	The National Literacy Strategy and Religious Texts
	What's the connection? There are many links between Religious Education and the Literacy Strategy, deriving from the fact that every major world religion is based on a text or texts. Christianity: The Bible (Old and New Testaments) Judaism: Torah Hinduism: Vedas, Upanishads, Ramayana, Mahabharata, Puranas. Islam: The Qur'an Sikhism: The Guru Granth Sahib Buddhism: The Three Baskets, Tipitaka In all of these faith traditions, great emphasis is placed on the study of these texts and within many communities worldwide, this remains the sole purpose of becoming literate. In the past, Religious Education has ignored the text in favour of the text book. With the result that a topic such as 'The Qur'an' has involved drawing a book stand, making a papier mache cave, learning a poem of one's own choice ... anything but actually reading the text of the Qu'ran itself. The Literacy Hour provides the opportunity for children of all faiths to engage with these texts in a meaningful way and by doing so, not only to help develop their literacy skills, but to explore that which lies at the heart of each of these various faith traditions. Planning I have enclosed three examples of how religious texts can be used in the Literacy Hour during the second term in Year 1, Year 3 and Year 6. The texts chosen relate closely to the topics specified for each particular year group in the Primary Vision scheme of work. I have tried as much as possible to remain within the recommended framework for each term, but must confess to the occasionally straying into the work prescribed for terms 1 and 3, especially in Year 6. This planning does not replace the R.E. lessons for the coming half-term. Rather, it is my hope that working on religious texts in the literacy hour (with literacy aims) will complement and help develop understanding of these texts within R.E. Why only the Bible? In the three examples of planning, which I have enclosed, I have chosen to focus exclusively on the Bible. There are a number of reasons for this. As the Literacy Hour is still unfamiliar for many teachers, and even more unfamiliar, is the idea of using religious texts, I thought that I would focus on the religious text which is probably the most familiar. Secondly, I have chosen to concentrate more on what we Christians call the Old Testament as it unites Christianity and Judaism. Thirdly, even in our post-Christian, post-modern society, the Bible, above all other religious texts, continues to exert an enormous influence on our literary and cultural life. Contemporary authors, poets, film-makers, rap stars and advertising copywriters continue to make reference to the stories and language of the Bible in their work. Lastly, copies of the Bible are often the only religious texts which schools possess. Resourcing As resourcing is one of the major issues surrounding the introduction of the Literacy Hour, it is good to remind oneself of the flexibility and availability of religious texts. All of the religious texts cited above contain a wide variety of writing. The Bible, for example, includes familiar and traditional stories, history stories, adventure stories, parables, a range of poetic forms, instructional writing, biographies, letters, fantastical visions, non-chronological reports and discussion texts - all in the one book. (In my enclosed planning I have tried to reflect this diversity of genres.) Funding to purchase religious texts can be sought from local faith communities and national organizations. Many Christian organizations will provide copies of the Bible free of charge. Schools wishing to develop further the use of the Bible within Literacy Hour should consider investing in the following resources: A class set of Bibles Suitable versions include International Children's Bible, New Century, New Light, Good News Single copies of different Bibles King James, The Message, Jerusalem Bible A variety of collected Bible synopses Lion Storyteller Bible, Lion Children's Bible, Lion Graphic Bible,The Hosanna Bible, Beginner's Bible. Selected Bible stories in single book form by a variety of quality authors. Fiction or non-fiction? When dealing with religious texts, the division between fiction and non-fiction is not clear-cut. For example, into which category does the story of Moses fit? This question is, of course, a re-run of the old corker, "But is it true, Miss?" and my advice when responding to both questions is the same. Children should know that beliefs surrounding the historical veracity of religious texts are varied, even within the faith tradition of a particular religious text. But, despite our personal convictions, they are to be appreciated as great texts in their own right. A Comforting Reminder In researching this Literacy Pack, I came across the following quote from the Jewish philosopher, Abraham Joshua Heschel. Hopefully, it will help you to maintain your sanity and humanity in implementing the Literacy Strategy. It is the personality of the teacher which is the text that the pupils read: the text that they will never forget.
	A Primary Vision resource provided by Stockport Christians in Schools Trust

The National Literacy Strategy and Religious Texts

What's the connection?

