Welcome to Religious Education
Why learn Religious Education?
In the RE Department we aim to explore the meaning and purpose of life through the framework of key concepts within the major world religions. The skills acquired in RE will be useful for any further area of study that requires thinking and applying knowledge. It is particularly useful in jobs where students may work with people from different religious or cultural backgrounds. The evaluative skills gained will help students to argue a point whilst remaining sensitive to others. This is a valuable skill in all walks of life. A GCSE in Religious Studies is useful for all careers, but especially professions such as the police, retail, teaching, the law, the caring professions and the armed forces, in fact any profession that brings students into contact with other people.
We will:
- ensure the curriculum conforms to the Lancashire Agreed Syllabus.
- ensure that the curriculum contains depth and breadth of content that reflects the beliefs and traditions of our local community and progresses from KS2 into KS3 and then again into KS4 and beyond;
- focus on the development of tier 2 and tier 3 vocabulary;
- use the LAS fields of enquiry to encourage students to be curious learners, ask questions and love the subjects that they are taught;
- allow students opportunities to experience the wider world around them through educational visits;
- provide students with guidance in their spiritual, moral, social and cultural development so they are equipped to play a full, active and purposeful part in modern society;
- promote tolerance, individual liberty and mutual respect;
- nurture each student’s unique sense of identity and belonging
- prepare students for the opportunities, responsibilities and experiences of adult life.
Religious Education Curriculum Overview
Please click the year group and half-term to view additional information.
| Half Term 1 |
| Knowledge |
| What is the evidence for the existence of God? |
| What does it mean to be human? What do people believe about God? Does Awe and wonder prove God? Does design prove God? Does scripture prove God? Does religious experience prove God? Does the existence of religion prove God? Consideration of personal beliefs on God |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| St Andrew’s Year 5 The Bible Holy Books in other faiths Christmas-Matthew & Luke |
| Roebuck: Year 6 What do we mean by a miracle? How do people decide what to believe? |
| Ashton Primary: Christianity – God - What do religious texts say about God, the world and human life? |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 2 |
| Knowledge |
| What is the evidence for the existence of God? |
| What does it mean to be human? What do people believe about God? Does Awe and wonder prove God? Does design prove God? Does scripture prove God? Does religious experience prove God? Does the existence of religion prove God? Consideration of personal beliefs on God |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| St Andrew’s Year 5 The Bible Holy Books in other faiths Christmas-Matthew & Luke |
| Roebuck: Year 6 What do we mean by a miracle? How do people decide what to believe? |
| Ashton Primary: Christianity – God - What do religious texts say about God, the world and human life? |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 3 |
| Knowledge |
| What does it mean to belong to the Jeiwsh Community? (Judaism) |
| What do we mean by belonging? Abraham and the idols Abraham’s covenant with God Abraham and Isaac Moses’ covenant with God Bar and Bat Mitzvah and their role in the covenant |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| St Andrews – Year 3 Does everybody follow the same rules? Year 4 Hanukkah (The Jewish Festival of Light). |
| Year 6: Why is the Exodus such a significant event in Jewish and Christian history? |
| Jewish festival of Passover. |
| Ashton Primary KS1 beliefs about God; Year 5 Where do we find guidance on how to live their lives? |
| Roebuck and Lea Endowed - Year 1 and 2 Why might some people put their trust in God? God’s promise; Noah and Abraham; Trusting in God; What aspects of life really matter? |
| Moses; Ten Commandments; The Sabbath; Year 5 and 6 – Do people need laws to guide them? The Torah; The Synagogue |
| Lea Community Year 3 Harvest NCF: Sukkot (Judaism); 3.5 Which Rules Should We Follow? |
| NCF: Rules for Living. |
| Year 4 Christmas and Light - NCF: Hanukah |
| (Judaism)What is Prayer? |
| Prayer in Islam and Judaism Year 5 Women in the Old Testament NCF: Judaism – Purim; Change the World |
| NCF: Explore this Theme in Islam and Judaism |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 4 |
| Knowledge |
| What does it mean to belong to the Jeiwsh Community? (Judaism) |
