SACRE
Recommendations for key ideas and knowledge
These recommendations are intended as an aid to designing an RVE curriculum through which learners acquire increasingly sophisticated knowledge and understanding of religious and non-religious beliefs, practices and values. They are not intended to be prescriptive or exhaustive, nor should they be used, in and of themselves, as a scheme of learning. Those charged with planning the RVE curriculum may use these recommendations flexibly or design a progression model which is at least equivalent terms of academic challenge and rigour.
The recommendations allow exploration of the 7 RVE sub lenses. Designers of RVE provision may wish to be mindful of the sub lenses as set out in the Welsh Government Guidance on RVE (opens in a new tab).
On this page:
Abrahamic Religions
Christianity
Progression step 1
- What is meant by the term ‘Christian’
- One God – all-knowing, all-loving, all-powerful
- God as Creator
- Jesus as Son of God (incarnation)
- Advent and Christmas
- Churches in the local community (possible links with Social Studies)
Progression step 2
- Church – importance as a place of worship, gathering and community - key features, e.g. altar, font – different types of churches
- Basic idea of Trinity
- Bible
- Rites of passage - Baptism/christening, Eucharist
- key gospel teachings, e.g. parables and miracles of Jesus
- Agape (unconditional love as taught by Jesus)
- Christian worship and prayer
- Simple background to Christianity in Wales (strongly links with History in Humanities AoLE), for example, St David’s, The Welsh Revival (Loughor)
Progression step 3
- Creation and Fall in Genesis 1 and interpretations
- Holy Week including Last Supper, crucifixion, resurrection
- Lent and Easter
- Pentecost and the role of the Holy Spirit
- Church as the Body of Christ – a worldwide community of Christians
- Examples of Christian teachings and values in action
- Understanding that there are lots of different ways to be Christian (denominations)
Progression step 4
- Bible as a source of wisdom and authority, and the impact of the Bible on Christian practices and ways of living
- Exploration of other key sources of wisdom and authority in Christianity, e.g. conscience, religious leaders
- Christian ways of living and ethics
- Christian diversity – denominations, e.g. Catholic, Anglican, Free Churches, etc., including exploration of liberal and conservative Christian perspectives, for e.g., liberation theology – Jose Cifuentes
- Ecumenism
- The significance of Christianity in Wales historically and in contemporary times (strong links with History and Social Studies), for e.g., Gower Pilgrimage way, Pembrokeshire pilgrimage walk
- Christianity in action – local, national and global communities (links with Geography and possibly Business Studies), for e.g. Matt’s Cafe
- Forgiveness and reconciliation
- Creeds and liturgy
- The nature of God in Christianity, with consideration of issues and debates which arise from these beliefs
- Marriage – meaning, purpose and wedding ceremonies
- Values and ethics in regard to the natural world and living things – stewardship
Progression step 5
Base loosely on GCSE specifications
Exploring how Christians might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment, with reference to key sources of wisdom and authority. Learners should be encouraged to engage with academic thinking and apply their prior knowledge to these ethical discussions and debates.
Islam
Progression step 1
- What is meant by the term ‘Muslim’
- One God as indescribable – Allah
- Muhammad as the final and greatest (of 25) prophet
- Eid ul Fitr and Eid ul Adha
- The moon and star and its symbolism for Muslims
- The mosque in the local community
Progression step 2
- The Mosque as an important focus for worship, key features, e.g., the Quibla wall, the Minaret
- The Quran, its revelation to the Prophet Muhammad and its importance for Muslims
- The life and teachings of Muhammad
- Simple background to Islam in Wales (link with History in Humanities AoLE)
- Rites of passage – Aqiqah, Bismillah
Progression step 3
- The prophets of Islam, including Adam, Abraham, Jesus and Muhammad
- The role and the importance of the ummah
- The five pillars of Islam and their centrality to the life of Muslims
- The greater and lesser jihad
- Different groups of Muslims - Sunni, Shi’a and Sufi Islam
Progression step 4
- The Quran, Hadith and Sunnah as sources of wisdom and authority and impact on Muslim practices and ways of life
- The Muslim moral code – personal virtues, good character, helping others
- The nature of God and the 99 beautiful names
- The five rules of sharia law
- Muslim beliefs of tawhid, risalah and akhirah
- The significance of Islam is Wales historically and in contemporary times (strong links with History and Social Studies)
- Marriage and gender roles within Islam
- Symbolism in Islam and Islamic artwork
- Islam in action – local, national and global communities
- Values and ethics in regard to the natural world and living things – humans as khalifahs
Progression step 5
Base loosely on GCSE specifications
Exploring how Muslims might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment, with reference to key sources of wisdom and authority. Learners should be encouraged to engage with academic thinking and apply their prior knowledge to these ethical discussions and debates.
