Religious Studies

The RS curriculum contains elements of RS and PSHE. It encourages students to have an understanding of different religions, allowing them to contribute positively to the community. It also develops an understanding of ethics and philosophy. Parents are entitled to withdraw their children from the RE aspect of the curriculum. Any such requests should be made to Mrs Fletcher, Head of RS and Ethics, and the appropriate Head of Year.

 

Curriculum Map - RE
Key Stage 3 Content Skills
Year 7

Belief in God – 

Students will look at their own beliefs, understand theism and agnostisism, miracles, religious experience, the teleological argument, atheism and humanism.  
  • Explain their own views on belief in God and compare to others (AO1)
  • Considering the views of their family and friends (AO1)
  • Understand the key words theist and agnostic (AO1)
  • Consider the view points of others (AO1)
  • Reading and analysing statistics
  • Analyse the impact of miracles on the lives of Christians (AO1)
  • Consider religious experiences of God (AO1)
  • Evaluate whether religious experience leads to belief in God (AO2)
  • Describe the teleological argument. 
  • Evaluate the teleological argument as proof of God’s existence (AO2)
  • Explain why people do not believe in God (AO1)
  • Describe Humanist views (AO1)
  • Evaluate whether a religious or humanist view is more in keeping with British society (AO2) 
Year 8

Why do we suffer? 

Christianity - introduction of key themes, the use of parables in Jesus’ teachings, Baptism and the sacraments, The bible, denominations in Christianity, the importance of Easter and Christmas, the Church.

Buddhism – introduction to the Buddha, the 4 sights and the 4 noble truths, how do Buddhists follow the 8 foldpath, karma and samsara, Vihara and living as a Buddhist in the UK and abroad
  • Key themes in Christianity including retrieval of keywords from year 7. (AO1)
  • Explain the influence and importance of Jesus (AO1)
  • Evaluation of the use of parables (AO2) 
  • Explaining the and comparing the importance of sacraments in Christianity (AO1)
  • Compare infant and believers Baptism (AO1)
  • Evaluate the importance of Baptism as a sacrament (AO2)
  • Understand what a denomination is giving examples (AO1)
  • Compare the similarities and differences between denominations (AO1)
  • Explain the importance of Easter and Christmas to Christians (AO1)
  • Analysis which is more important Christmas or Easter (AO2)
  • Explain the  importance of the Church (AO1)
  • Evaluate the importance of the Church in modern day Britain (AO2)
Year 9

Sikhism – Introduction to Sikhism, Who was Guru Nanak? Who was Guru Gobind Singh? The 5Ks, The Guru Granth Sahib, the Gurdwara, Vaisakhi 

Is life sacred? An introduction to ethical dilemmas through the eyes of Christians and Sikhs 
 
  • Understand where Sikhism started and the Sikh belief about God (AO1)
  • Explain Guru Nanak’s teachings (AO1)
  • Evaluate Guru Nanak as a leader (AO2)
  • Describe who Guru Gobind Singh was and why he is important to Sikhs (AO1)
  • Explain how Guru Gobind Singh’s teachings affect the behaviour of modern Sikhs (AO1) 
  • Evaluate how difficult, it might be to be a Khalsa Sikh living in the UK (AO2)
  • Describe the origins of the Guru Granth Sahib (AO1)
  • Explain the importance of the Guru Granth Sahib (AO1)
  • Evaluate how the Guru Granth Sahib promotes equality in Sikhism (AO2)
  • Describe how Sikh beliefs are expressed in a gurdwara (AO1)
  • Explain how the Guru Granth Sahib is shown respect in the gurdwara (AO1)
  • Evaluate how equality is demonstrated in the gurdwara (AO2)
  • Describe how Sikhs celebrate Vaisakhi (AO1)
Key Stage 4
Year 10

Relationships and the family

Sex, marriage and divorce, human sexuality, Divorce, Families and gender equality

Religion, Human Rights and Social Justice 

Human rights, social justice, wealth and poverty

Beliefs and teachings

Key beliefs, The nature of God, Jesus Christ, and salvation, Christian Beliefs and teachings, Christian practises, Worship and festivals, The role of the church in the local and worldwide community.

