Level Step 1 Step 2 End of Key stage 1 expecta tions Know and Understand a range of religions and worldviews so they can: Describe explain analyse, investigate and enquire, respond, appreciate and appraise : (A)beliefs, teachings and sources: Metaphysics and Textual enquiry (B) practices and ways of life Phenomenology (C) forms of expression Language and communication Express ideas and insights about the nature significance and impact of religions and world views so they can Articulate, Explain reasonably, express with discernment, appreciate and appraise (D) identity and belonging: Anthropology Sociology Psychology (E) meaning, purpose and truth: Ontology remember a Christian use the right names for recognise religious art, talk about things that talk about what I find (Hindu, etc.) story and things that are special to symbols and words and happen to me interesting or puzzling talk about it Buddhists (Jews, etc) talk about them e.g. talk about the story of Diwali tell a Christian (Sikh, etc.) story and say some things that people believe (suggest meanings) e.g. re tell the story of the birth of Jesus say ie that Christians believe in that God became human to share our experience A2Be able to recall and name different religious stories in order to suggest the meanings behind them Be able to retell and suggest meanings to religious and moral stories e.g. say That is a Church, or She s praying when shown a picture talk about some of the things that that are the same for different religious people e.g. say that Christians worship in church and Sikhs attend the Gurdwara and i.e. how this makes them feel part of community. A1Be able to recall and name different religious practices including festivals of... worship, rituals and ways of life, in order to find out the meanings behind them B1Ask and respond to questions about what communities do and why to identify what difference belonging to a religious community might make. e.g. say That is a Star of David when my teacher shows me a picture say what some Christian symbols stand for or say what some of the art (etc) is about e.g. say that water is used at baptism to remind Christians of being washed clean of sins; and see similarities with use of water in Wazu in Islam A3Be able to recognise some different religious symbols and actions related to a communities way of life appreciating similarities between religious and non religious communities B3Notice and respond sensitively to some similarities between different religions and worldviews e.g. talk about how I felt when my baby brother was born ask about what happens to others with respect for their feelings e.g. watch and talk about the Christening service in a church and discuss what it means to become part of a family or group. B2Observe and recount different ways of expressing identity and belonging responding sensitively for them selves e.g. say I like the bit when Krishna helped his friend talk about some things in stories that make people ask questions e.g. say It was mysterious when God spoke to Moses C1: Explore questions about belonging meaning and truth so they can express their own ideas and opinions in response using words music art or poetry (F) values and commitments: Ethics talk about what is important to me and to other people e.g. talk about how I felt when I gave a present to my friend talk about what is important to me and to others with respect for their feelings e.g. say I agree with the rule about not stealing as stealing is not fair C3 Express their own ideas and opinions in relation to questions of right and wrong using words music art and poetry
beliefs, teachings and sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments describe some of the use religious words to compare some of the ask important questions things that are the same describe some of the things that influence me about life and compare and different for religious different ways in which with those that influence my ideas with those of people people show their other people other people 3 describe what a believer might learn from a religious story e.g. make a connection between the story of the forming of the Khalsa and the need for Sikhs to be brave in times of trouble e.g. note how Muslims and Sikhs both treat their holy books with respect by keeping them higher than other books beliefs e.g. Write a 50 word art gallery guide to a picture of Shiva Nataraja to show links with Hindu beliefs about God e.g consider the significance of marriage in Christian tradition and reflect on the importance of stable family life to them e.g. ask why many people believe in life after death, give their view and compare with a particular religious view link things that are important to me and other people with the way I think and behave e.g. talk about how listening to a story about generosity might make them behave when they hear about people who are suffering 4 make links between the beliefs (teachings, sources, etc.) of different religious groups and show how they are connected to believers lives e.g. make links between Qur anic and Biblical sources and Muslim and Jewish charities :e.g. connect some teachings of Jesus with the work of Christian charities 5 suggest reasons for the similar and different beliefs which people hold, and explain how religious sources are used to provide answers to important questions about life and morality use the right religious words to describe and compare what practices and experiences may be involved in belonging to different religious groups e.g. use some Pali or Sanskrit terms in describing two different Buddhist types of meditation e.g. compare the way that Hindus and Buddhists might meditate describe why people belong to religions and explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities express religious beliefs (ideas, feelings, etc) in a range of styles and