Learning Together Through Faiths s3

Learning Together Through Faiths Pupil-speak levels

AT1 Learning about religion AT2 Learning from religion How pupils develop their knowledge, skills and understanding with reference to: How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings and practices and ways of life forms of expression identity and belonging meaning, purpose and values and commitments sources truth I can I can I can I can I can I can 1 remember a Christian use the right names for recognise religious art, talk about things that talk about what I find talk about what is (Hindu, etc.) story and talk things that are special to symbols and words and happen to me interesting or puzzling important to me and to Buddhists (Jews, etc) talk about them other people about it e.g. talk about the story of e.g. say “That is a church”, e.g. say “That is a Star of e.g. talk about how I felt e.g. say “I like the bit when e.g. talk about how I felt Diwali or “She’s praying” when David” when my teacher when my baby brother was Krishna helped his friend” when I gave a present to my teacher shows me a shows me a picture born my friend and how I think picture that made my friend feel 2 tell a Christian (Sikh, etc.) talk about some of the say what some Christian ask about what happens to talk about some things in talk about what is story and say some things things that are the same (Muslim, etc) symbols others with respect for stories that make people important to me and to that people believe for different religious stand for and say what their feelings ask questions others with respect for their people some of the art (music, feelings etc) is about e.g. tell the story of the e.g. say that Christians e.g. say that the cross e.g. say “Was Jonah hurt e.g. say “It was mysterious e.g. say “I agree with the birth of Jesus, say that and Sikhs both have holy reminds Christians that after being inside the big when God spoke to rule about not stealing as Christians believe in God books Jesus died on a cross; e.g. fish?” Moses” stealing is not fair” say that some people dance, sing, recite for God 3 describe what a believer describe some of the use religious words to compare some of the ask important questions link things that are might learn from a religious things that are the same describe some of the things that influence me about life and compare my important to me and other story and different for religious different ways in which with those that influence ideas with those of other people with the way I think people people show their beliefs other people people and behave e.g. make a connection e.g. note how Muslims e.g. label a picture of e.g. talk about how Jesus e.g. ask why many people e.g. talk about how between the story of the and Sikhs both treat their Shiva Nataraja to show influenced his disciples believe in life after death, listening to a story about forming of the Khalsa and holy books with respect by links with Hindu beliefs and how friends influence give their view and generosity might make the need for Sikhs to be keeping them higher than about God them compare with a particular them behave when they brave in times of trouble other books e.g note that religious view hear about people who are Muslims and Christians suffering both pray but in different ways

Lewisham Agreed Syllabus for Religious Education 2009 ASSESSMENT ADVICE – 10.24 Learning Together Through Faiths Pupil-speak levels

AT1 Learning about religion AT2 Learning from religion How pupils develop their knowledge, skills and understanding with reference to: How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings and practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments sources I can I can I can I can I can I can 4 make links between the use the right religious words express religious beliefs ask questions about who ask questions about the ask questions about the beliefs (teachings, sources, to describe and compare (ideas, feelings, etc) in a we are and where we meaning and purpose of moral decisions I and other etc.) of different religious what practices and range of styles and words belong, and suggest life, and suggest a range of people make, and suggest groups and show how they experiences may be used by believers and answers which refer to answers which might be what might happen as a are connected to believers’ involved in belonging to suggest what they mean people who have inspired given by me as well as result of different decisions, lives different religious groups and influenced myself and members of different including those made with others religious groups or reference to religious individuals beliefs/values e.g. make links between e.g. use some Pali or e.g. draw and label the key e.g. write an imaginary e.g. write some questions e.g. write a report about the Qur’anic and Biblical Sanskrit terms in describing features inside two interview with a member of about life after death and environment and suggest sources & Muslim & Jewish two different Buddhist types churches, indicating their a minority religious provide answers that refer what might happen charities. e.g. connect some of meditation. e.g. compare meaning for those who community, referring to the to resurrection and depending on different sayings of Jesus with the way that Hindus & worship there beliefs which sustain them reincarnation moral choices that could be different Christian beliefs Buddhists might meditate made about animals 5 suggest reasons for the describe why people belong use a wide religious give my own and others’ ask questions about the ask questions about things similar and different beliefs to religions and explain how vocabulary in suggesting views on questions about meaning and purpose of life that are important to me and which people hold, and similarities and differences reasons for the similarities who we are and where we and suggest answers which to other people and suggest explain how religious within and between and differences in forms of belong and on the relate to the search for truth answers which relate to my sources are used to provide religions can make a religious, spiritual and moral challenges of belonging to a and my own and others’ own and others’ lives answers to important difference to the lives of expression found within and religion and explain what lives questions about life and individuals and between religions inspires and influences me morality communities e.g. compare different e.g. write an account of e.g. produce a survey of e.g. write a ‘question and e.g. write a short story e.g. write a report on a Jewish beliefs about the Hajj which explains why different forms of creative answer’ style report on what which raises questions moral issue in the news, Messiah and say how many Shi’a Muslims will go religious expression and it may like to be a member about what is ‘true’ and interviewing key people in different interpretations may on to visit the tomb of Ali suggestions for similarities of a religious which relates to their own the debate and including come about, using because they believe that and differences between community in Britain today personal search for religious views and the biblical and other texts to he was the rightful them and outline what impresses meaning in life potential impact of those illustrate their answers successor to Prophet them about this religious views on their own and Muhammad (pbuh) identity and community others’ lives

