RELIGIOUS EDUCATION Progress in Learning Levels 4 - 6

1. RELIGIOUS EDUCATIONProgress in Learning Levels 4 - 6

2. PROGRESS IN LEARNING - OVERVIEW This progress in learning file has been designed to help departments to develop their understanding of progression. Each piece of work illustrates particular standards characteristics within a level. This file has not been designed as an exemplar portfolio for the WJEC moderation exercise. However, the illustrative materials should support departments in the development of their own portfolios.

3. Content Introduction Agreed syllabus level descriptions Exemplar materials Work showing characteristics of Level 4 Pilgrimage in Christianity and Islam Work showing characteristics of Level 5 Ideas of reincarnation Hindu puja The Jewish Shabbat Work showing characteristics of Level 6 The life and work of Mother Teresa

4. Introduction • This progress in learning file contains examples of work produced by pupils in years 7-9 in schools in The City and County of Swansea LA. They have been selected to illustrate characteristics of particular levels in religious education. • The individual examples included in the file may be used to support the assessment of individual pieces of work throughout, and at the end of, key stage 3. When judgements are made teachers should decide which description ‘best fits‘ a pupil’s performance. The aim is to arrive at a rounded judgement which: • draws upon evidence of how a pupil performs in relation to the three core skills • takes account of both strengths and weaknesses in the pupil’s performance; • is checked against adjacent level descriptions to ensure that the level awarded is • the closest overall match to the pupil’s performance in each core skill. • The LA is very grateful to the staff from the schools involved for giving permission for their pupils’ work to be included.

5. The level descriptions for religious education The following level descriptions describe the types and range of performance that pupils working at a particular level should characteristically demonstrate. In deciding on a pupil’s level of attainment at the end of a key stage, teachers should judge which description best fits the pupil’s performance. Each description should be considered in conjunction with the descriptions for adjacent levels. By the end of Key Stage 2, the performance of the great majority of pupils should be within the range of Levels 2 to 5, and by the end of Key Stage 3 within the range 3 to 7. Level 8 is available for very able pupils and, to help teachers differentiate Exceptional Performance at Key Stage 3, a description above Level 8 is provided. All statements made within the levels should be read as they relate to Christianity and the other principal religions identified within the agreed syllabus.

6. The level descriptions for religious education Level 1 Pupils talk about their own experiences, the world around them and aspects of religion. They recall and respond to some basic religious beliefs, teachings and practices investigated. They show some awareness that these aspects of religion are special. They recognise that their feelings, actions and opinions may be similar to or different from those of other people. On occasion, they use simple religious vocabulary appropriately to express their ideas. Level 2 Pupils ask questions about their own experiences, the world around them and aspects of religion, and suggest some answers. They recall and communicate simply some of the basic religious beliefs, teachings and practices investigated. They suggest, in simple terms, why these aspects of religion are important to some people. They talk in simple terms about their own feelings, actions and opinions and those of other people. They use simple religious vocabulary appropriately. Level 3 Pupils discuss the questions raised by their own experiences, the world around them and aspects of religion, giving their own opinions. They describe some of the basic religious beliefs, teachings and practices investigated. They describe how some of these aspects of religion affect believers’ lives. They describe their own feelings, actions and opinions, and in simple terms comment on the viewpoints of others. They begin to recognise that religious symbols carry meaning, and use religious vocabulary appropriately. Level 4 Pupils discuss their own and others’ responses to questions about life, the world around them and religion. They describe and begin to explain the religious beliefs, teachings and practices investigated. They give specific examples of the ways in which these aspects affect believers’ lives and begin to identify the similarities and differences within religions. They explain in simple terms how their own feelings, actions and opinions differ from those of others. They recognise some religious symbols and use a range of religious vocabulary appropriately.

7. The level descriptions for religious education Level 5 Pupils express and justify ideas and opinions about fundamental questions in the light of their investigations and experiences. They make links between the religious beliefs, teachings and practices studied, describing the impact on believers’ lives and identify the similarities and differences within and across religion. They explain how their own feelings, actions and opinions affect their own lives, and describe how those of others similarly affect their lives. They use a range of religious vocabulary appropriately and demonstrate a basic understanding of symbolic language. Level 6 Pupils draw on a variety of informed sources and their own experiences in order to present evidence and develop appropriate responses to fundamental questions. They use their understanding of the links between the religious beliefs, teachings and practices investigated to consolidate their understanding of religion and to explain differing religious viewpoints. They explain the relationship between their own beliefs and actions. They also explain the relationship between other people’s beliefs and actions. They use a range of religious vocabulary appropriately and demonstrate an understanding of symbolism and symbolic language. Level 7 Pupils investigate fundamental religious and moral questions from a variety of religious perspectives and begin to draw reasoned conclusions. They apply a wide range of religious concepts to a variety of beliefs, teachings and practices. They accurately explain and justify the reasons for the range of viewpoints held by religious people. They consider the implications of their own beliefs and actions, compare these to other people and draw balanced conclusions. They use a range of religious vocabulary appropriately and are able to explain the symbolic meaning of religious objects, actions and/or language.

8. The level descriptions for religious education Level 8 Pupils investigate fundamental religious and moral questions, evaluate a range of possibilities and draw rational conclusions based on evidence gathered. They demonstrate an understanding of a wide range of religious concepts, including various perspectives on beliefs, values and traditions within the religions studied. They evaluate the various aspects of religion and explain how these affect the lives of individuals, communities and society. They investigate the religious concepts studied, evaluating their own and other people’s viewpoints through reasoned argument and evidence. They use a wide range of religious vocabulary appropriately and demonstrate a developed understanding of symbolic language. Exceptional Performance Pupils acknowledge that fundamental religious questions are often complex and that answers are often partial and inconclusive. They analyse and give reasons for the different perspectives held concerning the beliefs, values and traditions of the religions studied, recognising the differences between religions and appreciating the tension of unity and plurality within each religion. They have a detailed knowledge and understanding of the behaviour and beliefs of adherents of various faith systems. In relation to the religious and moral concepts studied, they express well-considered opinions of the viewpoints of others based on in-depth investigation. They use an extensive range of religious vocabulary appropriately and demonstrate a well-developed understanding of symbolic language.

