the aim of religious education support pupils in

THE AIM OF RELIGIOUS EDUCATION

The aim of religious education in community and voluntary controlled schools is tosupport pupils in recognising, formulating and developing their own beliefs, values andattitudes.

Religious education should:

• enable pupils to achieve knowledge and understanding of religions with particular reference toChristianity and the other principal religions represented in Great Britain and of the influence ofthese religions on people's lives and in society;

• contribute to the spiritual, moral, social and cultural development of pupils;• by developing awareness of the fundamental questions about life raised by human experience;

and• encouraging pupils to investigate, reflect on, evaluate and respond to such questions in the

light of the teachings of the world's great religions and ethical traditions• promote respect for the rights of other people to hold beliefs different from one's own;• contribute to pupils' personal, social and health education and citizenship;• contribute to promoting key skills and other aspects of the curriculum.

The aim is promoted through two attainment targets:

• learning about religions (area I of the previous agreed syllabus: knowledge and understandingof religions)

• learning from religion (areas 2 & 3 of the previous syllabus: evaluation of religious and moralissues; and reflecting on and responding to religion)

Attainment target I: Learning about religions

This area focuses on the cognitive dimension of religion. It comprises three strands:• knowledge and understanding of religious beliefs and teachings;• knowledge and understanding of religious practices and lifestyles;• knowledge and understanding of ways of expressing meaning.

Attainment target 2: Learning from religion

• skill of asking and responding to questions of identity and experience;• skill of asking and responding to questions of meaning and purpose;• skill of asking and responding to questions of values and commitments.

2.1

PROMOTING PUPILS' SPIRITUAL, MORAL,SOCIAL AND CULTURAL DEVELOPMENT

RE provides opportunities for:

• spiritual development, through helping pupils to consider and respond to questions ofmeaning and purpose in life, and questions about the nature of values in human society;

• moral development, through helping pupils to consider and respond to areas of moralityusing their knowledge and understanding of religious and ethical teaching. This enables themto make reasoned and informed judgements on religious and moral issues;

• social development, through helping pupils to develop their sense of identity and belonging,preparing them for life as citizens in a plural society;

• cultural development, through fostering pupils' awareness and understanding of a range ofbeliefs, practices and values in their own society and in the wider world. Pupils explore issueswithin and between faiths, developing their understanding of the cultural contexts withinwhich they live.

PROMOTING PUPILS' PERSONAL, SOCIALAND HEALTH EDUCATION AND CITIZENSHIP

RE deals with religious and moral beliefs and values that underpin personal choices and behaviour(e.g. relationships), social policies and practices (e.g. crime and punishment), and concepts andpatterns of health (e.g. use of drugs). RE looks at the voluntary and charitable activities that helpto make up a healthy society and provide opportunities for the development of active citizenshipand involvement in society.

Beliefs about the nature of humanity and the world influence how we organise ourselves andrelate to others locally, nationally and globally. Issues in RE therefore contribute to social andpolitical awareness (e.g. rights and responsibilities).

RE also contributes to pupils' understanding of the world. Religious and moral issues in RE areworldwide. It is not possible to understand the nature and significance of many ethnic and culturalidentities without studying religion.

RE promotes the values and attitudes needed for citizenship in a democratic society by helpingpupils to understand and respect people of different beliefs, practices, races and cultures.Similarities and differences in commitment, self-understanding and the search for truth andmeaning can be recognised, respected and valued for the common good.

(adapted from QCA: Non-statutory guidance on RE, QCA 2000)

2.2

PROMOTING KEY SKILLS

The prime purpose of using key skills in RE should be to enhance the quality of learning in RE.

Communication

In RE, pupils encounter a range of distinctive forms of written and spoken language, includingsacred texts, stories, history, poetry, creeds, liturgy and worship. These are powerful uses oflanguage, linked to fundamental human needs and aspirations.

RE has distinctive concepts and terminology, which stimulate pupils to use their language skills toreflect on their own experiences, and to help them understand and appreciate their culturalbackgrounds.

In particular, pupils learn to talk and write with knowledge and understanding about religious andother beliefs and values; to discuss many of the fundamental questions of life; to constructreasoned arguments; to think reflectively and critically about spiritual, moral, social and culturalissues; and to present information and ideas about these issues in words and symbols. Moreover,RE emphasises that truly effective communication also includes an empathetic understanding ofpeople and the issues that concern them.

Information technology

RE provides opportunities for pupils to use and develop their information and communicationtechnology (ICT) skills. In particular, ICT can support the activities of finding information aboutbeliefs, teachings and practices and their impact on individuals, communities and cultures. ICT canhelp pupils to communicate and exchange information and understanding with others and toinvestigate and record data. Many faith communities use ICT on a worldwide basis.

Working with others

RE provides opportunities for pupils to work co operatively, sharing ideas, discussing beliefs,values and practices and learning from each other.

