| INTRODUCTION
How to use this document
The recommendations made in this document are based on existing
good practice in the design, planning and implementation of policies
and programmes for the provision of Religious Education in Catholic
schools in Scotland.
The guidelines are intended to help teachers in Catholic primary
and secondary schools to review the provision for Religious Education
in their schools and, where necessary, to improve its quality.
The starting point for such a review is the school policy for
Religious Education, which should ensure that all pupils, regardless
of age, aptitude, physical or social circumstances, receive a
religious education which is systematic and faith-forming, under
the direction of the local bishop.
Section 1: Rationale
The rationale identifies the mission of the Catholic school
within the framework of the wider Catholic community. It elaborates
on how that mission is fulfilled through the school's commitment
to Religious Education.
Section 2: Faith and Learning
Attention is drawn to the Faith and Learning Programme, which
expresses the philosophy of Catholic Education. Religious Education
exists and develops within the context set out in Faith and Learning.
Section 3: Attainment Outcomes and Strands
This section sets out the main features of progression in
Religious Education. The achievement of the attainment outcomes
should be approached in a manner which reflects the teachings
and traditions of the Catholic Church.
The most important component of the Religious Education programme
for Catholic pupils is the study, understanding and development
of their own faith. Time should also be found within the programme
to lead pupils to an understanding of and respect for the beliefs
and traditions of other Christian traditions and other major religions.
While reference is made within the document to certain aspects
of Buddhism, Hinduism, Islam, Judaism and Sikhism there is no
suggestion that all pupils address all of these religions in the
course of the 5-14 programme. Schools, in consultation with diocesan
advisers, should evolve a policy for the delivery of this area
of the Religious Education programme.
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