RE
Upon completing Step Two pupils:
- know ‘yes’ and ‘no’.
- can communicate with words, gestures, signs or symbols, to express their feelings.
- can join in with activities by initiating ritual actions or sounds.
- have an appreciation of stillness and quietness.
- can respond to a variety of new religious experiences – for example, involving music, drama, colour, lights, food or tactile objects.
- can respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings.
Upon completing Step Three pupils:
- know that other people have needs and they respect these.
- are beginning to be aware of their own influence on events and other people.
- can make their own contribution to celebrations and festivals.
- can communicate their ideas about religion, life events and experiences in simple phrases.
- can communicate their feelings about what is special to them – e.g., using role play.
Upon completing Step Four pupils:
- know the significance of religious artefacts, symbols and places.
- know some of the school rules.
- can reflect on what makes them happy, sad, excited or lonely.
- can listen to religious stories and recall some key parts.
- are often sensitive to the needs and feelings of others and show respect for themselves and others.
Upon completing Step Five pupils:
- know the names of some things that have religious significance.
- know some religious writing, symbols and art.
- know a rule that reminds us to be kind and helpful.
- can remember a religious story and with some prompts they can comment on the story.
- can talk about significant events in their life with the support of prompts.
- can talk about things that interest and intrigue them with the support of prompts.
- can talk about things that are important to them with the support of prompts.
Upon completing Step Six pupils:
- know about actions that are kind and unkind.
- know the school rules and when they have been broken.
- know about things and events that are important to them and begin to give reasons for their importance.
- know a religious story and they can comment on the story.
- know the names of some things that have religious significance and link them to the religion to which they belong.
- know some religious writing, symbols and art and link them to the religion to which they belong.
- know about significant events in their life.
- use some religious words and phrases to recognise and name features of religious life and practice.
- can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression.
- can talk about things that interest and intrigue me and begin to ask questions about what theywould like to know.
Upon completing Stage One pupils:
- know some simple religious words and phrases to recognise and name features of religious life and practice.
- know facts about a given religion.
- know key people from a given religion.
- know and can recognise important artefacts from a given religion.
- know and can retell simple stories from a given religion.
- know a way in which people take part in worship of a given religion.
- know the holy book of a given religion.
- know some important places for a given religion
- know that not everyone follows a given religion.
- know specific keywords relating to a given religion.
- know one way that people care for us.
- know a group of people who care for us.
- know a religious belief that relates to caring for others.
- know the values and commitment of a given religion.
- know why others need caring for.
- can express what they find interesting or puzzling.
- can express their own views, experiences and feelings.
- can express what is of value and concern to them and to others.
- can answer simple questions.
- can begin to express what is personally important.
- can begin to demonstrate an understanding of right and wrong.
- are beginning to identify why we need rules.
- are beginning to identify why the laws of the land are linked to the 10 commandments.
- can begin to relate the care they receive to the wider community.
- can express a personal opinion about caring for others.
- can begin to reflect on how care is shown to others and why.
- can demonstrate an awareness of right and wrong.
Upon completing Stage Two pupils:
- knows and can use simple religious words and phrases to identify some features of religion and its importance for some people.
- know and can begin to identify some beliefs specific to a given religion.
- know the Holy book of a given religion and retell a story from it.
- know a form of worship for a given religion.
- know the beliefs of a given religion.
- know some keywords relating to pilgrimage.
- know what a pilgrimage is and determine the difference between a holiday and a pilgrimage.
- know one place of pilgrimage.
- know a religion whose followers go on pilgrimage.
- know a story about caring for others.
- know key words relating to caring for others.
- can ask, and respond sensitively to, questions about their own and others’ experiences and feelings.
- can identify how religion is expressed in different ways.
- can recognise their own values and those of others.
- can ask a relevant question about a given religion.
- can answer a specific question about a given religion.
- can respond to different religious stories.
- can recognise a religious artefact and say what it is used for.
- can describe some details of a place of worship.
- can express thoughts and feelings about a particular symbolic act.
- can show that not everyone belongs to the same religion.
- can show an awareness of why a key person is important to followers of a given religion.
- can respond to questions about a given religion through a variety of media.
- can express a personal opinion about a religion.
