Throughout key stage 2, pupils learn about Christianity and at least two of the other principal religions, recognising the impact of religion and belief locally, nationally and globally. They make connections between differing aspects of religion and consider the 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 beliefs and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas, 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
1. Pupils should be taught to:
- describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others
- 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
2. 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.
Explanatory notes
Note for 1a
ICT opportunity
Pupils can use ICT to find information on a variety of subjects and use ICT tools to present their findings.
Cross reference to PSHE and citizenship
Developing good relationships and respecting the differences between people
4. Pupils should be taught:
b. to think about the lives of people living in other places and times, and people with different values and customs
Note for 1b
ICT opportunity
Pupils can use ICT to find information on a variety of subjects and use ICT tools to present their findings.
Cross reference to PSHE and citizenship
Developing good relationships and respecting the differences between people
4. Pupils should be taught:
b. to think about the lives of people living in other places and times, and people with different values and customs
Cross reference to history
Knowledge and understanding of events, people and changes in the past
2. Pupils should be taught:
b. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world
Note for 1c
ICT opportunity
Pupils can use ICT to find information on a variety of subjects and use ICT tools to present their findings.
Note for 1d
ICT opportunity
Pupils can use ICT to find information on a variety of subjects and use ICT tools to present their findings.
Attitudes
Pupils have the opportunity to develop open-mindedness.
Note for 1e
Cross reference to music
Breadth of study
5. During the key stage, pupils should be taught the Knowledge, skills and understanding through:
e. a range of live and recorded music from different times and cultures [for example, from the British Isles, from classical, folk and popular genres, by well-known composers and performers]
Note for 1g
Cross reference to English
En2 Reading: Non-fiction and non-literary texts
5. To develop understanding and appreciation of non-fiction and non-literary texts, pupils should be taught to:
a. identify the use and effect of specialist vocabulary
Note for 2d
Attitudes
Pupils have the opportunity to develop self-awareness.
Breadth of study
3. During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study:
Religions and beliefs
- Christianity
- at least two other principal religions
- a religious community with a significant local presence, where appropriate
- a secular world view, where appropriate
Themes
- beliefs and questions: how people's beliefs about God, the world and others impact on their lives
- teachings and authority: what sacred texts and other sources say about God, the world and human life
- worship, pilgrimage and sacred places: where, how and why people worship, including at particular sites
- the journey of life and death: why some occasions are sacred to believers, and what people think about life after death
- symbols and religious expression: how religious and spiritual ideas are expressed
- inspirational people: figures from whom believers find inspiration
- religion and the individual: what is expected of a person in following a religion or belief
- religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life
- beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment
Experiences and opportunities
- encountering religion through visitors and visits to places of worship, and focusing on the impact and reality of religion on the local and global community
- discussing religious and philosophical questions, giving reasons for their own beliefs and those of others
- considering a range of human experiences and feelings
- reflecting on their own and others' insights into life and its origin, purpose and meaning
- expressing and communicating their own and others' insights through art and design, music, dance, drama and ICT
- developing the use of ICT, particularly in enhancing pupils' awareness of religions and beliefs globally.
Explanatory notes
Note for 3e
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3f
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3g
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3h
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3i
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3j
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3k
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Note for 3l
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
Cross reference to geography
Breadth of study
6. During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two localities and three themes:
Localities
a. a locality in the United Kingdom
b. a locality in a country that is less economically developed
Note for 3m
ICT opportunity
Pupils could find information on the internet and CD-ROMs and could use email, particularly to share their views on global issues of human rights, social justice and the importance of the environment.
This content relates to the 1999 programmes of study and attainment targets.