Judaism
Progression step 1
- What is meant by the term ‘Jew’
- God as creator
- Abraham and Sarah – the covenant with God
- The Star of David and Jewish identity
- Channukah
Progression step 2
- The Synagogue – different purposes for the community, and key features, e.g., Ark, Bimah
- Moses, the exile and the ten commandments
- The Torah – God as lawgiver
- Joseph and the tribes of Israel
- Passover/ Pesach
- Jewish prayer – the shema/ tefillin/ tallith
- Rites of passage – brit milah, bar and bat mitzvah
- Simple background to Judaism in Wales (links with History and Geography)
Progression step 3
- Key Jewish stories and prophets – Jacob, King David, Isaiah and Daniel
- Purim and the bravery of Ruth
- Shabbat (traditions, rituals and meaning) - Havdalah
- Prejudice, discrimination and anti-Semitism (links with History)
- Remembrance and Beth Shalom
- Understanding that there are different ways to be Jewish (liberal/ reform/ orthodox/ Chasidic/secular)
Progression step 4
- The Tenakh and the Talmud as sources of authority for Jews in contemporary society
- Midrash and Mishnah in providing values and ethics for Jews
- The seven laws of Noah
- Beliefs about the Messiah
- Rosh Hashanah and Yom Kippur and the importance of the shofar
- Marriage (purpose and rituals) and the chuppah
- Kabbalah and its rise in popularity in contemporary society
- Schul (clear links with History and other AoLEs)
- The rise of Zionism and its response to anti Semitism.
- The demise of the Jewish population in Wales (links with Geography and Social Studies), for e.g., the Welsh Jewish Heritage Centre
- Values and ethics in regard to the natural world and living things – stewardship, tikkun olam (repairing the world)
Progression step 5
Suggested RVE units/ sample enquiries
Year 1: Using Christian stories to develop understanding of key values. How do Christians learn from Jesus about care, forgiveness, community, following God?
Year 2: Celebrations/Festivals (Hindus, Christians, Muslims)
Year 3: Symbols of faith and signs of belonging: Why are they important? (Belonging for Hindus, Christians, Muslims)
Year 5: Values: what matters most to Humanists and Christians?
Year 7: What is religion? Will religions be growing or dying out in the next 50 years? (Hindu, Christian, Muslim, Non-Religious Worldviews)
Year 9: Is religion a power for peace or a cause of conflict? Christian, Muslim and Sikh perspectives with reference to Non-Religious Worldviews.
End point – religious literacy
The expectation within this syllabus is that by the end of primary schools, pupils will have studied a range of religious belief and traditions which include Abrahamic faiths, Dharmic traditions, non-religious philosophical convictions, as well as philosophical convictions. The curriculum and choices made should reflect the traditions of the school, the local community and Wales.
