Success Criteria Key Stage 2 Religious Education
Learning about Religion (AT1)
Pupils should be taught to:
a) describe the key aspects of
religions, especially the
people, stories and traditions
that influence the beliefs and
values of others
b) 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
c) identify and begin to
describe the similarities and
differences within and
between religions
d) investigate the
significance of religion in the
local, national and global
communities
e) consider the meaning of a
range of forms of religious
expression, understand why
they are important in religion
and note links between them
f) describe and begin to
understand religious and
other responses to ultimate
and ethical questions
g) use specialist vocabulary
in communicating their
knowledge and
understanding
h) use and suggest the
meaning of information
about religions from a
range of sources.
Celebration
How and why do members of the
religions we are learning about
celebrate?
What music, stories or activities help
people to celebrate in the religions we
are learning about? How?
What stories show evil beaten
by good? Why are there so many?
Religious Belief and Lifestyle
What special actions can be seen in
the religions we are learning about?
What do they mean?
What do the religions we are learning
about say is a good way to live? What
is bad?
What do the people in the religions
you are studying believe? How do
they show their beliefs by what they
do?
The Sacred
What do the religions we are learning
about do to worship God? How do
they use the senses and the arts?
What people and things matter most to
us? And to members of the religions
we are learning about?
What do the religions we are learning
about say about God? What questions
do people have about God?
Authority
Who began the religions we are
learning about? How did they come to
start a religion?
What do the holy books of the
religions say about leaders?
Who are the leaders today in the
religions we are learning about? What
do they do?
Beliefs and Teaching
Practises and Lifestyles
Expressing Meaning
I can show what I know about
religious beliefs, ideas and
teachings.
I can show what I know about:
• Religious objects and how they
are used
• Religious places and how they
are used
• Religious people and how they
behave.
Within religious practices and
lifestyles.
I can identify religious
symbolism in literature and in
the arts.
I can explain the significance of
some religious beliefs, teachings
and events for members of faith
communities.
I can explain the practices and
lifestyles involved in belonging to
a faith community
I can explain some of the
differing ways that believers
show their beliefs, ideas and
teachings.
I can explain how some beliefs and
teachings are shared by different
religions.
I can explain how beliefs and
teachings affect the lives of
individuals and communities
I can explain how religious life
and practices affect the lives of
individuals and communities.
I can explain, using the correct
terminology, how religious
beliefs and ideas can be shown
in many different ways.
Success Criteria Key Stage 2 Religious Education
Learning from Religion (AT2)
Pupils should be taught to:
a) reflect on what it means to
belong to a faith community,
communicating their own and
others’ responses
b) 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
c) discuss their own and
others’ views of religious
truth and belief, expressing
their own ideas
d) reflect on ideas of right
and wrong and their own and
others’ responses to them
e) reflect on sources of
inspiration in their own and
others’ lives.
Celebration
What are the most important events in
our lives? How do we mark them?
What makes special places or times
stand out? What makes a place or a
time special?
What feelings and emotions go with
different celebrations?
Why?
Religious Belief and Lifestyle
What can we notice about the
differences and similarities between
people’s beliefs?
Believing some things means not
believing other things.
How do we get our beliefs?
What different groups do I belong to?
What are my roles in these groups?
The Sacred
How do people think and feel about
the natural world and its wonders?
Why should we care for the planet?
How do people show respect or love
for who or what is most important or
sacred to them?
What place should stillness, reflection,
thankfulness, praise, commitment or
love have in life? Why do people like
or value these things?
Authority
Where do we find rules and guidance?
Why do we need them?
Who do we recognise, from the past
and present, as leaders? Why do
people follow them? Who do we
follow?
Leaders sometimes get things wrong.
When is it wrong to ‘follow the
leader’?
Beliefs and Teaching
Practises and Lifestyles
Expressing Meaning
I can show that I understand that
personal experiences and feelings
can influence my attitudes and
actions.
I ask questions that have no
universally agreed answers.
I can explain how shared
beliefs about what is right and
wrong affect people’s
behaviour.
I ask questions and suggest answers
about the significant experiences of
others, including religious believers.
I can explain my own ideas and
beliefs about ultimate questions.
I ask questions about matters of
right and wrong and suggest
answers which show
I have an understanding of
moral and religious teachings.
I recognise and express my feelings
about my own identity and link this
to my learning about religion.
I can explain why there are
differences between my own and
others’ ideas about ultimate
questions.
I can express my own values.
I can respond to the values and
commitments of others.