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Religious education Guidance for Key Stages 2 and 3

Key messages for planning learning and teaching

Audience Teachers at Key Stages 2 and 3; SACREs; local authorities; tutors in initial teacher training; and others with an interest in continuing professional development.

Overview These materials provide key messages for planning learning and teaching in religious education. They include profiles of learners’ work to exemplify the standards set out in the level descriptions and illustrate how to use level descriptions to make best-fit judgements at the end of Key Stages 2 and 3. These are to be found in Exemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional guidance, on the accompanying CD-ROM and on the Welsh Assembly Government’s website at www.wales.gov.uk/eductionandskills

Action SACREs to review learning plans and activities in their locally agreed syllabuses at required Key Stages 2 and 3, and to prepare to make judgements at the end of Key Stage 3.

Further Enquiries about this guidance should be directed to: information Curriculum Division, Department for Children, Education, Lifelong Learning and Skills, Welsh Assembly Government, Cathays Park, Cardiff CF10 3NQ Tel: 029 2082 1750 e-mail: [email protected]

Additional Can be obtained from:copies Tel: 0845 603 1108 (English medium) 0870 242 3206 (Welsh medium) Fax: 01767 375920 e-mail: [email protected] or by visiting the Welsh Assembly Government’s website at www.wales.gov.uk/educationandskills

Related Exemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional documents guidance (Welsh Assembly Government, 2011); Religious education: Guidance for 14 to 19-year-olds (Welsh Assembly Government, 2009); National exemplar framework for religious education for 3 to 19-year-olds in Wales; Skills framework for 3 to 19-year-olds in Wales; Making the most of learning: Implementing the revised curriculum; Ensuring consistency in teacher assessment: Guidance for Key Stages 2 and 3 (Welsh Assembly Government, 2008)

Religious education Guidance for Key Stages 2 and 3 Key messages for planning learning and teaching

Ref: CAD/GM/0156ISBN: 978 0 7504 6020 0

WAG10-11418© Crown copyright March 2011

Introduction 2

Usingthesematerials 4

Section1 Keymessagesforlearningandteachingin 7 religiouseducation

Section2 Expectationsandprogressioninreligiouseducation 33

Developingskillsinconceptualawareness 40

ExemplifyinglearnerprofilesatKeyStages2and3 64inreligiouseducation:Additionalguidance(Summaryofcontent)

Usefulresources 67

Acknowledgements 68

Contents

2 Religiouseducation:GuidanceforKeyStages2and3–Keymessagesforplanninglearningandteaching

TheprogrammesofstudyintheNational exemplar framework for religious education for 3 to 19-year-olds in Walessetouttheopportunitiesthatlearnersshouldbegivenateachkeystageandprovidethebasisfromwhichyou,asateacher,canplanlearningandteaching.Theyaredividedintotwosections,SkillsandRange.TheSkillssectionliststheskillstobedevelopedinasubjectandtheRangesectioncomprisestheopportunitiesandcontextsthroughwhichtheseskillscanbedevelopedandconsolidated.

Ongoingformativeassessment–assessmentforlearning–liesattheheartofgoodteaching.Throughtheassessmentsthatyoumakeinthecourseofyourteaching,youwillbuildupanextensiveknowledgeofyourlearners’strengths,aswellastheareasthatneedfurtherdevelopment,andyouwillusethisknowledgetohelpyouplanforthenextstepsintheirlearning.Learnerswillalsogainunderstandingofspecificlearninggoalsandtheassociatedsuccesscriteriasothat,supportedbyyou,theycandeveloptheircapacityforself-assessmentandpeerassessment.Inthisway,theycanestablishtheircurrentposition,setandmovetowardstargets,anddiscoverifandwhenthetargetshavebeenreached.Individualtargetsarelinkedtoimprovingthequalityofalearner’swork,ashighlightedthroughformativefeedback,andarethereforelinkedtosuccesscriteriaforspecifictasks.Leveldescriptionsdonotmakeeffectivetargetsasthesedescribeattainmentacrossthebreadthoftheprogrammeofstudyattheendofakeystage.

Leveldescriptionscanhelptoinformyourplanning,teachingandassessmentatKeyStages2and3byindicatingexpectationsatparticularlevelsandprogressioninthesubject.Evidencefromassessmentforlearningwillindicatewheremoretimeisneededtoconsolidatelearningandwhenlearnersarereadytomoveon.Youmaywishtokeepsomeevidencesothatyoucandiscussalearner’sworkandprogresswiththemand/orwithcolleaguesorparents/guardians.However,thereisnostatutoryrequirementtokeepunnecessarilycomplexrecordsordetailedevidenceoneverylearner.

Theessentialfunctionofleveldescriptionsistohelpyoumakeroundedsummativejudgementsattheendofthekeystageaboutalearner’soverallperformance.Leveldescriptionsaredesignedneithertobeusedto‘level’individualpiecesofworknorfortheproductionofhalf-termlyortermlydata.Itisonlybytheendofthekeystagethatyouwillhavebuiltupsufficientknowledgeaboutalearner’sperformanceacrossarangeofwork,andinavarietyofcontexts,toenableyoutomakeajudgementinrelationtotheleveldescriptions.

Introduction

3Religiouseducation:GuidanceforKeyStages2and3–Keymessagesforplanninglearningandteaching

Itmaybethatsomelearnerswillbemoreadvancedinsomeaspectsoftheworkthaninothers,andthatnooneleveldescriptionprovidesanexactfit.Thatistobeexpected,andtherangeofindividuallearners’workincludedinthesematerialsillustratesthemakingofbest-fitjudgementsunderthosecircumstances.Manyschools/departmentshavefoundithelpfultodeveloptheirownlearnerprofilestosupportmoderationofendofkeystagejudgements.Theseprofilesalsohelptomaintainacommonunderstandingofstandardswhentheyarereviewedannuallyandrefreshedwhennecessary.

SACRE,throughitsagreedsyllabus,mayrecommendthatschoolsreportattheendofKeyStages2and3.

WhenmakingjudgementsattheendofKeyStages2and3,youshoulddecidewhichleveldescriptionbestfitsalearner’sperformance.Theaimisforaroundedjudgementthat:

• isbasedonyourknowledgeofhowthelearnerperformsacrossa rangeofcontexts

• takesintoaccountdifferentstrengthsandareasfordevelopment inthatlearner’sperformance

• ischeckedagainstadjacentleveldescriptionstoensurethatthe leveljudgedtobethemostappropriateistheclosestoverall matchtothelearner’sperformance.

ReligiouseducationoutcomeshavealsobeenwrittenforlearnersworkingbelowLevel1.


TheguidanceforreligiouseducationatKeyStages2and3issetoutintwoseparatedocuments.

Thisbookletisdividedintotwosections.

Section1 highlightskeymessagesforlearningandteachingin religiouseducation.

Section2 highlightsexpectationsandprogressioninreligious education.

Theaccompanyingdocument Exemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional guidance isavailableontheaccompanyingCD-ROMandontheWelshAssemblyGovernment’swebsiteatwww.wales.gov.uk/eductionandskills

Itisdividedintotwosections.

Section1 containsaseriesofKeyStage2learnerprofiles.These aredesignedtoshowtheuseoftheleveldescriptions incomingtojudgementsaboutalearner’soverall performanceattheendofthekeystage.

Section2 containsaseriesofKeyStage3learnerprofiles.These aredesignedtoshowtheuseoftheleveldescriptions incomingtojudgementsaboutalearner’soverall performanceattheendofthekeystage.

Bothdocumentscanbeused forreferencewhenyouwishto:

• reviewyourlearningplansandactivities

• considerthestandardssetoutintheNational exemplar framework for religious education for 3 to 19-year-olds in Wales

• workwithotherteacherstoreachasharedunderstandingofthe leveldescriptions

• preparetomakejudgementsattheendofthekeystage

• developyourownlearnerprofiles

• supporttransitionfromKeyStage2toKeyStage3.

Foreaseofreference,theleveldescriptionsareincludedattheendoftheadditionalguidancedocument.

ACD-ROMisalsoincludedwiththisbooklet.ItcontainsaPDFversionofNational exemplar framework for religious education for 3 to 19-year-olds in Wales,Skills framework for 3 to 19-year-olds in Wales,thisguidanceandExemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional guidance.

Usingthesematerials


ThisguidanceispartofaseriesofmaterialsthatwillhelpteachersatKeyStages2and3toimplementtherevisedcurriculumanditsassociatedassessmentarrangements.Theseriesincludes:

• Making the most of learning: Implementing the revised curriculum –overviewguidanceonimplementingthenew curriculum

• Skills framework for 3 to 19-year-olds in Wales –whichincludes guidanceaboutprogressioninskills

• Ensuring consistency in teacher assessment:Guidance for Key Stages 2 and 3

• A curriculum for all learners:Guidance to support teachers of learners with additional learning needs

• How to develop thinking and assessment for learning in the classroom(web-basedonly)

• specificguidanceforreligiouseducation,allnationalcurriculum subjects,personalandsocialeducation,careersandtheworldof work

• Religious education: Guidance for 14 to 19-year-olds in Wales

• People, Beliefs and Questions: Religious education for children 3 to 7-years-old

• Making the most of assessment, 7–14(web-basedonly).


Section1Keymessagesforlearningandteachinginreligiouseducation


The National exemplar framework for religious education for 3 to 19-year-olds in WalesprovidesopportunitiestoenhancethestandardsofreligiouseducationinschoolsinWales.MostSACREshaveadopted/adaptedthisframeworkastheirlocallyagreedreligiouseducationsyllabus.

Thefocusofthissectionistohelpteachersimplementingsuchlocallyagreedsyllabusestoplanlearningandteachingandreviseprogrammesofstudytoberelevantandmotivatingforeachlearner,i.e.tobelearnercentredandskillsfocused.Yourplansprovideopportunitiesforlearnerstodevelopthethreeinterrelatedcoreskills–‘Engagingwithfundamentalquestions’,‘Exploringreligiousbeliefs,teachingsandpractice(s)’and‘Expressingpersonalresponses’throughabreadthofreligiouseducationcontexts,whichareidentifiedundertheheadingRange.YoushoulduseSkillsandRangeasaflexibleframeworkfromwhichitispossibletoselectcontextsanddevelopactivitiesthatwillberelevantandmotivatingforlearners.

DevelopingaSkillsfocus

Theexemplarprogrammesofstudyarelearnercentredandskillsfocusedandreflecttherequirementsofthenon-statutory Skills framework for 3 to 19-year-olds in Wales.

Yourlearningplanshouldensurethatlearnershaveopportunitiestodevelop,practiseandapplyallaspectsofthethreeinterrelatedcoreskillsidentifiedintheexemplarprogrammeofstudyforreligiouseducation.Developingthelinksbetweeneachaspectofthecoreskillsisessentialiflearnersareto:

• engagewithfundamentalquestions1toinvestigate interpretationsofmeaningandthepurposeofexistenceasraised byreligiousandnon-religiouspeoplealike.Thesequestionsare informedbyphilosophical/theologicalthinkingandrelatedirectly toreligiousbeliefs,teachingsandpracticeswhichprovidea contextforopenandbalancedexploration

1Fundamentalquestionsareall-encompassing–theymightincludeultimatequestions (thatrelatetotheessentialsofexistenceanddonothaveconclusiveanswers),religious questions(thatrelatetospecificreligious/theological/philosophical/ethicalconcepts)and humanquestions(thatrelatetomakingsenseandfindingpurposeinnormaldailyliving). Eachofthesequestionswillfocusontheprofoundandareessentialiflearnersareto engagefullywithanyaspectofstudyinreligiouseducation.


Someusefulquestionstoguideyourplanninganddevelopaskillsfocus

• Whichreligiouseducationskill(s)fromtheprogrammeofstudy is/arethefocusofthisactivity?

• Whatisthepurposeandexpectedoutcomeofthisactivity? Doesitintroduceanewskill,consolidateunderstanding, develop,applyorextendaskill?

