• The four general objectives describe the main components of the RE Curriculum. 

• They provide an overall structure within which the teaching and learning objectives are organised at each level.

Experience and Belief                

Pupils should develop a knowledge and understanding of the nature of beliefs and values, their relationship to human experience and the way they give meaning to people's lives.

Human beings have always attempted to make sense of their experiences.  The meaning people give to their experiences is expressed through the beliefs and values which they hold.  Such beliefs and values are sometimes the result of socialisation or nurture and sometimes the result of a search for meaning, a search typified by questions such as "Who am I?", "Why am I here?" or "What is the purpose of life?".  In turn, the beliefs and values which a person holds give meaning and purpose to their lives.

Belief and Behaviour

Pupils should develop a knowledge and understanding of the way in which human behaviour is influenced by beliefs and values.

As a result of their beliefs, values and commitments, individuals and communities, including faith communities, behave in a number of distinctive ways.  These behaviours might be moral, ritualistic, devotional or communal. Human beings have always attempted to make sense of their experiences.  The meaning people give to their experiences is expressed through the beliefs and values which they hold.  Such beliefs and values are sometimes the result of socialisation or nurture and sometimes the result of a search for meaning, a search typified by questions such as "Who am I?", "Why am I here?" or "What is the purpose of life?".  In turn, the beliefs and values which a person holds give meaning and purpose to their lives.

I AM A MAN

Believing Communities

Pupils should develop a knowledge and understanding of the background, beliefs, values and practices of the Christian and at least one other faith community at each planning level.

If pupils are to understand the society in which they live, they require a knowledge of Christianity, its influence on British and other cultures, and an understanding of some of the other principal religions or faith communities.  To avoid superficiality in the lesson time available, pupils are not required to cover allth  main world religions in equal depth.

Language of Belief

Pupils should gain an understanding of the forms of language which are used to express religious and ethical meanings and be able to use both verbal and non-verbal language to express their own feelings, beliefs and ideas.

Both verbal and non-verbal language are used to communicate ideas, feelings, commitments and beliefs.  if pupils are to understand the ideas and concepts within RE it is vital that they should develop the ability to use both forms of language.

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