Improving own learning and performance

RE includes learning about taking responsibility for oneself and others. The beliefs and valuesstudied are the foundation for personal integrity and choice. Such study is personally challengingand relevant to many aspects of learning and achievement throughout life, including future careers.

Problem solving

RE deals with religious and moral beliefs and values that underpin individual problem solving anddecision making. Examples include the areas of sexual relationships, bringing up children, strivingfor ideals, and facing bereavement.

(from QCA: Non-statutory guidance on RE, QCA 2000)

2.3

PROMOTING OTHER ASPECTS OF THE CURRICULUM

Thinking skills

RE is an academic subject, based on learning about and understanding Christianity and the otherprincipal religions of Great Britain. The study of religion is a rigorous activity involving a variety ofintellectual disciplines and skills. These include studying the sacred texts of the world;understanding the development, history and contemporary forms of believing; studying philosophyand ethics; and undertaking phenomenological; psychological and sociological studies in religion.Skills of research, selection, analysis, interpretation, reflection, empathy, evaluation, synthesis,application, expression and communication are promoted.

Financial responsibility

RE deals with the issues of the value and proper use of property, including money. These includemeans of acquisition, responsible use, taking care of others and giving to charity.

Enterprise education

How and why human beings work for themselves and others is a fundamental question of beliefsand values, to which learning in RE makes a contribution in its study of religions and other beliefsystems.

Creative thinking skills

The range of beliefs and values studied in RE cover questions of human nature and personality,personal fulfilment and vocation, sources of inspiration and discovery, and the connection betweenbeliefs, values and the arts.

Education for sustainable development

How human beings treat each other and their environment and use the world's resourcesdepends on their understanding both of the world's and their own significance. Such significance isreflected in the beliefs and stories about the origin and value of life.

(from QCA: Non-statutory guidance on RE, QCA 2000)

2.4

WHAT GOVERNORS CAN DO TO SUPPORT RELIGIOUS EDUCATION

• Be clear about the difference between religious education and religious nurture. Make surethat parents are aware of this difference.

• Encourage your school, even if it is a small one to appoint a Religious Education co-ordinator.

• Some schools have found it useful to nominate a link governor to support the provision ofRE.

• Take an interest in the professional development of your RE co-ordinator and otherteachers of RE within the school.

• Be aware of the broad content of the agreed syllabus and of developments within thesubject..

• RE is a required subject within the school's curriculum, make sure that it receivesappropriate curriculum time and is properly resourced including (in high schools) anadequate number of qualified teachers allocated to the subject.

• Make sure that a policy and procedure is in place for dealing with complaints about the REcurriculum.

• Encourage a climate of openness and negotiation on issues concerning faith matters.

2.5

EXPECTATIONS OF PUPIL'S ACHIEVEMENT

The Manchester Agreed Syllabus has adopted a scale of levels to express expectations for pupils'achievement These have been developed by Bolton LEA's Agreed Syllabus Conference, based onQCA levels for RE, English and History and on GCSE grade criteria for religious studies. Levels giveguidance on expectations of pupils' attainment and assist with medium and short term planning.

The levels and examples include the P levels appropriate for pupils with special educational needs. Itneeds to be remembered that there will be some pupils with special educational needs in mainstreamschools.

The majority of pupils in mainstream schools, however, will achieve standards within levels I to 8with the possibility of exceptional performance (EP) for a very few older students.

In deciding on a pupil's level of attainment at the end of the key stage, teachers and pupils shouldjudge which description best fits the pupil's performance. When doing so, each description should beconsidered alongside the descriptions for adjacent levels

Range of levels within which the great majority of pupils are expected to work:

Key Stage I levels I to 3Key Stage 2 levels 2 to SKey Stage 3 levels 3 to 7Key Stage 4 levels 3 to 8

Expected attainment for the majority of pupils at the end of the key stage:

at the age of 7 level 2at the age of I I level 4at the age of 14 level 5/6 or aboveat the age of 16 level 6 (GCSE grade C/D) or above

2.6

USING LEVEL DESCRIPTIONS

The categories developed for the level descriptions follow those set out in theQualifications and Curriculum Authority's non-statutory guidance for RE (QCA2000).

