Religious Education and Key Skills

In addition to their specific content and knowledge, the subjects and short courses of junior cycle provide students with opportunities to develop a range of key skills. There are opportunities to support all key skills in this course, but some are particularly significant. The examples below identify some of the elements Elements
Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. that are related to learning activities in Religious Education. Teachers can also build many of the other elements Elements
Each strand is divided into a number of elements, which are the headings under which the learning outcomes are grouped. of particular key skills into their classroom planning. The eight key skills are set out in detail in Key Skills of Junior Cycle.

Key skill	Key skill element	Examples of student learning activities
Being creative	Imagining	Students will imagine ways that they can be a force for good in the world and take inspiration from sharing stories of people of courage, conviction and imagination.
Being literate	Exploring and creating a variety of texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. , including multi-modal texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'.	Students will access and engage with oral, written and multi-modal texts Texts All products of language use—oral, gesture, sign, written, visual, using Picture Exchange Communication System (PECS), objects of reference, Braille, tactile, electronic, digital and/or multimodal—can be described as texts. Multimodal texts include the combination of a variety of forms of communication such as print text, digital text, visual images, audio (e.g., a performance or event) and spoken word. In this definition, 'multimodal' is not synonymous with 'digital'. to explore a variety of religious beliefs and traditions and develop religious literacy.
Being numerate	Seeing patterns, trends and relationships	Students will examine patterns and trends that influence beliefs and values and engage with data to find out about the diversity of religious beliefs in Ireland today.
Communicating	Listening and expressing myself	Students will learn how to listen actively and respectfully to different perspectives and beliefs and express opinions, feelings and beliefs appropriately.
Managing information and thinking	Being curious	Through classroom activities and research, students will learn how to ask questions and probe more deeply in order to gain knowledge and insights about religion and beliefs.
Managing myself	Knowing myself	Through participation in classroom activities students will gain awareness of the influences shaping their beliefs, assumptions, values and decisions.
Staying well	Being spiritual	As students explore some of life’s big questions they will grow in awareness, grounded in a sense of purpose, meaning and connectedness.
Working with others	Respecting difference	Through discussion and group work, students will consider different experiences and points of view and learn to appreciate diversity as a source of enrichment and learning.