In Year 7, students begin their learning journey by considering the concept of identity, diversity and belonging answering the overarching question, ‘what makes me, me?’. This encourages students to reflect on their own beliefs, rights, and responsibilities by engaging them in a variety of philosophical and ethical dilemmas. Once students have cultivated these essential skills, they will begin to explore religious practices to varying ways of life and religious imagery to reflect on questions such as ‘Why are some journeys special?’ and ‘How is belief expressed through art?’. By exploring the purpose, value and meaning of rituals, students are given the opportunity to reflect upon their own understanding and practices of events such as weddings and funerals.

Units of learning:

1. What makes me, me?
2. What is the purpose of rituals?
3. How is belief expressed through art?
4. Why are some journeys special?

Knowledge Organisers:

KS3 Assessment:

Each unit across year 7 consists of a range of formative and summative assessments by way of quizzes, short-knowledge tests, and extended writing tasks throughout the academic year.

Home learning is allocated on a weekly basis on Teams. It may be an isolated piece of work, a project, research, or an alternative task which challenges the students to solidify and extend it their learning.

In Year 8, students start by exploring concepts relating to prejudice and discrimination. This unit reminds our young people to empathise with others and challenge negative stereotypes. Students will also learn about religious pluralism in Britain. They will be encouraged to think about the questions that comes with having a diverse mix of minority faiths in Britain. Through the exploration of rights, responsibilities and political philosophy students are encouraged to consider what the ideal form of governance should look like and are enabled to develop their critical thinking and evaluative skills. Finally, students will learn about examples of inspirational people from a variety of backgrounds and faiths who have had a significant impact on the world. They will be asked to reflect on what makes them so inspirational, what challenges they have faced, in some cases how their faith has led them to overcome injustice, and why they continue to inspire us today.

Units of learning:

1. What is prejudice and discrimination?
2. What other faiths are there in our local community?
3. Why do we need a government?
4. Why are some people inspirational?

Knowledge Organisers:

KS3 Assessment:

Each unit across year 8 consists of a range of formative and summative assessments by way of quizzes, short-knowledge tests, and extended writing tasks throughout the academic year.

Home learning is allocated on a weekly basis on Teams. It may be an isolated piece of work, a project, research, or an alternative task which challenges the students to solidify and extend it their learning.

In Year 9, students start by investigating different religious and philosophical theories about the existence of God(s). By considering and evaluating each theory, students will gain a greater understanding of religious belief whilst enabling them to question and explore their own beliefs about the world around them. They will then move onto exploring, assessing, and contrasting the concept of morality from religious /non-religious perspectives with both ancient and modern philosophical theories. Building upon their learning from the previous units, students will then explore how religious thought has developed throughout history with a focus on Christianity. Students will be asked to consider how these beliefs have changed over time before critically assessing the impact the Christian worldview has had upon western society by considering the ideas of philosophers and theologians from the early church through to the modern era.

Units of learning:

1. Philosophy of Religion
2. Religion and Ethics
3. Developments in Christian Thought

KS3 Assessment:

Each unit across year 8 consists of a range of formative and summative assessments by way of quizzes, short-knowledge tests, and extended writing tasks throughout the academic year.

Home learning is allocated on a weekly basis on Teams. It may be an isolated piece of work, a project, research, or an alternative task which challenges the students to solidify and extend it their learning.

Component 1:

Philosophy and Ethics Theme 1: Relationships

Philosophy and Ethics Theme 2: Life and Death

Philosophy and Ethics Theme 3: Good and Evil

Philosophy and Ethics Theme 4: Human Rights

Component 2:

Beliefs, Teachings, Practices - Christianity

Component 3:

Beliefs, Teachings, Practices - Sikhism

KS4 Assessment:

All students who follow this course will be given on a regular basis.  Wider reading is always useful either from the websites offered, the text book or as directed by their classroom teacher.

In the Summer Term of year 10, each student will sit a formal, internal exam which will consist of all elements taught throughout the course.  Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.

GCSE Religious Studies

Component 1: Religious, Philosophical and Ethical Studies in the Modern World

Written examination: 2 hours 50% of qualification

Component 2: Study of Christianity

Written examination: 1 hour 25% of qualification

Component 3: Study of Sikhism

Written examination: 1 hour 25% of qualification

Examination Board:

Eduqas Religious Studies

Course Specification:

OCR J621   GCSE Religious Studies B: Philosophy and Applied Ethics (Full Course)

WJEC Eduqas   GCSE Religious Studies Route A, Components 1, 2, 3

Qualification obtained:

GCSE Religious Studies

Useful Reading Material:

Eduqas Route A WJEC Eduqas GCSE (9-1) Religious Studies

My Revision Notes WJEC Eduqas GCSE (9-1) Religious Studies Route A: Covering Christianity, Buddhism, Islam and Judaism