- can begin to demonstrate an awareness of values and commitment.
- can begin to express what is personally important.
- can use specific keywords relating to a given religion.
- can demonstrate an understanding of right and wrong.
- can reflect on why someone might want to go on pilgrimage.
- can express a basic personal opinion about pilgrimages.
- can begin to reflect on important journeys in their life.
- can identify why religions care for others.
- can identify a religious belief that relates to caring for others.
- can begin to describe the action of caring.
- can use religious stories to demonstrate caring.
- can begin to relate caring to them and the wider community.
- can begin to reflect on how caring is shown in the wider community.
- can begin to reflect on the impact of caring.
- can begin to reflect on the rightness or wrongness of caring for others.
- can relate religious caring stories to caring for others and their self.
Upon completing Stage Three pupils:
- know religious vocabulary and can use it to describe some key features of religions, recognising similarities and differences.
- know what influences them, making links between aspects of my own and others' experiences.
- know the names of the religious Holy books.
- know some details of a place of worship.
- know a form of worship.
- know and can use some keywords relating to pilgrimage in simple sentences when retelling the story of a pilgrimage from at least two religions.
- know the difference between a holiday and a pilgrimage and can identify more than one place of pilgrimage.
- know religions whose followers go on pilgrimage and give reasons why some people might want to go on pilgrimage.
- are beginning to identify the impact religion has on believers' lives.
- can make links between values and commitments, and their own attitudes and behaviour.
- can ask a relevant question about a given religion.
- can answer a specific question about a given religion.
- can respond to different stories showing a developing understanding.
- can recognise a religious artefact and say what it is for.
- can recognise some simple beliefs of a given religion.
- can express thoughts and feelings about a particular symbolic act.
- can show that not everyone belongs to the same religion.
- can show an awareness of why certain religious figures are important to their followers.
- can express a personal opinion about God.
- can demonstrate an awareness of values and commitment.
- can begin to express what is personally important and can demonstrate an understanding of right and wrong.
- can begin to reflect more deeply on important journeys in their life.
- can use keywords to describe the effect of caring.
- can identify a specific example of caring either for their self or in the wider community.
- can begin to describe who our wider community is.
- can write about charity using keywords.
- can begin to relate caring to me and the wider community.
- can begin to reflect on how caring is shown in the wider community.
- can begin to reflect on the rightness or wrongness of caring for others.
- can begin to reflect on the impact of caring for others.
- can begin to relate what influences people into caring about others.
- can begin to link the 10 commandments with their origins and begin to identify why the laws of the land are linked to the 10 Commandments.
- can begin to identify why we need rules in society.
- can identify a Human Right.
- can begin to describe the difference between a right and a responsibility.
- can express a personal opinion about rights and responsibilities.
- can begin to reflect on the values that the 10 Commandments teaches us.
- can begin to demonstrate an understanding of right and wrong in relation to Human Rights and Laws.
- can begin to relate human rights to their own life and community.
- can relate laws and Human rights to their own and others communities.
Upon completing Stage Four pupils:
- can demonstrate a deepening knowledge when responding to different religious stories.
- know a key religious belief.
- know some details of a place of worship.
- know a religious festival.
- know the life of a key religious figure.
- know why certain religious figures are important.
- know and can use specific keywords relating to different religions.
- can apply their own ideas on caring for others and in their own life.
- can answer specific questions about a given religion providing detail.
- can recognise religious artefact and say what it is for and where it might be seen.
- can name a holy book and describe a story from it.
- can describe a form of worship in more detail.
- can talk about God in a simple way.
- can express thoughts and feelings about a particular symbolic act.
- can show that not everyone is Christian.
- can express a personal opinion about God.
- can demonstrate an awareness of values and commitment.
- can express what is personally important.
- can consistently demonstrate an understanding of right and wrong.
- can express that some questions about God are not answered.
- can state a religious ideal through a variety of media.
- can reflect on the meaning of a religious story.
- can use some keywords confidently when writing about pilgrimage.
- can begin to recognise similarities and differences between pilgrimages.
- can begin to make links between belief and pilgrimage.
- can begin to identify the impact of pilgrimage.
- can begin to relate beliefs and practices of a religion to pilgrimage.
