vestigat ct d In ment th ra m an p • s Co re u oday Se • itectu of religio rvices the arch nt re 2022 fe purpose daily life (B1). if d m o fr ’s n o im ti ues q a Musl . y 1) ke (C e titl wn e o r th ei er th • Answ tives, including 22 rvices 20 perspec Today Se

“The Southend on Sea Agreed Syllabus provided by RE Today is inspiring and providing both support and challenge. During feedback sessions it was reported that pupils listed RE among their “favourite lessons”. Teachers felt their subject knowledge had grown alongside that of their pupils.”

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Frances Neil, Consultant, Southend on Sea SACRE 7

Option 2 Syllabus model B Syllabus model B is a newly developed model with a more systematic approach compared to the more thematic approach of syllabus model A. The agreement is to buy a five-year licence with RE Today.* Additional support resources are also available to purchase.

Features of model B The syllabus offers:

• A more systematic approach to the study of religions, in contrast to the more thematic approach of option A. This means that most questions address one religion at a time. For example, in each year a class will generally study two religions separately before addressing a thematic question in the summer term, allowing them to build on their learning through the year.

• A coherent teaching and learning approach, with clear assessment outcomes for each unit and each phase.

• Additional guidance on religions and worldviews, and is accompanied by a selection of units of work, available for purchase.

• Incorporation of key questions from the Understanding Christianity resource currently in use in many Church of England and community schools.

Advantages: • The systematic approach reflects a knowledgerich curriculum, and its spiral curriculum reflects the contemporary emphasis on embedding pupils’ knowledge and understanding in their long-term memory. This idea of curriculum coherence ties in well with new Ofsted emphases, with focus on the sequencing of concepts for effective learning.

• Many schools using Understanding Christianity will be delivering the agreed syllabus as they use it; and schools that have not adopted Understanding Christianity will benefit from the structural coherence of the study of Christianity in the syllabus.

• The syllabus includes additional scope for the examination of non-religious worldviews, in line with the Commission on RE national report 2018.

• Ongoing support from RE Today with potential upgrades within the five-year review period if required.

• SACRE can write and insert its own foreword and introduction.

• SACRE can create additional local appendices (although these are the responsibility of SACRE to print and insert).

In addition to the sections found in model A, syllabus model B includes these further features: • Teaching and learning approach • Spiral curriculum • Core concepts identified for each unit, building on prior learning • End-of-unit and end-of-phase outcomes for coherent assessment • Background knowledge on core concepts in world religions and non-religious worldviews • Demographics of religion and belief in local area.

• Additional support is available in the form of a scheme of work for units other than Christianity – 20 primary units of work and 11 secondary units, available for purchase by SACRE for its schools, or by schools themselves.

• LAs and SACREs can work with RE Today to recoup a significant proportion of their costs through entrepreneurial launch events for schools. We have wide experience of the effectiveness of this, including premium rates for local academies.

Further detailed examples available.

• Feedback from local authorities using this syllabus has been very positive.

Disadvantages: • Limited involvement from local teachers or SACRE on the content and style.

• Local RE is less prominent (although SACRE can insert its own local introduction and appendices to the syllabus). *Details of what the licence includes, as well as FOI and copyright information can be found on p.11.

8

Option 2

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11

sig nal ca ious literac bus is de s to natio luding their ‘relig This sylla It respond d then inc veloping e in RE. units), an and for de beliefs excellenc religions ystematic’ t (‘s religions, ou e ab tim the ge mparing igion at a knowled co rel e by on dying on learning this by stu ts ich build llabus se units, wh fs, this sy ‘thematic’ d. ted belie unter tices studie the selec pils enco and prac ereby pu exploring their oach, wh chers in pr ing tea t ap lop or ve ing de to supp and learn rent way, In order belief. teaching in a cohe igion and derlying d beliefs tions of rel out an un igions an ndle ques epts in rel , which are ility to ha nts ab ir me core conc the ele ing ee core ding and and learn ch has thr understan n teaching ing approa on p.8. lance withi and learn outlined h and ba ing dt RE ch ea , of br tea s nts The provide ing the aim ass all three eleme gether to underpinn d woven to ll encomp d beliefs, ncept an ssroom wi igion, co igions an rel cla rel t the the ou ab ing in as suits and learn elements Teaching between d belief. for overlap religion an allowing red. ous ration of ing explo be n erse religi en explo tio ques s unter div xt for op co nte en co n ckground ca t the pils lect the ba ments se which pu – which ref d and flexible These ele e through ws tur vie uc rld oa str wo a These religious esent a br . npr They offer rity no nts eg e th int eleme alongsid ols. The treated wi traditions range of our scho ions to be ing for a pupils in ent tradit studies, also allow of many s for differ religious unit while that allow ple, from gh each am ou ex thr strategy ute es, for offer a ro approach elements different . g gy tin olo lec ref and the questions y, ethics y, sociolog philosoph

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The future for REal: FS (Disc Institute.

