Addysg Grefyddol yn y Cyfnod Sylfaen
O fewn y Cyfnod Sylfaen bydd plant yn chwilfrydig ac wrth reswm yn gofyn cwestiynau am fywyd a’r byd o’u cwmpas. Bydd y plant yn ymddiddori yn eu hunain, eu teuluoedd, pobl eraill a rhyfeddodau’r byd. Bydd y diddordeb hwn yn ymwneud yn uniongyrchol â’u datblygiad ysbrydol, moesol a diwylliannol a gellir ei feithrin trwy brofiadau sy’n gysylltiedig â ’Phobl, credoau a chwestiynau’. Bydd y diddordeb a’r brwdfrydedd naturiol hwn yn golygu y bydd plant eisiau cael, yn ystod y Cyfnod Sylfaen, sgiliau, gwybodaeth a dealltwriaeth priodol sy’n darparu’r sail hanfodol ar gyfer addysg grefyddol yng Nghyfnod Allweddol 2. Trwy weithgareddau ymarferol, integredig sy’n cynnal diddordeb y plant, gallant ddysgu mwy am eu hunain, pobl eraill a’r byd o’u hamgylch a datblygu dealltwriaeth o’u treftadaeth ddiwylliannol a chrefyddol gyfoethog yng Nghymru. Bydd gwybodaeth am eu treftadaeth a’u traddodiadau eu hunain (trwy storïau a chwarae rôl) yn eu galluogi i ddeall mwy am eu hunain ac yn eu cynorthwyo i ddatblygu dealltwriaeth o safbwyntiau eraill, sydd hefyd yn datblygu parch ac agweddau cyfrifol. Trwy chwarae bydd plant yn datblygu eu syniadau, barnau a theimladau gyda dychymyg, creadigrwydd a sensitifrwydd a all helpu lliwio eu barn o’r byd, eu gobeithion a’u breuddwydion. Wrth fynegi eu teimladau a’u barnau eu hunain gallant adnabod sut y gall eu gweithrediadau effeithio ar eraill, cydnabod bod safbwyntiau pobl eraill yn wahanol i’w safbwynt nhw a myfyrio ar eu persbectifau eu hunain ar fywyd, a’u haddasu fel y bo’n briodol.
Addysg grefyddol yng Nghyfnod Allweddol 2
Yng Nghyfnod Allweddol 2, bydd addysg grefyddol yn meithrin diddordeb a rhyfeddod dysgwyr o’r byd a’r profiad dynol. Mae hyn yn eu hysgogi i ofyn ac ymchwilio cwestiynau dwfn sy’n ymwneud â’u profiadau personol, crefydd a bywyd yn gyffredinol, gan felly adeiladu ar y sgiliau, yr wybodaeth a’r ddealltwriaeth a gaffaelwyd yn ystod y Cyfnod Sylfaen. Trwy weithgareddau ysgogol ymarferol ac archwilio crefydd yn eu cymdogaeth yng Nghymru, ym Mhrydain ac yn y byd ehangach, bydd y dysgwyr yn datblygu sgiliau ac yn casglu gwybodaeth a fydd yn eu cynorthwyo i feddwl yn greadigol am gwestiynau crefyddol a moesol sylfaenol a rhannu syniadau trwy drafod. Bydd gwybodaeth am grefydd(au) a chydnabod pwysigrwydd crefydd ym mywydau pobl yn helpu datblygu goddefgarwch a pharch, a dylai helpu meithrin agweddau cyfrifol mewn cymdeithas leol a byd-eang. Trwy gyfranogi’n weithredol bydd y dysgwyr yn archwilio dimensiynau ysbrydol a moesol i’w cynorthwyo wrth iddynt chwilio am ystyr a phwrpas. Bydd y dysgwyr yn mynegi eu teimladau a’u barnau eu hunain, adnabod sut y gall eu gweithrediadau effeithio ar eraill, cydnabod bod safbwyntiau pobl eraill yn wahanol i’w safbwynt nhw a myfyrio ar eu persbectifau eu hunain ar fywyd, a’u haddasu fel y bo’n briodol.
Religious education in the Foundation Phase
Within the Foundation Phase children are inquisitive and naturally ask questions about life and the world around them. Children are fascinated by themselves, their families, other people and the wonders of the world. This fascination relates directly to their spiritual, moral and cultural development and can be fostered through experiences concerned with ‘People, beliefs and questions’. This natural interest and enthusiasm makes children want to access, during the Foundation Phase, appropriate skills, knowledge and understanding which provide the essential underpinnings for Key Stage 2 religious education. Through engaging, practical, integrated activities children can learn more about themselves, other people and the world around them and develop an understanding of their rich cultural and religious heritage in Wales. Knowledge of their own heritage and traditions (through stories and role play) enables them to understand more about themselves and help them to develop understanding of the viewpoints of others, which develops respect and attitudes of responsibility. Through play, children develop their ideas, opinions and feelings with imagination, creativity and sensitivity which can help inform their view of the world, their hopes, and their dreams. When expressing their own feelings and opinions they can identify how their actions may affect others, recognise that other people’s viewpoints differ from their own and reflect on and revise their own perspectives on life as appropriate.
Religious education at Key Stage 2
At Key Stage 2, religious education fosters learners’ interest and wonder in the world and human experience. This stimulates them into raising and investigating deep questions that relate to their personal experiences, religion and life in general, thus building on the skills, knowledge and understanding acquired during the Foundation Phase. Through practical stimulating activities and exploration of religion in their locality in Wales, in Britain and the wider world learners will develop skills and gather information that will help them think creatively about fundamental religious and moral questions and share ideas through discussion. Knowledge of religion(s) and a recognition of the importance that religion plays in people’s lives will help to develop tolerance and respect, and should foster responsible attitudes in local and global society. Through active participation learners will explore the spiritual and moral dimensions in order to inform their own search for meaning and purpose. Learners will express their own feelings and opinions, identify how their actions may affect others, recognise that other people’s viewpoints differ from their own and reflect on and revise their own perspectives on life as appropriate.