Progress Models – RE
Rich knowledge: Concepts to be understood
The program of study enables pupils to increase and deepen their knowledge and understanding of key concepts in These concepts relate to the religions and world views studied. The areas of enquiry or key general concepts in RE can be described like this:
- beliefs, teachings, sources of wisdom and authority;
- experiences and ways of living;
- ways of expressing meaning;
- questions of identity, diversity and belonging;
- questions of meaning, purpose and truth;
- questions of values
While this list of concepts bears a close relation to previous versions of RE curriculum guidance (e.g. the QCA National Non Statutory RE Framework of 2004, the 2013 RE Council Framework, the Rotherham RE Syllabus of 2015), the concepts are listed above to provide a checklist of areas in which pupils will make progress in RE and to guide syllabus makers in developing appropriate statements of attainment for different groups of pupils. This task will require further work and consultation in the RE community.
Rich knowledge: Gaining and deploying skills
The program of study also identifies progression in skills across the 5-14 age range. In relation to the religions and world views they study, pupils are increasingly enabled to develop both their knowledge and understanding and their expression and communication through the skills which they gain and deploy.
The progression in understanding and skills that the programs of study envisage are made explicit in the three summary pyramid diagram.
These are presented for syllabus users to consider as they approach for themselves the tasks of describing progression in RE and designing instruments that will enable fair, valid and manageable assessment for learning in RE. The pyramids relate closely to the three areas of aims for RE which this curriculum framework provides.