• Dolearnershavesufficientsources/resourcestocarryout researchandinvestigatearangeofinformed religious/non-religiousviewpoints?

• HaveIplannedsequencesofactivitieswhichenablelearnersto developthethreeinterrelatedcoreskills?

• explorethereligiousbeliefs,teachingandpractice(s)togain coherent(theologicallysound)understandingofthenatureof religion,religiouscommitmentsandlifestyles;andtheinfluence religionhasonsocietyintermsofethnicandculturalequalityand diversityandthemoralandspiritualdimensionsoflife

• expresspersonalresponseswhicharewellconsideredand informedandarebasedoninsightsandviewpointsaccessed throughlinkswiththeothertwocoreskills.Opportunitiesfor personalcommunicationallowlearnerstoexpresstheirindividual beliefsandvalueswithinaninformedcontextandprovide opportunitiestodevelopspiritualreflection,emotionalintelligence andcreativethinking.

Byselectinganyoneofthecoreskillsasastartingpointyoucantheninterrelatetheothertwothroughresearch,analysis,reflection,discernmentandconsolidation.Learnerscanrevisittheskillsinordertoprovidearelevantandrealisticexperiencethroughwhichtheycandevelopskillsforlife.

Acurriculumplanismorelikelytosupportthedevelopmentofarangeofskillsifitoffersopportunitiesforlearnersto:

• focusonrelevantandengagingtopicsforinvestigationinreligious education

• developproblem-solvingtechniques,critical,creativeandintuitive thinkingusingarangeofinformedsourcesandcontexts

• workaloneandwithothersinavarietyofsettingssuchasschool, locality,placesofworship,placesofreligiousinterest,community projects,etc.

• useavarietyoforganisationalandcommunicationskills.


IntheExemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional guidancedocument,examplesofactivitiesthatcanofferopportunitiesforskillsdevelopmentinclude:

• questioninginordertoinformdebate,tochallenge,totest hypothesesandtoevaluate.Thiswillleadtoarangeofinteresting perspectivesandnew,evenmorechallengingquestions(Safia, KeyStage3)

• participatinginproblem-solvingactivitiesandcollaborative learning(Angharad,KeyStage3)

• developingintellectualcuriosity,open-mindedness,emotion, reflection,intuitionandempathytoexplorethespiritualandmoral aspectsofreligionandlife(Sion,KeyStage2)

• investigatingauthentictextsfromholybooks,sourcesofauthority suchaschurchdoctrine,theTalmudorHadith,the writings/testimoniesofreligiousleadersand/orauthoritative religiousarticlesalongsideothersourcesofinformationsuchas newspapers,scientificjournals,historicaldocuments,literary sourcesandreligiousandphilosophicalthinkers,etc.,toallow engagementwithreligiousandhumanfundamentalquestions (Mali,KeyStage2)

• visitinglocalplacesofworship/religiouscommunitiesandsitesof religioussignificancetoexplorereligiousbeliefs,teachingsand practice(s)inatangibleway.First-handexperiencescanfoster communitycohesion,canraiselearners’awarenessofthe sensitivitiesandcomplexitiesinvolvedwhenexploringreligions, andcanpromotetheCurriculumCymreig(Helen,KeyStage2)

• examiningartefactsandotherreligioussourcestohelpexplore symbolismandmeaning,andarriveatasenseofwhatitmeansto takeareligionseriously(Matthew,KeyStage3)

• adoptingcreative,intuitiveandproblem-solvingskillstoevoke meaninghiddeninmetaphoricallanguage(asseeninpoetry, literature,myth,parables,etc.)orartisticinterpretations(asseen throughvariousmediasuchasartefacts,ritual,art,dance,role play,drama,ormusic)(Mali,KeyStage2)

• accessingemotionalintelligencethroughroleplay,interpretative dance,scriptedfantasyandmeditationtoexplorespirituality, valuesandbeliefs(Ben,KeyStage2)

• investigatingindividualreligionsinasystematicwayora combinationofreligions,e.g.Christianityandoneormoreofthe principalreligionsofGreatBritaintoinformafundamental question(Safia,KeyStage3)


• datasortingandsequencing,classifyingorrankingtoidentify trendsandpatterns;usinggraphicorganiserssuchasVenn diagramstoexploresimilaritiesanddifferences(Helen, KeyStage2)

• consideringanddebatingotherpeople’sperspectivesina balanced,non-judgementalway,toparticipateinphilosophical, theologicalandethicaldebateandbewellinformedwithvalid, relevantevidenceandreasonedjustification(Safia,KeyStage3)

• usingarangeofcommunicationtechniquesincludingoral, written,physical,visualandICTtodevelopreligiousvocabulary andanunderstandingofsymboliclanguageandsymbolism conveyedinarangeofverbalandnon-verbalmedia(Mali,Key Stage2).


Examplesofactivitieswhichofferonlylimitedopportunitiestoprogressskillsand/orunderstandingandwhicharebestavoided

Examplesofactivitieswhichcanbeusedtosupportprogressinskilldevelopment

Withoutaninterrelatedapproach(i.e.linkingthethreecoreskillstomakeacoherentinvestigationintoreligion)thereisadangerofthesubjectlosingitsintegrityandidentity.

Byinterrelatingthethreecoreskillsthereismorepossibilityoflearnersdevelopinganin-depthunderstandingofreligionandmoreopportunitiesforlearnerstobefullyengagedandmotivatedbythequestionsraisedandtheresponsesgiven.Theywillalsobemorefullyinformedaboutrelevantissuesrelatingtothechallengesfacingsociety.

Copyingoutpicturesortextwithoutanyrequirementtoadaptorapplytheinformation.

Ifpicturesortexts(e.g.sacredtexts,diagramsorreligiousbuildings,etc.)arerequiredthentheyshouldbeprovidedforlearnerstouseasasourceorreferenceforresearchorinvestigationactivities.

Drawingpicturesor‘colouringin’imageswhichdonotdevelopareligiouseducationskillorunderstanding.

Creativeartworkisappropriateiflearnersaretryingtoconveyadifficultconceptoraredevelopingasymbolicinterpretationofanidea.(Anaccompanyingcommentaryisoftenhelpful.)

Researchingontheinternet,downloading,cuttingandpastingwithoutarequirementtoselectandusematerialtoinvestigateareligiouseducationquestion.

Researchontheinternetcanbebeneficial,butitisimportanttobediscerningandselectiveinordertojudgereliabilitywhileinvestigatingareligiouseducationquestion.

Producingpostersorpamphletsthathavelimitedlearningoutcomesbeyondpresentationalskills.

Aninformationposterwhichusesarangeoffactstoconveyanideaorconceptinanimaginativewaycanbebeneficialprovidedthatthelearningoutcomesarevaluableandclear.

Inappropriatecreativetasksthatchallengetheintegrityofthesubjectmatter,e.g.askingforimagesthatareoffensiveorinsensitive.

Creativetasksthatrelatecloselytotheintegrityofthereligionstudiedorallowlearnerstoexploreideaspersonally,e.g.throughpersonalpoetry,canbebeneficial.

Teststhatonlyaccessknowledgeratherthanunderstanding.

Assessmentsthataccessacombinationofskills,knowledgeandunderstandingcanbevaluable.


ImplementingtheRange

IntheNational exemplar framework for religious education for 3 to 19-year-olds in Wales,theRangesectionprovidesthecontextsfortheareasofstudyforthewholeofthekeystage.TheRangehasbeendesignedtobuildontheknowledgeandunderstandingacquiredatFoundationPhaseandtoensurebalance,breadthanddepthinyourplanning.TheRangeshouldnotberegardedasdiscretetopics(orachecklist)butratherasinterwovenareasofstudythatprovideastructureforlearnerstoengage,explore,andexpressideasandresponses.TheRangeisdesignedtoofferflexibilityforyoutochoosetopicsandapproachesthatwillberelevantandprovidequalityexperiencesforlearners.

ThethreemainheadingsintheRangeprovidethebroadcontextforstudyandshowthatatitscorereligiouseducationisabsorbedwithunderstanding‘Theworld’,‘Humanexperience’and‘Searchformeaning’.AllreligionsprovideaninsightintotheseelementsoflifeandmeaninganditisforthisreasonthatallaspectsoftheRangeshouldbeincludedinyourlearningplantoensurecoherenceandappropriatebreadthanddepth.

TheaspectsoftheRange(asshowninthe10bulletpointsabove)maybecoveredseparatelyorcombinedanddonotnecessarilyrequireequalamountsofstudytime,buttheydosummarisetheessentialsneededtobuildacourseofstudy.

Theworld Humanexperience Searchformeaning

• theoriginandpurposeof life

• thenaturalworldand livingthings

• humanidentity

• meaningandpurposeof life

• belonging

• authorityandinfluence

• relationshipsand responsibility

• thejourneyoflife

• non-material/spiritual

• knowledgeand experienceregardingthe non-material/spiritual


• OneaspectoftheRangeiscoveredasadiscretetopic,e.g.‘the originandpurposeoflife’or‘authorityandinfluence’or ‘non-material/spiritual’.Thisapproachwouldneedtobe sufficientlychallengingandtherewouldbeaneedtoensure adequatecoverageoftherestoftheRangebytheendofthekey stage.

• AnaspectoftheRangeiscoveredasadiscretetopicthatrelates toafundamentalquestion.Examplesofsuchquestionsmight be–‘Whatdoesitmeantobehuman?’(humanidentity),‘What happenswhenwedie?’(meaningandpurposeoflife),‘Howdo peoplerespondtoJesus?’(authorityandinfluence),‘Howdo religionsinterprettheUniversalDeclarationofHumanRightsin promotingequality?’(relationshipsandresponsibilities),‘Whatis themeaningandsignificanceofPesach?’(belonging).

• ItemsfromtheRangearecombinedtoofferatraditionalreligious topic,suchasEaster,worship,orHinduism.Forexample,the studyofEasterwouldincludeacombinationofaspectsofthe Rangesuchas‘meaningandpurposeoflife’,‘belonging’, ‘authorityandinfluence’,‘relationshipsandresponsibility’, ‘non-material/spiritual’and‘knowledgeandexperienceofthe non-material/spiritual’.

ExamplesofdifferentwaysthatmightbeusedtocovertheRangerequirementsoftheprogrammeofstudymayincludethefollowing:

Eachofthe10aspectsoftheRange2areaccompaniedbytextwhichshowsthelevelofengagementthatisexpectedoflearnersateachkeystage.Itisessentialthatthe10aspectsareusedinconjunctionwiththeiraccompanyingtextsoastoensurethatthereisprogressionbetweeneachkeystageandthattopicsarecoveredinsufficientdepth.Forexample,ifthestatement‘theoriginandpurposeoflife’wereusedwithouttheaccompanyingtextthismightleadtomerelyretellingcreationstoriesateachkeystage,buttheaccompanyingtextforKeyStage2requiresthatlearnersengagewith ‘how interpretations of the origins of the world and life influence people’s views’.Ifreligiouspeoplebelieve,therefore,thattheyhavebeengivenresponsibilityfortheworld,thismightaffectthewaytheytreattheenvironment/livingthings.Similarly,iftheythinkhumanshavebeencreatedintheimageofGodthismightinspirethemtodemandhighethicalstandardsfromthemselvesandothers.

2Tobefoundinthebottomsectionofeachoftheprogrammesofstudywithinthe National exemplar framework for religious education for 3 to 19-year-olds in Wales.


ThefollowingsectionsofferadditionalguidanceonelementsoftheSkillsandRangethatarenewintheprogrammesofstudyforreligiouseducation.

KeyStages2and3:Investigating

Activitiesacrossthekeystagesshouldbeplannedtodeveloplearners’skillsininvestigating.Investigationsofferopportunitiesforarealenquiryexperienceinwhichlearnersrespondtofundamentalquestions,posetheirownquestions,seektheirownanswersanddevelopunderstanding.Theenquiryapproachcanplacethelearneratthecentreofthelearningexperience.

