More able pupils and RE

More able pupils may show particular dispositions which RE teaching should aim to develop and nurture.  Such pupils may display characteristics generic to literate subjects such as English - insight, curiosity, imagination, creativity, reflection, empathy, discernment, sensitivity, awareness and originality.

More able pupils will demonstrate a higher level of acquisition or possession of generic skills, for example, the ability to:

• listen intently, understand complexity quickly, express personal views confidently, sensitively receive responses of others and respond appropriately
• lead in oral and group work, grasp and understand abstract concepts, for example, ‘God’
• understand the limitations and meanings within religious language, for example, characteristics of God
• see connections between things, for example, belief and practice
• read well and with understanding
• respond intelligently and sensitively to religious language, its metaphors and poetry
• write well and have a high level of appreciation of writing for a variety of audiences
• express outcomes in a creative, unusual and imaginative way, possessing an extensive subject vocabulary
• use previous knowledge effectively to inform new learning
• have and develop interesting and unusual ideas

 

Gifted and talented pupils might be able to:

At age 7

• retell religious stories imaginatively and creatively
• identify religious beliefs, teachings and practices, recognising that they are characteristics of more than one religion
• show understanding of meaning in religious symbols, language and stories
• recognise and accept that there are some mysteries and life questions to which there are no certain answers
• respond sensitively to the feelings and experiences of others
• clearly identify their own values and responses to situations
• recognise that their peers have values and concerns different from their own and accept these as valid

At age 11

• describe accurately the key beliefs and teaching of religions studied, recognising connections
• make comparisons between religions studied, demonstrating awareness of key differences as well as similarities
• demonstrate understand of what belonging to a religion involves and the influence of faith on the lives and values of believers
• use technical religious vocabulary accurately
• explain the meanings within some religious stories, symbols and language
• show awareness of how religious beliefs, ideas and feelings can be expressed in a variety of forms, suggesting new and different forms for some of these expressions
• ask profound questions
• suggest answers to some of life’s puzzling questions, moral, ethical and social issues from their own and others’ experiences
• empathise with the religious experiences of key religious figures and believers generally
• show understanding of why certain things are considered right or wrong

At age 14

• use their knowledge and understanding of religions to explain some of the key differences of belief, teaching, tradition and expression between religions and denominations within a faith
• see and explain the connection between beliefs and behaviour for religious people
• understand and accept that there might be differences between belief and practice
• evaluate religious and other views on human identity and experience, on questions of meaning and purpose, and on values and commitments
• compare their views and responses to ethical and moral dilemmas with religious views, showing understanding of why these might be different
• show awareness of how studying and exploring the nature of religious faith might inform their own living, even though they may not ‘ believe’ in the traditional religious sense

At age 16

• analyse and account for the influence of religious beliefs and teaching on individuals, communities and society
• show understanding of how and why the views, practice and lifestyle of believers from the same religious tradition might be different
• show understanding of how and why sacred texts, language and symbolism might be interpreted differently within the same religious tradition, leading to different forms of expression

Exceptional performance (from national standards)

Pupils use a complex religious, moral and philosophical vocabulary to provide a consistent and detailed analysis of religions and beliefs. They evaluate in depth the importance of religious diversity in a pluralistic society. They clearly recognise the extent to which the impact of religion and beliefs on different communities and societies has changed over time. They provide a detailed analysis of how religious, spiritual and moral sources are interpreted in different ways, evaluating the principal methods by which religion and spirituality are studied. They synthesise effectively their accounts of the varied forms of religious, spiritual and moral expression.

Pupils analyse in depth a wide range of perspectives on questions of identity and belonging, meaning, purpose and truth, and values and commitments. They give independent, well-informed and highly reasoned insights into their own and others’ perspectives on religious and spiritual issues, providing well-substantiated and balanced conclusions.