| What do we mean by belonging? Abraham and the idols Abraham’s covenant with God Abraham and Isaac Moses’ covenant with God Bar and Bat Mitzvah and their role in the covenant |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| St Andrews – Year 3 Does everybody follow the same rules? Year 4 Hanukkah (The Jewish Festival of Light). |
| Year 6: Why is the Exodus such a significant event in Jewish and Christian history? |
| Jewish festival of Passover. |
| Ashton Primary KS1 beliefs about God; Year 5 Where do we find guidance on how to live their lives? |
| Roebuck and Lea Endowed - Year 1 and 2 Why might some people put their trust in God? God’s promise; Noah and Abraham; Trusting in God; What aspects of life really matter? |
| Moses; Ten Commandments; The Sabbath; Year 5 and 6 – Do people need laws to guide them? The Torah; The Synagogue |
| Lea Community Year 3 Harvest NCF: Sukkot (Judaism); 3.5 Which Rules Should We Follow? |
| NCF: Rules for Living. |
| Year 4 Christmas and Light - NCF: Hanukah |
| (Judaism)What is Prayer? |
| Prayer in Islam and Judaism Year 5 Women in the Old Testament NCF: Judaism – Purim; Change the World |
| NCF: Explore this Theme in Islam and Judaism |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 5 |
| Knowledge |
| What is Love? (Christianity) |
| Genesis 2 – What does it mean to be created in the image of God? What is the Fall? What is sin? What is Jesus’ role as a saviour? What is Holy Week? How does the crucifixion link to salvation? How does the resurrection link to salvation? How does the ascension link to salvation? What is the reward for salvation? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| St Andrew’s: Year 4 Exploring Easter as a story of betrayal, trust and forgiveness. |
| Year 5 - Jesus the Teacher Why do Christians believe Easter is a Victory? |
| Year 6 Jewish festival of Passover and Why do Christians celebrate the Eucharist? |
| Easter - Who is Jesus? |
| Ashton Primary, Roebuck, and Lea Community: Year 6 Christianity-Jesus - Why do Christians believe Good Friday is good? |
| Holy Week; The Eucharist; Church - Salvation Forgiveness |
| Lea Community and Roebuck: Year 5 sin Adam and Eve’s disobedience temptation and morality |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Curriculum Assessment - Knowledge test (cumulative) 20 questions based on term 1, 2 and 3 |
| Half Term 6 |
| Knowledge |
| What is Love? (Christianity) |
| Genesis 2 – What does it mean to be created in the image of God? What is the Fall? What is sin? What is Jesus’ role as a saviour? What is Holy Week? How does the crucifixion link to salvation? How does the resurrection link to salvation? How does the ascension link to salvation? What is the reward for salvation? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| St Andrew’s: Year 4 Exploring Easter as a story of betrayal, trust and forgiveness. |
| Year 5 - Jesus the Teacher Why do Christians believe Easter is a Victory? |
| Year 6 Jewish festival of Passover and Why do Christians celebrate the Eucharist? |
| Easter - Who is Jesus? |
| Ashton Primary, Roebuck, and Lea Community: Year 6 Christianity-Jesus - Why do Christians believe Good Friday is good? |
| Holy Week; The Eucharist; Church - Salvation Forgiveness |
| Lea Community and Roebuck: Year 5 sin Adam and Eve’s disobedience temptation and morality |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Curriculum Assessment - Knowledge test (cumulative) 20 questions based on term 1, 2 and 4 |
| Half Term 1 |
| Knowledge |
| What is our duty? (Sanatana Dharma) |
| What are ‘ultimate questions?’ Is duty a shared human experience? To investigate the role of the Trimurti To investigate the role of duty/dharma in relation to samsara. To explore how duty varies throughout the Hindu Caste System To explore the concept of duty as expressed through the story of Arjuna. To explore the impact of Arjuna’s duty on the life and beliefs of Gandhi To evaluate whether Arjuna’s duty is to fight or not. What can we learn from Sanatana Dharma about duty? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Lea Community, Roebuck: Year 6 reincarnation, karma. the 4, ashramas, Is there one journey or many? |
| Ashton Primary: Hinduism If life is like a journey, what is the destination? |
| Learning Journey Grid; beliefs about God (from Year 7 term 1 – God unit - lesson 10); |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 2 |
| Knowledge |
| What is our duty? (Sanatana Dharma) |
| What are ‘ultimate questions?’ Is duty a shared human experience? To investigate the role of the Trimurti To investigate the role of duty/dharma in relation to samsara. To explore how duty varies throughout the Hindu Caste System To explore the concept of duty as expressed through the story of Arjuna. To explore the impact of Arjuna’s duty on the life and beliefs of Gandhi To evaluate whether Arjuna’s duty is to fight or not. What can we learn from Sanatana Dharma about duty? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Lea Community, Roebuck: Year 6 reincarnation, karma. the 4, ashramas, Is there one journey or many? |
