Religious Education / Studies (RE) – Leigh Academy Blackheath

ks3 religious education (re)

In an increasingly complex world, students should be aware of how they have been shaped. We are shaped by our pasts, learning from others’ experiences. We are shaped by our location and how society has developed. We are shaped by our planet. We are shaped by our beliefs and ideas.

Subjects in Individuals and Societies follow sequences of lessons that, through repeated exposure and clear linking, ensure students are able to retain key declarative knowledge and abstract concepts such as monarchy and location. They embed and develop the key procedural skills of the discipline, allowing them to analyse, explain, describe and critically assess.

Lessons in RE explore the impact of broad concepts, such as the nature of God and the role of community, on people of faith – and of no faith – in order to highlight similarities and core understandings that explain who human beings are as people and what motivates them.

Unit 1 - Individual, cultures and communities perceive the concept of God in different ways

Link to prior learning

N/A

Link to assessment

A, C, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 2 - Individual, cultures and communities perceive the concept of God in different ways

Link to prior learning

Different perspectives.
Agnostic, Atheist, Theist.
Humanist belief.

Link to assessment

A, B, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 3 - The actions of believers affect their communities in multiple ways

Link to prior learning

How religion affects a believers’ life.
The 99 names of Allah.
The life of Saul.

Link to assessment

A, B, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 4 - The actions of believers affect their communities in multiple ways

Link to prior learning

The Golden Rule.
The Nature of God.
The role of religion in communities.

Link to assessment

A, B, C, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 5 - The example of another can positively impact someone's life

Link to prior learning

Jesus
The nature of Allah
Hindu worship
Samsara
The Golden Rule

Link to assessment

A, B, C, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 6 - The example of another can positively impact someone's life

Link to prior learning

The Golden Rule
Samsara
Religious beliefs about the creation of the earth and humanity.

Link to assessment

A and D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 1 - Individual, cultures and communities perceive the concept of God in different ways

Link to assessment

A, B, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 2 - History, tradition and religion are combined to form a cultural identity

Link 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

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 3 - Religious individuals can affect change in wider society regardless of belief

Link to prior learning

The Golden Rule
The influence of Jesus
The nature of Allah
The life of Buddha
Ahimsa

Link to assessment

A, D

Core declarative knowledge: 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

Core procedural knowledge: 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.

Unit 4 - The actions of believers affect their communities in multiple ways

Link 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

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 5 - History, tradition and religion are combined to form a cultural identity

Link 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

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 6 - Art as a form of historical, cultural and religious expression

Link to assessment

A and D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 1 - Individual, cultures and communities perceive the concept of God in different ways

Link 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

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 2 - Individual, cultures and communities perceive the concept of God in different ways

Link 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

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 3 - Individual, cultures and communities perceive the concept of God in different ways

Link to prior learning

Fate
Omnipotence
Omnibenevolence
Omnipotent
99 Names of Allah
The Almighty in Judaism

Link to assessment

A, B, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 4 - History, tradition and religion are combined to form a cultural identity

Link to prior learning

Guru Gobind Singh
Khalsa
5 Ks
Samsara
Ahimsa

Link to assessment

A, B, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 5 - History, tradition and religion are combined to form a cultural identity

Link to prior learning

Brahman
Vishnu
Shiva
Puja
Samsara
Ahimsa

Link to assessment

A, B, C, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Unit 6 - History, tradition and religion are combined to form a cultural identity

Link to prior learning

The Life of Buddha
Moksha
Samsara
Ahimsa

Link to assessment

A, B, D

Core declarative knowledge: 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?

Core procedural knowledge: 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.

Year 7

Click on the links below to view the videos and resources for the extension activities.

Click on the links below to view the videos and resources for the extension activities.

Modules 1 & 2

Read
The nature of God in Christianity

Module 3

Read
Explore the Neasden (Hindu) Mandir

Module 4

Read
How did religion motivate Martin Luther King Jr.?

Module 5

Read
A Humanist perspective on the Crucifiction

Year 9

Click on the links below to view the videos and resources for the extension activities.

Modules 1 & 2

Read
Weddings in Christianity

Module 3

Read
The Role of Churches in the Community – Charity

Module 4

Read
Religious Refugees

Module 5

Read
What are the arguments against Capital Punishment?

back to ks4 subjects

Module 1 - Christian Beliefs

Link to prior learning

References to the nature of God in from KS3
References to the expereicence of being a worshipper in Britain today
Particularyly Easter and the Eucharist
The importance of the scripture as a source of wisdom and authority and a guide for living
Reference to biblical quotes

Core declarative knowledge: What should students know?

The Trinity: the nature and significance of the Trinity as expressed in the Nicene Creed; the nature and significance of the oneness of God; the nature and significance of each of the Persons individually: including reference to Matthew 3:13–17; how this is reflected in Christian worship and belief today.
The creation of the universe and of humanity: the biblical account of creation and divergent ways in which it may be understood by Christians, including as literal and metaphorical; the role of the Word and Spirit in creation including John 1:1–18 and Genesis 1–3; the importance of creation for Christians today.
The Incarnation: the nature and importance of the person of Jesus Christ as the incarnate Son of God; the biblical basis of this teaching, including John 1:1–18 and 1 Timothy 3: 16 and its significance for Christians today.
The last days of Jesus’ life: the Last Supper, betrayal, arrest, trial, crucifixion, resurrection and ascension of Jesus; the accounts of these within the Bible, including Luke 22–24 and the significance of these events to understanding the person of Jesus Christ.

Core procedural knowledge: What should students be able to do?

