RELIGIOUS EDUCATION SYLLABUS - Curriculum

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AN ROINN OIDEACHAISAGUSEOLAÍOCHTAJ UNIOR C ERTIFICATERELIGIOUSEDUCATIONSYLLABUS(O RDINARY L EVELANDH IGHER L EVEL )

THE JUNIOR CERTIFICATEAims and Principles1. The general aim of education is to contributetowards the development of all aspects of theindividual, including aesthetic, creative, critical,cultural, emotional, intellectual, moral, physical,political, social and spiritual development, forpersonal and family life, for working life, for living in community and for leisure.2. The Junior Certificate Programme is designed tomeet the needs of all students in second-leveleducation. Arising from this, every subject is4. The Junior Certificate Programme is based onthe following principles:Breadth and balanceAt this stage of their school career, every studentshould have a wide range of educational experiences. Particular attention must be given to reinforcing and developing the skills of numeracy, literacy and oracy. Particular emphasis should begiven to social and environmental education, science and technology and modern languages.offered at two levels, ordinary and higher. In theRelevancecase of English, Irish and Mathematics a founda-Curriculum provision should address the imme-tion level is also available.diate and prospective needs of the young person, in the context of the cultural, economic and3. The Junior Certificate Programme aims to reinforce and further develop in the youngQualityperson the knowledge, understanding, skillsEvery young person should be challenged toand competencies acquired at primary level;achieve the highest possible standards of excel-extend and deepen the range and quality ofthe young person’s educational experiencesin terms of knowledge, understanding, skillsand competencies; develop the young person’s personal andsocial confidence, initiative and competencethrough a broad, well balanced general education; prepare the young person for the requirements of further programmes of study, ofemployment or of life outside full-time education; contribute to the moral and spiritual development of the young person and to develop atolerance and respect for the values andbeliefs of others; social environment.prepare the young person for the responsibilities of citizenship in the national context andin the context of the wider European andglobal communities.lence, with due regard to different aptitudes andabilities and to international comparisons.5. Each Junior Certificate Syllabus is presented forimplementation within the general curriculumcontext outlined above.

JUNIOR CERTIFICATERELIGIOUS EDUCATION(ORDINARY AND HIGHER LEVEL)

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S CONTENTSRationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Religious Education for Junior Certificate . . . . . . . . . . . . . . . . . . . . . . . . 4Aims of Religious Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Syllabus Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Section A:Communities of Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Section B:Foundations of Religion – Christianity . . . . . . . . . . . . . .14Section C:Foundations of Religion – Major World Religions . . . . . .20Section D:The Question of Faith . . . . . . . . . . . . . . . . . . . . . . . . . . .26Section E:The Celebration of Faith . . . . . . . . . . . . . . . . . . . . . . . . .32Section F:The Moral Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . .38Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U SRELIGIOUS EDUCATIONIN THE CURRICULUM:AN EDUCATIONAL RATIONALEThe White Paper on Education (1995, p.10) sets out theand identity, coupled with a global awareness and afollowing aims of education:respect for and care for the environmentIt follows that the curriculum of the school should to foster an understanding and critical appreciationof the values - moral, spiritual, religious, social andreflect and make provision for the realisation of thesecultural - which have been distinctive in shapingaims.Irish society and which have traditionally beenIn the context of these aims, human development is theaccorded respect in societydevelopment of the awareness of self as separate andunique, with the capacity for reflection, imagination and to nurture a sense of personal identity, self-esteemand awareness of one’s particular abilities, aptitudescreativity and openness to ideas of truth, goodness, andand limitations, combined with respect for the rightsbeauty. From earliest times, the experience of theand beliefs of othersspiritual and the human search for meaning havefrequently found expression in a religious interpretation to promote quality and equality for all, includingof life. The history of humanity has been indeliblythose who are disadvantaged, through economic,marked by the contributions of religious traditions. Insocial, physical and mental factors, in theIreland, Christianity is part of our rich cultural heritagedevelopment of their full educational potentialand has played a significant role in shaping our vision ofourselves, our world, and our relationships with others. to develop intellectual skills combined with a spiritof inquiry and the capacity to analyse issues criticallyHowever, effective functioning in an increasinglyand constructivelycomplex culture demands that people have anunderstanding of a variety of religious traditions and an to develop expressive, creative and artistic abilities toappreciation of the richness of the major religiousthe individual’s full capacitytraditions encountered not just in Ireland but in Europeand in the wider world. Increasingly, modern culture to foster a spirit of self-reliance, innovation, initiativealso calls for engagement with the secular response toand imaginationhuman experience. to promote physical and emotional health and wellWhile it is the concern of the whole curriculum, builtbeingaround the principles of knowledge, understanding, to provide students with the necessary education andskills and attitudes, to promote personal growth and totraining to support the country’s economicfacilitate the spiritual development of students, Religiousdevelopment and to enable them to make theirEducation is well placed to provide students withparticular contribution to society in an effective wayopportunities for reflection on human experience as wellas for understanding and interpretation of that to create tolerant, caring and politically awareexperience. Such opportunities encourage the students’members of societyparticipation in their own conscious and critical to ensure that Ireland’s young people acquire a keendevelopment.awareness of their national and European heritage3

