1. 1. Non-statutory National Framework for Religious Education, 2004 I Can Attainment StatementsAT1 Learning about religionHow pupils develop their knowledge, skills and understanding with reference to:AT2 Learning from religionHow pupils, in the light of their learning about religion, express their responsesand insights with regard to questions and issues about:Levelbeliefs, teachings andsourcespractices and ways of life forms of expression identity and belonging meaning, purpose andtruthvalues and commitmentsI can I can I can I can I can I can1 remember a Christian(Hindu, etc.) story andtalk about ituse the right names forthings that are special toBuddhists (Jews, etc)recognise religious art,symbols and words andtalk about themtalk about things thathappen to metalk about what I findinteresting or puzzlingtalk about what isimportant to me and toother peoplee.g. talk about the storyof Diwalie.g. say That is aChurch, or Shespraying when myteacher shows me apicturee.g. say That is a Star ofDavid when my teachershows me a picturee.g. talk about how I feltwhen my baby brotherwas borne.g. say I like the bitwhen Krishna helped hisfriende.g. talk about how I feltwhen I gave a present tomy friend and how I thinkthat made my friend feel2 tell a Christian (Sikh,etc.) story and say somethings that peoplebelievetalk about some of thethings that that are thesame for differentreligious peoplesay what some Christian(Muslim, etc) symbolsstand for and say whatsome of the art (music,etc) is aboutask about what happensto others with respect fortheir feelingstalk about some things instories that make peopleask questionstalk about what isimportant to me and toothers with respect fortheir feelingse.g. tell the story of thebirth of Jesus say thatChristians believe in Gode.g. say that Christiansand Sikhs both have holybookse.g. say that the crossreminds Christians thatJesus died on a cross;e.g. say that somepeople dance, sing,recite for Gode.g. say Was Jonah hurtafter being inside the bigfish?e.g. say It wasmysterious when Godspoke to Mosese.g. say I agree with therule about not stealing asstealing is not fair3 describe what a believer describe some of the use religious words to compare some of the ask important questions link things that are 2006 REonline / Culham Institute
2. 2. Non-statutory National Framework for Religious Education, 2004 I Can Attainment Statementsmight learn from areligious storythings that are the sameand different for religiouspeopledescribe some of thedifferent ways in whichpeople show their beliefsthings that influence mewith those that influenceother peopleabout life and comparemy ideas with those ofother peopleimportant to me andother people with theway I think and behavee.g. make a connectionbetween the story of theforming of the Khalsaand the need for Sikhs tobe brave in times oftroublee.g. note how Muslimsand Sikhs both treat theirholy books with respectby keeping them higherthan other bookse.g note that Muslimsand Christians both praybut in different wayse.g. label a picture ofShiva Nataraja to showlinks with Hindu beliefsabout Gode.g. talk about how Jesusinfluenced his disciplesand how friendsinfluence theme.g. ask why manypeople believe in lifeafter death, give theirview and compare with aparticular religious viewe.g. talk about howlistening to a story aboutgenerosity might makethem behave when theyhear about people whoare sufferingLevelbeliefs, teachings andsourcespractices and ways of life forms of expression identity and belonging meaning, purpose andtruthvalues and commitmentsI can I can I can I can I can I can4 make links between thebeliefs (teachings,sources, etc.) of differentreligious groups andshow how they areconnected to believerslivesuse the right religiouswords to describe andcompare what practicesand experiences may beinvolved in belonging todifferent religious groupsexpress religious beliefs(ideas, feelings, etc) in arange of styles andwords used by believersand suggest what theymeanask questions about whowe are and where webelong, and suggestanswers which refer topeople who haveinspired and influencedmyself and othersask questions about themeaning and purpose oflife, and suggest a rangeof answers which mightbe given by me as wellas members of differentreligious groups orindividualsask questions about themoral decisions I andother people make, andsuggest what mighthappen as a result ofdifferent decisions,including those madewith reference toreligious beliefs / valuese.g. make links betweenQuranic and Biblicale.g. use some Pali orSanskrit terms ine.g. draw and label thekey features inside twoe.g. write an imaginaryinterview with a membere.g. write somequestions about life aftere.g. write a report aboutthe environment and 2006 REonline / Culham Institute
3. 3. Non-statutory National Framework for Religious Education, 2004 I Can Attainment Statementssources and Muslim andJewish charitiese.g. connect somesayings of Jesus withdifferent Christian beliefsabout animalsdescribing two differentBuddhist types ofmeditatione.g. compare the waythat Hindus andBuddhists might meditatechurches, indicating theirmeaning for those whoworship thereof a minority religiouscommunity, referring tothe beliefs which sustainthemdeath and provideanswers that refer toresurrection andreincarnationsuggest what mighthappen depending ondifferent moral choicesthat could be made5 suggest reasons for thesimilar and differentbeliefs which peoplehold, and explain howreligious sources areused to provide answersto important questionsabout life and moralitydescribe why peoplebelong to religions andexplain how similaritiesand