Examine what is meant by the Trinity, be able to provide examples of how the Trinity is shown in the Nicene Creed.
Examine the nature and significance of each of the Persons individually including reference to Matthew 3:13-17.
Explore how the Trinity is shown in worship, liturgical and non-liturgical.
Discuss and analyse why the Trinity is important to Christians and how this is reflected in Christian worship and belief today.
Examine the biblical creation and how it is shown in the Old Testament (Genesis 1-3) and in the New Testament (John 1:1-18).
Explore why the biblical creation is important to Christians today, including stewardship.
Discuss and analyse the divergent ways in which the biblical creation may be understood by Christians, including as literal and metaphporical.
Examine the concept of the incarnation of God as Jesus including references to John 1:1-18 and 1 Timothy 3:16.
Discuss and analyse why the incarnation is important to Christians.
Explore how the incarnation is reflected in the litergical year.
Examine the relevance of the last days of Jesus’ life to his whole life and to the fulfilment of Old Testament prophecy.
Explore the Gospel descriptions from the Last Supper preparations to the ascension, including Luke 22-24.
Explore why the events in the last days of the life of Jesus are important for Christians today, the significance of these events to understanding the person of Jesus Christ and how they are remembered in liturgical celebrations today.

Module 2 - Christian Beliefs

Link to prior learning

References to understanding of the crucifixion.
References to Christians and non-religious attitudes to marriage, contraception and situational ethics.
Reference to gender equality in modern British society.
Reference to the Six Beliefs and Five Pillars.

Core declarative knowledge: What should students know?

The nature and significance of salvation and the role of Christ within salvation: law, sin, grace and Spirit, the role of Christ in salvation, including John 3:10–21 and Acts 4:8–12; the nature and significance of atonement within Christianity and its link to salvation.
Christian eschatology: divergent Christian teachings about life after death, including the nature and significance of resurrection, judgment, heaven, and hell and purgatory, with reference to the 39 Articles of Religion and Catholic teachings; how beliefs about life after death are shown in the Bible, including reference to 2 Corinthians 5:1–10 and divergent understandings as to why they are important for Christians today.
The problem of evil/suffering and a loving and righteous God: the problems it raises for Christians about the nature of God, including reference to omnipotence and benevolence, including Psalm 103; how the problem may cause believers to question their faith or the existence of God; the nature and examples of natural suffering, moral suffering.
Divergent solutions offered to the problem of evil/suffering and a loving and righteous God: biblical, theoretical and practical, including reference to Psalm 119, Job, free will, vale of soul-making, prayer, and charity; the success of solutions to the problem.

Core procedural knowledge: What should students be able to do?

Examine the concepts of atonement, law, sin, grace and Spirit and how Jesus brings these, including John 3:10-21 and Acts 4:8-12.
Explore what the nature and significance of atonement within Christianity.
Examine why atonement is needed is needed by Christians today, especially with regard to salvation.
Examine the concept of eschatology with regard to Christian ideas of what it might mean.
Explore divergent Christian teachings about life after death, include references to life after death as described in the 39 Articles of Religion and Catholic teachings and 2 Corinthians 5:1-10.
Discuss and analyse the divergent understandings as to why belief in life after death is important for Christians today. Compare and contrast beliefs about the afterlife and their significance within Christianity and one of the main religions practiced in Great Britain.
Examine the concepts of evil and suffering, moral suffering and natural suffering be able to describe them and be able to give examples of them and the problems they cause, with reference to Psalm 103.
Examine what the problem of evil and suffering is, including the contradiction to the characteristics of God as loving, powerful and righteous (inconsistent triad).
Discuss and analyse why this might lead some people to question their belief in God. Examine the divergent solutions offered to the problem of evil: in the Bible examine Psalm 119 and Job.
Explore Christian responses to the problem both theoretical such as the free-will argument, the idea of a vale of soul-making and practical such as prayer and charity work, be able to provide examples of these responses and who might use them.
Discuss and analyse the varying success of these responses together with the idea that there can never be a solution to the problem.

Module 3 - Living the Christian Life

Link to prior learning

The Trinity
The Last Days of Jesus
The role of Jesus as an example
The importance of the atonement
The Parable of the sheep and the goats

Core declarative knowledge: What should students know?

Christian worship: liturgical and non-liturgical forms of worship, including activities which are informal and individual, including reference to the Book of Common Prayer; when each form might be used and why; divergent Christian attitudes towards the practices, meaning and significance of liturgical and non-liturgical forms of worship in Christian life today, with reference to denominations which worship with less structure, such as some Pentecostal churches.
The role of the sacraments in Christian life and their practice in two denominations: the role of the sacraments/ordinance as a whole; the nature and importance of the meaning and celebration of baptism and the Eucharist in at least two denominations, including reference to the 39 Articles XXV-XXXVI; divergent Christian attitudes towards the use and number of sacraments in Orthodox, Catholic and Protestant traditions.
The nature and purpose of prayer: the nature of and examples of the different types of prayer; set prayers; informal prayer and the Lord’s Prayer including Matthew 6:5–14; when each type might be used and why; divergent Christian attitudes towards the importance of each type of prayer for Christians today.
Pilgrimage: the nature, history and purpose of pilgrimage, including interpretations of Luke 2:41–43; the significance of the places people go on pilgrimage; divergent Christian teachings about whether pilgrimage is important for Christians today, with specific reference to Catholic and Protestant understandings; the activities associated with, and significance of, Jerusalem, Iona, Taize and Walsingham.

Core procedural knowledge: What should students be able to do?