InbothKeyStages2and3thethreecoreskills(butparticularlyEngagingwithfundamentalquestions)requirelearnerstodevelopskillsthatarepertinenttoinvestigation.Atbothkeystageslearnersneedtobesupportedbyprovidingthemwitharangeofappropriateresourcesinorderforthemtocarryoutguidedresearch.Thebettertherangeandqualityoftheresourcesthemorelikelythelearnerwillbeabletocompare,contrast,analyse,synthesise,evaluateinformationanddrawrelevantconclusions.Learnerswillalsobeencouragedtocarryoutindependentresearchbothinandoutsidetheclassroom.Animportantpartofthispersonallyinitiatedresearchistoincreasinglydevelopskillsofdiscernmentandevaluationsothatlearnersbecomebetterabletodeveloptheirowncriteriaonwhichtoevaluatethereliabilityofinformationgathered.

Aswellasappropriateresourcesitisalsoessentialthatlearnersareprovidedwithfocusedtasks.Thesewillensurethatlearnersaremorelikelytoavoidprovidinglengthy,unstructured,descriptiveprojectsandmorelikelytoprovideconcise,focusedinvestigationsthatdemonstrateskillsdevelopment.Youshouldensurethatlearnershaveadequateopportunitiesthroughouteachkeystagetomakeprogressintheseinvestigativeskills.


Askingfundamentalquestionsinreligiouseducation

• Isthecentralquestionguidingtheinvestigationafundamental question?

• Arethesub-questionsalsofundamentalquestions?

• Arelearnersintroducedtoideasthatarefullycompatiblewiththe topic?

Alltopicsinreligiouseducationshouldhaveaguidingfundamental(all-encompassing)questionattheircore.Fundamentalquestionsareidentifiablebythefactthatthey:

– interrelatethethreecoreskills–utiliseawideselectionoftheRange–areprofoundandchallengelearnerstothinkandreflect–areall-encompassingandwideranging–havenospecificanswerandcan,therefore,beinvestigatedfrom atheological/philosophical/ethicalperspective.

Typesoffundamentalquestionsinclude:

–ultimatequestionssuchas‘Whatistheoriginandpurposeoflife?’–religiousquestionssuchas‘WasJesustheSonofGod?’–humanquestionssuchas‘Didthedreamdie?’(concernedwith equality/civilrightsandtheroleofMartinLutherKing).

Havingraisedthefundamentalquestionwiththeclasstheywillbeguidedthroughactiveengagementtoexplorearangeofsupplementaryquestionswhichpromotedevelopmentofthethreecoreskills.

Somequestionsarelimitingandwouldnotbedescribedasfundamentalquestions,eventhoughtheymightprovideusefulinformationtoinformaninvestigation.Forexample,ageneralreligiouseducationquestionsuchas‘WhathappenedtoSiddharthaGautamatoleadhimtosearchfortruth?’atbestwillonlyrequirethelearnertoprovideadescriptionoftheBuddha’searlylife.Learnerswillneedaccesstothisinformationtoexplorethefundamentalquestion‘Whatistruth(fromaBuddhistperspective)?’,butreiteratingthestorywillonlydevelopdescriptiveliteraryskillsratherthanthethreecorereligiouseducationskills.OnthisoccasionitwouldbebettertoprovidethelearnerwiththeinformationabouttheBuddhaandaskthemquestionsthataremoreevaluativeinnature.

Planningforinvestigation–achecklist


Somequestionswouldnotbedescribedasfundamentalquestions,andalsogobeyondthescopeofreligiouseducation.Forexample,intheexplorationofthefundamentalquestion‘Whatisevil?’asupplementaryquestionthatmerelyaskedforhistoricaldetailsoftheHolocaust(e.g.‘WhateventsintheHolocaustcouldbedescribedasevil?’)isnotappropriatebecauseitwouldmerelyleadtoadescriptionofeventsratherthanhelpinglearnersevaluateandrespondtothefundamentalquestionraised.Amorefocusedquestionwouldbe‘Whatdecisions/circumstancesled(aspecificpersonorgroup)toactinawaywhichyouconsidertobeevil?’.Thisquestionrelatesdirectlybacktotheoriginalquestion‘Whatisevil?’andmightalsoleadlearnerstoconsiderbeliefs,motivesandfreewill,etc.,asopposedtomerelyhistoricaldetail.

Resourcesforcollectingandauthenticatinginformation

• Arelearnersprovidedwithasufficientrangeofmaterialstobe abletodevelophigher-orderskills?(e.g.textbooks;holybooks; casestudies/interviewswithbelievers;arangeofmedia,internet, CDs,DVDs,videos;informationfromreligiousdenominations, organisationsandsourcesofauthority;teacher-designedresources; resourcesfromarangeofappropriatedisciplinesincluding accessibleinformationrelatingtotheology,philosophyandethics.)

• Arelearnerssupportedinordertodevelopcriteriatoevaluatethe reliabilityofsourcesofinformation?(e.g.extensiveresearch, historicalauthenticity,religiousauthority,expertwitnesses, religiousexperience,balancedopinions,etc.)

Organisingandanalysinginformation

• Canlearnersidentifyandinterpretinformationinabalancedway?

• Canlearnersanalysetherangeofopinionsgatheredinorderto drawconclusions?

Itishelpfuliflearnersareencouragedtocarryouttheirinvestigationsinanobjective,balancedwayandwithoutpersonalbias.Tosupportthisbalanceandobjectivityitishelpfuliflearners,whenreferringtoreligiousornon-religiousbeliefs,usestatementssuchas‘SomeMuslimsbelieve...because...,whilstothersbelieve...because...’.Thistriestoensureobjectivityandawarenessthatsimilaritiesanddifferencesexistwithinandacrossreligionsandotherdisciplines.


Itisalsohelpfuliflearnersgathertheinformationfortheirresearchinaguided,structuredwayratherthanjustcopyingoutrandomfactstheyhavefound.Forexample,whenrequiringlearners,aspartoftheirinvestigationtodraw on a variety of informed sources . . . and develop appropriate responsestheymightmakeuseofthinkingstrategiestohelpthem:

• compareinformation(includinglistingarguments,forand against),listingalternativesandpossibilitiesandidentifyingwhat isvalidandwhatisnot

• developanargument

• considercontexts(includinganawarenessofpreconceptions, possibilitiesandexplanations)

• constructhypotheses,gatherevidence,evaluate(consider alternativesandpossibilities)

• fosteropen-mindednesstocontinuethesearch.

Drawingconclusions

Havinggatheredtheappropriateinformation,arelearners:

• focusingontheexplicitrequirementsofthetaskandreturningto theoriginalquestion?

• abletodrawoutthesimilaritiesanddifferencesandthereasons fortherangeofopinions?

• abletobegintodevelopexplanations?

• abletoweighevidencetodevelopanargumentandjustifyit?

Inordertoembedandextendskillsitisimportanttoensurethatconceptsarerevisitedatadeeperlevelorappliedinadifferentcontextwheretheycanbere-evaluated.Thissynopticapproachensuresthatnothingisstudiedinisolationandthatworkcoveredpreviouslycanberevisitedatgreaterdepthandfromadifferentperspective.Suchanapproachensuresthatthereisprogressioninbothskillsdevelopmentandindepthofknowledgeandunderstanding.


Evaluatingtheinvestigation

Whenevaluatingtheirinvestigationsitishelpfuliflearnersreflectonthefollowingquestions.

• DidIcompletewhatIsetouttoachieve?

• Ifnot,howcouldIcompletewhatIsetouttoachieve?

• HowdidIcarryoutmyinvestigationandhowcouldIhave developedthisskillfurther?

• WhatmethodsdidIusetodrawconclusionsandhowvalidwere myconclusions?

• Howcouldthisinvestigationhavebeenextended?

• WhatdoIneedtoinvestigatenextandwhatskillsdoIneedin ordertoimprovemyinvestigation?

• WhathaveIlearned?

• Whatnewquestionhasmyinvestigationraised?

Rangeofreligions

KeyStages2and3:Usinginsightfromarangeofreligions

Learnersarerequired(bylaw3)tobegivenopportunitiestodeveloptheirskills,knowledgeandunderstandingofChristianityandtheotherprincipalreligions(asspecifiedinthelocallyagreedsyllabus).Inordertohaveabalancedcourseofstudy,itwouldbebeneficialtouseasystematicstudyofreligiontogetherwithamorethematicmethodofstudy.

Forexample,abalancedcourseofstudywouldensurethattheskills,knowledgeandunderstandingdevelopedatanearlierpartofakeystagethroughsystematicstudywouldberevisitedingreaterdepthatalaterpartofthekeystageeitheraspartofasystematicorthematicstudy.

3ThelegalrequirementsforreligiouseducationcanbefoundintheNational exemplar framework for religious education for 3 to 19-year-olds in Wales.


KeyStage2:Exploringreligiousbeliefs,teachingsandpractice(s)–exampleofasystematicapproach

Thestartingpointforasystematicstudyofreligionwouldbethroughtheskillsidentifiedunder‘Exploringreligiousbeliefs,teachingsandpractice(s)’,givinglearnersagreaterdepthofknowledgeandunderstandingaboutaparticularreligion.Duringsuchasystematicstudyofreligion,religiousquestions,ultimatequestionsand/orhumanquestionswouldemergenaturallyfromthecontent.Learnersshouldengagewiththefundamentalquestionsraisedandexpressrelevantpersonalresponsesbasedonthestudyastheyarise.

Thestartingpointforasystematicapproachwouldbetheskillsidentifiedunder‘Exploringreligiousbeliefs,teachingsandpractices’.Forexample,asystematicstudycouldbeplannedbyidentifyingthemainaspectsofJudaismthatlearnersaretoexploresuchassynagogue,Torah,kashrut,Shabbat,etc.thenprovidingactivelearningresourcesfocusedonthethreecoreskillsaroundtheseaspectsofareligion.Asystematicstudywouldthendealwith:

• Whatisspecialaboutasynagogue?

• HowdoestheTorahinfluenceJewishlife?

• Whatisthesignificanceofkashrut?

• WhyisShabbatimportanttomanyJews?

• WhydomanyJewscelebrateSukkot?

• HowandwhydomanyJewscareforothersandtheworld?

• Dowehavetodie?

BelowisanexampleshowinghowsessionsmightbeplannedonwhyShabbatisimportant.

• WhyisShabbatimportanttomanyJews?Thisinitialreligious fundamentalquestionsetsthesceneforanexplorationfocused onworshipandlifestyleinJudaism.

• FindingoutaboutShabbat:AsShabbatrelatesdirectlyto religiouspracticelearnerswillneedtofindoutaboutShabbat usingtheFiveWs–‘Who?’,‘What?’,‘Where?’,‘When?’,‘Why?’. Learnersparticipatinginexplorationcananswerthesequestions byusinganumberofdifferentthinkingskillsapproaches, e.g.amarketplace,philosophyforchildren,personalinvestigation usingresourcesorare-enactmentofaShabbatmealinthe classroom(usingartefacts,religioustexts,songsandfood).


• WhydosomeJewsthinkitisimportanttocelebrate Shabbat?Thisquestionrequireslearnerstofindoutmore aboutthereligiousteachingsrelatingtoShabbat.Itisessential whendealingwithreligiousteachingsthattheyrelatecloselyto theirreligiouscontextandthattheyarefullyunderstoodby learners.Matching,sorting,sequencing,rankingandexplaining activitieshelplearnersexploretheauthentictexts4.

• WhatdosomeJewsbelieveaboutShabbat?Inordertodraw conclusionsaboutJewishbeliefstheywillneedtomakelinks betweenwhattheyhavediscoveredfromtheirexplorationofthe practicesandteachingsandindrawingontheseinformedsources theywillbebetterabletodrawconclusions.

• Whyisadayofrestorspecialtimeimportant?Thisquestion allowslearnerstoconsidertheviewpointsofJewishpeople (throughcasestudies,articles,personalinterviews,etc.).Thiswill helplearnersidentifyanysimilaritiesanddifferenceswithin Judaism,assesstheimpactthatShabbathasonJewishpeople’s livesandwillalsohelpthemtoexpresspersonalresponsesinan informedway.

