Religious Education
Key Stage 3 (Year 7-9)
Year 7 – Theme: Covenant and Faithfulness
Rationale: Christianity as a religion is the central part of the year 7 curriculum as well as Judaism. Across both religions the focus is on God’s covenant and being faithful, the sacred agreement between Him and His chosen prophets. We start by gaining knowledge and understanding of the Old Testament (the Hebrew Bible), the shared scripture as a sacred text. We then learn about the core beliefs and practices of Judaism. This is because Christianity developed from Judaism, sharing a common origin and core beliefs including monotheism. This allows students to explore the line of prophets recognised by Judaism and Christianity and the spiritual lessons to be learned from their messages. We then move on to exploring the New Testament, where now Christianity has separated from Judaism, and students learn about who Jesus was, the Messiah. Christianity as a Global World Faith is an integral component, where students learn about the unique ways Christianity is practiced across different parts of the world. Reflection and creativity is an important part of the curriculum, students will express the knowledge in the form of art work. For example, year 7s will take part in the All Saints Art Project which involves portraits of saints.
|
Term 1 1. What important lessons can we learn from the Old Testament? |
Term 1 2. What important lessons can we learn from the Old Testament? |
Term 2 2. What does it mean to be Jewish? |
Term 2 2. What does it mean to be Jewish? |
Term 3 3. Who was Jesus, the Messiah? The New Testament |
Term 3 3. Who was Jesus, the Messiah? The New Testament |
|
1a. What is The Old Testament?
1b. How to use The Old Testament? CGWF: What is the Ethiopian Bible like?
1c. What does the story of Adam and Eve teach us: Obedience, free will and consequences of sin.
1d. What does the story of Cain and Abel teach us: selfishness and jealousy can lead to destructive choices.
Theology |
1e. What does the story of Noah’s Ark teach us: God’s judgment and mercy. CGWF: Importance of Noah’s story in Armenia and Mexico
Theology
|
2a. The nature of God: His characteristics, including God’s promise to Moses
constructed and used
Theology, Human and social sciences
|
2d. Jewish Practices today: The importance of the day of Shabbat
Human and social sciences
|
3a. The importance of Jesus’ miraculous birth. CGWF: Lady Guadalupe in Mexico
Theology |
3d. Exploring Jesus’ multifaceted mission. CGWF: Rapid growth of Evangelicalism in Brazil
Theology |
Year 8 – Theme: Spiritual Liberation
Rationale: In Year 8, we want students to develop the knowledge and skills necessary to explore the Eastern faiths through a comparative lens. Students will develop the language, skills and confidence to engage in meaningful conversations concerning the core beliefs and practices of Hinduism, Buddhism and Sikhism and what it means to be part of those religions. These religious traditions refer to the ultimate goal of freeing oneself from the cycle of suffering and attaining a state of enlightenment or unity with a higher power. Christianity is still integral in year 8 as the All Saints and Spirited Arts Project focuses predominantly on Christianity. Reflection and creativity is an important part of the curriculum, students will express the knowledge in the form of art work. For example, year 8s will take part in the national competition, the Spirited Arts Project.
|
Term 1 4. What does it mean to Sikh? |
Term 1 4. What does it mean to be Sikh? |
Term 2 5. What does it mean to be Hindu? |
Term 2 5. What does it mean to be Hindu? |
Term 3 6. What does it mean to be Buddhist? |
Term 3 6. What does it mean to be Buddhist? |
|
4a. The nature of God and importance of Guru Nanak
4b. What is the Guru Granth Sahib and how does it help Sikhs? |
4c. The importance of the Gurdwara & Langar for Sikh communities
4d. How is Sikhism practiced today: The 5Ks & Guru Gobind Singh |
5a. The nature of God & Goddesses: Who do Hindus worship and the role of other deities
5b. The Vedas: what is it and how does it guide Hindus |
5c. How do Hindus perform Puja worship and why?
5d. Why are the concepts of Samsara, reincarnation and karma important for liberation? |
6a. The life of the Buddha: why he changed from a prince
6b. What are the four noble truths and why are they important?
6c. What is the 8 fold path and why are they important? |
6d. How can the three states of existence help Buddhists end suffering?
6e. Division with Buddhism: Explaining differences between Theravda and Mahayana Buddhism
Christianity Project: All Saints Art project
*Spirited Arts Project |
Year 9 – Theme: Philosophy and Under-Represented Traditions
Rationale: Year 9 RE curriculum makes a return to the Abrahamic faiths, in a more challenging way. Students will evolve to gain philosophical knowledge about the existence of God, such as those of Thomas Aquinas, and consider opposing views to religious arguments, such as those of Epicurus and Humanists. To celebrate female empowerment, we take a close analysis of how women helped shape Christianity. They will build confidence to evaluate their own opinions as well as advocate for minority and opposing views. The curriculum then moves onto Islam, a topic that reflects the beliefs and practices of many students at SASS. Islam will help students enhance their spirituality. Reflection and creativity is an important part of the curriculum, students will express the knowledge in the form of art work.
|
Term 1 7. Is there a reason to believe in God? |
Term 1 8. Why are women in the Bible important? |
Term 2 9. What does it mean to be a Muslim? Islamic beliefs |
Term 2 9. What does it mean to be a Muslim? Islamic beliefs |
Term 3 10. What does it mean to be a Muslim? Islamic practices |
Term 3 10. What does it mean to be a Muslim? Islamic practices |
|
7a. How does the Teleological approach explain the existence of God?
