acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain;

The Aims of Religious Education Religious Education should help pupils to: acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; develop an understanding of the influences of beliefs, values and traditions on individuals, communities, societies and cultures; develop the ability to form reasoned opinions leading to informed judgements about religious and moral issues, with reference to the teachings of the principal religions represented in Great Britain; enhance their spiritual, moral, cultural and social development by - developing awareness of the fundamental questions of life raised by human experiences, and how religious teachings can relate to them; - responding to such questions with references to the teachings and practices of religions, and to their understanding and experience; and - reflecting on their own beliefs, values and experiences in the light of their study; develop a positive attitude towards other people, respecting their right to hold different beliefs from their own, and towards living in a society of diverse religions. 1

Religious Education and the Law The legal requirements governing Religious Education were set out in the Education Reform Act of 1988 and confirmed by the Education Acts of 1996 and 1998. The requirements are as follows: Religious Education must be provided for all registered pupils in maintained schools, including those in reception classes and sixth forms Religious Education in community and voluntary controlled schools must be provided in accordance with the local agreed syllabus Religious Education in voluntary aided schools must be provided in accordance with the Trust Deed of the school and the wishes of the Governing Body Sixth form colleges must provide Religious Education for those students who request it Special Schools are not required to teach Religious Education in accordance with the local agreed syllabus but are required to ensure that, so far as is practicable, every pupil should receive religious education * An agreed syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain (ERA, 1988 Section 8 (3)) An agreed syllabus must not be designed to convert pupils, or to urge a particular religion or religious belief on pupils A local authority must review its agreed syllabus every five years Parents have the right to withdraw their children from Religious Education and this right should be identified in the school prospectus Religious Education, as part of the curriculum, should promote the spiritual, moral, social and cultural development of pupils *This SACRE recommends that special schools select a broad and balanced RE curriculum from this Syllabus to meet the needs of their learners. 2

1. Time for Religious Education Provision for Religious Education The Dearing Report, 1996, recommended the following time provision for Religious Education: Key Stage 1: Key Stage 2: Key Stage 3: Key Stage 4: 36 hours per year 45 hours per year 45 hours per year 40 hours per year The Kingston Agreed Syllabus for Religious Education has been based upon these recommendations. 2. Promoting spiritual, moral, social and cultural development through religious education Religious Education provides opportunities to promote spiritual development through: discussing and reflecting on key questions of meaning and truth such as the origins of the universe, life after death, good and evil, beliefs about God and values such as justice, honesty and truth learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions and practices considering how beliefs and concepts in religion may be expressed through creative and expressive arts and related to the human and natural sciences, thereby contribution to personal and communal identity considering how religions and other world views perceived the value of human beings, and their relationships with one another, with the natural world, and with God valuing relationships and developing a sense of belonging developing their own views and ideas on religious and spiritual issues Religious education provides opportunities to promote moral development through: enhancing the values identified within the National Curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust exploring the influence of family, friends and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice studying a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity considering the importance of rights and responsibilities and developing a sense of conscience. 3

Religious education provides opportunities to promote social development through: considering how religious and other beliefs lead to particular actions and concerns investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions as well as the common ground between religions articulating pupils own and others ideas on a range of contemporary social issues Religious education provides opportunities to promote cultural development through: encountering people, literature, the creative and expressive arts and resources from differing cultures considering the relationship between religion and cultures and how religions and beliefs contribute to cultural identity and practices promoting racial and interfaith harmony and respect for all, combating prejudice and discrimination, contributing positively to community cohesion and promoting awareness of how interfaith cooperation can support the pursuit of the common good. 3. Promoting citizenship through religious education Religious education plays a significant part in promoting citizenship through: developing pupils knowledge and understanding about the diversity of national, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding enabling pupils to think about topical spiritual, moral, social and cultural issues including the importance of resolving conflict fairly exploring the rights, responsibilities and duties of citizens locally, nationally and globally enabling pupils to justify and defend orally, and in writing, personal opinions about issues, problems and events 4. Promoting personal, social and health education through religious education Religious education plays a significant part in promoting personal, social and health education through pupils: developing confidence and responsibility and making the most of their abilities by learning about what if fair and unfair, right and wrong and being encouraged to share their opinions developing a healthy, safer lifestyle by learning about religious beliefs and teachings on drug use and misuse, food and drink, leisure, relationships and human sexuality, learning about the purpose and value of religious beliefs and sensitivities in relation to sex education and enabling pupils to consider and express their own views 4