differences withinand between religionscan make a difference tothe lives of individualsand communitiesuse a wide religiousvocabulary in suggestingreasons for thesimilarities anddifferences in forms ofreligious, spiritual andmoral expression foundwithin and betweenreligionsgive my own and othersviews on questions aboutwho we are and wherewe belong and on thechallenges of belongingto a religion and explainwhat inspires andinfluences meask questions about themeaning and purpose oflife and suggest answerswhich relate to thesearch for truth and myown and others livesask questions aboutthings that are importantto me and to otherpeople and suggestanswers which relate tomy own and others livese.g. compare differentJewish beliefs about theMessiah and say howdifferent interpretationsmay come about, usingbiblical and other texts toillustrate their answerse.g. write an account ofHajj which explains whymany Shia Muslims willgo on to visit the tomb ofAli because they believethat he was the rightfulsuccessor to the ProphetMuhammade.g. produce a survey ofdifferent forms of creativereligious expression andsuggestions forsimilarities anddifferences betweentheme.g. write a question andanswer style report onwhat it may like to be amember of a religiouscommunity in Britaintoday and outline whatimpresses them aboutthis religious identity andcommunitye.g. write a short storywhich raises questionsabout what is true andwhich relates to their ownpersonal search formeaning in lifee.g. write a report on amoral issue in the news,interviewing key peoplein the debate andincluding religious viewsand the potential impactof those views on theirown and others lives 2006 REonline / Culham Institute
4. 4. Non-statutory National Framework for Religious Education, 2004 I Can Attainment StatementsLevebeliefs, teachings andlsourcespractices and ways of life forms of expression identity and belonging meaning, purpose andtruthvalues and commitmentsI can I can I can I can I can I can6 say what religions teachabout some of the bigquestions of life, usingdifferent sources andarguments to explain thereasons for diversitywithin and between themsay what differentpractices and ways of lifefollowers of religionshave developed,explaining how beliefshave had different effectson individuals,communities andsocietiesuse correct religious andphilosophical vocabularyin explaining what thesignificance of differentforms of religious,spiritual and moralexpression might be forbelieversconsider the challengesof belonging to a religiontoday with reference tomy own and otherpeoples views onhuman nature andsociety, supporting thoseviews with reasons andexamplesuse reasoning andexamples to expressinsights into my own andothers views onquestions about themeaning and purpose oflife and the search fortruthuse reasoning andexamples to expressinsights into therelationship betweenbeliefs, teachings andworld issues, focusing onthings that are importantto mee.g. complete a posterdemonstrating twocontrasting religiousviews on astrology andmaking reference toreligious texts andteachings which supportthe alternative teachingse.g. prepare a guide forAnglican Christians onthe celebration of Easterin the Orthodox Church,showing howresurrection belief isexpressed in differentwayse.g. produce a bookletillustrating and explainingdifferent sorts ofsymbolic expressioninvolved in the life of aBuddhist monk or nune.g. write a news reporton different Sikh attitudesto aspects of Britishculture, explaining howSikh views of humannature and society affecttheir viewse.g. produce a booklet ofideas about the GoodLife with reference toreligious and non-religiouspoints of viewand their ownconclusionse.g. produce an e-mediapresentation on religiousviews of terrorism withreference to religious andnon-religious points ofview and their ownconclusions7 present a coherentpicture of religiousbeliefs, values andresponses to questionsof meaning and truthwhich takes account ofpersonal research onshow how religiousactivity in todays worldhas been affected by thepast and by traditions,and how belonging to areligion may meandifferent things touse a wide religious andphilosophical vocabularyas well as different offorms of expression inpresenting a clear pictureof how people expresstheir religious, spiritualgive my personal viewwith reasons andexamples on what valuereligious and other viewsmight have forunderstanding myselfand othersgive my personal viewwith reasons andexamples on what valuereligious and other viewsmight have forunderstanding questionsabout the meaning andgive my personal viewwith reasons andexamples on what valuereligious and other viewsmight have forunderstanding what isimportant to me and to 2006 REonline / Culham Institute
5. 5. Non-statutory National Framework for Religious Education, 2004 I Can Attainment Statementsdifferent religious topicsand a variety of sourcesand evidencedifferent people, evenwithin the same religionand ethical beliefs in avariety of wayspurpose of life other peoplee.g. using books and theinternet, investigate Sikhbeliefs about theimportance of the Guruand do a presentationwhich coherentlyillustrates a variety ofviewse.g. produce two pen-picturesof Muslims fromdifferent communitiesand explain how historyand culture haveinfluenced the way theyput their faith intopractice in different wayse.g. produce anillustrated guide torepresentations of Jesusfrom different times andcultures, explaining theChristian beliefs andvalues presented throughthe different mediae.g. produce a summaryof my own personal andsocial relationshipsalongside an analysis ofHindu and other insightsinto human nature andcommunitye.g. following researchinto samsara andnirvana, produce adialogue I might havewith a(nother) Buddhistabout the future ofhumanitye.g. following researchinto Jewish andHumanist views on faithschools, produce a reportwith myrecommendations on anapplication for a newJewish foundation school 2006 REonline / Culham Institute
