KS3 RE

Unit 1 - Individual, cultures and communities perceive the concept of God in different ways

What should students know?

  • What is the importance of, and difference between, Fact, Belief and Opinion?
  • How does belief affects the ways believers live?
  • Why is it important to understand different perspectives?
  • What is an Ultimate Question?.
  • What is the difference between a theist, atheist and agnostic?
  • What is a Humanist?
  • What happened in the Christian creation story?
  • What is the Design / Watchmaker Argument?
  • What is the Cosmological Argument?

What should students be able to do?

  • Be able to describe religious ideas and give one precise supporting detail.
  • Be able to compare information to describe key features.
  • Be able to explain a religious concept and give one precise supporting detail.
  • Be able to begin forming a judgement.

Links to prior learning

N/A

Link to assessment

A, C, D

Unit 2 - Individual, cultures and communities perceive the concept of God in different ways

What should students know?

  • How do believers experience God?
  • Can God be experienced through miracles?
  • How do Hindus use their senses to experience God?
  • Why do Hindus have many images of God?
  • What are the 99 names of Allah and how do the help Muslims experience God?
  • How do Humanists question and understand the world?”

What should students be able to do?

  • Be able to evaluate the a Biblical story.
  • Be able to write a judgement essay.
  • Be able to explain the significance of religious artefacts.
  • Be able to explain key religious concepts.
  • Be able to explain the difference between the nature of God and Humanity.
  • Be able to explain the importance of experiences and reason.

Links to prior learning

  • Different perspectives.
  • Agnostic, Atheist, Theist.
  • Humanist belief.

Link to assessment

A, B, D

Unit 3 - The actions of believers affect their communities in multiple ways

What should students know?

  • What is the Golden Rule?
  • Can I design an ideal community?
  • How important are rules in a society?
  • How do Christians live their lives in the model of Jesus?
  • How and why do Sikhs help in the community?

What should students be able to do?

  • Be able to evaluate the impact of the Golden Rule.
  • Be able to identify the key features of a successful community.
  • Be able to explain why religions have rules.
  • Be able to evaluate the impact of a key religious leader.
  • Be able to describe how a religious group tries to have a positive impact in the community.

Links to prior learning

  • How religion affects a believers’ life.
  • The 99 names of Allah.
  • The life of Saul.

Link to assessment

A, B, D

Unit 4 - The actions of believers affect their communities in multiple ways

What should students know?

  • What do people believe happens after death?
  • Which type of people do Christians believe go to Heaven?
  • What do Muslims believe happens to someone when they die?
  • How do people remember the dead?
  • What is Samsara?
  • What is the truth about Near Death Experiences?

What should students be able to do?

  • Be able to explain different religious attitudes to mortality and life after death.
  • Be able to evaluate different religious attitudes.
  • Be able to explain the different opinions of a believer and a non-believer.

Links to prior learning

  • The Golden Rule.
  • The Nature of God.
  • The role of religion in communities.

Link to assessment

A, B, C, D

Unit 5 - The example of another can positively impact someone's life

What should students know?

  • What makes a good religious leader?
  • Why are prophets important in Islam?
  • Who was Buddha and why did he change his lifestyle so dramatically?
  • Why was Jesus such an influential figure?
  • Why is Khadijah such an important figure in Islam?
  • What makes an inspiring Humanist and what motivates them to do right?

What should students be able to do?

  • Be able to compare the life, beliefs and influence of leaders from multiple faiths.
  • Be able to assess the influence of key figures in a religion.
  • Be able to evaluate the importance of sacrifice and equality in religion.
  • Be able to form a judgement about the importance of a religious figure on wider society.
  • Be able to consider the role of female leaders in religion.
  • Be able to explain where a Humanist draws inspiration.

Links to prior learning

  • Jesus
  • The nature of Allah
  • Hindu worship
  • Samsara
  • The Golden Rule

Link to assessment

A, B, C, D

Unit 6 - The example of another can positively impact someone's life

What should students know?

  • How has the planet been affected by pollution and climate change?
  • What are the differing religious responses to how humans should look after the planet.
  • How have humans treated and exploited animals on earth?
  • How can humans improve their environment?
  • How do different religions view crime, punishment, suffering and evil?

What should students be able to do?

