Religious Education

Curriculum INTENT

The Religious Education (RE) curriculum aims to develop an appreciation of the fact that we live in a multicultural society, develop an understanding of key beliefs and teachings of world religions, and to develop an appreciation for different religious practices.  RE aims to enable our students to be able to give examples of differences of practices and ethical principles between followers within the same religion, different religions and to explore alternatives to religion such as Humanism. Furthermore we aim  to reinforce British values which include mutual respect, the rule of law, democracy and tolerance of different faiths and beliefs.

 

The GCSE Religious Studies (RS) curriculum aims to equip all students with the ability to think for themselves as they study philosophical, theological and social issues. It aims to encourage students to be critical thinkers and develop their literacy ability in order to debate controversial issues without causing offence to others

The aims and objectives of this qualification are to enable students to:

• develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism
• develop their knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying
• develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
• engage with questions of belief, value, meaning, purpose, truth, and their influence on human life
• reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and will contribute to their preparation for adult life in a pluralistic society and global community
• demonstrate knowledge and understanding of two religions
• demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith
• understand the influence of religion on individuals, communities and societies
• understand significant common and divergent views between and/or within religions and beliefs
• apply knowledge and understanding in order to analyse questions related to religious beliefs and values
• construct well-informed and balanced arguments on matters concerned with religious beliefs and values.

  Curriculum End Points

  By the end of KS3 students will

  Know and understand a range of world religions.

  Describe, explain and analyse beliefs and practises in Christianity, Islam, Buddhism, Sikh and Humanism.

  Begin to see what makes a well-informed, balanced and structured written argument, and use their knowledge and understanding to apply to questions.

  Begin to understand, and to apply tier 2 vocabulary in preparation for vocabulary used at KS4  that is covered in exam questions and content.

  Discuss and apply their own and others’ ideas about ethical questions, including beliefs about what is right and wrong, what is fair and unfair, and express their own ideas clearly.

  Read, understand and apply sources of wisdom and authority including scripture/ sacred text.

  Non GCSE KS4

  By the end of KS4 students will

  Describe, explain and analyse beliefs and practises in Christianity, Islam, Buddhism and Humanism.

  Discuss and apply their own and others’ ideas about ethical questions, including beliefs about what is right and wrong, what is fair and unfair, and express their own ideas clearly.

  Demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred text, when appropriate, which supports religion.

  Understand significant common and divergent views between and/or within religions and beliefs.

  GCSE RS

  By the end of KS4 students will

  Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism

  Develop their knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying

  Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject

  Engage with questions of belief, value, meaning, purpose, truth, and their influence on human life

  Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and will contribute to their preparation for adult life in a pluralistic society and global community

  Demonstrate knowledge and understanding of two religions

  Demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith

  Understand the influence of religion on individuals, communities and societies

  Understand significant common and divergent views between and/or within religions and beliefs

  Apply knowledge and understanding in order to analyse questions related to religious beliefs and values

  Construct well-informed and balanced arguments on matters concerned with religious beliefs and values.

What will I study at GCSE?

 

Student will take the Pearson Edexcel GCSE (9-1) Religious Studies course.

Over the course of 2 years students will be studying two main religions, Christianity and Islam.

The units covered are: Unit 1 Religion and Ethics (Chrisitanity)

1 Christian Beliefs

2 Marriage and the Family

3 Living the Religious Life

4 Matters of Life and Death

Unit 2 Religion, Peace and Conflict (Islam)

1. Muslim Beliefs

2. Crime and Punishment

3. Living the Religious Life

4. Peace and Conflict

Students will have 4 lessons per fortnight in year 10 and 5 lessons in year 11. Students will sit two 1 hour 45 minute exams at the end of year 11.

 

Curriculum in Year 7

 RE: What is so radical about Jesus?

This unit enables pupils to explore the life of a religious founder/leader with specific reference to reconciliation, forgiveness and loving one’s enemies. Pupils are enabled to think for themselves about questions to do with the life of Jesus. Which people are special and why? Why is Jesus inspiring to some people? What would Jesus do? Can we live by the values of Jesus in the twenty-first century? Pupils are encouraged to consider what can be learned from these ideas by referring to their own. experiences, beliefs and values.

