Buddhism
- investigate the significance of festivals as celebrated by different Buddhist traditions in the west;
- know and be able to explain the worship practices of British Buddhists;
- be familiar with the routine in a monastery;
- be aware of the Tripitake and the three kinds of writing it contains;
- be aware that Buddhism does not require belief in God;
- be familiar with beliefs related to Gautama Buddha;
- begin to understand the belief in impermanence;
- be familiar with and be able to explain in the light of Buddhist beliefs programmes of social action undertaken by Buddhist communities.
Christianity
- become familiar with the festival of Whitsun as the birth of the Church;
- be aware that the Church is a community rather than just a building;
- be aware of the world-wide nature of Christianity;
- be aware of some of the world-wide expressions of Christian worship and the symbols they involve;
- have a basic knowledge of stories about key figures/events considered important in the development of Christianity (Peter, Paul, Stephen, Pentecost);
- are familiar with the stories of a variety of Christians who act out their faith in their lives;
- show an understanding of the relationship between belief and action in the lives of Christians;
- be able to explain the basis for moral guidance in Christianity;
- begin to be aware of a Christian perspective on a social/moral issue;
- be able to outline the key beliefs of Christianity in relation to God, Jesus, behaviour in this life and life after death;
- be able to relate the major Christian festivals to beliefs;
- be able to evaluate the validity of festival practice;
- be able to explore the issues which are raised when considering creation, virgin birth, miracles and resurrection;
- be able to consider the nature of prophecy.
Hinduism
- begin to be able to identify the beliefs reflected in the celebration of Mahashivratri;
- show some understanding of the beliefs reflected in stories relating to the cycle of creation, maintenance and destruction of the world;
- have some understanding of Brahma, Vishnu and Shiva as the main representations of Brahman, and of the "families" associated with them;
- have some understanding of the concept of avatars associated with Vishnu and that Rama and Krishna are the two main avatars;
- be aware of the concept of the ishtadeva;
- know the stories associated with selected pilgrimage sites;
- be aware of the practice of pilgrimage with particular reference to the Kumba Mela;
- show some understanding of the ideas contained in the Purusha myth;
- show some understanding of the Sacred Thread ceremony as the initiation into the first of the four traditional stages of life of the twice born Hindu;
- show some understanding of the concept of dharma with particular reference to varna, stage of life and duties related to death;
- be aware of the goals and resultant lifestyles associated with each of the four stages of life;
- be aware of the impact of city life in India on traditional practices and values associated with caste;
- be aware of the lives of recent social and religious reformers;
- be aware of the role of the guru in Hindu society.
Islam
- be able to explain the nature of prophethood in Islam and the distinctive role of Prophet Muhammad as the last prophet;
- be able to explain the distinctive nature of Prophet Muhammad when compared with the leaders of other world religions;
- be able to identify what Muslims believe is unique about the Qur'an;
- be aware of the role of the Haddith;
- show knowledge and understanding of the beliefs reflected in the customs of Hajj;
- be able to describe and explain the role of the mosque in the life of a Muslim;
- show some understanding of how rites of passage relate to key beliefs;
- identify Islamic teaching on marriage;
- be able to identify the Will of Allah as the basis of moral authority in Islam;
- show an understanding of the relationship between belief and action in the lives of Muslims;
- begin to be aware of an Islamic perspective on a social/moral issue.
Judaism
- be able to describe and explain the ceremonies and customs associated with the celebration of Hannukah;
- know and understand the part played by Judas Maccabeus in the revolt against Antiochus;
- be able to explain the beliefs which led the Jews to rebel against the Syrians;
- be aware of the prominence given to loyalty and commitment in the Hannukah story;
- understand how the celebration of Hannukah reinforces Jewish teaching about their identity and role;
- be able to describe and explain the customs and ceremonies associated with death;
- be able to describe what Jews believe about the future in terms of personal survival and expectations of the Messiah.
Personal Search
- explore the nature of creation stories and what they teach;
- begin to explore the implications of loving one's neighbour;
- explore and show some understanding of the general moral principles of justice, tolerance and equality;
- be able to apply moral principles to the issue of prejudice;
- be able to explore these principles in their own life experience;
- begin to explore situations of moral conflict and be able to offer a reasoned personal opinion;
- begin to understand the nature of belief and faith stances;
- appreciate that religion can offer meaning, value and purpose in life;
- be able to explore their own ideas of meaning, value and purpose generally and in relation to themselves.