Dharmic Traditions
Buddhism
Progression step 1
- What is meant by the term ‘Buddhist’
- The life of the Buddha (Gautama Siddhartha) and the Four Sights
- Temple/ vihara in Wales and elsewhere – local example if possible – introduction to some key features and symbols as well as what happens there
Progression step 2
- Importance of Dharma/dhamma – teachings of the Buddha
- Wesak – the festival remembering the Buddha’s life, his enlightenment and death
- The three marks of existence:
- dukkha (un-satisfactoriness)
- anicca (impermanence - everything changes)
- anatta (no permanent self)
- Buddha as doctor/physician diagnosing the cause of suffering – tanha (craving/desire) and offering treatments – e.g. recognising impermanence, non-attachment, metta (developing and sustaining loving kindness) and appreciating that all things are interconnected of all beings
- 4 Noble Truths
Progression step 3
- Buddhist sangha – ascetics and lay people in Wales and elsewhere
- The Eightfold Path
- Diversity in Buddhism – main denominations, Theravada and Mahayana
- Meditation
- Boddhisatva
- Samsara and karma – cycle of rebirth
Progression step 4
- The three jewels
- The three poisons
- 5 precepts for laypeople, and 10 precepts for monks and nuns
- Places of pilgrimage
- Buddhist sources of wisdom
- Representations of the Buddha – the Buddha in modern culture (could link visual arts, social studies)
- Marriage – meaning and purpose, marriage ceremonies
- Key religious leaders – e.g. Dalai Lama, Thich Nhat Hanh
- Values and ethics in regard to the natural world and living things
Progression step 5
Base loosely on GCSE specifications
Exploring how Buddhists might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment, with reference to key sources of wisdom and authority. Learners should be encouraged to engage with academic thinking and apply their prior knowledge to these ethical discussions and debates.
Hinduism
Progression step 1
- What is meant by the term ‘Hindu’
- Temple/mandir in Wales and elsewhere – local example if possible – introduction to some key features and symbols as well as what happens there
- Brahman the one God/Supreme Being/Ultimate Reality
- Divali
Progression step 2
- Sanatan Dharma, the ‘Eternal Way’, dharma as duty or way of life – Hinduism as a way of life
- Trimurti
- Brahma (Creator)
- Vishnu (Preserver)
- Shiva (Destroyer)
- Gods and goddesses as expressions of Brahman
- Ahimsa – the principle of non-harm to all beings
- Key texts as sources of wisdom, e.g. Vedas, Bhaghavad Gita
Progression step 3
- Reincarnation – samsara, karma, moksha
- The concept of atma
- Worship at home and in the mandir
- Shrines and murtis
- Rites of passage, e.g. sacred thread ceremonies
- Sacred places and pilgrimage, for e.g., Skanda Vale
Progression step 4
- The four stages of ashramas – student, householder, hermit/forest dweller, renouncer/wandering ascetic
- Hindus in the local community, for example, Ty Krishna
- Values and ethics in regard to the natural world and living things
- Ahimsa and the treatment of animals, special reverence for cows
- Hindu beliefs and practices as they relate to issues of equality
- Popular culture and Hinduism (Hinduism in film, dance, visual arts)
- Key Hindu leaders, e.g. Gandhi, Dr Vandana Shiva
Progression step 5
Base loosely on GCSE specifications
Exploring how Hindus might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment, with reference to key sources of wisdom and authority. Learners should be encouraged to engage with academic thinking and apply their prior knowledge to these ethical discussions and debates.
Sikhism
Progression step 1
- What is meant by the term ‘Sikh’
- Belief in One God (Ik Onkar) who Sikhs call Waheguru
- The life of Guru Nanak
- Gurdwara in the local community
Progression step 2
- The three pillars Sikhism:
- Kirat Karni (honest living)
- Vand Chakna (sharing with others)
- Naam Japna (focus on God).
