Key stage 3 Key 4 Post 16 Where do beliefs Do beliefs change in How can we live with Beliefs about God come accordance with time conflicts among from? and place? differing beliefs? What do believers How the practices In what ways might aim to achieve of faith communities practice influence Practices through religious change over time? belief? practice? What can we learn How might culture Is abandonment of from the ways in influence the way that religious expression Forms of which different beliefs are expressed? evidence of expression beliefs are abandonment of expressed? religious belief? Pupils will develop the capacity to describe, explain and analyse religious concepts through structured investigation, reflection and response will enable them to understand and appreciate the nature (what it is), significance (why it is important) and impact (what difference it makes) of religious and non-religious beliefs and world views. This model promotes the style of enquiry recognised as good practice by Ofsted. Assessment in RE The assessment system for this Agreed Syllabus is based on key performance indicators (KPIs) for end of year and end of phase expectations which reflect what pupils are expected to achieve. Assessment will be both formative and summative and will be used as a basis for a written report to parents at the end of each academic year. Key stage 1 At the end of year 1 pupils wilI Identify special places, days and objects related to the questions studied / aspects covered Identify special books and know some key teachings for the religions studied. Recount some religious stories and recognise some religious objects Reflect on their own identity and experiences.
Key stage 3 Key 4 Post 16 Beliefs Where do beliefs about God come from? Do beliefs change in accordance with time and place? How can we live with conflicts among differing beliefs? Practices What do believers aim to achieve through religious practice? How the practices of faith communities change over time? In what ways might practice influence belief? Forms of expression What can we learn from the ways in which different beliefs are expressed? How might culture influence the way that beliefs are expressed? Is abandonment of religious expression evidence of abandonment of religious belief? Pupils will develop the capacity to describe, explain and analyse religious concepts through structured investigation, reflection and response will enable them to understand and appreciate the nature (what it is), significance (why it is important) and impact (what difference it makes) of religious and non-religious beliefs and world views. This model promotes the style of enquiry recognised as good practice by Ofsted. Assessment in RE The assessment system for this Agreed Syllabus is based on key performance indicators (KPIs) for end of year and end of phase expectations which reflect what pupils are expected to achieve. Assessment will be both formative and summative and will be used as a basis for a written report to parents at the end of each academic year. Key stage 1 At the end of year 1 pupils wilI Identify special places, days and objects related to the questions studied / aspects covered Identify special books and know some key teachings for the religions studied. Recount some religious stories and recognise some religious objects Reflect on their own identity and experiences.
Bradford%20Agreed%20Syllabus%20FINAL%2022%207%202016(1).docx