Attainment Target 1: learningabout religions within a historicaland contemporary setting havingknowledge and understanding of:

Beliefs and teachings - what peoplebelieve:• significant events and people,

• past and present,

• sources of religious authority

Practices and lifestyles - whatpeople do:• as a community and individually

• celebrating, fasting or worshipping

• applying their beliefs to the way they live

Expression and language - howpeople express themselves:• about beliefs and religious teaching

• through words, writings and actions

• in appearance, the arts and buildings

Attainment Target 2: learningfrom religion - being able torespond, evaluate and develop theskills to apply questions raiseduniversally about what it is to be ahuman being:Identity and experience - makingsense of who we are through:• own experiences• the experiences of others• learning from and responding to various

influences

Meaning and purpose - makingsense of life through:• own experiences• the experiences of others• learning from and responding to various

influences

Values and commitments - makingsense of right and wrong through:• own experiences• the experiences of others• learning from and responding to various

influences

The levels should be used to inform teachers' planning as well as to provide guidanceon expected pupil achievement. When planning a topic the focus should be clearfrom the beginning. There should be specific religious education objectives withexpected outcomes related to levels appropriate for the age and ability of pupils.Students should be made aware of what is expected of them and what they need todo to make progress. This should be related not to general effort or neatness ofpresentation, although this is important, but to the subject criteria. The focus shouldprovide key questions which will help students to meet at least one of the levelstatements and help them to develop a particular religious education skill or attitude.

There is no expectation that teachers will assess in detail or record a level for everyactivity in every lesson. Within each term or unit of work, however, a specific taskshould be set to assess students' progress within one or two strands in each of theattainment targets. Less formal assessment of a diagnostic and formative nature willbe going on all the time, for example through students' verbal questions andanswers, peer or self-assessment strategies, class participation and teacher feedback.

2.7

The same topic will inevitably be covered on a number of occasions throughout thewhole syllabus but with a different focus. A different attainment target or strandshould then be used to assess learning. All six strands of the two attainment targetscannot be assessed in every piece of work submitted.

Assigning a level is not an exact science'. A certain level of professional judgementon the 'best fit' will be involved, as well as some interpreting of the distinctionbetween each level. Teachers need to understand what each level expects, try togain a good grasp of the key features of each one and sense how a student's workmatches these features.

Teaching staff will best be able to refine their practice by putting together portfoliosof work which have been jointly moderated by marking and levelling as a team andagreeing what constitutes the standard required to achieve a particular level. Thetwo targets and their respective strands do not necessarily cover ever aspect of thesyllabus, but provide a suitable framework in which to find a focus for judging thedevelopment of students' abilities in religious education.

2.8

Agreed Syllabus levels of Attainment - level Pl(i) to P8

levelPI

0)

e-g•

Attainment Target 1: Learning about religions - within ahistorical and contemporary setting having knowledge andunderstanding of:

Beliefs andteachings - whatpeople believe:

• significant events andpeople

• past and present

• sources of religiousauthority

Students can

encounter storiesabout religious eventsand people in a passiveor resistant manner;

when fully promptedto explore,demonstrate a simplereflex response tomulti-sensoryexperiences.

when hearing the storyof the first Christmasblink when a bright staris passed in front of eyes

Practices andlifestyles - whatpeople do:

• as a community andindividually

• celebrating, fasting orworshipping

• applying their beliefsto the way they live

Students can

encounter somefeatures of religious lifeand practice in apassive or resistantmanner;


startle on hearing thesound of the call toprayer in a lesson onMuslim worship

Expression andlanguage - howpeople expressthemselves:

• about beliefs andreligious teaching

• through words,writings and actions

• in appearance, thearts and buildings

Students can

encounter religioussymbols and words ina passive or resistantmanner;


change facial expressionto show pleasure ordispleasure at the smellof incense whileexploring the act ofpuja

Attainment Target 2: Learning from religion - being able torespond, evaluate and develop the skills to apply questions raiseduniversally about what it is to be a human being:

Identity andexperience -making sense ofwho we arethrough:

• own experiences

• the experiences ofothers

* learning from andresponding to variousinfluences

Students can

encounter activitiesand experiences;

express preferencesthrough simple reflexresponse.

Meaning andpurpose - makingsense of lifethrough:

• own experiences


• learning from andresponding to variousinfluences

Students can



Values andcommitments -making sense ofright and wrongthrough:

• own experiences


• learning from andresponding to variousInfluences

Students can



express preference by accepting or rejecting, in line with current feeding skills,when tasting foods associated with Eid-ul-Fitr;

express preference by leaving hand or withdrawing it from a bowl of water used

to explore symbols linked to Christian baptism

2.9

level

PI

00

e.g•






Students can

show an emergingawareness of religiousevents and people;

give intermittentreactions.

intermittently leave handon cloth figures usedwhen telling the story ofRama and Sita





Students can

show an emergingawareness of religiouslife and practice;

give intermittentreactions.

intermittently be still toshow awareness ofsounds associated withChristian worship e.g.bells ringing, organplaying, etc..





Students can

show an emergingawareness of religioussymbols and words;

give intermittentreactions

intermittently focusbriefly on the objects seton a Hindu shrine



• own experiences



Students can

show an emergingawareness of activitiesand experiences;

express personalpreferencesintermittently.