- can ask questions about pilgrimage linking it to wider society.
- can begin to reflect on what influences their self and others.
- can use developing religious language to show understanding of caring for others.
- can describe some religious ideas that demonstrate caring.
- can describe links between caring for others and religious stories.
- can begin to suggest meaning behind caring for others.
- can begin to suggest answers to the meaning and purpose of caring for others.
- can begin to reflect on what inspires and influences them and others to care.
- can begin to reflect on the rightness or wrongness of caring for others.
- can begin to reflect on the impact of caring for others.
Upon completing Stage Five pupils:
- know an increasing variety of religious vocabulary.
- know the impact of a religious ideal.
- know why people belong to a religion.
- can answer specific questions about a given religion giving reasons based on known facts.
- can begin to illustrate the similarities and differences of a religious denomination.
- can recognise diversity in different forms of expression.
- can describe a religious festival.
- can begin to explain the significance of the traditional dress in some religions.
- can reflect on the differences and similarities within and between religions.
- show a consistent awareness of values and commitment.
- can ask and suggest answers to questions of belonging.
- can begin to express my own and others’ views on belonging to a religion.
- can demonstrate an understanding of right and wrong and give reasons and examples.
- can use developing religious key words relating to pilgrimage.
- can describe some events that happen on a pilgrimage.
- can begin to explain the significance of pilgrimage on an individual.
- can begin to suggest reasons that religions encourage pilgrimages.
- can begin to explain how beliefs and practises of a religion relate to pilgrimage.
- can describe the impact of pilgrimage on a religion.
- can begin to reflect on the impact of a pilgrimage on an individual.
- can begin to explain the link between the 10 Commandments and Human Rights.
- can begin to explain why the laws of the land are linked to the 10 Commandments.
- can use some key words confidently in writing about rights and responsibilities.
- can begin to identify why we need rules in society.
- can begin to relate between the 10 Commandments and laws of this country.
- can reflect on the benefits of having laws and rights.
- can begin to reflect the challenges of implementing laws and human rights.
- can begin to demonstrate an understanding of right and wrong in relation to Human Rights and Laws.
Upon completing Stage Six pupils:
- can explain difference between belief and non-belief in relation to a given religion.
- can answer a specific question about religions.
- can begin to evaluate the differences between followers of a given religion.
- can begin to explain the significance of a religious festival.
- can evaluate a key belief of a given religion.
- can begin to evaluate the impact of religion on today’s society.
- can express and analyse my own and others’ views on belonging.
- can reflect on why followers of a given religion worship like they do.
- can express an insight into beliefs about a given religion.
- can begin to analyse the Nature of God in a simple way.
- can evaluate the challenges of belonging to a religion in today’s society.
- can use increasingly wide religious and philosophical vocabulary relating to pilgrimage.
- can begin to evaluate the advantages and disadvantages of going on pilgrimages.
- can explain the significance of pilgrimage on an individual.
- can begin to interpret sources to give reasons why people may go on pilgrimages.
- can express insights into what people obtain by going on pilgrimage.
- can reflect on how pilgrimage relates to the wider religious community.
- can begin to link the ideals of pilgrimage to my own life.
- can consider the challenges of belonging to a religion that requires pilgrimage.
- can use developing religious language to begin to explain why people care for others.
- can begin to explain why religion teaches that we should care for others.
- can explain the meaning of a religious story about caring.
- can give a detailed example of caring for others using keywords.
- can begin to suggest answers to the meaning and purpose of caring for others.
- can apply my own ideas on caring for others and in my own life.
- can suggest the influence that religions have on caring for others.
- can reflect on the rightness or wrongness of caring for others.
- can evaluate the impact on society of caring for others.
- can begin to explain the link between the 10 Commandments and Human Rights.
- can begin to explain why the laws of the land are linked to the 10 Commandments.
- can use some key words confidently when writing about rights and responsibilities.
- can identify why we need rules in society.
- can relate the 10 Commandments and laws of this country to their own life.
- can reflect on the benefits of having laws and rights.
- can begin to reflect on the challenges of implementing laws and human rights.
- can begin to demonstrate an understanding of right and wrong in relation to Human Rights and Laws.
- can suggest possible impacts of Human Rights and laws on different communities.