There are many links between Religious Education and the Literacy Strategy, deriving from the fact that every major world religion is based on a text or texts.

Christianity: The Bible (Old and New Testaments)
Judaism: Torah
Hinduism: Vedas, Upanishads, Ramayana, Mahabharata, Puranas.
Islam: The Qur'an
Sikhism: The Guru Granth Sahib
Buddhism: The Three Baskets, Tipitaka

In all of these faith traditions, great emphasis is placed on the study of these texts and within many communities worldwide, this remains the sole purpose of becoming literate. In the past, Religious Education has ignored the text in favour of the text book. With the result that a topic such as 'The Qur'an' has involved drawing a book stand, making a papier mache cave, learning a poem of one's own choice ... anything but actually reading the text of the Qu'ran itself.

The Literacy Hour provides the opportunity for children of all faiths to engage with these texts in a meaningful way and by doing so, not only to help develop their literacy skills, but to explore that which lies at the heart of each of these various faith traditions.

Planning

I have enclosed three examples of how religious texts can be used in the Literacy Hour during the second term in Year 1, Year 3 and Year 6. The texts chosen relate closely to the topics specified for each particular year group in the Primary Vision scheme of work. I have tried as much as possible to remain within the recommended framework for each term, but must confess to the occasionally straying into the work prescribed for terms 1 and 3, especially in Year 6.

This planning does not replace the R.E. lessons for the coming half-term. Rather, it is my hope that working on religious texts in the literacy hour (with literacy aims) will complement and help develop understanding of these texts within R.E.

Why only the Bible?

In the three examples of planning, which I have enclosed, I have chosen to focus exclusively on the Bible. There are a number of reasons for this. As the Literacy Hour is still unfamiliar for many teachers, and even more unfamiliar, is the idea of using religious texts, I thought that I would focus on the religious text which is probably the most familiar.

Secondly, I have chosen to concentrate more on what we Christians call the Old Testament as it unites Christianity and Judaism.

Thirdly, even in our post-Christian, post-modern society, the Bible, above all other religious texts, continues to exert an enormous influence on our literary and cultural life. Contemporary authors, poets, film-makers, rap stars and advertising copywriters continue to make reference to the stories and language of the Bible in their work.

Lastly, copies of the Bible are often the only religious texts which schools possess.

Resourcing

As resourcing is one of the major issues surrounding the introduction of the Literacy Hour, it is good to remind oneself of the flexibility and availability of religious texts. All of the religious texts cited above contain a wide variety of writing. The Bible, for example, includes familiar and traditional stories, history stories, adventure stories, parables, a range of poetic forms, instructional writing, biographies, letters, fantastical visions, non-chronological reports and discussion texts - all in the one book. (In my enclosed planning I have tried to reflect this diversity of genres.)

Funding to purchase religious texts can be sought from local faith communities and national organizations. Many Christian organizations will provide copies of the Bible free of charge.

Schools wishing to develop further the use of the Bible within Literacy Hour should consider investing in the following resources:

A class set of Bibles: Suitable versions include International Children's Bible, New Century, New Light, Good News
Single copies of different Bibles: King James, The Message, Jerusalem Bible
A variety of collected Bible synopses: Lion Storyteller Bible, Lion Children's Bible, Lion Graphic Bible,The Hosanna Bible, Beginner's Bible.

Selected Bible stories in single book form by a variety of quality authors.

Fiction or non-fiction?

When dealing with religious texts, the division between fiction and non-fiction is not clear-cut. For example, into which category does the story of Moses fit? This question is, of course, a re-run of the old corker, "But is it true, Miss?" and my advice when responding to both questions is the same. Children should know that beliefs surrounding the historical veracity of religious texts are varied, even within the faith tradition of a particular religious text. But, despite our personal convictions, they are to be appreciated as great texts in their own right.

A Comforting Reminder

In researching this Literacy Pack, I came across the following quote from the Jewish philosopher, Abraham Joshua Heschel. Hopefully, it will help you to maintain your sanity and humanity in implementing the Literacy Strategy.

It is the personality of the teacher which is the text that the pupils read: the text that they will never forget.