Religion Crime and punishment

Religion, Crime and the Causes of Crime, religion, and punishment 
 

 
  • Heterosexual and homosexual relationships. 
  • Sexual relationships before and outside of marriage.
  • Contraception and family planning.
  • The nature and purpose of marriage.
  • Same-sex marriage and cohabitation. 
  • Reasons for divorce, and remarrying.
  • Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion.
  • The nature of families, including: the role of parents and children
  • Extended families and the nuclear family. 
  • The purpose of families, including: Procreation stability and the protection of children
  • Educating children in a faith.
  • Contemporary family issues including: same-sex parents 
  • polygamy.
  • The roles of men and women.
  • Gender equality.
  • Gender prejudice and discrimination, including examples.
  • Prejudice and discrimination in religion and belief, including the status and treatment within religion of women and homosexuals.
  • Issues of equality, freedom of religion and belief including freedom of religious expression.
  • Human rights and the responsibilities that come with rights, including the responsibility to respect the rights of others.
  • Racial prejudice and discrimination.
  • Ethical arguments related to racial discrimination (including positive discrimination), including those based on the ideals of equality and justice.
  • Wealth, including: the right attitude to wealth the uses of wealth.
  • The responsibilities of wealth, including the duty to tackle poverty and its causes.
  • Exploitation of the poor including issues relating to: fair pay, excessive interest on loans people-trafficking.
  • The responsibilities of those living in poverty to help themselves overcome the difficulties they face.
  • Charity, including issues related to giving money to the poor.
  • Describe God’s characteristics: God as omnipotent, loving and just. (AO1)
  • Explain the problem of evil and suffering (AO1)
  • The oneness of God and the Trinity: Father, Son and Holy Spirit (AO1) 
  • Describe different Christian beliefs about creation including the role of Word and Spirit (John 1:1-3 and Genesis 1:1-3). (AO1)
  • Explain different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell (AO1)
  • Describe the incarnation and Jesus as the Son of God, the crucifixion, resurrection and ascension, sin, including original sin, the means of salvation, including law, grace and Spirit the role of Christ in salvation including the idea of atonement. (AO1)
  • Describe different types of worship and their significance: liturgical, non-liturgical and informal, including the use of the Bible private worship. Prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer. (AO1) 
  • Explain the sacrament of baptism and its significance for Christians; infant and believers' baptism; different beliefs about infant baptism. (AO1)
  • Explain the sacrament of Holy Communion/Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning. (AO1)
  • Explain the role and importance of pilgrimage and celebrations including: two contrasting examples of Christian pilgrimage: Lourdes and Iona (AO1)
  • Explain the celebrations of Christmas and Easter, including their importance for Christians in Great Britain today. (AO2)
  • The role of the Church in the local community, including food banks and street pastors. (AO1)
  • The place of mission, evangelism and Church growth. (AO1)
  • The importance of the worldwide Church including: working for reconciliation (AO1)
  • How Christian churches respond to persecution (AO1)
  • The work of one of the following: Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund. (AO1)
  • Good and evil intentions and actions, including whether it can ever be good to cause suffering.
  • Reasons for crime, including: poverty and upbringing, mental illness and addiction
  • greed and hate
  • opposition to an unjust law.
  • Views about people who break the law for these reasons.
  • Views about different types of crime, including hate crimes, theft and murder.
  • The aims of punishment, including: Retribution, deterrence, reformation.
  • The treatment of criminals, including: prison, corporal punishment, community service.
  • Forgiveness.
  • The death penalty.
  • Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.
Year 11

Religion and Life
The origins and value of the universe, The origins and value of human life


Beliefs and teachings
Key Beliefs, Authority, Practices
Worship, Duties and festivals
 
