Unit 1 - Individual, cultures and communities perceive the concept of God in different ways
What should students know?
- What is the importance of, and difference between, Fact, Belief and Opinion?
- How does belief affects the ways believers live?
- Why is it important to understand different perspectives?
- What is an Ultimate Question?.
- What is the difference between a theist, atheist and agnostic?
- What is a Humanist?
- What happened in the Christian creation story?
- What is the Design / Watchmaker Argument?
- What is the Cosmological Argument?
What should students be able to do?
- Be able to describe religious ideas and give one precise supporting detail.
- Be able to compare information to describe key features.
- Be able to explain a religious concept and give one precise supporting detail.
- Be able to begin forming a judgement.
Links to prior learning
N/A
Link to assessment
A, C, D
Unit 2 - Individual, cultures and communities perceive the concept of God in different ways
What should students know?
- How do believers experience God?
- Can God be experienced through miracles?
- How do Hindus use their senses to experience God?
- Why do Hindus have many images of God?
- What are the 99 names of Allah and how do the help Muslims experience God?
- How do Humanists question and understand the world?”
What should students be able to do?
- Be able to evaluate the a Biblical story.
- Be able to write a judgement essay.
- Be able to explain the significance of religious artefacts.
- Be able to explain key religious concepts.
- Be able to explain the difference between the nature of God and Humanity.
- Be able to explain the importance of experiences and reason.
Links to prior learning
- Different perspectives.
- Agnostic, Atheist, Theist.
- Humanist belief.
Link to assessment
A, B, D
Unit 3 - The actions of believers affect their communities in multiple ways
What should students know?
- What is the Golden Rule?
- Can I design an ideal community?
- How important are rules in a society?
- How do Christians live their lives in the model of Jesus?
- How and why do Sikhs help in the community?
What should students be able to do?
- Be able to evaluate the impact of the Golden Rule.
- Be able to identify the key features of a successful community.
- Be able to explain why religions have rules.
- Be able to evaluate the impact of a key religious leader.
- Be able to describe how a religious group tries to have a positive impact in the community.
Links to prior learning
- How religion affects a believers’ life.
- The 99 names of Allah.
- The life of Saul.
Link to assessment
A, B, D
Unit 4 - The actions of believers affect their communities in multiple ways
What should students know?
- What do people believe happens after death?
- Which type of people do Christians believe go to Heaven?
- What do Muslims believe happens to someone when they die?
- How do people remember the dead?
- What is Samsara?
- What is the truth about Near Death Experiences?
What should students be able to do?
- Be able to explain different religious attitudes to mortality and life after death.
- Be able to evaluate different religious attitudes.
- Be able to explain the different opinions of a believer and a non-believer.
Links to prior learning
- The Golden Rule.
- The Nature of God.
- The role of religion in communities.
Link to assessment
A, B, C, D
Unit 5 - The example of another can positively impact someone's life
What should students know?
- What makes a good religious leader?
- Why are prophets important in Islam?
- Who was Buddha and why did he change his lifestyle so dramatically?
- Why was Jesus such an influential figure?
- Why is Khadijah such an important figure in Islam?
- What makes an inspiring Humanist and what motivates them to do right?
What should students be able to do?
- Be able to compare the life, beliefs and influence of leaders from multiple faiths.
- Be able to assess the influence of key figures in a religion.
- Be able to evaluate the importance of sacrifice and equality in religion.
- Be able to form a judgement about the importance of a religious figure on wider society.
- Be able to consider the role of female leaders in religion.
- Be able to explain where a Humanist draws inspiration.
Links to prior learning
- Jesus
- The nature of Allah
- Hindu worship
- Samsara
- The Golden Rule
Link to assessment
A, B, C, D
Unit 6 - The example of another can positively impact someone's life
What should students know?
- How has the planet been affected by pollution and climate change?
- What are the differing religious responses to how humans should look after the planet.
- How have humans treated and exploited animals on earth?
- How can humans improve their environment?
- How do different religions view crime, punishment, suffering and evil?
What should students be able to do?
- Be able to explain environmental damage to the earth.
- Be able to compare the concepts of stewardship of the earth and utilising the earth.