| Ashton Primary: Hinduism If life is like a journey, what is the destination? |
| Learning Journey Grid; beliefs about God (from Year 7 term 1 – God unit - lesson 10); |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 3 |
| Knowledge |
| Is all life unsatisfactory? If so, can it be overcome? (Buddhism) |
| Is suffering a shared human experience. The Four Sights and the Three Marks of Existence/Universal Truths The Four Noble Truths Enlightenment The Eightfold Path Meditation What can we learn from Buddhism about life? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Lea Community: Year 6 - The Buddha, The Four Noble Truths. The Eightfold path. |
| Ashton Primary and the Roebuck: Year 6 – Buddhism - What do we mean by ‘a good life’? |
| From Year 7 term 1 – God unit - what is God like in different religions. |
| From year 8 term 1 a - key concepts of karma, dharma, samsara, reincarnation |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Assessment of skills: “Suffering cannot be overcome.” |
| Half Term 4 |
| Knowledge |
| Is all life unsatisfactory? If so, can it be overcome? (Buddhism) |
| Is suffering a shared human experience. The Four Sights and the Three Marks of Existence/Universal Truths The Four Noble Truths Enlightenment The Eightfold Path Meditation What can we learn from Buddhism about life? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Lea Community: Year 6 - The Buddha, The Four Noble Truths. The Eightfold path. |
| Ashton Primary and the Roebuck: Year 6 – Buddhism - What do we mean by ‘a good life’? |
| From Year 7 term 1 – God unit - what is God like in different religions. |
| From year 8 term 1 a - key concepts of karma, dharma, samsara, reincarnation |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Assessment of skills: “Suffering cannot be overcome.” |
| Half Term 5 |
| Knowledge |
| What does it mean to serve others? (Sikhism) |
| Is service a shared human experience? Service at the foundations of Sikhism Serving Waheguru Service by the Gurus Focus on the service of Guru Gobind Singh and the Khalsa Service in the Gurdwara Types of service The langar Service outside the Langar What can we learn from Sikhism about life? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The Roebuck, Ashton Primary and Lea Community: Year 4/5 Sikhism - How do Sikhs express their beliefs and values? |
| The five K’s; Equality; The Gurdwara; Why are the Gurus important to Sikhs? |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Curriculum Assessment - Knowledge test (cumulative) 36 questions based on year 7 and year 8. |
| Half Term 6 |
| Knowledge |
| What does it mean to serve others? (Sikhism) |
| Is service a shared human experience? Service at the foundations of Sikhism Serving Waheguru Service by the Gurus Focus on the service of Guru Gobind Singh and the Khalsa Service in the Gurdwara Types of service The langar Service outside the Langar What can we learn from Sikhism about life? |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The Roebuck, Ashton Primary and Lea Community: Year 4/5 Sikhism - How do Sikhs express their beliefs and values? |
| The five K’s; Equality; The Gurdwara; Why are the Gurus important to Sikhs? |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Curriculum Assessment - Knowledge test (cumulative) 36 questions based on year 7 and year 8. |
| Half Term 1 |
| Knowledge |
| How is God known by Christians and Muslims? |
| To explore whether God is a shared human experience. To explore how God is known to humans (revelation). The historical Jesus. Jesus for Christians To explore the Christian concept of God (Trinity) Diversity with Christianity Jesus in Islam Prophethood through Abraham/Ibrahim Prophethood through Muhammad To explore the Islamic concept of God To explore the authority of holy books in Islam To explore diversity within Islam. |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The baseline contains the same first four questions as the Year 7 God unit – the first unit studied in Ashton RE. |
| This links to year 7 examples studied – Saul to Paul; Awe and Wonder; Miracles. |
| Future links: This feeds into GCSE RE - Themes – Arguments for the Existence of God and Revelation; Key characteristic of God from lesson 1 of this unit; Grids are the starting point of every lesson and also allow interleaving from previous unit |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 2 |
| Knowledge |
| How is God known by Christians and Muslims? |