9. Exemplification of pupils’ work

10. Characteristics of level 4: Example 1 Outline of task This task relates to work covered on Christian and Muslim pilgrimage. Pupils are asked to explain why pilgrimage is important from the perspective of a Muslim and a Christian. Each believer is to identify a place of pilgrimage and explain its importance. A planning sheet was given to provide structure to their writing. Characteristics of Level 4 • Describes and begins to explain the practice of pilgrimage from the perspective of a Christian and Muslim. • Starts to give specific examples of the affect on believers’ lives because there is some reference to benefits of pilgrimage e.g. ‘be closer to God’ and ‘have a better understanding of yourself’. • Refers to pilgrimage being a duty for Muslims ‘by the law of the fifth pillar’. • There is some use of religious vocabulary being used appropriately e.g. Pope, Mass, pray but the section on Islam is stronger in its use of appropriate religious vocabulary e.g. hajj, Mecca, Allah, Mohammed. Way Forward • Explain the reference to pilgrimage as a duty to observe the fifth pillar. • Provide more detail on the benefits of pilgrimage. • Identify the ways in which the two religions are similar or different in beliefs and practices regarding pilgrimage.

11. Task Two friends have recently undertaken a pilgrimage. One is a Christian and the other is a Muslim. They want to explain to each other why they went on a pilgrimage and why it is an important part of their religion. You must write both letters. You need to include the following information in both letters: • A brief description of the place of pilgrimage • Why it became a place of pilgrimage • What pilgrims do there • Why it was important to go on a pilgrimage • The benefits of going on a pilgrimage • The difference it has made to their lives. The question is asking you to explain what pilgrimage means to each person, so don’t spend too much time describing the place.

12. Planning

15. Characteristics of level 5: Example 1 Outline of task This task relates to work covered on ideas of reincarnation. Pupils had watched a documentary about a child from Scotland called Cameron who has a detailed memory of a previous life. A writing frame was provided to give structure to the writing. Characteristics of Level 5 • Can express and justify ideas about the fundamental question of whether there is life after death. • Shows evidence of some investigation into this topic through text books and study of a video programme. Way Forward • Make links between the belief in rebirth or reincarnation and the religions that teach this belief such as Hinduism, Sikhism and Buddhism. • Use appropriate religious vocabulary – by linking this belief to religious traditions that believe in reincarnation then vocabulary such as karma and good and evil deeds would be used.

19. Characteristics of level 5: Example 2 Outline of task This task relates to work on Hinduism. Pupils are asked to write a poem that sums up aspects of Hindu worship (puja) and link them to the use of the senses in worship. Characteristics of Level 5 • Makes links between beliefs and practices e.g. belief in reincarnation linked to good or bad behaviour, belief in one Supreme Being or God but God’s characteristics represented in different forms, explains the worship of different murtis. • Uses religious vocabulary appropriately e.g. murti, meditation, karma, mandir, Brahman. Way Forward • Make more of the reference to Brahman represented in different forms by giving specific example e.g. Brahma the Creator, Shiva the Destroyer, Vishnu the Preserver. • Explain in more detail the reference ‘they treat their murti like a person’ by giving examples of washing them, dressing them, providing food etc.

22. Characteristics of level 5: Example 3 Outline of task This task relates to work on Judaism. Pupils are asked to write an account of a non Jew visiting a Jewish home at Shabbat giving an account of Shabbat customs and practices. Pupils had already done some preparatory work about Shabbat by doing a Mystery thinking skill activity called ‘Why did Josh leave school early?’ Characteristics of Level 5 (with some elements of level 6) • Gives a detailed account of customs and practices e.g. Sabbath meal and use of challah, Kiddush, Havdalah ceremony • Describes the impact of beliefs regarding Shabbat on the lives of orthodox Jews e.g. arrive home before dark, not working on the Shabbat, preparation of food for Shabbat. • Uses a range of religious vocabulary appropriately e.g. Havdalah, challah, Kiddush, synagogue. Way Forward • Further explanation of WHY beliefs affect actions e.g. Why keeping Shabbat is an important rule by reference to the Ten Commandments. WHY are orthodox Jews expected to keep kosher rules by reference to the food rules in the Torah. • Correct inaccuracies such as ‘Hannah read from the Torah’ which would not happen if Hannah was an orthodox Jew.

25. Characteristics of level 6 Outline of task This task relates to work covered on Mother Teresa. Pupils are asked to write a funeral speech commemorating the life and work of Mother Teresa. Pupils had seen a video of the life and work of Mother Teresa, looked at Biblical texts and carried out personal internet research. Characteristics of Level 6 • Have drawn on a variety of informed sources to present their findings on the life and work of Mother Teresa. • Uses and explains the links between religious belief and practice or action e.g. ‘Mother Teresa followed in the footsteps of Jesus in caring for the poor’; reference to her acceptance of divine providence that God will provide and not fundraising; her taking a vow of poverty and living in poverty to understand what it is like to be poor; her belief in a God of love by showing love to others. • Consolidates their understanding of religion by using comments such as ‘to be a Christian is hard work’ and ‘ you have served the world’ Way Forward • Make more use of the Biblical teachings Mother Teresa fulfilled e.g. ‘loving your neighbour’