- Be able to evaluate humanity’s role in looking after animals.
- Be able to write persuasively to create political change on a key issue.
- Be able to explain how Christians respond to the issues of crime, evil and suffering.
Links to prior learning
- The Golden Rule
- Samsara
- Religious beliefs about the creation of the earth and humanity.
Link to assessment
A and D
Unit 1 - Individual, cultures and communities perceive the concept of God in different ways
What should students know?
- What are the three elements of the Holy Trinity?
- What are the qualities of G-d in Judaism?
- What is the nature of God in Sikhism?
- Who was Guru Nanak?
- What are the five Ks?
- Which three gods make up the Hindu Trimurti?
- What does the symbol Om represent?
- What do Muslims think are some of the qualities of Allah?
- How do the qualities of Allah affect the ways Muslims live their lives?
- What is the difference between immanent and transcendent?
- What is the Tawhid?
What should students be able to do?
- Be able to explain the significance of the Holy Trinity and give one supporting detail.
- Be able to begin forming a judgement about the qualities of G-d.
- Be able to embed quotations from a source of wisdom or authority into written responses.
- Be able to identify similarities and differences between religions.
Links to prior learning
- The Christian Creation story
- Jesus as a religious leader
- The Christian qualities of God.
- Hindu beliefs about God.
- Hindu beliefs about reincarnation
- The story of Muhammed and Ibrahim
- Muslim afterlife.
- Islamic prophets.
Link to assessment
A, B, D
Unit 2 - History, tradition and religion are combined to form a cultural identity
What should students know?
- What are the key elements of Judaism?
- What happened to Abraham and why is he so important to Jews today?
- What links the Abrahamic religions?
- What is the Torah?
- What is the Talmud?
- How do religious texts impact of the lives of Jewish people today?
- Why is Hanukkah significant to Jews today?
- Why is Jerusalem so important to the Jewish people?
What should students be able to do?
- Be able to explain how the Torah affects the daily life of Jews.
- Be able to explain the significance of Abraham for Jewish people.
- Be able to evaluate how the example of Abraham influences members of the Abrahamic religions.
- Be able to explain how a religious Jew would react in certain daily situations and the inspiration they can draw from scripture.
- Be able to explain the symbolism of light in the Hanukkah story.
- Be able to explain the key features of the Jewish relationship with Jerusalem over time.
Links to prior learning
- Christianity and Jesus
- Muhammad and the 99 Names of Allah
- Islamic Prophets
- The concept of the Almighty in Judaism
- How belief impacts the actions of a believer.
Link to assessment
A, D
Unit 3 - Religious individuals can affect change in wider society regardless of belief
What should students know?
Key religious individuals:
- What challenges did they face?
- How did they draw inspiration from their religion?
- What was the outcome of their situation?
- What lessons could we draw from their life?
- Martin Luther King Jr.
- Malcolm X.
- Gandhi
- The Dalai Lama
What should students be able to do?
- Be able to explain the key features of the individuals life.
- Be able to state facts about that challenges that they faced.
- Be able to explain the impact that they made on their community.
Links to prior learning
- The Golden Rule
- The influence of Jesus
- The nature of Allah
- The life of Buddha
- Ahimsa
Link to assessment
A, D
Unit 4 - The actions of believers affect their communities in multiple ways
What should students know?
- What are the four types of Christian love?
- How can a Christian express agape love?
- What is the story of the Good Samaritan?
- What do Christians mean when they say ‘love your enemy’?
- What is the story of Zacchaeus?
- What are situation ethics?
- What does ‘an eye for an eye’ mean in reality?
- What happened in the last week of Jesus’ life?
- Why was Jesus crucified?
- What happened after Jesus’ death?
What should students be able to do?
- Be able to explain Jesus’ teaching of love using examples from scripture.
- Be able to evaluate who Christians should show love to.
- Be able to evaluate how lived experiences impact Christian love for others.
- Be able to apply situation ethics to a number of different examples.
- Be able to explain the events surrounding Jesus’ trial.
- Be able to evaluate the differing accounts of Jesus’ death and resurrection.
- Be able to explain why this is a significant event for Christians.
