Multi Faiths Literacy SMSC Training Service 2014 - 2015
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Order Number: / Invoice No: Date: 19/10/2018
Code / Item / QTY / Price / Total
1 Year / Personal (1) Site + Digital eBook 120 pages + A3 Monthly Planner Access / £30
1 Year / Corporate *Access to 120 pages Digital eBook Multi Faiths + Plus A3 Planner Pages Digital eBook Jan 2014 ‐ 2015 For Education Schools eBook Access / £350
Training Support on site presentation - Assembly plus workshop £180, (assemblies can be 20mins followed by workshops) / £180
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Reference Guidefor Schools, Local Authorities, Hospitals or Chaplaincy services, Police, Public or Voluntary Sector, Hotel and Travel business - Awareness of World Religions including their cultural, history, philosophy and political.
Bahia’s, Buddhism, Christianity, Hinduism, Islam, Jainism, Judaism, Pagan, Sikhism, Shinto and Zoroastrian. As well as Chinese, Jewish, Indian, Muslim, solar or lunar Calendars etc.
Corporate *Access to Full 120 pages Digital eBook + Multi Faiths + Plus A3 Planner 60 Pages Digital eBook Jan 2014 ‐ April 2015 For Education Schools eBook Access + Monthly Planner
The Citizenship deals with religious and moral beliefs and values that underpin personal choices and behaviour
Religion or belief influence many aspects of people’s lives including practices and beliefs around birth, death, marriage, health, food, duty, dress code and many other areas. It is important for employers and service providers being aware of these and to be able to appropriately respond when someone’s beliefs impacts on their ability to carry out their work or deliver a service.
1) Points to discuss with Trainer ahead of the talk
We think it is vital to arrange a telephone or email exchanges with the speaker and the head / principal before the talks.
‘Religion’ and ‘belief’ remains emotive subject and this can stifle honest and open debate – not least through the misconception that any critical analysis or robust questioning of religious and non-religious beliefs constitutes an attack on those beliefs.
Workshops can be used to encourage parents / carerengagement with school and to participate in school life.
Parents can learn more about family learning and find out about the development stages of their child. They can also learn about school structure:
• gain knowledge about the various stages in a child’s culture development;
• create activities suitable for young children;
• gain an understanding of multicultural needs of children as future citizens;
Putting the world into world-class education provides an international strategy for education, skills and children’s services.
1. Equipping children and adults for a global society and economy
2. Working with other nations and regions for their benefit and ours
3. Maintaining an education system that can further our global economic objectives.
Prices: Assembly plus workshop £180, (assemblies can be 20mins followed by workshops) Plus Travel or any additional cost.
We are flexible with timings and content of sessions. They could run over one day, on Saturdays, after school, several hours per week, or during the holidays.
Select content carefully, avoiding the temptation to try and get the whole of their faith across (for example, teaching six-year-olds all there is to know about Jesus Christ in a 35-minute session!)
Fostering good relations
The Equality Act explains that having due regard to foster good relations ‘the need to tackle prejudice andpromote understanding’. This clearly has implications for the curriculum and organisation of schools, particularly in relation to spiritual, moral, social and culturaldevelopment (SMSC), and for the duty of schools to promote community cohesion.
What areas do we cover?
We are based in North London area, so venues as far apart as Inverness and Eastbourne are equally accessible with good transport links
School discount & Travel Cost Savings on same cluster area of other schools
Check booking dates to see if you can piggyback your requesteddate on to an existing booking.As we cover talks throughout UK, we can often reduce our travel expenses. If your school / venue are within 1 hour drive of a current booking then you can book us on one of the days either side (or even on the day itself of booking).
Logistics
- At the end of the email /phone call please re-confirm logistics including:
- Any presentation materials or equipment needed for the talks
- Who will greet the speaker on arrival
- Directions
- Parking spaces
- Main Contact details:
Please return your application form to the Multi Faiths Learning Training Coordinator, . Tel: 0845 430 9114
2014 - 2015 Religion Beliefs SMSC Trends Shaping Equality Duties Education
- 6 April 2012: the specific duty to publish measurable objectives information came into force for both local authorities and schools.
Record–Register Keeping
It is good practice to keep an adequate record showing that the equality duties have been actually being considered and pondered. This disciplines decision - makers to undertake their equality duties conscientiously
Equality Act 2010: advice for school leaders, school staff, governing bodies and local authorities.
