`Year/Term Key Question Learning Outcomes Specific content Pupil Outcomes 7.1 What difference does it make to believe in Judaism?

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1 `Year/Term Key Question Learning Outcomes Specific content Pupil Outcomes 7.1 What difference does it make to believe in Judaism? The Torah and God s chosen people 7.2 What difference does it make to believe in Christianity? B2. Explain how they would affect someone s life B2. Offer a justified view as to what difference these concepts make to someone s actions. C1. Offer critical and personal insights into how far believing in the concept offers hope B1. Offer a justified view as to how many of these ideas are human values, and how many are religious values, and what difference that makes. A1. Outline two of the key concepts. B2. Offer a justified view as to what difference these concepts make to someone s personal identity or sense of self. C1. Offer critical and personal insights into how far believing in the concept would help someone faced with suffering. C3. Evaluate whether there is anything for non-religious people to learn from these beliefs and practices, or whether religious commitment to Christianity is necessary to benefit from these concepts. What is their relation with God and other people? Leviticus 19:34 and Deuteronomy 14:2 What is Kosher? What is Sabbath? What are the requirements in terms of Social Justice? Does it make a difference to people s lives? Messiah and atonement Why are humans seen as the fallen? Why do Christians see Jesus as Messiah? How is Jesus atonement explained? How Christians respond to atonement in their own lives? I can state how being Jewish would affect someone s life. I can explain how what it says in the Torah impacts on a person s actions. I can analyse how this might give Jewish people hope. I can compare how Jews should live compared to how people today live. I can evaluate the difference believing in Judaism makes. I can state what the Messiah is and what atonement is. I can explain how these concepts affect Christian s identity. I can analyse how these concepts could help a Christian who is suffering. I can evaluate whether you need to be Christian to benefit from these two concepts. I can evaluate the difference believing in Christianity makes.

2 7.3 What difference does it make to believe in Islam? 7.4 Should religious building be sold to feed the starving? B2. Explain how they would affect someone s life B2. Offer a justified view as to what difference these concepts make to someone s actions. C1. Offer critical and personal insights into how far believing in the concept would help someone faced with suffering. C3. Evaluate whether there is anything for non-religious people to learn from these beliefs and practices, or whether religious commitment to Islam is necessary to benefit from these concepts. A2. Explain how religious practices based in particular buildings assist worship. A1. Explain and interpret a range of understandings of worship. C3. Express insight into the purpose of worship, inlight of different views. C1. Draw conclusions about the purpose of worship across traditions, in light of positive and negative views. Ijtihad and submission What is the duty to be educated? What is Ijtihad? Why is there a requirement for submission? Should all religions have the requirement for submission? What is the mosque s role in distributing zakat? Could Islamic Relief be seen as a mosque of charitable work? Can Zakat be something Muslims need for themselves? How much do Christian Cathedrals cost in upkeep? What is the spiritual sustenance provided by Cathedrals? Is the spiritual sustenance equal to the monetary cost of cathedrals? I can describe how submission would affect a Muslim s life. I can explain how the requirement for submission would make a difference to someone s actions. I can evaluate whether ijtihad and submission would help someone faced with suffering. I can analyse whether submission should be introduced to other religions or worldviews. I can describe how zakat assists in worship. I can compare the spiritual sustenance of Cathedrals with the charitable giving of Zakat. I can evaluate whether Zakat is something for the individual who gives or for those who receive. I can analyse whether religious buildings are needed in todays society.

3 7.5 What is so radical about Jesus? 7.6 What is good and what is challenging about being a teenage Muslim in Britain today? B3. Offer a view of how Jesus radical message should affect Christians today. A2 Give supported views as to how radical Jesus views were. B3. Consider the question of who Jesus came to save and evaluate a variety of answers. B1. Explain, with reference to historical context, how radical Jesus was. B2. Give examples of some challenges faced by Muslim teenagers in Britain and how they respond. A3. Appreciate what is good about being a Muslim in Britain today. C3. Investigate and explain what Muslim teenagers say about Western values and express their own views. C2. Examine and evaluate British society s treatment of immigrant religious groups. Who did Jesus clash with? (Matthew 23:1-12) How did Jesus treat women? (John 20:11-19) How are women treated in the church today? What did Jesus fight against? (Mark 2:15-17) Debate whether Jesus was radical. What is British Islam? How are British Muslims exploring their faith in a western context (British Muslim TV) How do Muslim artists tackle Islamophobia? (Ridwan Adhami) How could British Muslim teenagers combat stereotypes about them? How do they? I can explain whether Jesus messages have an impact today. I can evaluate how radical Jesus was. I can analyse who Jesus came to save. I can describe challenges faced by Muslim teenagers. I can compare the challenges to what is good about being a Muslim in Britain today. I can explain how Muslim teenagers express their own views. I can evaluate how immigrant religious groups are treated.

