Religious Studies Curriculum

Within Religious Studies students develop understanding and awareness of how belief or none influences and shapes ideas about society and their place in society. Students engage in debate and dialogue around cultural beliefs and religious practices.

Students become religiously literate and engage in the Big Questions. Students will know how and why religious beliefs, practices, texts and customs inform a believer’s actions and responses to the world.

Students consider their own values and how this is or is not influenced by societal values and religious beliefs. They demonstrate respect of living in a multicultural society and worldviews.

Thinking religiously means :

  • Understanding how beliefs, cultures and customs affects actions
  • Explore difference of ethical norms within societies either influenced by belief or none
  • Engage with the Big questions and philosophically explore these while respecting one another’s views may differ to others.
  • Recognise that attitudes and values vary towards ethical, philosophical approaches.
  • Develop a rich understanding of the diversity within society and how this is influenced by attitudes and values.
  • That students develop a knowledge scripture and tradition within practices.

Implementation:

The curriculum is developed to engage young people in Big questions. Student explore how religious belief responds to philosophical questions and ethical issues. Students will develop knowledge and awareness of religious beliefs, practices, texts and customs and their influence.

  • Students are engaged and on task
  • Students are using a developing literacy within Religious Studies
  • Students can analyse the beliefs, scriptures, tradition, customs and practices and can impart how this influences actions.
  • Evidence of live marking and models of excellence to develop the skills with regards to the Big Question of the unit.

Impact:

Excellence within exercise books – students demonstrate care in their work, develop written responses that demonstrate knowledge and understanding of religious beliefs and practices. Data is used to analyse starting points of knowledge , mid point assessments and this informs planning and teaching.

  • Students draft and redraft responses in order to develop their own models of excellence.
  • Students develop responses that reflect different attitudes to social issues.

Year group

UNIT

 

 

 

 

 

7

INTRO TO RELIGIOUS STUDIES -T1

CHRISTIAN BELIEFS -T2&T3

CHRISTIAN PRACTICES -T4

BUDDHIST BELEIFS AND PRACTICES -T5

ISLAM BELIEFS AND PRACTICES- T6

 

8

BIBLE – THE BIG STORY- T1

 PHILOSOPHY AND MORALITY -T2

NON-RELIGIOUS WORLD VIEWS -T3

FORGIVENESS – T4

WISDOM -T5

DENOMINATIONS

9

CHRISTIAN BELIEFS AND TEACHINGS -T1

CHRISTIAN PRACTICES -WORSHIP -T2

THEME A RELATIONSHIPS AND FAMILIES – T3&4

ISLAM BELIEFS AND TEACHINGS -T5

ISLAM PRACTICES – FIVE PILLARS AND 10 OBLIGATORY ACTS -T6

 

10

THEME B RELIGION AND LIFE- T1&2

THEME B RELIGION AND LIFE- T1&2

ISLAM PRACTICES

ISLAM PRACTICES

THEME C THE EXISTENCE OF GOD AND REVELATION -T5&T6

THEME C THE EXISTENCE OF GOD AND REVELATION -T5&T6

11

CHRISTIAN PILGRIMAGE AND WORLDWIDE CHURCH

THEME E RELIGION, CRIME AND PUNISHMENT T2&3

THEME E RELIGION, CRIME AND PUNISHMENT T2&3

REVISION-T4&T5

REVISION-T4&T5