Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Teaching Religious
Education in Key Stage 2:
Guidance for using the Suffolk Agreed Syllabus 2012
1
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Teaching Religious Education in
Key Stage 2:
Guidance for using the Suffolk Agreed Syllabus 2012
The Key Stage 2 Programme of Study can be found in the
Suffolk Agreed Syllabus (2012). This details the statutory
RE requirements for all KS2 pupils in Community and
Voluntary Controlled Schools.
Church of England Aided Schools may also choose to
follow this syllabus although they may wish to enrich the
Christianity content. Academies and Free schools are
invited to follow the syllabus too. Roman Catholic schools
have their own syllabus.
This Agreed Syllabus came into force in 2012-2013 and
will remain so until the Suffolk SACRE1 reviews it and
decides whether the syllabus should remain or be replaced. Government legislation
on the National Curriculum does not affect the Agreed Syllabus for RE; RE is locally
determined by law and the Suffolk Syllabus is a statutory document in its own right.
Contents of this pack:
 The Programme of Study (from the Suffolk Agreed Syllabus 2012)
 What might a Scheme of Work for KS2 look like?
 How should a KS2 Scheme of Work differ in a CEVA or CE Academy / Free school?
 The Emmanuel Project: an RE Scheme of work for KS2
 Suffolk Agreed Syllabus Assessment Levels
 An assessment grid example from the Lord’s Prayer Project
 What do we have to do in KS2 RE? A simple guide for use with colleagues
 Framework for Enquiry: additional 2012 Non-statutory guidance
 A Sample Enquiry Cycle (Teachings and Authority: Christianity/ GOSPEL)
 Some recommended resources for Key Stage 2
This pack is intended to support headteachers, teachers of RE, HLTAs, governors
and RE Subject Leaders as they devise or revise their KS1 curriculum. There is a
similar document for the Foundation Stage and for Key Stage 1.
Further copies may be downloaded from www.cofesuffolk.org (follow Schools
and religious education) where you will also find other support materials and
details of courses and conferences for RE teachers.
1
SACRE – Standing Advisory Council for Religious Education – a statutory body of the County Council
2
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Programme of Study for Key Stage 2
Throughout Key Stage 2 pupils learn about Christianity and other religions, recognising
the impact of religion and belief both locally and globally. They make connections between
differing aspects of religion and consider different forms of religious expression. They
consider the beliefs, teachings, practices and ways of life central to religion. They learn
about sacred texts, and other sources, and consider their meanings. They begin to
recognise diversity in religion, learning about similarities and differences both within and
between religions, and the importance of dialogue between people of different beliefs. They
extend the range and use of specialist vocabulary. They recognise the challenges involved
in distinguishing between ideas of right and wrong, and in valuing what is good and true.
They communicate their ideas clearly, recognising other people’s viewpoints. They consider
their own beliefs and values and those of others, in the light of their learning in religious
education.
Knowledge, skills and understanding
Learning about religion and belief
Pupils should be taught to:
• describe the key aspects of religions, especially the people, stories and traditions
that influence their beliefs and values
• describe the variety of practices and ways of life in religions and understand how
these stem from, and are closely connected with, beliefs and teachings
• identify and begin to describe the similarities and differences within and between
religions
• investigate the significance of religion in the local, national and global
communities
• consider the meaning of a range of forms of religious expression, understand
why they are important in religion, and note links between them
• describe, and begin to understand, religious and other responses to ultimate and
ethical questions
• use specialist vocabulary in communicating their knowledge and understanding
• use and interpret information about religions from a range of sources.
Learning from religion and belief
Pupils should be taught to:
• reflect on what it means to belong to a faith community, communicating their
own and others’ responses
• respond to the challenges of commitment both in their own lives and within
religious traditions, recognising how commitment to a religion is shown in a
variety of ways
• discuss their own and others’ views of religious truth and belief, expressing their
own ideas
• reflect on ideas of right and wrong and their own and others’ responses to them
• reflect on sources of inspiration in their own and others’ lives.
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Breadth of Study
During this key stage pupils should be taught the knowledge, skills and
understanding through the following:
a. Religions and beliefs
• Exploring Christianity in more detail – incorporating each learning theme below
• Investigating two principal religions1 - Hinduism and Islam – including at least
learning themes 1 – 4
• Revisiting or encountering the other principal religious communities (Buddhism,
Judaism, Sikhism) touching on various learning themes or looking at one in
detail.
• Encountering a secular world view within any of the learning themes.
N.B. A minimum equivalent of four terms should be spent on Christianity, two terms each on
Hinduism and Islam, and one term on each of the other religions. Christianity should be included in
each year and more time spent on it than on any other individual religion.
1
This contributes to the fulfilment of the statutory requirement to teach about all ‘principal’ religions
in Britain. It does not exclude the teaching of other faiths or suggest one faith is more or less
important than others.