developing good relationships and respecting the differences between people by learning about the diversity of different ethnic and religious groups and the destructive power of prejudice, challenging racism, discrimination, offending behaviour and bullying, being able to talk about relationships and feelings, considering issues of marriage and family life and meeting and encountering people whose beliefs, views and lifestyles are different from their own. 5. Exploring and respecting the beliefs of the pupil One aim for Religious Education states that RE should help pupils to develop a positive attitude towards other people, respecting their right to hold different beliefs. This aim applies to those people and beliefs encountered both inside and outside the classroom, and it is often the former which can present the greatest challenge. Some pupils will come from religious homes and some of these pupils will volunteer information and presentations about their experiences. Some of their experiences of religious rituals and celebrations may differ from the accounts in textbooks. Within any one of the faith traditions, there will be common beliefs but a diversity of practices. Such diversity should be acknowledged and respected. Other pupils from religious homes may be reticent about expressing their beliefs and rituals publicly. Their beliefs and reticence should also be respected. Many pupils will come from homes with no religious affiliation and these pupils should also be acknowledged and respected. These pupils will have beliefs and values, albeit not stemming from religious tradition, and RE teachers can help them to articulate their world views. There will be some pupils whose parents have exercised their right to withdraw their child from all or part of the Religious Education programme: for example, children who are Jehovah Witnesses may be able to participate in much of the RE programme but will be withdrawn from the lessons dealing with the celebration of festivals. Teachers might review whether their teaching about festivals in RE is sufficiently balanced in relation to other aspects of the RE programme and whether it might be possible for those pupils to engage in parallel tasks which do not compromise their beliefs. The degree of withdrawal required from Religious Education should be negotiated with parents or guardians in order to respect the commitments of all. Guidance from the National Framework for RE It is essential that religious education enables pupils to share their own beliefs, viewpoints and ideas without embarrassment or ridicule. Many pupils come from religious backgrounds but others have no attachment to religious beliefs and practices. To ensure that all pupils voices are heard and the religious education curriculum is broad and balanced, it is recommended that there are opportunities for all pupils to study: other religious traditions such as the Bahá í faith, Jainism and Zoroastrianism secular philosophies such as humanism. 5

Pupils should also study how religions relate to each other, recognising both similarities and differences within and between religions. They should be encouraged to reflect on: the significance of interfaith dialogue the important contribution religion can make to community cohesion and the combating of religious prejudice and discrimination. 6. Religious education and the use of information and communication technology Religious education can make an important contribution to pupils use of ICT by enabling pupils to: make appropriate use of the internet or CD-ROM sources to investigate, analyse and evaluate different aspects of religious beliefs and practices, ultimate questions and ethical issues use email or videoconferencing to communicate and collaborate with individuals in different locations, enabling associations to be made between religions and individual, national and international life use multimedia and presentation software to communicate a personal response, the essence of an argument or a stimulus for discussion use writing-support and concept-mapping software to organise thoughts and communicate knowledge and understanding of the diversity of belief and practice within and between religious traditions use equipment such as digital cameras and digital video to bring authentic images into the classroom to support discussion and reflection, and to enhance understanding of the impact of religious beliefs and practices on the lives of local individuals and faith communities 7. Religious education and the use of language Religious education can make an important contribution to pupils use of language by enabling them to: acquire and develop a specialist vocabulary communicate their ideas with depth and precision listen to the views and ideas of others, including people from religious traditions be enthused about the power and beauty of language, recognising its limitations develop their speaking and listening skills when considering religions, beliefs and ideas and articulating their responses read, particularly from sacred texts write in different styles, such as poetry, diaries, extended writing and the synthesis of differing views, beliefs and ideas evaluate clearly and rationally, using a range of reasoned, balanced arguments 6

