Humanism: Planning guidelines
Ages 5–14 (key stages 1–3)
How to use these planning guidelines
These planning guidelines are designed to support teachers, schools, Standing Advisory Councils for Religious Education (SACREs), and Agreed Syllabus Conferences (ASCs) with integrating Humanism into a syllabus or scheme of work. This documentcontains information on theimportantknowledge appropriate to each key stage, as well as suggestions for questions and activities, and links to teaching resources available on understandinghumanism.org.uk. Following these guidelines should enable students to develop an understanding of Humanism as a non-religious worldview and what it means to live one’s life as a humanist today.
These guidelines are not designed to tell teachers how to teach RE. They are a guide to what core content is recommended to be covered in order for students to develop a sound understanding of Humanism. The content can be taught systematically, through focused study on Humanism, or more thematically using perspectives from Humanism to inform a wider study of topics such as ‘Belief in a god or gods’; ‘What is Religion?’; ‘How can I know the difference between right and wrong?’; ‘Beliefs about death’; or ‘Does life have any meaning?’. Either way, opportunities should be made to relate, compare, and contrast humanist beliefs and values to those of other religions and beliefs, and to make links between them. Students should also be presented with the opportunity to reflect upon, evaluate, and critique what they learn, and make connections with their own lives and experiences.
Although the content of these planning guidelines should provide students with the opportunity to develop an understanding of many of the commonly agreed beliefs and values shared by humanists, it does not claim to represent the authoritative word on Humanism. Not all humanists agree (disagreement is at the heart of Humanism) and opportunities should be made to explore where diversity exists, and the debates that go on within Humanism. While humanists may often agree on the best methods with which to answer questions, those methods will often lead them to different conclusions.
The study of Humanism will often differ from the study of religions. It is a worldview without a holy text or founding figure, with no festivals, compulsory rituals, places or objects of worship, prayers, hymns, or structures of authority. To understand Humanism, it is necessary to explore certain philosophical questions and humanist approaches to them. But it requires more than that. It also involves an understanding of Humanism as a lived belief: its impact on people’s lives in our modern, pluralistic, and often confusing world.
Studying Humanism can contribute towards schools’ goals of ensuring the spiritual,moral,social, and cultural(SMSC) development of young people,and the study of fundamental British values. It can help students to recognise that non-religious people have as much potential toexplore questions of meaning and value as religious people, and that morality has a role to play in our lives independently of religion. The study of a non-religious worldview,and what makes it distinct from religious worldviews,canhelp enable students to recognise, appreciate, and celebrate diversity. It also allows young people the opportunity to discover how humanist and non-religious thinking have helped to shape our country’s culture and identity. For many humanists, liberty, democracy, and the rule of law are human values, not just British values, and the study of Humanism allows young people a wealth of opportunities to explore the merits of and challenges to each.For more information about how teaching Humanism can support teachers’ aims, visit:understandinghumanism.org.uk/guidance.
Areas of understanding
In each key stage, thecore knowledgepresents therecommendedcontent that students need to know in order to develop an understanding of Humanism. This knowledge builds up across the key stages. Students should be able to describe and explain this core knowledge, as well as reflect upon and evaluate it.
There are theneightareas of understanding, each containing further opportunities to develop students’depth of knowledge.
1)Knowledge and belief
2)Atheism and agnosticism
3)Ideas about death
4)Meaning and purpose
5)Celebration and ceremonies
6)What humanists value
7)Humanist ethics
8)Humanism in society
Key Stage 1(age 5-7) / Key Stage 2
(age 7-11) / Key Stage 3
(age 11-14)
What humanists value/
Knowledge and belief / Knowledge and belief / Knowledge and belief
Atheism and agnosticism / Atheism and agnosticism
Ideas about death
Meaning and purpose (Happiness) / Meaning and purpose (Happiness) / Meaning and purpose
Celebration and ceremonies / Celebration and ceremonies
What humanists value / What humanists value
Humanist ethics / Humanist ethics / Humanist ethics
Humanism in society
These recurring themes enable progression in students’ understanding, providing the opportunity to return to core concepts and build upon them. Where you see a note to develop the content from an earlier key stage, the content will need to be covered in a more age-appropriate depth. If that content has not been covered in an earlier key stage – if, for example, students are beginning their study of Humanism at one of the later key stages – then work may need to be done to develop their understanding of the content froman earlier key stage before moving on.
Page 1 of 18
KEY STAGE 1Areas of understanding / Content / Questions, activities, and resource links
Key vocabulary / Humanist / Evidence / The Golden Rule
Humanism / Curiosity / Happy Human
Science / Empathy / Celebrant
Core knowledge /
- The belief that human beings are special and human life is valuable
- The absence of beliefin a god or gods, andthe absence of belief that we can ever know if there is a god
- The belief that human beings can find their own way to be happy
- The beliefthat human beings should be good to each other
- What do humanists believe?
- Which of these statements would a humanist agree with?
