1. The learner will engage with religious vocabulary and simple contexts |
1.1 I can say some religious words from memory [1] |
1.2 I can identify features of religious life and practice [2] |
1.3 I can name features of religious life and practice [3] |
1.4 I can recall some religious stories [4] |
1.5 I can identify some religious symbols [5] |
1. The learner will show awareness of the importance of religion to some people, common features of religions and the meanings of simple religious actions and symbols. |
1.1 I can identify some features of religion using religious words and phrases [7] |
1.2 I can say why religion is important to some people [8] |
1.3 I can say why two religions are similar [9] |
1.4 I can retell a religious story in my own words [10] |
1.5 I can suggest meanings for religious actions and symbols [11] |
1.6 I can identify how religion is expressed in different ways [12] |
1. The learner will understand key features of religions recognising similarities and differences and the impact of religion on the lives of people. |
1.1 I can describe key features of religions using a range of religious vocabulary [14] |
1.2 I can identify similarities and differences between religions [15] |
1.3 I can make links between beliefs and sources, including religious stories and sacred texts [16] |
1.4 I can identify the impact religion has on believers’ lives [17] |
1.5 I can describe some forms of religious expression [18] |
1. The learner will understand religious sources, practices, beliefs, ideas, feelings and experiences. |
1.1 I can use religious vocabulary to good effect in my descriptions [20] |
1.2 I can describe religious sources, practices, beliefs, ideas, feelings and experiences [21] |
1.3 I can make links between religious sources, practices, beliefs, ideas, feelings and experiences [22] |
1.4 I can describe some similarities and differences both within and between religions [23] |
1.5 I can describe the impact of religion on people’s lives [24] |
1.6 I can identify meanings for a range of forms of religious expression [25] |
1. The learner will understand the impact of religious beliefs on individuals and communities including complex similarities, differences and diversity. |
1.1 I can describe why people belong to religions [27] |
1.2 I can explain similarities and differences including distinctive beliefs within and between religions [28] |
1.3 I can explain how religious sources are used to provide answers to ultimate questions and ethical issues [29] |
1.4 I can identify diversity in forms of religious, spiritual and moral expression [30] |
1.5 I can use religious vocabulary effectively in my descriptions and explanations [31] |
1.6 I can explain the impact of beliefs on individuals and communities [32] |
1. The learner will understand the reasons for diversity between religions and variation in impact on different groups. |
1.1 I can describe religions and beliefs referencing my sources of information [34] |
1.2 I can explain the reasons for diversity within and between religions [35] |
1.3 I can explain why the impact of religions and beliefs on individuals, communities and societies varies [36] |
1.4 I can interpret sources and arguments, explaining the reasons used to justify beliefs and traditions [37] |
1.5 I can relate ultimate questions and ethical issues to religious sources [38] |
1.6 I can interpret the significance of different forms of religious, spiritual and moral expression [39] |
1.7 I can use religious and philosophical vocabulary in my descriptions and explanations [40] |
1. The learner will understand a range of religions and beliefs, relating them to history and culture and using some of the principal methods by which religion, spirituality and ethics are studied. |
1.1 I can describe a wide range of religions and beliefs [42] |
1.2 I can analyse issues, values and questions of meaning and truth [43] |
1.3 I can explain the influence of history and culture on aspects of religious life and practice [44] |
1.4 I can explain why the consequences of belonging to a faith are not the same for all people within the same religion or tradition [45] |
1.5 I can use a wide religious and philosophical vocabulary in my desctiptions, explanations and analysis [46] |
1. The learner will have the capacity to analyse and interpret religions and beliefs comparing and contrasting different pespectives about a range of aspects. |
1.1 I can contextualise interpretations of religion with reference to historical, cultural, social and philosophical ideas [48] |
