1. The learner will talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. |
1.1 I can talk about my experiences [1] |
1.2 I can talk about my feelings [2] |
1.3 I can identify interesting things [3] |
1.4 I can identify things I don't understand [4] |
1.5 I can say what I think is important [5] |
1.6 I can identify things that worry me [6] |
1. The learner will enter into dialogue with others showing sensitivity to their feelings and considering difficult questions and matters of right and wrong. |
1.1 I can ask questions sensitively about experiences and feelings [8] |
1.2 I can respond to wuestions sensitively about experiences and feelings [9] |
1.3 I can identify questions that cause people to wonder and are difficult to answer [10] |
1.4 I can identify things that I think are right and things that I think are wrong [11] |
1.5 I can identify differences in what I think is right and wrong and what other people think [12] |
1. The learner will relate their own influences and experiences with aspects that affect other people, asking important questions to learn more about values, attitudes and behaviour. |
1.1 I can identify the things that influences me and how I behave [14] |
1.2 I can make links between aspects of my own influences and experiences and those of other people [15] |
1.3 I can ask important questions about religion and beliefs [16] |
1.4 I can make links between my own and others’ responses [17] |
1.5 I can make links between what I value and my commitments to those values [18] |
1.6 I can identify how my values affect my own attitudes and behaviour [19] |
1. The learner will understand basic concepts of identity, belonging, meaning, purpose, truth, values and commitments, describing what inspires and influences themselves and other people. |
1.1 I can raise questions about identity, proposing possible answers [21] |
1.2 I can raise questions about belonging, proposing possible answers [22] |
1.3 I can raise questions about meaning, proposing possible answers [23] |
1.4 I can raise questions about purpose, proposing possible answers [24] |
1.5 I can raise questions about truth, proposing possible answers [25] |
1.6 I can raise questions about values, proposing possible answers [26] |
1.7 I can raise questions about commitments, proposing possible answers [27] |
1.8 I can describe things that inspire me and the impact on my life [28] |
1.9 I can describe things that influence me and the impact on my life [29] |
1.10 I can describe things that inspire and influence other people and the impact on their lives [30] |
1. The learner will understand the challenges of belonging to a religion relating these to their understanding of identity, belonging, meaning, purpose, truth, values and commitments. |
1.1 I can relate the questions I ask and answers I suggest to the beliefs I hold and those of other people [32] |
1.2 I can ask questions of identity, belonging, meaning, purpose and truth, values and commitments, related people's lives [33] |
1.3 I can explain what inspires and influences me [34] |
1.4 I can express my own and others’ views on the challenges of belonging to a religion [35] |
1. The learner will make insightful comment on the relationship between belief and world issues |
1.1 I can use reasoning and examples to express insights into the relationship between beliefs, teachings and world issues [37] |
1.2 I can express insights into my own and others’ views on questions of identity and belonging, meaning, purpose and truth [38] |
1.3 I can make objective judgements about some of the challenges of belonging to a religion in the contemporary world, focusing on values and commitments [39] |
1. The learner will make valid criticisms through evaluation of a wide range of aspects of religion |
1.1 I can articulate personal and critical responses to questions of meaning, purpose and truth and ethical issues [41] |
1.2 I can evaluate the significance of religious and other views [42] |
