Non-Statutory Curriculum Planning Guide Page 63
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63Non-Statutory Guidance 2012
Section 1 – Curriculum Planning
5. Field Trips providing 16-19 Religious Education through:
Visiting places of worship, sites of pilgrimage or religious interest (eg
Canterbury Cathedral, Hindu Mandir at Neasden, Beth Shalom Holocaust
Centre), at a distance from the school, possibly organised by students
themselves;
Arranging to experience religious/secular traditions outside their own
experience (eg attending occasions such as a Barmitzvah, Hindu
wedding, Orthodox Easter celebrations, a Believer’s Baptism, Eid
celebrations, a Humanist naming ceremony or to visit a Muslim
madrassah, Sikh langar or a Buddhist community);
Spending a day, or longer, with a religious community (eg interviewing,
observing, working, experience silence);
Investigating charities with a religious foundation, spending time with
workers or at a local/head office or observing/participating in their work
(eg Salvation Army);
Accompanying a visit to a place or worship for a primary feeder school or a
key stage 3 class and taking an active role in its planning, organisation and
delivery;
Having an opportunity to join study trips abroad incorporating a visit to a
place of international religious significance.
Although there are obvious caveats to do with health and safety; such field
trips could provide powerful insights into the lives and motivations of
religious believers, and offer real opportunities for students to develop and
promote cross-culture links and inter-faith and inter-personal relations.
In conclusion
There are many ways in which Religious Education can be provided for the
16-19 student and provided in such a way that it offers real opportunities to
enrich, broaden or support the students’ studies. Schools need to catch the
vision of a subject which can be added to their students’ spiritual, moral,
social and cultural development but also give added value in academic and
vocational terms.
Schools obviously need to devise the most appropriate ways of delivering
Religious Education for their students and establish the best model for its
delivery. They should also be able to identify, quantify and evaluate the
Religious Education they decide to provide. In some schools this will prove a
challenge but it is one worth facing.
Section 1
63
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