Citizenship and Religious Education

Purpose of Workshop

To consider the links between Citizenship

curriculum and Religious Education at

Key Stage 2 (7-11 year olds)

To consider two classroom examples

If a man be gracious and courteous to strangers, it shows he is a citizen of the world

Bacon

The humblest citizen of all land, when clad in the armour of a righteous cause, is stronger than all the hosts of error

William Jennings Bryan 1860-1925

Pay to all what is due them – taxes to whom taxes are due,revenue to whom revenue is due, respect to whom respect is due, honour to whom honour is due

Romans 13:7

Perceptions of Religious Education

Perceptions of Religion

Childrens’ perception of religion and citizenship

LISTENING, TALKING AND GROWINGdeveloping citizenship themes through stories as part of the R.E. curriculum

THE FRAMEWORK FOR PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP AT KEY STAGES 1 AND 2

“ Personal, social and health education (PSHE) and citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning”

The National Curriculum Handbook for Primary Teachers

LINKS BETWEEN CITIZENSHIP AND RELIGIOUS EDUCATION

CITIZENSHIP RELIGIOUS EDUCATION

Beadth of opportunities across Key Stage 2.(5) During the key stage, pupils should be taught knowledge, skills and understanding through opportunities to:

Examples using the Content Overview, Christianity Unit 2, in the Cheshire Agreed Syllabus

(a) Take responsibility – for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender or as a playground mediator for younger pupils.

Beliefs/teachings – important features of the life of Jesus and their meaning for ChristmasThinking about the two greatest commandments pupils discuss what it means to ‘love a neighbour’ and ‘love one’s self’, is it worth doing and why?

(b) Feel positive about themselves – for example by producing diaries, profiles ad portfolios of achievements and by having opportunities to show what they can do and how much responsibility they can take.

Values – the expression of values in every day lifePupils work out a drama which shows courage and cowardice and relate these to characters in the trial of Jesus.

(c) Participate – for example, in the school’s decision making process, relating it to democratic structures and processes such as councils, parliaments, government and voting.

Values – what does it mean to follow a leader? For example disciples following Jesus; investigate leadership in different denominations; what makes a good church leader?

(d) Make real choices and decisions – for example, about issues affecting their health and well being such as smoking; on the use of scarce resources; how to spend money; including pocket money; and give to charities.

Values – the expression of values in everyday life; exercising personal responsibility Pupils role play the making of a decision concerning the distribution of money from a church to different charities.

(e) Meet and talk with people – for example, people who contribute to society through environmental pressure groups or international aid organisations.

Beliefs/teachings – the churchVisitors from different denominations talk about, or are questioned about the way they contribute to society, for example, working with others through Christian organisations and projects.

LINKS BETWEEN CITIZENSHIP AND RELIGIOUS EDUCATION

(f) Develop relationships through work and play – for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children by satellite e-mail and letters

Practices and values – celebration, festivals and special eventsPupils e-mail any contacts in other countries to ask how religious festivals are celebrated; concern for the elderly investigate different Christian responses.

(g) Consider social and moral dilemmas that they come across in life – for example, encouraging respect and understanding between different races and dealing with harassment.

Beliefs/teachings – important features in the life of JesusWhat do you think was the moral dilemma for Judas in betraying Jesus? What would you have done?Values – following the example of other ChristiansIn a study of the life of Martin Luther King, how his Christian beliefs affected his attitude to race relations.

(h) Find information and advice – for example, through helplines; by understanding about welfare systems in society.

Values – following the example of other ChristiansWorking with others through Christian organisations and projects, for example, Barnardos, The Salvation Army.

(i) Prepare for change – for example, transferring to a secondary school

Practices – celebration, festivals and special eventsConsider the changes involved in preparing for confirmation (becoming a full member of the Anglican Church); when do you make up your mind about your beliefs?

Using a Story to Relate Aspects of Citizenship to the R.E Curriculum

Linking RE Themes and Stories to the Citizenship Framework – KS2

PSHE and Citizenship Knowledge and Understanding

RE Theme Story Agreed Syllabus Content Overviews, Beliefs, Practices and Values

Preparing to play an active role as citizens

2b – why and how rules are made and enforces, why different rules are needed in different situations and how to take part in making and changing rules.

Rules and laws which govern behaviour in religious studies.

