“In RE pupils learn about religious and non-religious worldviews in order to discover, explore and consider different answers to these questions. They learn to interpret, analyse, evaluate and critically respond to the claims that religious and non-religious worldviews make. Pupils learn to express their insights and to agree or disagree respectfully” (Durham agreed syllabus 2020)
In key stage 3 at Boldon students will be taught about how religion can be defined, how religious belief is expressed and how it affects behaviour. In year 7 students will evaluate the purpose of these studies and it is the hope that they will realise the benefits that learning about other people’s beliefs and cultures can have on a harmonious world. They will go on to explore Christian and Muslim belief and practices in year 7 and Buddhist in year 8. Year 8 also allows for some thematic exploration and includes topics such as is there life after death? How do people express their own beliefs, and can the arts help them do this? And are animals more important than humans? Students will learn about a wide variety of differing views and will be given the framework to begin to form views of their own.
| Year 7 | Year 8 | Year 9 | ||
|---|---|---|---|---|
| Key Concepts | Introduction to Religious Education and the importance of symbolism. | Does Life after death exist? | Good versus Evil | |
| Autumn Term (Sep-Oct) |
Knowledge Students will learn how to understand and appreciate the beliefs, views and practices of other people. This half term includes: -The fundamental factors of RE such -Why do we learn RE? -What do we value? -The difference between opinion fact and belief -Key vocabulary. Skills
| Knowledge Students learn to understand that different religions have different versions of the afterlife. They study what the world religions teach about their beliefs and how they influence believers lives.
-What do different people believe happens after death? -Does the soul exist? Can we prove it and does it prove life after death exists? -What are near death experiences and are they proof of life after death? -How do different cultures deal with death?
Skills
| Knowledge Students will explore concepts of good and evil and ways in which they can represented and personified. They will learn about the origins of evil according to Christian belief. Topics include: What makes a hero or a villain? Different types of evil Evil in fiction The origins of and belief in the devil. Skills
| |
| Quality Mark Assessments | ||||
“There is no point studying RE at school if I am not religious” Write a balanced argument in reply. Extended writing task. (12 marks) | Discuss if Near death experiences help to prove life after death exists. Write a balanced argument. (12 marks) | Explain the difference between good and evil. Explain the various ideas about where evil comes from. | ||
| Autumn Term (Nov-Dec) |
Introduction to Religious Education and the importance of symbolism
Knowledge Students are introduced to Symbolism and the role it plays in everyday life and in religion. Topics include: -What are symbols and why are they used? -How do religions used symbols? -What do the religious symbols represent? | Does Life after death exist? Knowledge Students continue investigating idea about the afterlife and the different way it is approached. Topics include: -Are ghosts real and do they prove life after death exists? -What is Dia de los Muertos? -What do different world religions believe about life after death? | Does suffering make it impossible to believe in a God? Knowledge Students learn about the different types of suffering, moral and natural, and begin to question where suffering comes from. They will explore God’s relationship with evil and suffering and evaluate his existence because of it. Topics include: Types, causes and the purpose of suffering? What the Bible teaches about suffering. Theodicies – how religions attempt to explain the existence of suffering in a world where God exists How we should deal with suffering
| |
| Quality Mark Assessments | ||||
“Explain what symbolism is and how it is an important part of religion” | Explain 2 different religious beliefs about life after death | “God is responsible for suffering” Explain opposing religious views on this statement. (argue for and against the statement from religious believer’s viewpoints) | ||
| Spring Term (Jan-Feb) |
Why is it hard to believe in God? Knowledge Students learn how people decide what their truths and beliefs are for them. They will also learn ways in which some people claim we can prove God’s existence and arguments against this. Topics include: -How do we choose what to believe? -What is truth and are there different types? -Arguments for and against the existence of God. Skills