AT1 Learning about religion AT2 Learning from religion How pupils develop their knowledge, skills and understanding with reference to: How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings and practices and ways of life forms of expression identity and belonging meaning, purpose and truth values and commitments sources I can I can I can I can I can I can 6 say what religions teach say what different practices use correct religious and consider the challenges of use reasoning and use reasoning and about some of the big and ways of life followers of philosophical vocabulary in belonging to a religion today examples to express examples to express questions of life, using religions have developed, explaining what the with reference to my own insights into my own and insights into the relationship different sources and explaining how beliefs have significance of different and other people’s views on others’ views on questions between beliefs, teachings arguments to explain the had different effects on forms of religious, spiritual human nature and society, about the meaning and and world issues, focusing reasons for diversity within individuals, communities and moral expression might supporting those views with purpose of life and the on things that are important and between them and societies be for believers reasons and examples search for truth to me e.g. complete a poster e.g. prepare a guide for e.g. produce a booklet e.g. write a news report e.g. produce a booklet of e.g. produce an e-media demonstrating two Anglican Christians on the illustrating and explaining on different Sikh attitudes ideas about the ‘Good presentation on religious contrasting religious views celebration of Easter in the different sorts of symbolic to aspects of ‘British’ Life’ with reference to views of ‘terrorism’ with on astrology and making Orthodox Church, expression involved in the culture, explaining how religious and non-religious reference to religious and reference to religious texts showing how resurrection life of a Buddhist monk or Sikh views of human points of view and their own non-religious points of view and teachings which belief is expressed in nun nature and society affect conclusions and their own conclusions support different ways their views the alternative teachings 7 present a coherent picture show how religious activity use a wide religious and give my personal view with give my personal view with give my personal view with of religious beliefs, values & in today’s world has been philosophical vocabulary as reasons and examples on reasons and examples on reasons and examples on responses to questions of affected by the past and by well as different forms of what value religious and what value religious and what value religious and meaning and truth which traditions, and how expression in presenting a other views might have for other views might have for other views might have for takes account of personal belonging to a religion may clear picture of how people understanding myself and understanding questions understanding what is research on different mean different things to express their religious, others about the meaning and important to me and to other religious topics and a variety different people, even within spiritual and ethical beliefs purpose of life people of sources and evidence the same religion in a variety of ways e.g. using books and the e.g. produce two ‘pen e.g. produce an illustrated e.g. produce a summary e.g. following research e.g. following research into internet, investigate Sikh pictures’ of Muslims from guide to representations of of my own personal and into samsara and nirvana, Jewish and Humanist views beliefs about the different communities and Jesus from different times social relationships produce a dialogue I might on ‘faith’ schools, produce a importance of the Guru explain how history and and cultures, explaining the alongside an analysis of have with a(nother) report with my and do a presentation which culture have influenced the Christian beliefs and values Hindu and other insights Buddhist about the future of recommendations on an coherently illustrates a way they put their faith into presented through the into human nature and humanity application for a new Jewish variety of views practice in different ways different media community foundation school