words used by believers and suggest what they mean e.g. design a guide book to the key features inside two churches, indicating their meaning for those who worship there use a wide religious vocabulary in suggesting reasons for the similarities and differences in forms of religious, spiritual and moral expression found within and between religions ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others e.g. prepare question for an interview with a member of a religious community, referring to the beliefs which sustain them as well as those of the believer give my own and others views on questions about who we are and where we belong and on the challenges of belonging to a religion and explain what inspires and influences me ask questions about the meaning and purpose of life, and suggest a range of answers which might be given by me as well as members of different religious groups or individuals e.g. referring to resurrection and reincarnation gather and present their view and those of religious and non religious on life after death ask questions about the meaning and purpose of life and suggest answers which relate to the search for truth and my own and others lives ask questions about the moral decisions I and other people make, and suggest what might happen as a result of different decisions, including those made with reference to religious beliefs / values e.g. write a report about the environment and suggest what might happen depending on different moral choices that could be made ask questions about things that are important to me and to other people and suggest answers which relate to my own and others lives
End of Key stage 2 Expec tation e.g. compare different Islamic beliefs about the Jihad and say how different interpretations may come about, using Qu ranic and other texts to illustrate their answers A2 Describe and understand the links between stories and teachings they are investigating and respond thoughtfully to the issues that arise from them in different communities. e.g. write an account of Hajj which explains why many Shi a Muslims will go on to visit the tomb of Ali because they believe that he was the rightful successor to the Prophet Muhammad A1Describe and make connections between different features of Religions and world views discovering more about celebrations worship pilgrimages and the rituals that mark the important points in life. B1Observe and understand varied examples of religions and worldviews so they can explain*, their meaning and significance to individuals and communities. *by giving coherent reasons e.g. Listen to and review a range of worship songs draw from different Christian traditions and suggestions for similarities and differences between them A3. Explore and describe a range of beliefs, symbols and actions to understand different ways of life and ways of expressing meaning. B3 observe and consider different dimensions of religion, to explore and show understanding of similarity and difference between religions and worldviews e.g. write a question and answer style report on what it may like to be a member of a religious community in Britain today, outline what impresses them about this religious identity and community B2 Understand the challenges of commitment of a faith or belief, suggesting reasons why belonging to that community may be valuable, both in the diverse communities being studied and in their own lives e.g. Chose a piece of art work or music which raises questions about what is true and which relates to their own ideas and personal search for meaning in life and present this to their peers for discussion C1 Gather select, organise, refine and present their own and others ideas about challenging questions about belonging, meaning, meaning purpose and truth thoughtfully in different forms including reasoning music art and poetry e.g. write a report on a moral issue in the news, interviewing key people in the debate and including religious views and the potential impact of those views on their own and others lives C.3 Discuss and apply their own and other ideas about ethical questions including areas of right and wrong, just and fair, and express their own ideas clearly in response. C2 Consider and apply ideas about the ways in which diverse communities can live together for the well being of all, responding thoughtfully to ideas about community, values and respect Secondary Ready statement To show knowledge and understanding of a range of religions and world views at the end of key stage 2: Pupils make connections between different features* of religions and worldviews. They describe and identify similarity and differences in religious beliefs and practices and give coherent reasons for their significance for individuals and communities. They describe identify and suggest meanings for a variety of ways in which believers express their ideas. *They use religious vocabulary accurately in describing the following features of religions and worldviews: symbols teachings celebrations worship pilgrimage ritual actions experiences words, phrases and stories are interpreted by believers To express ideas and insights about the nature significance and impact of religions and world views at the end of Key stage 2: Pupils express their own and other ideas and opinions about religion and belief supported by a coherent reason. They suggest possible consequences for themselves and others in matters of justice and fairness. To do this they gather select organise and refine questions, ideas and answers in relation to belonging meaning purpose and truth and issues of right and wrong, (just and fair). They can suggest the possible consequences of commitment to a faith or belief for both individuals and communities. They identify the (religious) values and principles that may benefit communities and society and apply them to people s lives.
