I describe my first meeting at Dorset SACRE. I was a guest of Richard Scutt (Dorset Humanists member & Dorset SACRE Humanist Observer) who was warmly greeted by everyone at Dorset SACRE.
When Richard announced he was leaving Dorset SACRE, a teacher thanked him for all his work and the talks he had given to her children. Several other members of SACRE warmly wished Richard all the best in his future activities.
Richard was typically modest about his achievements with Dorset SACRE – he had been a member since 2004 and attended the meetings more regularly than almost all other members.
I’m sure he helped to secure some of the phrases in the “Dorset Agreed Syllabus for Religious Education – April 2005” (all of following phrases were underlined by Richard in his copy of the Syllabus):-
· Foreword, pg 2
o “Children will learn to appreciate what it means to have a religious faith and to respect and to understand those who have a faith other than their own, or no faith at all. This is an essential element in building healthy communities’.
· The Importance of Religious Education, Religious education in Dorset, pg 5.
o “Develops pupils’ knowledge and understanding of Christianity, other principal religions and other religious traditions and world views.”
o “encourages pupils ... to act with personal responsibility as citizens in a pluralistic society and global community”
o “enables pupils to develop respect, empathy and sensitivity to others, in particular those whose faiths and beliefs are different from their own.”
· Statutory Requirements for the Provision of Religious Education, pg 6
o School Standards and Framework Act 1998 Section 71
§ If a parent asks that a pupil should be wholly or partly excused from attending RE at the school, then the school must comply
· The Breadth of Study, Religions and Beliefs studied, pg 21
o Opportunities to consider the insights of secular and other world philosophies to ultimate questions could begin to feature from KS2 onwards and would be more fully developed at KS3 and 14-19.
· Ultimate questions at Key Stage 3, pg 22
o Richard highlighted the entire paragraph as ‘not good’.
· Experiences and opportunities, pg 23
o Many pupils come from religious backgrounds that have no attachment to religious beliefs and practises. In developing their schemes of work schools should ensure that all pupils voices are heard and the school religious education curriculum is broad and balanced and allows sufficient flexibility to include all ‘voices’ in the school community.
o Pupils own world-views, including secular philosophies, should be studied particularly considering ultimate questions and ethical issues.
· The Breadth of Study at a glance, pg 25
o Ultimate Questions explored with reference to all faiths and to secular philosophies...
· Foundation Stage (age 3-5), pg 28
o There is an expectation that children will be introduced to Christianity. Teachers should take opportunities to introduce children to other faiths as they feel appropriate.
· Foundation Stage (age 3-5), pg 29
o Recommend to schools the booklet produced by the Solihull LEA
o Handbook for ‘Religious Education in the Foundation Years’ available from Birmingham City Council.
· Programme of study for Key Stage 1,
o Breadth of Study, Religions and Beliefs, pg31
§ The world view of pupils, pg31
o Areas of Study, pg 32
§ Schools should take the approach of unpacking Christianity and Judaism through asking a series of Key Questions. There should always be opportunities to explore pupils own views and these questions.
· Programme of study for Key Stage 2:
o Connections and Expressions, pg 33
§ During key stage 2 pupils learn about Christianity, Hinduism and Islam
§ Pupils begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between religions
o Religions and beliefs, pg 34
§ The world view of pupils, including, where appropriate, secular philosophies
o Themes, pg 34
§ m.. beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment
o Area of Study, pg 36
§ Schools should take the approach of unpacking Christianity, Hinduism and Islam through asking a series of Key Questions.
· Programme of study for Key Stage 3
o Application, pg 39
§ Deepen understanding of Christianity and will be introduced to Buddhism and Sikhism, they will continue to consider aspects of Judaism, Hinduism and Islam in a local, national and global context
o Learning from religion, pg 40
§ Pupils should reflect on the relationship between beliefs, teachings and ultimate questions, communicating their own ideas thoughtfully and sensitively, using reasoned arguments
o Religions and beliefs, pg 40
§ The world views of pupils, including, where appropriate, secular philosophies.
o Areas of Study, pg 41
§ Schools should take the approach of unpacking Christianity, Buddhism, Sikhism and world views including secular philosophies through asking a series of Ultimate Questions.
· Humanist beliefs on Ultimate Questions, pg 46
o “it is anticipated that schools may want to include material from secular philosophies. The following table on Humanist beliefs on Ultimate Questions is included.
§ Pg 46: Full page table
· What do Humanists believe and why?
· What do Humanists do because of their beliefs?
· How do Humanists express their beliefs?
· How do the you respond?
· Membership of Dorset SACRE, pg 49
o Richard Scutt – Humanist Observer
Purpose and scope of the proposed guidance on religious education (RE), and contain the proposed text of the guidance itself.