1.3 I can apply evaluation to understanding questions of human relationships, belonging, identity, society, values and commitments [43] |
1.4 I can back up my critiques and evaluations using appropriate evidence and examples [44] |
1. The learner will analyse a wide range of perspectives on religious issues synthesising evidence to back their own views |
1.1 I can coherently analyse a wide range of viewpoints on questions of identity, belonging, meaning, purpose, truth, values and commitments [46] |
1.2 I can synthesise a range of evidence, arguments, reflections and examples [47] |
1.3 I can produce detailed evaluation of other people's perspectives [48] |
1.4 I can fully justifying my own views and ideas [49] |
1. The learner will produce in-depth analysis of a wide range of perspectives on religious issues synthesising evidence to back their own views |
1.1 I can analyse a wide range of perspectives considering deep meaning on questions of identity and belonging, meaning, purpose and truth, and values and commitments [51] |
1.2 I can provide independent, well-informed and highly reasoned insights into my own and others’ perspectives on religious and spiritual issues [52] |
1.3 I can provide well-substantiated and balanced conclusions [53] |
Links
[1] https://theingots.org/community/ncl1u2refx#1.1
[2] https://theingots.org/community/ncl1u2refx#1.2
[3] https://theingots.org/community/ncl1u2refx#1.3
[4] https://theingots.org/community/ncl1u2refx#1.4
[5] https://theingots.org/community/ncl1u2refx#1.5
[6] https://theingots.org/community/ncl1u2refx#1.6
[7] https://theingots.org/community/ncl1u2refi
[8] https://theingots.org/community/ncl2u2refx#1.1
[9] https://theingots.org/community/ncl2u2refx#1.2
[10] https://theingots.org/community/ncl2u2refx#1.3
[11] https://theingots.org/community/ncl2u2refx#1.4
[12] https://theingots.org/community/ncl2u2refx#1.5
[13] https://theingots.org/community/ncl2u2refi
[14] https://theingots.org/community/ncl3u2refx#1.1
[15] https://theingots.org/community/ncl3u2refx#1.2
[16] https://theingots.org/community/ncl3u2refx#1.3
[17] https://theingots.org/community/ncl3u2refx#1.4
[18] https://theingots.org/community/ncl3u2refx#1.5
[19] https://theingots.org/community/ncl3u2refx#1.6
[20] https://theingots.org/community/ncl3u2refi
[21] https://theingots.org/community/ncl4u2refx#1.1
[22] https://theingots.org/community/ncl4u2refx#1.2
[23] https://theingots.org/community/ncl4u2refx#1.3
[24] https://theingots.org/community/ncl4u2refx#1.4
[25] https://theingots.org/community/ncl4u2refx#1.5
[26] https://theingots.org/community/ncl4u2refx#1.6
[27] https://theingots.org/community/ncl4u2refx#1.7
[28] https://theingots.org/community/ncl4u2refx#1.8
[29] https://theingots.org/community/ncl4u2refx#1.9
[30] https://theingots.org/community/ncl4u2refx#1.10
[31] https://theingots.org/community/ncl4u2refi
[32] https://theingots.org/community/ncl5u2refx#1.1
[33] https://theingots.org/community/ncl5u2refx#1.2
[34] https://theingots.org/community/ncl5u2refx#1.3
[35] https://theingots.org/community/ncl5u2refx#1.4
[36] https://theingots.org/community/ncl5u2refi
[37] https://theingots.org/community/ncl6u2refx#1.1
[38] https://theingots.org/community/ncl6u2refx#1.2
[39] https://theingots.org/community/ncl6u2refx#1.3
[40] https://theingots.org/community/ncl6u2refi
[41] https://theingots.org/community/ncl7u2refx#1.1
[42] https://theingots.org/community/ncl7u2refx#1.2
[43] https://theingots.org/community/ncl7u2refx#1.3
[44] https://theingots.org/community/ncl7u2refx#1.4
[45] https://theingots.org/community/ncl7u2refi
[46] https://theingots.org/community/ncl8u2refx#1.1
[47] https://theingots.org/community/ncl8u2refx#1.2
[48] https://theingots.org/community/ncl8u2refx#1.3
[49] https://theingots.org/community/ncl8u2refx#1.4
[50] https://theingots.org/community/ncl8u2refi
[51] https://theingots.org/community/ncl9u2refx#1.1
[52] https://theingots.org/community/ncl9u2refx#1.2
[53] https://theingots.org/community/ncl9u2refx#1.3
[54] https://theingots.org/community/ncl9u2refi