• WhyisShabbatimportanttomanyJews?Thissummary activitydrawstogetheralltheinsightsgainedbymakinglinks betweenthereligiousbeliefs,teachingsandpractice(s)inorderfor themtoanalyseandsynthesiseanddrawbalancedconclusions.

4Accessingauthenticreligioustextsisessentialiflearnersarerequiredtointerprettheir meaningandevaluatetheimpactthattheyhaveonbelievers’lives.Tosupportlearners youmightneedtofindanalternativetranslationorchildren’sversion.Onoccasionyou mightneedtosimplifytextstomakethemaccessibletolearners,butitisimportantthat thesimplifyingdoesnotsignificantlyalterthemeaningofthetexts.


KeyStage2:Exploringreligiousbeliefs,teachingsandpractice(s)–exampleofathematicapproach

Thestartingpointforathematicapproachcouldbetheskillsidentifiedunder‘Engagingwithfundamentalquestions’or‘Expressingpersonalresponses’.Duringsuchastudy,religious,ultimateorhumanquestionswillactasthestimulustoexploreaspectsofreligion(s)thatrelatedirectlytothequestion(s)raised.Forthisstudythereligionsthatprovidethemostinteresting/diverseperspectiveonanissuemightbechosen.

• Whydopeopleshowconcernandresponsibilityforthe naturalworldandlivingthings?Theinitialhuman fundamentalquestionsetsthesceneforanexplorationfocused onthewaysinwhichreligionsaremotivatedtoshowstewardship andcare.Thetopiccouldbeginbyfocusingonthebeautyof natureandhowhumansimpactonthatbeauty.

• Whatdosomereligiouspeopledotocelebratethenatural world?Thisrelatesdirectlytoreligiouspracticeandinorderto discovermore,learnerswillneedtofindouthowseveralreligions celebratethebeautyandwonderofthenaturalworld.For example,manyJewscelebrateSukkoth,manyChristianscelebrate HarvestandsomeBuddhistsinThailandcelebrateSongkran,etc. Thisexplorationcanbecarriedoutbyusingarangeofthinking skillsapproaches,relevantstoriesandpersonalinvestigation.

• Whydomanyreligiouspeoplethinkitistheirdutytocare forthenaturalworldandlivingthings?Thisquestionrequires learnerstofindoutmoreaboutthereligiousteachingsrelatingto thenaturalworld/livingthingsandstewardship(usingterminology relevanttoeachreligionstudied).Itisessentialwhendealingwith religiousteachingsthattheyrelatecloselytotheirreligiouscontext andthattheyarefullyunderstoodbylearners.Iflearnershave encounteredspecificreligioustextsinprevioussystematicstudies ofaspecificreligionthiswillhelpthembetterunderstandthe contextandassociatedbeliefsandpractices.Matching,sorting, sequencing,rankingandexplainingactivitieshelplearnersexplore theauthentictexts5.

5Seefootnote4onpage21.


• Whatdoreligiouspeoplebelieveaboutthenaturalworld andlivingthings?Inordertodrawconclusionsabouttherange ofreligiousbeliefsstudiedtheywillneedtomakelinksbetween whattheyhavediscoveredfromtheirexplorationofthepractices andteachings.Theywillthenneedtoidentifythesimilaritiesand differencesbetweentherangeofreligiousbeliefsexplored.

• Ifreligiouspeoplebelievetheworldisagift,howshould theytreatit?Thisquestionallowslearnerstoconsiderthe viewpointsofarangeofreligiouspeople(throughcasestudies, articles,personalinterviews,etc.)andconsiderwhethertheir religioninfluencesthewaytheyrespondtotheenvironmentand livingthings.

• Howcanpeoplemakeadifference?Thisquestionwillhelp learnersusetheviewpointsofbelieversinordertohelpthem expresstheirpersonalresponsesinaninformedway.

• Whydopeopleshowconcernandresponsibilityforthe naturalworldandlivingthings?Returningtotheoriginal fundamentalquestiondrawstogetheralltheinsightsgained, allowinglearnerstoanalyseandsynthesise,drawbalanced conclusionsandmakeexplicitreferencestothecontrasting reasonswhyandhowdifferentpeople(includingthosefrom differentreligionsandbeliefs)respondtothenaturalworld.

Thetwoexamplesprovidedrelatetothe Optional Assessment Materials for Religious Education producedbyACCACin2004andmaterialscommissionedbytheWelshAssemblyGovernment(forfurtherinformationseethe‘Usefulresources’section).


KeyStages2and3:Expressingpersonalresponses

Atitsveryhearteachreligionprovidesadifferentwayoflookingattheworld,somefocusingmoreonthespiritual,othersmoreonthematerialside.Itisimportanttorealisethattheseideologiesinfluencetheoutlook,attitudesandactionsofbelievers.Inasimilarway,eachofthelearnersbringtotheirlearningtheirownideologieswhichinfluencethewaytheyliveandthewaytheyviewlife.Itisimportantforthemtoexploretheseideologiesandcomparethemtothoseofotherpeopleiftheyaretotrulyunderstandandrespectothers.Personalresponsesarenotanexcuseforlearnerstorehearseprejudice.Aspartoftheirresponse,learnersshouldconsidertheirownandotherpeople’sperspectivesinabalanced,non-judgementalway.Theyshouldalsobeopentophilosophical,theologicalandethicaldebateandbewellinformedwithvalid,relevantevidenceandreasonedjustification.

• Whatinterestingwayscanyouusetoconveywhatyouhave learnedaboutreligion/spiritualexperienceandmoraldecision making?

• Howwouldyourespondtosomeofthequestionswehavebeen exploring?

• Identifythemostinterestingreligiousviewpointsthatyou encounteredanddiscussthem.

• Whyaretheviewpointssimilarand/ordifferenttoyourown feelings,actionsandopinions?

• Whydopeoplemaketimetoreflectonthespiritualsideoflife?

• Fromyourstudies,whathaspuzzledyoumostandwhatfurther questionswouldyoulikeanswered?

• Dothequestionsraisedhaveconclusive,definitiveanswers?

Examplesofquestionsthatcansupportlearnersexpressingpersonalresponses


Religiouseducationandskillsacrossthecurriculum

Anon-statutorySkills framework for 3 to 19-year-olds in Waleshasbeendevelopedinordertoprovideguidanceaboutcontinuityandprogressionindevelopingthinking,communication,ICTandnumberforlearnersfrom3to19.

AtKeyStages2and3,learnersshouldbegivenopportunitiestobuildontheskillstheyhavestartedtoacquireanddevelopduringtheFoundationPhase.Learnersshouldcontinuetoacquire,develop,practise,applyandrefinetheseskillsthroughgroupandindividualtasksinavarietyofcontextsacrossthecurriculum.Progresscanbeseenintermsoftherefinementoftheseskillsandbytheirapplicationtotasksthatmovefrom:concretetoabstract;simpletocomplex;personaltothe‘bigpicture’;familiartounfamiliar;andsupportedtoindependentandinterdependent.

Iconshavebeenusedinthereligiouseducationframeworktosignalexplicitrequirementsforthedevelopmentofskillsandlearningacrossthecurriculum.However,inpreparingalearningplanrelevantforlearnersyouwillidentifyotheropportunitiestoenrichlearning.TheideasbelowrelatetotheNational exemplar framework for religious education for 3 to 19-year-olds in Wales andtoExemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional Guidance.ThesecanbefoundontheaccompanyingCD-ROMandontheWelshAssemblyGovernment’swebsitewww.wales.gov.uk/educationandskills

Developingthinking

Learnersdeveloptheirthinkingacrossthecurriculumthroughtheprocessesofplanning,developingandreflecting.

Inreligiouseducation,learnerswillhaveopportunitiesto:

• askfundamentalquestionswhichareraisedbyhumanexperience, theworldandaspectsofreligion

• exploreandmakelinksbetweenthereligiousbeliefs,teachings andpracticesthattheystudy

• planinvestigationsbygatheringandutilisingarangeof religiousandnon-religioussourcesandusethesetoevaluateand justifytheirpersonalresponses

• usearangeofcriticalandcreativeproblem-solvingtechniques inordertodevelopideasandexploreandchallenge interpretations,preconceptionsandpossibilities.


ThelearnerprofilesintheadditionalguidancedemonstratethatlearnersatKeyStage2andKeyStage3aresupportedindevelopingtheirthinkingskillsthrougheachoftheactivitiesastheyclearlyfocusonthethreeinterrelatedcoreskills.Everytopicrequiresinvestigationandanalysisintothereligiousbeliefs,teachingsandpractices,thefundamentalquestionsraisedandaninformedpersonalresponse.Theexplorationandengagementwiththesecoreskillsrequireslearnerstoquestioncriticallyandevaluateissuesraised,makelinksbetweenaspectsofthecoursethatinformoneanother,creativelychallengepreconceptionsandembedandextendknowledgeandunderstandingrelatingtothecontextofstudy.Learnerswillalsodevelopskillsofdiscernmentandreflectionwhenexpressingpersonalresponses.

Developingcommunication

Learnersdeveloptheircommunicationskillsacrossthecurriculumthroughtheskillsoforacy,reading,writingandwidercommunication.


• askquestions,communicateideasandexpresstheirown feelingsandopinionsusingdifferentformsasappropriatetothe audienceandpurposeoftheactivity

• listencarefullytoothers,notingthestrengthsandweaknessesof viewpointsorlinesofreasoning

• usedifferentreading/writingstrategiesdependingonthe investigationoractivitytheyareundertaking

• showincreasingunderstandingofreligious/symboliclanguage withagrowingawarenessoftherangeofpossibleinterpretation.

Thelearnerprofilesintheadditionalguidanceprovidelearnerswithopportunitiestoresearchanddiscusstheirinvestigationsandsharetheirfindingsinclassgroups,smallergroupsandpairs.Theyhavereadarangeofappropriatewrittensources,comparingthesewithvisualand,insomecases,auralsourcestosupporttheinvestigationsateachkeystageandthelearnershavecommunicatedtheirfindingsinavarietyofcreativeways.Learnershavecommunicatedtheirconclusionsthroughwrittenworkofincreasinglengthandcomplexity,includingdifferentstylesoffactualwriting.Theyhavealsocommunicatedtheirideas,opinions,argumentsandconclusionsthroughdiagrams,roleplays,presentationsanddiscussion.


DevelopingICT

LearnersdeveloptheirICTskillsacrossthecurriculumbyfinding,developing,creatingandpresentinginformationandideasandbyusingawiderangeofequipmentandsoftware.


• communicateandshareinformation(using,forexample, e-mails,PowerPointslides,blogs,podcasts,etc.)

• presentinformationinavarietyofformatsusingwordprocessing andgraphics

• findanddevelopinformationontheinternetandothersources includingCD-ROMs,etc.

• supportoralpresentationsandthecreationofideasand strategiestoimprovetheimpactoftheirwork.

Inthelearnerprofilesintheadditionalguidancelearnersatbothkeystagesusedtheinternetaspartoftheirinvestigations.Forexample,Mali(KeyStage2)usestheinternettofindoutmoreaboutreligiousbeliefs,teaching,andpractices,toaccessphotographsoftheuniversefromspecific(teacherapproved)websitesandtocarryoutadditionalresearch.Similarly,Safia(KeyStage3)carriedoutresearchrelatingtovariousreliablereligiousinterpretationsoftruth.AnumberoflearnersusedPowerPointtocreatepresentationstoconveyinformationandshareideaswithclassmembers.


Developingnumber

Learnersdeveloptheirnumberskillsacrossthecurriculumbyusingmathematicalinformation,calculating,andinterpretingandpresentingfindings.


• useinformationsuchasorderingeventsintime,bymeasuring timethroughthecalendarsofvariousreligions,bycalculating percentagesoftithing,andbyconsideringthesignificanceof numberwithinreligions

• interpretresults/dataandpresentfindingsfromquestionnaires, graphsandotherformsofdatainordertodrawconclusions

• askfurtherquestionsaboutissuesrelatingtoreligionandthe world.

