Dorset Agreed Syllabus for RE, 2005 - 13 'Humanist', 0 'Humanism', 5 'secular philosophies' references

Finally...  I found the Dorset Agreed Syllabus for RE, 2005 - online pdf.

references to 'Humanist' - 13 on 2/50 pages
pg 46 (12 'Humanist' references):
It is anticipated that schools may want to include material from secular philosophies. The following table on Humanist beliefs on Ultimate Questions is included for guidance.

• What do Humanists believe and why?
• What do Humanists do because of their beliefs?
• How do Humanists express their beliefs?
• AT 2 : How do you respond?

pg 49 (1 'Humanist' reference):

Richard Scutt - Humanist Observer

[thanks to Richard Scutt who was Humanist Observer of Dorset SACRE 2004-2009]

references to 'Humanism' - 0
references to "secular philosophies" - 5 on 5/50 pages
pg 23 (1 reference)

Pupils’ own world-views, including secular philosophies, should be studied particularly in considering ultimate questions and ethical issues.
pg 34 (1 reference)
Key Stage 2 - Religion & Beliefs: the world views of pupils, including, where appropriate, secular philosophies.
pg 40 (1 reference)

Key Stage 3 - Religion & Beliefs: the world views of pupils, including, where appropriate, secular philosophies.

pg 41 (1 reference)

Areas of Study Key Stage 3 Schools should take the approach of unpacking Christianity, Buddhism, Sikhism and world views including secular philosophies through asking a series of Ultimate Questions. The views of Hinduism, Islam and Judaism on these ultimate questions should also be included where appropriate.

pg 46 (1 reference)

It is anticipated that schools may want to include material from secular philosophies. The following table on Humanist beliefs on Ultimate Questions is included for guidance.

Schools citing 'Agreed Syllabus for Religious Education'

my comments in blue with [ ] brackets.


Henry Cort College, Hampshire

RELIGIOUS EDUCATION

In accordance with the 1944 Education Act as reaffirmed by the 1988 Education Reform Act, Religious Education is studied throughout the college. The same Education Act entitles you to withdraw your child from Religious Education if you so wish. Students so withdrawn will be supervised and given appropriate work. You may also withdraw your child from all acts of collective worship. Students so withdrawn will be supervised.

Henry Cort College follows the Hampshire agreed syllabus for Religious Education, which conforms with the requirements of the 1988 Education Reform Act.

Shaftesbury School, Dorset
http://www.shaftesburyschool.com/re-citizenship.html

Our Department is fully inclusive. All students within school receive 1 hour a week Religious Education Curriculum. All students attend Collective Worship once a week delivered by Heads of House, students and Clergy/ Chaplaincy Team. This worship is in the main, predominantly of a Christian nature. All students receive a weekly Tutor session “Thought for the Week”. Students take part in other community and School Acts of Worship and activities and events, both on and off site. We have Active Christian Unions at KS3 & 4 attended by both Christian & Muslim students.

The school prospectus carries information for Parents that wish to remove or withdraw students from RE lessons or / & Collective Worship and they may seek meetings with the Head & HoD. This is an unusual scenario and at present, no-one is withdrawn.

We follow, and take as our starting point and guidance, The Dorset Agreed Syllabus for Religious Education ‘ R.E.Search : Asking the Big Questions’

This syllabus is one of the first in England to make extensive use of the Non Statutory framework for Religious Education. This was produced after extensive consultation with Faith communities and professional organisations giving us a clear rationale for RE and high expectations and standards of the subject.

The new Locally Agreed Syllabus (April 2005) allows us here at Shaftesbury School to;

• Have a strong commitment to promote student’s spiritual, moral, social & cultural development
• Deliver RE inclusively and develop progress, attainment and success in RE for all
• Challenge students in their Learning through the added dimension of the key skills of Reflection, Empathy, Communication and Evaluation
• Highlight for students the Tolerance and Respect Agenda, promoting enquiry into and respecting the beliefs & values of others and combating prejudice and discrimination, Anti-Semitism and Islamophobia
• Gives teachers clear guidance on what to deliver and what standards must be achieved
• Allows students to develop their spirituality and own personal growth as well as to appreciate what it means to have a religious faith and to respect and understand those who have a different faith other than their own or no faith at all.