b. Learning themes
1. Beliefs and Questions
What key beliefs people hold about God, the world and
humans
2. Inspirational People
Why some figures, e.g. founders, leaders and teachers,
inspire religious believers
3. Teachings and
Authority
What sacred texts and other sources say about God, the
world and human life
4. Religion and the
Individual
What is expected of a believer following a religion and the
impact of belief on people’s lives
5. Religion, Family and
Community
How religious families and communities practise their
faith and the contributions this makes to local life
6. Worship, Pilgrimage
and Sacred Places
Where, how and why people worship, including the
importance of some particular religious sites
7. The Journey of Life and
Death
Why some occasions are sacred to believers and what
people think about life after death
8. Symbols & Religious
Expression
How religious and spiritual ideas are expressed
9. Beliefs in Action in the
World
How religions respond to global issues e.g. human rights,
fairness, social justice, the importance of the environment
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Experiences and opportunities
• encountering religion through visitors or visits to places of worship where
possible, and where not, making use of video, internet and e-mail
• meeting, in action and dialogue, including people who are religious believers and
considering a range of human and religious experiences and feelings
• debating some religious and philosophical questions
• reflecting on their own and others’ insights into life and its origin, purpose and
meaning and learning to disagree respectfully
• expressing and communicating their own and others’ insights through art and
design, music, dance, drama and ICT
• comparing religions with the world views of pupils, including, where appropriate,
secular philosophies or religious traditions not otherwise being studied
• developing ICT use, particularly in enhancing pupils’ awareness of religions and
beliefs globally
This Programme of Study comes from
the Suffolk Agreed Syllabus for
Religious Education 2012.
Note from the Diocesan Schools’ Adviser – September 2016
The Emmanuel Project, fully trialled in schools and providing lesson materials
for each Learning Theme, is now available. Written in the form of guided
learning enquiries, these help teachers take a conceptual approach to RE and
support teacher background knowledge. See details later in the booklet.
Alternatively support can still be found in the Non-statutory Curriculum Guidance
for Religious Education in Suffolk Schools 2006. This provides key questions
relating to the six principal religions for each Learning Theme and can be used
to construct your own units of work. If you use these questions, remember to
select; do not attempt to do them all.
This guidance can be found on Suffolk Learning website or on
www.cofesuffolk.org – following schools and religious education.
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
What might an RE Scheme of Work for KS2 look like?
Here is one way of organising a Scheme of Work based on the Programme of Study for KS2. There are other ways of doing this. It is good to lay
out what you want to do over 4 years e.g. as a straight Year 3 to Year 6 plan or as year A/B, C/D cycle over two years, or even a four year cycle.
This model below gives one RE learning theme a key role in each year e.g. Religion and the Individual, which is studied through the eyes of
Christians, Hindus and Muslims, in Year 3. This allows readier comparison of similarities and differences, a strong feature of the assessment levels.
The other Learning Themes for Christianity are divided between the four years – here in the Spring and Summer.
Autumn 1
Autumn 2
Spring 1
Religion and the Individual
What is expected of a believer following a religion
and the impact of belief on peoples’ lives
Spring 2
Summer 1
Summer 2
Symbols &
Religious
Expression
Beliefs in Action in
the World
Revisiting
How religious & spiritual
ideas are expressed
How religions respond
to global issues
Judaism
YEAR
poss Beliefs in Action in
the world
3/
A
Christianity
Islam
Hinduism
Christianity
Christianity
Judaism
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Encountering
Religion, Family
and Community
Encountering
Inspirational People
Why some figures, e.g. founders, leaders and
teachers, inspire religious believers
Christianity
Islam
Hinduism
Sikhism
Sikhism
YEAR
poss. Inspirational
people
How religious families &
communities practise their
faith & the contributions
this makes to local life
poss. Religion, Family &
Comm.
Sikhism
Christianity
Sikhism
4/
B
6
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
In KS2 Judaism must be revisited, having been a focus in KS1, while Sikhism, Buddhism and Humanism must
be encountered but not in any particular Learning Theme. The model here places each of these religions against a
Christianity unit. This encourages comparison and deeper thinking around the RE learning theme itself. You may
prefer pupils to do research or choose their own enquiry for these religions, use ready-made plans e.g. Clear Vision’s
Buddhist materials, plan work around a visit or visitor, or investigate a religious festival, story or piece of art.
Units could be moved around within a year to establish better matches with other curriculum areas. RE might even
play the lead e.g. with a unit on Inspirational People or Journey of Life and Death.
There are many different ways to unpack the KS2 Programme of Study but schools must not ignore its
STATUTORY nature or take away children’s entitlement to a progressive and planned programme of RE.
Autumn 1
Autumn 2
Spring 1
Teachings and Authority
What sacred texts and other sources say
about God, the world and human life
Guildhall Feoffment Primary
Spring 2
Summer 1
Summer 2
Revisiting
Worship,
Pilgrimage and
Sacred Places
Encountering
Buddhism
YEAR
poss. Teachings &
Authority OR Worship,
P and SP
Where, how and why
people worship, including
importance of particular
religious sites
poss. Worship,
Pilgrimage and Sacred
Places
5/
A
Judaism
Christianity
Islam
Hinduism
Judaism
Christianity
Buddhism
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Encountering
Journey of Life
and Death
Encountering
Beliefs and Questions
What key beliefs people hold about God,
the world and humans
Christianity
Islam
Hinduism
Buddhism
Humanism
YEAR
poss. Beliefs and
Questions
Why some occasions are
sacred to believers and
what people think about life
after death
poss. Journey of Life
and Death
Buddhism
Christianity
Humanism
6/
B
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
How should a KS2 Scheme differ in a CEVA Primary/ CE academy / CE Free school?
Church schools should provide outstanding RE. All governors and RE staff should be aware of the 2016 Statement of RE
Entitlement from National Society, and the SIAMS inspection schedule for RE in church schools.
The National Society which oversees Church of England Schools recommends that up to ¾ of RE time is Christian. In church schools, the governors
must decide what RE is taught; most adopt the Suffolk Agreed Syllabus which requires less Christianity in KS2 and must be adapted. OFSTED
warned in 2010 /2013 that the teaching of Christianity has been the worst of any religion in schools. The National Society’s advice should enable
pupils to develop a richer understanding of Christianity, and in turn enable them to contribute more to RE lessons in high school.