Three key terms in the Public Sector Duty –
‘Discrimination’, ‘equality of opportunity’ and ‘good relations’
Head teachers: Guidance on RE -Truth Unmasked, which reports the outcomes of the recent inquiry held by the All Party Parliamentary Group for RE (APPG). Click to download pdfs
Enhance children’s personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world, and to contribute to social and community cohesion
The talks are SMSC based: When applying the school / college if they would prefer a talk that is ‘general’ or ‘specialised’ series of Talks.
‘General’ talks might best suit a large group of students (perhaps an assembly) interested in a general talk, whereas ‘specialised’ talks might work best for a smaller group (perhaps 30 – 50 students) that has an interest in - depth talk on the speaker’s area of expertise – i.e. Time and Seasons, SMSC early childhood development in Primary - Secondary school, astronomy, solar lunar calendar sciences, general community building skills.It is more effective to take part in the regular programme of teaching and learning, rather than make anisolated or one-off contribution to the curriculum.
School/Venue:Address:
School/Venue Contact Person:
Contact Person Telephone / Mobile Number:
Contact Person Email:
Term / Days / Times / KS Group of children / Course Title/Subject / Duration
(1, 2, 3 or 4.5 hours) / Joint or Adult only?
Please give your rationale for the course(s) you have chosen:
• Greater engagement with ‘religion or belief’ stakeholders in the formation of public policy;
• The role of religious organisations in delivery of public services;
•The role of religious groups in building civic society, social capital and community cohesion;
•Key Stage 1 – Religion and Belief, Culture. Food we eat and why?
- Key Stage 2 - Living Ethically – Making a Difference?
- Ethnicity, Religion, Family backgrounds, Traditions, Food, Clothes, Languages
- Festivals and Cultures of the World - history, science, geography, (example activities)
Do parents / carers have access to ICT facilities during the sessions? / Yes / No / Sometimes
Are you able to organise a crèche (soft drinks / tea / coffee refreshments)?
Is the room suitable for use as a classroom?
Are you able to provide facilities such as adult classroom furniture, access to toilets, refreshments?
It is a requirement that you provide a member of staff to support the Tutor / Trainer throughout the programme. This person would also be the point of contact in the event of an accident, emergency or other health and safety issue.
Name of staff member who will support tutor:
Please detail any additional support required:
Signed: / Position: / Date:
A member of the school management team should be aware of this course application and authorise it by signing below. Thank you
Signed: / Position: / Date:
{.} Tel: 0845 430 9114
How can religious education contribute to wider school aims?
Skills and enquiry based learning
The emphasis on general study skills and an enquiry-based approach in the syllabus enables links to be made to all other areas of the curriculum. The following process can be applied to all subjects:
Identify questions and define enquiries, using a range of methods, media and sources
Carry out and develop enquiries by gathering, comparing, interpreting, analysing and synthesising a range of information, ideas and viewpoints
Present findings, suggest interpretations, express ideas and feelings and develop arguments
Use empathy, critical thought and reflection to evaluate their learning and how it might apply to their own and others' lives
Religious education and personal, learning and thinking skills
Religious education should provide a rich and exciting range of opportunities to develop personal, learning and thinking skills (PLTS) as an integral part of subject teaching and learning. Explicit and implicit opportunities are present in the key concepts, key processes, range and content, and curriculum opportunities.