8. Planning, Progression and the Assessment of Learning Planning: In planning detailed schemes of work and lesson plans, teachers should draw on: a) the two attainment targets: Learning about Religion and Learning from Religion b) the programmes of study identified in this syllabus c) the level descriptors applicable to the particular key stage: these are particularly important when planning pupil tasks which contribute to the assessment of pupils learning. Progression: The QCA has identified features of progression in Religious Education. These are cited here: acquiring wider and more detailed knowledge of religious beliefs and practices deepening understanding of the meaning of stories, symbols, events and practices more fluent and competent use of religious language and terminology increased levels in skills of responding to questions of identity, meaning, purpose, values and commitment. As they move through key stages 1 and 2, children progress: from: using everyday language personal knowledge of a few areas of RE unstructured exploration to: increasingly precise use of religious vocabulary understanding a wider range of areas and the links between them more systematic investigation of questions from: Religious Education, Teacher s Guide: QCA 2000 Assessment of Learning: The assessment of pupils learning should be based upon the knowledge, understanding and skills which pupils have at the end of each key stage. The Kingston Agreed Syllabus for Religious Education has incorporated the eight level scale recommended by the QCA (QCA 2006). The QCA identifies two purposes of the scale, namely: to help in assessment for learning formative assessment of pupils achievements, so that teachers and pupils can plan more precisely for progress to a higher level of achievement; to help in assessment of learning summative assessment of pupils achievements, so that teachers can identify more consistently the standards that pupils achieve, using a best-fit approach from: Religious Education: Non-statutory guidance on RE: QCA 2000 Use of the 8-level attainment scale is described in the following pages taken from the National Framework for RE: 7

The attainment targets for religious education About the attainment targets The attainment targets for religious education set out the knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of key stages 1, 2 and 3. As with the National Curriculum subjects, the attainment targets consist of eight level descriptions of increasing difficulty, plus a description for exceptional performance above level 8. Each level description describes the types and range of performance that pupils working at that level should characteristically demonstrate. Apart from their summative use, these level descriptions can be used in assessment for learning. The key indicators of attainment in religious education are contained in two attainment targets: Attainment target 1: Learning about religion Attainment target 2: Learning from religion. Learning about religion includes enquiry into, and investigation of, the nature of religion. It focuses on beliefs, teachings and sources, practices and ways of life and forms of expression. It includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It includes identifying and developing an understanding of ultimate questions and ethical issues. Learning from religion is concerned with developing pupils reflection on, and response to, their own experiences and learning about religion. It develops pupils skills of application, interpretation and evaluation of what they learn about religion, particularly questions of identity and belonging, meaning, purpose, truth, values and commitments, and communicating their responses. Attainment levels The level descriptions provide the basis to make judgements about pupils performance at the end of key stages 1, 2 and 3. (In the foundation stage, children s attainment is assessed in relation to the early learning goals. At key stage 4, national qualifications are the main means of assessing attainment in religious education.) Range of levels within which the great majority of pupils are expected to work Expected attainment for the majority of pupils at the end of the key stage Key stage 1 1 3 At age 7 2 Key stage 2 2 5 At age 11 4 Key stage 3 3 7 At age 14 5/6 8

Assessing attainment at the end of a key stage The two attainment targets, Learning about religion and Learning from religion are closely related and neither should be taught in isolation. Therefore, assessment needs to take place in relation to both attainment targets. In deciding on a pupil s level of attainment at the end of a key stage, teachers should judge which description best fits the pupil s performance. When doing so, each description should be considered alongside descriptions for adjacent levels. There are no national statutory assessment requirements in religious education, but schools must report to parents on pupils progress in religious education. Agreed syllabuses may require schools to report progress in terms of levels of attainment. It is important to note that not all aspects of religious education can be assessed. For example, pupils may express personal views and ideas that, although integral to teaching and learning, would not be appropriate for formal assessment. Attainment targets for religious education The level descriptions for Attainment target 1: Learning about religion refer to how pupils develop their knowledge, skills and understanding with reference to: beliefs, teachings and sources practices and ways of life forms of expression. The level descriptions for Attainment target 2: Learning from religion refer to how pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: identity and belonging meaning, purpose and truth values and commitments. 9