Resources: understandinghumanism.org.uk/uhtheme/what-is-humanism/?age=5
Book a visit from a free, accredited humanist school speaker: understandinghumanism.org.uk/school-speakers/.
What humanists value/
Knowledge and belief
Q: What do humanists believe makes us special? /
- Why humanists believe human beings are special
- Whathuman beings share with other animals and what makes us unique
- Human capabilities, including our ability to question, our ability to reason, our ability to empathise with other humans and animals, and our creativity
- How human beings have improved and can improve our quality of life and our understanding of the world,including human achievements in science, medicine, art, and society
- Are human beings special? Why?
- What can human beings do that other animals can’t?
- Is curiosity a good thing?
- Canquestions make the world a better place?
- Should we always trust other people’s answers?
- Is life today better than it was in the past? If so, how?
Create a display of interesting questions.
Collect and create an artwork of symbols of human progress.
Resources: understandinghumanism.org.uk/uhtheme/knowledge-and-belief/?age=5
Meaning and purpose (Happiness)
Q: How do humanists believe we can be happy? /
- The Happy Human as a symbol of Humanism
- Happiness as a worthwhile goal; happiness as more than simple sensory pleasures (hedonism); the importance of relationships, exploration, and achieving our goals
- Diverse ways of finding happiness; there is no one recipe for happiness
- One way to be happy is to make others so (Robert Ingersoll)
- Celebrating landmarks in people’s lives (see ‘Celebration andceremonies’below)
- What is happiness? Is there only one answer?
- How do humanists think we can be happy? Do all humanists agree?
- What does the Happy Human symbol look like?
- When might you stand like the Happy Human?
- Why do you think humanists chose the Happy Human as a symbol to represent Humanism?
- Can everyone be happy?
Create a recipe for happiness (ingredients of a ‘happiness pie’).
Resources: understandinghumanism.org.uk/uhtheme/meaning-and-happiness/?age=5
Celebration and ceremonies
Q: What are the special ways humanists celebrate in their lives? /
- Valuing and celebrating human life
- Marking key moments in people’s lives such as births, weddings, and deaths
- Humanist naming ceremonies: celebrating the arrival of a new baby; promises of love and support by family and friends
- The importance of human relationships
- The need for love and support from other people in our lives (particularly given the absence of belief in a god or gods), including the need to offer support as well as accept it
- Absence of special festivals; however, many humanists will celebrate cultural occasions such as Christmas time as a time to recognise the importance of family, friendship, and kindness (celebrations at this time of year predate the Christian festival), and join in with festivals such as harvest as an opportunity to provide for those in need
- What do humanists celebrate and why?
- What promises would you make to a new-born child?
- Why might humanists celebrate the arrival of a new baby?
- How do celebrations bring people together?
- How and why do humanists support each other?
- Why are other people important in our lives?
- What arethe similarities and differences between a humanist and a religious naming ceremony?
- Do you need to be religious to celebrate at Christmas time?
Write promises or advice to a new baby.
Write a poem on the circle of life.
Resources: understandinghumanism.org.uk/uhtheme/celebrations-and-ceremonies/?age=5
Humanist ethics
Q: Why do humanists think we should be good to each other? /
- Reasons to be good to oneanother;promoting happiness and avoiding doing harm
- Consideration of the consequences of our actions
- The importance of empathy when making decisions about how we should act
- The Golden Rule
- Taking care of other living creatures and the natural world
- What do we mean by right and wrong? Can you give examples?
- Why do humanists think we should be good to each other?
- How do humanists decide what the right thing to do is?
- Are humans more important than other animals?
KEY STAGE 2
Areas of understanding / Content / Questions, activities, and resource links
Key vocabulary / Humanist / Evolution / The Golden Rule
Humanism / Natural selection / Responsibility
Humanity / The Big Bang / Human rights
Atheism / Reason / Happy Human
Agnosticism / Empathy / Flourishing
Science / Compassion / Celebrant
Evidence / Respect
Curiosity / Dignity
Core knowledge /
- Valuing humanity and celebrating human achievements (scientific, artistic, social)
- Using science and evidence as the way to understand the world
- The absence of belief in a god or gods (atheism), and the absence of belief that we can ever know if there is a god (agnosticism)
- The absence of good or persuasive evidence for an afterlife; making the most of the one life we know we have
- The belief that we can lead good and happy lives without the need for religion
- The belief that we should respect different people’s choices and different ways of life
- The belief that we should use reason, empathy, compassion, and respect when deciding how to behave
- The willingness to adapt or change beliefs when faced with new evidence
- The nature of Humanism: not a religion, but a philosophy, a lifestance, or an approach to life
- The existence and diversity of humanist thought throughout human history (since at least 500 BCE) and around the world
- What do humanists believe?Do all humanists agree?
- Are there any beliefs or values a humanist must sign up to?
- Which of these statements would a humanist agree with?
- How are humanist beliefs and values similar to or different from religious beliefs?
- What might be a humanist’s perspective on…?
- What would you want to ask a humanist?