Here is one way of putting more Christianity into a scheme of work based on the Agreed Syllabus; it is similar to that recommended for CEVC and
Community schools. It gives one RE learning theme a key role in each year e.g. Religion and the Individual, which is looked at through the eyes of
Christians, Hindus and Muslims, and which facilitates comparison of similarities and differences.
Autumn 1
Autumn 2
Spring 1
Religion and the Individual
What is expected of a believer following a religion
and the impact of belief on peoples’ lives
Spring 2
Summer 1
Summer 2
Symbols &
Religious
Expression
Beliefs in Action in
the World
Revisiting
How religious & spiritual
ideas are expressed
How religions respond
to global issues
Judaism
YEAR
poss Beliefs in Action in
the world
3/A
Christianity
Islam?
Hinduism
Christianity
Christianity
Judaism
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Inspirational People
Religion, Family
and Community
Encountering
Inspirational People
Why some figures, e.g. founders, leaders and
teachers, inspire religious believers
Christianity
Islam?
Hinduism
Sikhism
YEAR
Stories of St Paul
How religious families &
communities practise their
faith & the contributions
this makes to local life
poss. Religion, Family &
Comm.
4/B
Christianity
Christianity
Sikhism
Conversion
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
The other Learning Themes for Christianity are divided between the four years. Judaism, Sikhism, Buddhism and
Humanism are included but their time allocation is reduced. They are still matched with Christianity units to allow
for comparisons and deeper thinking around the RE learning theme.
Additional Christianity units are added with possible titles taking the balance to 50%. To raise the balance further, 2
Hindu and 2 Muslim units could be replaced e.g. with a Cathedral visit, Reflective Stories, Bible Explorer or a unit on
Pilgrimage. A different approach would be to add a number of enrichment theme days per year – at least three –
possibly whole school Christmas, Easter and Pentecost Days or a day investigating Songs from the World Church,
working with a Christian artist or theatre company, a Lord’s Prayer Day, etc. You may wish to discuss this with
the Diocesan Schools’ Adviser – contact the Diocesan Office 01473 298570.
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Teachings and Authority
Teachings and
Authority
Encountering
What sacred texts and other sources say
about God, the world and human life
Buddhism
YEAR
Parable
Worship,
Pilgrimage and
Sacred Places
poss. Worship,
Pilgrimage and Sacred
Places
5/C
Looking for meanings
Where, how and why
people worship, including
importance of particular
religious sites
Christianity
Islam
Hinduism?
Christianity
Christianity
Buddhism
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Beliefs and Questions
Journey of Life
and Death
Encountering
Beliefs and Questions
What key beliefs people hold about God,
the world and humans
Christianity
Islam
Hinduism?
Trinity
Humanism
YEAR
Expressing Christian
belief in the arts
Why some occasions are
sacred to believers and
what people think about life
after death
poss. Journey of Life
and Death
6/D
Christianity
Christianity
Humanism
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
The Emmanuel Project
The Emmanuel Project materials for KS2 are being used successfully in schools and form part of a scheme of work
which runs from EYFS to the end of Y6. Below is the Programme of Study for KS2 created by the units; it covers the
Agreed Syllabus by looking at key religious concepts or beliefs and unpacking them through stories, festivals and
practices. The Christianity units are shown with the central beliefs embedded in a key question for each unit.
Autumn 1
Autumn 2
Spring 1
Religion and the Individual
What is expected of a believer following a religion
and the impact of belief on peoples’ lives
Christianity
How do Christians
show that
reconciliation with
God and others is
important?
Islam
Hinduism
submission /
islam
karma
Inspirational People
Why some figures, e.g. founders, leaders and
teachers, inspire religious believers
Christianity
How does
believing Jesus is
their saviour
inspire Christians
to save and serve
others?
Spring 2
Summer 1
Summer 2
Symbols &
Religious
Expression
Beliefs in Action
in the World
Revisiting
Judaism
through Symbols and
Religious Expression
How religious & spiritual
ideas are expressed
How religions respond
to global issues
Christianity
Judaism
Why is the cross
more than a symbol
of sacrifice?
What do Christians
mean when they talk
about the Kingdom of
God?
covenant/ brit
Encountering
Sikhism
Religion, Family
and Community
Encountering
Sikhism
Christianity
poss. Inspirational
people
How religious families &
communities practise their
faith & the contributions
this makes to local life
poss. Religion, Family &
Comm.
Christianity
Sikhism
Islam
Hinduism
Sikhism
prophethood
dharma
guru/
waheguru
Why do Christians
believe they are
people on a mission?
sewa /
equality
YEAR
3
OR
A
YEAR
4
OR
B
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Autumn 1
Autumn 2
Spring 1
Teachings and Authority
What sacred texts and other sources say
about God, the world and human life
Christianity
Why is the gospel
such good news
for Christians?
Islam
revelation
Hinduism
yoga /
moksha
Beliefs and Questions
What key beliefs people hold about God,
the world and humans
Spring 2
Summer 1
Summer 2
Revisiting
Judaism
Worship,
Pilgrimage and
Sacred Places
Encountering
Buddhism
poss. Teachings &
Authority OR Worship,
Pilgrimage and Sacred
Places
Where, how and why
people worship, including
importance of particular
religious sites
poss. Symbolism and
Religious Expression
Christianity
Buddhism
kedushah
/holiness
What is the great
significance of the
Eucharist for
Christians?
enlightenment
Encountering
Buddhism
Journey of Life
and Death
Encountering
Humanism
poss. Journey of Life
and Death
Why some occasions are
sacred to believers and
what people think about
life after death
poss. Journey of Life
and Death
Christianity
Humanism
Islam
Hinduism
Buddhism
How do Christians
show their belief
that Jesus is God
incarnate?
tawheed /
oneness
atman /
Brahman
refuge
Should believing in
the resurrection
change how
Christians view life
and death?
