Honesty – Fairness – Respect – Responsibility - Determination RELIGIOUS AND MORAL EDUCATION IN KILLEARN PRIMARY SCHOOL The Bible and beyond………

Honesty – Fairness – Respect – Responsibility - Determination How did we get here? Using our VALUES to underpin all developmental thinking Using our VALUES to underpin all developmental thinking Building our RME Programme of Study incorporating our key values.. Building our RME Programme of Study incorporating our key values..

Honesty – Fairness – Respect – Responsibility - Determination Building our RME Programme of Study to incorporate our key values Developing our capacity to be active and responsible citizens Developing our capacity to be active and responsible citizens Developing in each person : Developing in each person : self confidence self- esteem strategies for learning to learn Using values to develop our Managing Behaviour Policy Using values to develop our Managing Behaviour Policy Building the skills needed for social interaction Building the skills needed for social interaction Creating the opportunities for developing in the community and environment Creating the opportunities for developing in the community and environment Allowing opportunities to use values themes in assemblies Allowing opportunities to use values themes in assemblies Giving opportunities for discussion and debate at all stages Giving opportunities for discussion and debate at all stages

Honesty – Fairness – Respect – Responsibility - Determination 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 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 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 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 draw upon a variety of approaches including active learning and planned, purposeful play encourage the development of enquiry and critical thinking skills encourage the development of enquiry and critical thinking skills create opportunities for the development of problem solving skills create opportunities for the development of problem solving skills build in time for personal reflection and encourage discussion in depth and debate build in time for personal reflection and encourage discussion in depth and debate

Honesty – Fairness – Respect – Responsibility - Determination Features of RME Programme – contd. provide opportunities for collaborative and independent learning 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 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 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 make appropriate and imaginative use of technology build on the principles of Assessment is for Learning. build on the principles of Assessment is for Learning.

Honesty – Fairness – Respect – Responsibility - Determination 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.

Honesty – Fairness – Respect – Responsibility - Determination Our recent developments in RME Why did we review our Programme? To make learning alive for children 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 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 introduce debate and personal search to our programme To look at RME across all areas of learning To 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

Honesty – Fairness – Respect – Responsibility - Determination August – OctoberOctober - December December FocusJanuary - MarchApril - June P1Harvest / Lunch Prayer C Welcoming a Baby C The NativityStories about Muhammad I Ea st er Story of Ruth J P2Welcoming a Baby / Moses J Gifts and Giving C Gifts and GivingEid- ul-Fitr I 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 Festivals – Sukkot, Divali and Wesak * P4Parables of Jesus C A Muslims Childs week I Caring at ChristmasVisit to a local church C Passover (Pesach) J P5The Lords Prayer Harvest C Shabbat and Synagogue – a childs story Visit to a Synagogue J Christmas around the world Family and Community C Five Pillars of Islam I P6Ramadan and Eid-ul-Fitr I Bar Mitzvah J Hannukah J Buddhism introduction - Figures/Beliefs/ Celebrations B Ten Commandments – Visit to Bible World C P7Notable / Modern Christians C Buddhism conclusion – Worship/customs/ special places and times B Celebrations: religious / secular / commercial Purim / Story of Esther J Mosque – place of worship Visit to a Mosque I

Honesty – Fairness – Respect – Responsibility - Determination August – October October - December December Focus January - March April - June EarlyYearsP1 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 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 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 Rites of Passage * 1.09a, 1.03a,1.04c Stage1/2P4/5 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 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 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,2.09 c, 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 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 Religious Debate * 2.06b,2.06c,2.09a,2.03b,2.09c,2.09b,2.09b

Honesty – Fairness – Respect – Responsibility - Determination Colour Coding C – Christianity J – Judaism I – Islam S – Sikhism and Buddhism * multi-faith Religious and Secular Issues

Honesty – Fairness – Respect – Responsibility - Determination RME PROGRAMME OF STUDY CLASS: 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

Honesty – Fairness – Respect – Responsibility - Determination RME PROGRAMME OF STUDY CLASS: 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

Honesty – Fairness – Respect – Responsibility - Determination Forgiveness is an act of the will, and the will can function regardless of the temperature of the heart. Forgiveness is an act of the will, and the will can function regardless of the temperature of the heart. Corrie Ten Boom