Examine the nature of Christian worship (individual, informal and liturgical) including reference to the Book of Common Prayer.
Explore why Christians worship in different ways and the importance of the different types of worship, be able to give examples of each of the different types of worship.
Discuss and analyse divergent Christian attitudes towards worship and why it is important to have a variety of types of worship for Christians with reference to denominations which worship with less structure, such as some Pentecostal churches.
Compare and contrast the practice and significance of worship within Christianity and one of the main religions (Buddhism, Hinduism, Islam, Judaism or Sikhism) practiced in Great Britain.
Examine the nature of sacraments, know why different Christians have different views about sacraments and celebrate sacraments in different ways.
Explore the biblical history and the importance of Baptism today, know how and why it may be celebrated (infant and adult).
Explore the biblical history and the importance of the Eucharist today, know how and why it may be celebrated with reference to the 39 Articles XXV-XXXVI.
Discuss and analyse divergent Christian attitudes towards the use and number of sacraments in Orthodox, Catholic and Protestant traditions.
Examine the nature of the different types of prayer, set (formulaic) and informal (extempore).
Explore why Christians pray in different ways and the importance of the different types of prayer, be able to give examples of each of the different types of prayer.
Examine the Lord’s Prayer in detail, understand its history, including Matthew 6:5-14 and the importance of the prayer for Christians today.
Discuss and analyse divergent Christian attitudes towards the importance of each type of prayer for Christians today.
Examine the nature and purpose of pilgrimage in Christianity with reference to Luke 2:41-43.
Explore the history of pilgrimage, Church teachings about pilgrimage and explain why pilgrimage is important for Christians today.
Examine in detail places of Christian pilgrimage: a historical pilgrimage site – Jerusalem, ecumenical pilgrimage sites – Iona and Taize and a Marian site – Walsingham, know why Christians go on pilgrimage to these places and what they do there.
Discuss and analyse the divergent Christian teachings about whether pilgrimage is important to Christians today.

Module 4 - Living the Christian Life

Link to prior learning

The Trinity
The incarnation
The role of Jesus as an example
The importance of the salvation
The good samaritan (KS3)

Core declarative knowledge: What should students know?

Christian religious celebrations: the nature and history of Christian festivals in the church year, including Christmas and Easter; the significance of celebrating Advent and Christmas; the significance of celebrating Holy Week and Easter, with reference to interpretations of 1 Corinthians 15:12–34.
The future of the Christian Church: Church growth, the history and purpose of missionary and evangelical work including reference to Mark 16:9–20; divergent ways this is put into practice by the Church locally, nationally and globally; Christian attitudes to why evangelical work is important for the Church and for individual Christians.
The role and importance of the local church in the local community: how and why it helps the individual believer and the local area; local parish activities, including interpretations of 1 Peter 5:1–4, ecumenism, outreach work, the centre of Christian identity and worship through living practices.
The role and importance of the Church in the worldwide community: how and why it works for reconciliation and the problems faced by the persecuted Church; divergent Christian responses to teachings about charity, including 1 Corinthians 13 and Matthew 25:31–46; the work of Christian Aid, what it does and why.

Core procedural knowledge: What should students be able to do?

Examine the nature of Christian religious celebrations of Christmas and Easter.
Explore the history and the importance of Advent and Christmas today, know how and why it may be celebrated.
Explore the biblical history and the importance of Lent, Holy Week and Easter today, know how and why it may be celebrated with reference to the interpretations of Corinthians 15:12-34.
Discuss and analyse why Celebrations of Christmas and Easter are important to Christians.
Examine the future of the Church; what its role will be in the future, how it will grow.
Explain the nature, history and purpose of missionary and evangelical work including reference to Mark 16:9-20 and the divergent ways this is put into practice by the Church locally, nationally and globally.
Discuss and analyse Christian attitudes towards missionary and evangelical work and why it is important both for the Church and for individuals.
Examine the role and importance of the local (parish) church. Explore the different roles that a church (parish) has, especially as a focus of identity and a place of worship and why there is a need for the role including interpretations of 1 Peter 5:1-4.
Explore how the activities of the church might be important to the individual, the local area and the diocese.
Discuss and analyse the importance of the local church for Christians.
Examine the role and importance of the Church in the worldwide community.
Explore the different roles that the worldwide Church has, especially as a force for reconciliation and harmony and the problems it faces as a persecuted Church.
Explore the charitable activities of the Church, know how and why they do them, including divergent Christian responses to teaching about charity with reference to 1 Corinthians 13 and Matthew 25: 31-46.
Examine the work of Christian Aid, know what they do and why.

Module 5 - Marriage and the Family

Link to prior learning

References to Christians and non-religious attitudes to marriage, contraception and situational ethics
Reference to gender equality in modern British society
Reference to the 10 commandments: Adultary

Core declarative knowledge: What should students know?

The importance and purpose of marriage for Christians: Christian teachings about the significance of marriage in Christian life; the purpose of marriage for Christians including Mark 10:6–9; divergent Christian and non-religious (including atheist and Humanist) attitudes to the importance of marriage in society; including the sanctity of marriage, a lack of importance, cohabitation and Christian responses to these attitudes.
Christian teachings about the nature and importance of sexual relationships: divergent Christian teachings about sexual relationships; Christian attitudes towards sexual relationships outside of marriage and homosexuality, including interpretations of 1 Corinthians 6:7–20; divergent Christian and non-religious (including atheist and Humanist) attitudes to sexual relationships, including the acceptance of sexual relationships outside marriage and homosexuality and Christian responses to them.
Christian teachings about the purpose and importance of the family including: procreation, security and education of children, with reference to Ephesians 6:1–4; divergent Christian responses to different types of family within 21st-century society (nuclear, single parent, same-sex parents, extended and blended families).
Support for the family in the local parish: how and why the local church community tries to support families, including through family worship, including interpretations of Matthew 19:13–14, rites of passage, classes for parents, groups for children, including Sunday schools and counselling; the importance of the support of the local parish for Christians today.

Core procedural knowledge: What should students be able to do?