Links to prior learning
- The Golden Rule
- The Bible as a Source of Authority
- Impact of Civil Rights leaders; non-violent vs. violent protest
- The impact of Jesus’ life
- The evolution of Christianity as a Jewish sect.
- The importance of Jerusalem for Christians, Jews and Muslims.
Link to assessment
A, D
Unit 5 - History, tradition and religion are combined to form a cultural identity
What should students know?
- What are the key elements of Islam?
- Who was Muhammad and why is he so important to Muslims today?
- What links the Abrahamic religions?
- What is the Qur’an?
- What the Hadith and Sunnah?
- How do religious texts and teachings impact the lives of Muslims today?
- Why is Ramadan significant to Muslims today?
- Why is Mecca so important to Muslims?
What should students be able to do?
- Be able to explain how the Qur’an affects the daily life of Jews.
- Be able to explain the significance of Muhammad for Muslims.
- Be able to evaluate how the example of Abraham influences members of the Abrahamic religions.
- Be able to explain how a Muslim would react in certain daily situations and the inspiration they can draw from scripture.
- Be able to explain the purpose of fasting during Ramadan.
- Be able to explain the key features of the Muslim relationship with Makkah over time.
Links to prior learning
- Nature of Allah
- Islamic Prophets
- Angel Jibril
- Khadijah
- Night of Power
- The BIble
- The Torah
Link to assessment
A, B, C, D
Unit 6 - Art as a form of historical, cultural and religious expression
What should students know?
- How is spirituality expressed through Fine Art?
- What was the Renaissance?
- How do Pentecostalists express themselves through music?
- Are some films religious allegories?
- How do modern artists express their beliefs?
- How do religious artists express themselves through religion?
- How have religious stories been depicted in film over time?
- Why has religion impacted censorship laws?
- How do religious buildings reflect their purpose and specific religion?
- Are decorative buildings a waste of time and money for organised religions?
What should students be able to do?
- Be able to identify the message of religious paintings.
- Be able to explain why religion and the arts are so closely related.
- Be able to justify the meaning of artworks by modern and Renaissance artists.
- Be able to explain the impact of religious music on believers and non-believers.
- Be able to evaluate the usefulness of using film to convey religious themes and ideas.
- Be able to assess the features of religious buildings.
- Be able to explain the relationship between form and function in religious architecture.
Links to prior learning
- The Last Supper
- Creation story in Christianity.
- The Crucifiction.
- Christian belief in the afterlife.
- Jewish worship
- Islamic worship
- The Wailing Wall and Temple Mount
- The Adhan (call to Prayer).
Link to assessment
A and D
Unit 1 - Individual, cultures and communities perceive the concept of God in different ways
What should students know?
- What is the importance of marriage to Christians?
- What is religious marriage?
- Why is marriage important to society?
- What are some non-religious views on marriage?
- What is contraception and what are the Christian views on it?
- Why do some people choose to use contraception?
- What is a sacrament?
- How do Catholics and Protestants disagree on divorce?
What should students be able to do?
- Be able to outline reasons why a person might get married.
- Be able to explain two reasons why marriage is important and give two supporting details.
- Be able to write about different views on marriage.
- Be able to identify two Christian views on contraception and give two supporting details.
- Be able to support your statements about contraception with an embedded quotation from a source of wisdom and authority (the Bible).
- Be able to explain two differences between different religions and give two supporting details.
Links to prior learning
- The Trinity
- The life of Jesus
- The Golden Rule
- Situational Ethics
- Humanism, Atheism and Agnosticism
- How religion affects the lives of believers.
Link to assessment
A, C, D
Unit 2 - Individual, cultures and communities perceive the concept of God in different ways
What should students know?
- What is the role of sexual relationships in religion?
- Why do some people dedicate themselves to chastity before marriage?
- What do Christians think about LGBT+ people?
- What does the Bible say about LGBT+ people?
- Does the Church need to update its teaching about LGBT+ and be more accepting?
- What are Christian, Muslim and Jewish attitudes to giving to charity and paying taxes?
- How are taxes collected and distributed in Britain?
- What actions should religious people help to tackle poverty?
- How should the earth be treated – exploited, conserved, or maintained?
What should students be able to do?