Attainment Level Descriptions Level 1 Attainment target 1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. Attainment target 2 Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Level 2 Attainment target 1 Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Attainment target 2 Pupils ask, and respond sensitively to, questions about their own and others experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. Level 3 Attainment target 1 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression. Attainment target 2 Pupils identify what influences them, making links between aspects of their own and others experiences. They ask important questions about religion and beliefs, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. Level 4 Attainment target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people s lives. They suggest meanings for a range of forms of religious expression. Attainment target 2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people s lives. They describe what inspires and influences themselves and others. 10

Level 5 Attainment target 1 Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities. They describe why people belong to religions. They understand that similarities and differences illustrate distinctive beliefs within and between religions and suggest possible reasons for this. They explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions. Attainment target 2 Pupils ask, and suggest answers to, questions of identity, belonging, meaning, purpose and truth, values and commitments, relating them to their own and others lives. They explain what inspires and influences them, expressing their own and others views on the challenges of belonging to a religion. Level 6 Attainment target 1 Pupils use religious and philosophical vocabulary to give informed accounts of religions and beliefs, explaining the reasons for diversity within and between them. They explain why the impact of religions and beliefs on individuals, communities and societies varies. They interpret sources and arguments, explaining the reasons that are used in different ways by different traditions to provide answers to ultimate questions and ethical issues. They interpret the significance of different forms of religious, spiritual and moral expression. Attainment target 2 Pupils use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues. They express insights into their own and others views on questions of identity and belonging, meaning, purpose and truth. They consider the challenges of belonging to a religion in the contemporary world, focusing on values and commitments. Level 7 Attainment target 1 Pupils use a wide religious and philosophical vocabulary to show a coherent understanding of a range of religions and beliefs. They analyse issues, values and questions of meaning and truth. They account for the influence of history and culture on aspects of religious life and practice. They explain why the consequences of belonging to a faith are not the same for all people within the same religion or tradition. They use some of the principal methods by which religion, spirituality and ethics are studied, including the use of a variety of sources, evidence and forms of expression. Attainment target 2 Pupils articulate personal and critical responses to questions of meaning, purpose and truth and ethical issues. They evaluate the significance of religious and other views for understanding questions of human relationships, belonging, identity, society, values and commitments, using appropriate evidence and examples. 11

Level 8 Attainment target 1 Pupils use a comprehensive religious and philosophical vocabulary to analyse a range of religions and beliefs. They contextualise interpretations of religion with reference to historical, cultural, social and philosophical ideas. They critically evaluate the impact of religions and beliefs on differing communities and societies. They analyse differing interpretations of religious, spiritual and moral sources, using some of the principal methods by which religion, spirituality and ethics are studied. They interpret and evaluate varied forms of religious, spiritual and moral expression. Attainment target 2 Pupils coherently analyse a wide range of viewpoints on questions of identity, belonging, meaning, purpose, truth, values and commitments. They synthesise a range of evidence, arguments, reflections and examples, fully justifying their own views and ideas and providing a detailed evaluation of the perspectives of others. Exceptional performance Attainment target 1 Pupils use a complex religious, moral and philosophical vocabulary to provide a consistent and detailed analysis of religions and beliefs. They evaluate in depth the importance of religious diversity in a pluralistic society. They clearly recognise the extent to which the impact of religion and beliefs on different communities and societies has changed over time. They provide a detailed analysis of how religious, spiritual and moral sources are interpreted in different ways, evaluating the principal methods by which religion and spirituality are studied. They synthesise effectively their accounts of the varied forms of religious, spiritual and moral expression. Attainment target 2 Pupils analyse in depth a wide range of perspectives on questions of identity and belonging, meaning, purpose and truth, and values and commitments. They give independent, well informed and highly reasoned insights into their own and others perspectives on religious and spiritual issues, providing well-substantiated and balanced conclusions. Please also refer to guidance from the QCA website on supporting pupils who are gifted in RE: http://www.nc.uk.net/gt/re/index.htm 12

