RELIGIOUS AND MORAL EDUCATION IN KILLEARN PRIMARY SCHOOL The Bible and beyond………

1. RELIGIOUS AND MORAL EDUCATION IN KILLEARN PRIMARY SCHOOLThe Bible and beyond………

2. How did we get here? • Using our VALUES to underpin all developmental thinking • Building our RME Programme of Study incorporating our key values..

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

4. 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 • 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 people’s beliefs • draw upon a variety of approaches including active learning and planned, purposeful play • encourage the development of enquiry and critical thinking skills • create opportunities for the development of problem solving skills • build in time for personal reflection and encourage discussion in depth and debate

5. Features of RME Programme – contd. • 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 • 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 • build on the principles of Assessment is for Learning.

6. 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.

7. Our recent developments in RME Why did we review our Programme? • 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 introduce debate and personal search to our programme • To look at RME across all areas of learning • To involve all members of our school and community

10. Colour Coding C – ChristianityJ – JudaismI – Islam S – Sikhism and Buddhism *multi-faith Religious and Secular Issues

11. RME PROGRAMME OF STUDYCLASS: P1

12. RME PROGRAMME OF STUDYCLASS: P7

13. “Forgiveness is an act of the will, and the will can function regardless of the temperature of the heart.” Corrie Ten Boom