Level beliefs, teachings and sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth say what different use correct religious and consider the challenges use reasoning and practices and ways of life philosophical vocabulary of belonging to a religion examples to express followers of religions in explaining what the today with reference to insights into my own and have developed, significance of different my own and other others views on explaining how beliefs forms of religious, people s views on human questions about the have had different spiritual and moral nature and society, meaning and purpose of effects on individuals, expression might be for supporting those views life and the search for communities and believers with reasons and truth societies examples 6 say what religions teach about some of the big questions of life, using different sources and arguments to explain the reasons for diversity within and between them e.g. complete a presentation demonstrating two contrasting religious views on the role of women in religion making reference to religious texts and teachings which support the alternative teachings 7 present a coherent picture of religious beliefs, values and responses to questions of meaning and truth which takes account of personal research on different religious topics and a variety of sources and evidence e.g. investigate Sikh beliefs about the importance of the Guru and produce an exam style essay which coherently illustrates a variety of views e.g. prepare a guide for Anglican Christians on the celebration of Easter in the Orthodox Church, showing how resurrection belief is expressed in different ways show how religious activity in today s world has been affected by the past and by traditions, and how belonging to a religion may mean different things to different people, even within the same religion e.g. produce two penpictures of Muslims from different communities to explain how history and culture have influenced the different ways they practice their faith. e.g. produce a booklet illustrating and explaining different sorts of symbolic expression involved in the life of a Buddhist monk or nun use a wide religious and philosophical vocabulary as well as different of forms of expression in presenting a clear picture of how people express their religious, spiritual and ethical beliefs in a variety of ways e.g. using a range of artistic representations of Jesus from different times and cultures, explain the Christian beliefs presented through the different art. e.g. write a news report on different Sikh attitudes to aspects of British culture, explaining how Sikh views of human nature and society affect their views give my personal view with reasons and examples ( insightful evaluation and analysis) on what value religious and other views might have for understanding myself and others e.g. produce a summary of my own personal and social relationships alongside an analysis of Hindu and other insights into human nature and community e.g. produce a booklet of ideas about the right path in life with reference to religious and non-religious points of view and their own conclusions give my personal view with reasons and examples on what value religious and other views might have for understanding questions about the meaning and purpose of life e.g. following research into samsara and nirvana, produce a dialogue you might have with a Buddhist about the future of humanity values and commitments use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues, focusing on things that are important to me e.g. produce a presentation on religious views of terrorism with reference to religious and non-religious points of view and their own conclusions give my personal view with reasons and examples on what value religious and other views might have for understanding what is important to me and to other people e.g. following research into Jewish and Humanist views on faith schools, produce a report with recommendations on an application for a new Muslim Free School
A2 Explain and interpret a range of beliefs teaching and sources of wisdom and authority in order to understand religions and wordviews as coherent systems or ways of seeing the world. A1 Explain and interpret the ways the history and culture of religions and world views influence individuals and communities including a wide range of beliefs and practices, in order to appraise reasons why some people support and others question these influences. A3 Explain how and why individuals and communities express the meanings of their beliefs and values in many different forms and ways of living, enquiring into the variety, difference and relationship that exists within and between them. B2 observe and interpret a wide range of ways in which commitments and identity are expressed. They develop insightful evaluation and analysis of controversies about commitment to religions and worldviews, accounting for the impact of diversity within and between communities. C1 Explore some ultimate questions that are raised by human life in ways that are well informed and which invite reasoned personal responses, expressing insights that draw on a wide range of examples including the arts, media and philosophy. C3 Explore and express insights into significant moral and ethical questions posed by being human in ways that are well informed and which invite a personal response, using reasoning which may draw on a range of examples from real life, fiction and other forms of media. B1 Explain the religions and worldviews they encounter clearly, reasonably and coherently; evaluate them, drawing on a range of introductory level approaches recognised in the study of religion and theology. B3 Consider and evaluate the question: What is religion? Analyse the nature of religion using the main disciplines by which religion is studied C2 Examine and evaluate issues about community cohesion and respect for all in the light of different perspectives from varied religions and worldviews Level beliefs, teachings and practices and ways of life forms of expression identity and belonging meaning, purpose and values and commitments sources truth 8 analyse the results of different sorts of research and place different interpretations of religious, spiritual and moral sources in their historical, cultural, social and philosophical contexts weigh up different points of view and come to a conclusion on how religions and beliefs make a difference to communities and societies in different times and places use a comprehensive religious and philosophical vocabulary in weighing up the meaning and importance of different forms of religious, spiritual and moral expression weigh up in detail a wide range of viewpoints on questions about who we are and where we belong, and come to my own conclusions based on evidence, arguments, reflections and examples weigh up in detail a wide range of viewpoints on questions about truth and the meaning and purpose of life, and come to my own conclusions based on evidence, arguments, reflections and examples weigh up in detail a wide range of viewpoints on questions about values and commitments, and come to my own conclusions based on evidence, arguments, reflections and examples
e.g. research the internet and interview individuals to produce a contextual comparison of interpretations of the resurrection of Jesus e.g. conduct a questionnaire and produce findings on whether religion has had a mostly good or bad effect on different local communities e.g. select some items of Buddhist artistic expression for an exhibition and produce a booklet of explanations of the symbolism and impact of the items for Buddhist belief and practice over time e.g. write an article entitled, What is a Jew? making use of Jewish and non-jewish points of view and coming to a conclusion that takes account of religious, cultural and philosophical perspectives e.g. write a speech for or against the motion that science will one day remove all need for religion, and coming to a conclusion that takes account of religious, philosophical and historical perspectives e.g. write a dialogue between a Muslim and Hindu on how religious insights might save us from environmental disaster and write a conclusion that takes account of religious and social perspectives