Ten commandments (Deut.5)Prodigal Son (Luke 15)House on rock and house on sand (Luke 6)

Beliefs and Practices God as Ruler Ways of understanding God through Biblical teaching 2 greatest CommandmentsThe BibleGod as loving; Saviour Jesus’ teaching in parables about God Effect of Jesus on lives of individuals

2e – to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences

Joseph (Book of Genesis)Daniel (Book of Daniel)Esther (Book of Esther)St George and the dragonA Taste of BlackberriesCherry Blossom TreeRemembering MumDr Barnardos

Beliefs and Practices Ways of understanding God The Bible – providing guidanceValues Exercising personal responsibility Concern for other people/created world Courage Love Expressing belief in ritual

4d – to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help

Freckle Juice

Bobby the Bad

Martin Luther King

Values Exercising personal responsibility

Linking RE Themes and Stories to the Citizenship Framework - KS2

‘I have learnt that Jesus didn’t just perform miracles, but what he did was help people talk to people’

PSHE and Citizenship Knowledge and Understanding

RE Theme Story Agreed Syllabus Content Overviews, Beliefs, Practices and Values

Developing good relationships and respecting the differences between people

Study of people from difference religions

EasterPassoverMohammad (PBUH)Anne FrankGandhiMother TeresaNelson Mandela

Beliefs and Practices Christianity Unit 2 Christianity Unit 2 Islam Unit 2Values Christianity Unit 2 Judaism Unit 1 & 2 Islam Unit 1 & 2

4c – to be aware of different types of relationships, including marriage and those between friends and families, and to develop the skills to be effective in relationships

Religious beliefs and practices about relationships

Mary and Martha (Luke 10)James and John (Mark 10)Judas’ betrayalGood Samaritan (Luke 10)Zacchaeus (Luke 19)

Since Dad LeftSam’s DuckPatchwork Quilt

Beliefs and Practices Ways of understanding God Important features of the life of Jesus Teaching in Parables Disciples and followers Effect of Jesus’ life on lives of others Expressing beliefs – symbolsValues Caring for others

Linking RE Themes and Stories to the Citizenship Framework – KS1

PSHE and Citizenship Knowledge and Understanding

RE Theme Story Agreed Syllabus Content Overviews, Beliefs, Practices and Values

Preparing to play an active role as citizens

2b – to take part in a simple debate about topical issues

2c – to recognise choices they can make, and recognise the difference between right and wrong

Stories about what is right and wrong

Joseph (Gen.37-50)Noah’s Ark (Gen.6.9)Good Samaritan (Luke 10)Prodigal Son (Luke 15)Jonah (Book of Jonah)DoggerBad Mood BearSelfish GiantLittle Rabbitt Foo FooPreston Pig

Beliefs and Practices The Bible

Values Caring for others Following example of Jesus

2d – to agree and follow rules for their group and classroom, and understand how rules help them.

Rules and laws in different religions

Zacchaeus (Luke 19)Wise man and foolish man (Luke6)Tem Commandments (Deut.5)Moses (Deut.7-11)Samuel (Book of Samuel)Daniel (Book of Daniel)Come Away from the Qater, ShirleyNot Now, Bernard

Beliefs about Jesus as a special person for Christians, who changes the lives of his followers.Values Following example of Jesus especially his teaching on love and forgiveness.

2f – that they belong to various groups and communities, such as family and school

Belonging to religious traditions

Joseph MosesJesus’ life (NT)GranpaBad Mood BearNothingWhat Makes Me Happy

Beliefs about Jesus The BibleValues Caring for others Treating everyone as important and of equal value

Linking RE Themes and Stories to the Citizenship Framework – KS1

PSHE and Citizenship Knowledge and Understanding

RE Theme Story Agreed Syllabus Content Overview Beliefs, Practices and Values

2g – what improves and harms their local, natural and built environments and about some of the ways people look after them.

Creation The Creation

WindowWhere the Forest Meets the SeaGod’s Quiet Things

Beliefs and Practices Descriptions of God

Values Caring for the natural world

Developing good relationships and respecting differences between people

4c – to identify and respect the differences and similarities between people

4d – that family and friends should care for each other

Religious beliefs and practices about relationships

The CreationDavid and GoliathThe Nativity EasterThe Lost Sheep

Owl BabiesAlways Adam(Jewish)Rainbow Serpent(Aborigional)

Beliefs and Practices The Bible Beliefs about Jesus Descriptions of God

Values Following the example of Jesus Caring for others

An example Daniel

How will you spend your money? Why?

Situation Your church has £2000 to spend. Each group

wants it spent differently. Each group must work out their argument for

supporting their expenditure A spokesperson from each group argues their

case with reasons All vote