RE at key stage 3

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

Writing

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

3. In speaking, pupils should be taught to use language precisely and cogently.

Listening

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

Reading

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

• enhancing pupils' language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Pupils are likely to be more successful if there are consistent approaches to speaking, listening, reading and writing across the curriculum that build on the work of primary teachers who have been implementing the National Literacy Strategy: Framework for teaching. Coordinated whole-school policies should promote effective and coherent approaches to the teaching and learning of language. To assist schools in this process, QCA/DfES have developed a set of expectations in language and learning for each of years 7, 8 and 9. These language objectives have been built into the schemes of work for all subjects. They are highlighted in 'Language for learning' in each unit, along with specialist vocabulary, and integrated into the work in each unit.

• general accuracy in using language - spoken, written and read. In RE this includes using and recognising religious words and spellings, eg church, synagogue, temple, mosque;
• technical terms and concepts that are specific to the subject. In RE this includes using religious terms and concepts correctly, eg sacred text, places of worship, artefacts;
• patterns of language, especially forms of sentences and whole texts, associated with the subject. In RE, this includes making connections within and between religions and belief systems, eg prayers, sacred writings, credal statements.

There are some opportunities for pupils to develop mathematical skills through RE, for example using dates and maps, scale and distance.

There are also substantial opportunities to develop pupils' skills by carrying out surveys of, for example membership, beliefs, attitudes and practices of members of different faith communities.

• enhance their skills of communication by corresponding by e-mail with other schools and members of faith communities;
• provide a range of information sources to enhance their knowledge and understanding of religious beliefs, practices and expression;
• analyse data about religions, beliefs and practices;
• communicate, structure and define their work;
• access images of religious buildings and people actively expressing their faith;
• contribute to their awareness of the moral impact of ICT on the changing world and the questions this poses for religious and secular groups.

Units 7B, 7E, 8B, 8D, 9A, 9B and 9D are examples of units where ICT can be developed.

Opportunities to use the internet are highlighted in 'Resources' and Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Web addresses listed were correct at the time of publication, although teachers need to be aware that web addresses and site content can change.

The scheme of work provides a foundation for the common areas of learning defined as key skills.

Communication

• talk and write with knowledge and understanding about religious and other beliefs and values;
• discuss many of the fundamental questions of life;
• construct reasoned arguments;
• think reflectively and critically about spiritual, moral, social and cultural issues;
• present information and ideas about these issues orally and in writing.

Moreover, RE emphasises that the most effective communication also includes an empathetic understanding of people and the issues that concern them.

Pupils can use ICT to support the activities of finding information about beliefs, teachings and practices and their impact on individuals, communities and cultures. They can use it to communicate and exchange information and understanding with others and to investigate and record data.

RE provides opportunities for pupils to work cooperatively, sharing ideas, discussing beliefs, values and practices and learning from each other.

RE includes learning about responsibility for oneself and others. The beliefs and values studied are the foundation for personal integrity and choice. Such study is personally challenging and relevant to many aspects of learning and achievement throughout life, including future careers. This is relevant to the way in which pupils reflect on their achievements and set themselves targets for future improvement.

RE deals with religious and moral beliefs and values that underpin individual problem solving and decision making. Examples include the areas of relationships, bringing up children, striving for ideals, and facing bereavement.

Research has shown that helping pupils reflect on their own learning aids their progress. The scheme of work includes activities that enable pupils to reflect on their own thinking processes, and to clarify and reflect on their problem-solving strategies. Skills of information processing, reasoning, enquiry, creative thinking and evaluation are promoted across different areas. These include studying the sacred texts of the world; understanding the development, history and contemporary forms of believing; studying philosophy and ethics; and undertaking phenomenological, psychological and sociological studies in religion. Many units exemplify these.

The national curriculum requirements for citizenship became statutory in September 2002. Schools will need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between RE and citizenship might be made.

RE promotes the values and attitudes needed for citizenship in a democratic society by helping pupils to understand and respect people of different beliefs, practices, races and cultures. Similarities and differences in commitment, self-understanding and the search for truth and meaning can be recognised, respected and valued for the common good.

In particular there are opportunities to link with citizenship when pupils consider religious and moral beliefs and values that underpin personal choices and behaviour, such as relationships; social policies and practices, such as crime and punishment; and concepts and patterns of health, such as use of drugs. Through RE pupils will also look at the voluntary and charitable activities that help to make up a healthy society and provide opportunities for the development of active citizenship and involvement in society.

Issues in RE also clearly connect with social and political awareness, eg human rights. Beliefs about the nature of humanity and the world influence how we organise ourselves and relate to others locally, nationally and globally.

Examples of units where citizenship can be developed include 7B , 7E, 8C, 9A and 9D.

• spiritual development, through helping pupils to consider questions of meaning and purpose in life, and questions about the nature of values in human society;
• moral development, through helping pupils to consider and respond to areas of morality by using their knowledge and understanding of religious and ethical teaching. This enables them to make reasoned and informed judgements on religious and moral issues;
• social development, through helping pupils to develop their sense of identity and belonging, preparing them for life as citizens in a plural society;
• cultural development, through fostering pupils' awareness and understanding of a range of beliefs, practices and values in their own society and in the wider world. Pupils explore issues within and between faiths, developing their understanding of the cultural contexts within which they live.

All units contribute to these areas.

How human beings treat each other throughout the world and use the environment depends on their understanding both of the world's and their own significance. Such significance is reflected in the beliefs and stories about the origin and value of life. Examples of units where this is developed include 7E and 9B.