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End of KS3 statements and definitions for key terms

Showing where coverage of End of KS3 statements is offered by the exemplar Units of learning for Y5 and Y6.

The expectation of the Agreed Syllabus is that at the end of Key Stage 3...

Pupils will be able to:

AT1 – Knowledge and Understanding
With reference to the statutory Key Content specified by this syllabus: 		AT2 – Reflection and Response
With reference to the statutory Key Content specified by this syllabus:
Explain how the history and culture of religions and worldviews influence individuals and communities Analyse the ways the history and culture of religions and worldviews influence society
Explain a range of beliefs, teachings and sources of wisdom and authority; show understanding of religions and worldviews as coherent systems or ways of seeing the world Interpret and respond to a range of beliefs, teachings and sources of wisdom and authority as coherent systems or ways of seeing the world
Explain how and why individuals and communities express the meanings of their identity, beliefs and values in many different forms and ways of living Enquire into the variety, differences and relationships that exist within and between individuals and communities
Explain the religions and worldviews which they encounter clearly, reasonably and coherently Evaluate the religions and worldviews they encounter, drawing on a range of approaches to the study of religion
Evaluate a wide range of ways in which commitment and identity are expressed Analyse and evaluate controversies about commitment to religion and beliefs, accounting for the impact of diversity within and between communities
Consider and evaluate the question: what is religion and belief? Analyse the nature of religion and belief, using a range of approaches
Respond to some of the ultimate questions that are raised by human life Make well-informed and reasoned personal responses to ultimate questions and express insights that draw on a wide range of examples including the arts, media and philosophy

Examine  issues about community relations and respect for all in the light of different perspectives from varied religions and worldviews Evaluate issues about community relations and respect for all in the light of different perspectives from varied religions and worldviews

Express insights into significant moral and ethical questions posed by being human
Express well-informed and personal responses to significant moral and ethical questions, using reasoning, drawing on a range of examples from real life or fiction 

 

Reflect on

think deeply or carefully about the issue

Explain

make an idea or situation clear to someone by revealing relevant facts

Interpret

give or provide the meaning of something

Examine

inspect thoroughly in order to determine the nature or condition of something

Analyse                

breaking material or concepts into parts, explaining how the parts relate to one another or to an overall structure or purpose. Pupils output will often include charts, or diagrams, or graphic representations (e.g. mind maps).

Evaluate

presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

Sources of wisdom and authority

key religious texts, religious leaders and thinkers from different traditions and communities e.g. Bible, Torah, Jesus, Buddha, St. Thomas Aquinas

World views

non-religious views about the world including Humanism, Secularism etc

Range of approaches

historical, phenomenological, sociological, anthropological, philosophical, ….

Ultimate questions

the big questions we ask about life and being human. Is there life after death? Is there a God? How was the world created?

Moral and ethical questions

questions about what is right and wrong.  Is all life sacred?  When does life begin?  Why does a loving God allow people to suffer?  Is it ever permissible to steal? Why do we waste so much food when there are people starving in the world.  

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