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RELIGIOUS AND
MORAL EDUCATION
Rationale “Education
is about the development of the whole person. Religious and Moral Education
deals with the development of the person in relation to self-awareness,
relationships with others, and the realm of beliefs, values and practices
which go to make up a religious outlook on life. As such it makes an important
contribution to the personal and social development of all pupils.” (R.M.E.
5-14 National Guidelines) Aims: To
develop a knowledge and understanding of Christianity and other World
Religions and to recognise religion as an important expression of human
experience To
appreciate moral values such as honesty, liberty, justice,
fairness and concern for others To
investigate and understand the questions and answers that religions can offer
about the nature and meaning of life To
develop their own beliefs, attitudes, values and practices through a process
of personal search, discovery and critical evaluation The
teaching of Religious & Moral Education is concerned with the development
of understanding of religion as a significant area of human experience.
It is also an aspect of personal growth enabling the individual to
explore questions concerning the meaning of life. The moral element is the
process whereby a person develops responsible attitudes towards others, and
skills of moral judgement about what is considered right and wrong.
The
Multi-Cultural Dimension The
aims of R.M.E. are in line with the schools’ policies on Equal Opportunities
and Racial Equality, which offer equal opportunities for all. In line with
these policies, we wish pupils to understand, appreciate and respect peoples
of all different religions, races, disabilities and ethnic backgrounds. Teaching
and Learning Religious
and Moral Education is taught mainly as a discrete subject and is time tabled
into our weekly plan. The context
for our R.M.E is set in the National 5 – 14 Religious and Moral Guidelines
and in the programmes of study of Fife Council’s Religious and Moral
Education Guidelines. The headings we work under are Christianity, Other World
Religions and Personal Search. Some
aspects of R.M.E particularly moral issues are integrated into other school
areas, e.g. Personal and Social Education, Health, Citizenship and Bullying. Learning
and teaching Pupils
will progress from Level A-E through the Fife Council programmes of study
which provide balance, continuity and progression and allow pupils to acquire
skills common to other aspects of the curriculum. We have drawn up a topic
grid for each stage of the school infants, middle and upper. This allows
flexibility for any composite classes. The
topics have been selected because: They
relate to the needs and interests of pupils at that stage They
provide continuity and scope for developing the processes and key aspects of
personal and social development within the 5-14 guidelines They
allow incorporation of the targets from each of the three outcomes set in the
5-14 guidelines They
allow for progression as pupils build up key words and ideas that make them
familiar with the language of religion if they are to understand it and
discuss its significance Topics
in R.M.E. are usually taught as class lessons with individual and group follow
–ups either written, oral or through an aspect of Expressive Arts, e.g. art,
music or drama. There are also
opportunities for research work. Aspects of R.M.E. are planned for and
discussed in school assemblies throughout the year. Our
learning and teaching process follows a cycle involving the steps beow: RECOGNITION Finding
out LEARNING
ABOUT What
it means for others RESPONSE Taking
action
REFLECTION Thinking,
talking about
LEARNING
FROM What it means for me RECOGNITION
is mainly concerned with what the pupil needs to know or find out about a
particular religion, a person or way of life. They will also identify within
their own experience a similar thing. REFLECTION
is concerned with what the pupil needs to think and talk about. Through
discussion the pupil can more fully identify with what they understand within
their own experience and re-evaluate what they thought or did previously. RESPONSE
is concerned with pupils expressing their thoughts and feelings in the light
of what they have learned, understood and reflected on. This
is a useful model for both teachers and pupils to follow. Time
allocation A
minimum of 15% of time should be allocated to Religious and Moral Education in
conjunction with Personal and Social Development and Health. Assessment,
Recording and Reporting Staff
will assess : aspects
of knowledge and understanding in the three main attainment outcomes. skills
– listening, reading for information, discussion, collecting evidence,
recording and presenting, interpreting, evaluating and developing informed
attitudes. Assessment
is generally on-going with forms of evidence varied according to the task.
Assessment of knowledge and understanding and skills is assessed through the
usual methods that teachers use in other areas of the curriculum. (See whole
school Assessment. Recording and Reporting Policy) Through
observation, staff will assess the development of positive attitudes within
the pupil e.g. how the pupil empathises with and understands the beliefs and
values of others, and how he/she forms personal judgements on religious
matters. As
religious and moral views are often controversial and involve personal
decision and commitment, it would be wrong to assess the personal stances of
pupils in relation to such matters. A pupil’s view in relation to a moral
dilemma will not be assessed as right or wrong, although the process of
arriving at that view may be assessed. Staff will record pupil’s strengths
and particular needs in the pupil reports to parents. A judgement of progress
is also reported in pupil reports. Role
of School / Class Assemblies Assemblies
generate a feeling of “belonging” and togetherness as a school family,
where pupils’ achievements are valued and the spiritual dimension emphasised
as an important part of school life. Important messages about concern for
others or the environment are conveyed. Pupils are involved in singing,
reading aloud, drama or playing music, and also watch and listen with
concentration. The
aims for holding assemblies are: To
promote pupils’ spiritual development To
increase their understanding of religious practices such as prayer and
meditation and the religious experience which underlies them To
promote the ethos of the school through the expression and celebration of
shared values To
provide an opportunity for individual reflection on spiritual and moral
concerns. A
school assembly is held weekly where an aspect of religious or moral education
is discussed. Religious
Observance Contemplation and reflection is an important aspect
of all religions and pupils will have some first hand experience of this,
through prayers, singing and reading from holy books.
As we live in a predominately Christian society our religious
observance is predominantly Christian based.
Our school chaplain has an important role in carrying out the above.
The chaplain will be involved with school assemblies. Children who are to be
withdrawn from religious observance will be supervised by a member of Staff
and pursue personal projects in one of the classrooms.
The
school visits the local church to take part in a special services and classes
sometimes visit local churches for conducted tours, under the theme of Places
of Worship. Exemption
from Religious Observance Parents
who wish to have their child withdrawn from Religious observance within the
curriculum will indicate this on school enrolment form or through a written
letter informing school of special requirements. Forward
Planning Planning
for R.M.E is done on a termly basis where activities, strands, outcomes and
resources are identified. We also
have a R.M.E overview topic
record, which will be highlighted when planning and ticked when work has been
covered. This is handed on to the next teacher at the end of the session. (See
whole school Forward Planning Policy) Resources We
have a bank of resources for
R.M.E. including boxes of artefacts, videos, books, pictures, audio tapes and
photocopiable material to support learning and teaching. The internet
provides a wealth of information that relates to the teaching and learning of
R.M.E. We also make use of human
resources in the community e.g. School Chaplain, Charity Organisations, local
people Monitoring
and Review The Head Teacher has the overall responsibility for the monitoring and evaluating of R.M.E. from Nursery to primary 7. This is carried out in line with our schools Quality Assurance, Monitoring and Reviewing Policy.
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