• own experiences



Students can




• own experiences



Students can



inhale the change of smell which occurs when a candle is blown out;

open mouth in response to experiencing a selection of Christmas foods

2.10

level

P2

C)

e-g•

IAttainment Target 1

vrLearning about religions - within ahistorical and contemporary setting having

understanding of:


• significant events andpeople,



Students can

begin to respondconsistently to familiarreligious events andpeople;

react to new activitiesand experiences;

accept and engage inco-active exploration.

consistently focus onfamiliar images seen onEaster cards





Students can

begin to respondconsistently to familiarreligious life andpractice;



consistently turn towardsthe sound whenever

hearing Hindu manias

knowledge and




• in appearance thearts and buildings

Students can

begin to respondconsistently to familiarreligious symbols andwords;



happily explore withassistance the feel of an

Islamic prayer mat

kt I


Identity andexperience -making sense ofwho we arethrough:• own experiences



Students can

begin to respondconsistently to familiaractivities andexperiences;

begin to expresspersonal preferencesconsistently.


• own experiences



Students can



Values andcommitments -making sense ofright and wrongthrough:• own experiences



Students can



show an interest in new experiences when visiting a range of religious buildings;

consistently express personal preferences when tasting foods associated withDivali

2.11

level

P2

( ' )

e.g.

Attainment Target : Learning about religions - within ahistorical and contemporary setting havingunderstanding of:


• significant eventsand people



Students can

begin to be proactivein interactions withfamiliar people,events and objects;

recognise familiarpeople, events andobjects linked toreligious activities.

attempt to reach.touch, grasp a textoften used for thetelling of Bible stories





Students can

begin to be proactive ininteractions withfamiliar people, eventsand objects;


be quiet and attentivewhen hearing some

religious music

knowledge and





Students can

begin to be proactivein interactions withfamiliar symbols andwords;


watch with interest whena puja tray is set out

Attainment Target 2:respond, evaluate anc

Learning from religion - being able to! develop the skills to apply questions raised

universally about what it is to be a human being:




Students can

communicateconsistentlypreferences andaffective responses toactivities and

experiences;co-operate with sharedexploration andsupportedparticipation;

perform actions, oftenby trial andimprovement, andremember learnedresponses over shortperiods of time.


• own experiences



Students can







Students can




co-operate with an adult while exploring the use of prayer beads;

consistently smile to demand another opportunity to see and feel a Hinduwedding garland

repeat actions to press switch to operate tape with the Muslim call to prayer

2.12

level

P3

(0

e-g•

Attainment Target 1:

\

Learning about religions - within ahistorical and contemporary setting having knowledge andunderstanding of:





Students can

begin to communicateintentionally aboutreligious events andpeople.

express a desire to holda staff while learningabout Moses and theExodus





Students can

explore materialsassociated withreligious life andpractice in anincreasingly complexway.

explore a chauri throughholding, turning, shaking,etc.





Students can

begin to communicate,through followingknown rituals andlearned behaviour,appropriate responsesto familiar religiousobjects.

indicate through gesturefor the repeat of aChristian worship songused regularly in theclassroom

>

Attainment Target 2 Learning from religion - being able torespond, evaluate and develop the skills to apply questions raiseduniversally about what it is to be a human being:




Students can

observe the results ofpersonal actions withinterest.

recognise the effect ofvocalizing in a quietspace and creating anecho


• own experiences



Students can

participate in sharedactivities with lesssupport.

participate in a smallgroup activity to create acollage of the dome andminarets of a localmosque




Students can

remember learnedresponses over a moreextended period andrespond appropriatelyto familiarcircumstances andpeople.

remember to sit quietlyand be still during thereflection period of alesson

2.13

level

P3

00

e g•






Students can

use emergingconventionalcommunication inresponse to religiousevents and people;

begin to initiateinteractions andactivities.

ask to look at pictures ofthe Ka'bah being used inthe lesson by using singleword; sign, gesture orsymbol




• applying their beliefs

to the way they live

Students can

actively exploreobjects and eventsassociated withreligious life andpractice for moreextended periods oftime;

begin to initiateinteractions andactivities.

reach out and pick upthe Sikh doll used to talkabout the five Ks



• through words,

writings and actions


Students can

actively exploreobjects and eventsassociated withreligious symbols andwords for moreextended periods oftime;begin to initiateinteractions andactivities.

lift the lid of a boxcontaining a cross totake it out to explore itwith or without adulthelp


Learning from religion - being able todevelop the skills to apply questions raised



• the experiences of

others


Students can

anticipate familiarevents and respond torememberedexperiences.

through single word,gesture, sign or symbolshow willingness toparticipate in a Divaliworkshop


• own experiences



Students can

systematically applypotential solutions tosimple problems in astructured context.

purposefully pressthe'Big Mac' to listen toa recording of a shofarbeing blown for YomKippur

Values andcommitments -making sense ofright and wrong

through:• own experiences

• the experiences of

others


Students can

begin to respond tooptions and choiceswith actions orgestures.

through single word,gesture, sign or symbolshow a desire to sitquietly and enjoy thesound and smells of aBuddhist prayer room