AtKeyStage2aswellasatKeyStage3,aspartoftheirinvestigationslearnerswillcomeacrossdatasuchascensusreturnsandstatisticsrelatingtoattendanceatreligiousplacesofworshipandnumbersofadherentsacrosstheworld.TheadditionalguidanceshowshowBen(KeyStage2)consideredsimplechronologyinrelationtotheexplorationofthehistoricalJesus,andSafia(KeyStage3)carriedoutaclasssurveyandanalysedthedata.Inconsideringthewonderoftheuniverse,Mali(KeyStage2)touchedonthepatterninnatureandenormityofdistancesacrosstheuniverse.


Religiouseducationandlearningacrossthecurriculum

AtKeyStages2and3,learnersshouldbegivenopportunitiestobuildontheexperiencesgainedduringtheFoundationPhase,andtopromotetheirknowledgeandunderstandingofWales,theirpersonalandsocialdevelopmentandwell-being,andtheirawarenessoftheworldofwork.

CurriculumCymreig

Learnersaged7–14shouldbegivenopportunitiestodevelopandapplytheirknowledgeandunderstandingofthecultural,economic,environmental,historicalandlinguisticcharacteristicsofWales.

ReligiouseducationcontributestotheCurriculumCymreigbyallowinglearnersto:

• appreciatethesignificance,valueandimpactoftherichChristian heritageanddynamicmulti-faithcompositionofWalespastand present

• usearangeofstimulatingresourcesfromthelocality.Learners arechallengedtoaskfundamentalquestionsaboutmeaningand thepurposeoflife,andthesignificanceandimpactofreligion andreligiousthinkingontwenty-firstcenturysociety.Suchinsight supportssocialcohesion,cultural/religiousawarenessand cooperationwithinsocietyandindividualcommunities.

Thelearnerprofiles(tobefoundintheadditionalguidancedocument)havebeenchosentoshowhowthelocalityandlocalpeoplecanbeusedasthestartingpointofinvestigations.AtKeyStage2,BenwasgivenopportunitiestointerviewandcarryoutresearchaboutalocalChristiangroupwho,becauseoftheirfaith,helpyoungpeopledealwithdrugaddiction.LearnerssuchasHelen(KeyStage2)carriedoutresearchrelatingtothelocalpractice(s)ofreligionwhichwas/wereencounteredwhenvisitingplacesofworshipormeetinglocaladherents.Onoccasion,learnersdrewonfamousfiguresinWalestoidentifytheinfluencethatreligionshavehadonlocalcommunitiesinWales;forexample,Helen(KeyStage2)studiedtheexperiencesofMaryJonesandThomasCharlestoexplorecommitment.ExplorationofresponsibilitytowardstheworldandlivingthingscanexplicitlybefoundinMali’swork(KeyStage2).


Personalandsocialeducation

Learnersshouldbegivenopportunitiestopromotetheirhealthandemotionalwell-beingandmoralandspiritualdevelopment;tobecomeactivecitizensandpromotesustainabledevelopmentandglobalcitizenship;andtoprepareforlifelonglearning.

Religiouseducationcontributestopersonalandsocialeducationthroughexplorationofthespiritual,moral,socialandculturaldimensionsbyallowinglearnersto:

• developunderstandingofandrespectforvariousworld religions

• explorehowreligionimpactsondecisionsmade,andlifestyles adoptedby,individualsandsocietieswithinvariousculturesin GreatBritainandaroundtheworld

• focusonthedesireofmanyreligionstofostervaluesand aspirationssuchasequality,justice,responsibility,peaceand moralitythroughsuchthingsassocialaction,sustainabilityand globalcitizenship

• beencouragedtoquestionthevaluesandaspirationsoftheir ownlives,thelivesofothersandofsociety.

Inthelearnerprofiles(tobefoundintheadditionalguidancedocument)learnersatbothkeystagesinvestigatereligiouseducationtopicswhichsupportthesethemes.Withineachtopicthereareincreasingopportunitiestodevelopunderstandingandrespectforarangeofworldreligionsstudied,thusfosteringequalityandsocialcohesionandtherequirementsoftheUnitedNationsConventionontheRightsoftheChild(UNCRC).Everytopicexplorestheimpactoflifestyleandcultureforbelieversandconsidershowreligionimpactsonthedecisionmakingofindividualsandcommunities.Eachprofiledevelopsanunderstandingofvaluesandresponsibilitiesandaimstodevelopunderstandingandengagementwithincreasinglycomplexconcepts.Askingfundamentalquestionsaboutreligions,theworldandourselvesisanessentialpartofreligiouseducation,andthereforealltopicswillengagewiththevaluesandaspirationsoflearnersandotherpeople.


Careersandtheworldofwork

Learnersaged11–19shouldbegivenopportunitiestodeveloptheirawarenessofcareersandtheworldofworkandhowtheirstudiescontributetotheirreadinessforaworkinglife.

Religiouseducationcontributestocareersandtheworldofworkbyallowinglearnersto:

• provideinsightintohowreligioninfluencesbelieversintheir choiceofcareerandthestandardsexpectedofthemintheir workinglives.Thusitcontributestocommunitycohesionand culturalunderstandingintheworkplace

• enhanceknowledgeofessentialreligious,culturalandethical beliefsandpractices(e.g.dresscodes,festivals,deathrituals, etc.).Knowledgeofthesethingsisessentialforoccupationssuch asmedicine,politics,lawandeducation,aswellasforoccupations relatingtotravel,entertainment,mediaandthearmedforces,and infactforallcitizensinourmulticulturalworld.

Inthedrivetocreateajustandequitablesocietylearnerscan:

• evaluatevariousreligiousandmoralperspectivesrelatingto,for example,employmentrights,ethicalentrepreneurship,business ethics,moneylending/borrowing,andpromotingsustainable greenindustrialprocessesandpractices

• developavarietyoftransferableskillssuchasinsight, problem-solving,criticalthinking,theabilitytoevaluate differingperspectivesandweighupconsequences,etc.Allof theseskillsunderpinmanyofthequalitiesneededintoday’s challenging,complexandever-changingworldofwork

• begivenopportunitiestodeveloptheirawarenessofcareers andtheworldofworkandhowtheirstudiescontributetotheir readinessforaworkinglife.

Inthelearnerprofiles(tobefoundintheadditionalguidancedocument)alllearnersatKeyStages2and3aredevelopingthetransferableskillsthatareessentialfortheworldofwork.Theyarealsoenhancingtheirknowledgeaboutreligions,culturesandtraditionswhichcouldberelevanttoemployersandemployeesanddeveloptheskillsneededinourever-increasingmulticulturalsociety.Bybeingmademoreawareofreligiousandethicalissuesinrelationtoemploymentandbusinessestheywillalsobecomemorediscerningcustomers,inventors,employersandemployees.


Section 2Expectationsandprogressioninreligiouseducation


Inthissection,thestatementsfromtheleveldescriptionshavebeenorganisedtodescribeprogressioninthethreecoreSkillsstrands.Theemboldenedwordsdemonstratethefocusoftheskillsandprogression.

Thissectionshouldbeusedtoplanschemesofworkandactivitiesthatprovideopportunitiesforlearnerstoprogress.Onelevelbuildsuponanotherandnotallcharacteristicsarerepeatedinthenextlevel.

ProgressioninEngagingwithfundamentalquestions

Learnersshoulddeveloptheskillsneededtoengagewithfundamentalquestionsbyinterrogatingarangeofinformedandrelevantevidence,usingevidenceandothersourcestodevelopthinkingskillsandformulatingarangeofalternativeexplanationsandarguments.

Level descriptionsLearners:

1talkabouttheirownexperiences,theworldaroundthemandaspectsofreligion.

2askquestionsabouttheirownexperiences,theworldaroundthemandaspectsof religion,andsuggestsomeanswers.

3discussthequestionsraisedbytheirownexperiences,theworldaroundthemand aspectsofreligion,givingtheirownopinions.

4discusstheirownandothers’responsestoquestionsaboutlife,theworldaroundthemandreligion.

5expressandjustifyideasandopinionsaboutfundamentalquestionsinthelightoftheirinvestigationsandexperiences.

6drawonavarietyofinformedsourcesandtheirownexperiencesinordertopresentevidenceanddevelopappropriateresponsestofundamentalquestions.

7investigatefundamentalreligiousandmoralquestionsfromavarietyofreligious perspectivesandbegintodrawreasonedconclusions.

8investigatefundamentalreligiousandmoralquestions,evaluatearangeof possibilitiesanddrawrationalconclusionsbasedonevidencegathered.

Exceptional Performanceacknowledgethatfundamentalreligiousquestionsareoftencomplexandthatanswersareoftenpartialandinconclusive.


Exploringreligiousbeliefs,teachingsandpractice(s)

Learnersshouldprogresstheirreligiouseducationskillsthroughanincreasingrangeofknowledgeandunderstandingofthelinksbetweenthereligiousbeliefs,teachingsandpracticessoastodevelopanin-depthandtheologicallysoundunderstandingofreligion.Theyshouldhaveopportunitiestounderstandtheimpactthatreligionhasonthelivesofbelievers,communitiesandsociety.Theyshouldalsobegiventheopportunitytoanalyseandinterpretlayersofmeaningandsymbolismwithinreligions.


1recallandrespondtosomebasicreligiousbeliefs,teachingsandpracticesinvestigated. Theyshowsomeawarenessthattheseaspectsofreligionarespecial.

2recallandcommunicatesimplysomeofthebasicreligiousbeliefs,teachingsand practicesinvestigated.Theysuggest,insimpleterms,whytheseaspectsofreligionare importanttosomepeople.

3describesomeofthebasicreligiousbeliefs,teachingsandpracticesinvestigated. Theydescribehowsomeoftheseaspectsofreligionaffectbelievers’lives.

4describeandbegintoexplainthereligiousbeliefs,teachingsandpracticesinvestigated. Theygivespecificexamplesofthewaysinwhichtheseaspectsaffectbelievers’livesand begintoidentifythesimilaritiesanddifferenceswithinreligions.

5makelinksbetweenthereligiousbeliefs,teachingsandpracticesstudied,describing theimpactonbelievers’livesandidentifythesimilaritiesanddifferenceswithinandacross religion.

6usetheirunderstandingofthelinksbetweenthereligiousbeliefs,teachingsandpractices investigatedtoconsolidatetheirunderstandingofreligionandtoexplaindiffering religiousviewpoints.

7 applyawiderangeofreligiousconceptstoavarietyofbeliefs,teachingsandpractices. Theyaccuratelyexplainandjustifythereasonsfortherangeofviewpointsheldby religiouspeople.

8demonstrateanunderstandingofawiderangeofreligiousconcepts,includingvarious perspectivesonbeliefs,valuesandtraditionswithinthereligionsstudied.Theyevaluatethe variousaspectsofreligionandexplainhowtheseaffectthelivesofindividuals, communitiesandsociety.

Exceptional Performanceanalyseandgivereasonsforthedifferentperspectivesheldconcerningthebeliefs,valuesandtraditionsofthereligionsstudied,recognisingthedifferencesbetweenreligionsandappreciatingthetensionofunityandpluralitywithineachreligion.Theyhaveadetailedknowledgeandunderstandingofthebehaviourandbeliefsofadherentsofvariousfaithsystems.


Expressingpersonalresponses

Learnersshouldprogresstheirskillsinexpressingpersonalresponsesinreligiouseducationthroughclearcommunicationofreligiousideasandconceptsusingarangeofappropriate,creativestrategiesandbyexplaining,withsensitivityandinsight,howwhattheyhavelearnedmightaffecttheirownlivesandthelivesofothers.Thisstrandalsoincludesshowingunderstandingofreligiousvocabularyandsymbolismwhichshouldbecontextualisedagainstthelevelasawhole.