| To explore whether God is a shared human experience. To explore how God is known to humans (revelation). The historical Jesus. Jesus for Christians To explore the Christian concept of God (Trinity) Diversity with Christianity Jesus in Islam Prophethood through Abraham/Ibrahim Prophethood through Muhammad To explore the Islamic concept of God To explore the authority of holy books in Islam To explore diversity within Islam. |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The baseline contains the same first four questions as the Year 7 God unit – the first unit studied in Ashton RE. |
| This links to year 7 examples studied – Saul to Paul; Awe and Wonder; Miracles. |
| Future links: This feeds into GCSE RE - Themes – Arguments for the Existence of God and Revelation; Key characteristic of God from lesson 1 of this unit; Grids are the starting point of every lesson and also allow interleaving from previous unit |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 3 |
| Knowledge |
| How is God known by Christians and Muslims? |
| To explore whether God is a shared human experience. To explore how God is known to humans (revelation). The historical Jesus. Jesus for Christians To explore the Christian concept of God (Trinity) Diversity with Christianity Jesus in Islam Prophethood through Abraham/Ibrahim Prophethood through Muhammad To explore the Islamic concept of God To explore the authority of holy books in Islam To explore diversity within Islam. |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The baseline contains the same first four questions as the Year 7 God unit – the first unit studied in Ashton RE. |
| This links to year 7 examples studied – Saul to Paul; Awe and Wonder; Miracles. |
| Future links: This feeds into GCSE RE - Themes – Arguments for the Existence of God and Revelation; Key characteristic of God from lesson 1 of this unit; Grids are the starting point of every lesson and also allow interleaving from previous unit |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Half Term 4 |
| Knowledge |
| What has Jesus got to do with anything? |
| The impact of Incarnation on believers Holy week The impact of crucifixion on believers The impact of resurrection on believers The impact of ascension on believers Christmas Easter |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The develops learning from year 7 – ‘what is love?’; and also the previous year 9 unit. |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Assessment of skills: Who was Jesus? |
| Half Term 5 |
| Knowledge |
| What has Jesus got to do with anything? |
| The impact of Incarnation on believers Holy week The impact of crucifixion on believers The impact of resurrection on believers The impact of ascension on believers Christmas Easter |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The develops learning from year 7 – ‘what is love?’; and also the previous year 9 unit. |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. |
| Assessment of skills: Who was Jesus? |
| Half Term 6 |
| Knowledge |
| Do stories influence everyone’s life? (Are they a shared human experience) |
How do stories give us meaning? Creation The Great Flood David and Goliath Job The Prodigal Son The Good Samaritan |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Assessment |
| Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. |
| All PPTs have green pen self-marking slides where appropriate. |
| Curriculum Assessment - Knowledge test (cumulative) - 46 questions based on year 7, 8 and 9. |
| Half Term 1 |
| Knowledge |
| What is the evidence for the existence of God? (GCSE Theme C) |
| Revelation - types Argument from Design - strengths and weaknesses First Cause Argument - strengths and weaknesses Argument from Miracles - strengths and weaknesses The relationship between science and religion The value of revelation and enlightenment |
| “What does it mean to be a Muslim?” |
| There is no God but Allah – the Shahadah What is Allah like? Muhammad Risalah and Nubuwwah The Night of Power The Night Journey Migration and Lesser Jihad Conquering Makkah Final sermon and death After Muhammad - the Sunni and Shia split Sunni and Shia Beliefs – 5 Roots and Six Articles Sunni Practices – Shahadah Sunni and Shia Practices – Salah Sunni and Shia Practices – Zakah Sunni and Shia Practices – Sawm Sunni and Shia Festivals - Id-ul-Fitr Sunni and Shia Practices – Hajj Sunni and Shia Festivals - Id-ul-Adha Shia Practices - The Ten Obligatory Acts |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Year 7 term 1 What is the evidence for the existence of God? |
| Year 8 Term 1 and 2 - What is enlightenment – What is Moksha |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Assessment |
| Baseline and review test given at start and end of unit to show knowledge. |