2.14

level

P4

e-g

Mttainment Target 1. Learning about religions - within ahistorical and contemporary setting having knowledge andunderstanding of:





Students can

use single elements ofcommunication toexpress feelings aboutreligious events andpeople;

actively initiateactivities linked toreligious learning.

through single word,gesture, sign or symbolshow excitement athearing about theinitiating of the Khalsa





Students can

use single elements ofcommunication toexpress feelings aboutaspects of religious lifeand practice;


show an interest whentaking part in a Shabbatmeal





Students can

use single elements ofcommunication toexpress feelings aboutreligious symbols andwords;


show familiarity with theidea ofwudu by joiningin with a washing activity

\f





Students can

use single elements ofcommunication toexpress personalfeelings;

begin to make apersonal response toopportunities createdfor quiet and stillness.

through single word,gesture, sign or symbolshow an appreciation ofthe stillness inside achurch building


• own experiences



Students can

begin to respond tothe feelings of otherson a simple level.

match personalemotions to those ofothers in class whenhearing about the deathof a fellow student




Students can

begin to respond tothe feelings of otherson a simple level;

begin to know thedifference between'yes' and 'no'.

understand by the toneof voice when the word'yes' is spoken that anaction should becontinued

2.15

levelP5

e-g•





* sources of religiousauthority

Students can

respond appropriatelyto simple questionsabout familiar religiousevents and people;

communicate simplemeanings about these.

answer simple questionsat a two word, sign,gesture or symbol levelabout a story of theBuddha





Students can

respond appropriatelyto simple questionsabout familiar aspectsof religious life andpractice;


answer simple questionsat two word, sign,gesture or symbol levelabout the use ofth etallit





Students can

respond appropriatelyto simple questionsabout familiar religioussymbols and words;


answer simple questionsabout an image of thedancing Shiva at twoword, sign, gesture orsymbol level



• own experiences



Students can

engage in moments ofpersonal reflection andstillness.

if opportunity arise, wantto stay still and be quietalone


• own experiences



Students can

be actively involved inactivities involving twoor three otherlearners.

join in group activityshowing how Muslimsgreet others


• own experiences



Students can

begin to respond to avariety of new religiousexperiences in apositive manner.

respond positively whenvisiting ManchesterCathedral

2.16

levelP6

e-g*

rAttainment Target 1. *Learning about religions - within ahistorical and contemporary setting having knowledge andunderstanding of:





Students can

begin to communicatein different ways inresponse to familiarstories about religiousevents and people.

using techniquesappropriate to theindividual, communicateintentionally in responseto a familiar story aboutthe prophet Muhammadpbuh





Students can

begin to communicatein different ways inresponse to familiaraspects of religious lifeand practice;

make a personalcontribution toactivities.

using techniquesappropriate to theindividual, communicateintentionally in responseto the use of a Buddhistprayer wheel





Students can

begin to communicatein different ways inresponse to familiarreligious symbols andwords;

carry out ritualisedaction in familiarcircumstances.

using techniquesappropriate to theindividual, communicateintentionally in responseto the ceremonialvestments worn by avicar on a school visit

rAttainment Target 2:respond, evaluate anc

ILearning from religion - being abie to1 develop the skills to apply questions raised





Students can

show empathy withthe feelings of othersthrough gesture, facialexpression or byoffering comfort.

using techniquesappropriate to theindividual, communicatefeelings about the peoplein the story of theinauguration of theKhalsa


• own experiences



Students can

respond to others ingroup situations andco-operate whenworking in smallgroups.

using techniquesappropriate to theindividual, co-operate ina stilling exercise




Students can

start to be aware ofpersonal influence onevents and otherpeople.

show an understandingabout how personalbehaviour in the JewishMuseum helps others tolearn

2.17

levelP7

e-g•


Beliefs andteachings - whatpeople believe:• significant events and

people



Students can

listen to stories aboutreligious events andpeople;

show some knowledgeof simple aspects ofthese;

answer simplequestions concerningthese.

in simple terms offer apersonal account of oneof Jesus' miracles





Students can

listen to stories aboutreligious practices andlifestyles;



in simple terms offer anexplanation as to whythe Qur'an is a specialbook for Muslims

Expression andlanguage - howpeople expressthemselves:• about beliefs and

religious teaching



Students can

listen to stories aboutthe use of religioussymbols and words;



in simple terms askquestions and answerquestions about theitems on a Hindu shrine


Learning from religion - being able to1 develop the skills to apply questions raised





Students can

begin to recognisefeelings about personaluniqueness;

begin to recognisepersonal good and badqualities in work andbehaviour.

through role playdemonstrate feelingsabout family and closefriends

Meaning andpurpose - makingsense of lifethrough:• own experiences



Students can

make purposefulrelationships withothers in groupactivities;begin to acknowledgethat other people haveneeds and to respect

•

these.