Examine the nature, purpose and importance of marriage for Christians including Mark 10:6-9.
Explore why marriage is seen as important by both Christians and society.
Discuss and analyse different attitudes (including atheist and Humanist) to marriage and cohabitation including why some people might question the importance of marriage and the Christian responses to them.
Examine Christian teachings about the nature and importance of the different types of sexual relationships including reference to homosexuality and sex outside marriage, including 1 Corinthians 6:7-20.
Explore the nature and importance of the different types of sexual relationships including homosexuality and sex outside marriage and the way attitudes towards them have changed in the last century.
Discuss and analyse different attitudes to sexual relationships including the acceptance of homosexuality and sex outside marriage, including those of Humanists and atheists and the Christian responses to them.
Examine Christian teachings about the nature, purpose and importance of the family, including reference to procreation and importance to the security and education of children with reference to Ephesians 6:1-4.
Explore the different types of family and the way that family types have changed over the last century, know examples of the different types and the advantages and disadvantages of each type.
Discuss and analyse divergent Christian attitudes to the different types of family within 21st century society.
Examine the ways that the Christian community encourages family life, including how and why the local church community works to support families, including interpretations of Matthew 19:13-14.
Discuss and analyse the reasons why these ways might help and why they are important to both the family and to the Christian community.

Module 6 - Marriage and the Family

Link to prior learning

References to Christians and non-religious attitudes to marriage, contraception and situational ethics
Reference to gender equality in modern British society
Reference to the 10 commandments: Adultary/ Kill
Reference to the sanctity of life

Core declarative knowledge: What should students know?

Christian teaching about family planning and regulation of births: divergent Christian attitudes about contraception and family planning, including teachings about the artificial methods of contraception by some Protestant Churches and the Catholic Church, with reference to Humanae Vitae; different non-religious (including atheist and Humanist) attitudes to family planning and the application of ethical theories, such as situation ethics, and Christian responses to them.
Christian teachings and attitudes towards divorce and remarriage: Christian teachings about divorce and remarriage, including Matthew 19:1–12; divergent Christian, non-religious (including atheist and Humanist) attitudes to divorce and remarriage, including the application of ethical theories, such as situation ethics, and Christian responses to them.
Christian teaching about the equality of men and women in the family: Christian teachings and attitudes about the role of men and women in the family, including reference to Genesis 1–3 and Ephesians 5:21–30; divergent Christian attitudes about the equality and role of men and women in the family and Christian responses to them.
Christian teachings about gender prejudice and discrimination: Christian opposition to gender prejudice and discrimination, including Galatians 3:23–29; examples of Christian opposition to gender prejudice and discrimination; divergent Christian attitudes to gender differences, including the role of women in the Church, prejudice and discrimination and Christian responses to them.

Core procedural knowledge: What should students be able to do?

Examine Christian attitudes and teachings about the different types of contraception and family planning, including teachings about the artificial methods of contraception by some Protestant Churches and the Catholic Church with reference to Humanae Vitae.
Explore the nature and purpose of contraception, the different types and how they function, including the advantages and disadvantages of the different types of contraception.
Discuss and analyse different non-religious (including Humanist and atheist) attitudes to family planning and the application of ethical theories such as situation ethics and the Christian responses to them.
Examine the different Christian attitudes and teachings about divorce and remarriage, including Matthew 19:1-12.
Explore the nature and purpose of divorce and re-marriage, including the UK law on divorce.
Discuss and analyse divergent Christian, non-religious (including atheist and Humanist) attitudes to divorce and re-marriage including the application of ethical theories, such as situation ethics, and the Christian responses to them.
Examine Christian beliefs, teachings and attitudes towards the role of men and women within the family.
Explore the role of men and women as shown in the scriptures including Genesis 1-3 and Ephesians 5:21-30.
Discuss and analyse divergent Christian attitudes about the equality and role of men and women within the family and the Christian responses to them.
Examine Christian teachings about gender prejudice and discrimination and how Christians show gender quality.
Explore examples of Christian opposition to gender prejudice and discrimination, including Galatians 3:23-29.
Discuss and analyse divergent Christian attitudes to gender differences including the role of women in the Church, prejudice and discrimination and the Christian responses to them.

Module 1 - Crime and Punishment

Link to prior learning

Reference to British law.
Reference to suffering, death penalty and treatment of people as taught at KS3.
Reference to Humanist attitudes to the treatment of prisioners and punishment.
Reference to the God as a judge.
Reference to the 10 commandments and the Beattitudes.

Core declarative knowledge: What should students know?

Christian attitudes towards justice: the nature of justice and why justice is important for Christians, including Micah 3 and 6; Christian responses to why justice is important for victims; non-religious attitudes (including atheist and Humanist) about why justice is important, regardless of religion and belief, and Christian responses to these attitudes.
Christian attitudes towards crime; Christian teachings and responses to the nature, causes and problem of crime; Christian teachings about crime, including John 8:1–11; what action is taken by Christian individuals and Christian groups to end crime, including Prison Fellowship and Street Pastors.
Christian attitudes towards crime; Christian teachings and responses to the nature, causes and problem of crime; Christian teachings about crime, including John 8:1–11; what action is taken by Christian individuals and Christian groups to end crime, including Prison Fellowship and Street Pastors.
Christian attitudes towards punishment: the nature of punishment; divergent Christian attitudes towards the use of punishment, the nature and meaning of biblical teachings about punishment, including Luke 12:35–48; Christian teachings on why punishment can be regarded as justice and why punishment might be needed in society.

Core procedural knowledge: What should students be able to do?

Examine the nature of crime and justice and Christian attitudes towards it.
Explore Christian teachings about justice e.g. Micah 3 and 6.
Discuss and analyse the importance of justice in society, for Christians and for the victims of crime and non-religious attitudes (including atheist and Humanist) about why justice is important, regardless of religion and Christian responses to these attitudes.
Examine Christian attitudes, teachings and responses to crime and the nature, causes and problem of crime, including John 8:1-11.
Discuss and analyse the motivation for and importance of the actions of Christians who have helped reduce crime, including a study of the Prison Fellowship and Street Pastors.
Examine Christian teachings about the nature of good and evil actions and reward and suffering as the consequences of both.
Explore non-religious attitudes (including atheist and Humanist) about why people suffer, including believing in religion and Christian responses to them.
Discuss and analyse divergent Christian teachings about why people suffer including a study of how reward and punishment is shown in response to actions in the Parable of the Sheep and the Goats (Matthew 25:31-46).
Examine the nature of punishment.
Explore divergent Christian attitudes towards the use of punishment, the nature and meaning of biblical teaching about punishment including Luke 12:35-48.
Discuss and analyse Christian teachings on why punishment can be regarded as justice and why punishment might be needed in society.

