KS3 RE- Year 7 Unit 1 – Jerusalem Challenge

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students are able to make links between the Abrahamic faiths and can articulate what these links mean. They can give a fully developed response to a question with a counter argument that is fully developed. They should be able to make links between the religious festivals and customs in order to plot a school calendar.

Students are able to articulate both verbally and written with confidence.

Students can evaluate statements thoroughly and offer a religious perspective, they use religious vocabulary correctly and regularly. They will organise their work using excellent spelling, punctuation and grammar.

Secure

Students are able to select specific facts about the Abrahamic Faiths and begin to make links between them. They should be able to give developed opinions and be able to offer a response. They should be able to recall facts about the religious festivals and make links between in order to plot a school calendar.

Students are able to articulate both verbally and written well.

Students can give a detailed response to a statement and can offer a response to the argument.

They will use some religious vocabulary and will sometimes organise their work using good spelling, punctuation and grammar.

Developing

Students should be able to select specific facts about the Abrahamic faiths and may be able to develop these. They should be able to give their opinion on a question and be able to develop it with reasons. They should be able to recall facts about the religious festivals and begin to be able to defend their point when plotting religious festivals.

Students can articulate both written and verbally but sometimes cannot develop their points.

Students can give their opinion and in places offer development.

They will use religious vocabulary infrequently and their work may lack structure in places.

Foundation

Students should be able to recall facts about the Abrahamic faiths. They should be able to give their opinion on a question and compare that to someone else’s belief. They should be able to select relevant information about religious festivals and use this to make decisions about school holidays. They should be able to offer advice on how to create a co-operative school.

Pupils can articulate themselves verbally but may not be able to do this as well written. They will use simply vocabulary and be able to give a simple opinion to a statement. Their work may lack structure and organisation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 7 Unit 2 – Hinduism

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students are able to make links between the teachings within Hinduism and the impact it has on society; such as the Caste system. They can give a fully developed response to a question with a counter argument that is fully developed. They should be able to describe in detail the trimurti and the impact Hindu god’s and goddesses have on a Hindu’s life.

Students are able to articulate both verbally and written with confidence.

Students can evaluate statements thoroughly and offer a religious perspective, they use religious vocabulary correctly and regularly. They will organise their work using excellent spelling, punctuation and grammar.

Secure

Students are able to select specific facts about God and begin to explain the impact it has on Hindu’s lives. They should be able to give developed opinions and be able to offer a response. They should be able to recall facts and stories within the Hindu tradition with ease and make links with the impact it has on a Hindu.

Students are able to articulate both verbally and written well.

Students can give a detailed response to a statement and can offer a response to the argument.

They will use some religious vocabulary and will sometimes organise their work using good spelling, punctuation and grammar.

Developing

Students should be able to select specific facts about Hinduism and may be able to develop these. They should be able to give their opinion on a question and be able to develop it with reasons. They should be able to select specific information and stories within Hinduism and begin to be able to defend their point when thinking about the impact Hindu teachings have on believers.

Students can articulate both written and verbally but sometimes cannot develop their points.

Students can give their opinion and in places offer development.

They will use religious vocabulary infrequently and their work may lack structure in places.

Foundation

Students should be able to recall facts about Hinduism. They should be able to give their opinion on a question and compare that to someone else’s belief. They should be able to select relevant information about Hindu beliefs about God and the Environment and use this to answer a question. They should be able to describe one Hindu God.

Pupils can articulate themselves verbally but may not be able to do this as well written. They will use simply vocabulary and be able to give a simple opinion to a statement. Their work may lack structure and organisation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 7 Unit 3 – PeaceJam

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students should be able to make links between the stories of each person and the impact they have had on the world today. They can give a fully developed response to a question with a counter argument that is fully developed. Students should be able to make clear links between the person’s message and the events in their lives.

 

 

Students are able to articulate both verbally and written with confidence.

Students can evaluate statements thoroughly and offer a religious perspective, they use religious vocabulary correctly and regularly. They will organise their work using excellent spelling, punctuation and grammar.

Secure

Students should be able to select specific information about the people we are studying and begin to explain the impact it has on people today. They should be able to give developed opinions and be able to offer a response. They should be able to recall facts about the events that lead each person to become a Peace Laurette.

Students are able to articulate both verbally and written well.

Students can give a detailed response to a statement and can offer a response to the argument.

They will use some religious vocabulary and will sometimes organise their work using good spelling, punctuation and grammar.

Developing

Students should be able to select specific facts about the people we study and may be able to develop these with evidence.

They should be able to give their opinion on a question and be able to develop it with reasons. They should be able to select specific information about each of the people we study and begin to explain how that may have an impact on people today.

 

Students can articulate both written and verbally but sometimes cannot develop their points.

Students can give their opinion and in places offer development.

They will use religious vocabulary infrequently and their work may lack structure in places.