5
OR
Judaism
Christianity
YEAR
happiness
A
YEAR
6
OR
B
Taught well, these units make an excellent and challenging programme of study for all schools.
CD 1 costs £75 and contains 22 Christianity units from EYFS to Y6. It is available from [email protected].
Disk 2 contains additional units on different world religions - for KS1 - 4 on Judaism and 1 on Islam - and KS2 – 4 on Islam, 4 on
Hinduism, 2 each on Buddhism, Sikhism and Judaism and 1 on Humanism). This second disk will be available late 2016.
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
How will the Emmanuel Project help VA Church of England Primaries, CE Academies, Free Schools?
These schools must adopt a scheme of work in line with National Society requirements of at least 2/3 Christianity while also teaching about other
faiths and world-views. The Diocesan Education team, alongside Suffolk teachers, wants the Emmanuel Project to help all schools but extra material
is planned to raise the amount of Christianity to 16 / 24 units i.e. 2/3 while an encounter with 5 other major faiths and Humanism is preserved.
Autumn 1
Autumn 2
Spring 1
Religion and the Individual
What is expected of a believer following a religion
and the impact of belief on peoples’ lives
Christianity
How do Christians
show that
reconciliation with
God and others is
important?
Islam
submission
(obedience)
Enriching
Christianity
HOPE
(Tumaini)
Inspirational People
Why some figures, e.g. founders, leaders and
teachers, inspire religious believers
Christianity
How does
believing Jesus is
their saviour
inspire Christians
to save and serve
others?
Islam
prophethood
Enriching
Christianity
CONVERSION
(St Paul)
Spring 2
Summer 1
Summer 2
Symbols &
Religious
Expression
Beliefs in Action
in the World
Revisiting
Judaism
poss Beliefs in Action in
the world
How religious & spiritual
ideas are expressed
How religions respond
to global issues
Christianity
Judaism
Why is the cross
more than a symbol
of sacrifice?
What do Christians
mean when they talk
about the Kingdom of
God?
covenant/ brit
Encountering
Sikhism
Religion, Family
and Community
Enriching
Christianity
Christianity
poss. Inspirational
people
How religious families &
communities practise their
faith & the contributions
this makes to local life
poss. Religion, Family &
Comm.
Sikhism
Christianity
Enriching
guru/
waheguru
Why do Christians
believe they are
people on a mission?
Christianity
BODY OF
CHRIST
YEAR
3
OR
A
YEAR
4
OR
B
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
The additional Christianity units focus will also focus on key concepts / beliefs e.g. Trinity, Pilgrim, and these are noted on the grids so teachers know
what is coming. Draft ideas are already beginning to circulate in the format below and you are advised to contact [email protected] for
further details and to access draft materials.
Autumn 1
Autumn 2
Spring 1
Teachings and Authority
What sacred texts and other sources say
about God, the world and human life
Christianity
Why is the gospel
such good news
for Christians?
Enriching
Christianity
PARABLE
Hinduism
yoga /
moksha
Beliefs and Questions
What key beliefs people hold about God,
the world and humans
Christianity
How do Christians
show their belief
that Jesus is God
incarnate?
Enriching
Christianity
TRINITY
Hinduism
atman /
Brahman
Spring 2
Summer 1
Summer 2
Enriching
Christianity
Worship,
Pilgrimage and
Sacred Places
Encountering
Buddhism
Worship, Pilgrimage and
Sacred Places
Enriching
Christianity
FAITH
Enriching
Christianity
Where, how and why
people worship, including
importance of particular
religious sites
poss. Worship,
Pilgrimage and Sacred
Places
Christianity
Buddhism
What is the great
significance of the
Eucharist for
Christians?
enlightenment
Journey of Life
and Death
Encountering
Humanism
Why some occasions are
sacred to believers and
what people think about
life after death
poss. Journey of Life
and Death
Enriching
Christianity
Humanism
PILGRIM
Should believing in
the resurrection
change how
Christians view life
and death?
5
OR
Journey of Life and
Death
Christianity
YEAR
happiness
A
YEAR
6
OR
B
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Suffolk Agreed Syllabus Assessment Levels
ASSESSMENT nationally is undergoing huge changes. Currently the Suffolk Agreed Syllabus
(2012) still uses 8 levels to assess pupil progress in RE. These are set out below. Teachers
should continue to use these levels to set appropriate challenges for pupils and to
assess their progress. Additional details are found in the Agreed Syllabus itself. If you
wish, adapt the levels to your current school policy on assessment BUT ensure
that you use the ideas in the levels to help children make progress.
Look at the levels you think pupils are likely to achieve. Use the level descriptors to help
plan suitable tasks and you will rapidly become more familiar with them. Pupils nationally
achieve lower results in RE and often it is because they are set less challenging work.
Level Descriptions for Religious Education (Suffolk)
Level 1
Attainment Target 1: Learning about Religion and Belief
Pupils use some religious words and phrases to recognise and name features of
religious life and practice. They can recall religious stories and recognise symbols,
and other verbal and visual forms of religious expression.