Where this unit fits in:

 This unit contributes to the continuity and progression of pupils’ learning by developing pupil’s knowledge of Christianity at KS2 and will be continued in year 8/9.

KEY STRANDS of RE ADDRESSED BY THIS UNIT

• Beliefs, Values and Teachings
• Ways of expressing meaning
• Questions of Meaning, Purpose and Truth
• Questions of value and commitment

ATTITUDES FOCUS:

Pupils will explore attitudes of:

• Enquiry and response through the use of religious vocabulary, questioning and empathy;
• Reflection, expression, application, analysis and evaluation of beliefs, values and practices, and the communication of personal responses to these.

Curriculum in Year 8

 RE: How do people express their faith or their spiritual ideas through the arts?

This unit enables pupils to engage with spiritual ideas through the arts. The focus is on engagement with Christian, Muslim, Buddhist and Sikh ideas explored through the arts. Pupils are enabled to think for themselves about questions to do with the meaning, history and spirituality behind the works studied. Pupils are encouraged to consider what can be learned from these expressions of faith by referring to their own experiences, beliefs and values.

Where this unit fits in:

This unit contributes to the continuity and progression of pupils’ learning by developing pupil’s knowledge of Christian, Buddhist and Sikh faiths studied at KS2 and in year 7. This unit also has strong links with the art and literacy curriculum.

 

KEY STRANDS of RE ADDRESSED BY THIS UNIT

• Beliefs, Values and Teachings
• Ways of expressing meaning
• Questions of Meaning, Purpose and Truth
• Questions of value and commitment

 

 ATTITUDES FOCUS:

Pupils will explore attitudes of:

• Open mindedness by engaging in positive discussion and debate about the ideas of faith expressed in the works of art studied.
• Appreciation and wonder by developing their capacity to respond to works of art, to be creative and to enter into life’s mysteries with imagination.
• The unit will provide these opportunities:
• Pupils have opportunities to consider the concepts of worship, meditation and celebration.
• Pupils have opportunities to consider a diverse range of views about questions of expression and meaning in relation to spirituality and faith.
• From the study of Christianity, Islam and Sikhism pupils will be able to think about their own experiences and views in relation to questions of spirituality in the arts.
• Experiences and opportunities provided by this unit include; exploring Christian, Muslim and Sikh creativity through the arts, through a range of media; discussing the significance of this art to Christian communities; responding personally to the artwork they have seen and heard.

Curriculum in Year 9

RE: Should Happiness be the Purpose of Life?

This unit enables pupils to learn in depth from Christianity, Buddhism and non-religious worldviews about the significance of happiness. Through a study of the idea of happiness in the bible, the concept of dukkha and comparing the religious idea of ‘the good life’ to non-religious views of ‘the good life’. Is it morally acceptable to pursue attaining happiness? The unit enables pupils to use disciplines including theology, philosophy and psychology (of religion) in their RE.

 Where this unit fits in: 

This unit contributes to the continuity and progression of pupils’ learning by developing pupil’s knowledge of Buddhists Christians, non-religious worldviews e.g. Humanists studied at KS2 and in year 8. 

KEY STRANDS of RE ADDRESSED BY THIS UNIT

 Religious practices and ways of living.

 ATTITUDES FOCUS:

 Pupils will explore attitudes of:

 Enquiry and response through the use of religious vocabulary, questioning and empathy;

Reflection, expression, application, analysis and evaluation of beliefs, values and practices, and the communication of personal responses to these. 

