The framework comprises six groups of skills:

• Independent enquirers - go
• Creative thinkers - go
• Reflective learners - go
• Team workers - go
• Self-managers - go
• Effective participators - go

Independent enquirers

Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

• identify questions to answer and problems to resolve
• plan and carry out research, appreciating the consequences of decisions
• explore issues, events or problems from different perspectives
• analyse and evaluate information, judging its relevance and value
• consider the influence of circumstances, beliefs and feelings on decisions and events
• support conclusions, using reasoned arguments and evidence.

RE promotes independent enquiry through investigation of the impact of beliefs and evaluation of the influence of religion. Independent enquiry can be particularly developed in using a range of forms of expression and in reflecting upon and evaluating beliefs and values. In developing reasoned arguments and reflecting on their experiences, pupils can choose an approach and present it in their chosen style. When considering solutions to problems in a local community, workplace or the wider world, RE encourages pupils to ask why, to use their imagination, to empathise and to listen to themselves and others reflectively.

Creative thinkers

Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

• generate ideas and explore possibilities
• ask questions to extend their thinking
• connect their own and others’ ideas and experiences in inventive ways
• question their own and others’ assumptions
• try out alternatives or new solutions and follow ideas through
• adapt ideas as circumstances change.

Pupils think creatively when given the challenge of understanding a belief or ideal and imagining how it could apply to life. They can use creativity to develop empathy for particular groups, to resolve ethical problems or to imagine, describe and present questions that concern them. When evaluating how beliefs inform answers to ultimate questions and ethical issues, pupils use creative thinking to imagine their way into the experiences of others. Pupils’ creativity is also developed when they use reasoned arguments to express insights and beliefs. Creative thinking can be particularly required and developed in encountering people from different religious, cultural and philosophical groups, in visiting places of major religious significance and in using a range of forms of expression to communicate ideas and responses.

Reflective learners

Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.

• assess themselves and others, identifying opportunities and achievements
• set goals with success criteria for their development and work
• review progress, acting on the outcomes
• invite feedback and deal positively with praise, setbacks and criticism
• evaluate experiences and learning to inform future progress
• communicate their learning in relevant ways for different audiences.

Pupils develop as reflective learners when they grapple with complex issues and encounter the values and belief systems of others. Examining a belief or practice can enable pupils to analyse its resemblance to beliefs or practices from different times, cultures or contexts. Pupils develop their reflective learning through evaluating how beliefs inform answers to ultimate questions and ethical issues. Reflective learning is also promoted through interpretation of sources, analysis of beliefs, arguments and ideas, and reflection on relationships between beliefs, world issues and ultimate questions. In exploring how religious communities organise their structures, deal with conflict and make a difference to environmental issues, pupils are encouraged to reflect on the lifestyles and work practices that religious and non-religious people choose to adopt, evaluating these in the light of their experience and learning.

Team workers

Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.

• collaborate with others to work towards common goals
• reach agreements, managing discussions to achieve results
• adapt behaviour to suit different roles and situations, including leadership roles
• show fairness and consideration to others
• take responsibility, showing confidence in themselves and their contribution
• provide constructive support and feedback to others.

Pupils can be stimulated by working with each other’s ideas and experiences in areas of life that matter to them. RE promotes team working through investigation of the impact of beliefs, explanation of beliefs, evaluation of how beliefs inform answers to ultimate questions and ethical issues, interpretation of sources and expression of insights. Team working can be particularly developed when pupils work together to organise visits, plan questions, take decisions about projects or prepare presentations.

Examining and evaluating beliefs develops analytical skills and diplomacy in selecting evidence and presenting opinions. Through developing and presenting a persuasive argument on a religious or ethical issue, pupils gain skills in working together and interpreting each other’s responses. RE also contributes to team working through its engagement with important work-related issues, such as international trade, discrimination or freedom of movement. On these and other issues, pupils can work together to understand their work-related experiences, clarify their ideas, participate in debates or discussions and feed back to each other in evaluating issues.

Self-managers

Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.

• seek out challenges or new responsibilities and show flexibility when priorities change
• work towards goals, showing initiative, commitment and perseverance
• organise time and resources, prioritising actions
• anticipate, take and manage risks
• deal with competing pressures, including personal and work-related demands
• respond positively to change, seeking advice and support when needed
• manage their emotions, and build and maintain relationships.

RE creates contexts in which pupils can organise their own learning. It promotes self-management through investigation of the impact of beliefs, application of vocabulary, development of evidence and arguments, and expression of insights. RE offers pupils an inner journey: the chance to reflect on their beliefs, attitudes, presuppositions and values in the light of their learning about and from religions and beliefs. Self-management can be particularly required and developed in dealing with issues that may evoke strong emotional reactions and in engaging sensitively with varying values and issues of identity and belonging. Learning experiences reinforce appropriate self-management for positive behaviour in a variety of public contexts, including workplaces, religious centres and meetings.

Effective participators

Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

• discuss issues of concern, seeking resolution where needed
• present a persuasive case for action
• propose practical ways forward, breaking these down into manageable steps
• identify improvements that would benefit others as well as themselves
• try to influence others, negotiating and balancing diverse views to reach workable solutions
• act as an advocate for views and beliefs that may differ from their own.

These generic skills, together with the functional skills of English, mathematics and ICT, are essential to success in life, learning and work.

RE encourages pupils to participate through discussion, debate, group work and engagement with a diverse community. In RE, discussions about ultimate questions invite everyone’s view on an equal basis, and pupils can work together to clarify, deepen or challenge each other’s opinions. Investigating the impact of beliefs and evaluating the influence of religion can lead to successful participation in discussions of theological issues and responses to speakers or the media. When required to explain beliefs or express insights and ideas, pupils participate by contributing their own views and experiences. Effective participation can be particularly required and developed in encountering people from different religious, cultural and philosophical groups, in visiting places of major religious significance and in discussing, questioning and evaluating important issues.