Nature of R.E
Religious Education is an area of the curriculum that often provokes many strong opinions. In this chapter, I propose to look more thoroughly at exactly what Religious Education is in relation to its history alongside its implications in the Key Stage 2 classroom. For the purpose of this dissertation I will concentrate on education rather than daily worship due to the relevance of the integration of this fundamental learning area into Literacy.RE is not, as might appear first glance, one subject among others in the schoolCurriculum of England and Wales. It has been influenced not only by its history, for that would be true of any curriculum subject, but by the peculiar identity of.the UK, the position of the Church of England, the experiences and views ofsenior politicians, the attitudes of the public to religion and by the rapid social change of the last fifty years. The current education system can be traced back to a time when the only form of school was Sunday school and the only widely available text was the Bible. In 1870 education became compulsory for all. Established schools continued to teach Religious Instruction, and schools that were formed to ac
This was restated in the 1996 Education Act and highlights the requirement to go beyond learning facts about religions and into more productive development of children's understanding and awareness about their world. The changes in law, strongly influenced by changes in society, reflect the essence of this fundamental subject area. It also provides the chance to develop individuals' understanding of their own culture and faith in relation to their role in society. This Act is strongly related to its' predecessor of 1944;In general, the Education Reform Act continues the religious settlement of the 1944 Reform Act but introduces some helpful clarifications and modifications. To merely supply children with facts is unsatisfactory. Stories create the basis for all beliefs through the medium of holy books and myths passed through the generations. ) These strand titles vary across the country, but all syllabuses contain almost identical intentions for the experiences and opportunities that children should be given, based on the model syllabus guidelines. Religious Education remains a part of the Basic Curriculum and has an equal standing in relation to the core and foundation subjects within a school's curriculum. The doctrinal or philosophical dimension 3. This notion represents how certain attitudes have altered in accordance with the majority opinion within our society. The mythic or narrative dimension 4. To enable children to gain a deeper insight into religions which differ from their own, this dimension needs to be considered in coalition with aspects such as ethics and legalities. One of the most prominent influences on how religion, and hence Religious Education, is viewed and understood comes from the work on the dimensions of religion by Ninian Smart. The organisational or social component 7.
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Acceptance Essays