(2015) RE overing Shaw, M. Good, The Woolf , A. and )Common 20 ; Dinham tes the ba KS De and 1 (Exp Today 20 REing ter Faith Diversity © lor ins ty, uni stm Ch ) We ristianit on, : Comm y plus ot ols, Lond Difference hers Christians ing with lief in Scho aching Lower KS2 (C (2015) Liv , Jews Te on and Be onnecting lief ligi Be Re and nt: and Muslim d learning ) Settleme an of Religion s ) A New mmission Upper KS Christia d, L. (2015 briel’s; Co 2 (Conne ns, Mus Woodhea m St. Ga lims, Hi cting) rke, C. and of London/Culha Cla Ch ; ris tial ndus an ten tianity: rsity d Jews 1.1 Wha hs Unive ing the Po mit alis lds Re L2 : God t do Chris .1 What , Go s Education belief, London do tia ou F1 ns Ch ligi be W Re ris lieve Go hy is the tians lea creation gion and (2013) Creation d is like? wo rn sto OFSTED learning about reli fro rd . m ry? e.g ‘God’ so [God] the [Creation/F 11 1.2 Who ng and important Fall all] L2.2 of teachi do

Religion

/belief

13

to

Christians

? [God]

People of God Incarnati on Gospel Salvation Kingdom of God

F2 Why is Christm as special for Christians ?

[Incarna tion] F3 Why is Easter special for Chris tians? [Sa lvation]

Buddhis m: Buddha Dhamma Sangha

Religion/belief Judaism: God Torah The People and the Land

FS (Discovering)

KS1 (Exploring) 1.7 Who is Jewish and how do they live? [God/Torah / People]

Sikhism: God Values (Nam Simran, kirat karna, vand chhakna, seva) The Gurus Panth (community)

Hinduis m: Samsara and moks ha Brahma n (God) and atman Karma an d dharm Lower KS2 (Connecti a ng) r KS2 (Connecting) IslamUppe : God/Tawh L2.10 How do festiv id als and family life Iman (fa ith) show what matters U2.9 to Jewish peopIba le?dah (worsWhy is the Torah so important to [God/Torah/People/the hip) Land] le? [God/Torah] AkhirahJewish peop (life after death) Akhlaq (vi rtue/mora lity)

Non-religious worldviews Thematic

U2.10 What matters most to Humanists and Chris tians?

F4 Being special: where do we belong?

1.8 What makes some places sacred to believ

ers?

F5 Which places are special and why?

F6 Which stories are special and why?

L2.11 How and why do people mark the significant event s of life?

1.9 How should we care for others and the world , and why does it matter?

L2.12 How and why do people try to make the world a bette r place?

1.10 What does it mean to belong to a faith community?

17

72

Agree

KS3 (App

lying/In

Christia

Agreed Syllabus for

RE 2020–2025

L2.7 Wha t do Hin dus believ like? [Brah e God is man/atm KS3 (Applying/Inte an] L2.8 Wha rpreting) U2.7 Why t does it do Hindu mean to Brita 3.11 What is good s want to be Hindu good? [Ka and what is challenging in today? [Dharm be in rma/dha a] about rma/sam being a Jewish teena moksha sara/ ger in the UK today ] ?

[Peop le and the Land 1.6 W ] ho is a Muslim and how do they live L2.9 Ho ? [God/ w do fes Tawhid/iba tivals an show wh dah/ima d worsh at matte n] ip rs to a Mu U2.8 Wha [Ibadah] slim? t does it mean to Muslim in be a Britain tod ay?

[Tawhid/ 3.12 How are Sikh iman/ibad teachings on equality and ah] service put into pract ice today? [God/the Gurus/ values/Panth]

3.14 Good, bad; right,

52

U2.12 How does faith help when life gets hard?

terp

ns, Mus What is Christians lims, it like for U2.1 Wha say follow Go someon t does it world? [C e to d? [Peop mean if reation] believe Go le of God] Christians 1.3 Why d is holy L2.3 Wha does Ch 3.1 Wha and loving t is the ‘Tr ristmas t does it U2 matter to ? .2 [G ini Cr od] is it impo mean f ty’ and wh eation an Christians God as rtant for d science y Trinity? [G ? or comp [Incarna Christians : conflict Incarnati od] lementar tion] ? [God/ ing 3.2 Sh on] y? [Crea ould Chris tion] U2.3 Why 1.4 Wha tians be L2.4 Wha t is the ‘go do Chris else? [C t kind of tia rea od news ns wa Christians tio s the Me believe Je n] world did ’ want? [G believe Je ssiah? [In sus Je os su 3.3 pe s Why are carnatio l] sus brings?