Module 2 - Crime and Punishment

Link to prior learning

References to Jewish scripture and the importance of Moses.
Reference to the nature of the Almighty.
Reference to the Shema.
Reference to the differing beliefs of liberal and Orthodox Christians – also similarities / differences with Christianity.

Core declarative knowledge: What should students know?

Christian attitudes towards the aims of punishment: Christian attitudes towards each of the aims of punishment (protection, retribution, deterrence and reformation); the nature and meaning of biblical examples of teaching about punishment, including Galatians 6:1–10.
Christian teachings about forgiveness: Christian teachings and responses to the nature of forgiveness and biblical teachings about it; how offenders are forgiven by the community and why this is needed; Christian teachings about the nature of restorative justice, examples of its use by Christian organisations and why it is important for criminals, including Matthew 5:21–26.
Christian teachings about the treatment of criminals: biblical teachings about the treatment of criminals, including Proverbs 31:8–9; divergent Christian attitudes towards the use of torture, human rights, fair trial, trial by jury, including the application of ethical theories, such as situation ethics, which may accept the use of torture if it is for the greater good.
Christian attitudes towards the death penalty: the nature and purpose of capital punishment; divergent Christian teachings about capital punishment, including interpretations of Genesis 9:6, Exodus 21:8–13 and Matthew 5:38–48; non-religious (including atheist and Humanist) attitudes towards the use of capital punishment, including the application of ethical theories, such as situation ethics, and Christian responses to them.

Core procedural knowledge: What should students be able to do?

Examine the Christian attitudes to the aims of punishment.
Explore the role of punishment in society and the strengths and weaknesses of different aims of punishment (protection, retribution, deterrence and reformation).
Discuss and analyse Christian attitudes towards the use of punishment, including references to the use of punishment in the Bible especially Galatians 6:1-10.
Examine Christian teachings and responses to the nature of forgiveness and biblical teachings about it.
Discuss and analyse the importance of forgiveness for Christians and in society, be able to give examples of how offenders are forgiven by the community and why it is important.
Explore Christian teachings about the nature of restorative justice using examples of its use by Christian organisations and why it is important for criminals, including Matthew 5:21-26.
Examine issues raised by Christian and biblical teachings about the treatment of criminals, such as fair treatment, human rights, the use of torture and trials, including Proverbs 31:8-9.
Explain the nature of each of the issues and why they raise problems in society.
Discuss and analyse divergent Christian attitudes, including the application of ethical theories such as situation ethics, towards the treatment of criminals, which may accept the use of torture if it is for the greater good.
Examine the nature and purpose of capital punishment, be able to provide examples of its use.
Explore divergent Christian teachings about the advantages and disadvantages of capital punishment, including interpretations of Genesis 9:6; Exodus 21:9-13 and Matthew 5:38-48.
Discuss and analyse the non-religious (including atheist and Humanist) attitudes towards the use of capital punishment, including the application of ethical theories, such as situation ethics, and Christian responses to them.

Module 3 - Peace and Conflict

Link to prior learning

Reference to Sanctity of Life
Reference to the 10 commandments
Reference to the beatittudes
Reference to conflict taught at KS3
Reference to UN
Aquinas and Just War Theory

Core declarative knowledge: What should students know?

The role of Christians in peace making: Christian teachings about peace making; the importance of justice, forgiveness and reconciliation for Christians in peace making; the work of one Christian group working for peace today, what it does and why it tries to work for peace, including Matthew 5:1–16.
Christian attitudes to conflict: Christian teachings and responses to the nature and causes of conflict; Christian responses to the problems conflict causes, including Matthew 26:47–56 and links to situation ethics; non-religious (including atheist and Humanist) attitudes about the role of religion in the causes of conflict and Christian responses to them.
Christian attitudes to pacifism: divergent Christian teachings and responses to the nature and history of pacifism, including reference to Quakers; divergent Christian teachings about passive resistance, including John 14:22–31 and an example of its use, including Martin Luther King.
Christian attitudes to the Just War theory: Christian teachings and responses to the nature, history and importance of the Just War theory; the conditions of a just war; divergent Christian opinions about whether a just war is possible, including Romans 13:1–7, including the application of ethical theories such as situation ethics.

Core procedural knowledge: What should students be able to do?

Examine Christian teachings about peace making.
Explore the work of one Christian group working for peace in the world (there are a number but they must primarily work for peace and their motivation must be based in Christianity), their motivation and the action that they have taken including Matthew 5:1-16.
Examine Christian teachings and responses to the nature and causes of conflict.
Explore the nature of conflict and the each of the causes of conflict (politics, resources, history, culture and religion) and Christian responses to these, including Matthew 26:47-56 and links to situation ethics.
Discuss and analyse non-religious (including atheist and Humanist) attitudes about the role of religion in the causes of conflict and Christian responses to them.
Examine the nature and history of pacifism and divergent Christian teaching about it including Quaker teachings.
Explore divergent Christian teachings about passive resistance including John 14:22-31 and an example of passive resistance, including Martin Luther King.
Explore the nature and importance of the just war theory, its history and Christians teachings and responses about just war.
Examine the different conditions of the just war theory and discuss whether a just war is possible given modern methods of warfare.
Discuss and analyse divergent Christian opinions about whether a just war is possible, including Romans 13:1-7 and the application of ethical theories such as situation ethics.