ATTAINMENT LEVELS (in pupil language) 15 Level AT1 Learning about religion How pupils develop their knowledge, skills and understanding with reference to: 1 remember a Christian (Hindu, etc.) story and talk about it AT2 Learning from religion How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: identity and meaning, purpose and values and belonging truth commitments beliefs, teachings and sources practices and ways of life forms of expression I can I can I can I can I can I can use the right names for recognise religious art, talk about things that talk about what I find things that are special to symbols and words and happen to me interesting or puzzling Buddhists (Jews, etc) talk about them e.g. talk about the story of Diwali 2 tell a Christian (Sikh, etc.) story and say some things that people believe e.g. tell the story of the birth of Jesus say that Christians believe in God 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. say That is a Church, or She s praying when my teacher shows me a picture talk about some of the things that that are the same for different religious people e.g. say that Christians and Sikhs both have holy books describe some of the things that are the same and different for religious people e.g. note how Muslims and Sikhs both treat their holy books with respect by keeping them higher than other books e.g. note that Muslims and Christians both pray but in different ways e.g. say That is a Star of David when my teacher shows me a picture say what some Christian (Muslim, etc) symbols stand for and say what some of the art (music, etc) is about e.g. say that the cross reminds Christians that Jesus died on a cross; e.g. say that some people dance, sing, recite for God use religious words to describe some of the different ways in which people show their beliefs e.g. label a picture of Shiva Nataraja to show links with Hindu beliefs about God 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. say Was Jonah hurt after being inside the big fish? 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 compare some of the thing ask important questions that influence me with thos about life and compare that influence other people my ideas with those of e.g. talk about how Jesus influenced his disciples and how friends influence them other people e.g. ask why many people believe in life after death, give their view and compare with a particular religious view 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 and how I think that made my friend feel 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 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 2006 REonline / Culham Institute Kingston Agreed Syllabus Conference gratefully acknowledges the permission of REonline and the Culham Institute to reproduce this guidance for teachers which it is hoped will be helpful for: sharing objectives for learning and assessment with pupils, constructing pupils self and peer assessment activities, record-keeping, constructing a statement back for reporting to parents, and planning future work in relation to individual and class programmes in the different strands.

Level 4 make links between the beliefs (teachings, sources, etc.) of different religious groups and show how they are connected to believers lives ATTAINMENT LEVELS (in pupil language) 16 beliefs, teachings and sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth I can I can I can I can I can I can use the right religious express religious beliefs ask questions about who ask questions about the words to describe and (ideas, feelings, etc) in a we are and where we meaning and purpose of compare what practices range of styles and belong, and suggest life, and suggest a range and experiences may be words used by believers answers which refer to of answers which might involved in belonging to and suggest what they people who have inspired be given by me as well different religious mean and influenced myself as members of different groups and others religious groups or individuals e.g. make links between Qur anic and Biblical sources and Muslim and Jewish charities e.g. connect some sayings of Jesus with different Christian beliefs about animals 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 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 e.g. draw and label 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 e.g. write an imaginary interview with a member of a minority religious community, referring to the beliefs which sustain them 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 e.g. write some questions about life after death and provide answers that refer to resurrection and reincarnation 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 values and commitments 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 e.g. compare different Jewish beliefs about the Messiah and say how different interpretations may come about, using biblical and other texts to illustrate their answers 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 e.g. produce a survey of different forms of creative religious expression and suggestions for similarities and differences between them 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 and outline what impresses them about this religious identity and community e.g. write a short story which raises questions about what is true and which relates to their own personal search for meaning in life 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 2006 REonline / Culham Institute Kingston Agreed Syllabus Conference gratefully acknowledges the permission of REonline and the Culham Institute to reproduce this guidance for teachers which it is hoped will be helpful for: sharing objectives for learning and assessment with pupils, constructing pupils self and peer assessment activities, record-keeping, constructing a statement back for reporting to parents, and planning future work in relation to individual and class programmes in the different strands.