Attainment Target 2: Learning from Religion and Belief
Pupils 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.
Level 2
Attainment Target 1: Learning about Religion and Belief
Pupils use religious words and phrases to identify some features of religion and its
importance for some people. They begin to show awareness of similarities in
religions. Pupils retell religious stories and suggest meanings for religious actions
and symbols. They identify how religion is expressed in different ways.
Attainment Target 2: Learning from Religion and Belief
Pupils ask, and respond sensitively to, questions about their own and others’
experiences and feelings. They recognise that some questions cause people to
wonder and are difficult to answer. In relation to matters of right and wrong, they
recognise their own values and those of others.
Level 3
Attainment Target 1: Learning about Religion and Belief
Pupils use a developing religious vocabulary to describe some key features of
religions, recognising similarities and differences. They make links between beliefs
and sources, including religious stories and sacred texts. They begin to identify the
impact religion has on believers’ lives. They describe some forms of religious
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
expression.
Attainment Target 2: Learning from Religion and Belief
Pupils identify what influences them, making links between aspects of their own
and others’ experiences. They ask important questions about religion and beliefs,
making links between their own and others’ responses. They make links between
values and commitments, and their own attitudes and behaviour.
Level 4
Attainment Target 1: Learning about Religion and Belief
Pupils use a developing religious vocabulary to describe and show understanding of
sources, practices, beliefs, ideas, feelings and experiences. They make links
between them, and describe some similarities and differences both within and
between religions. They describe the impact of religion on people’s lives. They
suggest meanings for a range of forms of religious expression.
Attainment Target 2: Learning from Religion and Belief
Pupils raise, and suggest answers to, questions of identity, belonging, meaning,
purpose, truth, values and commitments. They apply their ideas to their own and
other people’s lives. They describe what inspires and influences themselves and
others.
Level 5
Attainment Target 1: Learning about Religion and Belief
Pupils use an increasingly wide religious vocabulary to explain the impact of beliefs
on individuals and communities. They describe why people belong to religions.
They understand that similarities and differences illustrate distinctive beliefs within
and between religions and suggest possible reasons for this. They explain how
religious sources are used to provide answers to ultimate questions and ethical
issues, recognising diversity in forms of religious, spiritual and moral expression,
within and between religions.
Attainment Target 2: Learning from Religion and Belief
Pupils ask, and suggest answers to, questions of identity, belonging, meaning,
purpose and truth, values and commitments, relating them to their own and others’
lives. They explain what inspires and influences them, expressing their own and
others’ views on the challenges of belonging to a religion.
 Levels 6-8 and an Exceptional Performance level are found in the Agreed Syllabus.
 The Non-Statutory Curriculum Guidance includes ‘P’ Levels for use as appropriate.
An alternative grid form of the levels is available. Many teachers have found this
useful for helping to plan and record assessment tasks. See the example overleaf.
15
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
An example from the Lord’s Prayer Project of ‘I can’ statements based on Suffolk Agreed Syllabus Levels
Level
1
2
3
AT1 Learning about religion
How pupils develop their knowledge, skills and understanding with reference
to:
a) beliefs, teachings
b) practices and
c) forms of
and sources
ways of life
expression
I can
I can
I can
remember a Christian
use the right names for
recognise religious art,
(Hindu, etc.) story and
things that are special to symbols and words and
talk about it
Buddhists (Jews, etc)
talk about them
e.g. say “That is the
e.g. talk about how
e.g. recognize the word
‘amen’ and know it
Lord’s Prayer” when I
Jesus taught his
disciples to pray to God
hear it said or sung
comes at the end of a
prayer
AT2 Learning from religion
How pupils, in the light of their learning about religion, express their responses and
insights with regard to questions and issues about:
d) identity and
e) meaning, purpose and
f) values and
belonging
truth
commitments
I can
I can
I can
talk about things that
talk about what I find
talk about what is
happen to me
interesting or puzzling
important to me and to
other people
e.g. say ‘It’s strange that God e.g. talk about my name
e.g. talk about who
is a swear word.’
teaches me important
and say that respecting
God’s name is important
things
tell a Christian (Sikh,
etc.) story and say some
things that people
believe
talk about some of the
things that are the same
for different religious
people
ask about what happens
to others with respect
for their feelings
talk about some things in
stories that make people ask
questions
talk about what is
important to me and to
others with respect for
their feelings
e.g. tell Jesus’ story of
the Lost Son from Luke
15 and say some things
Christians believe God
about God as father
e.g. say that Christians
and Muslims both have
special prayers that they
learn and say, and that
prayers ask God for help
say what some Christian
(Muslim, etc) symbols
stand for and say what
some of the art (music,
etc) is about
e.g. say Lord’s Prayer
e.g. ask different people
about praying to find out
what they do, or
whether they pray.
e.g. in the story of the ‘Lost
Son’ ask why the father was
nice to the son when he came
back.
