Appendix 1 - Progression

1.1 Progression through the Learning Process

Key Stage 1

Pupil Experience

• Identify - Pupils recognise what is significant to them in their immediate experience and recognise some basic concepts used to express this
• Explore - Pupils learn how to find out about other people’s experience and feelings in a way that is sensitive and appropriate and to relate their own experience and that of others to the general concepts being developed
• Contextualise - Pupils learn to see their own experience in the light of their own background and compare this sensitively with the experience of other pupils in the class
• Reflect - Pupils learn to think about their experience and the feelings related and to see how these affect themselves and others

Religious/worldview context

• Investigate - Pupils learn about related experiences and concepts within the religions explored
• Contextualise - Pupils learn to see the religious experience in the context of the beliefs and practises of the religion being explored and the feelings that arise from them for believers
• Reflect - Pupils learn to think about the religious experience and concepts and their significance to the believers and to see how these make a difference to how they live
• Respond - Pupils learn how to express sensitively and in a variety of ways their own views about the religious experiences and concepts
• Synthesise - Pupils learn to identify similarities and differences between their own experience and the religious beliefs practises and concepts they have explored

Universal Human Experience

• Reflect - Pupils learn to think about what they can take from their learning about the religions to help them understand their own experience feelings and beliefs
• Apply - Pupils relate the religious experience, beliefs and concepts they have explored to their own lives and think about how their own ideas have developed

Lower Key Stage 2

Pupil Experience

• Identify - Peoples learn to identify what is most important to them in terms of people places celebrations and beliefs
• Explore - Pupils learn to ask thoughtful and searching questions about their own views about what is important to them and why
• Contextualise - Pupils compare and contrast their own views with those of others in the class
• Reflect - Pupils think about how these different ‘values’ affect their own and other peoples’ lives

Religious/worldview context

• Investigate - Pupils learn how to inquire into what do religions and traditions hold to be most important and how these are expressed personally and in the community
• Contextualise - Pupils relate religious beliefs to the practises, lifestyles and attitudes of the religions explored learning to identify differences and similarities between religions
• Reflect - Pupils learn to consider what is important to religious people through their exploration of religious beliefs concepts and practises and how these compare with their own
• Respond - Pupils explain their responses to the beliefs and practises giving reasons for their views
• Synthesise - Pupils think about what the beliefs and practises show about what is important to human beings

Universal Human Experience

• Reflect - Pupils reflect on what they have learned about what people and communities see as of great importance in life
• Apply - Pupils consider how their views on what is important in life may have developed through their study of these religions and world views

Upper Key Stage 2

Pupil Experience

• Identify - Pupils identify their own responses to some of the big questions that life can throw at us
• Explore - Pupils ask thoughtful and searching questions about their own responses to some of the ultimate questions raised through the material studied
• Contextualise - Pupils compare and contrast their own response with those of others in the class
• Reflect - Pupils consider why these are different responses to ultimate questions

Religious/worldview context

• Investigate - Pupils learn how to enquire into the religious and non-religious beliefs, practises and concepts and to explore what they reveal about different responses to ultimate questions
• Contextualise - Pupils relate religious beliefs and concepts to the practises, lifestyles and attitudes of the religions and beliefs explored and the differences and similarities between religions
• Reflect - Pupils consider how the religious and non-religious beliefs concepts and lifestyles relate to responses to ultimate questions
• Respond - Pupils consider the extent to which the religious beliefs and concepts express a reasonable response to the ultimate questions
• Synthesise - Pupils relate to the religious beliefs concepts and practises that they have explored to their own experience and views, and consider their own beliefs, values and way of living in the light of these

Universal Human Experience

• Reflect - Pupils reflect on what they have learned and what these might suggest about common human values, responsibilities and experience
• Apply - Pupils consider how their understanding of the world may have developed through their exploration of the religions and worldviews.