- Be able to outline the role of sexual relationships and the importance of marriage.
- Be able to evaluate Christian attitudes to LGBT+ people.
- Be able to compare religious and non-religious attitudes to taxation, charity and poverty.
- Be able to explain the concepts of stewardship and dominion.
Links to prior learning
- Marriage.
- Divorce.
- Biblical attitudes to the family.
- The Golden Rule
- The Climate Crisis, pollution, animal welfare, sustainability.
Link to assessment
A, B, C, D
Unit 3 - Individual, cultures and communities perceive the concept of God in different ways
What should students know?
- What is free will?
- What is determinism?
- What are Christian and non-religious views on lying?
- What is the ‘Sanctity of Life’?
- Is capital punishment ever acceptable?
- What are religious and non-religious attitudes to abortion?
- What is ‘Just War’?
- What are religious attitudes to refuges?
- What are the different non-religious attitudes to refugees?
What should students be able to do?
- Be able to explain the key features of free will and determinism.
- Be able to evaluate differing attitudes to lying.
- Be able to explain why the Sanctity of Life is important to Christians today.
Be able to make a judgement about the acceptability of Capital Punishment.
- Be able to explain two Christian views about abortion.
- Be able to explain two ways in which the theory of Just War should be updated.
- Be able to make a judgement about how refugees should be treated.
Links to prior learning
- Fate
- Omnipotence
- Omnibenevolence
- Omnipotent
- 99 Names of Allah
- The Almighty in Judaism
Link to assessment
A, B, D
Unit 4 - History, tradition and religion are combined to form a cultural identity
What should students know?
- What is the nature of God in Sikhism and who was Guru Nanak?
- How does being a Sikh affect the life of a believer?
- What are the key elements of Sikh worship?
- Why is the Golden Temple so important in Sikhism?
- What is it like being a Sikh in Britain?
What should students be able to do?
- Be able to explain the key features of God in Sikhism.
- Be able to evaluate the life of Guru Nanak.
- Be able to state the key ways that being a Sikh affect believers.
- Be able to explain the key elements of Sikh worship and relate them to a Source of Authority.
- Be able to assess the role that the the Golden Temple plays in Sikhism.
- Be able to form a judgement about the ways that Sikhs contribute to life in Britain.
Links to prior learning
- Guru Gobind Singh
- Khalsa
- 5 Ks
- Samsara
- Ahimsa
Link to assessment
A, B, D
Unit 5 - History, tradition and religion are combined to form a cultural identity
What should students know?
- What is the nature of God in Hinduism and who is Brahman?
- How does being a Hindu affect the life of a believer?
- What are the key elements of Hindu worship?
- Why is Varanasi so important in Sikhism?
- What is it like being a Hindu in Britain?
What should students be able to do?
- Be able to explain the key features of God in Hinduism.
- Be able to evaluate the nature of Brahma, Vishnu and Shiva.
- Be able to state the key ways that being a Hindu affect believers.
- Be able to explain the key elements of HIndu worship and relate them to a Source of Authority.
- Be able to assess the role that Varanasi plays in Hinduism.
- Be able to form a judgement about the ways that Hindus contribute to life in Britain.
Links to prior learning
- Brahman
- Vishnu
- Shiva
- Puja
- Samsara
- Ahimsa
Link to assessment
A, B, C, D
Unit 6 - History, tradition and religion are combined to form a cultural identity
What should students know?
- What is the nature of God in Buddhism and who was Buddha?
- How does being a Buddhist affect the life of a believer?
- What are the key elements of Buddhist worship?
- Why is Bodh Gaya so important in Buddhism?
- What is it like being a Buddhist in Britain?
What should students be able to do?
- Be able to explain the key features of God in Buddhism.
- Be able to evaluate the life of the Buddha.
- Be able to state the key ways that being a Buddhist affect believers.
- Be able to explain the key elements of Buddhist worship and relate them to a Source of Authority.
- Be able to assess the role that Bodh Gaya plays in Buddhism.
- Be able to form a judgement about the ways that Buddhists contribute to life in Britain.
Links to prior learning
- The Life of Buddha
- Moksha
- Samsara
- Ahimsa
Link to assessment
A, B, D