e.g. say I want to be
forgiven when I say
sorry and I think others
want to be forgiven too
describe what a believer
might learn from a
religious story
describe some of the
things that are the same
and different for
religious people
use religious words to
describe some of the
different ways in which
people show their beliefs
compare some of the
things that influence me
with those that influence
other people
ask important questions about
life and compare my ideas
with those of other people
link things that are
important to me and
other people with the
way I think and behave
e.g. describe what some
phrases of the Lord’s
Prayer teach Christians
about God
e.g. note how Christians
and Muslims both have
prayers that they learn
by heart, but they are
different; all Muslims
learn set prayers, not all
Christians do
reminds Christians of
Jesus; say Christians use
prayers to praise and
thank God and say sorry
e.g. talk about the
words ‘hallowed' and
‘honoured’ and how
Christians show their
respect for God in
different ways
to some people
e.g. talk about how
Jesus influenced his
disciples then and today
and how friends
influence them
e.g. ask why the world isn’t
perfect, compare my own
ideas with Christian ideas from
the Lord’s Prayer
e.g. talk about how
Jesus’ words and stories
about forgiveness might
make me think or
behave when I have a
grudge against someone
16
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Level
4
5
a) beliefs, teachings
and sources
I can
make links between the
beliefs (teachings,
sources, etc.) of
different religious groups
and show how they are
connected to believers’
lives
b) practices and
ways of life
I can
use the right religious
words to describe and
compare what practices
and experiences may be
involved in belonging to
different religious
groups
c) forms of
expression
I can
express religious beliefs
(ideas, feelings, etc) in a
range of styles and
words used by believers
and suggest what they
mean
d) identity and
belonging
I can
ask questions about who
we are and where we
belong, and suggest
answers which refer to
people who have
inspired and influenced
myself and others
e) meaning, purpose
and truth
I can
ask questions about the
meaning and purpose of
life, and suggest a range
of answers which might
be given by me as well
as members of different
religious groups or
individuals
e.g. make links between
the belief that God’s will
should be done in the
Lord’s Prayer and the
work of some Christian
charities
e.g. interview 2 or 3
Christians and describe
how they confess their
sins and what they do
show they want to be
forgiven
e.g. create a banner,
dance, poem or prayer
which explores a phrase
in the Lord’s Prayer and
say what it means
e.g. ask questions about
‘our father’ and what it
says about human or
Christian identity, and
give my answers to the
question
e.g. write some
questions about the
future of earth and
provide answers that
refer to the Kingdom of
God and Christian ideas
suggest reasons for the
similar and different
beliefs which people
hold, and explain how
religious sources are
used to provide answers
to important questions
about life and morality
describe why people
belong to religions and
explain how similarities
and differences within
and between religions
can make a difference to
the lives of individuals
and communities
use a wide religious
vocabulary in suggesting
reasons for similarities
and differences in forms
of religious, spiritual and
moral expression found
within and between
religions
e.g. talk about asking
God for food and the
different attitudes
people have, find out
about different Bible
ideas about how to help
the hungry
e.g. describe why being
forgiven by God is
important to Christians
and relate what the
Lord’s Prayer says about
forgiving others e.g. to
Christians in Coventry
after WW 2 bombing
and their ongoing
reconciliation work
e.g. produce a report on
the variety of ways in
which the Lord’s Prayer
is presented by
Christians and suggest,
mentioning both
similarities and
differences why they
have been presented in
these ways
give my own and others’
views on questions
about who we are and
where we belong and on
the challenges of
belonging to a religion;
explain what inspires
and influences me
e.g. Give my views in a
TV style report on the
challenge of being in a
Christian group (e.g.
Salvation Army, Town
Pastors) and putting
Jesus’ teaching into
action, showing what
impresses them and
makes them think.
f) values and
commitments
I can
ask questions about
moral decisions I and
other people make, and
suggest what might
happen as a result of
different decisions,
including those made
with reference to
religious beliefs / values
e.g. write about
temptations I face and
suggest what might
happen depending on
different moral choices
that could be made
ask questions about the
meaning and purpose of
life and suggest answers
which relate to the
search for truth and my
own and others’ lives
ask questions about
things that are
important to me and to
other people and
suggest answers which
relate to my own and
others’ lives
e.g. write a short story
which raises questions
about what a true
father’ or true king’
means and which relates
to their own personal
search for meaning in
life.
e.g. write a report on a
moral issue in the news
e.g. a bombing or
kidnap, considering
different views and
questions in the debate,
including a response
based on a theme from
the Lord’s Prayer, and
suggesting answers that
relate to their own lives
17
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
What do we have to do in KS2 RE?
A simple guide for RE Subject Leaders to use with colleagues
1. Follow the Agreed Syllabus for Suffolk (2012). This is the legal document
which outlines children’s entitlement in Community and VC schools and may be
adapted for CEVA schools /CE Academies and CE Free schools.
2. Allow for 45 hours a year of RE, delivered as a stand-alone subject or
integrated into a creative curriculum approach. Be careful that RE is not distorted or
the pupils’ entitlement lost because of a weak understanding amongst staff as to the
statutory requirements.
3. Encourage the right attitudes
RE encourages 4 in particular:
 self-awareness
 respect for all
 open-mindedness
 appreciation and wonder
Exploring the Salvation Army – All
4. Ensure the 2 Attainment Targets are used
Saints’, Newmarket
(Learning about Religion and Belief / Learning from
Religion and Belief) in all lessons and that the Levels are used to measure progress
in RE and to set challenging tasks which have an RE focus, not an ‘English’ one.
5. Study the KS2 Programme of Study so everyone knows the baseline for RE
teaching in KS2. The Programme of Study contains:
 Overview for KS2 RE
 Learning about Religion and Belief / Learning from Religion and Belief
objectives for pupils at KS2
 Religions and Beliefs to be studied in KS2 in relation to the Learning Themes
o Christianity - forms the core
o Hinduism and Islam - provide continuity into KS3
o Judaism, Sikhism + Buddhism – are revisited / encountered
o Humanism – is encountered as appropriate

9 Learning Themes through which religions are viewed at KS2

Experiences and Opportunities for pupils at KS2
6. Look at your school scheme of work in the light of requirements or create
your own order for teaching the requirements. See possible examples in this
booklet. Compare with other curricular areas for possible links.