after discussion aboutlove and loyalty in theextended Muslim orHindu family express apersonal sense ofresponsibility as a familymember




Students can

begin to identify somepersonal actions asright or wrong on thebasis of theconsequences.

notice the hurt when amember of the class hassomething taken withoutpermission

2.18

levelP8

e-g•

rAttainment Target 1 rLearning about religions - within ahistorical and contemporary setting havingunderstanding of:





Students can

listen attentively tostories about religiousevents and people;

when prompted beable to retell aspects ofthe story.

when prompted be ableto talk about whathappened to Rama andSita





Students can

listen attentively toaccounts of religiouslife and practice;

communicate simplefacts about these.

know that Muslims fastduring Ramadan

knowledge and





Students can

listen attentively toexplanations aboutreligious symbols andwords;

begin to realise thatthese are special toreligious believers.

know that the waterused in baptism has aspecial significance forChristians

\IAttainment Target 2

respond, evaluate anc

1Learning from religion - being abie to

1 develop the skills to apply questions raiseduniversally about what it is to be a human being:

Identity andexperience -making sense ofwho we are




Students can

reflect on what makespersonal experiencesspecial and significant.

when prompted be ableto say why certain eventse.g. a birthday or aparticular visit werespecial occasions


• own experiences



Students can

begin to be sensitive tothe needs and feelingsof others;

show respect for self,others and theenvironment.

volunteer to put outbread for birds in winter

Values andcommitments -making sense ofright and wrong




Students can

demonstrate a basicreasoning about whatis right and wrong infamiliar situations.

acknowledge the need toshare when usingdifferent equipment inschool

2.19

Agreed Syllabus levels of Attainment - level I to EP

level1

e.g•






Students can

recognise and recountepisodes from somereligious stories.

talk about some of thestories of Muhammadpbuh





Students can

recognise somefeatures of religious lifeand practice.

recognise that specialfood is eaten at Easter





Students can

recognise somereligious symbols andwords.

recognise images ofKrishna



• own experiences



Students can

recognise and begin toask questions aboutpersonal experienceand feelings.

be able to talk about apersonal response to aspecial occasion


• own experiences



Students can

recognise things thatare interesting orpuzzling in life andbegin to ask questionsabout them.

ask questions about howMuslims pray


• own experiences



Students can

recognise thedifference betweenright and wrong;

begin to recognisewhat is of value andconcern on a personallevel.

recognise the good andbad actions of charactersin the Ramayanas

2.20

level

2

e.g•

\FAttainment Target 1. rLearning about religions - within a

historical and contemporary setting having knowledge andunderstanding of:





Students can

begin to retell simplereligious stories in theright sequence;

begin to identify somekey religious featuresof the religions studied.

know that Christiansbelieve that Jesus died onthe cross and was raisedon Easter Day





Students can

begin to identify somekey religious practicesof the religionsstudied;

begin to recognise thatsome practices arecharacteristic of morethan one religion.

Realise that puja is aHindu form of worship





Students can

begin to identifymeaning in keyreligious words,symbols and stories.

say why Muslims callGod 'the Guide'

\Attainment Target 2:respond, evaluate anc

tLearning from religion - being abie to





Students can

begin to recognise thedifferent experiences,questions and feelingsof others and respondto them sensitively.

enjoy the excitement of aHindu child talking aboutjoining in her communitycelebrations for Holi


• own experiences



Students can

begin to recognise thatsome things people askabout 'life questions'e.g. why is there aworld, are difficult toanswer.

talk about the Muslimand Christian belief thatGod created the world




Students can

begin to ask questionsabout right and wrong;

begin to recognise thevalues and concerns ofothers.

talk about how schoolrules help everyone tolearn

2.21

level

3

e.g.






Students can

describe someimportant religiousbeliefs and teachings ofthe religions beingstudied;

begin to show anunderstanding of theimportance of theseteachings.

describe how Jesus'baptism shows hisexperience of God andthat Christians believe heis Son of God





Students can

link some beliefs andteachings with festivalsand other religiouspractices.

use words from theQur'an to explain whyMuslims give zakat




• in appearance, the

arts and buildings

Students can

make links between keyreligious words,symbols and storiesand the beliefs or ideasbehind them.

relate the use of wineand rejection of workduring Shabbat to God'screation of the universe


Identity andexperience - makingsense of who we arethrough:

• own experiences



Students can

compare aspects ofsome personalexperiences and similarexperiences of others;

begin to identify whatinfluences thempersonally.

relate personal need for'own space' and 'time out'with the need of somepeople to pray

Meaning andpurpose - makingsense of life through:

• own experiences



Students can

compare somepersonal ideas withthose of others onquestions that aredifficult to answer.

compare personal ideasabout why people sayGod cannot be seen, withthe ideas of others


• own experiences



Students can

make links betweensome personal attitudesand behaviour andvalues andcommitments heldpersonally.

talk about how helpingsomeone links to thebelief that everyone isimportant

2.22

level

4

e.g.