Foundation

 

Students should be able to recall facts about the people we study. They should be able to give their opinion on their actions and compare that to someone else’s belief. They should be able to select relevant information about each person we study. They should be able to describe how each person may have an impact on us today.

Pupils can articulate themselves verbally but may not be able to do this as well written. They will use simply vocabulary and be able to give a simple opinion to a statement. Their work may lack structure and organisation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 8 Unit 1- Religion and Community Cohesion

 

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students can use key words and statistics to develop their ideas and the ideas of others. These are used correctly and are used as evidence. They can use religious teachings to explain views on the issues we explore and explain why religious people have these opinions. They can make connections between the issues we explore and give reasons why they exist in society using examples.

Can offer a detailed explanation for their opinion which includes development and examples. They offer a detailed counter argument and refer to a religious point of view. They use specific religious vocabulary with ease and it extends their answer.

Secure

Students can define all key words for this unit and use these within their work. They can recall key statistics and use these to explain some of the issues explored. They can give justified reasons for their opinions referring to statistics and keywords and link in religious teachings. They can make connections between issues in society and give reasons for these.

 

 

Can offer a well-reasoned opinion with development of their idea. They can also offer a counterargument which is developed. They are using specific religious vocabulary a and apply it well to their work.

Developing

Students can define key words for this unit of work such as homophobia, prejudice and discrimination. They can recall key statistics about religion, ethnicity and sexuality and use these to develop their ideas. They can give responses to questions surrounding these issues and will be able to give a brief explanation as to why they think this.

Can offer an opinion and can begin to explain why they think this. They can offer an opposite point of view. They can select ore specific religious vocabulary and use it appropriately.

Foundation

Students can define some key words for this unit such as homophobia, prejudice and discrimination. They can recall some key statistics about religion, ethnicity and sexuality in the UK.

They can give a brief response to questions surrounding these issues.

Can offer a brief opinion on a question and can start to think about what a religious person may say. They can select information and use some religious vocabulary to answer the question.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 8 Unit 2- Rites of Passage

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students can explain in detail the Rites of Passage we have explored and explain how they fit in with the religion it belongs to. They can make clear links between the Rites and explain the impact they have on religious affiliation.

They can make links between religious and non-religious ideas on Rites of Passage.

They can critically evaluate the importance and impact of the Rites of Passage to the life of a religious person.

Can offer a detailed explanation for their opinion which includes development and examples. They offer a detailed counter argument and refer to a religious point of view. They use specific religious vocabulary with ease and it extends their answer.

Secure

Students can explain key facts about all of the Rites of Passage explored. They can confidently make links between the Rites and also the religions. They can identify how Rites of Passage have different meanings for religious and non-religious people.

They can evaluate the impact Rites have on people’s lives.

 

Can offer a well-reasoned opinion with development of their idea. They can also offer a counterargument which is developed. They are using specific religious vocabulary and apply it well to their work.

Developing

Students can identify key facts about more of the complex Rites of Passage. They can begin to make links between the different ceremonies and give one reason why they are similar.

They can identify the different religions and how Rites of Passage are apparent in many world religions. They understand how Rites of Passage have an impact on a person’s life.

 

Can offer an opinion and can begin to explain why they think this. They can offer an opposite point of view. They can select ore specific religious vocabulary and use it appropriately.

Foundation

They can describe some key facts about funerals, marriages and births. They may be able to recall key facts associated with the religions.

They can make some comparisons between the religions and begin to understand how Rites of Passage have an impact on people’s lives.

Can offer a brief opinion on a question and can start to think about what a religious person may say. They can select information and use some religious vocabulary to answer the question.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 8 Unit 3- What is Islam?

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students can explain in detail Tawhid, Risalah and Akhirah and explain how this impact a Muslim’s life.

They can make links between Islam and Christianity and be able to explain the differences and similarities.

They can critically evaluate and explain how the teachings of the Qur’an and Hadiths have an impact on a Muslim’s life.

 

Can offer a detailed explanation for their opinion which includes development and examples. They offer a detailed counter argument and refer to a religious point of view. They use specific religious vocabulary with ease and it extends their answer.

Secure

Students can explain key facts/traditions in Islam using specialist vocabulary. They can make clear links between Islam and Christianity and compare and contrast both religions.

They can evaluate how teachings from the Qur’an and Hadiths have an impact on a Muslims life.

 

Can offer a well-reasoned opinion with development of their idea. They can also offer a counterargument which is developed. They are using specific religious vocabulary and apply it well to their work.

Developing

Students can identify key facts about Islam and begin to use specialist language. They can define Tawhid, Risalah and Akhirah.

They can make comparisons between Islam and Christianity and explain how teachings may affect a Muslim’s life.

Can offer an opinion and can begin to explain why they think this. They can offer an opposite point of view. They can select ore specific religious vocabulary and use it appropriately.

Foundation

They can describe some key facts about Islam, including basic facts about the nature of Allah and the Prophet Mohammed (pbuh).

