Curriculum Subject Information

Unit

Content/Key Question

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.

Module 1

What aspects of our world might suggest the existence of God?

Short written analysis considering arguments for and against the existence of God, and a quiz on recognition of the six main world religions.

The first module will serve as a general introduction to RPE in Key Stage 3, drawing on prior knowledge from Key Stage 2, awakening students’ perspective skills and providing a baseline assessment as a platform for future learning.

Module 2

What does the nativity story tell us about Jesus and God?

What does it mean to say God became human?

A written analysis demonstrating knowledge of the nativity story and understanding of the Christian concept of the Trinity.

This module provides students with the opportunity to consider the main concept of God from a Christian perspective, as well as looking at the true meaning of Christmas.  Students will go on to consider other religious festivals such as Wesak and Eid-il-Futr in Module 5, as well as the importance of Easter in Year 9 Module 3.  Understanding essential Christian beliefs at this stage is important preparation for other modules in Years 8 and 9.

Module 3

How does belief shape the way Muslims lead their lives?

Questionnaire and brief written description of some key aspects of Muslim life.

References will be made to the Year 7 Module 1, in which students considered the general concept of the existence and nature of God.  Module 3 follows on from the study of key beliefs in Christianity introduced in Year 7 Module 2, and links will be made with Judaism, Christianity and Islam as the three Abrahamic religions.  Key concepts of Islam, introduced in this module, will serve a foundation for later study of aspects of Islam (for example Year 8 Module 4) and for aspects of philosophy, theology and human/social sciences covered in Years 8-9.

Module 4

Why is there suffering in the world?

An essay demonstrating understanding of the concept of suffering and a comparison of religious and non-religious attitudes towards suffering.

This module provides an opportunity to learn some of the beliefs and practices associated with Buddhism in particular.  But it considers the concept of suffering from both religious and non-religious perspectives.  This module partly draws on the considerations about the existence and nature of God introduced in Module 3.  It also considers the concept of morality (further explored in greater detail in Year 8 Module 3) and sin and forgiveness (concepts that are referred to throughout Key Stage 3).

Module 5

How does a celebration bring a community together?

Written and class discussion about religious festivals and a knowledge test on what students have learnt so far.

Throughout Year 7, students have focused on developing their knowledge and understanding of the beliefs and practices of Christianity, Islam and Buddhism, the three main world religions that have been selected here at FEHS.  This module draws on that prior work and students are expected to demonstrate their knowledge through the study of three main religious festivals.  For example, they will show knowledge of Ramadan and Sawm, covered in Year 7 Module 3, when looking at the celebration of Eid-ul-Fitr; equally they will use their knowledge of the life of the Buddha and the life of Jesus during their study of Wesak and Easter respectively.

Unit

Content/Key Question

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.

Module 1

How do creation narratives shape what it means to be human?

Written assignment looking at both religious and non-religious views on the creation and how these views affect attitudes towards care for the environment.

In Year 7 students developed their knowledge and understanding of Christianity, Islam and Buddhism in particular.  Prior to that, they considered the whole question about the nature and existence of God as an introduction to Key Stage 3.  In this module students will reflect on this prior learning by considering whether or not the universe is the work of God or purely science (or perhaps a combination of the two?).  We will look back to discussions about the beauty and variety of our planet held in Year 7.  In Christianity the concept of God the Father as Creator is significant (part of the Trinity, covered in Year 7 Module 2).  The detailed study of the book of Genesis provides a useful link to the next module in Year 8, which looks at sources of authority.

Module 2

What are the sources of authority for Christians, Muslims and Buddhists?

Completion of worksheet and questionnaire demonstrating knowledge and analysis of sources of authority such as holy texts.

In Year 7, students looked at beliefs and practices in Buddhism, Christianity and Islam as part of their studies in Modules 2, 3 and 4.  During this module students will look at various sources of authority, in particular holy texts, in these three religions in particular, drawing on their prior knowledge as a basis for analysis.  References to these sources of authority are also made during Year 9 Modules 1 and 2, when students will be thinking about what constitutes a religion and what makes something sacred.  The final part of the module, looking at moral stories, provides a link to Year 8 Module 3, looking at Morality in a broader context.

Module 3

What does it mean to lead ‘a good life’?

A written or graphic presentation showing understanding of morality – both from a religious and non-religious point of view.

Morality, of course, covers the ‘ethics’ component of the subject, and this module looks at different types of morality, including the views of various philosophers, and at the various influences on individuals making moral choices – both religious and non-religious.  Students draw on previous learning (for example sources of authority studied in the previous module and religious beliefs and practices introduced in Year 7) and general day-to-day situations to support their progress throughout this module.  Morality is further explored in Year 9, for example Module 4 when students consider issues such as the sanctity and quality of life.

Module 4

Why is Islam the way it is? 

Summary of the key points made in the form of a class debate and short worksheet to complete.