Attainment Target\

1: Learning about religions - within ahistorical and contemporary setting having knowledge andunderstanding of:Beliefs andteachings - whatpeople believe:

• significant eventsand people



Students can

show knowledge andunderstanding of thekey beliefs andteachings of thereligions studied;

identify somesimilarities anddifferences betweenthe religions studied.

know that Hindus andBuddhists believe inrebirth and how thislinks to vegetarianism





Students can

identify what somepeople may do in theirdaily life to show theybelong to a particularreligious community;

describe how somebeliefs and teachingsare expressed infestivals and otherreligious practices.

Describe how observantSikhs wear the five Ksand what each of theitems means.





Students can

use key words to showhow religious beliefs,ideas and feelings areexpressed in a varietyof ways.

Use words such asChrist, king, lord, saviour,servant, etc in describingartistic representations ofJesus

\r

Attainment Target 2:respond, evaluate ancLearning from religion - being able to





Students can

ask questions aboutthe importantexperiences of peoplewho follow thereligions studied;

suggest answers basedon personalexperience and theexperience of others.

discuss why Abraham 1Ibrahim was willing tosacrifice Isaac 1 Ishmaeland relate this to otherpersonal sacrifices


• own experiences



Students can

begin to exploreanswers to puzzlingquestions using theteachings and beliefs ofthe religions beingstudied.

talk about why somepeople are prepared tosacrifice their lives forwhat they believe



• learning from andresponding to various

influences

Students can

ask questions aboutmatters of right andwrong and suggestanswers that show abasic understanding ofsome moral andreligious issues.

relate Gandhi's beliefs tohis life and teachings,discussing whether hewas right to resistpassively

2.23

level

5

e-g•






Students can

explain why beliefs andteachings are shared bydifferent religions.

explain beliefs which areshared by more than onereligion about the natureof God e.g. creator, judge





Students can

explain how followinga religious life and itspractices makes adifference to the livesof individuals and theircommunities.

explain how an individualBuddhist may benefitfrom the experience ofbeing a monk





Students can

explain how someforms of religiousexpression are useddifferently byindividuals andcommunities.

compare and contrastthe use of myth byHindus and Christians



• own experiences



Students can

be confident in offeringpersonal responses toa range of issues;

give some reason tojustify the opinionsheld.

discuss the importanceof self reflection, givingexamples and reasonsfor how it has affectedself understanding


• own experiences



Students can

begin to makeinformed responses toquestions of meaningand purpose.

make an informedresponse to the beliefsabout God expressed inthe Moot Mantar


• own experiences



Students can

in the light of previouslearning makeinformed responses tothe values andcommitments of otherpeople.

comment on thepersonal commitmentrequired by a Muslim asa member of theummah

2.24

level6

e-g•

fAttainment Target 1: Learning about religions - within ahistorical and contemporary setting having knowledge andunderstanding of:





Students can

use knowledge andunderstanding toexplain the reasons fordifferent sects anddenominations withinthe religions studied.

explain the historical andreligious reasons forSunni and Shi'a groupswithin Islam





Students can

use knowledge andunderstanding toexplain what it meansto belong to a faithcommunity in thecontext of differentgroups, denominationsand traditions.

explain how Orthodoxand Progressive believersunderstand and practisetheir Jewish faith





Students can

use knowledge andunderstanding toexplain how religiousbeliefs and ideas can beexpressed in a varietyof forms, using keywords and conceptscorrectly.

explain how Hindusexpress their belief inone God through the useof a variety ofmurtis orimages

Attainment Target 2 Learning from religion - being able torespond, evaluate and develop the skills to apply questions raiseduniversally about what it is to be a human being:




Students can

use personalexperience to reflecton the life andteachings of influentialpeople;

present a range ofrelevant evidence tosupport anyjudgements made.

explain how and why anindividual's life could bechanged by the life andteaching of influentialpeople e.g. the SikhGurus


• own experiences



Students can

use personalexperience to reflecton questions ofmeaning and purpose;

evaluate thesepresenting a range ofrelevant evidence tosupport anyjudgements made.

consider Buddhistteaching on respect forlife in the light ofpersonal experience andoutline own views on thiswith evidence




Students can

use personalexperience to reflecton a range ofcontemporary moralissues;

evaluate thempresenting a range ofrelevant evidence tosupport anyjudgements made.

present personal viewand those of othersabout forgiveness andrelate them to whatChristianity and otherreligions teach about thetopic.