1 recognisethattheirfeelings,actionsandopinionsmaybesimilartoordifferentfromthose ofotherpeople.Onoccasion,theyusesimplereligiousvocabularyappropriatelytoexpress theirideas.

2talkinsimpletermsabouttheirownfeelings,actionsandopinionsandthoseofother people.Theyusesimplereligiousvocabularyappropriately.

3describetheirownfeelings,actionsandopinions,andinsimpletermscommentonthe viewpointsofothers.Theybegintorecognisethatreligioussymbolscarrymeaning,and usereligiousvocabularyappropriately.

4explaininsimpletermshowtheirownfeelings,actionsandopinionsdifferfromthoseof others.Theyrecognisesomereligioussymbolsandusearangeofreligiousvocabulary appropriately.

5explainhowtheirownfeelings,actionsandopinionsaffecttheirownlives,anddescribe howthoseofotherssimilarlyaffecttheirlives.Theyusearangeofreligiousvocabulary appropriatelyanddemonstrateabasicunderstandingofsymboliclanguage.

6explaintherelationshipbetweentheirownbeliefsandactions.Theyalsoexplainthe relationshipbetweenotherpeople’sbeliefsandactions.Theyusearangeofreligious vocabularyappropriatelyanddemonstrateanunderstandingofsymbolismandsymbolic language.

7considertheimplicationsoftheirownbeliefsandactions,comparethesetootherpeople anddrawbalancedconclusions.Theyusearangeofreligiousvocabularyappropriatelyand areabletoexplainthesymbolicmeaningofreligiousobjects,actionsand/orlanguage.

8investigatethereligiousconceptsstudied,evaluatingtheirownandotherpeople’sviewpoints throughreasonedargumentandevidence.Theyuseawiderangeofreligiousvocabulary appropriatelyanddemonstrateadevelopedunderstandingofsymboliclanguage.

Exceptional Performance Inrelationtothereligiousandmoralconceptsstudied,theyexpresswell-consideredopinionsoftheviewpointsofothersbasedonin-depthinvestigation.Theyuseanextensiverangeofreligiousvocabularyappropriatelyanddemonstrateawell-developedunderstandingofsymboliclanguage.


Developingskillsinconceptualawarenessbyexploringreligiousbeliefs,teachingsandpractice(s)

Aconceptisanidea,theoryorrepresentation.Itisusuallyasimplewordorphrase,suchas‘truth’,‘creation’,‘jihad’or‘moksha’,thatsummarisesarangeofcomplexphilosophical,theological,spiritualorethicalideas.TheNational exemplar framework for religious education for 3 to 19-year-olds in Waleshasdevelopedaninnovativewayofallowinglearnerstoaccessconceptualawarenessinatangible,straightforwardway.Itdoessobyfocusingonsimple,straightforwardideasthatareaccessibletoall,butwhencombinedleadtoahigherlevelofunderstandingandskillsdevelopment.

Essentialwaysofdevelopingskillsinconceptualawarenessincludethefollowing.

• Ensurethateverytopicprovidesopportunitiesforlearnersexplicitly toexplorethereligiousbeliefsofadherentsastheyrelatetothe fundamentalquestionsraised.

• Ensurethateverytopicprovidesopportunitiesforlearnersexplicitly toexplorereligiousteachingsasquotedfromtheholybooksand otherauthoritativereligioussources/interpretationsastheyrelate tothefundamentalquestionsraised.

• Ensurethateverytopicprovidesopportunitiesforlearnersto explicitlyexplorereligiouspracticesintheformofworship,ritual, celebrationsandlifestyleandtheimpacttheyhaveonbelievers’ livesinrelationtothefundamentalquestionsraised.

• Usearangeofengagingthinkingactivitiestoallowlearnersto connectfullywiththereligiousbeliefs,teachingsandpractices identified.

• Encouragelearnerstorecordinformationgainedinimaginative personalwaysusingarangeoftechniques,sothatinformationis easilyaccessed.

• Helplearnerstomakelinksbetweenthereligiousbeliefs, teachingsandpractice(s)by:

–describingtheideasandactivitiesexplored –collatingrelevantinformationineasilyaccessibleformatsso thatlinksbecomeobvious(e.g.conceptmaps,graphic organisers,diamondranking,etc.)

Conceptualawarenesscanbedevelopedineachofthecoreskills.ThefollowingexampleexplicitlyshowshowconceptualawarenesscanbedevelopedwithintheskillExploringreligiousbeliefs,teachingsandpractice(s).


–explainingwhytheteachingsinformthereligiousbeliefsand whytheteachingsandreligiousbeliefsinformthepractice(s), e.g.theteachingsofHolyWeekdescribeJesus’LastSupper, thisinformsChristianbeliefaboutJesusactingasasacrificial lambandtheseinturninfluenceAnglican/Catholicpracticein relationtotheEucharist –identifyingsimilaritiesanddifferencesbetweenandacross religions.

• Helplearnerstorecognisethattheirunderstandingoftheselinks leadstoconceptualunderstandingsothattheycan:

–identifytheaspectsofthereligiousbeliefs,teachingsand practice(s)thatcombinetogethertomakeupaconceptsuchas forgiveness,hopeandjustice –recognisethatdifferentreligiousbeliefs,teachingsandpractices willcombinetogethertomakeupaconceptwithineach religion/religioustradition,thusconceptssuchasforgiveness, hopeandjusticemighthavedifferentinterpretationsdepending onthespecificreligiousperspective –recognisethecomplexityofconceptsandbeawarethat drawingconclusionswithoutfullyexploringthedetailmightbe counterproductive.

Howtohelplearnersdevelopconceptualawareness

Inordertogivelearnersanopportunitytodemonstratecharacteristicsofspecificleveldescriptionsyouwillneedtoplanappropriatelearningopportunitiesthatextendandchallengelearners’skills.

InACCAC’sOptional Assessments Material for Religious Education – Key Stage 2 and Key Stage 3(2004)thisplanningwasdemonstratedinrelationtoanassessmentcriteriagridwhichshowedeachofthelevelsandtheassociatedunit-specificcriteria.

Insteadofprovidinganassessmentcriteriagridforeveryunit,thisdocumentgivesamorevisualflavourofprogressioninconceptualawareness(whichdemonstrateshowmakinglinksbetweenthereligiousbeliefs,teachingsandpractice(s)canleadtogreaterconceptualawareness).TheconceptmapsforLevel3andLevel7showprogressionwithinthetopic‘Whydopeoplehavefaith?’whiletheotherconceptmapsgiveaflavourofconceptualdevelopmentacrossarangeoftopics.Providingconceptmapsforeachlevelineachtopicwouldhavebeenideal,butbecausethiswasnotfeasibleeachmapshowstheexpectationswithineachlevelandhowuseofappropriate


questionsandresourcescansupportskillsdevelopmentandprovideaccesstocharacteristicsofhigherlevels.Whenlookingatthe‘Wayforward’sectionofeachlearner’scasestudy(tobefoundintheadditionalguidancedocument)itwouldbeworthconsideringhowmoreadvancedquestioningandresourcescouldimprovelearners’performance.

Itis,however,essentialtoensurethattasks/questionsdonotinadvertentlylimitlearner’sresponsesbyfocusingtoocloselyontheexpectationsofaspecificleveldescriptionratherthanarangeofleveldescriptions.


Developingskillsinconceptualawareness

Level2

• Christians who help others – the Salvation Army and the members of the ‘Big Chapel’.• They believe Jesus was special.• They want to follow Jesus’ example.

Recall and communicate basic teachings

Recall and communicate basic Christian beliefs

Is helping othersimportant?

• Jesus’ teachings about God.• Jesus being helpful.• Good Samaritan.

Recall and communicate basic practices

• Christians who help others.• Why are many Christians helpful?

Why are these aspects of religion important to some people?

• In what ways do you help others?• Why is helping others important?


• Christians who help others – the Salvation Army and the members of the ‘Big Chapel’.• They believe Jesus was special.• They want to follow Jesus’ example.

Recall and communicate basic teachings

Recall and communicate basic Christian beliefs

Is helping othersimportant?

• Jesus’ teachings about God.• Jesus being helpful.• Good Samaritan.

Recall and communicate basic practices

• Christians who help others.• Why are many Christians helpful?

Why are these aspects of religion important to some people?

• In what ways do you help others?• Why is helping others important?

Christianityhasbeenchosenasthestartingpointbutotherreligionscouldhavebeenused.


Genericquestionstohelplearnersrecallandcommunicate:

• Whatisgoingoninthestory/picture?• Whataretheydoing?• Whyaretheytakingpart?• Whydopeoplethinkitisspecial?• Isitimportanttoyou?

Itisessentialtoensurethattasks/questionsdonotinadvertentlylimitlearners’responsesbyfocusingtoocloselyontheexpectationsofaspecificleveldescriptionratherthanarangeofleveldescriptions.

AtLevel2,learnersexperiencereligiousbeliefs,teachingsandpracticesseparatelythroughstoriesandactiveexperiencesandencounters.Atthisleveltheymainlyrecallandcommunicatewhattheyhavelearned,byrememberingfactsandsharingthemwithothers.

Thesegenericquestionshelpillustratethemeaningoftheskillsusedinthislevel.


Level3

Describe some basic beliefs Describe some basic practices

Why do people have faith?

Describe how some of these aspects affect believers’ lives

Describe some basic teachings

• Jesus taught about the Golden Rule and forgiveness.• The Ten Commandments guides Jews.• Muslims follow the teaching in the Qur’an.

Believers:• follow rules and teaching of their religion• worship regularly• behave in specific ways guided by beliefs, teachings and practices.

• Many Christians believe Jesus guides their lives. • The experiences of Moses gives some Jews faith in God.• Many Muslims believe and trust in Allah and Muhammad, the prophet of Allah.

• Many Christians show their faith by following the example of Jesus and helping others.• Many Jews show their faith by following God’s laws and showing tsedakah.• Many Muslims study the Qur’an and pray daily and give zakah.


Describe some basic beliefs Describe some basic practices


Describe how some of these aspects affect believers’ lives

Describe some basic teachings

• Jesus taught about the Golden Rule and forgiveness.• The Ten Commandments guides Jews.• Muslims follow the teaching in the Qur’an.

Believers:• follow rules and teaching of their religion• worship regularly• behave in specific ways guided by beliefs, teachings and practices.

• Many Christians believe Jesus guides their lives. • The experiences of Moses gives some Jews faith in God.• Many Muslims believe and trust in Allah and Muhammad, the prophet of Allah.

• Many Christians show their faith by following the example of Jesus and helping others.• Many Jews show their faith by following God’s laws and showing tsedakah.• Many Muslims study the Qur’an and pray daily and give zakah.

Christianity,JudaismandIslamhavebeenchosenasthestartingpointbutotherreligionscouldhavebeenused.


Genericquestionstohelplearnersdescribe:

• Whatishappeninginthestory,ritual,religiousactivity?• Whatdotheybelieve?• Whydotheyfollowtherules/teachings?• Whydotheyworshipregularly?• Whydotheybelieveinaspecificway?


AtLevel3,learnersprovidesomedescriptionofthereligiousbeliefs,teachingsandpracticesasconveyedthroughstories,activeexperiencesandencounters.Thesedescriptionscanbeusedtohelplearnersdescribehowtheseaspectsaffectbelievers’lives.Atthisleveltheyareawareofmoredetails,butarenotabletoexplainwhytheseaspectsoccur.



Many Christians believe they should: • worship together because . . .• share bread and wine because . . . • celebrate important times in Jesus’ life because . . . • read the Bible because . . . • thank God for everything in their lives because . . . • take care of the poor and helpless.

The Christian teachings in the Bible tell Christians:• about Jesus’ life, death and resurrection• about God as creator and protector• why Christians should care for other people, even enemies• why Christians should care for the natural world and living things.

Describe and begin to explain the religious beliefs investigated

Describe and begin to explain the religious teachings investigated

Why is community important for Christians?

Describe and begin to explain religious practices investigated

Many Christians:• meet regularly to pray • help other people by giving up money and time• recognise that working together is important.