1.2 I can critically evaluate the impact of religions and beliefs on differing communities and societies [49] |
1.3 I can analyse differing interpretations of religious, spiritual and moral sources [50] |
1.4 I can apply some of the principal methods by which religion, spirituality and ethics are studied [51] |
1.5 I can interpret and evaluate varied forms of religious, spiritual and moral expression [52] |
1.6 I can use a comprehensive religious and philosophical vocabulary in my desctiptions, explanations and analysis [53] |
1. The learner will produce complex and detailed analysis of religions providing convincing links and arguments between religious, spiritual and moral issues and the impact of religion on them. |
1.1 I can use a complex religious, moral and philosophical vocabulary [55] |
1.2 I can provide a consistent and detailed analysis of religions and beliefs [56] |
1.3 I can evaluate in depth, the importance of religious diversity in a pluralistic society [57] |
1.4 I can describe the extent to which the impact of religion and beliefs on different communities and societies has changed over time [58] |
1.5 I can analyse in depth, how religious, spiritual and moral sources are interpreted in different ways [59] |
1.6 I can evaluate the principal methods by which religion and spirituality are studied [60] |
1.7 I can synthesise accounts of the varied forms of religious, spiritual and moral expression [61] |
Links
[1] https://theingots.org/community/ncl1u1reax#1.1
[2] https://theingots.org/community/ncl1u1reax#1.2
[3] https://theingots.org/community/ncl1u1reax#1.3
[4] https://theingots.org/community/ncl1u1reax#1.4
[5] https://theingots.org/community/ncl1u1reax#1.5
[6] https://theingots.org/community/ncl1u1reai
[7] https://theingots.org/community/ncl2u1reax#1.1
[8] https://theingots.org/community/ncl2u1reax#1.2
[9] https://theingots.org/community/ncl2u1reax#1.3
[10] https://theingots.org/community/ncl2u1reax#1.4
[11] https://theingots.org/community/ncl2u1reax#1.5
[12] https://theingots.org/community/ncl2u1reax#1.6
[13] https://theingots.org/community/ncl2u1reai
[14] https://theingots.org/community/ncl3u1reax#1.1
[15] https://theingots.org/community/ncl3u1reax#1.2
[16] https://theingots.org/community/ncl3u1reax#1.3
[17] https://theingots.org/community/ncl3u1reax#1.4
[18] https://theingots.org/community/ncl3u1reax#1.5
[19] https://theingots.org/community/ncl3u1reai
[20] https://theingots.org/community/ncl4u1reax#1.1
[21] https://theingots.org/community/ncl4u1reax#1.2
[22] https://theingots.org/community/ncl4u1reax#1.3
[23] https://theingots.org/community/ncl4u1reax#1.4
[24] https://theingots.org/community/ncl4u1reax#1.5
[25] https://theingots.org/community/ncl4u1reax#1.6
[26] https://theingots.org/community/ncl4u1reai
[27] https://theingots.org/community/ncl5u1reax#1.1
[28] https://theingots.org/community/ncl5u1reax#1.2
[29] https://theingots.org/community/ncl5u1reax#1.3
[30] https://theingots.org/community/ncl5u1reax#1.4
[31] https://theingots.org/community/ncl5u1reax#1.5
[32] https://theingots.org/community/ncl5u1reax#1.6
[33] https://theingots.org/community/ncl5u1reai
[34] https://theingots.org/community/ncl6u1reax#1.1
[35] https://theingots.org/community/ncl6u1reax#1.2
[36] https://theingots.org/community/ncl6u1reax#1.3
[37] https://theingots.org/community/ncl6u1reax#1.4
[38] https://theingots.org/community/ncl6u1reax#1.5
[39] https://theingots.org/community/ncl6u1reax#1.6
[40] https://theingots.org/community/ncl6u1reax#1.7
[41] https://theingots.org/community/ncl6u1reai
[42] https://theingots.org/community/ncl7u1reax#1.1
[43] https://theingots.org/community/ncl7u1reax#1.2
[44] https://theingots.org/community/ncl7u1reax#1.3
[45] https://theingots.org/community/ncl7u1reax#1.4
[46] https://theingots.org/community/ncl7u1reax#1.5
[47] https://theingots.org/community/ncl7u1reai
[48] https://theingots.org/community/ncl8u1reax#1.1
[49] https://theingots.org/community/ncl8u1reax#1.2
[50] https://theingots.org/community/ncl8u1reax#1.3
[51] https://theingots.org/community/ncl8u1reax#1.4
[52] https://theingots.org/community/ncl8u1reax#1.5
[53] https://theingots.org/community/ncl8u1reax#1.6
[54] https://theingots.org/community/ncl8u1reai
[55] https://theingots.org/community/ncl9u1reax#1.1
[56] https://theingots.org/community/ncl9u1reax#1.2
[57] https://theingots.org/community/ncl9u1reax#1.3
[58] https://theingots.org/community/ncl9u1reax#1.4
[59] https://theingots.org/community/ncl9u1reax#1.5
[60] https://theingots.org/community/ncl9u1reax#1.6
[61] https://theingots.org/community/ncl9u1reax#1.7
[62] https://theingots.org/community/ncl9u1reai