AT1 Learning about religion AT2 Learning from religion How pupils develop their knowledge, skills and understanding with reference to: How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings and practices and ways of life forms of expression identity and belonging meaning, purpose and values and commitments sources truth I can I can I can I can I can I can 8 analyse the results of weigh up different points of use a comprehensive weigh up in detail a wide weigh up in detail a wide weigh up in detail a wide different sorts of research view and come to a religious and philosophical range of viewpoints on range of viewpoints on range of viewpoints on and place different conclusion on how vocabulary in weighing up questions about who we questions about truth and questions about values interpretations of religious, religions and beliefs make the meaning and are and where we belong, the meaning and purpose and commitments, and spiritual and moral sources a difference to importance of different and come to my own of life, and come to my come to my own in their historical, cultural, communities and societies forms of religious, spiritual conclusions based on own conclusions based on conclusions based on social and philosophical in different times and and moral expression evidence, arguments, evidence, arguments, evidence, arguments, contexts places reflections and examples reflections and examples reflections and examples e.g. research the internet e.g. conduct a e.g. select some items of e.g. write an article e.g. write a speech for or e.g. write a dialogue and interview individuals to questionnaire and produce Buddhist artistic entitled, ‘What is a Jew?’ against the motion that between a Muslim and produce a contextual findings on whether expression for an making use of Jewish and ‘science will one day Hindu on how religious comparison of religion has had a mostly exhibition and produce a non-Jewish points of view remove all need for insights might save us interpretations of the good or bad effect on booklet of explanations of and coming to a religion’, and coming to a from environmental resurrection of Jesus different local communities the symbolism and impact conclusion that takes conclusion that takes disaster and write a of the items for Buddhist account of religious, account of religious, conclusion that takes belief and practice over cultural and philosophical philosophical and historical account of religious and time perspectives perspectives social perspectives

AT1 Learning about religion AT2 Learning from religion How pupils develop their knowledge, skills and understanding with reference to: How pupils, in the light of their learning about religion, express their responses and insights with regard to questions and issues about: Level beliefs, teachings and practices and ways of life forms of expression identity and belonging meaning, purpose and values and commitments sources truth I can I can I can I can I can I can EP provide a consistent and evaluate in depth the use a complex religious, analyse in depth a wide analyse in depth a wide analyse in depth a wide detailed analysis of importance of religious moral and philosophical range of perspectives on range of perspectives on range of perspectives on religions and beliefs and of diversity in a pluralistic vocabulary in effectively questions about who we questions about truth and questions about values how religious, spiritual and society and demonstrate synthesising my accounts are and where we belong the meaning and purpose and commitments and moral sources are how religion and beliefs of the varied forms of and provide independent, of life, and provide provide independent, well interpreted in different have had a changing religious, spiritual and well informed and highly independent, well informed informed and highly ways, with an evaluation of impact on different moral expression reasoned insights into my and highly reasoned reasoned insights into my the different methods of communities over time own and others’ insights into my own and own and others’ study used to conduct the perspectives on religious others’ perspectives on perspectives on religious analysis and spiritual issues, with religious and spiritual and spiritual issues, with well-substantiated and issues, with well- well-substantiated and balanced conclusions substantiated and balanced conclusions balanced conclusions e.g. write an article on e.g. write a report on a e.g. prepare a ‘virtual’ e.g. research one ‘Eastern’ e.g. research the history e.g. conduct research on ‘mystical experience’ local religious community tour of a local place of and one ‘Western’ of human achievement different attitudes to which includes an which analyses their place worship which uses digital religious view of human and kindness within two religious believers and evaluation of the research within wider society and pictures of artefacts and nature and write a report religions/belief systems write a report with techniques used to gather evaluates the factors which architecture and includes with conclusions on how and write a message in conclusions on whether information about it have affected how relations consistent explanations of far the two can be defence of human beings there should be a law with other local groups the symbolism employed in harmonised to an alien species who against religious have changed over time expressing religious, think it would be better to discrimination spiritual and moral beliefs, wipe us off the face of the ideas and feelings planet

Lewisham Agreed Syllabus for Religious Education 2009 ASSESSMENT ADVICE – 10.28