- 10 human Gurus and the Guru Granth Sahib
- Gurdwara in Wales and elsewhere – local example if possible – introduction to some key features and symbols as well as what happens there
- Sewa – selfless service to others
- Langar
Progression step 3
- Sikh sangat in Wales and elsewhere
- Mool Mantar
- Worship in the gurdwara and in the home
- Welcoming a new baby
- Taking amrit, being amritdhari
- The establishing of the Khalsa in 1699 by Guru Gobind Rai (who became Guru Gobind Singh)
- The 5 K’s and their symbolism as an expression of Sikh identity, for eg, Sarika Singh
- Vaisakhi celebrations
Progression step 4
- The principle of equality, between genders, races, social classes and how this is expressed through Sikh teachings, stories, religious practices and ways of living
- Places of pilgrimage, e.g. Harimandir Sahib
- Gurumurkh – living a God-centred life
- The Guru Granth Sahib as a source of wisdom and authority
- Anand karaj – Sikh marriage, the ceremony and meaning and purpose of marriage for Sikhs
- Values and ethics in regard to the natural world and living things
- Diversity in practice, e.g. views on wearing the 5 K’s, being a Khalsa Sikh, different views regarding issues such as vegetarianism
Progression step 5
Base loosely on GCSE specifications
Exploring how Sikhs might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment, with reference to key sources of wisdom and authority. Learners should be encouraged to engage with academic thinking and apply their prior knowledge to these ethical discussions and debates.
Suggested RVE units/ sample enquiries
Year 2: Celebrations/Festivals (Hindus, Christians, Muslims)
Year 3: Symbols of faith and signs of belonging: Why are they important? (Belonging for Hindus, Christians, Muslims)
Year 7: What is religion? Will religions be growing or dying out in the next 50 years? (Hindu, Christian, Muslim, Non-Religious Worldviews)
Year 9: Is religion a power for peace or a cause of conflict? Christian, Muslim and Sikh perspectives with reference to Non-Religious Worldviews.
End point – religious literacy
The expectation within this syllabus is that by the end of primary schools, pupils will have studied a range of religious belief and traditions which include Abrahamic faiths, Dharmic traditions, non-religious philosophical convictions, as well as philosophical convictions. The curriculum and choices made should reflect the traditions of the school, the local community and Wales.
Non-Religious Worldviews
These recommendations are based on Humanism. Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching of a range of non-religious worldviews/philosophical convictions as set out in the Welsh Government legislative summary (opens in a new tab). The guidance also refers to atheism, agnosticism and scepticism, but this is not an exhaustive list.
Progression step 1
Humanism
- What is a Humanist?
- Humanist beliefs of kindness and helping each other.
- Exploring how our actions can make others feel.
- The ultimate goal of happiness.
- Beliefs of equality and diversity.
- Beginning to explore our natural world and our responsibilities to look after it.
Progression step 2
- Human rights for all
- The Humanist focus on personal responsibility.
- Social justice for all people.
- Diversity and tolerance in our contemporary society/ world.
- Autonomy, morality & self-respect.
- Deciding what is right or wrong – the Golden Rule
Progression step 3
- Humanist beliefs about origins
- Personal responsibility of stewardship and caring for the natural world.
- Humanist beliefs of empathy, sympathy and freedom of choice and the impact on life choices (applying reason and logic rather than teachings and doctrines)
- The importance of being curious, the enquiring mind and education for all
- Individual happiness, celebration & reward.
- Atheism & Humanism. The recognition of the Happy Humanist sign
Progression step 4
Humanism
- An understanding of the place of factual based evidence & scientific progress in our locality, Wales and the world.
- Varieties of atheism, ‘the new atheists’, anti theists
- Secularisation, scepticism.
- Developing our personal stance on current political & moral issues locally, nationally & internationally.
- Ethical autonomy and situation ethics
- Influential atheists – Richard Dawkins, Stephen Fry
Progression step 5
Exploring how Humanists might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment.
Exploring some further examples of non-religious worldviews (see left)
Suggested RVE units/ sample enquiries
Year 5: Values: what matters most to Humanists and Christians?
Year 7: What is religion? Will religions be growing or dying out in the next 50 years? (Hindu, Christian, Muslim, Non-Religious Worldviews)
Year 9: Is religion a power for peace or a cause of conflict? Christian, Muslim and Sikh perspectives with reference to Non-Religious Worldviews.
End point – religious literacy
The expectation within this syllabus is that by the end of primary schools, pupils will have studied a range of religious belief and traditions which includes Abrahamic faiths, Dharmic traditions, non-religious philosophical convictions, as well as philosophical convictions. The curriculum and choices made should reflect the traditions of the school, the local community and Wales.