7b. How does the Cosmological approach explain the existence of God? 7c. How does the problem of evil and suffering challenge the existence of God?
7d. Humanists: beliefs and practices |
8a. Who is Sarah and why is she important?
8b. Who is Esther and why is she significant?
8c. Who is Ruth and why is she important?
8d. Virgin Mary in the Bible: One of the greatest women of all time 8e. Mary Magdalene in the Bible: why is she controversial? |
9a. The Sunni and Shia split
9b. The six articles of faith in Sunni Islam and five roots of religion in Shia Islam
9c. The nature of God: Who is Allah? |
9d. Prophethood: Who is Muhammad (pbuh)? The role of other prophets and holy books
9e. Angels: why the Malaika are important
9f. Afterlife: Day of Judgement, heaven and hell, predestination and free will. |
10a. The five pillars: The importance of the Shahadah
10b. Salah and its significance to Muslims
10c. Zakat and why its fundamental
10d. Fasting (Sawm) and why ramadan is one of the most important months on the Muslim calendar |
10e. Hajj: The essential pilgrimage
10f. Jihad: the lesser and greater jihad
10g. Festivals: how eid and ashura is celebrated
10h. 10 Obligatory Acts of Shia Islam |
| Philosophy |
Theology, Sociological |
Theology, Sociological |
Sociological |
Sociological |
Theology |
Key Stage 4 (Year 10-11)
Year 10: Islamic Theology and Philosophical Issues
Rationale: At KS4 students complete the Eduqas GCSE course. The course is designed to enable students to acquire a high level of religious literacy, enabling them to explore various belief systems, attitudes and disciplines. The examination requires students to present their knowledge and ideas with clarity, precision and weighted evaluation. Through robust lessons, engaging discussion and regular exam practice students are able to produce informed, rational and insightful work. During every topic, students are afforded the opportunity to gain substantive knowledge about religions and non-religions and how they operate.
Christian beliefs |
Christian BELIEFS |
CHRISTIAN PRACTICES |
CHRISTIAN PRACTICES |
Relationships |
RELATIONSHIPS |
|
Nature of God: omnipotent, omnibenevolent, omniscient Creation: Genesis (literal vs symbolic), role of God as creator The Trinity: Father, Son, Holy Spirit Incarnation: Jesus as God incarnate Crucifixion: significance of Jesus’ death Resurrection and Ascension |
Salvation: atonement, grace, law, and the role of Jesus Eschatology: heaven, hell, judgement Problem of evil and suffering Role and authority of the Bible Exam skills Exam practice |
Forms of worship: liturgical, non-liturgical, informal Prayer: private and public; the Lord’s Prayer Sacraments: baptism and Eucharist (including different Christian views) Pilgrimage: Walsingham, Lourdes Festivals: Christmas and Easter (beliefs + practices)
|
Church in the local community: food banks, street pastors Church in the wider world: mission, evangelism The role of the Church in reconciliation and social justice Persecution of Christians (local and global) Revision Exam skills Exam practice |
Family Sex before marriage Contraception Sexual relationships (including same-sex relationships) Marriage: purposes and Christian/Islamic views Divorce and remarriage |
Divorce and remarriage Gender equality and roles Family life Cohabitation Gender and leadership |
Year 11: Philosophical Issues
LIFE AND DEATH |
GOOD AND EVIL |
HUMAN RIGHTS |
Islam/Christianity revision |
Philosophy revision |
Exams |
|
Creation Abortion Euthanasia Sanctity of life vs quality of life Death penalty Treatment of animals Use of animals for food and experimentation Environmental ethics Christian/ Islam and non-religious attitudes to life and death Afterlife and funeral rites |
Crime and punishment Aims of punishment: retribution, deterrence, reform Corporal punishment Forgiveness Causes of crime Suffering Responses to evil and suffering Christian/Islamic responses to evil Non-religious responses to evil |
Social justice Human rights Prejudice and discrimination (including racism and sexism) Religious extremism Freedom of religious expression Wealth and poverty Exploitation Christian/Islamic responses to human rights issues Humanist responses to human rights issues |
|
|
Key Stage 5 (Year 12-13)
Year 12: Religious Studies for A Level. Exam Board EDUQAS
|
Ethics |
Philosophy |
Islam |
|
|
|
Year 13: A-level Year 2
|
Philosophy |
Ethics |
Islam |
|
|
|
Year 12
Term 1 - Year 12 Curriculum Theme: The Relationship Between God, Morality and Justice
Rationale: In order to understand what is good or bad (morality) and what is fair (justice) in society we must address different opinions about God. According to some religious believers, morality depends entirely on God, and God is the administrator of justice. Only God decides what is right and wrong and only God can accurately judge your actions and determine your place in the hereafter. Does this mean capital punishment is commanded by God? If so, is it the right type of action against the wrong doers? Shouldn't God pardon all sins and be compassionate instead? What about the evil and suffering that takes place in this world? Surely if God is all-loving and merciful He wouldn't allow innocent people to suffer? If He does, is He worthy of worship? These are some of the questions Atheists ask, leading them to dismiss God altogether. This theme will help students develop their spirituality by nurturing a deeper connection with oneself, with others and developing a sense of something larger than oneself. It will assist them in their journey of self discovery and growth by exploring meaning and purpose. It will sharpen their critical thinking skills.