ATTAINMENT LEVELS (in pupil language) 17 Level beliefs, teachings and sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth I can I can I can I can I can I can 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 poster demonstrating two contrasting religious views on astrology and 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. using books and the internet, investigate Sikh beliefs about the importance of the Guru and do a presentation 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 and explain how history and culture have influenced the way they put their faith into practice in different ways 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. produce an illustrated guide to representations of Jesus from different times and cultures, explaining the Christian beliefs and values presented through the different media 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 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 Good Life with reference to religious and nonreligious 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 I might have with a(nother) 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 an e-media 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 my recommendations on an application for a new Jewish foundation school 2006 REonline / Culham Institute Kingston Agreed Syllabus Conference gratefully acknowledges the permission of REonline and the Culham Institute to reproduce this guidance for teachers which it is hoped will be helpful for: sharing objectives for learning and assessment with pupils, constructing pupils self and peer assessment activities, record-keeping, constructing a statement back for reporting to parents, and planning future work in relation to individual and class programmes in the different strands.

ATTAINMENT LEVELS (in pupil language) 18 Level beliefs, teachings and sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth I can I can I can I can I can I can weigh up different points use a comprehensive weigh up in detail a wide weigh up in detail a wide of view and come to a religious and range of viewpoints on range of viewpoints on conclusion on how philosophical vocabulary questions about who we questions about truth religions and beliefs in weighing up the are and where we and the meaning and make a difference to meaning and importance belong, and come to my purpose of life, and come communities and of different forms of own conclusions based to my own conclusions societies in different religious, spiritual and on evidence, arguments, based on evidence, times and places moral expression reflections and examples arguments, reflections 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 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 and examples 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 values and commitments 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. 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 2006 REonline / Culham Institute Kingston Agreed Syllabus Conference gratefully acknowledges the permission of REonline and the Culham Institute to reproduce this guidance for teachers which it is hoped will be helpful for: sharing objectives for learning and assessment with pupils, constructing pupils self and peer assessment activities, record-keeping, constructing a statement back for reporting to parents, and planning future work in relation to individual and class programmes in the different strands.

ATTAINMENT LEVELS (in pupil language) 19 Level EP* beliefs, teachings and sources practices and ways of life forms of expression identity and belonging meaning, purpose and truth I can I can I can I can I can I can provide a consistent and evaluate in depth the use a complex religious, analyse in depth a wide analyse in depth a wide detailed analysis of importance of religious moral and philosophical range of perspectives on range of perspectives on religions and beliefs and diversity in a pluralistic vocabulary in effectively questions about who we questions about truth of how religious, spiritual society and demonstrate synthesising my accounts are and where we belong and the meaning and and moral sources are howreligion and beliefs of the varied forms of and provide purpose of life, and interpreted in different have had a changing religious, spiritual and independent, well provide independent, ways, with an evaluation impact on different moral expression informed and highly well informed and highly of the different methods communities over time reasoned insights into reasoned insights into of study used to conduct my own and others my own and others the analysis perspectives on religious perspectives on religious and spiritual issues, with and spiritual issues, with well-substantiated and well-substantiated and e.g. write an article on mystical experience which includes an evaluation of the research techniques used to gather information about it e.g. write a report on a local religious community which analyses their place within wider society and evaluates the factors which have affected how relations with other local groups have changed over time e.g. prepare a virtual tour of a local place of worship which uses digital pictures of artefacts and architecture and includes consistent explanations of the symbolism employed in expressing religious, spiritual and moral beliefs ideas and feelings balanced conclusions e.g. research one Eastern and one Western religious view of human nature and write a report with conclusions on how far the two can be harmonised balanced conclusions e.g. research the history of human achievement and kindness within two religions / belief systems and write a message in defence of human beings to an alien species who think it would be better to wipe us off the face of the planet values and commitments analyse in depth a wide range of perspectives on questions about values and commitments and provide independent, well informed and highly reasoned insights into my own and others perspectives on religious and spiritual issues, with well-substantiated and balanced conclusions e.g. conduct research on different attitudes to religious believers and write a report with conclusions on whether there should be a law against religious discrimination * Exceptional Performance 2006 REonline / Culham Institute Kingston Agreed Syllabus Conference gratefully acknowledges the permission of REonline and the Culham Institute to reproduce this guidance for teachers which it is hoped will be helpful for: sharing objectives for learning and assessment with pupils, constructing pupils self and peer assessment activities, record-keeping, constructing a statement back for reporting to parents, and planning future work in relation to individual and class programmes in the different strands.