U2.4 Ho n] people go [Gospel] L2.5 Why w do Ch od a ristians de 3.4 Does do Chris live? ‘Wha 1.5 Why tians call the world cide how Jesus die does Ea t would the day need pr to of God] d ‘Good ster matte Jesus do to Christia Friday’?

U2.5 Wha ?’ [Gospe r L2 ns? [Salva [Sa .6 t do Chris l] 3.5 lvation] For Chris tion] tia W tia did ns ha ns to be t , do peop what wa lieve Jesu ‘save’ pe impact of le do wh s the ople? [Sa s [Wisdom Penteco e lvation] st? [King ] U2.6 Fo God] dom of r Christia ns, what 3.6 Why is Jesus? do Chris kind of kin [Kingdom tians be g Earth? [In of God] lieve carnatio n] 3.7 Wha t is so rad ical abou t Je made the

3.8 The Buddha : how an and teach d why ings have meaning [Buddha/d for hamma/s angha]

3.9 Why don’t Hin dus want and what to be r do they do abou Brahma t it? [Sam n/atman /karma/d harma]

3.10 Wha t is good an being a Muslim tee d what is challe nager in [Iman/ib Britain tod adah/ak hlaq]

3.13 What difference does it make to be an atheist or agnostic in Britai n today?

U2.11 Why do some people believe in God and some peop le not?

Unit:

overvie w

© RE

wrong: how do I decid

e?