| Can the arts help express belief? Knowledge Students will explore a different side to religion that of spirituality and what it means to express their own spirituality. Topics include: What is Art and can it help us to express belief? Does art contain symbolism? Analysis of different art works and their meanings. Skills
| Religion and the Media Knowledge Students will explore the mutually beneficial relationship between the media and religion. Topics include; What is the media? Is the media a positive or negative influence for religion? How does religion use the media? What is blasphemy Do certain shows or characters cause offence to religious views? Skills
| |
| Quality Mark Assessments | ||||
“Explain 2 religious reasons for the existence of God” | Explain the ways in which the Buddha was considered special. | Evaluate the statement that the film Bruce Almighty causes offence for some religious viewers. | ||
| Spring Term (Feb-April) |
Why is it hard to believe in God? Knowledge Students continue to investigate why not all people believe in God. Topics in this term include: -Analysing various ways used to prove God’s existence -Cosmological argument Teleological argument -Religious experience
| Can the arts help express belief? Knowledge Students continue to explore the different ways in which we can express our belief through the arts. Is graffiti art and can it express meaning? How does music express belief? Students will explore meaning in contemporary music, hymns, classical and religious music. | Moral Issues: Animals and the environment Knowledge Students will learn about the relationship between religious beliefs and the ethical treatment of animals and the environment. Topics include: Stewardship versus dominion How do we treat animals in society? Are humans more important than animals? Should we eat meat? Skills
| |
| Quality Mark Assessments | ||||
“God cannot exist” Write a balanced argument in reply to this. (12 marks) | Choose one example from art or music and explain how it expresses meaning, religious belief, and symbolism | Evaluate the suggestion that humans are more important than animals. | ||
| Summer Term (Feb-May) |
What are the Five Pillars of Islam? Knowledge Students will be introduced to the world’s second largest religion Islam. They will learn about their 5 basic tenants, the 5 pillars of Islam, what each one is, how they observe it and why it is important to Muslim belief. The term begins by introducing Islam to the students and learning some basic facts about this religion. Shahada- The basic declaration of faith Salat – Prayer Skills
| How do world religions approach moral issues? Knowledge Students will gain an understanding of the main figure and founder of the Buddhist religion. Topics include: -Who was Siddhartha Gautama and how did he become the Buddha? -The story of the Buddha’s life -How the 4 sights influenced Siddhartha’s beliefs Skills
| Moral Issues: The environment Knowledge Students will continue to learn about contemporary ethical issues and will focus this half term on the religious reasons believers choose to look after the planet Topics include: Stewardship versus dominion Why Christians believe they are stewards of the earth Why do some people believe we can treat the earth as we wish? How are humans damaging planet earth? | |
| Quality Mark Assessments | ||||
Choose one Hindu God and present an information poster showing their importance to Hindus. | Explain the ways in which the Buddha was considered special. | The world is ours we can do what we want with it” Write a two sided argument to show why some people would agree with this but others would disagree. | ||
| Summer Term (May-July) |
What are the Five Pillars of Islam? Knowledge In the final term students continue their learning about the 5 pillars of Islam. Sawm – Fasting Zakat – charity Hajj – Pilgrimage | Who is the Buddha and why is he special? Knowledge Students continue their studies of the Buddhist teachings. Topics include: -Enlightenment The 4 Noble Truths -The eightfold path -The 3 marks of existence | What are thematic studies? Knowledge Students will be given an introduction into the thematic section of the GCSE syllabus. Topics include; War and peace Crime and Punishment Relationships Life issues | |
| Quality Mark Assessments | ||||
What problems might a UK Muslim experience when trying to follow the 5 pillars of Islam? | “The planet is ours to do with as we like” Is this true? Write a reply. (12 marks) | “Capital punishment is always wrong” Write a balanced argument in reply to this statement. (12 marks) | ||
Year 7
Key Concepts
Introduction to Religious Education and the importance of symbolism.
Quality Mark AssessmentsAutumn Term
(Sep-Oct)
Knowledge
Students will learn how to understand and appreciate the beliefs, views and practices of other people. This half term includes:
-The fundamental factors of RE such
-Why do we learn RE?