Key Stage 3

Pupil Experience

• Identify - Recognise which aspects of their own worldview arise out of responses to ultimate questions
• Explore - Ask thoughtful and searching questions about their own and other people’s worldviews expressed in responses to ultimate questions
• Contextualise - Recognise and reflect on aspects of their own background and experience that have influenced the development of their worldview
• Reflect - Consider how their own worldview relates to those of others in the class and how and why they are similar or different

Religious/worldview context

• Investigate - Pupils explore the concepts and ideas expressed in beliefs, practices and ways of living enshrined in institutional religion/worldviews
• Contextualise - Pupils relate different responses to and/or expressions of ultimate questions to differences of experience, interpretation and practice within and between religions/worldviews
• Reflect - Pupils reflect on the concepts that underpin responses to ultimate questions in the context of institutional and personal worldviews
• Respond - Pupils learn to evaluate religious responses to and expressions of ultimate questions using empathy and reasoned argument
• Synthesise - Pupils relate the religious responses to ultimate questions to their own experience and ideas and consider any similarities and/or differences and how these might/might not be significant.

Universal Human Experience

• Reflect - Pupils reflect on what they have learnt about concepts underpinning different responses to or expressions of ultimate questions and how these relate to our understanding of what it means to be a person
• Apply - Pupils apply what they have learned to their own experience and self-understanding and consider how, if at all, this might affect their self-understanding and their understanding of others.

1.2 Age Related Expectations

Pupils will be ‘emerging’, ‘achieving’ or ‘exceeding’ or similar judgements according to school policy. This is for summative assessment, taking an overview of a pupil’s work and achievement over time and where appropriate specific assessment tasks/tests.

Key Stage 1

1. Pupils can retell stories from different religions and traditions and explain what they think it teaches people
2. They recognise some religious phenomena and can say what religion these are from and say something about their meaning.
3. They can recognise that religions share things in common and have real differences.
4. They can talk about what is important to themselves and others and give a reason why.
5. Pupils ask appropriate questions about the religions they explore and can give a good reason for their own and other people’s beliefs and opinions

Lower Key Stage 2

1. Pupils describe beliefs and teachings from Christianity and two other religions and show how these influence how people live and behave.
2.   They recognise and can describe symbols and rituals from Christianity and two other religions and say something about what these mean for people.
3. They recognise different religions and can compare different beliefs and teachings about God, the world and humanity from Christianity and two or three other religions studied.
4. They recognise who and what inspires themselves and others and say something about how this affects their behaviour.
5. They ask questions about religion and belief that help them find out more about Christianity and two or three different beliefs and practices, comparing these with their own ideas

Upper Key Stage 2

1. Pupils describe similarities and differences of belief and practice within and between Christianity and two or three different religions and show how these influence the lives of individuals and communities.
2. They use correct vocabulary to suggest meanings for different ways in which people show their religious beliefs.
3. They raise questions about beliefs, values and how people live their lives and are able to research what different religions and a non-religious view say about important beliefs, ideas and issues, including the sources of authority such as sacred texts and key figures.
4. They recognise different sources of inspiration and influence on people’s lives and can discuss the positive and negative impact these might have on individuals and communities.
5. They can discuss the impact of religion on individuals and communities and support their views with good reasons linked to evidence and examples

Key Stage 3

1. Pupils use religious and philosophical language and concepts to explain religions, beliefs, practices and values, including differences within religions and similarities shared across religions and non-religious worldviews.
2. Pupils can explain and interpret different forms of religious and spiritual expression.
3. Pupils explain different interpretations of religious and non-religious beliefs and research different perspectives on issues and ideas.
4. Pupils consider different responses to and insights about questions of identity, meaning, purpose and value found in Christianity and other faith and non-religious worldviews, arguing their own views in the light of this.
5. Pupils explain some challenges of living in a multi-faith and belief society and the impact of commitment on the lives of individuals and communities.

Key Stage 4

1. Pupils use a wide range of language, ideas, approaches and methods to analyse and demonstrate a broad understanding of religions and beliefs and their significance in modern society.
2. Pupils can pull together evidence and insights from religion and other disciplines to explore what it means to be human.
3. Pupils can explain how different interpretations of religious and non-religious views may be brought together to share insights about meaning, purpose and values. 
4. Pupils relate a wide range of perspectives from religions and non-religious worldviews to contemporary social and moral issues, demonstrating understanding of the diversity of views within and between them.
5. Pupils arrive at independent conclusions based on research into & evidence about religion and belief and their impact, positive & negative, on communities & society