3.15 How far does it make a difference if you believe in life after death ?

3.16 Why is there suffer ing? Are there any good solutions?

Note: For Church schools, two The p 3.17 rincip additional units are al aim Should happiness be the purpose of life? provid KS1 u ed und erinstthe o nit Understanding Chris ding an f religious of stu s tianity matean rials: educa dy d skill How can following God tion is s nee bring Learnifreedom to exp ded to and justice? [People ng ou lo h re wh andle ofke tcom God] y stag at peo es (inHow 3.18 can people express question e outc tended ple bel What difference does the spiritual s ra omes the Resurrectio to enab throu ieve an ised ghb ): arts? n the le pupi y relig make for Christians? Teachers w ls to ac [Salvation] ill enab ion an d what differ ap propria hieve le pupi d belie ence end of te to th ls to ac this m f, refle ei hi r age Make akes to cting eve th Ideas and st sense on thei an how th age, so ese outcom of be r own Teache d some co ey liv es, as • Rec liefs: that th nt ideas rs can ent fo ognise ey can: and w e, so that p r se le th le ar © RE Today 2020 at lovi ct co upils ca ays of ning: • Ta • Say ng othe ntent lk abou living. simply n gain from rs is im t storie what the kn th en about po es s Jesus joy ab rtant in e exam of peop owled loving out th and on Teaching lots of le who ples, ge other em an • Find Under e othe and ad comm belong people d r religio stand w and ou un hy d learn to grou more ities ing t abou they ar the im us lead of thei t som ps candle e • Giv . im pa er Fi e sym r own portant nd ou ct: taught s, chris e an ac bo t to ab to ls te en co M ou them. of ‘bel ning cl able pu uslim unt of t grou Jewis onging othes, s: e.g. ps to what pils to h or M ’ used which crosse happen bread, an exam achiev uslim actions pupils in Chr s as ba a kipp e the s at a welco ple of and sy istiani belong ou ah), sy me ce traditio dges calligra • Ex ty and mbols or neck , includ • Iden remon mbols nal Chr plore phy, a at leas mean y, and of belo ing th laces, the id tify at is pi tia ct t n eir fa ea that one ot ure of sugges least tw fish/ic and nging importa belong th he ht in t ev e o hu nt w r pu er K re w ha s to a’aba, yone is pils’ ow ays pe ligion, to each badges t the God. (John an a ople sh va C n Jewis , ta ot d on liv ‘W lu 13 qi he what able. Te es and nect to yah (p hat W :34–35 r whe h and ow th they m rayer ould Je (Leviti n they experie ll the st teachi ), and ey love non-re Make ean cap); cus 19 ngs ab get m sus D nce. ory of ligious each Jews: conn :18); M love everyb arried o’ (‘W out ho the Lo ) other ectio e.g. a ody (M WJD’ (Chris uslim and • Introdu w peop st ns: • Giv mezuz tian an teachi ark 12 ce Chr 2 le shou Sheep and/ KS e rex ah, a ng: ‘N d/or :30–31 istian • ampldy Lowe or ld men C th lo on in ompa ); Jew ve each e Lost fant ba e of yo and be stu es of way of re02 ish teac 5 C pt u th ot oi units longin s in w is is is –2 n he m and a good with a (Luke so r too: hing: 20m20 gw hich pe respon e athe dedica 15) to welco e. note th Muslim ople ex bus for •RE ists m ding se ithin faith co ming show tion, fin at Jesu g. Jesus to until yo ight ha prAg cerem rethed Sylla ho mmun nsitive Find ou es ld • Ta di w, s ng s his frien u love is quot ve a H ony fro ities an out w ly to di lk abou eir iden t how for yo ing th ds that uman hat th fferenc d othe tity t wha people cerem ur brot e olde ist nam m another e actio th for pe r com es ony, th can sh her an r Jewis religio ns and ing ce ople in t they think muniti rough ow th d sister n e.g. h com Find ou remon is good es, symbo faith co ey good sy Ju w m lo y. t daism hat yo ls mea ve som bols (e about about mmun reason : nam u love n. what • Com .g. rin be eone ities an for thei ing ce the w and th d for th ing in a co pare th r idea remon ords m gs, gifts; st at mmun s. emselv e th anding y for gi promis ey belo ean in • Com ity, es, givi rls – br es mad under ng with promis pare so ng a it bat th e in a es, hy anothe me of or zeve cerem Christia mns an e chuppah r pers these ge, onies. d in Jew d pray n wed promis e knowled ish wed on, for exam ding w ers at • Ta es with n gain th ca lk a pl ith di s w e, thro to ng pil th ed th some s). List e Jew ose m ding. that pu ugh th so C is en ad e, th hr h liv ey to e is ke e prom tians, in nontubah some meet how they . i an in m re (w to ing d us lig gr liv ed es m ou ak io ic used • Ex ding co embe us wed ps for this m d ways of plore rs of an at ntract worsh ding ce the id ideas an difference ). other ip and s. remon ea th their own and what religio outcome are in co comm ies. Id n, abou mmunto liveat? different le believe unity ac flecting on entify achieve the op re to f, pe try lie pils iti pe • t at so pu es of what tivities ople be d be Find me sim believers plore wh one so is good to enable . long to ilaritie religion an out how out abou rt or an their own on is to ex about s and t times differe learned ab might raised by other. d more of rning: being s educati differe nt relig y already includ when questions s, and ad in a co nc ent for lea of religiou have the . from ions, an e l Ce.g people to handle hris mmun ba me cont e example ipal aim ar: what tian. A d that from di needed ity, an as and so from thes big and glo r in the ye ills The princ t id rlie Ide be up sk en so ffe d ea an d nt uld d wha en m m rent re d Islam of e peop ding an s? rning fro select co t kind as they co local, and n lig ion lea hieve end d ic ’ od dit ca le io ac an go pils tra R rs ns to s of th ar all the ir understan as el pu e not ief, or and no Teache start sm in t always ings of the than obey able pupils tions with pa uld no r th ch en ec co ne he rt e are to nn u tea rat d le d of yo co Royal work religio thing peop make place: ands an e Unit to s (intende British us co out why their own t this unit, Spirit (se ch a good the comm outcome Legion gether, e.g. mmun fer to do nt. Talk ab the Holy is not su to follow Throughou Learning in char ities, bu Poppy s): through people pre environme the world ers want ity wor outcome Appea ws) that tt lps them s, as ing up the in which Je do believ he y d ss d ys me (an me Wh k wa Go tco l key stage e to or to re and R liev igious ristians ough these ou me of the emem ristians be hin two rel idea for Ch r queue thr about so to achieve brance member sp y can: ll that Ch living wit plore the the dinne • Think le pupils ecia .

Day on –22), the so that the help. Reca guides for which ex will enab people in d’s mercy d stage, d ask for 11 Nov l events ronomy 5:1 ich act as and L2.4 Teachers upsetting ir age an o need Go y sorry an 21, Deute traditions, chings wh embe Units L2.1 ate to the ing to sa s, and als us 20:1– in many plore tea r. ect with ed ed good od nt Ex ne nn de a y. rta (Ex d appropri s Co ep po wa ts ba ay ke od and andmen the right like that?

