Age-related expectations for Religious Education These age-related expectations can be used as a whole to provide an overview of reasonable expectations of achievement across the six strands of RE for each year group Reception to the end of Key Stage 3. End of Key Stage expectations may be more appropriate in KS4 and KS5, with allowance made for students preparing for external examinations. For each statement, a pupil can be assessed as: GDS Working at greater depth within the expected standard EXS Working at the expected standard for the year group WTS Working towards the expected standard Evidence for making the end of year assessment should be built up over the course of the year, giving pupils plenty of opportunities to address the different strands in their RE lessons. By the end of reception, pupils: remember a Christian faith story and talk it use the right names for things that are special in a religion recognise some art, symbols and words used in religion, including the word God talk things that happen to themselves talk things they find interesting or puzzling talk what is important to themselves Make a comment on these in relation to ELGS?
By the end of Year 1, pupils: remember a faith story and know who it is special to use the right names for things that people might do in a religion recognise and talk religious art, symbols and words talk things that happen to themselves, their friends or families talk things they can learn in stories, including religious stories talk what is important to themselves and to other people By the end of Year 2, pupils: tell a faith story and say why it might be important to a believer talk some things that are similar for different religious people say what some religious symbols stand for and what some religious art or music are ask what happens to others, including religious people, with respect for their feelings talk some things in stories, including religious stories, that make people ask questions talk what is important to others including religious believers, with respect for their feelings
By the end of Year 3, pupils: describe what a believer might learn a religious story describe some things religious people do as part of their faith that are similar use religious words to describe some of the different ways people show their beliefs recognise some of the things which influence themselves e.g. family, friends, faith ask good ( big ) questions life and communicate some of their ideas for answers link things that are important to themselves with the way they think and behave By the end of Year 4, pupils: describe what believers might learn a religious story ( God or life) describe some things religious people do as part of their faith that are the same and some that are different describe some of the different ways people show their beliefs using religious words, symbols or art compare some of the things that influence them with those that influence other people, including religious believers ask important questions life and compare ideas with those of other people, including religious believers link things that are important to themselves, and others, with the way people think and behave (what they are committed to)
By the end of Year 5, pupils: make links between the beliefs of different religious groups and show how they come particular teachings (e.g. scriptures) use the right religious words to describe practices and experiences which may be involved in belonging to different religious groups explain how believers have expressed their religious beliefs (ideas, feelings, etc) in a range of styles and words, and suggest reasons for this ask questions groups people (choose to) belong to, and suggest answers which refer to people who have inspired and influenced themselves and others ask questions the meaning and purpose of life, and suggest an answer of their own as well as one given by a member of a religious group ask questions moral decisions they and others make as a result of their values and, including some based on religious beliefs By the end of Year 6, pupils: make links between the beliefs (teachings, sources, etc) of different religious groups and show how they are connected to believers lives (explain how?) describe and compare practices and experiences involved in belonging to different religious groups, using a wide religious vocabulary express religious beliefs (ideas, feelings, etc) in a range of styles and words used by believers and explain what they are trying to convey ask questions the diversity of groups people belong to, and suggest answers which refer to people s heritage, background, choices or beliefs compare a range of ideas the meaning and purpose of life, including their own and those religious, or non-religious, worldviews suggest what might happen as a result of different moral decisions, including those made with reference to religious and non-religious beliefs / values
By the end of Year 7, pupils (This is level 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 (God) life and morality describe why people may belong to religions and explain how similarities and differences within and between religions can make a difference to the lives of individuals and communities use a wide religious vocabulary in suggesting reasons for similarities and differences in forms of religious, spiritual or moral found within, and between, religions give their own and others views on questions who we are and where we belong and on the diverse challenges of belonging to different religions ask questions the meaning and purpose of life and suggest answers which relate to the search for truth and their own and others lives, including those of religious and secular viewpoints ask questions things of value to them (and to which they are committed) and compare these to the values and of religious believers, and those of a humanist standpoint By the end of Year 8, pupils Adapt level 6?
By the end of Year 9 adapt level 7 By the end of KS4 Adapt level 8 / or judgements in relation to the GCSE being studied By the end of KS5 Adapt Exceptional performance / or create something in relation to prep for adult life????