Modules 4 & 5 - Revision

Revision

back to ks4 subjects

ks4 religious studies

link to specification

Year 10
Year 11

Module 1 - Muslim Beliefs: Marriage & The Family

Link to prior learning

References to the nature of God in Islam and Christianity
References to the experience of being a Muslim in Britain today.
The importance of the prophets in Islam and Christianity
The Qur’an, Hadith, Sunnah and Surah (SoA).
Islamic concepts of life after death, judgement, resurrection, heaven and hell – links to Christian and Jewish beliefs.

Core declarative knowledge: What should students know?

The naure of Islam in Britain and the Shi’a Sunni split.
The Six Beliefs and Five Roots and their importance for Muslims today, including different Shi’a communities.
The nature of Allah – Tawhid, immanence, transcendence, omnipotence, benevolence, justice.
The nature and importance of Prophets, Kutub and Malaikah.
The nature and importance of al-Qadr, free-will, judgement and beliefs about life after death.
The importance and purpose of marriage in Islam and non-Islamic points of view.
The importance of sexual relationships in Islam and non-Islamic points of view.
Islamic and non-Islamic teachings about homosexuality and sex outside of marriage.

Core procedural knowledge: What should students be able to do?

Can I explain the nature of Allah in Islam?
Can I explain how the Six Beliefs and Five Roots affect Muslims?
Can I evaluate the importance of scripture to Muslims?
Can I explain why beliefs about Angels, the afterlife and predestination are important for Muslims?
Can I explain why marriage is important and Islam and the purpose of marriage for Muslims today?
Can I explain why Muslims and non-Muslims have differing views of homosexuality and sex outside of marriage?

Module 2 - Marriage & The Family: Living The Muslim Life

Link to prior learning

References to understanding of Allah, the Ummah and community.
References to Christians and non-religious attitudes to marriage, contraception and situational ethics.
Reference to gender equality in modern British society.
Reference to the Six Beliefs and Five Pillars.

Core declarative knowledge: What should students know?

Muslim teaching about the importance of the Ummah for the family.
Muslim responses to the different types of family in modern Britain and non-Muslim attitudes.
The significance of Muslims rites of passage, worship, classes, groups and how this strengthens the Ummah.
Muslim and non-Muslim attitudes to contraception and situational ethics concerning family planning.
Muslim and non-Muslim attitudes to divorce, including rituals and remarriage – links to situational ethics.
The importance of gender equality in the family and Muslim teachings about gender prejudice and discrimination.
Examples of gender roles and attitudes at the time of the prophet.
The Ten Obligatory Acts, differences between Sunni and Shi’a practice – links to the Five Pillars.
The nature, role and importance of Shahadah for Muslims and its importance today.

Core procedural knowledge: What should students be able to do?

Can I explain why the support of the Ummah is helpful for Muslim families?
Can I explain the importance of ritual to Muslims today (adhan, aqiqah, khitan)?
Can I evaluate the Muslim and non-Muslim attitudes to contraception, family planning, divorce and remarriage – with re: situational ethics?
Can I assess gender roles within Islam and non-Muslim society?
Can I effectively compare non-Muslim views on Marriage and the Family in Britain today with Islamic views?
Can I explain the Ten Obligatory Acts and the importance of the Shahadah for Muslims today?

Module 3 - Living The Muslim Life

Link to prior learning

The Six Beliefs and Five Roots.
The Sunni Shi’a split.
The role of the mosque and the ummah in the community and in a Muslim’s daily life.
The importance of Sunnah and Hadith.

Core declarative knowledge: What should students know?

The nature, history and purpose of Salah for Muslims today.
The divergent Sunni and Shi’a beliefs.
How Salah is performed at home and in the Mosque.
The importance of Sawm, including the Night of Power and the reasons people can be excused from fasting.
The importance of Zakah and Khums for Sunni/Shi’a Muslims.
The benefit of receiving Zakah or Khums.
The importance of Hajj as one of the Five Pillars.
The importance, and meaning of Jihad within Islam.
The difference between lesser and greater Jihad and its importance for Muslims.
The importance of Id-ul-Adhr, Id-ul-Fitr, Id-ul-Ghadeer and Ashura.

Core procedural knowledge: What should students be able to do?

Can I explain the significance of Salah for Muslims?
Can I explain why the importance and difference in performing Salah in the Mosque?
Can I explain the importance of Jummah?
Can I explain why fasting is important for Muslims and the historic significance?
Can I explain why Zakah/Khums is important to Muslims?
Can I explain the difference between lesser and greater Jihad and the conditions for lesser Jihad?
Can I explain the importance of celebrations and commemorations for Muslims?

Module 4 - Matters of Life & Death

Link to prior learning

References to Paley’s argument and the Big Bang.
References to attitudes to contraception and divorce.
References to the importance of marriage, the family and the Ummah.
Reference to Zakah and Khums.
Reference to Sunnah, Hadith and the Qur’an.
Reference to Christian teaching.
Reference to situational ethics.

Core declarative knowledge: What should students know?

The origin and value of the universe.
The divergent views in Islam about the use of the universe.
The Islamic view that human life is holy and how this is shown in the Qur’an.
Muslim responses to non-religious explanations about the origin of the universe and the value of human life.
The importance of evolution and survival of the fittest for Muslims today.
The divergent Muslim views on abortion and non-religious responses to them.
The belief in an afterlife and non-religious attitudes to life after death.
The impact of the sanctity of life for Muslim attitudes to Euthanasia.
The importance of hospice care for Muslims.
Non-religious attitudes to the end of life including situational ethics.
Muslim and non-religious attitudes to the natural world; pollution, global warming, use of resources, humanity as Khalifah.

Core procedural knowledge: What should students be able to do?

Can I explain Muslim beliefs about the creation of the world and the sanctity of life?
Can I explain non-religious responses to these points of view?
Can I explain how Muslim attitudes to the creation of the universe and the sanctity of life affect views on euthanasia and abortion?
Can I explain non-religious responses to these points of view?
Can I explain how Muslim attitudes to the earth, including as Khalifah?
Can I explain non-religious responses to these points of view?
Can I explain and contrast how Christians approach the topics of origin, sanctity of life, abortion, euthanasia and dominion/stewardship?