Rule is im belief: is not alw ) and so go in n ve mm of rld (sin do e lde ha live Co wo le tor n ns be Go to the Crea the Te e peop idance that the ople still Make se out why tem, e.g. lp and gu 2). Note slims believ es. Do pe beliefs ab s belief sys L2.1). Mu those rul le need he y atthew 7:1 sin) fy some iou en op (M wh of nti d pe elig giv le’ ? as t Ide an n-r be Ru • no to n ide en ings r place est tha ar, and a y needed g. Christia and teach ons sugg d the ‘Gold rld a bette place (e. ring the ye • Religi doing if the us beliefs ke the wo :28–34) an ideas: tter place studied du make the uld it ma (Mark 12 een religio have been following world a be traditions of Jesus ? How wo from the who try to links betw ople must Choose charities d make the • Make s for living andments t what pe a better. se guide to live an o Comm l for trees of Jewish Work ou rld s the Tw try ts. wo ple le ep nis op ke am the ar festiva pe live and for Huma some ex to make if people h new ye to d ct: ing le ke w fin wis pa op : lud ho ma Je im ty) t pe it inc uld g. w the (chari © RE s abou and the lp inspire erence wo r place (e. t about ho d tzedaka To n teaching Underst ls that he What diff world) an rld a bette y); find ou s betwee d individua such as ding the ke the wo Child’s Da simple link ideas an charities , Jewish olam (men le try to ma • Make re some amples of place. of tikkun ) g. Tzedek ich peop • Explo a better e some ex teaching why? (e. rld ty Tzedek us h d g. ways in wh ari wo ty; an (e. wis us ch ari Je do the live to e ch rld’. ir religio • The do they to make m and the slims giv d the wo people try r how the tter; what tikkun ola they help d how Mu can ‘men s of how .). Conside world be and why example at it is, an how that resa, etc out how vat) and ) ribe some find out wh s Mother Te and find (Tu B’she • Desc anisations . ty (zakah): r King Jr, s.org.uk their belief ls and org tter place slimhand ople put rtin Luthe lief in chari be pe be mu a Ma w w. rld tu, individua ho slim ww wo es in lden ond Tu king the • The Mu f.org.uk or differenc g. Desm e the Go tion to ma mic-Relie fy some Many us ristians (e. ? www.Isla ir contribu • Identi of living? fight for ational Ch the world s, and the n their ways nists who s of inspir y change into actio in their live they to guide ing Huma re the live world lief: can the nists use ided them me inspir : How have • Explo Re . gu t why the ma so ns c d ou at Hu fam tio mi an ab ok Ox ec do Isla ed nn and arity, nce. Lo t answers ways of e.g. what faith inspir Make co secular ch ristian Aid to conscie d sugges the best ut God’: listening work of Ch work of the od witho what are n, estions an d the go the so qu an in the at , ing are rea , ise ce • Ra ), using od pla ys of ‘be of others • Comp this. Look ays a go igions too the lives us eligious wa y they did is not alw lives and s many rel are non-r ) and wh from religio on acros their own n’s rights • Comp for living better service in h is comm for wome ideas mmands t making it d hic n co gh an (w ow fou ’ ity le me Ru Besant d pupils generos ween so

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9

Option 3

Option 3 A bespoke syllabus SACRE could fulfil its statutory duties by requiring a local review of the agreed syllabus.

This would involve a process something like this: • • • • • • •

An Agreed Syllabus Conference (ASC) set up, overseeing the review A survey of teachers Initial drafts by the adviser / a consultant Teacher working groups to feed into the process of reviewing the drafts Re-writing by the adviser / a consultant Approval from ASC/SACRE and the Local Authority Design and production of text and/or online version.

Key reasons to consider this might be the desire for a specifically local agreed syllabus, and/or one that reflects the description of the subject of Religion and Worldviews from the 2018 Commission on RE national report.

Disadvantages:

Relevant recent examples:

Likely costs must include:

RE Today has recently worked with SACREs and Local Authorities such as Sandwell, Bedford, Bedfordshire and Luton, Gloucestershire, and Oldham to develop a bespoke syllabus.

Advantages: • Involvement of local teachers strengthens the commitment to the syllabus, often resulting in greater buy-in for the revised syllabus.

• The process is a form of professional development for those involved, who can then support local schools in the implementation process.

• The syllabus can reflect the local area closely.

• The syllabus could set the standard for postCommission syllabuses, with national impact.

• Costs are considerably greater than options A or B • Duplication of work by other local SACREs.

• Establishing, managing and supporting the review process • Running teacher consultations, including supply cover for teacher working party • Setting the parameters for writing review materials, and developing local applications of national materials; writing time, drafting and redrafting services • Production supervision • Production costs: editorial, design, print • Launch events.

100

Costs

Costs overview A licence for syllabus models A+ or B A five-year licence for a printable PDF of syllabus models A+ or B from RE Today costs £65 per school plus VAT. These costs will be confirmed by a contract letter before agreement.

Option to have printed hard copies is available and a print quote will be provided upon request.

What the licence includes • Licence includes permission for each named school to use the syllabus – including photocopying within school for classroom use.

• The syllabus will be provided to schools as a PDF, via a password protected area of the RE Today website. The syllabus cannot be made available for public access – this is a breach of the licence conditions. It is the responsibility of the SACRE to ensure all licensed schools are compliant.

• A summary document will be supplied as a PDF to the SACRE/LA to host as a publicly available document on their website. Schools may also do this if they wish.