| Ongoing Assessment through Learning Journey Grids |
| All PPTs have green pen self-marking slides where appropriate. |
| Final assessment is GCSE past paper. |
| Half Term 2 |
| Knowledge |
| What is the evidence for the existence of God? (GCSE Theme C) |
| Revelation - types Argument from Design - strengths and weaknesses First Cause Argument - strengths and weaknesses Argument from Miracles - strengths and weaknesses The relationship between science and religion The value of revelation and enlightenment |
| “What does it mean to be a Muslim?” |
| There is no God but Allah – the Shahadah What is Allah like? Muhammad Risalah and Nubuwwah The Night of Power The Night Journey Migration and Lesser Jihad Conquering Makkah Final sermon and death After Muhammad - the Sunni and Shia split Sunni and Shia Beliefs – 5 Roots and Six Articles Sunni Practices – Shahadah Sunni and Shia Practices – Salah Sunni and Shia Practices – Zakah Sunni and Shia Practices – Sawm Sunni and Shia Festivals - Id-ul-Fitr Sunni and Shia Practices – Hajj Sunni and Shia Festivals - Id-ul-Adha Shia Practices - The Ten Obligatory Acts |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Year 7 term 1 What is the evidence for the existence of God? |
| Year 8 Term 1 and 2 - What is enlightenment – What is Moksha |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Assessment |
| Baseline and review test given at start and end of unit to show knowledge. |
| Ongoing Assessment through Learning Journey Grids |
| All PPTs have green pen self-marking slides where appropriate. |
| Final assessment is GCSE past paper. |
| Half Term 3 |
| Knowledge |
| Topic: How should criminals be treated? (GCSE Theme E) |
| This will be taught in rotation with the Religion and Life unit – see below. |
| What is meant by good and evil? The causes of crime Types of crime Law versus sin The aims of punishment Christian attitudes to crime and punishment Forgiveness in Islam and Christianity The aims of specific punishments Corporal Punishment Capital Punishment |
| Religion and Life - “Whose life is it anyway? (GCSE Theme B) |
| This will be taught in rotation with the Crime unit – see above |
| What is the meaning of life? Scientific origins of the universe. Christian origins of the universe. Is there compatibility between the two – literal versus liberal interpretation. How does a belief in God affect attitudes towards the planet? How could belief in God affect what we eat? How could a belief in God affect how we treat animals? What are scientific and religious origins of humans? What are the issues around abortion? What are the issues around euthanasia? |
| “What does it mean to be a Muslim?” |
| There is no God but Allah – the Shahadah What is Allah like? Muhammad Risalah and Nubuwwah The Night of Power The Night Journey Migration and Lesser Jihad Conquering Makkah Final sermon and death After Muhammad - the Sunni and Shia split Sunni and Shia Beliefs – 5 Roots and Six Articles Sunni Practices – Shahadah Sunni and Shia Practices – Salah Sunni and Shia Practices – Zakah Sunni and Shia Practices – Sawm Sunni and Shia Festivals - Id-ul-Fitr Sunni and Shia Practices – Hajj Sunni and Shia Festivals - Id-ul-Adha Shia Practices - The Ten Obligatory Acts |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The origin of Evil - KS3 |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 7 unit 1 Christian Creation |
| Ongoing Assessment through Learning Journey Grids |
| The GCSE students will have additional assessment in line with the GCSE exam structure. |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Assessment |
| Ongoing Assessment through Learning Journey Grids |
| The GCSE students will have additional assessment in line with the GCSE exam structure. |
| Baseline and review test given at start and end of unit to show knowledge. |
| Final assessment is GCSE past paper. |
| All PPTs have green pen self-marking slides where appropriate. |
| Half Term 4 |
| Knowledge |
| Topic: How should criminals be treated? (GCSE Theme E) |
| This will be taught in rotation with the Religion and Life unit – see below. |
| What is meant by good and evil? The causes of crime Types of crime Law versus sin The aims of punishment Christian attitudes to crime and punishment Forgiveness in Islam and Christianity The aims of specific punishments Corporal Punishment Capital Punishment |
| Religion and Life - “Whose life is it anyway? (GCSE Theme B) |
| This will be taught in rotation with the Crime unit – see above |
| What is the meaning of life? Scientific origins of the universe. Christian origins of the universe. Is there compatibility between the two – literal versus liberal interpretation. How does a belief in God affect attitudes towards the planet? How could belief in God affect what we eat? How could a belief in God affect how we treat animals? What are scientific and religious origins of humans? What are the issues around abortion? What are the issues around euthanasia? |