Module 5 - Jewish Beliefs: Crime & Punishment

Link to prior learning

References to the nature of God in Christianity and Islam.
Reference to the oneness of God in Islam viz. the Trinity.
Reference to Christian belief in Jesus as Messiah and Islamic belief in Muhammad being the Seal of the Prophets.
Reference to Christian, Islamic and non-religious views about the Sanctity of Life – inc. abortion, euthanasia and life after death.

Core declarative knowledge: What should students know?

The nature of the Almighty and the characteristics shown in the Torah.
The importance of the Almighty as creator, law-giver, judge and One for Jews today.
The nature and importance of Shekhinah and the divergent understandings in different forms of Orthodox Judaism.
The nature of the messiah and the Messianic Age.
The covenants at Sinai and with Abraham including the importance of the Decalogue and the Promised Land.
The nature and importance of Pikuach Nefesh and how it is applied by Jews today.
Jewish attitudes towards justice and non-religious responses to these attitudes.
Jewish attitudes towards crime and how do Jewish individuals and groups try to end crime.
The nature and importance of the Mitzvot; between humans, humans and the Almighty and the concept of free will
Jewish beliefs about life after death – including differences between Orthodox and Reform Judaism.
The nature of resurrection and judgement and the importance of life after death for Jews today.

Core procedural knowledge: What should students be able to do?

Can I explain why the nature of the Almighty in Judaism and the characteristics of the Almighty?
Can I explain why the Shekinah is important to Jews and the different ways it is understood?
Can I explain the relationship between the Almighty and Jews as show through the Covenants?
Can I explain why Jews believe life to be sacred and how it affects their lives today?
Can I explain how belief in the Almighty affects the lives of Jews on a daily basis?
Can I explain the different beliefs that Jews have about life after death, judgement and resurrection?
Can I explain Jewish attitudes to justice and crime with reference to Deuteronomy?

Module 6 - Crime & Punishment

Link to prior learning

Reference to British Law.
Reference to suffering, death penalty and treatment of people as taught at KS3.
Reference to Christian attitudes to the treatment of prisoners and punishment.
Reference to the Almighty as Law-Giver.
Reference to Mitzvot, Torah and Tenakh as SoA.

Core declarative knowledge: What should students know?

Jewish teachings about the nature of good, evil and suffering.
Non-Jewish responses to Jewish beliefs and the nature of good, evil and suffering and Jewish responses.
Jewish attitudes towards punishment and the nature of punishment.
Jewish attitudes towards the aims of punishment and why it might be needed in society.
Jewish teachings about forgiveness and the nature of restorative justice.
Jewish teachings about. the treatments of criminals including reference to torture, situational ethics and human rights.
Jewish attitudes to the death penalty; Non-Jewish attitudes to the death penalty and Jewish responses to them.

Core procedural knowledge: What should students be able to do?

Can I explain Jewish and non-Jewish attitudes to the nature of good, evil and suffering with reference to Exodus?
Can I explain Jewish and non-Jewish attitudes to punishment with reference to Leviticus?
Can I explain Jewish and non-Jewish attitudes to forgiveness with reference to Isiah?
Can I explain Jewish and non-Jewish attitudes to the treatment of criminals and the death penalty with reference to Deuteronomy, Exodus and Mishnah Makkot?

Module 1 - Crime and Punishment

Link to prior learning

Reference to British law.
Reference to suffering, death penalty and treatment of people as taught at KS3.
Reference to Christian attitudes to the treatment of prisoners and punishment.
Reference to the Almighty as Law-Giver.
Reference to Mitzvot, Torah and Tenakh as SoA.

Core declarative knowledge: What should students know?

Jewish teachings about the nature of good, evil and suffering.
Non-Jewish responses to Jewish beliefs and the nature of good, evil and suffering and Jewish responses.
Jewish attiudes towards punishment and the nature of punishment.
Jewish attitudes towards the aims of punishment and why it might be needed in society.
Jewish teachings about forgiveness and the nature of restorative justice.
Jewish teachings about. the treatments of criminals including reference to torture, situational ethics and human rights.
Jewish attitudes to the death penalty; Non-Jewish attitudes to the death penalty and Jewish responses to them.

Core procedural knowledge: What should students be able to do?

Can I explain Jewish and non-Jewish attitudes to the nature of good, evil and suffering with reference to Exodus?
Can I explain Jewish and non-Jewish attitudes to punishment with reference to Leviticus?
Can I explain Jewish and non-Jewish attitudes to forgiveness with reference to Isiah?
Can I explain Jewish and non-Jewish attitudes to the treatment of criminals and the death penalty with reference to Deutoronomy, Exodus and Mishnah Makkot?

Module 2 - Living the Jewish Life

Link to prior learning

References to Jewish scripture and the importance of Moses.
Reference to the nature of the Almighty.
Reference to the Shema.
Reference to the differing beliefs of liberal and Orthodox Jews – also similarities / differences with Christianity.

Core declarative knowledge: What should students know?