  • The origins of the universe, including: religious teachings about the origins of the universe, and different interpretations of these
  • The relationship between scientific views, such as the Big Bang theory, and religious views.
  • The value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder.
  • The use and abuse of the environment, including the use of natural resources, pollution.
  • The use and abuse of animals, including: animal experimentation, the use of animals for food.
  • The origins of life, including: religious teachings about the origins of human life, and different interpretations of these, the relationship between scientific views, such as evolution, and religious views.
  • The concepts of sanctity of life and the quality of life.
  • Abortion, including situations when the mother's life is at risk.
  • Ethical arguments related to abortion, including those based on the sanctity of life and quality of life.
  • Beliefs about death and an afterlife, and their impact on beliefs about the value of human life.
  • The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam, including key similarities and differences. (AO1)
  • Tawhid (the Oneness of God), Qur’an Surah 112. (AO1)
  • The nature of God: omnipotence, beneficence, mercy, fairness and justice/Adalat in Shi’a Islam, including different ideas about God’s relationship with the world: immanence and transcendence. (AO1)
  • Angels, their nature and role, including Jibril and Mika’il. (AO1)
  • Predestination and human freedom and its relationship to the Day of Judgement. (AO1)
  • Akhirah (life after death), human responsibility and accountability, resurrection, heaven and hell. (AO1)
  • Risalah (Prophethood) including the role and importance of Adam, Ibrahim and Muhammad. (AO1)
  • The holy books: Qur’an
  • The imamate in Shi'a Islam: its role and significance. (AO1)
  • Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam (students should study the Five Pillars and jihad in both Sunni and Shi’a Islam and the additional duties of Shi’a Islam). (AO1)
  • Shahadah: declaration of faith and its place in Muslim practice. (AO1)
  • Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu), movements (rak’ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer: Jummah; key differences in the practice of salah in Sunni and Shi’a Islam, and different Muslim views about the importance of prayer. (AO1)
  • Sawm: the role and significance of fasting during the month of Ramadan including origins, duties, benefits of fasting, the exceptions and their reasons, and the Night of Power, Qur’an 96:1-5. (AO1)
  • Zakah: the role and significance of giving alms including origins, how and why it is given, benefits of receipt, Khums in Shi’a Islam. (AO1)
  • Hajj: the role and significance of the pilgrimage to Makkah including origins, how hajj is performed, the actions pilgrims perform at sites including the Ka’aba at Makkah, Mina, Arafat, Muzdalifah and their significance. (AO1)
  • Jihad: different understandings of jihad: the meaning and significance of greater and lesser jihad; origins, influence and conditions for the declaration of lesser jihad. (AO1)
  • Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings of Id-ul-Adha, Id-ul-Fitr, Ashura. (AO1)

 

Curriculum Plan – Religious Education

Intent  Religious Education gives students the knowledge and understanding of a range of religious and non-religious worldviews and the ability to be able to critically engage with those views to prepare pupils for life in a culturally diverse modern world. Students will gain an appreciation for how these worldviews have impacted the world they live in at a local, national and global level. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities.

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Lesson 1

Introduction to Islam

Table talk – Discuss the statement ‘Zakah is the most important of the 5 pillars’

Knowledge and understanding of the key concepts of Islam eg. Tawid and the characteristics of Islam.

Citizenship – understanding why it is important to study Islam as the fastest growing global religion.

Critical thinking – understanding the 99 names of Allah

Lesson 2

The 5 pillars of Islam – What are the 5 pillars of Islam and what impact do they have on the lives of Muslims?

 

Knowledge and understanding of the 5 pillars of Islam and their importance to Muslims

Critical thinking -  Evaluating the importance of the 5 pillars for Muslims

Communication – Discussing the importance of the 5 pillars of Islam   

Lesson 3

Hajj – What is the religious significance of the Hajj?  

 

Knowledge and understanding of Hajj

Citizenship – respecting the importance of Hajj to Muslims

Lesson 4

The Quran – what are the holy books of Islam and how important is the Quran?

 

Knowledge and understanding the range of holy texts used by Muslims and explaining why the Quran is a source of authority

Critical thinking – asking questions about the holy texts, comparing those used by other religions

Lesson 5

Ramadan and Eid – what is the importance of Ramadan and how is Eid celebrated?

 

Knowledge and understanding of the holy month of Ramadan and the celebration of eid-ul-fitr

Citizenship – considering the impact of fasting on Muslims

Growth mindset – considering the problems Muslims may face during Ramadan

Lesson 6

Sunni and Shi’te – why are there different groups of Muslims?

Microsoft Forms assessment – 10 multiple choice questions assessing key terms and ideas studied.

Knowledge and understanding of the cause of the divide in Islam and its impact on believers

Communication – considering the meaning behind the division in Islam

Citizenship – considering issues caused by the divide in Islam

Lesson 7

The Mosque – how important is the mosque to prayer in Islam?

 

Knowledge and understanding of the mosque in relation to Jummah

Critical thinking – evaluating the importance of the mosque

 

Curriculum Plan – Religious Education

Intent  Religious Education gives students the knowledge and understanding of a range of religious and non-religious worldviews and the ability to be able to critically engage with those views to prepare pupils for life in a culturally diverse modern world. Students will gain an appreciation for how these worldviews have impacted the world they live in at a local, national and global level. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities.

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Lesson 1

Introduction to Buddhism

Table talk – discuss the statement ‘If you had no desire you would no longer suffer’

Knowledge and understanding of the main concepts of Buddhism

Critical thinking – generating questions about Buddhism and looking at where it is practised globally

Lesson 2

The 5 precepts and the 8 eightfold path

 

Knowledge and understanding of the 5 precepts and the noble eightfold path

Citizenship – considering whether the middle way leads to a better life.