  • Be able to explain environmental damage to the earth.
  • Be able to compare the concepts of stewardship of the earth and utilising the earth.
  • Be able to evaluate humanity’s role in looking after animals.
  • Be able to write persuasively to create political change on a key issue.
  • Be able to explain how Christians respond to the issues of crime, evil and suffering.

Links to prior learning

  • The Golden Rule
  • Samsara
  • Religious beliefs about the creation of the earth and humanity.

Link to assessment

A and D

Unit 1 - Individual, cultures and communities perceive the concept of God in different ways

What should students know?

  • What are the three elements of the Holy Trinity?
  • What are the qualities of G-d in Judaism?
  • What is the nature of God in Sikhism?
  • Who was Guru Nanak?
  • What are the five Ks?
  • Which three gods make up the Hindu Trimurti?
  • What does the symbol Om represent?
  • What do Muslims think are some of the qualities of Allah?
  • How do the qualities of Allah affect the ways Muslims live their lives?
  • What is the difference between immanent and transcendent?
  • What is the Tawhid?

What should students be able to do?

  • Be able to explain the significance of the Holy Trinity and give one supporting detail.
  • Be able to begin forming a judgement about the qualities of G-d.
  • Be able to embed quotations from a source of wisdom or authority into written responses.
  • Be able to identify similarities and differences between religions.

Links to prior learning

  • The Christian Creation story
  • Jesus as a religious leader
  • The Christian qualities of God.
  • Hindu beliefs about God.
  • Hindu beliefs about reincarnation
  • The story of Muhammed and Ibrahim
  • Muslim afterlife.
  • Islamic prophets.

Link to assessment

A, B, D

Unit 2 - History, tradition and religion are combined to form a cultural identity

What should students know?

  • What are the key elements of Judaism?
  • What happened to Abraham and why is he so important to Jews today?
  • What links the Abrahamic religions?
  • What is the Torah?
  • What is the Talmud?
  • How do religious texts impact of the lives of Jewish people today?
  • Why is Hanukkah significant to Jews today?
  • Why is Jerusalem so important to the Jewish people?

What should students be able to do?

  • Be able to explain how the Torah affects the daily life of Jews.
  • Be able to explain the significance of Abraham for Jewish people.
  • Be able to evaluate how the example of Abraham influences members of the Abrahamic religions.
  • Be able to explain how a religious Jew would react in certain daily situations and the inspiration they can draw from scripture.
  • Be able to explain the symbolism of light in the Hanukkah story.
  • Be able to explain the key features of the Jewish relationship with Jerusalem over time.

Links to prior learning

  • Christianity and Jesus
  • Muhammad and the 99 Names of Allah
  • Islamic Prophets
  • The concept of the Almighty in Judaism
  • How belief impacts the actions of a believer.

Link to assessment

A, D

Unit 3 - Religious individuals can affect change in wider society regardless of belief

What should students know?

Key religious individuals:

  • What challenges did they face?
  • How did they draw inspiration from their religion?
  • What was the outcome of their situation?
  • What lessons could we draw from their life?
  • Martin Luther King Jr.
  • Malcolm X.
  • Gandhi
  • The Dalai Lama

What should students be able to do?

  • Be able to explain the key features of the individuals life.
  • Be able to state facts about that challenges that they faced.
  • Be able to explain the impact that they made on their community.

Links to prior learning

  • The Golden Rule
  • The influence of Jesus
  • The nature of Allah
  • The life of Buddha
  • Ahimsa

Link to assessment

A, D

Unit 4 - The actions of believers affect their communities in multiple ways

What should students know?

  • What are the four types of Christian love?
  • How can a Christian express agape love?
  • What is the story of the Good Samaritan?
  • What do Christians mean when they say ‘love your enemy’?
  • What is the story of Zacchaeus?
  • What are situation ethics?
  • What does ‘an eye for an eye’ mean in reality?
  • What happened in the last week of Jesus’ life?
  • Why was Jesus crucified?
  • What happened after Jesus’ death?

What should students be able to do?

  • Be able to explain Jesus’ teaching of love using examples from scripture.
  • Be able to evaluate who Christians should show love to.
  • Be able to evaluate how lived experiences impact Christian love for others.
  • Be able to apply situation ethics to a number of different examples.
  • Be able to explain the events surrounding Jesus’ trial.
  • Be able to evaluate the differing accounts of Jesus’ death and resurrection.
  • Be able to explain why this is a significant event for Christians.