18
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Deciding on the content of an RE unit
Example …
1. Take a learning theme e.g. Beliefs and Questions
This must be taught for Christianity for half-a term, no less
than 6 hours, and for Hinduism and Islam for a further halfterm each. It would be good to teach these in the same
year so that comparisons may be made. Teachers may find
they have ideas stimulated just by the title. Or none at all!
Investigating the Lord’s Prayer –
Capel St Mary
2. Check the definition of the title. For ‘Beliefs and
Questions’, the Programme of Study says: What do some (Christian / Hindu /
Muslim) families believe about God, the natural world, human beings, a significant
figure. This may give teachers more ideas or still leave them with no ideas!
3. Find the Non-Statutory Guidance. Look up ‘Beliefs and Questions’. This
gives a series of 6 or so possible areas which Christians might say are important to
them. And it frames Learning about and Learning from questions for teachers
to use. Select one or two areas to use. Look up material that relates to them. A
similar approach can be taken for Hinduism and Islam.
4. Refer to the ‘Experiences and Opportunities’ in the Programme of Study to
help establish a varied pedagogy in RE and use the Assessment level descriptors to
help decide on tasks and ensure there is sufficient challenge for all pupils.
The Emmanuel Project
……
is based on an Enquiry Cycle approach which
explores key concepts or beliefs in each religion,
for example:
In Christianity: incarnation,
resurrection, reconciliation
In Islam: submission, revelation,
prophethood, tawheed
In the Enquiry Cycle, pupils engage with a
concept / belief in an exciting and interesting
way, making links with their own experiences of
life. They develop questions to help them
enquire into religious belief and practice and
explore these in a variety of ways. They
evaluate their work to see if they have a secure
understanding of the belief / concept and then
express their learning, sharing it with another
audience. See details on p.10-13.
Rublev’s Trinity icon –
Grange Primary,
Felixstowe
19
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Five flexible building blocks for an effective enquiry
Engage
Express
Enquire
The Suffolk Agreed Syllabus 2012
recommends, among other
approaches, the use of an enquiry
model for RE. The framework is
described briefly here and an
example of an outline framework
given.
The Emmanuel Project has been
written to this model and then
developed into fuller lesson plans.
Evaluate
Explore
Contact the Diocesan office for
courses which introduce teachers
to the materials.
ENGAGE
A stimulus is offered to ENGAGE pupils with a
key religious concept.
A carousel of activities may be used to stimulate
thinking or a teacher may introduce a mystery or
set up a community of enquiry, a reflective story
telling session, a dilemma, visualisation or creative
activity.
Carefully selected stories, poems, artwork or artefacts
may also draw pupils in with questions such as:
 What does this make you think of?
 Have you seen/heard anything like this before?
 I wonder how this is used?
 Why might this be important to some people?
Stonham Aspal CEVA Primary
Whatever is chosen should point towards the concept being introduced, initially,
drawing on contexts related to pupils’ own experience or prior knowledge, although
it is also very powerful to use a context which grips the imagination even if it is
outside pupils’ experience.
As pupils ENGAGE with the stimulus, they begin to unpack the meaning and
significance of the key concept and any misconceptions, including those of the
teacher, can be challenged.
A good choice of stimulus should encourage pupils to take full ownership of the
ENQUIRY and lead them towards the creation or unveiling of a big or key question
which will frame their work.
20
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
ENQUIRE
A ‘big’ question related to the key concept is coconstructed and agreed with the pupils; they are
ready to ENQUIRE.
Where the right stimulus was chosen in the ENGAGE stage,
the question is often constructed and agreed naturally, and
sub-questions may also be recorded. With younger pupils
or those inexperienced in an enquiry approach, the teacher
may ‘model’ questions. Bloom’s Taxonomy is helpful in creating
good questions.
Wilby CEVC Primary
As pupils ENQUIRE further the journey of learning is mapped out:
‘What do we need to find out in order to be able to answer our question?’ ‘Is there more
than one way of showing what we find out?’ ‘Who can we ask?’ ‘How can we show our
learning?’
At this stage, the assessment criteria are introduced to the pupils along with the ‘express’
task so pupils can see where their learning journey will take them, the purposes of the
learning and what good work will look like in this ENQUIRY.
EXPLORE
Pupils set out to EXPLORE religions and/or world
views in relation to the key concept / focus of
the ENQUIRY and the questions developed in the
ENQUIRE stage.
The teacher takes on the role of facilitator, providing
appropriate resources and content for all abilities to
undertake investigation and research; they may also
actively teach some content. A range of pedagogies
may be used according to abilities and age groups.
Useful approaches may be: ‘Thinking Skills’, Active Learning
strategies, various forms of independent research.
Thomas Wolsey School
In this stage pupils are generally Learning about religion and belief (AT1). They
should use examples from religious, philosophical or secular traditions to explore the key
concept further.
Some big RE questions more associated with Learning from religion and belief (AT2)
may arise as the pupils proceed with their exploration:



What does this really mean? What do I think about what it means?
Is this only important for some people? Why?
What would it be like if everyone believed this? What if I believed it?
Teachers encourage pupils to consider such questions and draw their own conclusions.
Pupils should be engaged with continual reflection on their learning.
Supplementary questions from the ENQUIRE stage are used in plenaries to see if the
knowledge being gained is helping pupils find answers to their big question or shedding light
on key concepts.