Critical thinking – evaluating whether the eightfold path would lead to a better life

Lesson 3

Karma and Samsara

 

Knowledge and understanding of the meaning of karma and the wheel of samsara

Critical thinking – considering the link between karma and samsara

Growth mindset – looking at the challenges of karma and samsara

Lesson 4

Vihara

 

Knowledge and understanding of vihara

Citizenship – considering how collective meditation impacts a Buddhist

Critical thinking – critically assessing life as a monk

Lesson 5

Wesak

 

Knowledge and understanding of Wesak and how it is celebrated

Citizenship – considering worldwide celebrations

Critical thinking – comparing celebrations worldwide

Lesson 6

Different groups of Buddhists

Microsoft Forms assessment – 10 multiple choice questions assessing key terms and ideas studied.

Knowledge and understanding of different groups of Buddhist followers

Critical thinking – assessing reasons for division within Buddhism

Lesson 7

Living as a Buddhist

 

 Knowledge and understanding of living as a Buddhist

Growth mindset – considering the challenges faced by people living as a Buddhist

Critical thinking – evaluating the Buddhist way of life

 

Curriculum Plan – Religious Education

Intent  Religious Education gives students the knowledge and understanding of a range of religious and non-religious worldviews and the ability to be able to critically engage with those views to prepare pupils for life in a culturally diverse modern world. Students will gain an appreciation for how these worldviews have impacted the world they live in at a local, national and global level. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities.

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Lesson 1

Drugs and religion  

Table talk – discuss the statement ‘If the quality of life is not going to be good, abortion is the best option’

Knowledge and understanding of the religious perspective on taking drugs

Communication – considering our own views and the views of others.

Critical thinking – evaluating religious and non-religious views and linking them to the belief on the sanctity of life

Lesson 2

Medical Ethics

 

Knowledge and understanding of the religious perspective on medical ethics including transplant surgery and IVF

Communication – considering our own views and the views of others.

Critical thinking – evaluating religious and non-religious views and linking them to the belief on the sanctity of life

Lesson 3

Abortion

 

Knowledge and understanding of what abortion is and the legalities surrounding abortion.

Communication – considering our own views and the views of others.

Lesson 4

Religious responses to abortion

 

 Knowledge and understanding of the religious perspective on abortion

Communication – considering our own views and the views of others.

Critical thinking – evaluating religious and non-religious views and linking them to the belief on the sanctity of life

Lesson 5

Euthanasia

 

 Knowledge and understanding of the religious perspective on Euthanasia

Communication – considering our own views and the views of others.

Critical thinking – evaluating religious and non-religious views and linking them to the belief on the sanctity of life

Lesson 6

Death penalty

Microsoft Forms assessment – 10 multiple choice questions assessing key terms and ideas studied.

Knowledge and understanding of the religious perspective on the death penalty

Communication – considering our own views and the views of others.

Critical thinking – evaluating religious and non-religious views and linking them to the belief on the sanctity of life

Lesson 7

Cloning

 

Knowledge and understanding of the religious perspective on taking cloning

Communication – considering our own views and the views of others.

Critical thinking – evaluating religious and non-religious views and linking them to the belief on the sanctity of life

 

Curriculum Plan – Religious Education

Intent  Religious Education gives students the knowledge and understanding of a range of religious and non-religious worldviews and the ability to be able to critically engage with those views to prepare pupils for life in a culturally diverse modern world. Students will gain an appreciation for how these worldviews have impacted the world they live in at a local, national and global level. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities.

Year 10

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Lesson 1

The afterlife and judgement  

Revision for year 10 mocks

Knowledge and understanding of Christian beliefs on the afterlife and judgement

Critical thinking – making the connections between behaviour in this life and what will happen in the afterlife

Lesson 2

Heaven and Hell

Year 10 mock exam – Students will be assessed on

  • Religion, relationships and the family
  • Religion, human rights and social justice
  • Christianity: Beliefs and teachings

Knowledge and understanding of heaven, hell, and purgatory

Critical thinking – evaluating arguments for and against heaven and hell

 

Lesson 3

Sin and Salvation

 

Knowledge and understanding of sin and salvation, and the role of Christ in salvation

Critical thinking – making connections between the original sin and sin and Jesus’s role in salvation  

Lesson 4

Year 10 Mock Feedback

 

Assess performance in the year 10 mock exams. Consider strengths, weakness and areas for development

Growth mindset – Considering personal strengths and weaknesses and setting necessary targets for improvement.