| “What does it mean to be a Muslim?” |
| There is no God but Allah – the Shahadah What is Allah like? Muhammad Risalah and Nubuwwah The Night of Power The Night Journey Migration and Lesser Jihad Conquering Makkah Final sermon and death After Muhammad - the Sunni and Shia split Sunni and Shia Beliefs – 5 Roots and Six Articles Sunni Practices – Shahadah Sunni and Shia Practices – Salah Sunni and Shia Practices – Zakah Sunni and Shia Practices – Sawm Sunni and Shia Festivals - Id-ul-Fitr Sunni and Shia Practices – Hajj Sunni and Shia Festivals - Id-ul-Adha Shia Practices - The Ten Obligatory Acts |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The origin of Evil - KS3 |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 7 unit 1 Christian Creation |
| Ongoing Assessment through Learning Journey Grids |
| The GCSE students will have additional assessment in line with the GCSE exam structure. |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Assessment |
| Ongoing Assessment through Learning Journey Grids |
| The GCSE students will have additional assessment in line with the GCSE exam structure. |
| Baseline and review test given at start and end of unit to show knowledge. |
| Final assessment is GCSE past paper. |
| All PPTs have green pen self-marking slides where appropriate. |
| Half Term 5 |
| Knowledge |
| “What is the role of families?” (GCSE Theme A) |
| Human sexuality Sex Marriage and Divorce Contraception The role of parents The nature of families The purpose of families, including: Contemporary family issues including same-sex parents; polygamy. The roles of men and women. Gender equality. Gender prejudice and discrimination |
| What does it mean to be a Christian? |
Worship. Prayer. Baptism – believers and infants. Eucharist. Pilgrimage. Christmas and Easter. Church in local community. Evangelism; Worldwide church. Persecution. Poverty. What is the nature of God? The Apostles/Nicene Creed. The Trinity; Creation; Sin. Life after death. Incarnation. Crucifixion. Resurrection. Ascension. Pentecost |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 7 Half Term 4 and 5 What is Love. |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Assessment |
| Baseline and review test given at start and end of unit to show knowledge. |
| Ongoing Assessment through Learning Journey Grids |
| All PPTs have green pen self-marking slides where appropriate. |
| Final assessment is GCSE past paper. |
| Half Term 6 |
| Knowledge |
| “What is the role of families?” (GCSE Theme A) |
| Human sexuality Sex Marriage and Divorce Contraception The role of parents The nature of families The purpose of families, including: Contemporary family issues including same-sex parents; polygamy. The roles of men and women. Gender equality. Gender prejudice and discrimination |
| What does it mean to be a Christian? |
Worship. Prayer. Baptism – believers and infants. Eucharist. Pilgrimage. Christmas and Easter. Church in local community. Evangelism; Worldwide church. Persecution. Poverty. What is the nature of God? The Apostles/Nicene Creed. The Trinity; Creation; Sin. Life after death. Incarnation. Crucifixion. Resurrection. Ascension. Pentecost |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 7 Half Term 4 and 5 What is Love. |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Assessment |
| Baseline and review test given at start and end of unit to show knowledge. |
| Ongoing Assessment through Learning Journey Grids |
| All PPTs have green pen self-marking slides where appropriate. |
| Final assessment is GCSE past paper. |
| Half Term 1 |
| Knowledge |
| Review and development of units taught in Core RE |
| Retrieve knowledge Apply knowledge Ask questions of meaning Respond to questions of meaning Interpret text and images Make links Evaluate arguments |
| What does it mean to be a Christian?’ continued |
| Worship. Prayer. Baptism – believers and infants. Eucharist. Pilgrimage. Christmas and Easter. Church in local community. Evangelism; Worldwide church. Persecution. Poverty. What is the nature of God? The Apostles/Nicene Creed. The Trinity; Creation; Sin. Life after death. Incarnation. Crucifixion. Resurrection. Ascension. Pentecost |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Core units studied in core RE year 10 and 11 Term 3 and 4 |
| Year 7 Half Term 4 and 5 What is Love. |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Assessment |
| Final assessment is GCSE past paper. |
| Baseline and review test given at start and end of unit to show knowledge. |
| Ongoing Assessment through Learning Journey Grids |
| All PPTs have green pen self-marking slides where appropriate. |
