Religious Education
Characteristics of an Good Learner
We believe that children who excel in Religious Education have these essential characteristics:
• An outstanding level of religious understanding and knowledge.
• A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
• The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and
value of religion.
• A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
• Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas
and working constructively with others.
• Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.
• The ability to link the study of religion and belief to personal reflections on meaning and purpose.
• A wide knowledge and deep understanding across a wide range of religions and beliefs.
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In order to excel in Religious Education, we believe that children throughout our school must achieve the following learning objectives:
• To understand beliefs and teachings
• To understand practices and lifestyles
• To understand how beliefs are conveyed
• To reflect
• To understand values
Specifically, the children should master the skills below:
| Learning Objectives |
Key Stage 1 Milestone 1 |
Lower Key Stage 2 Milestone 2 |
Upper Key Stage 2 Milestone 3 |
|
To understand beliefs and teachings |
• Describe some of the teachings of a religion. • Describe some of the main festivals or celebrations of a religion. |
• Present the key teachings and beliefs of a religion. • Refer to religious figures and holy books to explain answers. |
• Explain how some teachings and beliefs are shared between religions. • Explain how religious beliefs shape the lives of individuals and communities. |
|
To understand practices and lifestyles |
• Recognise, name and describe some religious artefacts, places and practices. |
• Identify religious artefacts and explain how and why they are used. • Describe religious buildings and explain how they are used. • Explain some of the religious practices of both clerics and individuals. |
• Explain the practices and lifestyles involved in belonging to a faith community. • Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles. • Show an understanding of the role of a spiritual leader. |
|
To understand how beliefs are conveyed |
• Name some religious symbols. • Explain the meaning of some religious symbols. |
• Identify religious symbolism in literature and the arts. |
• Explain some of the different ways that individuals show their beliefs. |
|
To reflect |
• Identify the things that are important in their own lives and compare these to religious beliefs. • Relate emotions to some of the experiences of religious figures studied. • Ask questions about puzzling aspects of life. |
• Show an understanding that personal experiences and feelings influence attitudes and actions. • Give some reasons why religious figures may have acted as they did. • Ask questions that have no universally agreed answers. |
• Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings. • Explain their own ideas about the answers to ultimate questions. • Explain why their own answers to ultimate questions may differ from those of others. |
|
To understand values |
• Identify how they have to make their own choices in life. • Explain how actions affect others. • Show an understanding of the term ‘morals’. |
• Explain how beliefs about right and wrong affect people’s behaviour. • Describe how some of the values held by communities or individuals affect behaviour and actions. • Discuss and give opinions on stories involving moral dilemmas. |
• Explain why different religious communities or individuals may have a different view of what is right and wrong. • Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules). • Express their own values and remain respectful of those with different values. |