Independent enquirers
Learners can develop as independent enquirers when they are provided with opportunities in religious education to:
Structure their own investigations, researching answers to different types of questions, issues or problems that they have identified for themselves, for example about the impact and the influence of religion and/or a belief
Explore issues from a personal perspective by gathering, analysing and evaluating evidence to reach their own, well-reasoned decisions and conclusions about beliefs and values
Investigate with increasing independence and apply what they have learned to develop their own answers to more complex questions
Creative thinkers
Learners can develop as creative thinkers when they are provided with opportunities in religious education to:
Generate their own ideas and explore possibilities of how a belief or ideal could apply to their life and the lives of others
Connect with their experiences and those of others to inform answers to ultimate questions and ethical issues
Question their own and others' assumptions and use reasoned arguments to express insights and beliefs for themselves
Develop their confidence to challenge assumptions and construct imaginative solutions to issues or problems
Team workers
Learners can develop as team workers when they are provided with opportunities in religious education to:
Discuss their own ideas and experiences, inviting everyone's views on an equal basis and using diplomacy to present opinions and responses
Recognise their own strengths and those of others to allocate roles and tasks, and take responsibility for their own contribution, for example to organise visits, plan investigations or prepare presentations
Extend their understanding of different beliefs, practices and ways of life of others, for example by using modern communications systems to work with different schools, people and countries
Provide and respond to constructive feedback to complete tasks, developing the confidence to resolve issues and achieve their identified goals
Self-managers
Learners can develop as self-managers when they are provided with opportunities in religious education to:
Take personal responsibility for organising their time and resources, prioritising actions and managing risks to carry out and complete a task, for example an investigation of a religious community of local significance carried out over several weeks
Address challenging issues and tasks, for example those that may evoke strong emotional reactions in them or require a sensitive approach
Consider and recognise what is meant by ‘appropriate behaviour' in different contexts, for example in workplaces, religious centres and meetings
Respond positively to new or changing priorities, for example actively embracing the challenges of investigating new ideas or issues
Effective participators
Learners can develop as effective participators when they are provided with opportunities in religious education to:
Engage personally with questions of belief and issues of religion relevant to their own lives, for example issues such as suffering or discrimination
Encounter and question diverse communities and contribute their own views and experiences, for example in visiting places of religious significance or questioning invited speakers
Explore for them how religious and non-religious approaches can make a difference to issues, for example of conflict, environment and lifestyles
Consider alternatives and act as an advocate for views and beliefs, including those that may differ from their own
Reflective learners
Learners can develop as reflective learners when they are provided with opportunities in religious education to:
Invite and reflect on feedback from others to monitor and improve on their performance
Reflect on and express their beliefs, attitudes, pre-suppositions and values in the light of their learning about religions and beliefs, including how their own beliefs or attitudes may have changed
Identify and plan for their own realistic goals, recognising how adapting and refining their ideas as work progresses can make for enhanced outcomes
Select and use a range of ways to communicate ideas and responses, for example in encountering people from different religious, cultural and philosophical groups or in visiting places of religious significance
Religious education and functional skills
Religious education provides many opportunities for pupils to use and extend the skills they use in English, mathematics and information and communication technology (ICT). Religious education and personal, social, health and economic (PSHE) education.
Religious education plays a significant part in promoting personal, social, health and economic education through pupils:
Developing confidence and responsibility and making the most of their abilities by learning about what is fair and unfair, right and wrong and being encouraged to share their opinions
Developing a healthy, safer lifestyle by learning about religious beliefs and teachings on the use and misuse of drugs, food, drink, leisure, money, relationships and human sexuality, learning about the purpose and value of religious beliefs and sensitivities in relation to sex education and enabling pupils to consider and express their own views
Developing good relationships and respecting the differences between people by learning about the diversity of different ethnic and religious groups and the destructive power of prejudice, challenging racism, discrimination, offending behaviour and bullying, being able to talk about relationships and feelings, considering issues of marriage and family life, considering wealth, poverty and the use of money and meeting and encountering people whose beliefs, views and lifestyles are different from their own
Adapted from religious education: the non-statutory national framework (2004).
Religious education and social and emotional aspects of learning (SEAL)
SEAL is a comprehensive approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and well-being of all who learn and work in schools. It proposes that the skills will be most effectively developed by pupils and staff through:
A whole-school approach to create the climate and conditions that implicitly promote the skills and allow these to be practised and consolidated
Direct and focused learning opportunities (during tutor time, across the curriculum, in focus groups and outside formal lessons)
Learning and teaching approaches that support pupils to learn social and emotional skills and consolidate those already learnt
Continuing professional development for the whole staff of a school
Religious education can contribute to successful SEAL programmes in school through deepening pupils' understanding of the values and attitudes with which SEAL engages. Learning objectives in SEAL are different from those in religious education so one subject does not substitute for the other but they can engage in a creative partnership.
Religious education and citizenship
Religious education plays a significant part in promoting citizenship through:
Developing pupils' knowledge and understanding about the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
Enabling pupils to think about topical spiritual, moral, social and cultural issues including the importance of resolving conflict fairly
Exploring the rights, responsibilities and duties of citizens locally, nationally and globally
Enabling pupils to justify and defend orally, and in writing, personal opinions about issues, problems and events
From Religious education: the non-statutory national framework (2004).
Religious education, personal development and Every Child Matters