This section is the heart of the Clearinghouse. It features consensus guidelines (drawn up at local, provincial, national and international levels) about teaching about religions and beliefs in schools, and learning and teaching materials including curricula, syllabi, and teaching tools.
A brief explanation of each of the resources follows.
Guidelines are documents that contain a broad explanation/suggestion on education about religions and beliefs, intercultural education, diversity etc. These can be international suggestions as well as national and regional/provincial/local, depending on the country of its origin and may be used as guidelines as to what the courses should involve.
Learning & Teaching Materials
The curricular guidelines lay out a program’s educational philosophy, specify purposes and course content, identify implementation constraints and articulate assessment and evaluation criteria.
The curriculum is the actual course of study and includes the goals, methods and evaluation for each and is more specific than the guidelines. They most likely include a specification on what grade they are supposed to be used in.
They may also include banks of materials that teachers can modify to meet the needs of their learners.
Syllabi, on the other hand, traditionally represent the content of an individual course and specify how this content is graded and sequenced.
It is a specification of work of a particular department in a school or college, and it might be broken down into subsections, which will define the work of a particular group or class.
The syllabus is the individual set of rules, procedures, expectations, goals, materials for the class, including the texts and additional books that will be read, meaning that it also can include its own set of teaching tools
The contents of the teaching tools are tools to be used during education about religions and beliefs classes. This can be lesson plans, games, text books, or other interactive resources that can be used either directly or as an inspiration.