| Final assessment is GCSE past paper. |
| Half Term 2 |
| Knowledge |
| Review and development of units taught in Core RE |
| Retrieve knowledge Apply knowledge Ask questions of meaning Respond to questions of meaning Interpret text and images Make links Evaluate arguments |
| What does it mean to be a Christian?’ continued |
| Worship. Prayer. Baptism – believers and infants. Eucharist. Pilgrimage. Christmas and Easter. Church in local community. Evangelism; Worldwide church. Persecution. Poverty. What is the nature of God? The Apostles/Nicene Creed. The Trinity; Creation; Sin. Life after death. Incarnation. Crucifixion. Resurrection. Ascension. Pentecost |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| Core units studied in core RE year 10 and 11 Term 3 and 4 |
| Year 7 Half Term 4 and 5 What is Love. |
| Year 9 Term 1 God in Islam and Christianity is foundational for this unit |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Assessment |
| Final assessment is GCSE past paper. |
| Baseline and review test given at start and end of unit to show knowledge. |
| Ongoing Assessment through Learning Journey Grids |
| All PPTs have green pen self-marking slides where appropriate. |
| Final assessment is GCSE past paper. |
| Half Term 3 |
| Knowledge |
| Topic: How should criminals be treated? (GCSE Theme E) |
| This will be taught in rotation with the Religion and Life unit – see below. |
| What is meant by good and evil? The causes of crime Types of crime Law versus sin The aims of punishment Christian attitudes to crime and punishment Forgiveness in Islam and Christianity The aims of specific punishments Corporal Punishment Capital Punishment |
| Religion and Life - “Whose life is it anyway? (GCSE Theme B) |
| This will be taught in rotation with the Crime unit – see above |
| What is the meaning of life? Scientific origins of the universe. Christian origins of the universe. Is there compatibility between the two – literal versus liberal interpretation. How does a belief in God affect attitudes towards the planet? How could belief in God affect what we eat? How could a belief in God affect how we treat animals? What are scientific and religious origins of humans? What are the issues around abortion? What are the issues around euthanasia? |
| Revision and Mop Up |
| Retrieve knowledge Apply knowledge Ask questions of meaning Respond to questions of meaning Interpret text and images Make links Evaluate arguments |
| Revision and Mop Up |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The origin of Evil - KS2 |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 7 unit 1 Christian Creation |
| The course so far |
| Assessment |
| Ongoing Assessment through Learning Journey Grids |
| The GCSE students will have additional assessment in line with the GCSE exam structure. |
| Final assessment is GCSE past paper. |
| Half Term 4 |
| Knowledge |
| Topic: How should criminals be treated? (GCSE Theme E) |
| This will be taught in rotation with the Religion and Life unit – see below. |
| What is meant by good and evil? The causes of crime Types of crime Law versus sin The aims of punishment Christian attitudes to crime and punishment Forgiveness in Islam and Christianity The aims of specific punishments Corporal Punishment Capital Punishment |
| Religion and Life - “Whose life is it anyway? (GCSE Theme B) |
| This will be taught in rotation with the Crime unit – see above |
| What is the meaning of life? Scientific origins of the universe. Christian origins of the universe. Is there compatibility between the two – literal versus liberal interpretation. How does a belief in God affect attitudes towards the planet? How could belief in God affect what we eat? How could a belief in God affect how we treat animals? What are scientific and religious origins of humans? What are the issues around abortion? What are the issues around euthanasia? |
| Revision and Mop Up |
| Retrieve knowledge Apply knowledge Ask questions of meaning Respond to questions of meaning Interpret text and images Make links Evaluate arguments |
| Revision and Mop Up |
| Skills / application of knowledge |
| Retrieve knowledge |
| Apply knowledge |
| Ask questions of meaning |
| Respond to questions of meaning |
| Interpret text and images |
| Make links |
| Evaluate arguments |
| Links to prior learning |
| The origin of Evil - KS3 |
| Learning Journey Grid starters |
| Connect activities are based around retrieval from previous lesson(s) |
| Year 7 unit 1 Christian Creation |
| The course so far |
| Assessment |
| Ongoing Assessment through Learning Journey Grids |
| The GCSE students will have additional assessment in line with the GCSE exam structure. |
| Final assessment is GCSE past paper. |
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