Year 7 Module 3 served as an introduction to Islam, focusing in particular on the Five Pillars.  During that module, students were expected to gain some understanding of the high levels of commitment shown by Muslims in their devotion to their religion.  This sense of commitment will be reinforced during this module.  By the end of this module, students should demonstrate good awareness of the history of this dynamic and fascinating religion, and to show understanding of what it means to be a Muslim in today’s society.  In Year 9, students will pick up on some of the details covered in this module when they look at sacredness (Year 9 Module 2) and also beliefs about the afterlife (Year 9 Module 3) and the sanctity of life (Year 9 Module 4).

Module 5

How do Christians and Muslims interact with culture and society?

Written and class discussion about how the arts (music, art etc.) impact on religion and vice versa, and a knowledge test on what students have learnt throughout Year 8.

In previous modules in Year 7 and 8, such as Year 7 Modules 2 and 3 and Year 8 Module 4, students have focused on some of the key beliefs and practices in Christianity and Islam, and will be expected to draw on this prior knowledge as a baseline for this particular module.  For example, in Year 8 Module 4, students considered how Islam has spread and how Muslims have been integrated into the culture and traditions of their country of residence.  The very first module in Year 7 also briefly looked at the role of art and music in religion as part of thinking about the existence and image of God.  During Year 9 students will go on to think about what makes something sacred (Year 9 Module 2) and part of this includes the use of music, art and other traditions in worship.

Unit

Content/Key Question

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.

Module 1

What is religion?  A useful category or an outdated concept?  (Human/Social Sciences).

Essay demonstrating the knowledge and understanding of what constitutes a religion and an evaluation of how important or relevant religion is in today’s society.

This module draws extensively on prior knowledge from Key Stages 2 and 3, including an initial discussion of some of the issues raised in Year 7 Module 1 (thus providing a good opportunity to reflect back on discussions from right at the beginning of Key Stage 3).  The previous module, Year 8 Module 5, looked at how Christians and Muslims interact with culture and society, linking with art, music and the media, so reflection of this will also feature in initial discussions.  The next module, ‘What is meant by Sacredness?’ follows on logically and enables students to continue to explore the question of what religion is in greater depth.

Module 2

What is meant by sacredness?

Completion of a worksheet demonstrating knowledge of different religious practices (e.g. rite of passage, pilgrimage, worship etc.) and analysis of how these practices impact the lives of people and culture.

The first module in Year 7 served as an introduction to the nature of God, and this was touched on in Year 9 Module 1 (What is Religion?).  During this module students will revisit the nature of God (further developing knowledge of key terms such as omniscient) then go on to look at rituals and traditions, including pilgrimage and holy buildings.  Previous knowledge of Christian and Muslim beliefs is built upon.  Students also have the opportunity to explore Sikhism in detail, including the Khalsa, the Five Ks and the importance of ‘sangat’ and ‘sewa’.  It is hoped that a trip to Walsingham in north Norfolk may be incorporated into the programme of study.

Module 3

How does belief in the afterlife impact on how a person leads his/her life?

Why is the Resurrection so important to Christians?

Project or presentation demonstrating knowledge of Christians’, Muslims’ and Buddhists’ beliefs in the afterlife.

So far in Year 9 students have considered what religion is and what is meant by sacredness, including thinking about the impact that religion and religious practices have on people’s lives.  This module focuses on one of the key aspects of religious belief, namely the afterlife.   Students will be expected to draw on previous knowledge of the six main religions, especially Christianity.  In Year 7 Module 2 students looked at the Trinity, which they also revisited in Year 8 Module 2; in addition, students looked at some of the traditions associated with Easter in Year 7 Module 5: these will serve as good foundations and preparation for the study of the Resurrection in this module.

Module 4

Is the sanctity of life more important than the quality of life? 

An essay evaluating what makes a good quality of life, and comparison of views of ethical dilemmas.

In Year 8 students looked at holy texts, including the Bible and the Qur’an, as part of Year 8 Module 2.  Other relevant modules include suffering and evil in Year 7 Module 4 and issues of morality in Year 8 Module 3 (in which ‘types’ of morality such as utilitarianism and situation ethics were introduced).  All of this work, alongside a general understanding of religious (and non-religious) beliefs, will be the foundation for this module and go on to serve as a starting point for the final module looking at the whole concept of ‘reality’.

Module 5

Can war ever be justified?

A combination of discussions and written analyses in which students compare views and opinions.  Additional activities summarising the main aspects covered throughout Key Stage 3.

For this final module students will be thinking about the really important question of the justification of war.  Peace and conflict have been major issues throughout history and very much remain so today.  Students will have the opportunity to form opinions about whether war can ever be justified, and to compare the views and opinions of both religious and non-religious thinkers.  Students will be expected to use mature and thoughtful terminology, drawing on many of the religious, philosophical and ethical elements covered throughout Key Stage 3.