Links to prior learning

  • The Golden Rule
  • The Bible as a Source of Authority
  • Impact of Civil Rights leaders; non-violent vs. violent protest
  • The impact of Jesus’ life
  • The evolution of Christianity as a Jewish sect.
  • The importance of Jerusalem for Christians, Jews and Muslims.

Link to assessment

A, D

Unit 5 - History, tradition and religion are combined to form a cultural identity

What should students know?

  • What are the key elements of Islam?
  • Who was Muhammad and why is he so important to Muslims today?
  • What links the Abrahamic religions?
  • What is the Qur’an?
  • What the Hadith and Sunnah?
  • How do religious texts and teachings impact the lives of Muslims today?
  • Why is Ramadan significant to Muslims today?
  • Why is Mecca so important to Muslims?

What should students be able to do?

  • Be able to explain how the Qur’an affects the daily life of Jews.
  • Be able to explain the significance of Muhammad for Muslims.
  • Be able to evaluate how the example of Abraham influences members of the Abrahamic religions.
  • Be able to explain how a Muslim would react in certain daily situations and the inspiration they can draw from scripture.
  • Be able to explain the purpose of fasting during Ramadan.
  • Be able to explain the key features of the Muslim relationship with Makkah over time.

Links to prior learning

  • Nature of Allah
  • Islamic Prophets
  • Angel Jibril
  • Khadijah
  • Night of Power
  • The BIble
  • The Torah

Link to assessment

A, B, C, D

Unit 6 - Art as a form of historical, cultural and religious expression

What should students know?

  • How is spirituality expressed through Fine Art?
  • What was the Renaissance?
  • How do Pentecostalists express themselves through music?
  • Are some films religious allegories?
  • How do modern artists express their beliefs?
  • How do religious artists express themselves through religion?
  • How have religious stories been depicted in film over time?
  • Why has religion impacted censorship laws?
  • How do religious buildings reflect their purpose and specific religion?
  • Are decorative buildings a waste of time and money for organised religions?

What should students be able to do?

  • Be able to identify the message of religious paintings.
  • Be able to explain why religion and the arts are so closely related.
  • Be able to justify the meaning of artworks by modern and Renaissance artists.
  • Be able to explain the impact of religious music on believers and non-believers.
  • Be able to evaluate the usefulness of using film to convey religious themes and ideas.
  • Be able to assess the features of religious buildings.
  • Be able to explain the relationship between form and function in religious architecture.

Links to prior learning

  • The Last Supper
  • Creation story in Christianity.
  • The Crucifiction.
  • Christian belief in the afterlife.
  • Jewish worship
  • Islamic worship
  • The Wailing Wall and Temple Mount
  • The Adhan (call to Prayer).

Link to assessment

A and D

Unit 1 - Individual, cultures and communities perceive the concept of God in different ways

What should students know?

  • What is the importance of marriage to Christians?
  • What is religious marriage?
  • Why is marriage important to society?
  • What are some non-religious views on marriage?
  • What is contraception and what are the Christian views on it?
  • Why do some people choose to use contraception?
  • What is a sacrament?
  • How do Catholics and Protestants disagree on divorce?

What should students be able to do?

  • Be able to outline reasons why a person might get married.
  • Be able to explain two reasons why marriage is important and give two supporting details.
  • Be able to write about different views on marriage.
  • Be able to identify two Christian views on contraception and give two supporting details.
  • Be able to support your statements about contraception with an embedded quotation from a source of wisdom and authority (the Bible).
  • Be able to explain two differences between different religions and give two supporting details.

Links to prior learning

  • The Trinity
  • The life of Jesus
  • The Golden Rule
  • Situational Ethics
  • Humanism, Atheism and Agnosticism
  • How religion affects the lives of believers.

Link to assessment

A, C, D

Unit 2 - Individual, cultures and communities perceive the concept of God in different ways

What should students know?

  • What is the role of sexual relationships in religion?
  • Why do some people dedicate themselves to chastity before marriage?
  • What do Christians think about LGBT+ people?
  • What does the Bible say about LGBT+ people?
  • Does the Church need to update its teaching about LGBT+ and be more accepting?
  • What are Christian, Muslim and Jewish attitudes to giving to charity and paying taxes?
  • How are taxes collected and distributed in Britain?
  • What actions should religious people help to tackle poverty?
  • How should the earth be treated – exploited, conserved, or maintained?

What should students be able to do?