Curriculum in Year 10

 Topic 1: Christian Beliefs
The Trinity:

• The creation of the universe and of humanity
• The Incarnation: the nature and importance of the person of Jesus Christ as the
• The last days of Jesus’ life: the Last Supper, betrayal, arrest, trial, crucifixion,
• The nature and significance of salvation and the role of Christ within salvation
• Christian eschatology: divergent Christian teachings about life after death
• The problem of evil/suffering and a loving and righteous God
• Divergent solutions offered to the problem of evil/suffering and a loving and
• Righteous God

Topic 2 Muslim Beliefs
The six Beliefs of Islam:

• The five roots of ‘Usul ad-Din in Shi’a
• The nature of Allah
• RiSalah: the nature and importance of prophethood for Muslims
• Muslim holy books (kutub)
• Malaikah: the nature and importance of angels for Muslims
• al-Qadr: the nature and importance of Predestination for Muslims
• Akhirah: Muslim teachings about life after death

Topic 3 Living the Christian life

• Worship
• Sacraments
• Prayer
• Pligrimage
• Religious celebrations
• The Church

Topic 4 Living the Muslim Life

• Ten Obligatory Acts
• Shahadah
• Salah
• Sawm
• Zakah and khums
• Hajj
• Jihad
• Celebrations

 

How we assess:

	Autumn Term Year 10	Spring Term Year 10	Summer Term Year 10
Overview	Students will be assessed through one part-paper covering their study of Christian Beliefs.	Students will be assessed through two part-papers covering their study of Living the Christian Life and Islamic Beliefs.	Students will be assessed through two part-papers covering their study of Christian Beliefs and Living the Christian Life and, Islamic Beliefs and Living the Muslim Life.
Content	The assessment will focus on areas of study within Christian Beliefs.  There is one question and four tasks within the question. This includes a longer response which will have SPaG marks available.	The assessment will focus on areas of study within Living the Christian Life and Islamic Beliefs. There are two questions and four tasks within each question. This includes two longer responses; one of these will have SPaG marks available.	The assessment will focus on areas of study within Study of Islam (Muslim beliefs and Living the Muslim Life) and Study of Christianity (Christian Beliefs and Living the Christian Life).  There are four questions and four tasks within each question. This includes four longer responses; two of these will have SPaG marks available.

 

Curriculum in Year 11

 Topic 5 Crime and Punishment – Islam

• Justice
• Crime
• Attitudes to good evil and suffering
• Punishment
• Forgiveness
• Treatment of criminals
• Death
• Penalty

Topic 6 Marriage and the Family – Christianity

• Marriage
• Sexual
• Relationships
• Families
• Support for family in the local parish
• Family planning
• Divorce and remarriage
• Equality in the family
• Gender prejudice and discrimination

Topic 7 – Peace and Conflict Islam

• Attitudes towards peace
• Role in peace making
• Attitudes to conflict
• Pacifism
• Just War theory
• Holy War
• Weapons of Mass destruction
• Issues surrounding Conflict

Topic 8 – Matters of Life and death Christianity

• Origins of the universe
• Sanctity of Life
• Origins and value of human life
• Abortion
• Death and afterlife
• Non- Religious arguments against life after death
• Euthanasia Natural world

 

How we assess:

	Autumn Term Year 11	Spring Term Year 11	Summer Term Year 11
Overview	Students will be assessed through two part-papers covering their study of Living the Christian Life and Islamic Response to Crime and Punishment.	Students will be assessed through two papers covering Christianity: Living the Christian Life and Marriage and family. Paper Two Islam: Living the Muslim Life and Crime and Punishment.	There are two external exams: Paper One: Christianity and Paper Two: Islam.
Content	The assessment will focus on areas of study within Living the Christian Life and Islamic Response to Crime and Punishment. There are two questions and four tasks within each question. This includes two longer responses; one of these will have SPaG marks available.	The assessment will focus on areas of study from Paper One: Christianity (Living the Christian Life and Marriage and family) and Paper Two: Islam (Living the Muslim Life and Crime and Punishment) There are four questions and four tasks within each question. This includes four longer responses; two of these will have SPaG marks available.	Paper 1 Religion and Ethics- Christianity: Christian Beliefs, Marriage and the Family, Living the Religious Life and, Matters of Life and Death. Exam 1hr 45 mins – 50% of final grade Paper 2 Religion, Peace and Conflict- Islam: Muslim Beliefs, Crime and Punishment, Living the Religious Life and, Peace and Conflict. Exam 1hr 45 mins – 50% of final grade.