Religious Education

Who we are:

  • Mrs R Wood - Curriculum Leader
  • Miss R Cairns
  • Mr D Constable

Key Stage 3 (years 7 and 8)

Year 7 - Autumn Term

The Christian Church

  • Introduction to the study of religion
  • Central Beliefs of Christianity including what is meant by the ‘The Christian Church’?
  • Belonging to a community
  • Denominations
  • Becoming Christian everyday – The impact of beliefs upon actions
  • Christianity as a global religion
  • What might the Church be like in the future?

Spring Term

Islam in Modern Britain

  • Initial stereotypes and questioning preconceptions – introducing facts about Islam in Britain
  • The 5 pillars of Islam
  • Issues of Identity – Can we have more than one identity? What does it mean to be British and by ‘British Values’?
  • Religious freedom in UK and other countries
  • Is Britain the best place to be a Muslim?

Judaism

  • Origins of the faith and introducing the themes of suffering, sacrifice and covenant
  • Abraham and Isaac
  • Moses
  • Jewish celebrations and symbolism
  • The Synagogue – Reform & Orthodox
  • Suffering in modern Jewish history including the Holocaust

Summer Term

Heroes of Faith

  • What is a hero?
  • Being a religious hero – how faith influences actions
  • Is Jesus a hero of faith?
  • Study of a range of examples of heroes of faith – what makes them a hero of faith? To what extent are they a good hero of faith? Examples include Mother Teresa, Desmond Tutu, Gandhi, Dalai Lama

Year 8 - Autumn Term

Eastern Religions

  • Introduction to Eastern Religions
  • Hindu ideas about God
  • Hindu beliefs about life after death
  • Hindu celebrations e.g. Holi
  • Buddhism - the life of the Buddha
  • Understanding Buddhist truths, Eightfold path and 5 precepts and the impact they have on the lives of Buddhists
  • Buddhist celebrations e.g. Wesak
  • Sikhism – Gurus
  • Sikh symbols, Khalsa and the meaning of God to Sikhs.

Spring Term

Ethics

  • What is ethics?
  • How do people know what is the right or wrong way to act?
  • Introduction to the following ethical theories: Absolutism, utilitarianism, situation ethics, the ethics of Jesus, virtue ethics
  • Different ethical dilemmas considered including the ‘Trolley Case Study’
  • Human Rights
  • Applied Ethics: Exploring what is the morally right thing to do in these situations: Animal testing and the Syrian refugee crisis, by applying different ethical theories and considering our human rights.

Philosophy of Religion

  • What is philosophy?
  • Why do people believe in God?
  • Who is God?
  • Introduction to the following philosophical theories: Design argument, causation, the problem of evil and suffering.
  • How did the world come into existence?
  • Does God exist? Considering arguments for both sides of the argument.

Key Stage 4 (Years 9-11)

Examination Board: AQA - Specification A

GCSE Religious studies entail the study of the core religious beliefs, teaching and practices of two of the world religions.  It also enables students to consider philosophical questions and ethical dilemmas which relate to modern life in Britain.  The course challenges students with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues.

Assessment: Two examined units each worth 50%

Progression: Religious Studies develops your analysis, problem solving, evaluating, writing, empathy and communication skills. All these skills are transferable to all subjects at Key Stage 4 and 5 and in higher education or the work place.

Religious Education allows you to

  • explore the significance and impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning
  • express their personal responses and informed insights on fundamental questions and issues about identity, belonging, meaning, purpose, truth, values and commitments
  • adopt an enquiring, critical and reflective approach to the study of religion
  • explore religions and beliefs, reflect on fundamental questions, and engage with them intellectually and respond personally
  • enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world, and contribute to social and community cohesion
  • develop their interest in and enthusiasm for the study of religion, and relate it to the wider world
  • reflect on and develop their own values, opinions and attitudes