Having Faith In Tower Hamlets

1.    Foreword by the Corporate Director

2.    Foreword by the Chair of SACRE

3.    Introduction

4.    Summary of requirements

5.    The Importance of RE

6.    Rationale: What are the purposes of RE?

7.    Each child is valued in RE

8.    RE, key skills and other aspects of the curriculum

9a.  The Aims of Religious Education in Tower Hamlets

9b.  The  Cycle of Aims (diagram)

10.  Attainment Targets in RE

11.  Which religions are to be studied? Minimum requirements

12.  Curriculum Time for RE

13.  The programmes of study: What is to be taught?

.       Foundation Stage / Reception

.       Key Stage One

.       Key Stage Two

.       Key Stage Three

.       14-19 RE: Key Stage Four & 16-19 RE for all

14.  Good Learning in RE: skills, processes, attitudes and concepts

15.  Skills, progression, achievement and assessment in RE

16.  Expectations and assessing achievements in RE

17.  The Tower Hamlets 8 level scale in RE

18.   Skills for each level of achievement

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The following are PDF files

9.  Believing in Tower Hamlets: What is religion like around here?

10. Does a Beautiful world mean there is a wonderful God?

11. Why does the Prophet matter to Muslims?

12. What different Beliefs about God do people have? (Christianity and Islam)

13. The Journey of Life and Death (Muslims and Hindus)

14. Keeping the 5 Pillars of Islam

15. Leaders and followers: Who do Jewish and Christian people follow?

16. How and why do Hindus celebrate Divali?

Suggested for upper Key Stage 2:

17. Does Hajj change lives? Muslim pilgrimage

18. Values: What matters most? Christians and Humanists

19. What is it like to be a follower of the Buddha?

20.  Jewish and Islamic prayer: What? How? Why?

21. What is it like to be a Sikh?

22. What is spiritual in your life? (Christian and Muslim)

23. Christian Aid and Islamic Relief: can they change the world?

24. Religion and the individual: Buddhists and Christians

25. Words of Wisdom: Sikh, Muslim, Christian

26. What is the impact of belief: a transition unit

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The following are PDF files

3. Holy Books: words that are special to us

4. Celebrations that matter: welcoming a new baby

5. Who says thank you? Thanksgiving in Christianity and Hinduism

6. Symbols of faith: why are they important in Christianity and Islam?

7. What can we learn from sacred places? Mosque, Church, Synagogue

8. What do we celebrate and why? Easter and Eid ulFitr.

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The following are PDF files

1. Stories and Celebrations: Christmas and Easter

2. Finding out about Islam at the Mosque

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SACRE recommends the following links to students, teachers and others looking for more information on different religions and beliefs. Each of these sites carries more links to other web-based educational resources, many relevant to the national curriculum.

www.re-online.org.uk

www.request.org.uk

www.theresite.org.uk

www.natre.org.uk

www.retoday.org.uk

Religions and Beliefs

www.humanism.org.uk/education

www.humanismforschools.org.uk

Also

www.bbc.co.uk/religion

www.citizenship-pieces.org.uk

You can also find some more education links in the sections dedicated to specific faiths on this web site.

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Back to Religious Education home

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SACRE recommends the following links to students, teachers and others looking for more information on different religions and beliefs. Each of these sites carries more links to other web-based educational resources, many relevant to the national curriculum.

www.re-online.org.uk
www.request.org.uk
www.theresite.org.uk
www.natre.org.uk
www.retoday.org.uk

Religions and Beliefs

www.humanism.org.uk/education
www.humanismforschools.org.uk

Also

www.bbc.co.uk/religion
www.citizenship-pieces.org.uk

You can also find some more education links in the sections dedicated to specific faiths on this web site.

SACRE recommends the following links to students, teachers and others looking for more information on different religions and beliefs. Each of these sites carries more links to other web-based educational resources, many relevant to the national curriculum.

www.re-online.org.uk
www.request.org.uk
www.theresite.org.uk
www.natre.org.uk
www.retoday.org.uk

Religions and Beliefs

www.humanism.org.uk/education
www.humanismforschools.org.uk

Also

www.bbc.co.uk/religion
www.citizenship-pieces.org.uk

You can also find some more education links in the sections dedicated to specific faiths on this web site.

To register or access the Tower Hamlets RE Syllabus and schemes of work please login here

The following are PDF files

SACRE annual report 2010

SACRE – making a difference

The non-statutory national framework for religious education by the Qualifications and Curriculum Development Agency

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Legal Context

The Education Reform Act 1988 places a duty on every Local Authority to constitute a Standing Advisory Council on Religious Education (SACRE). Religious Education is part of the basic curriculum which is made up of the National Curriculum and Religious Education. Unlike any other subject in the statutory curriculum, RE is local determined, monitored and controlled in a partnership with the local communities of religion and belief.

Each SACRE has the following main functions:

1. to require the Local Authority to set up a statutory conference to review the Agreed Syllabus every five years and if, in the opinion of the SACRE, this becomes necessary, sooner;
2. to monitor the provision and quality of RE taught according to its agreed syllabus, together with the overall effectiveness of the syllabus;
3. to advise the LA on RE given in accordance with the agreed syllabus, upon matters connected with school worship in community schools and on other matters related to its functions, whether in response to a referral from the LA or as it sees fit;
4. to publish an annual report on its work and on actions taken by its representative groups, specifying any matters on which it has advised the LA, broadly describe the nature of that advice, and set out reasons for offering advice on matters not referred to it by the LA and to send a copy of the report to the Qualifications and Curriculum Development Agency (QCDA);
5. to provide advice and support on the effective teaching of RE in accordance with the locally agreed syllabus; provide advice to the LA and its schools on methods of teaching, the choice of teaching material and the provision of teacher training;
6. in partnership with its LA, consider whether any changes need to be made in the agreed syllabus or in the support offered to schools in the implementation of the agreed syllabus, to improve the quality teaching and learning of RE
7. offer advice to the LA, and through the LA to schools, concerning how an existing agreed syllabus can be interpreted so as to fit in with a broad, balanced and coherent curriculum;
8. To receive and determine whether applications from Governors to vary the requirement for worship of a broadly Christian nature, for the whole school or for groups of pupils, are appropriate.

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