There are a number of key concepts that underpin the study of RE. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 (A) Beliefs, teachings and sources

• Interpreting teachings, sources, authorities and ways of life in order to understand religions and beliefs.
• Understanding and responding critically to beliefs and attitudes.

These include systems of thought which are theistic and non-theistic; religious and non-religious; Western and Eastern; Abrahamic and Dharmic.

Aspects for investigation could focus on God, gods, gurus, teachers, scriptures, key texts, enlightenment, truth, prophecy, soul and life after death.

Key question for RE: how do religions and philosophies understand and develop beliefs and teachings within their traditions?

Fields of enquiry: metaphysics and textual analysis.

1.2 (B) Practices and ways of life

• Exploring the impact of religions and beliefs on how people live their lives.
• Understanding that religious practices are diverse, change over time and are influenced by cultures.

The influence of belief can change the world for better or worse. Pupils could consider unexamined assumptions, such as those about race, religion, money or possessions which underpin decisions and lifestyles.

Aspects for investigation could focus on worship, prayer, meditation, celebration and pilgrimage, as well as religious artefacts, holy times and festivals associated with them.

Key question for RE: how do people keep in touch with their faith / philosophy?

Field of enquiry: phenomenology

1.3 (C) Expressing meaning

• Appreciating that individuals and cultures express their beliefs and values through many different forms.

This could be writing, speaking, silence, art, music, dress, dance, food, ritual, artefacts, relationships, behaviour codes and social action.

The many different ways in which prophets, artists, poets, writers, architects, theologians, composers, performers and story-tellers have attempted to express their beliefs and values Aspects for investigation could focus on religious music, songs, pictures, symbols, metaphors, poetry, parables, stories, myths, jokes, sculpture, carving, dance, drama, buildings, creeds, prayers, ritual writing, rituals, calligraphy, attitudes, behaviour and lifestyles.

Key question for RE: how do people communicate their beliefs and values to others?

Field of enquiry: language.

2.1 (D) Identity, diversity and belonging

• Understanding how individuals develop a sense of identity and belonging through faith or belief.
• Exploring the variety, difference and relationships that exist within and between religions, values and beliefs.

These can promote understanding and dialogue, underpin a commitment to respect and inclusion and help pupils engage creatively and positively with a diverse world. Pupils could explore how worship, practice and ritual takes place within and across religious and belief systems including taking part in visits, having visitors, web investigations, dialogues or community practice.

Aspects for investigation could focus on: relationships, experiences, local / national / global / virtual communities, individuality, personality, feelings, preferences, faith, causes of conflict, dialogue between faiths and philosophies.

Key question for RE: what do people say about human nature?

Fields of enquiry: Aspects of anthropology, psychology, sociology.

2.2 (E) Meaning, purpose and truth

• Exploring some of the ultimate questions that confront humanity, and responding imaginatively to them.

These are questions that have no single answer agreed by all religions and beliefs and face everyone in the form of ethical, moral, spiritual or philosophical challenges. They could be about the significance and value of human life, the existence of God, the nature of humanity, the causes of suffering or the nature of good and evil. There are many questions considered ultimate and these should also include the pupils' own questions.

Aspects for investigation could focus on: religious and non-religious views about life’s wonders and sadnesses, its triumphs and tribulations, the place and role of human beings within the natural world, and on the search for meaning, purpose and truth in philosophy, religion and science.

Key question for RE: how do people tackle the big questions of life?

Field of enquiry: ontology.

2.3 (F) Values and commitments

• Understanding how moral values and a sense of obligation can come from beliefs and experience.
• Evaluating their own and others’ values in order to make informed, rational and imaginative choices.

As young people develop a sense of identity they will internalise definitions of right and wrong and use these in a range of situations both personal and philosophical.

Aspects for investigation could focus on: religious and non-religious influences on values, commitments, laws, attitudes, behaviour, and moral guidelines, and study of the sources of moral authority which might guide decision making.

Key question for RE: what is the best possible use of life?

Field of enquiry: ethics