Begin to identify the similarities and differences within religions

How and why do Christians:• celebrate Eucharist• celebrate Christmas• celebrate Easter• celebrate Harvest• pray together• work together to follow Jesus’ teachings.

Give specific examples of the ways in which these aspects affect believers’ lives

Level4


Many Christians believe they should: • worship together because . . .• share bread and wine because . . . • celebrate important times in Jesus’ life because . . . • read the Bible because . . . • thank God for everything in their lives because . . . • take care of the poor and helpless.

The Christian teachings in the Bible tell Christians:• about Jesus’ life, death and resurrection• about God as creator and protector• why Christians should care for other people, even enemies• why Christians should care for the natural world and living things.

Describe and begin to explain the religious beliefs investigated

Describe and begin to explain the religious teachings investigated

Why is community important for Christians?

Describe and begin to explain religious practices investigated

Many Christians:• meet regularly to pray • help other people by giving up money and time• recognise that working together is important.

Begin to identify the similarities and differences within religions

How and why do Christians:• celebrate Eucharist• celebrate Christmas• celebrate Easter• celebrate Harvest• pray together• work together to follow Jesus’ teachings.

Give specific examples of the ways in which these aspects affect believers’ lives

Christianityhasbeenchosenasthestartingpointbutotherreligionscouldhavebeenused.


Generic questions:

• to help learners describe: – What can you say about . . . ? – What happens? When? Where? Who? How?

• to help learners begin to explain: – Why is it special? – Why are they taking part? – Why do believers think this is important? (religious beliefs, teachings, practices)

• to help learners exemplify impact: – What do religious people do daily?

• to help learners compare: – What are the similarities and differences?

AtLevel4,learnersdescribethereligiousbeliefs,teachingsandpracticesbygivingincreasingdetail,butthereasonswhyreligiousadherentsbelieveandactinacertainwayislimited.Thusconceptualawarenessisnotobviousatthisstagebecauselearnersarenotdrawingideastogether.Theyarebeginningtoseedifferenceswithinaspecificreligionbutcannotnecessarilymakecomparisonswithotherreligions.Theirexamplesofthewayreligionimpactsonbelievers’livesrelatesdirectlytoeachofthereligiousbeliefs,teachingsandpracticesindividually.




Make links between the religious beliefs studied

Make links between the religious practices studied

What makes us human?

Make links between the religious teachings studied

Many Christians believe that humans are: • different to animals because . . .• created in the image of God because . . .• have special gifts and a special purpose because . . . • capable of knowing what is right/wrong because . . .

How and why do many Christians:• celebrate the gifts they have been given (e.g. Harvest festivals, Baptisms, praying for strength)• worship God• try to follow Jesus’ teaching by taking action.

Identify the similarities and differences within and across religions

The Christian teachings in the Bible tell Christians:• they have been given responsibility to look after the natural world• they have a special relationship with God• they are meant to do God’s work, sometimes with help• how to choose between right and wrong.

Describe the impact on believers’ lives

Many Christians:• meet regularly to pray to help them improve • try hard to use and develop their talents• help other people by giving up money and time.

Level5


Make links between the religious beliefs studied

Make links between the religious practices studied

What makes us human?

Make links between the religious teachings studied

Many Christians believe that humans are: • different to animals because . . .• created in the image of God because . . .• have special gifts and a special purpose because . . . • capable of knowing what is right/wrong because . . .

How and why do many Christians:• celebrate the gifts they have been given (e.g. Harvest festivals, Baptisms, praying for strength)• worship God• try to follow Jesus’ teaching by taking action.

Identify the similarities and differences within and across religions

The Christian teachings in the Bible tell Christians:• they have been given responsibility to look after the natural world• they have a special relationship with God• they are meant to do God’s work, sometimes with help• how to choose between right and wrong.

Describe the impact on believers’ lives

Many Christians:• meet regularly to pray to help them improve • try hard to use and develop their talents• help other people by giving up money and time. Christianityhasbeenchosenasthestartingpointbut

otherreligionscouldhavebeenused.


Genericquestions:

• tohelplearnersmakelinks: – Explainwhatthereligiousbeliefs/teachings/ practicessayabout... – Howdotheseteachingshelpyouunderstandthe religiousbeliefs? – Howdothesereligiousbeliefshelpyouunderstand thepractices? – Howdothepracticeshelpyouunderstandthe teachings?

• tohelplearnersexplainimpact: – Howdoesreligionimpactontheirlives?

• tohelplearnerscompare: – Whatarethesimilaritiesanddifferenceswithinand acrossreligions?


AtLevel5,thelearnerusesthelinksbetweenthereligiousbeliefs,teachingsandpracticestohelpgiveexplanationsfortheothers,sothattheteachingshelpexplainwhyadherentsbelieveandpracticecertainthings;thereligiousbeliefshelpexplainwhyadherentspracticecertainthingsandthepracticeshelpexplainthereligiousbeliefsandteachingsinatangibleway.Thesearetheessentialsforbuildingconceptualawareness,butatthispointtheyarenotseeingthemasconnectedbutessentiallyseparate.Theybegintoseethatthereisvarietyineachoftheseandthatthevarietywillimpactonbelieversindifferentways.



(Make) links between the religious beliefs, teaching and practices investigated

Explain differing religious viewpoints

Should people forgive others?

Many Muslims believe that:• Allah is all forgiving and all merciful.The Qur’an teaches that:• by following its teachings Muslims will be able to fully submit to Allah.By practising a Muslim way of life:• they will be choosing good and are less likely to need forgiveness.

Many Muslims believe that: • Allah is most forgiving because . . . • if Allah forgives those who have done wrong and ask forgiveness Muslims should also because . . .• they must ask Allah for forgiveness, promise not to go against Allah again and make amends because . . .

Muslim teachings say that:• Allah is forgiving and all merciful (Surah 24:22)• Muslims should pray for forgiveness (Surah 51:18)• Allah is forgiving, but not for sin of shirk (Surah 42:6)• forgiving others is a good thing (Surah 64:14) • reconciliation is a good thing (Surah 42:40).

Use an understanding of the links between thereligious beliefs, teachingsand practices investigatedto consolidate an understanding of religion

Many Muslims:• worship Allah as a way of life because . . . • try to follow the teachings in the Qur’an because . . . • try to practice goodness because . . . • try to practice forgiveness because . . .

Level6


(Make) links between the religious beliefs, teaching and practices investigated

Explain differing religious viewpoints

Should people forgive others?

Many Muslims believe that:• Allah is all forgiving and all merciful.The Qur’an teaches that:• by following its teachings Muslims will be able to fully submit to Allah.By practising a Muslim way of life:• they will be choosing good and are less likely to need forgiveness.

Many Muslims believe that: • Allah is most forgiving because . . . • if Allah forgives those who have done wrong and ask forgiveness Muslims should also because . . .• they must ask Allah for forgiveness, promise not to go against Allah again and make amends because . . .

Muslim teachings say that:• Allah is forgiving and all merciful (Surah 24:22)• Muslims should pray for forgiveness (Surah 51:18)• Allah is forgiving, but not for sin of shirk (Surah 42:6)• forgiving others is a good thing (Surah 64:14) • reconciliation is a good thing (Surah 42:40).

Use an understanding of the links between thereligious beliefs, teachingsand practices investigatedto consolidate an understanding of religion

Many Muslims:• worship Allah as a way of life because . . . • try to follow the teachings in the Qur’an because . . . • try to practice goodness because . . . • try to practice forgiveness because . . .

Islamhasbeenchosenasthestartingpointbutotherreligionscouldhavebeenused.


Genericquestions:

• tohelplearnersunderstandandapplylinks: – Explainwhatthereligiousbeliefs/teachings/ practicessayabout(concept)... – Explainhowthereligiousbeliefs/teachings/practices helpbelieversunderstand(concept)... – Explainthedifferentwaysinwhichthereligious beliefs/teachings/practiceshavebeeninterpreted...

• tohelplearners: – Explainhowthemainreligiousbeliefs/teachings practicesdemonstratetheunderstandingof (concept)bythis/thesereligion(s)...

• tohelplearnersexplaindifferentreligious viewpoints: – Whataredifferencesindenominations/traditions andreligions(influencedbyhistory/culture/ message)...? – Howdoesthis/thesereligion(s)interpret fundamentalquestions...?


AtLevel6,thereligiousbeliefs,teachingsandpractices,whenlinked,showthateachoneinformstheotherandprovidesfurtherexplanationforthetopicstudied.Atthisleveltheycandrawgeneralunderstandingfrommakingtheselinks,buteventhoughtheyseetheconnectionstheydonotdrawoutthegeneralisationsandcontradictionsnecessaryforconceptualawareness.Theyalsoseethedifferingviewpointsasseparateratherthaninformingandelaboratingontheconcept.



Religious practice(s):• Ceremonies of welcome into a religion.• Educational rituals/activities to nurture.• Ceremonies that give praise, worship and thanksgiving.• Behaviour, actions or traditions that show commitment.• Support that can be given to help deal with difficult times.• Actions that build community.• Instigate positive change in the world.

Apply a wide range of religious concepts to a variety of religiousbeliefs, teachings and practices

Religious teachings:• Showing contact between God/ultimate reality and humanity.• Showing how to demonstrate belonging.• Showing religious experiences.• Demonstrating authority/ wisdom/purpose.• Guiding rituals/worship.• Relating to behaviour and doing the right thing.• Identifying expectations for this life and after death.• Indicating how to deal with challenge/tests of faith.

Religious beliefs relating to:• God/ultimate reality• belonging, commitment, praise• communication with God/ultimate reality (religious experiences) • behaviour (Golden Rule)• commitment • meaning and purpose of life• salvation• death/suffering.

ConceptsGod; relationships (with God and people); commitment; belonging; worship; identity; meaning; purpose, etc.

Accurately explain and justify the reasons for the range of viewpoints held by religious people


Level7


Religious practice(s):• Ceremonies of welcome into a religion.• Educational rituals/activities to nurture.• Ceremonies that give praise, worship and thanksgiving.• Behaviour, actions or traditions that show commitment.• Support that can be given to help deal with difficult times.• Actions that build community.• Instigate positive change in the world.

Apply a wide range of religious concepts to a variety of religiousbeliefs, teachings and practices

Religious teachings:• Showing contact between God/ultimate reality and humanity.• Showing how to demonstrate belonging.• Showing religious experiences.• Demonstrating authority/ wisdom/purpose.• Guiding rituals/worship.• Relating to behaviour and doing the right thing.• Identifying expectations for this life and after death.• Indicating how to deal with challenge/tests of faith.

Religious beliefs relating to:• God/ultimate reality• belonging, commitment, praise• communication with God/ultimate reality (religious experiences) • behaviour (Golden Rule)• commitment • meaning and purpose of life• salvation• death/suffering.

ConceptsGod; relationships (with God and people); commitment; belonging; worship; identity; meaning; purpose, etc.

Accurately explain and justify the reasons for the range of viewpoints held by religious people


Whilemorethanonereligionhasbeenchosenfortheexample,thesameconceptawarenesswouldapplywhenstudyingonereligiononly.ThecommissionedDVDFaith, Life, Challenge: Religious education Key Stage 3(Tinopolis,2010)cangiveinsightintothistheme.


Genericquestions:

• tohelplearnersapplyarangeofreligiousconceptstoa varietyofreligiousbeliefs,teachingsandpractices: – Identifyaconceptthatthreadsthroughthe religiousbeliefs/teachings/practicesstudied... – Sortandmatchspecificreligiousbeliefs/teachings/ practicestotheconceptsidentified... – Explainhowdifferentdenominations/traditions/ religionsconvey/interpretdifferentconcepts (community,sacrifice,salvation)... – Showhowaspecificreligiousbelief/teaching/ practicescanbeusedtointerpretaspecific concept...(e.g.crucifixion,resurrection,parables orcommunionmightbeusedtointerpretforgiveness).