Philosophical Convictions
These recommendations are based on Ethical Veganism. Curriculum designers should be aware that philosophical convictions are diverse and should consider teaching of a range of philosophical convictions as set out in the Welsh Government legislative summary (opens in a new tab).
The guidance also refers to pacifism and principled objection to military service but this is not an exhaustive list.
Progression step 1
Ethical Veganism
- What is a vegan?
- Veganism as a practice based belief
- Beliefs around not harming animals
- Beginning to explore our responsibilities to living things
- The practice of Ethical Veganism by those with faith
Progression step 2
- What is meant by ethical veganism?
- What differs veganism from ethical veganism?
- The choices made by ethical vegans.
- Ethical veganism as a lifestyle choice.
- Deciding what is right or wrong – the Golden Rule. Does it apply to humans and animals?
- Stewardship, dominion and the relationship of humans to animals
Progression step 3
- Reasons for veganism – scientific/ religious/ ethical.
- The growth of ethical veganism and consideration of reasons for the growth.
- The accuracy of the portrayal of ethical veganism.
- Ethical veganism belief that the golden rule is applicable to all living things.
- Ethical veganism as a worldview.
Progression step 4
Ethical Veganism
- An understanding of the place of ethical veganism in our locality, Wales and the world.
- Developing our personal stance on ethical veganism as a way of living.
- The impact of having an ethical vegan life
- Analysing the influence of ethical veganism in our locality, Wales and the world.
- Ethical veganism and the Abrahamic faiths
- Ethical veganism and the Dharmic faiths
- Influential ethical vegans – Ellen DeGeneres, Joaquin Phoenix, Serena and Venus Williams
- Speciesism (Peter Singer) – why are some species treated differently to others, despite similar intelligence and behaviour patterns?
Progression step 5
Exploring how Ethical Vegans might apply their beliefs and values to questions connected with ethical debates, for example, abortion, euthanasia, war, animal rights and the environment
Exploring some further examples of philosophical convictions
Suggested RVE units/ sample enquiries
To follow
End point – religious literacy
The expectation within this syllabus is that by the end of primary schools, pupils will have studied a range of religious belief and traditions which include Abrahamic faiths, Dharmic traditions, non-religious philosophical convictions, as well as philosophical convictions. The curriculum and choices made should reflect the traditions of the school, the local community and Wales.
Values and Ethics
Underpinning all of the key ideas and knowledge identified as recommendations are values and ethics. This summary is not intended to be used as a separate unit of work, merely a reference point for RVE curriculum designers to refer to as ways that learners would make progress in values and ethics.
Progression step 1 (Age 5)
What do pupils have in their lives that are important?
What kind of things might they do to show that they are important?
Progression step 2 (Age 8)
Are pupils able to articulate their values?
Can pupils recognise and reflect on the values of others?
Progression step 3 (Age 11)
History of values
Can pupils identify that school values are the result of Christian values?
How might these differ to Muslim/ Hindu/ Humanist values?
Can pupils read and reflect on values and know what has influenced these values?
Can pupils identify that Christianity has shaped the values of Wales today?
Progression step 4 (Age 14)
Case study issues to explore values and ethics, for example
ecological/ veganism/ free speech/ identity/ gender/ feminism. compulsory RVE in school.
Can pupils reflect on ethical issues from a different religion/ non-religious background?
Can pupils argue an ethical case?
Progression step 5 (Age 16)
Philosophical questions
Are ethics always subjective?
Is it possible to have objective ethics?
What are ethics?
Do you need a God to be ethical?
Moral relativism and moral absolutism
Experiences Learning journey Sub lens
Values and ethics should be incorporated into the RVE learning journeys (see guidance) and/ or the suggested units/ sample enquiries (see annex)
End point – religious literacy
Learners should have opportunities to develop their knowledge and understanding of religions, and philosophical convictions and be able to hold balanced and well-informed conversations and discussions. Religiously literate pupils will be enabled to confidently take their place within our diverse multi religious and multi secular society, they will be able to think independently, be reflective and able to evaluate fairly and critically.