2.25

level7

eg•


Beliefs andteachings - whatpeople believe:• significant events and

people



Students can

analyse religious andnon-religious beliefsand teachings andrelate them to ahistorical and culturalcontext.

research the interactionof religion and science atdifferent historicalperiods and in a varietyof cultures





Students can

interpret and evaluatereligious practices andlifestyles and relatethem to a variety ofcontemporary settings.

investigate religiousteaching on the value ofmarriage and the extentto which it is observedtoday




* in appearance, thearts and buildings

Students can

interpret and evaluatedifferent forms ofreligious expressionrelating them to ahistorical and culturalcontext.

compare and contrastthe use of art and musicas means of celebratingGod as creator





Students can

evaluate religious andnon-religious views onhuman identity andexperience;recognise the diversityof opinion and giveappropriate evidenceand examples for this.

use appropriate evidenceand examples toevaluate personal,religious and non-religious views oneuthanasia


• own experiences



Students can

evaluate religious andnon-religious views onquestions of meaningand purpose;

recognise the diversityof opinion and giveappropriate evidenceand examples for this.

use appropriate evidenceand examples toevaluate personal,religious, and non-religious views on theexistence of God




Students can

evaluate religious andnon-religious views onvalues andcommitments;recognise the diversityof opinion and giveappropriate evidenceand examples for this.

use appropriate evidenceand examples toevaluate personal,religious and non-religious views on non-violence and the use offorce

i 2.26

level

8

e-g•

Attainment Target 1: -earning about religions - within a historical

and contemporary setting having knowledge and understanding of:

Beliefs and teachings -what people believe:

• significant events and• people


• sources of religious1 O

authority

Students can

use knowledge andunderstanding to analysethe influence of religiousbeliefs and teaching onindividuals, communitiesand society in the widerworld;identify and account fordifferences ofinterpretation within areligion on a range ofcontemporary issues.

use examples andreferences to revealedtruth, reason and traditionto explain how and whyChristianity can encompassa variety of opinions on thesanctity of life




• applying their beliefs tothe way they live

Students can

analyse and account fordifferent views ofreligious practices andlifestyles in the religionsstudied;

support ideas withappropriate evidence andexamples.

use examples to explainhow and why people varyin respect to their views oninter-religious marriage


• about beliefs and

religious teaching

• through words, writings

and actions

• in appearance, the arts

and buildings

Students can

analyse and evaluatedifferent interpretationsof religious expression;

recognise the complexityof issues, weighing upopinions and makingjudgements.

analyse the pros and consof artistic representationsof the nature of God

>Attainment Target 2: Learning from religion - being able to respond,evaluate and develop the skills to apply questions raised universallyabout what it is to be a human being:

Identity andexperience - makingsense of who we arethrough:

• own experiences



Students can

give a personal viewwhich is informed andwell argued of what itmeans to be human;

incorporate a variety ofview points andrecognise the complexityof the issues involved.

give a personal, wellsupported explanation

about whether humanshave souls, using bothreligious and non-religiousmaterial

Meaning and purpose- making sense of lifethrough:

• own experiences



Students can

give an informed and wellargued account of apersonal view and theview of others on themeaning and purpose oflife;


give a personal, wellsupported explanationabout the problem of evilillustrated from religiousand non-religiousperspectives

Values andcommitments -making sense of rightand wrong through:

• own experiences


• learning from andresponding to various

influences

Students can

give an informed and wellargued account of apersonal view and of theviews of others on valuesand commitments;


give a personal, wellsupported explanationabout whether animalshave rights using bothreligious and non-religiousmaterial

2.27

levelEP

e-g





• sources of religious• o

authority

Students can

distinguish betweenand investigate thedifferentinterpretations of thenature of religious andnon-religious beliefsand teachings;

give a balanced analysisof the sources, validityand significance of thedifferences.

research the classicaland Christian influenceson the origins ofHumanism





Students can

distinguish betweenand investigate thedifferentinterpretations of theimportance forbelievers of religiouspractices and lifestyles;

consider the issuesraised by this diversitywithin a plural society.

construct a dialoguebetween a Muslim and atele-evangelist on the useof money





Students can

distinguish betweenand investigate thedifferentinterpretations of themeaning of language inreligion in the light ofphilosophical questionsabout its status and

function.

discuss the importanceof metaphor inexplaining meaning inreligious and non-religious language


Learning from religion - being able todevelop the skills to apply questions raised





Students can

place religious, non-religious and personalviews of humanidentity and experiencewithin acomprehensivereligious andphilosophical context;

make independent,well-informed andreasoned judgementsabout theirsignificance.

evaluate, with referenceto contrasting religiousand non-religiousphilosophies, theproposition that it is the

spiritual that makes usfully human


• own experiences



Students can

place religious, non-religious and personalviews of the nature ofreality within acomprehensivereligious andphilosophical context;


evaluate, with referenceto contrasting religiousand non-religiousphilosophies, theproposition that nothingis real except God




Students can

place religious andother ethical theoriesconcerningcontemporary moralissues within acomprehensivereligious andphilosophical context;


evaluate, with referenceto contrasting religiousand non-religiousphilosophies, theproposition that all

values are subjective

2.28

the aim of religious education support pupils in

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