• The syllabus remains the copyright of RE Today.

• Licence also includes potential essential updates from RE Today during the five-year licence period.

These will be available electronically, not in print.

• Licences are per school, not bundled per academy chain, for example.

• If you would like printed versions of the syllabus for your schools we can provide a print quote upon request.

Copyright RE Today Services owns the copyright to the syllabus in its entirety and subject to the grant of the licence all rights in such Syllabus are fully reserved by RE Today Services.

Freedom of information (FOI) RE Today Services acknowledges that Local Authorities to schools may be subject to the Freedom of Information Act 2000. If you choose to licence our syllabus and you receive an FOI relating to the document, you should contact and consult with RE Today Services.

Costs for a bespoke syllabus: We would be delighted to talk with you about developing a bespoke syllabus for your MAT. Costs are likely to be greater than for the ‘off-the-shelf’ models, ranging between £12,000 and £25,000 in our experience. They can also take some time to develop – to reflect the specific contexts and needs of the MAT. However, it is a worthwhile process, especially if it involves teachers in the development.

Call 0121 458 3313 or visit retoday.org.uk to find out more

11

Case study

Nottinghamshire Agreed Syllabus Nottinghamshire Local Authority

What did they need?

Nottinghamshire needed a Locally Agreed Syllabus, which included the input of local teachers, as well as needing expert knowledge about the recent developments in RE.

Working with RE Today In producing an Agreed Syllabus fit for purpose the RE Today Adviser listened to the requests from the teachers of the Authority, and brought knowledge as well as understanding of recent developments within the educational world to enable Nottinghamshire to produce an Agreed Syllabus upto-date with current educational thinking.

‘RE Today brings a wealth of expertise and commitment to the work of SACRE in encouraging, reviewing and producing materials which are relevant, easy to navigate and creative as well as being both teacher and pupil friendly. RE Today has a wealth of experience we find invaluable.’

Ken Johnson, Consultant, Nottinghamshire SACRE

‘The Agreed Syllabus has been welcomed by many teachers who have found it to be inspiring, uplifting and challenging.

The Adviser worked really well with the teachers’ panel who came together regularly to review and express the needs, as they saw it, of teachers within the authority.’

Ken Johnson, Consultant, Nottinghamshire SACRE

12

Case studies

Case study

Sandwell Agreed Syllabus Sandwell Local Authority

‘Access to specialist expertise and knowledge is available and provided in a flexible and context specific manner by RE Today – sensitive to particular issues arising. Having the Agreed Syllabus at the centre, backed up with CPD and networks has meant that the LA and SACRE can be confident that schools are well resourced and can offer a high quality RE curriculum that fits the diversity of Sandwell’s population and fosters core community values.’

Lisa Bradbury, Professional Learning Manager, Sandwell Local Authority

What did they need?

Working with RE Today

Sandwell is a very diverse borough of nearly 300,000 people, and has large Sikh, Muslim, Hindu and Christian populations. The SACRE and local authority, mindful of their legal responsibility for RE, used consultancy services with RE Today to write, publish, train and support its syllabus ‘Learning and Living’.

RE Today consulted closely with Sandwell SACRE and local teachers, taking into account their local needs. The main link adviser with RE Today was taken ill in the final stages of the syllabus development, but other members of the RE Today team stepped in to finish the production of the syllabus itself and deliver the launch conference.

Current educational thinking

‘The work provided has been of a high quality, responsive to the ever-changing education world and the various shifts in expectations and demands that might be made of schools and their curriculum.’

Lisa Bradbury, Professional Learning Manager, Sandwell Local Authority

RE Today advisers provided substantial support for the design, delivery and dissemination of Sandwell’s Agreed Syllabus for RE launched in 2018.

In conjunction with SACRE and the network of RE co-ordinators in schools the syllabus has been embedded effectively via a wide range of additional units of work, CPD training programmes and network meetings. Work is continuing on developing access to these resources to all schools and academies. RE Today advisers have also led some initial work that has begun on pupil voice feedback.

Call 0121 458 3313 or visit retoday.org.uk to find out more

13

Launch days

Agreed syllabus launch days Our extensive experience shows that syllabuses are more effective when teachers have an opportunity to see how the syllabus works, and to try out a whole range of practical classroom strategies and resources for implementing the syllabus.

The launch is an all-day event which covers all the appropriate training needs for teachers who will be using the syllabus.

‘Lots of practical ideas of how to make RE interesting. I’m not confident with teaching RE but feel better about it now.

Thank you.’

We can deliver training for a comprehensive one-day launch conference for up to 120 teachers at a time.

Cost = £2000 for two RE Today advisers plus travel/accommodation as required.

This could be a joint primary/secondary conference or primary alone.