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Religious Education should ensure that students aredevelopment of students. It introduces a variety ofexposed to a broad range of religious traditions and toethical codes and norms for behaviour. Students arethe non-religious interpretation of life. It has a particularencouraged to engage critically with these moral systemsrole to play in the curriculum in the promotion ofin an effort to arrive at a thought-through moral stancetolerance and mutual understanding. It seeks to developthat will serve as a foundation for the decisions they willin students the skills needed to engage in meaningfulface as adults and for the patterns of behaviour anddialogue with those of other, or of no, religiouscommitment that will mark how they will relate to theirtraditions.local communities and to the world in general.Religious Education, in offering opportunities toIn summary, Religious Education can justly claim to bedevelop an informed and critical understanding of thean integral part of any curriculum that aims to promoteChristian tradition in its historical origins and itsthe holistic development of the person in the light ofcultural and social expressions, should be part of athe stated aims of education. The assessment andcurriculum that seeks to promote the critical andcertification of an Religious Education syllabus atcultural development of the person in his or her socialnational level would provide students and society withand personal life.certificated statements of achievement based on theknowledge, understanding, skills and attitudes implicitReligious Education makes a significant contribution toin that syllabus.a curriculum that seeks to provide for the moralRELIGIOUS EDUCATION FOR THEJUNIOR CERTIFICATEThe aim of Junior Cycle Religious Education is toto a continuing search for meaning, will therefore beprovide students with a framework for encountering andencouraged and supported.engaging with the variety of religious traditions inJunior Cycle Religious Education seeks to promote anIreland and elsewhere. Such a framework would alsounderstanding and appreciation of why people believe, asprepare students for the Leaving Certificate course inwell as tolerance and respect for the values and beliefs ofReligious Education.all. The syllabus is built around a framework ofThe syllabus for the Junior Certificate, in common withknowledge, understanding, skills and attitudes. As part ofthe range of subjects offered at this level, invites thea programme of preparation for the responsibilities ofstudents to reflect on their own experiences. Thecitizenship, the course makes particular reference to thestudents’ own experience of religion and theirChristian tradition, acknowledging the unique role of thiscommitment to a particular religious tradition, and/ortradition and its denominational expressions in Irish life.4

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S AIMS OF RELIGIOUS EDUCATION To foster an awareness that the human search for meaning iscommon to all peoples, of all ages and at all times To explore how this search for meaning has found, and continues tofind, expression in religion To identify how understandings of God, religious traditions, and inparticular the Christian tradition, have contributed to the culture inwhich we live, and continue to have an impact on personal life-style,inter-personal relationships and relationships between individualsand their communities and contexts To appreciate the richness of religious traditions and to acknowledgethe non-religious interpretation of life To contribute to the spiritual and moral development of the student5

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S6

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U SSYLLABUS OUTLINESyllabus sections may be taught in any order; it is not necessary to follow the sequenceoutlined below.The course consists of two parts:PART 1Students take any two of the following:SECTION ACommunities of FaithSECTION BFoundations of Religion – ChristianitySECTION CFoundations of Religion – Major World ReligionsPART 2Students take all of the following:SECTION DThe Question of FaithSECTION EThe Celebration of FaithSECTION FThe Moral Challenge7

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S SECTION ACOMMUNITIES OF FAITHAims To explore the nature and pattern of human communities To identify the characteristics of communities of faith/churches To examine these characteristics as they occur in communities offaith/churches in local, national and international examples8

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 1COMMUNITYObjectivesAs a result of studying this section, the students should:1 recognise different types of communities and some examples of these;2 identify common and particular characteristics of these communities;3 explore the tension between individual and community responsibility.Key ConceptsDescription of Content co-operation/1. Forms and types of communitylack of co-operation sharing communication roles community breakdown2. The characteristics of communities3. The strengths and weaknesses of community4. The human need to live in community and thetension between the needs of the group and theneeds of the individual5. Community life and the freedom of the individual9

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U SPart 2COMMUNITIES AT WORKObjectivesAs a result of studying this section, the students should:1 be able to describe the role of communities in society;2 recognise the variety of roles within communities, including leadership roles.Key ConceptsDescription of Content commitment1. Looking at the work done by different types of service vision leadershiplocal, community, national and internationalorganisations2. The inspiration for this work and its source3. The variety of roles within communities10

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 3COMMUNITIES OF FAITHObjectivesAs a result of studying this section, the students should:1 be able to name the churches and religious groups found in Ireland today;2 have an understanding of how two of these communities express their vision andcommitment and of the variety of roles within each community at local andnational levels;3 recognise and be able to retell stories about the founders/earliest followers ofBuddhism, Christianity, Hinduism, Islam and Judaism.Key ConceptsDescription of Content founder1. Communities of faith today; examples of different inspiring vision revelation sacred text gospel faith/belief identity religions church denomination religious commitment vocation as calling to servereligious communities, their correct names andtitles, including the titles and names of leaders2. The founders/origins of the major world religions3. Stories of the earliest followers and their leaders4. Exploration of the work done by two churches orreligious organisations or orders at a local andnational level, under the following headings: the inspiration for this work and for commitmentto service in the community of faith the impact of this work on other individuals andon other communities the variety of roles within communities of faith.5. Challenges for churches/communities of faith inthe modern world preaching mission11