  • Be able to outline the role of sexual relationships and the importance of marriage.
  • Be able to evaluate Christian attitudes to LGBT+ people.
  • Be able to compare religious and non-religious attitudes to taxation, charity and poverty.
  • Be able to explain the concepts of stewardship and dominion.

Links to prior learning

  • Marriage.
  • Divorce.
  • Biblical attitudes to the family.
  • The Golden Rule
  • The Climate Crisis, pollution, animal welfare, sustainability.

Link to assessment

A, B, C, D

Unit 3 - Individual, cultures and communities perceive the concept of God in different ways

What should students know?

  • What is free will?
  • What is determinism?
  • What are Christian and non-religious views on lying?
  • What is the ‘Sanctity of Life’?
  • Is capital punishment ever acceptable?
  • What are religious and non-religious attitudes to abortion?
  • What is ‘Just War’?
  • What are religious attitudes to refuges?
  • What are the different non-religious attitudes to refugees?

What should students be able to do?

  • Be able to explain the key features of free will and determinism.
  • Be able to evaluate differing attitudes to lying.
  • Be able to explain why the Sanctity of Life is important to Christians today.
    Be able to make a judgement about the acceptability of Capital Punishment.
  • Be able to explain two Christian views about abortion.
  • Be able to explain two ways in which the theory of Just War should be updated.
  • Be able to make a judgement about how refugees should be treated.

Links to prior learning

  • Fate
  • Omnipotence
  • Omnibenevolence
  • Omnipotent
  • 99 Names of Allah
  • The Almighty in Judaism

Link to assessment

A, B, D

Unit 4 - History, tradition and religion are combined to form a cultural identity

What should students know?

  • What is the nature of God in Sikhism and who was Guru Nanak?
  • How does being a Sikh affect the life of a believer?
  • What are the key elements of Sikh worship?
  • Why is the Golden Temple so important in Sikhism?
  • What is it like being a Sikh in Britain?

What should students be able to do?

  • Be able to explain the key features of God in Sikhism.
  • Be able to evaluate the life of Guru Nanak.
  • Be able to state the key ways that being a Sikh affect believers.
  • Be able to explain the key elements of Sikh worship and relate them to a Source of Authority.
  • Be able to assess the role that the the Golden Temple plays in Sikhism.
  • Be able to form a judgement about the ways that Sikhs contribute to life in Britain.

Links to prior learning

  • Guru Gobind Singh
  • Khalsa
  • 5 Ks
  • Samsara
  • Ahimsa

Link to assessment

A, B, D

Unit 5 - History, tradition and religion are combined to form a cultural identity

What should students know?

  • What is the nature of God in Hinduism and who is Brahman?
  • How does being a Hindu affect the life of a believer?
  • What are the key elements of Hindu worship?
  • Why is Varanasi so important in Sikhism?
  • What is it like being a Hindu in Britain?

What should students be able to do?

  • Be able to explain the key features of God in Hinduism.
  • Be able to evaluate the nature of Brahma, Vishnu and Shiva.
  • Be able to state the key ways that being a Hindu affect believers.
  • Be able to explain the key elements of HIndu worship and relate them to a Source of Authority.
  • Be able to assess the role that Varanasi plays in Hinduism.
  • Be able to form a judgement about the ways that Hindus contribute to life in Britain.

Links to prior learning

  • Brahman
  • Vishnu
  • Shiva
  • Puja
  • Samsara
  • Ahimsa

Link to assessment

A, B, C, D

Unit 6 - History, tradition and religion are combined to form a cultural identity

What should students know?

  • What is the nature of God in Buddhism and who was Buddha?
  • How does being a Buddhist affect the life of a believer?
  • What are the key elements of Buddhist worship?
  • Why is Bodh Gaya so important in Buddhism?
  • What is it like being a Buddhist in Britain?

What should students be able to do?

  • Be able to explain the key features of God in Buddhism.
  • Be able to evaluate the life of the Buddha.
  • Be able to state the key ways that being a Buddhist affect believers.
  • Be able to explain the key elements of Buddhist worship and relate them to a Source of Authority.
  • Be able to assess the role that Bodh Gaya plays in Buddhism.
  • Be able to form a judgement about the ways that Buddhists contribute to life in Britain.

Links to prior learning

  • The Life of Buddha
  • Moksha
  • Samsara
  • Ahimsa

Link to assessment

A, B, D