[Shaftesbury School has received several lectures on Humanism by Richard Scutt of Dorset Humanists, however there was no mention of humanism on their website]

 William Barnes Primary School - Policy for RE

Religious Education at William Barnes Primary School reflects the fact that religious traditions in this country are, on the whole, Christian, whilst taking account of the teaching and practices of several other principal religions represented in Great Britain. It does not seek to convert or urge pupils towards a particular religious belief. Whilst it seeks to aid the acquisition of knowledge about religious traditions, beliefs and practices, it also extends to the impact these have on people’s lives and to wider questions of morality. In addition, it aims to develop key skills and attitudes which make a significant contribution to pupils’ personal, spiritual, moral and cultural development and the responsibilities of citizenship. 

Aims
We follow the Dorset Agreed Syllabus for Religious Education, R.E.Search: asking the Big Question 2005, which consists of two central attainment targets – Learning about religion and human experience (AT1) and learning from religion and human experience (AT2). By the end of Key Stage One, children will have made introductory studies of Christianity, Hinduism and Judaism, and during Key Stage Two, they will have made a more in-depth study of Christianity and Hinduism as well as an introductory study of Islam, Sikhism and Buddhism.   However, following some work with the R.E.Adviser, Derek Holloway, a number of school-based study units have been introduced, which allows an element of flexibility for the individual teachers and their classes needs, and allows them to link R.E. with other topics.
Statutory requirements
By following the Dorset Agreed Syllabus, and by ensuring that the teaching of RE takes up approximately 5% of all teaching time outside assemblies, we meet our statutory obligations. 

Current Practice
Detailed planning grids from the agreed syllabus for each year group are used as the basis for our teaching throughout the school. It is expected that each teacher will be responsible for the regular assessment of their pupils.  Three times in each year, pupils will complete an agreed key assessment task, from which the R.E. coordinator will collect samples for monitoring provision and standards within the school.
Within each key stage, and for each unit of work, children’s attainment can be assessed against three ‘steps’ – step one for low-achievers, step two for average achievers, and step three for high achievers. This then informs the process of reporting to parents. 
Equal Opportunities
We ensure that all children are offered equal access to the Religious Education curriculum, regardless of their gender, race, religious belief or ability, although parents do have the legal right to withdraw their children from Religious Education should they so wish. 
Resources
All year groups have a copy of the relevant parts of the agreed syllabus. The whole syllabus is kept in the co-ordinator’s file for reference. There is a selection of artefacts and reference books in the library.  There is also the option of borrowing specific books and artefacts from the library on a half-term basis. 
Monitoring
The subject leader is responsible for monitoring coverage, continuity and progression in the subject, reporting to the headteacher.
Review
This policy is reviewed by the governors every year in accordance with legal requirements.
April 2007, Reviewed by Curriculum Committee 15 May 2007. 

[no mention of humanism]

Co-opted Today onto Dorset SACRE

Today the clerk of Dorset SACRE co-opted me as a Humanist Observer, replacing Richard Scutt who has retired from this role after 5 years. "Glad to welcome you on board".

My first SACRE

On 15th October I attended my first SACRE as a guest of Richard Scutt, Humanist Observer at Dorset SACRE since 2004. Richard will retire from SACRE and offered to take me to this meeting.

The 3 hour meeting in Poundbury, Dorset in Southern England was most interesting (more later!) and everyone seemed perfectly friendly to me.

On announcing his retirement, Richard had some kind words spoken to him by several SACRE members, wishing him well in his future activities and thanking him for his work and Humanist talks to school children over the last 5 years.

I told Richard, both before and immediately after the meeting, that before committing myself to replace him as the Humanist Observer, I wanted to do further research on the subject.

I was not at all sure whether I wanted to enter 'the Lions Den' (or as my wife put it, 'The Hornets Nest') of Dorset SACRE.

But subsequently my research indicates that their is some potential to include further Humanist viewpoints in R.E. Search: Asking the Big Questions by "Dorset Agreed Syllabus for Religious Education" last published in April 2005 and due for updating in 2010.

Also I think I can use the opportunity as a Humanist Observer of SACRE, to give children in Dorset the chance to learn more about Humanism and other secular philosophies, as alternatives to religious world-views.