SACRE would need to promote, administer and organise the conference days and syllabus distribution; RE Today advisers would deliver the training sessions.

The conference would enable teachers to work with the syllabus, providing a generous pack of practical resources which prepare them to carry out training in a staff meeting to disseminate the new syllabus.

A conference for up to 60 teachers can be delivered by a single RE Today adviser.

A typical outline of the day would cover three 90-minute sessions covering:

Cost =£1000 plus travel/accommodation as required.

• Intent: introducing and using the new syllabus for planning great RE • Implementation: excellent teaching and learning • Impact: achieving and assessing.

This would need to be either primary or secondary.

These conferences can be repeated, of course, to ensure you provide opportunities for all schools to attend.

Dates will need to be negotiated in advance.

Costs for multiple conferences can be negotiated.

14

Support materials

Support materials: units of work Syllabus model A+ RRP

A primary scheme of work, comprising 35 units of work

A secondary scheme of work, comprising 15 units

£560

£240

Syllabus model B

Discount price at launch conference

RRP

Discount price at launch conference

£280

A primary scheme of work, comprising 20 units to cover key questions other than Christianity

£300

£160

£120

A secondary scheme of work, comprising 11 units to cover key questions other than Christianity

£165

£88

Both syllabus models provide the key questions, unit outcomes and content, and end-of-phase/key stage outcomes, along with a planning process, legal requirements and other necessary guidance. Both syllabuses are designed to equip each academy to plan and deliver its own RE, and provide consistency across the MAT. However, some academies welcome the extra support of exemplar units of work. If they want to, academies can purchase additional support materials which can save hours of planning time. We offer excellent discounts for individual academies who wish to order these at a syllabus launch event.

Schemes of Work are also available for MATs to bulk buy for all their academies if they wish to provide this additional support and timesaving solution. We can offer bulk buy discounts and provide access upon publication of the syllabus.

Understanding Christianity training and resource pack One significant feature of syllabus model B is that it incorporates key questions from Understanding Christianity (UC) – a substantial resource to support the teaching of Christianity in RE, currently being used in many CE academies as well as an increasing number of community schools and academies.

To access the UC resource pack, schools must attend approximately 12-15 hours of training. There are accredited trainers around the country who can provide training. You can enquire with them directly about their costs. The resource pack itself costs £75 plus p&p. This cost is often built into the training costs.

If you would like an RE Today adviser to run UC training, we can run sessions for up to 30 teachers at a time. The most effective way to deliver this is over 3 half-day sessions (9.00am-1.00pm or 1.00pm-5.00pm) at least half a term apart, ideally one per full term.

Thanks to generous grant funding we are able to offer this at a rate of £60 for a community school*. This includes all resource materials (RRP £75). We can run this training online or in person. *Per the terms of our funding this applies to academies or LA maintained academies that do not receive influence (financial or operational) from any religious organisation (such as the Church of England).

Call 0121 458 3313 or visit retoday.org.uk to find out more

15

Units of work

Units of work for Syllabus Model A+ Units are supplied via digital log in to a password protected area of the RE Today website.

The units are available to download as individual PDF files. The units are reviews and updated every 2-3 years, and schools with access automatically get the latest versions.

Foundation Stage

Upper Key Stage 2

F1 Which stories are special and why?

U2.1 Why do some people think God exists?

F2 Which people are special and why?

U2.2 What would Jesus do? (Can we live by the values of

F3 Which places are special and why?

Jesus in the twenty-first century?)

F4 Which times are special and why?

U2.3 What do religions say to us when life gets hard?

F5 Where do we belong?

U2.4 If God is everywhere, why go to a place of worship?

F6 What is special about our world and why?

U2.5 Is it better to express your beliefs in arts and

Key Stage 1

architecture or in charity and generosity?

U2.6 What does it mean to be a Muslim in Britain today?

1.1 Who is a Christian and what do they believe?

U2.7 What matters most to Christians and Humanists?

1.2 Who is a Muslim and what do they believe?

U2.8 What difference does it make to believe in ahimsa

1.3 Who is Jewish and what do they believe?

(harmlessness), grace and/or Ummah (community)?

1.4 What can we learn from sacred books?

U2.9 What can be done to reduce racism? Can

1.5 What makes some places sacred?

religion help?

1.6 How and why do we celebrate special and sacred times?

U2.10 Green religion? How and why should religious

1.7 What does it mean to belong to a faith community?

communities do more to care for the Earth?

1.8 How should we care for others and the world, and why

Key Stage 3

does it matter?

3.1 Do we need to prove God’s existence?

Lower Key Stage 2

3.2 Does living biblically mean obeying the whole Bible?

L2.1 What do different people believe about God?