6. 6. Non-statutory National Framework for Religious Education, 2004 I Can Attainment StatementsLevebeliefs, teachings andlsourcespractices and ways of life forms of expression identity and belonging meaning, purpose andtruthvalues and commitmentsI can I can I can I can I can I can8 analyse the results ofdifferent sorts ofresearch and placedifferent interpretationsof religious, spiritual andmoral sources in theirhistorical, cultural, socialand philosophicalcontextsweigh up different pointsof view and come to aconclusion on howreligions and beliefsmake a difference tocommunities andsocieties in differenttimes and placesuse a comprehensivereligious andphilosophical vocabularyin weighing up themeaning and importanceof different forms ofreligious, spiritual andmoral expressionweigh up in detail a widerange of viewpoints onquestions about who weare and where webelong, and come to myown conclusions basedon evidence, arguments,reflections and examplesweigh up in detail a widerange of viewpoints onquestions about truth andthe meaning andpurpose of life, and cometo my own conclusionsbased on evidence,arguments, reflectionsand examplesweigh up in detail a widerange of viewpoints onquestions about valuesand commitments,and come to my ownconclusions based onevidence, arguments,reflections and examplese.g. research the internetand interview individualsto produce a contextualcomparison ofinterpretations of theresurrection of Jesuse.g. conduct aquestionnaire andproduce findings onwhether religion has hada mostly good or badeffect on different localcommunitiese.g. select some items ofBuddhist artisticexpression for anexhibition and produce abooklet of explanationsof the symbolism andimpact of the items forBuddhist belief andpractice over timee.g. write an articleentitled, What is a Jew?making use of Jewishand non-Jewish points ofview and coming to aconclusion that takesaccount of religious,cultural and philosophicalperspectivese.g. write a speech for oragainst the motion thatscience will one dayremove all need forreligion, and coming to aconclusion that takesaccount of religious,philosophical andhistorical perspectivese.g. write a dialoguebetween a Muslim andHindu on how religiousinsights might save usfrom environmentaldisaster and write aconclusion that takesaccount of religious andsocial perspectives 2006 REonline / Culham Institute
7. 7. Non-statutory National Framework for Religious Education, 2004 I Can Attainment StatementsLevebeliefs, teachings andlsourcespractices and ways of life forms of expression identity and belonging meaning, purpose andtruthvalues and commitmentsI can I can I can I can I can I canEP provide a consistent anddetailed analysis ofreligions and beliefs andof how religious, spiritualand moral sources areinterpreted in differentways, with an evaluationof the different methodsof study used to conductthe analysisevaluate in depth theimportance of religiousdiversity in a pluralisticsociety and demonstratehowreligion and beliefshave had a changingimpact on differentcommunities over timeuse a complex religious,moral and philosophicalvocabulary in effectivelysynthesising myaccounts of the variedforms of religious,spiritual and moralexpressionanalyse in depth a widerange of perspectives onquestions about who weare and where we belongand provide independent,well informed and highlyreasoned insights intomy own and othersperspectives on religiousand spiritual issues, withwell-substantiated andbalanced conclusionsanalyse in depth a widerange of perspectives onquestions about truth andthe meaning andpurpose of life, andprovide independent,well informed and highlyreasoned insights intomy own and othersperspectives on religiousand spiritual issues, withwell-substantiated andbalanced conclusionsanalyse in depth a widerange of perspectives onquestions about valuesand commitments andprovide independent,well informed and highlyreasoned insights intomy own and othersperspectives on religiousand spiritual issues, withwell-substantiated andbalanced conclusionse.g. write an article onmystical experiencewhich includes anevaluation of theresearch techniquesused to gatherinformation about ite.g. write a report on alocal religious communitywhich analyses theirplace within wider societyand evaluates the factorswhich have affected howrelations with other localgroups have changedover timee.g. prepare a virtualtour of a local place ofworship which usesdigital pictures ofartefacts and architectureand includes consistentexplanations of thesymbolism employed inexpressing religious,spiritual and moralbeliefs ideas and feelingse.g. research oneEastern and oneWestern religious viewof human nature andwrite a report withconclusions on how farthe two can beharmonisede.g. research the historyof human achievementand kindness within tworeligions / belief systemsand write a message indefence of human beingsto an alien species whothink it would be better towipe us off the face ofthe planete.g. conduct research ondifferent attitudes toreligious believers andwrite a report withconclusions on whetherthere should be a lawagainst religiousdiscrimination 2006 REonline / Culham Institute
8. 8. Non-statutory National Framework for Religious Education, 2004 I Can Attainment Statements 2006 REonline / Culham Institute