They can make some comparisons between the Islam and Christianity and begin to understand how the beliefs and teachings of Islam affect a Muslim’s life.

Can offer a brief opinion on a question and can start to think about what a religious person may say. They can select information and use some religious vocabulary to answer the question.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 9 Unit 1- Introduction to ethics

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students have an excellent understanding of the topics explored. They can explain in detail the issues using examples to develop ideas. They can ask and respond to questions and refer to specific religious teachings in their argument. They can evaluate the issues discussed and offer alternatives and counter arguments throughout their answer. They use divergent Christian and Muslim views with ease.

Can offer a detailed explanation for their opinion which includes development and examples. They offer a detailed counter argument and refer to a religious point of view. They use specific religious vocabulary with ease and it extends their answer.

Secure

Students have a good understanding of the topics we explore and can describe and explain what these are. They can ask questions about the issues and offer a response from a different point of view. They can identify a religious perspective to the issues explored and begin to explore divergent views within religions.

Can offer a well-reasoned opinion with development of their idea. They can also offer a counterargument which is developed. They are using specific religious vocabulary a and apply it well to their work.

Developing

Display a fair understanding of the topics we explore and can describe in more detail what these are. They can ask questions about the issues discussed and think about how religious people may respond. They can identify a religious teaching that supports and opposes one of the topics such as poverty.

Can offer an opinion and can begin to explain why they think this. They can offer an opposite point of view. They can select ore specific religious vocabulary and use it appropriately.

Foundation

Display an understanding of the topics we explore and can describe what these are. They can understand the problems some people may have with some of these; such as poverty. They can identify a simple religious teaching to support or oppose but may not be able to explain why.

Can offer a brief opinion on a question and can start to think about what a religious person may say. They can select information and use some religious vocabulary to answer the question.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 9 Unit 2 – Animal Rights

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students have an excellent understanding of the topics explored. They can explain in detail the issues using examples to develop ideas. They can ask and respond to questions and refer to specific religious teachings in their argument. They can evaluate the issues discussed and offer alternatives and counter arguments throughout their answer. They use divergent Christian views with ease.

Can offer a detailed explanation for their opinion which includes development and examples. They offer a detailed counter argument and refer to a religious point of view. They use specific religious vocabulary with ease and it extends their answer.

Secure

Students have a good understanding of the topics we explore and can describe and explain what these are. They can ask questions about the issues and offer a response from a different point of view. They can identify a religious perspective to the issues explored and also begin to explore divergent views within religions.

Can offer a well-reasoned opinion with development of their idea. They can also offer a counterargument which is developed. They are using specific religious vocabulary and apply it well to their work.

Developing

Display a fair understanding of the topics we explore and can describe in more detail what these are. They can ask questions about the issues discussed and think about how religious people may respond. They can identify a religious teaching that supports and opposes one of the topics such as animal testing.

Can offer an opinion and can begin to explain why they think this. They can offer an opposite point of view. They can select ore specific religious vocabulary and use it appropriately.

Foundation

Display an understanding of the topics we explore and can describe what these are. They can understand the problems some people may have with some of these; such as animal testing. They can identify a simple religious teaching to support or oppose but may not be able to explain why.

Can offer a brief opinion on a question and can start to think about what a religious person may say. They can select information and use some religious vocabulary to answer the question.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KS3 RE- Year 9 Unit 3 – Evil and Suffering

KS3 Bands

Key Knowledge Skills

Key Skills

Excellence

Students have an excellent understanding of the topics explored. They can explain in detail the issues using examples to develop ideas. They can ask and respond to questions and refer to specific religious teachings in their argument. They can evaluate the issues discussed and offer alternatives and counter arguments throughout their answer. They use divergent Christian views with ease.

Can offer a detailed explanation for their opinion which includes development and examples. They offer a detailed counter argument and refer to a religious point of view. They use specific religious vocabulary with ease and it extends their answer.

Secure

Students have a good understanding of the topics we explore and can describe and explain what these are. They can ask questions about the issues and offer a response from a different point of view. They can identify a religious perspective to the issues explored and also begin to explore divergent views within religions.

Can offer a well-reasoned opinion with development of their idea. They can also offer a counterargument which is developed. They are using specific religious vocabulary and apply it well to their work.

Developing

Display a fair understanding of the topics we explore and can describe in more detail what these are. They can ask questions about the issues discussed and think about how religious people may respond. They can identify a religious teaching that supports and opposes the problem of evil and suffering.

Can offer an opinion and can begin to explain why they think this. They can offer an opposite point of view. They can select ore specific religious vocabulary and use it appropriately.

Foundation

Display an understanding of the topics we explore and can describe what these are. They can explain what the problem of evil is and how it may cause issues for religious people. They can identify a simple religious teaching to support or oppose but may not be able to explain why.

Can offer a brief opinion on a question and can start to think about what a religious person may say. They can select information and use some religious vocabulary to answer the question.