Expectations for Students

Expectations for students is an umbrella term that links learning outcomes with annotated examples of student work in the subject or short course specification. Over time examples of student work associated with a specific learning outcome or with a group of learning outcomes will be available on this site. The examples of student work will have been selected to illustrate work that is Exceptional,  Above expectations and In line with expectations. 

NOTE: The three elements of enquiry, exploration and reflection and action are incorporated across all the learning outcomes, to different degrees. 

 

Strand 1: Expressing beliefs

Students learn about

Students should be able to

1. Enquiry, exploration and reflection and action
  1. 1.1

    present the key religious beliefs of the five major world religions found in Ireland today

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  2. 1.2

    investigate two communities of faith that have a significant presence in their locality/region (the communities of faith chosen must be associated with two of the five major world religions studied in the specification) 

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  3. 1.3

    engage with members of a faith community associated with one of the five major world religions studied in the specification and show an appreciation of how the religious beliefs of the community influence the day-to-day life of its members

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  4. 1.4

    investigate how Christianity has contributed to Irish culture and heritage 

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  5. 1.5

    explore the presence of religious theme in contemporary culture through an examination of art, music, literature or film

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  6. 1.6

    examine and appreciate how people give expression to religious belief in religious rituals, in formal places of worship and other sacred spaces

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  7. 1.7

    discuss the significance of non-religious rituals/celebrations for people’s lives

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  8. 1.8

    describe the role of prayer in the lives of people of faith

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  9. 1.9

    explain what was involved in the development of a particular sacred text1 within a major world religion and consider its continued significance for the lives of believers 

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  10. 1.10

    discuss the importance of dialogue and interaction between major world religions and within major world religions in promoting peace and reconciliation in the world today 

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  11. 1.11

    research religious or other organisations, working at a national or international level to promote justice, peace and reconciliation and consider how their work is an expression of their founding vision 

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  12. 1.12

    synthesise and consider the insights gained about how people express and live out their beliefs, religious or otherwise

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Strand 2: Exploring Questions

Students learn about

Students should be able to

1. Enquiry, exploration and reflection and action
  1. 2.1

    research artistic, architectural or archaeological evidence that shows ways in which people have searched for meaning and purpose in life 

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  2. 2.2

    consider responses from one major world religion and from a non-religious world-view to some big questions about the meaning of life, such as, why are we here? How should we live? What happens when we die? 

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  3. 2.3

    explore how different narratives/stories, religious and non-religious, express an understanding of creation/the natural world, and consider their meaning and relevance for today 

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  4. 2.4

    research and present the understanding of the Divine found in two major world religions drawing upon their origins in sacred texts and/or other sources of authority 

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  5. 2.5

    create a biography of a founder or early followers of a major world religion, using religious and historical sources of information 

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  6. 2.6

    construct a timeline of one major world religion, making reference to key people, times of expansion and times of challenge 

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  7. 2.7

    explore how the religious teachings of a major world religion address an issue of concern for the world today 

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  8. 2.8

    present stories of individuals or of groups in the history of two major world religions that have had a positive impact on the lives of people because of their commitment to living out their beliefs 

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  9. 2.9

    describe how the faith of a believer can change at different stages in life 

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  10. 2.10

    synthesise and consider the insights gained about how people with different religious beliefs and other interpretations of life respond to questions of meaning, purpose and relationships

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Strand 3: Living our Values

Students learn about

Students should be able to

1. Enquiry, exploration and reflection and action
  1. 3.1

    examine different sources of values and ways in which the values of a person relate to their everyday life choices, their relationships, and their responsibilities to others 

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  2. 3.2

    reflect upon and discuss what it means to be moral, why people living in society need to be moral and what are the influences on and sources of authority for a person’s moral decision-making 

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  3. 3.3

    examine a moral code in two of the five major world religions and discuss how each code could influence moral decision-making for believers 

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  4. 3.4

    investigate what living a morally good life means with reference to two major world religions and compare with a non-religious world view 

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  5. 3.5

    examine how a moral decision-making process can help a person decide what is right and wrong in an everyday life situation 

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  6. 3.6

    debate a moral issue that arises in their lives and consider what influences two different viewpoints on the issue 

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  7. 3.7

    research the understanding of compassion, justice, peace and reconciliation found in two major world religions and ways in which these understandings can be seen in action 

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  8. 3.8

    explain how an understanding of care for the earth found in a major world religion promotes the wellbeing of all people and the planet and discuss its relevance for today 

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  9. 3.9

    synthesise and consider the insights gained about the norms, values and principles that inform decision-making and actions in the lives of people

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