3.3 What is so radical about Jesus?

L2.2 Why is the Bible so important for Christians today?

3.4 Is death the end? Does it matter?

L2.3 Why is Jesus inspiring to some people?

3.5 Why is there suffering? Are there any good solutions?

L2.4 Why do people pray?

3.6 Should religious buildings be sold to feed the starving?

L2.5 Why are festivals important to religious communities?

3.7 How can people express the spiritual through the arts?

L2.5a How do people from religious and non-religious

3.8 What is good and what is challenging about being a

communities celebrate key festivals?

teenage Sikh or Buddhist or Muslim in Britain today?

L2.6 Why do some people think that life is like a journey

3.9 Should happiness be the purpose of life?

and what significant experiences mark this?

3.10 Does religion help people to be good?

L2.7 What does it mean to be a Christian in Britain today?

3.11 What difference does it make to believe in…?

L2.8 What does it mean to be a Hindu in Britain today?

3.12 Is religion a power for peace or a cause of conflict in

L2.9 What can we learn from religions about deciding

the world today?

what is right and wrong?

L2.10 How do family life and festivals show what matters to Jewish people?

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Units of work for Syllabus Model B Please note, the Christianity Units are not included with the scheme of work support materials, as reflected in the pricing structure. These units are covered in the Understanding Christianity resource which you can find out more about on p.17. Units that are included are in blue. See page opposite for how units are supplied.

Foundation Stage

Upper Key Stage 2

F1 Why is the word ‘God’ so important for Christians?

U2.1 What does it mean if Christians believe God is holy

F2 Why is Christmas special for Christians?

and loving?

F3 Why is Easter special for Christians?

U2.2 Creation and science: conflicting or complementary?

F4 What places are special and why?

U2.3 Why do Christians believe Jesus was the Messiah?

F5 What times/stories are special and why?

U2.4 How do Christians decide how to live? ‘What would

F6 Being special: where do we belong?

Key Stage 1

Jesus do?’

U2.5 What do Christians believe Jesus did to ‘save’ people?

U2.6 For Christians, what kind of king is Jesus?

1.1 What do Christians believe God is like?

U2.7 Why do Hindus want to be good?

1.2 Who do Christians say made the world?

U2.8 What does it mean to be a Muslim in Britain today?

1.3 Why does Christmas matter to Christians?

U2.9 Why is the Torah so important to Jewish people?

1.4 What is the ‘good news’ Christians believe Jesus brings?

U2.10 What matters most to Humanists and Christians?

1.5 Why does Easter matter to Christians?

U2.11 Why do some people believe in God and some people not?

1.6 Who is a Muslim and how do they live?

U2.12 How does faith help people when life gets hard?

1.7 Who is Jewish and how do they live?

1.8 What makes some places sacred to believers?

1.9 How should we care for others and the world, and why

Key Stage 3 3.1 What does it mean for Christians to believe in God as Trinity?

does it matter?

3.2 Should Christians be greener than everyone else?

1.10 What does it mean to belong to a faith community?

3.3 Why are people good and bad?

Lower Key Stage 2

3.4 Does the world need prophets today?

3.5 What do people do when life gets hard?

L2.1 What do Christians learn from the Creation story?

3.6 Why do Christians believe Jesus was God on Earth?

L2.2 What is it like for someone to follow God?

3.7 What is so radical about Jesus?

L2.3 What is the ‘Trinity’ and why is it important for Christians?

3.8 The Buddha: how and why do his experiences and

L2.4 What kind of world did Jesus want?

teachings have meaning for people today?

L2.5 Why do Christians call the day Jesus died ‘Good Friday’?

3.9 Why don’t Hindus want to be reincarnated and what do

L2.6 For Christians, what was the impact of Pentecost?

they do about it?

L2.7 What do Hindus believe God is like?

3.10 What is good and what is challenging about being a

L2.8 What does it mean to be Hindu in Britain today?

L2.9 How do festivals and worship show what matters to Muslims?

L2.10 How do festivals and family life show what matters to Jewish people?

L2.11 How and why do people mark the significant events of life?

L2.12 How and why do people try to make the world a better place?

Muslim teenager in Britain today?

3.11 What is good and what is challenging about being a Jewish teenager in the UK today?

3.12 How are Sikh teachings on equality and service put into practice today?

3.13 What difference does it make to be non-religious in Britain today?

3.14 Good, bad; right, wrong: how do I decide?

3.15 How far does it make a difference if you believe in life after death?

3.16 Why is there suffering? Are there any good solutions?

3.17 Should happiness be the purpose of life?

3.18 How can people express the spiritual through the arts?

17

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RE Today What we do We are committed to the teaching of the major world faiths and non-religious worldviews in Religious Education and to an accurate and fair representation of their beliefs, values and practices in all our teaching materials.

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