21
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
EVALUATE
Pupils EVALUATE their learning in this ENQUIRY;
they have time for personal reflection on and
response to the key religious concept they have
been exploring.
At this stage pupils are focused on Learning from
religion and belief (AT2) with opportunities for robust
and challenging discussion with questions posed by both
teacher and pupils. They should check their understanding
of the key religious concept as they evaluate what they
have learnt.
All Saints’, Laxfield CEVA Primary
It is important to ask learners not only how well they answered the focus of the ENQUIRY,
but also how they went about their learning: Did they co-operate? Were they good
researchers? Did they show independence? What happened when they were stuck? Did
they learn from their mistakes?
EXPRESS
Pupils EXPRESS an answer to the key question / their
understanding of the key religious concept at the heart
of the ENQUIRY.
Teachers use a range of different approaches to enable children
to express themselves and draw together what they have
learned from each stage of the enquiry. The TASC wheel
(Thinking Actively in a Social Context) may be a useful strategy
in this stage.
If possible, pupils choose how to express their knowledge and
Ranelagh Community Primary
understanding e.g. through the creative arts, presentations,
written tasks. Peer and self- assessment is encouraged as
pupils complete their tasks and further individual evaluation and pupil assessment will be
possible.
On the following page you will find a sample Enquiry Cycle (Teachings and
Authority: Christianity) which unpacks the Christian concept of ‘gospel’ as a key
source of teaching and authority. (Gospel means good news and refers to the 4
accounts of Jesus’ life and teaching in the Bible.)
This is a skeleton which shows the basic content and direction of a unit of work
under the five steps of the Enquiry Cycle.
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Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Express knowledge and understanding
Engage: What does ‘good news’ mean?
Children answer the key question ‘Why the Gospels are such
important books for Christians and why they are ‘good news’?
Engage with the Key Concept: Gospel / good news. What might be the best news
…. for you? for your school? …. For the world?
Children create e.g. create art or newspaper report of a gospel
story / say why ‘good news’ for a Christian. Or try out a pulpit and
explain the good news of their gospel story in role as Annie
Valotton or as one of the gospel-writers.
Town-crier activity. Creating good news headlines / tweets etc
How can a person be good news? Hear angels announce ‘good news’ or ‘glad
tidings’ of Jesus’ birth in Luke’s gospel. Perform ‘While Shepherds watched’ to
tune of ‘On Ilkley Moor bar tat’ and discuss the good news in it.
Enquire into why Christians have books called gospels
and why they are important to them
Evaluate what they have learned about and from
this Christian belief
Children refer back to sub questions (see Enquire). Have we
answered our questions? Do we have an idea what it means
for Christians to read their ‘gospels’?
How was Jesus good news to people he met?
Interview a local Christian minister to find out how the gospels
are used in church and what ‘good news’ might be preached
there.
Does the ‘Good News’ make a difference to people today?
What is ‘evangelism’? (from Greek for ‘spread good news’)
Teachings and Authority: Christianity
Read story from Luke’s Gospel of the angels coming to the
shepherds. Create ‘enquiry questions’ with pupils e.g.
 What do the gospels say? How are they used?
 What did the angels mean about Jesus being good news?
Who was Jesus good news to?
 Do Christians think he is good news today?
The ‘Express’ task is introduced to children – see ‘Express’.
.
Explore Christian ideas /experience with ‘Enquire’ questions in mind
Act stories in Jesus’ life. Freeze-frame ‘good news’ and explain. Select 3 stories for a new ‘gospel’. Find
modern and famous pictures of the stories chosen.
Discuss pictures of Gospel being read in church services – relevance to key question of pulpits, lecterns,
sermons, acolytes?
Engage with things Jesus said e.g. snippets from ‘Sermon on the Mount’ – good or bad news?
Investigate Annie Valotton – best-selling artist for ‘Good News’ Bible OR investigate newest Bible translations
and new ways of passing on the ‘good news’ e.g. on You-tube?
23
Helen Matter, Diocesan Schools’ Adviser – 01473 298570 / [email protected]
Some resources for Key Stage 2 RE
The Emmanuel Project materials are available from
[email protected] for £75 plus p and p. There
are 22 Christianity units from
EYFS to Y6 on Disk 1.
Disk 2 contains additional
units on different world
religions - for KS1 - 4 on
Judaism and one on Islam and KS2 – 4 on Islam, 4 on
Hinduism, 2 each on Buddhism, Sikhism and Judaism
and 1 on Humanism). This second disk will be
available late autumn 2016.

RE Today Services – produce a number of
teaching booklets on different learning themes for
the primary phase. These can be seen on their
website.

Websites like REonline and REquest provide
useful links and resources which can be freely
downloaded.

Artefacts can be bought from ‘Articles of Faith’
or ‘Religion in Evidence’, two companies which
also sell DVDs and books for RE.

BBC bitesize clips provide some great video
material on different religions.

www.biblegateway.com – can provide / display
Bible passages in lots of English versions and also
a wide range of other languages

Focus papers on different religions suggesting
helpful resources can be found on
www.cofesuffolk.org – follow Schools + Religious
Education.

Each unit in the Emmanuel Project has its own
Resource list to help you find just the right materials to use with your pupils.

East of England Faiths Agency for visits / visitors from different faiths. Fees
are charged but at a consistent rate. http://www.eefa.net/home_index.htm

SACRE (Standing Advisory Council on Religious Education) write and maintain
the Suffolk syllabus. They organise an annual Suffolk RE conference. Contact
via Helen Matter or Jan McGuire on Suffolk Learning: Religious Education.
24