-What do we value?
-The difference between opinion fact and belief
-Key vocabulary.
Skills
-
- Investigation
- Analysis
- Reflection
- Expression
- Empathy
Quality Mark Assessments
“There is no point studying RE at school if I am not religious” Write a balanced argument in reply. Extended writing task. (12 marks)
Autumn Term
(Nov-Dec)
Introduction to Religious Education and the importance of symbolism
Knowledge
Students are introduced to Symbolism and the role it plays in everyday life and in religion.
Topics include:
-What are symbols and why are they used?
-How do religions used symbols?
-What do the religious symbols represent?
Quality Mark Assessments“Explain what symbolism is and how it is an important part of religion”
Spring Term
(Jan-Feb)
Why is it hard to believe in God?
Knowledge
Students learn how people decide what their truths and beliefs are for them. They will also learn ways in which some people claim we can prove God’s existence and arguments against this.
Topics include:
-How do we choose what to believe?
-What is truth and are there different types?
-Arguments for and against the existence of God.
Skills
- Investigation
- Analysis
- Enquiry
- Personal Reflection
- Critical thinking
“Explain 2 religious reasons for the existence of God”
Spring Term
(Feb-April)
Why is it hard to believe in God?
Knowledge
Students continue to investigate why not all people believe in God. Topics in this term include:
-Analysing various ways used to prove God’s existence
-Cosmological argument
Teleological argument
-Religious experience
Quality Mark Assessments
“God cannot exist” Write a balanced argument in reply to this. (12 marks)
Summer Term
(Feb-May)
What are the Five Pillars of Islam?
Knowledge
Students will be introduced to the world’s second largest religion Islam. They will learn about their 5 basic tenants, the 5 pillars of Islam, what each one is, how they observe it and why it is important to Muslim belief.
The term begins by introducing Islam to the students and learning some basic facts about this religion.
Shahada- The basic declaration of faith
Salat – Prayer
Skills
- Expression
- Analysis
- Enquiry
- Reflection
Choose one Hindu God and present an information poster showing their importance to Hindus.
Summer Term
(May-July)
What are the Five Pillars of Islam?
Knowledge
In the final term students continue their learning about the 5 pillars of Islam.
Sawm – Fasting
Zakat – charity
Hajj – Pilgrimage
Quality Mark AssessmentsWhat problems might a UK Muslim experience when trying to follow the 5 pillars of Islam?
Year 8
Key Concepts
Does Life after death exist?
Quality Mark AssessmentsAutumn Term
(Sep-Oct)
Knowledge
Students learn to understand that different religions have different versions of the afterlife. They study what the world religions teach about their beliefs and how they influence believers lives.
-What do different people believe happens after death?
-Does the soul exist? Can we prove it and does it prove life after death exists?
-What are near death experiences and are they proof of life after death?
-How do different cultures deal with death?
Skills
- Investigation
- Analysis
- Reflection
- Expression
- Personal Reflection
Discuss if Near death experiences help to prove life after death exists. Write a balanced argument.
(12 marks)
Autumn Term
(Nov-Dec)
Does Life after death exist?
Knowledge
Students continue investigating idea about the afterlife and the different way it is approached. Topics include:
-Are ghosts real and do they prove life after death exists?
-What is Dia de los Muertos?
-What do different world religions believe about life after death?
Quality Mark AssessmentsExplain 2 different religious beliefs about life after death
Spring Term
(Jan-Feb)
Can the arts help express belief?
Knowledge
Students will explore a different side to religion that of spirituality and what it means to express their own spirituality.
Topics include:
What is Art and can it help us to express belief?
Does art contain symbolism?
Analysis of different art works and their meanings.
Skills
- Investigation
- Analysis
- Enquiry
- Philosophical thinking
Explain the ways in which the Buddha was considered special.
Spring Term
(Feb-April)
Can the arts help express belief?
Knowledge
Students continue to explore the different ways in which we can express our belief through the arts.
