/The Curriculum for Excellence
The Curriculum for Excellence2017-04-19T09:52:11+00:00

There are a significant number of elements within the Curriculum for Excellence that the Challenger Education programme seeks to achieve:

[quote]“Through their learning in religious and moral education all children and young people will develop an understanding of Christianity, which has shaped the history and traditions of Scotland and continues to exert an influence on national life.”[1]

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[quote]“The experiences and outcomes draw on the rich and diverse context of Scotland’s cultural heritage through the use of Scottish stories, images, music and poems.”[2] [/quote]A typical presentation to a class would incorporate two or three of these specific elements. Specific presentations also cover a number of the ‘Experiences and Outcomes’ required:

Eric Liddell – Scottish Olympic hero – covers Scotland’s heritage and Chinese culture

Jane Haining – Scottish Missionary in Hungary – Explains about Judaism and what Jewish people believe

Mary Slessor – Scottish Missionary in Calabar, Nigeria – Talks about Nigerian tribal customs and beliefs

Ernest Gordon – Scottish WW2 soldier in prisoner of war camp – Touches on agnosticism and philosophy

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Within the Christianity section of the Curriculum for Excellence ‘Experiences and Outcomes’[3] several key learning points are covered, namely:

Beliefs;
Values & Issues;
Practices and Traditions

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Within the ‘Development of Beliefs & Values’ part of the curriculum, the Challenger Educational programme can assist teachers to meet a number of the specific objectives for the age group they are teaching. For example:

2-01b Key Christian figures – “should include more contemporary Christian figures”

2-09d This would best be achieved through linking the actions of people, ‘famous’ or otherwise, to the beliefs and values which underpin those actions.

3-09a Ultimate questions refers to existential issues such as, ‘What is life for?’, ‘Is there a God?’, ‘What happens after death?’ and so on. This can benefit from starting off by children and young people themselves raising the issues for discussion and this can be at any stage. These questions go to the heart of RME in relation to the search for ‘meaning, value and purpose in life’.

[divider][1] Curriculum for Excellence: Religious & Moral Education – Principles and Practice, pg 2

[2] Curriculum for Excellence: Religious & Moral Education – Principles and Practice, pg 5

[3] Curriculum for Excellence: Religious & Moral Education – Experiences and Outcomes

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