The nature and purpose of Jewish public acts of worship; the nature, features and importance of synagogue services for the Jewish
community and the individual.
The nature, features, purpose and significance of the Tenakh and Talmud for Jews in daily life today, the nature and purpose of Jewish laws: food laws, kashrut, including kosher, and treifah and the separation of dairy and meat; the divergent implications of the Jewish food laws for Jews today.
The nature and purpose of prayer in the home and of private prayer: the nature, features and purpose of prayer three times a day; the importance of having different forms of prayers, including interpretations of Psalm 55:16–23.
The nature and importance of the Shema and the Amidah (the standing prayer); when the Shema and the Amidah might be used, how and why including reference to the Mezuzah; the importance of having the Shema and the Amidah for Jews today.
The importance of ritual for Jews today: the nature, features and purpose of the birth including Brit Milah, marriage, Bar and Bat Mitzvah ceremonies; the nature, purpose and importance of mourning ceremonies; the distinct importance of the funeral, shiva, avelut and yahrzeit for Jews today; divergent understandings of the importance of each ritual for different forms of Orthodox and Reform Judaism today.
The nature, features, history and purpose of celebrating Shabbat: the nature, features and purpose of the celebration of Shabbat in the home and in the synagogue; why the celebration of
Shabbat is important for the Jewish community and the individual today.
The nature, history, purpose and significance of Jewish festivals; the origins and meaning of specific festivals, including Rosh Hashanah, Yom Kippur, Pesach, Shavuot and Sukkot, including interpretations of Leviticus 23 (Rosh Hashanah); divergent understandings of why festivals are important to different forms of Orthodox and Reform Judaism today.
Features of the synagogue: the nature, history and purpose of the different design of the synagogues in Liberal, Reform and Orthodox Judaism, including facing Jerusalem, layout of seating the Ark and the bimah; how and why the synagogue is used by the different communities, including reference to Exodus 27:20–21; how and why objects of devotion are used within the synagogues, including a yad, Torah Scroll, ner tamid and menorah.

Core procedural knowledge: What should students be able to do?

Can I explain and evaluate the importance of synagogue services for the Jewish community and the individual?
Can I explain and evaluate the importance of the Tenakh and Talmud for daily life and the divergent implications of kashrut for Jewish people today?
Can I explain and evaluate the importance of having different types of prayer?
Can I explain the importance of the shema and amidah for Jews today? Can I evaluate the similarities and differences between Christian and Jewish worship?
Can I consider the nature and importance of mourning ceremonies? Can I explain and evaluate the importance of these rituals for Jews today and show awareness of the difference Jewish understandings?
Can I explain the history, nature and purpose of celebrating Shabbat and how it is celebrated in the home and in the synagogue?
Can I explain why the different Jewish festivals are important for Jews today?
Can I explain the importance of the synagogue in Judaism?

Module 3 - Peace and Conflict

Link to prior learning

Reference to Sanctity of Life.
Reference to mitzvot.
Reference to Holocaust and conflict taught at KS3.
Reference to UN, ICC.
Reference to the State of Israel and contemporary religious conflict.

Core declarative knowledge: What should students know?

Jewish attitudes towards peace: divergent teachings about the importance of peace for Jews; Jewish teachings about peace.
The role of Jews in peacemaking: Jewish teachings about peacemaking; the importance of justice, forgiveness and reconciliation for Jews in peacemaking,; the work of Jews working for peace today, what they do and why they try to work for peace.
Jewish attitudes to conflict: Jewish teachings and responses to the nature and causes of conflict; Jewish responses to the causes, including Isaiah 2:1–5 and links to situation ethics; non-religious (including atheist and Humanist) attitudes about the role of religion in the causes of conflict and Jewish responses to them.
Jewish attitudes to pacifism: Jewish teachings and responses to the nature and history of pacifism; divergent Jewish teachings about passive resistance, including interpretations of Micah 4:1–6 and an example of its use, including Emanuel Ringelblum.
Jewish attitudes to the Just War theory: Jewish teachings and responses to the nature, history and importance of the Just War theory; the conditions of a just war, including Milchemet reshut and the implications of Deuteronomy 20; divergent Jewish opinions on whether a just war is possible, including the application of ethical theories such as situation ethics.
Jewish attitudes to Holy War: Jewish teachings and responses to the nature of a holy war; the nature and meaning of Jewish teachings about war and peace, including ideas about Milchemet mitzvah and 2 Samuel 22; divergent Jewish teachings about war; non-religious (including atheist and Humanist) attitudes towards holy war and Jewish responses to them.
Jewish attitudes to weapons of mass destruction (WMD): Jewish teachings and responses to the problems and benefits of WMD; Jewish attitudes towards the use of such weapons, including the concept of Purity of Arms and interpretations of Deuteronomy 20; non-religious attitudes (including atheist and Humanist) and the application of ethical theories, such as utilitarianism which supports the acquisition of weapons of mass destruction, and Jewish responses to them.
Jewish attitudes to issues surrounding conflict: Jewish teachings and responses to the nature and history of problems involved in conflict – violence, war, and terrorism, including interpretations of Psalm 10:12–18; how Jews have worked to overcome these issues; non-religious (including atheist and Humanist) views towards the issues surrounding conflict and Jewish responses to them.

Core procedural knowledge: What should students be able to do?

Can I explain the importance of peace for Jews, including Deuteronomy 20:10-12.
Can I evaluate Jewish attitudes to peace?
Can I explain the work of Jews in peacemaking today including Pirkei Avot and the specific work that Jews are carrying out?
Can I evaluate the success of Jews in peacemaking?
Can I evaluate the causes of conflict within a society?
Can I explain the role of Situational Ethics in conflict?
Can I explain different religious and non-religious responses to the problems caused by conflict?
Can I evaluate the impact of pacifism and cite a specific example, including Emanuel Ringelblum?
Can I explain different religious and non-religious responses to pacifism?
Can I evaluate Just War theory, linking it to Jewish attitudes to war?
Can I explain different religious and non-religious responses to the theory of Just War?
Can I evaluate Jewish teachings about Holy War, including milchemet mitzvah?
Can I explain different religious and non-religious attitudes to Holy War?
Can I explain different attitudes to the use of Weapons of Mass
Destruction? Can I explain Jewish and non-religious attitudes to the use of WMD?
Can I evaluate the different attitudes to the use of WMDs?
Can I explain the key issues surrounding conflict?
Can I explain how different religious and non-religious actors approach these issues and how they try to solve them?
Can I explain Jewish attitudes to violence?

Modules 4 & 5 – Revision

Module 6 – Exams