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 4RELATIONSHIPS BETWEENCOMMUNITIES OF FAITHObjectivesAs a result of studying this section, the students should:1 recognise the importance of respecting their own beliefs and the beliefs andconvictions of others;2 understand the implications of sectarianism, in Ireland and elsewhere;3 be aware of the ecumenical movement, especially in their own community;4 understand the meaning of inter-faith dialogue.Key ConceptsDescription of Content ecumenism1. Exploring the relationships between different inter-faith dialogue sectarianism religious conflictcommunities of faith and particularly betweendifferent Christian denominations in Ireland2. Looking at some examples of conflict as a result ofreligious difference, in Ireland and elsewhere tolerance12

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S H I G H E R L E V E L O N LYPart 5ORGANISATION AND LEADERSHIP INCOMMUNITIES OF FAITHObjectivesAs a result of studying this section, the students should:1 be able to identify and describe different styles of leadership in humancommunities and in religious/church communities;2 recognise the connection between leadership and authority in religious/churchcommunities, in particular in the Christian churches.Key ConceptsDescription of Content leadership1. Types and styles of leadership in human authority service ministrycommunities2. The impact of these styles on communities3. Looking at the leadership types in two localchurches or communities of faith4. The nature of leadership and authority in themajor world religions, with particular emphasis onChristianity5. Challenges to leadership13

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U SSECTION BFOUNDATIONS OF RELIGION– CHRISTIANITYAims To explore the context into which Jesus was born To identify the Gospels as the main source of knowledge aboutJesus To examine the meaning of the life, death and resurrection ofJesus for his followers, then and now.14

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 1THE CONTEXTObjectivesAs a result of studying this section, the students should:1 have an understanding of the context into which Jesus of Nazareth was born.Key ConceptsDescription of Content The Holy Land1. The historical and geographical background to life The Roman Empire Ancient Judaism Messianic expectationin Palestine at the time of Jesus2. The impact of these historical and geographicalfactors on the lives of the people3. The political and religious structures at the time ofJesus15

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 2EVIDENCE ABOUT JESUSObjectivesAs a result of studying this section, the students should:1 be able to name some of the sources of information about Jesus of Nazareth;2 differentiate between documents of faith and documents of history;3 be able to trace the development of the Gospels from oral tradition to writtenword.Key ConceptsDescription of Content evidence1. An overview of the historical sources for evidence- from oral tradition- from writtentradition gospel evangelist witness synopticof the life of Jesus2. The Gospels as documents of faith rather thanhistory3. The Gospels as good news – from oral tradition tothe written word4. The evangelists as people of faith; how the Gospelscame to be written5. Different perspectives in the Gospels – someexamples from the writings of the evangelists16

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 3THE PERSON AND PREACHING OF JESUSObjectivesAs a result of studying this section, the students should:1 be able to identify characteristics of the kingdom of God as preached by Jesus;2 be able to recognise these characteristics in the words and actions of Jesus and hisfollowers, past and present.Key ConceptsDescription of Content kingdom of God1. Identifying the characteristics and meaning of the- in parablekingdom of God as preached and witnessed to by- in miracleJesus in word and deed – in parable, miracle, and- in table-fellowshiptable-fellowship. Such characteristics might include- in discipleship.the treatment of sinners and other outsiders, the vocation missiontreatment of women, the special place of the poor,love of neighbour, and love of enemy2. The disciples of Jesus and the call to follow. Howthat call is heard and responded to today3. Searching for evidence of the impact of theseelements on the lives of Christian believers today17

J U N I O R C E R T I F I C AT E R E L I G I O U S E D U C AT I O N S Y L L A B U S Part 4THE DEATH AND RESURRECTIONOF JESUSObjectivesAs a result of studying this section, the students should:1 be able to recognise moments of conflict in the life of Jesus;2 have an understanding of the Last Supper as a meal in the Passover tradition;3 have read and be familiar with the Gospel accounts of the death of Jesus;4 be aware of the possible impact of the resurrection appearances on the followers ofJesus.Key ConceptsDescription of Content conflict with authority1. Looking at some of the stories from the Gospels sacrifice martyrdom memorial Passover Eucharist resurrection transformationthat show Jesus in conflict with the religious andpolitical authorities2. The Last Su

RELIGIOUS EDUCATION IN THE CURRICULUM: AN EDUCATIONAL RATIONALE. The aim of Junior Cycle Religious Education is to provide students with a framework for encountering and engaging with the variety of religious traditions in Ireland and elsewhere. Such a framework would also prepare students for the Leaving Certificate course in Religious Education. The syllabus for the Junior Certificate, in .

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