|
Topics |
Skills |
- Introduction to the theme: Relationship between God, morality and justice -Christianity as a world wide faith - The God Question - Part 1 & 2 - Evil and Suffering - Part 1 & 2 - Capital Punishment - Part 1 & 2 - Divine Command Theory Part 1 & 2 - Poetry on the theme of relationship between God, morality and justice - Outside speaker event on the theme of relationship between God, morality and justice |
Creativity, examining historical contexts of religious scriptures/texts, comparing different interpretations, evaluating evidence for religious claims, reflecting on ethical implications of religious teachings, questioning and analysing different views. Enhancing spirituality Activities include: Think, pair share, discussions, debates, research, filling in tables, watching videos and more |
Term 2 - Year 12 Curriculum Theme: Prejudice and Discrimination - Islamophobia
Rationale: Anti-Muslim hate crimes are documented as being higher in Tower Hamlets than in other London boroughs. As a borough with a large Bangladeshi population and significant ethnic diversity, racial prejudice exists in Tower Hamlets. A detailed look at Islamophobia from the past will help students understand the current situations. Students will explore different historical events surrounding the treatment of muslims to see that this is not a new problem. This will lead to a more accurate understanding of situations, crucial for building strong relationships and communities in the present. This theme will help students develop their spirituality by nurturing a deeper connection with oneself, with others and developing a sense of something larger than oneself. It will assist them in their journey of self discovery and growth by exploring meaning and purpose. It will sharpen their critical thinking skills.
|
Topics |
Skills |
|
Seventh century Islamophobia - Part 1 Seventh century Islamophobia - Part 2 Islamophobia since 610 Part - 1 Islamophobia since 610 Part - 2 European Enlightenment Part - 1 European Enlightenment Part - 2 Islamomophobia around the world Part - 1 Islamomophobia around the world Part - 2 Islamophobia in the UK Part - 1 Islamophobia in the UK Part - 2 |
Creativity, examining historical contexts of religious scriptures/texts, comparing different interpretations, evaluating evidence for religious claims, reflecting on ethical implications of religious teachings, questioning and analysing different views. Enhancing spirituality Activities include: Think, pair share, discussions, debates, research, filling in tables, watching videos and more |
Year 13
Term 1 & 2 - Year 13 Curriculum Theme: Faith, Ethics, and Christianity as a Global World Faith
|
Topics |
Skills |
|
Christianity in Brazil – Faith, Ecology, and Matriarchal Traditions Artificial Intelligence and the Soul – Can Machines Be Moral? -Christianity in South Korea – Technology, Modernity, and Megachurches Climate Change and Stewardship – Do We Have a Sacred Duty? Christianity in Africa – Liberation and Justice Fashion, Fast Culture, and Exploitation – Can Shopping Be Ethical? - Christianity in the Middle East – Ancient Roots and Modern Struggles Wealth, Inequality, and the Good Life – Is Capitalism Compatible with Faith? - Social Media, Identity, and Truth – Is the Online World Real? |
Creativity, evaluating evidence for religious and ethical claims, examining global and cultural contexts of faith, interpreting diverse expressions of Christianity, comparing moral and philosophical perspectives, reflecting on ethical implications of belief in a contemporary world, questioning and analysing different worldviews, and developing global spiritual awareness. |
Independent Learning Resources
Key Stage 3
- https://www.bbc.com/bitesize/subjects/zb48q6f
- For most homework and project based homework, we always recommend students refer to this area as their first port of call.
Key Stage 4
Eduqas
- Revision books have been given to students by their teachers. These are created by teachers.
- The BBC Bitesize area also has a good area specifically for the WJEC/EDUQAS RE course which the students use. https://www.bbc.com/bitesize/subjects/zb48q6f