SKILLS IN RELIGIOUS EDUCATION The following skills are central to teaching and learning in Religious Education. Schemes of work and, specifically, pupils tasks should include opportunities for developing these skills. a) Investigation this includes: asking relevant questions; knowing how to use different types of sources as a way of gathering information; knowing what may constitute evidence for understanding religion(s). b) Interpretation this includes: the ability to draw meaning from artefacts, works of art, poetry and symbolism; the ability to interpret religious language; the ability to suggest meanings of religious texts. c) Reflection this includes: the ability to reflect on feelings, relationships, experience, ultimate questions, beliefs and practices. d) Empathy this includes: the ability to consider the thoughts, feelings, experiences, attitudes, beliefs and values of others; developing the power of imagination to identify feelings such as love, wonder, forgiveness and sorrow; the ability to see the world through the eyes of others, and to see issues from their point of view. e) Evaluation this includes: the ability to debate issues of religious significance with reference to evidence and argument; weighing the respective claims of self-interest, consideration for others, religious teaching and individual conscience. f) Analysis this includes: distinguishing between opinion, belief and fact; distinguishing between the features of different religions. g) Synthesis this includes: linking significant features of religion together in a coherent pattern; connecting different aspects of life into a meaningful whole. h) Application this includes: making the association between religions and individual community, national and international life; identifying key religious values and their interplay with secular ones. i) Expression this includes: the ability to explain concepts, rituals and practices; the ability to identify and articulate matters of deep conviction and concern, and to respond to religious issues through a variety of media. 20

ATTITUDES IN RELIGIOUS EDUCATION While the knowledge, skills and understanding are central to the national framework for religious education, it is also vital that religious education encourages pupils to develop positive attitudes to their learning and to the beliefs and values of others. The following four attitudes are essential for good learning in religious education and should be developed at each stage or phase of religious education: self awareness, respect for all, open-mindedness and appreciation and wonder. At each key stage, the National Framework identifies examples of specific opportunities for developing these attitudes. Self-awareness in religious education includes pupils: feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule developing a realistic and positive sense of their own religious, moral and spiritual ideas recognising their own uniqueness as human beings and affirming their self-worth becoming increasingly sensitive to the impact of their ideas and behaviour on other people. Respect for all in religious education includes pupils: developing skills of listening and a willingness to learn from others, even when others views are different from their own being ready to value difference and diversity for the common good appreciating that some beliefs are not inclusive and considering the issues that this raises for individuals and society being prepared to recognise and acknowledge their own bias being sensitive to the feelings and ideas of others. Open-mindedness in religious education includes pupils: being willing to learn and gain new understanding engaging in argument or disagreeing reasonably and respectfully (without belittling or abusing others) about religious, moral and spiritual questions being willing to go beyond surface impressions distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith. Appreciation and wonder in religious education includes pupils: developing their imagination and curiosity recognising that knowledge is bounded by mystery appreciating the sense of wonder at the world in which they live developing their capacity to respond to questions of meaning and purpose. Adopted from The National Framework for RE 21