• tohelplearnersexplainandjustifyviewpoints: – Howdodifferencesindenominations/traditions/ religions(influencedbyhistory/culture/message) justifydifferentwaysofseeingtheworld...? – Explainhowandwhydifferentreligiouspeople interpretfundamentalquestionsinauniqueway... – Explainhowandwhyreligionhashelpedpeople findmeaningandpurposeintheirlives...


AtLevel7,thereligiousbeliefs,teachingsandpracticesalllinktogetherandincombinationdirectlyinformtheconceptsbeingexplored.Atthispointthelayersofmeaningandrangeofinterpretationswithintheconceptsarerecognised.Thedifferingviewpointsdirectlyinformtheunderstandingoftheconcept,forexampledenominationaldifferencesrelatingtotheEucharistwilladdanewdimensiontotheconceptofcommunityandsacrifice.



Theabovedocument(tobefoundontheaccompanyingCD-ROMandontheWelshAssemblyGovernment’swebsiteatwww.wales.gov.uk/educationandskills,containslearnerprofileswhichexemplifyexpectationsoftheleveldescriptions.

Section1:UsingtheleveldescriptionsatKeyStage2

ExemplifyinglearnerprofilesatKeyStages2and3inreligiouseducation:Additionalguidance(Summaryofcontent)

HelendemonstratescharacteristicsofLevel2throughthetopic‘Holybooks’ThistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigatetheinformationandvaluescontainedintheChristian,JewishandMuslimholybooksandtheimpactthatthesebookshaveonbelievers’lives.Inthistopicthelearnersexplore:

• Whyarebooksimportanttoyouandotherpeople?• Whatisspecialaboutholybooks?• Whatdotheholybookscontain?• Howdoholybooksaffectreligiouspeople’slives?• Whatgivesyourlifemeaningandpurpose?

SiondemonstratescharacteristicsofLevel3throughthetopic‘Howdopeopleexplainitwhenbadthingshappentogoodpeople?’Thistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigatethereligiousbeliefs,teachingsandpracticesofChristianity,JudaismandBuddhismtoinformthisfundamentalquestionrelatingtosuffering.Inthistopicthelearnersexplore:

• Howdopeopleexplainitwhenbadthingshappentogoodpeople?• Howdoreligionsexplainsuffering?(Buddhism)• Howdoreligionsexplainsuffering?(Christianity/Judaism)• Howdoreligionsexplainsuffering?(Christianity/Judaism/Buddhism)• Howdopeopleexplainitwhenbadthingshappentogoodpeople?• Whatisthevalueandpurposeoflife?


BendemonstratescharacteristicsofLevel4throughthetopic‘WhyisJesusimportantforpeopletoday?’Thistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigatethedifferencecertainbeliefscanmaketopeople’slives.ThistopicbuildsonaprevioustopicrelatingtothesignificanceofHolyWeekandEasterthattheclassinvestigatedinYear5.Inthistopicthelearnersexplore:

• Whydoweavoiddifficultthingsinlife?• WhowasJesus?• WasJesustheSonofGod?• WhatistheinfluenceofJesusonpeopletoday?• WhyisJesusimportanttopeopletoday?

MalidemonstratescharacteristicsofLevel5throughthetopic‘Exploringtheoriginsandpurposeoftheworldandlivingthings’ThistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigateinterpretationsoftheoriginsandpurposeoftheworldandlivingthingsaspresentedbyChristianity,IslamandJudaismandtheimpactthishasonbelievers’lives.Inthistopicthelearnersexplore:

• Whatistheoriginandpurposeoflife?• Whatdoessciencesayabouttheoriginoftheuniverse?• Whatarethereligiousresponsestoquestionsabouttheoriginandpurposeoflife?• Howdoreligiouspeopleshowtheirresponsibilityfortheworldandlivingthings?• Whodoestheworldbelongto?

Section2:MakingjudgementsattheendofKeyStage3

MatthewdemonstratescharacteristicsofLevel5throughthetopic‘MartinLutherKing–DidtheDreamDie?’ThistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigateracismandprejudiceandtoexplorethewayinwhichMartinLutherKingasaChristianinterpretedtheBibletoshowwhyequalityisanessentialaspectofhumanity.Inthistopicthelearnersexplore:

• WhatwereMartinLutherKing’sChristianbeliefs?• HowdidMartinLutherKing’sChristianbeliefsinfluencehisworkforequality?• DidtheDreamdie?


AngharaddemonstratescharacteristicsofLevel7throughthetopic‘Good,evil,sufferingandhope’ThistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigatehowJewishandChristianconceptsofgood,evil,sufferingandhopecanbeinterpretedthroughanexplorationoftheHolocaust.Inthistopicthelearnersexplore:

• Whatisevil?• Whatisgoodness?• Whatissufferingandhope?

SafiademonstratescharacteristicsofLevel8throughthetopic‘Whatistruth?’ThistopicfocusesonthethreeinterrelatedcoreskillsforreligiouseducationbyutilisingthemtoinvestigatehowBuddhistsandChristiansfindmeaningandinterpretreligioustruth.Inthistopicthelearnersexplore:

• Whatistruth?• Howdoreligionsconveytruth?• Experienceasthebasisoftruth.

TheWelshversionofthisdocumentcontainslearnerprofilesrelatingto:

KeyStage2• WhyisJesusandhisresurrectionimportanttoChristians? (Level2)• Howdoesreligioninfluenceaperson’sidentity?(Level3)• Concernandresponsibilityforthenaturalworldandlivingthings (Level4)• Whatisforgiveness?(Level5)

KeyStage3• Howdopeoplefindinnerpeace?(Level4)• Whatisfaithandhowdoesitimpactonreligiouspeople’s lives?(Level5)• WhatdoescommitmentmeaninIslam?(Level7).


Usefulresources

Optional Assessment Materials for Religious Education Key Stages 2 and 3(ACCAC,2004)

The Teacher’s Toolkit: Raise Classroom Achievement with Strategies for Every Learner byPaulGinnis(CrownHousePublishing,2001)

Crystal SeriesbyGillVaisey(CAA,2002)

Important Religious Questions byGavinandFionaCraigen(UWICPress,2008)

World Faiths Today (WelshNationalCentreforReligiousQuestions,2008)

Faith, Life, Challenge: Religious Education Key Stage 3DVD(Tinopolis,2010)

PhilosophyforChildrenSocietyforAdvancingPhilosophicalEnquiryandReflectioninEducation(SAPERE)www.sapere.org.uk


TheDepartmentforChildren,Education,LifelongLearningandSkills(DCELLS)wouldliketothankthechildrenandyoungpeople,practitionersandothercontributorswhohavehelpedintheproductionofthisguidanceand Exemplifying learner profiles at Key Stages 2 and 3 in religious education: Additional guidanceincluding:

GavinCraigen CurriculumSupport,Flintshire,Denbighshire, ConwyRhianDavies KingHenryVIIIComprehensiveSchool, MonmouthshireKateDowell YsgolGelliforSchool,DenbighshireEllywEvans YsgolPenybryn,GwyneddLizHarewood YsgolYWern,CardiffBethanJames CwmniCynnal,GwyneddandAngleseyJenniferJones YsgolLlandygai,GwyneddOlwenJones YsgolTre-Gib,CarmarthenshireElenMason YsgolPenybryn,GwyneddKathyMathias TwynPrimarySchool,CaerphillyMichaelMorris LampeterComprehensiveSchool,CeredigionHelenPritchard LlanvihangelCrucorneyCountyPrimarySchool, MonmouthshireMennaPugh YsgolPenybryn,GwyneddRachelThomas YsgolGyfunCwmRhymni,Caerphilly

EmmaDavies YsgolGyfunGwynllyw,TorfaenFalmaiEllis YsgolEdmwndPrys,GwyneddCatherineEvans YsgolyCastell,CaerphillyDrAmjadHussain Lecturer,TrinityUniversityCollege,CarmarthenEinirJones YsgolMorganLlwyd,WrexhamSarahRandell YsgolBrynhyfryd,DenbighshireGemmaWaring PrestatynHighSchool,DenbighshireLlinosWilliams YsgolDyffrynAman,Carmarthenshire

DCELLSwouldalsoliketothankthoselearnersandparents/guardianswhoagreedtoallowexamplesofworktobereproducedinthisguidance.

DCELLSwouldliketothankthefollowingwhograntedpermissiontoreproducecopyrightmaterialinthisguidance:

CultureandSportGlasgow(Museums)forSalvadorDali–Christ ofSt John of the Cross(maincoverandadditionalguidancepage30)

OlveUtne(bothcovers)

Acknowledgements


www.artdirectors.co.uk(mainguidancepage53)

WorldReligionsPhotoLibrary(mainguidancepage53)

ESA/Hubble(additionalguidancecoverandpage44)

Christmas is really for ChildrentakenfromPoemsbySteveTurner,publishedbyLionHudsonplc,2002.Copyright©2002SteveTurner.UsedwithpermissionofLionHudsonplc.(additionalguidancepage28)

TheImperialWarMuseumSoundArchive(additionalguidancepages67–83).


Section101(1)(a)oftheEducationAct2002providesthatreligiouseducationisnowarequirementofthebasiccurriculumforallpupilsattheschool.Thereisalsoadutyonthelocalauthority,governingbodyandheadteachertosecurethatreligiouseducationinallvoluntary,communityandfoundationschoolsisprovidedinaccordancewithsection101(1)(a)oftheEducationAct2002.Inthecourseofprovidingthereligiouseducationrequiredbythebasiccurriculum,teacherscanteachaboutreligionincludingreligiousbeliefs,teachings,practices,thecommitmentofbelieversandimpactonbelievers’lives.TheseaspectsarerequiredinlocallyagreedsyllabusesandtheNational exemplar framework for religious education for 3 to 19-year-olds in Wales.Thiswillincludeamongotherthings:

• studyingholybooksandtheirmeaning

• studyingtherangeofbeliefsandpracticesthatpertainto differentreligionsanddenominations

• visitingbelieversand/orinvitingthemintotheclassroomto sharetheirexperiencesofhowreligionhasimpactedontheir livesandtoexplaintheircommitmenttotheirreligion/belief,etc.

InimplementingthelocallyagreedsyllabusandtheNational exemplar framework for religious education for 3 to 19-year-olds in Wales teachersneedtoencouragelearnerstocarryoutinvestigationsinanobjective,balancedwayandwithoutpersonalbias.Tosupportthisbalanceandobjectivityitishelpfuliflearners,whenreferringtoreligiousornon-religiousbeliefs,usestatementssuchas‘SomeSikhsbelieve...because...,whileothersbelieve...because...’.Thistriestoensureobjectivityandawarenessthatsimilaritiesanddifferencesexistwithinandacrossreligionsandotherdisciplines.

Whenvisitingbelieversorinvitingthemintotheclassroomitistheschool’schoicewhotoinviteanditistheteacher’sresponsibilitytoensurethatobjectivityisretained–wherebelievershavebeeninvitedbecauseofaparticularviewpointitistheteacher’sresponsibilitytoensurethatthemessagesarebalancedbyprovidingfurtherstimulusandarangeofviewpoints.

Pleasenote


Theexamplesusedinthecasestudiesaresuggestionsofthetypeofactivitiesthatcouldtakeplace.Itistheresponsibilityoftheschooltocheckthesuitabilityofresourcesandtoacquireanysitelicencesneededtomakeuseofcommerciallyavailablematerials.

Itisgoodpracticewhenusingcommerciallyproducedmaterialsthatmightcauseoffencethatparentscompleteaparentalpermissionform.

Itiscrucialthatpriortovisitinganywebsitewithlearnersthepractitionervisitsthewebsiteinadvance.Thisshouldbedonetocheckthattheinformation/materialintendedforuse:

• supportsthelearningofchildrenandyoungpeople

• isrelevanttotheworkbeingexplored

• isappropriateforchildrenandyoungpeople.

Wearenotresponsibleforthecontentorreliabilityofthewebsitesororganisationsnoted.Listingshouldnotbetakenasendorsementofanykind.

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