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Key stage 3

Pupils should develop their knowledge and understanding of the key ideas, beliefs and concepts related to the belief in God. They should further their knowledge of the variety of spiritual expressions in many various forms. Pupils should deepen their understanding of ethical issues and be encouraged to reflect on moral issues that are relevant and pertinent in today’s world. Pupils should be given the opportunity to express their own ideas and beliefs in response to the religions encountered through various forms of media and learn to evaluate their own and others responses.

Core content

By the end of Key Stage 3 pupils should

Easter, the Cross and Salvation: Why did Christ come into the world?
What do Christians believe was his main mission?

Knowledge and understanding

  • know and understand the “Christus Victor theory of atonement” (Gustaf Aulén) as an explanation for the reason why Christ came into the world
  • know and understand the “Moral exemplar theory” as an explanation for the reason why Christ came into the world
  • know and understand questions and ideas which challenge the Christus Victor and the Moral exemplar theory of atonement
  • know the word “incarnation” and what it is in general understood to mean in Christianity

Skills and attitudes

  • express their own ideas and insights and raise relevant questions in response to their enquiry into the death and resurrection of Jesus and into questions regarding who Jesus was
  • support their attempt to answer the relevant questions they raise in response to their enquiry into the death and resurrection of Jesus and who Jesus was using reasons and information to support their views

Christian love (“Agape”): An enquiry into the idea of “Christian love”:  What does it mean to be a Christian?

Knowledge and understanding

  • know and understand the gospel evidence that Jesus was concerned about the outcast and marginalised, e.g. Jesus
  1. eats with tax collectors and sinners (Matt 9:10-12)
  2. tells a story about a lost son (Luke7:1-10)
  3. said “invite the poor, the maimed, the lame, the blind” (Luke 14:12-14)
  4. talks to a Samaritan woman (John 4:7-30)
  5. tells a story in which he praises those who help the stranger or visit those in prison (Matt 25:31-46)
  • identify examples of people who might be described as the outcast or marginalised in  British society today, e.g. unemployed, low paid workers, homeless, single parents, migrants, drug or alcohol dependent, the mentally ill, the elderly, AIDs victims, etc
  • know New Testament evidence that to be a Christian, “Christian love” is essential, e.g. “If you love those who love you, what reward have you?  Do not even the tax collectors do the same” (Matt 5:46)
  • know New Testament evidence that to be a Christian, faith in Christ’s salvation is essential  g.  “All have sinned and fall short of the glory of God” (Romans 3:23). “Whoever believes in Him should not perish but have everlasting life” (John 3:16)
  • know about the work or teaching of at least one contemporary Christian or Christian organisation that helps the poor and the outcast, e.g. The Salvation Army, Christians  against Poverty (CAP), Dr Kent Brantly, Óscar Romero, Steve Chalke, Jackie Pullinger, Pope Francis, John Sentamu

Skills and attitudes

  • express their own ideas and insights raise relevant questions in response to what has been learnt about “Christian love” and Christian views and responses to the outcast and marginalised
  • suggest answers to the relevant questions they raise about “Christian love” and Christian views and responses to the  outcast and marginalised and use reasons, evidence and arguments to justify their views

Expectations at the end of Key Stage 3

Knowledge and Understanding

Pupils should compare and contrast using a range of vocabulary the religious and philosophical arguments including questions  about the existence of God and evaluate religious moral arguments and express their own opinions and beliefs supported by evidence.

Pupils should analyse and explain how religious ideas beliefs and ideas are communicated through people, texts and traditions and

discuss and evaluate religious diversity and reflect on the challenges, tensions and opportunities that presents locally and globally.

Skills and Attitudes

Pupils should reflect and evaluate their own and other’s beliefs about world issues such as war and peace, and environmental issues and acquire knowledge and understanding of their own identity linked to their own cultural and religious or non-religious background.

Pupils should Interpret and explain a variety of forms of religious expression and develop their understanding of their own responsibilities and rights  in becoming a citizen of the world.

Outcomes for the end of Key Stage Three