Is graffiti art and can it express meaning?
How does music express belief? Students will explore meaning in contemporary music, hymns, classical and religious music.
Quality Mark AssessmentsChoose one example from art or music and explain how it expresses meaning, religious belief, and symbolism
Summer Term
(Feb-May)
How do world religions approach moral issues?
Knowledge
Students will gain an understanding of the main figure and founder of the Buddhist religion. Topics include:
-Who was Siddhartha Gautama and how did he become the Buddha?
-The story of the Buddha’s life
-How the 4 sights influenced Siddhartha’s beliefs
Skills
- Personal reflection
- Analysis
- Critical thinking
- Evaluation
Explain the ways in which the Buddha was considered special.
Summer Term
(May-July)
Who is the Buddha and why is he special?
Knowledge
Students continue their studies of the Buddhist teachings.
Topics include:
-Enlightenment
The 4 Noble Truths
-The eightfold path
-The 3 marks of existence
Quality Mark Assessments“The planet is ours to do with as we like” Is this true? Write a reply. (12 marks)
Year 9
Key Concepts
Good versus Evil
Quality Mark AssessmentsAutumn Term
(Sep-Oct)
Knowledge
Students will explore concepts of good and evil and ways in which they can represented and personified. They will learn about the origins of evil according to Christian belief.
Topics include:
What makes a hero or a villain?
Different types of evil
Evil in fiction
The origins of and belief in the devil.
Skills
- Investigation & Research
- Enquiry
- Personal reflection
- Expression
- Debate
- Empathy
Explain the difference between good and evil. Explain the various ideas about where evil comes from.
Autumn Term
(Nov-Dec)
Does suffering make it impossible to believe in a God?
Knowledge
Students learn about the different types of suffering, moral and natural, and begin to question where suffering comes from. They will explore God’s relationship with evil and suffering and evaluate his existence because of it.
Topics include:
Types, causes and the purpose of suffering?
What the Bible teaches about suffering.
Theodicies – how religions attempt to explain the existence of suffering in a world where God exists
How we should deal with suffering
Quality Mark Assessments
“God is responsible for suffering” Explain opposing religious views on this statement. (argue for and against the statement from religious believer’s viewpoints)
Spring Term
(Jan-Feb)
Religion and the Media
Knowledge
Students will explore the mutually beneficial relationship between the media and religion.
Topics include;
What is the media?
Is the media a positive or negative influence for religion?
How does religion use the media?
What is blasphemy
Do certain shows or characters cause offence to religious views?
Skills
- Investigation
- Analysis
- Enquiry
- Philosophical thinking
Evaluate the statement that the film Bruce Almighty causes offence for some religious viewers.
Spring Term
(Feb-April)
Moral Issues: Animals and the environment
Knowledge
Students will learn about the relationship between religious beliefs and the ethical treatment of animals and the environment.
Topics include:
Stewardship versus dominion
How do we treat animals in society?
Are humans more important than animals?
Should we eat meat?
Skills
- Investigation & Research
- Enquiry
- Personal reflection
- Debate
Evaluate the suggestion that humans are more important than animals.
Summer Term
(Feb-May)
Moral Issues: The environment
Knowledge
Students will continue to learn about contemporary ethical issues and will focus this half term on the religious reasons believers choose to look after the planet
Topics include:
Stewardship versus dominion
Why Christians believe they are stewards of the earth
Why do some people believe we can treat the earth as we wish?
How are humans damaging planet earth?
Quality Mark AssessmentsThe world is ours we can do what we want with it” Write a two sided argument to show why some people would agree with this but others would disagree.
Summer Term
(May-July)
What are thematic studies?
Knowledge
Students will be given an introduction into the thematic section of the GCSE syllabus.
Topics include;
War and peace
Crime and Punishment
Relationships
Life issues
Quality Mark Assessments“Capital punishment is always wrong” Write a balanced argument in reply to this statement. (12 marks)