Lesson 5

Crime and Punishment

 

Knowledge and understanding of what crime and punishment are and define good and evil intentions

Lesson 6

Reasons for crime, attitudes to law breakers and different types of crime

Explain two reasons why people commit crimes

knowledge and understanding of why people commit crimes

Citizenship – considering the reasons why people commit crimes 

Lesson 7

Aims of punishment and the treatment of criminals

 

Knowledge and understanding of the aims of punishment and the treatment of criminals

Citizenship – considering challenges in the treatment of criminals

Growth mindset – evaluating the aims and treatment of criminals

Lesson 8

Religious attitudes to suffering

 

Knowledge and understanding of how people who are suffering should be treated

Citizenship – considering the plight of others and considering how we can help

 

Lesson 9

Religious attitudes to forgiveness

 

Knowledge and understanding of religious attitudes to forgiveness

Citizenship – considering how forgiveness can be positive and the impact it can have on a community

Lesson 10

Religious attitudes to the death penalty

‘Religious believers should never agree with corporal punishment.’

Evaluate this statement.

In your answer you:

• should give reasoned arguments in support of this statement

• should give reasoned arguments to support a different point of view

• should refer to religious arguments

• may refer to non-religious arguments

• should reach a justified conclusion.

Knowledge and understanding of religious attitudes to the death penalty.

Communication – considering your own and other’s view about the death penalty

Critical thinking – evaluating religious and non-religious responses to the death penalty

Lesson 11

Work Experience

 

 

Lesson 12

Work Experience

 

 

 

Curriculum Plan – Religious Education

Intent  Religious Education gives students the knowledge and understanding of a range of religious and non-religious worldviews and the ability to be able to critically engage with those views to prepare pupils for life in a culturally diverse modern world. Students will gain an appreciation for how these worldviews have impacted the world they live in at a local, national and global level. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities.

Year 10

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Lesson 1

Revision – Islam practices

Revision

‘To believe in the six articles of faith is the best way to please God.’

Evaluate this statement.

In your answer you should:

• refer to Muslim teaching

• give reasoned arguments to support this statement

• give reasoned arguments to support a different point of view

• reach a justified conclusion.

Knowledge and understanding of the Islamic practices module, including quotes to support religious views

Critical thinking – Evaluating religious view points

Lesson 2

Revision – Relationships and families

Revision

‘It is wrong to disapprove of homosexual relationships.’

Evaluate this statement.

In your answer you:

• should give reasoned arguments in support of this statement

• should give reasoned arguments to support a different point of view

• should refer to religious arguments

• may refer to non-religious arguments

• should reach a justified conclusion.

Knowledge and understanding of the relationships and families module, including quotes to support religious views

Critical thinking – Evaluating religious view points

Lesson 3

Revision – Religion and life

Revision

‘Abortion should be allowed only when the mother’s life is at risk.’

Evaluate this statement.

In your answer you:

• should give reasoned arguments in support of this statement

• should give reasoned arguments to support a different point of view

• should refer to religious arguments

• may refer to non-religious arguments

• should reach a justified conclusion.

 Knowledge and understanding of the religion and life module, including quotes to support religious views

Critical thinking – Evaluating religious view points

Lesson 4

Revision – Religion, crime and punishment

Revision

‘There is nothing wrong with sending a criminal to prison.’

Evaluate this statement.

In your answer you:

• should give reasoned arguments in support of this statement

• should give reasoned arguments to support a different point of view

• should refer to religious arguments

• may refer to non-religious arguments

• should reach a justified conclusion.

Knowledge and understanding of the religion crime and punishment, including quotes to support religious views

Critical thinking – Evaluating religious view points

Lesson 5

Revision – Religion, human rights and social justice

15th May 2023

AQA GCSE Religious Studies A

Paper 1: Christianity and Islam 

 

Knowledge and understanding of the religion, human rights and social justice module, including quotes to support religious views

Critical thinking – Evaluating religious view points

Lesson 6

 

23rd May 2023

AQA Religious Studies A

Paper 2: Thematic studies

‘Positive discrimination should be used to help end racial discrimination.’

Evaluate this statement.

In your answer you:

• should give reasoned arguments in support of this statement

• should give reasoned arguments to support a different point of view

• should refer to religious arguments

• may refer to non-religious arguments

• should reach a justified conclusion.

 

For more information regarding the RS Curriculum please contact the Head of Department via our contact form