- Which historical figures shared humanist beliefs and values?
- How many people share humanist beliefs in the local community?
Create a recipe for Humanism.
Compare and contrast humanist and religious beliefs.
Do these statements belong to a humanist, theist, neither, or both?
Write a dialogue between a humanist and a theist.
Research the history of humanist thought and its key influences.
Carry out a research project into beliefs in the local community.
Resources: understandinghumanism.org.uk/uhtheme/what-is-humanism/?age=7
Book a visit from a free, accredited humanist school speaker: understandinghumanism.org.uk/school-speakers/.
Knowledge and belief
Q: How do humanists decide what to believe? /
- The material world as the only one we can know exists
- Science as the best method to understand the universe
- The absence of sacred texts and divine authority; mistrust of faith and revelation
- Evidence for the universe being billions of years old and the absence of evidence for any supernatural cause
- Evidence that all life on Earth, including human beings, evolved over billions of years from a common ancestor (Charles Darwin)
- Humanist responses to claims of pseudoscience: astrology, mediums, alternative medicine, etc.
- The value of science: curiosity and the psychological desire for truth (Socrates), technological and social benefits, enrichment of humanity
- Willingness to adapt or change beliefs when faced with new evidence
- Non-scientific questions; how science can inform but not answer questions of meaning and value
- What does it mean to believe something is true?
- How do humanists decide what to believe?
- Are some reasons for believing things better than others?
- How can our beliefs be mistaken?
- How do we know what is true?
- How can you test whether something is true or not?
- Is science the best way to understand the world?
- Can science answer everything?
- How do humanists explain the origin of the universe?
- How do humanists explain the existence of human beings?
- What phenomena do we now have scientific explanations for that we used to explain with supernatural causes (e.g. disease, the weather)?
- How do, and how should, people react to suggestions or evidence that their beliefs are wrong?
- How do humanists cope with uncertainty?
View a fossil (e.g. an ammonite): what does it tell us?
Design an experiment to test a claim.
View and discuss quotes by David Hume on knowledge and scepticism.
Resources: understandinghumanism.org.uk/uhtheme/knowledge-and-belief/?age=7
Atheism and agnosticism
Q: Why don’t humanists believe in a god or gods? /
- The absence of persuasive evidence for a god or gods
- Atheism: the absence of belief in a god or gods
- Agnosticism: the belief that we can’t know whether a god or gods exist or not
- Consequences of atheism/agnosticism on how humanists live
- Humanism as a positive philosophy:more than just not believing in god
- The ability to live good and happy lives without the need for a god or gods
- Why don’t humanists believe in a god or gods?
- What is the difference between an atheist, an agnostic, and a humanist?
- Is it possible to be certain about your belief or disbelief in a god or gods?
- How does not believing in a god affect the way humanists live their lives? Does it have an impact on how they behave?
- Can you be an atheist or an agnostic and still be happy?
- Can we be good without god? (see also ‘Humanist ethics’ below)
- Does it matter whether you believe in god or not? Is how you live your life more important?
View and discuss the atheist bus campaign: design your own campaign.
View and discuss quotes by Bertrand Russell on religion (including Russell’s teapot).
Resources: understandinghumanism.org.uk/uhtheme/atheism-and-agnosticism/?age=7
Meaning and purpose (Happiness)
Q: What are humanists’ views on happiness? / Develop the content fromKS1
- The Happy Human as a symbol of Humanism
- Happiness as a worthwhile goal; happiness as more than simple sensory pleasures (hedonism); the importance of relationships, exploration, and achieving our goals
- Diverse ways of finding happiness; there is no one recipe for happiness
- One way to be happy is to make others so (Robert Ingersoll)
- Celebrating landmarks in people’s lives (see ‘Celebration andceremonies’ below)
- Respecting different people’s ways of finding happiness as long as they cause no harm to others
- The absence of any belief in an afterlife means‘the time to be happy is now’, while we are alive (Robert Ingersoll)
- The absence ofthe need for religion or the belief in a god or gods to be happy
- Living a flourishing and fulfilling life; eudaimonia
- Human beings’ responsibility for their own destiny
- What does happiness mean? Is there only one answer?
- How do humanists think we can be happy? Do all humanists agree?
- Why do humanists think happiness in this life is so important?
- Does everyone need the same thing to be happy?
- Is it possible to make everyone happy?
- Do humanists think we should just do whatever makes us happy, whatever that is?
- Why wouldn’t a humanist just indulge in sensory pleasures?
- Do humanists think happiness is the only important thing in life?
- Is happiness the purpose of life? Is anything more important?
- Is it OK to sometimes not be happy?
- Do we need a god to be happy? Is it possible for a humanist to be as happy as a theist? Can they be happier?
- Do we need to choose between being good or being happy, or can we be both?
Create a recipe for happiness (ingredients of a happiness pie).
Categorise and order possible ingredients of happiness.
Explore John Stuart Mill’s claim that it is better to be an unhappy human than a happy pig.