Religious Education Curriculum Directory (3-19) - The Catholic ...

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Religious Education Curriculum DirectoryAT 2: Learning from Religion: Reflection on Meaningiii) social and moral practicesand way of lifei) engagement with own andothers’ beliefs and valuesii) engagement with questionsof meaning and purposePupils Pupils PupilsRecognise that people because oftheir religion act in a particularway.Talk about their own experiencesand feelings.Say what they wonder about.Describe some ways in which religionis lived out by believers.Ask and respond to questionsabout their own and others’ experiencesand feelings.Ask questions about what theyand others wonder about and realisethat some of these questionsare difficult to answer.Give reasons for certain actionsby believers.Make links to show how feelingsand beliefs affect their behaviourand that of others.Compare their own and otherpeople’s ideas about questionsthat are difficult to answer.Show understanding of how religiousbelief shapes life.Show how own and others’ decisionsare informed by beliefs andvalues.Engage with and respond to questionsof life in the light of religiousteaching.Identify similarities and differencesbetween peoples’ responsesto social and moral issues becauseof their beliefs.Explain what beliefs and valuesinspire and influence them andothers.Demonstrate how religious beliefsand teaching give some explanationof the purpose andmeaning of human life.Explain how religious beliefs andteaching influence moral valuesand behaviour.Express insights into the reasonsfor their own and others’ beliefsand values and the challenges ofbelonging to a religion.Explain with reference to religiousbeliefs their own and others’answers to questions ofmeaning.Critically evaluate the ways of lifeof religious groups with referenceto their history and culture andshow a coherent understandingof differences.Articulate their own critical response(s)to different religiousbeliefs and world views.Evaluate religious and nonreligiousviews and beliefs on questionsof meaning and purpose.Show a coherent understandingof the impact of a belief systemon the way of life of individuals,communities and societies.Provide a coherent, philosophicaland evaluative account of the relationshipbetween belief systemsand ways of life.Critically analyse and justify ownand others’ religious beliefs andworld views.Provide independent, well-informedand highly reasoned insightsinto their own and others’religious beliefs and world views.Synthesise a range of evidence,arguments, reflections and examplesto justify their own viewsand ideas on questions of meaningand purpose.Provide an independent, informedand well-argued account of theirown and others’ views on questionsof meaning, purpose and fulfilmentwith reference to religious andmoral traditions and standpoints.66
Catholic Bishops’ Conference of England and Wales — Department of Catholic Education and FormationStrandLevel12345678Journeying in reflection andcontemplationPupilsReflect quietly.Participate in periods of reflectionin response to a givenstimulus.Show understanding of the importanceof stillness and quietduring times of reflection andprayer.Demonstrate an appreciation ofthe elements needed for reflectionand contemplation orprayer (places, times, foci, stimuli).Explore how different situationsare conducive to reflectionand contemplation orprayer.Discern how different forms ofreflection and contemplationor prayer can be important inpeople’s lives.Express creatively, linguisticallyor through other media, howreflection and contemplationcan give people insights intotheir own lives and their relationshipswith God.Reflect and analyse with othersdifferent views people hold onthe worth of reflection andcontemplation or prayer.Reflection and contemplationThis strand, formerly part of AT2, is presentedhere separately. This is to emphasisethe point that it will not be subject to assessmentin the same way as other levels of attainment.However, these levels may informthe provision of opportunities for growth inreflection and contemplation.This strand also recognises the significantpart that reflection and contemplation playin the spiritual development of pupils. It contributesto the pupil’s ability ‘to reflect spirituallyand think ethically and theologically’.It is both improper and impossible to assesssuch spiritual development and so this strandsimply marks out the steps that might betaken in terms of progression in reflectionand contemplation. In this way it is more aspirationalthan evaluative and judgemental.Nevertheless real steps may be marked out inways similar to those used in the levels of attainment.However there is a circularityabout this journey which is captured by somelines from the poem Little Gidding:We shall not cease from explorationAnd the end of all our explorationWill be to arrive where we startedAnd know the place for the first time.This thought from T. S. Eliot reminds us of thesense in which ‘reflect quietly’ (L1 & EP) isboth the starting point and the end point ofthe journey. The difference is that at EP thewanderer is more fully aware of the journeythat has been made, of all the interveningsteps which have become integrated into thereflection.Above all it is a journey to be relished and delightedin.EPReflect quietly.67
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AbbreviationsCCC Catholic Church, C
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Part III — Areas of StudyReligiou
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