4 Year/Term Key Question Learning Outcomes Specific content Pupil Outcomes 8.1 What difference does it A1. Outline the two key concepts. Impermanence and the self I can describe what make to believe in Buddhism? C1. Offer critical and personal insights into how far believing in What do Buddhists believe about annatta? annatta and impermanence are. the concepts of impermanence and the self help someone faced with suffering. How far does impermanence help them grasp annatta? I can explain how this would help someone who is suffering. C1. Offer critical and personal insights into how far believing in the concepts of impermanence and the self, offers hope. Would acceptance of annatta lead to someone taking their desires less seriously? I can explain how annatta and impermanence can offer hope to those who believe. B1. Offer a justified view as to How do Buddhist think I can analyse whether whether these ideas are human they will overcome annatta and values and how many are religious selfishness and greed? impermanence are views, and what difference that religious or human values. makes. 8.2 What difference does it make to believe in Sikhism? B2. Explain how NS and sewa would affect someone s life. B2. Offer a justified view as to what difference NS and sewa make to someone s personal identity or sense of self. B2. Offer a justified view as to what difference the concepts of NS and sewa makes to someone s actions. C3. Evaluate whether there is anything for non-religious people to learn from these beliefs and practices, or whether religious commitment to Sikhism is necessary to benefit from them. Naam simran and sewa Does focussing on the name of God mean you know God? How can you bring Godconsciousness into your life? Can sewa help achieve a mindful state? What is the connection between loving action and meditation on God? I can describe what naam simran and sewa are. I can explain the difference namm simran and sewa. I can analyse the impact of namm simran and sewa on people. I can evaluate the need to be religious to practice namm simran and sewa.

5 8.3 Does living biblically mean obeying the whole Bible? 8.4 Does religion help people to be good? A1. Outline ways in which Christians interpret the Bible as a guide for living. A1. Interpret different biblical commands and how Christians might put them into practice. B3. Formulate a reasoned answer to the question: does living biblically mean obeying the whole Bible? A2. Justify a view as to whether non-christians can live biblically B2. Describe religious teachings which encourage loving actions. A2. Formulate an account of how religious teachings help people to be good. B2. Weigh up the value of religion in benefitting individuals and society. C3. Justify a supported response to the question of whether religion helps people to be good. Explore Jesus summing up of the Bible (Matthew 7:12, 22:37, 39). Are moral commands more important that other types? How do moral commands from the Bible help people love God and love their neighbour? (Matthew 5:3-12, Romans 12:1-2) How far does Joseph Fletcher s situation ethics reflect an attempt to live biblically? Do you have to be Christian to live biblically? Enquire into religious rules which generate loving, charitable actions in the world. Compare religious moral rules with non-religious moral principles. Why might someone say no in answer to the key question? (history of religious intolerance Inquisition) and (moral atheists Peter Singer) Why might someone say yes to the key question? (slave trade) I can describe how the Bible is used as a guide for living by Christians. I can explain different commands from the Bible and how Christians put them into practice. I can evaluate whether living biblically means obeying the whole Bible. I can analyse whether it is possible for non-christians to live biblically I can describe which religious rules encourage loving actions. I can explain how some religious teachings help people to be good. I can evaluate whether religion does help people to be good or not. I can analyse and give reasons whether religion help people to be good or not.

6 8.5 Is death the end? Does it matter? 8.6 How can people express the spiritual through music and the arts? B1. Observe how beliefs about death have an impact on how someone lives their life. A2. Explain a range of beliefs regarding the possibility of life after death. C3. Evaluate the impact of differing views of life after death on how individuals view earthly life. C1. Analyse what visions of life after death reflect about an individual s view of existence. B2. Illustrate definitions of spirituality with examples. A3. Present a variety of interpretations of spiritual and how these are expressed. A3. Consider how far music and art help believers understand big ideas in their tradition. C1. Interpret a range of views on the importance of the spiritual within religion and non-religious worldviews. What do 1 Cor 15:51-56 and Rev 21:1-4 suggest about a Christian belief in life after death? Why might Buddhists see Samsara as a demanding process? Why do Humanists think the lack of an afterlife is a reason to make the most of this life? What are heaven and the kingdom of God like in Christianity? Is existence a state of suffering or a chance to achieve one s goals and hopes? What is spirituality? What does living a spiritual life mean? Explore ways in which Muslim art overcomes the prohibition on picturing God and still express faith. What are sand mandalas in Tibetan Buddhism? Why is impermanence an important idea in Buddhism? I can describe how beliefs about life after death my impact on their life I can explain the Buddhist, Humanist and Christian view about life after death. I can evaluate how the Buddhist, Humanist and Christian views can impact on how they live their life. I can analyse how Buddhist, Humanist and Christians view their existence based upon their beliefs of life after death. I can describe what spirituality is. I can explain how spirituality can be expressed. I can evaluate how art helps Buddhists to understand the big ideas in their faith. I can analyse the different views on the importance of spirituality.

7 Year/Term Key Question Learning Outcomes Specific content Pupil Outcomes 9.1 Why is there suffering? Are there any good solutions? Explore Old Testament accounts of why we suffer. (Genesis 3, Proverbs 10:1, 9.2 Should happiness be the purpose of life? A1. Outline two religious views of why humans suffer. B1. Give well informed insights into two Christian views about why people suffer, supported by evidence from Biblical texts. A1. Compare two views of why we suffer from two different traditions. C1. Evaluate critically the idea that suffering is a natural human state to which there is no solution. A3. Compare a Christian view to a Humanist view on how to achieve happiness. C1. Analyse non-religious values and offer an account of secular happiness B2. Weigh up the value of action in contributing to happiness. C3. Evaluate religious and nonreligious commentaries on the types of happiness pursued by others. 22:1, Job) Is there suffering because humans do not help each other? (Matthew 25:31-46) Explore Buddhist explanations of suffering as dukkha or discontentment. What is the Buddhist solution to suffering? Are there any good solutions to suffering? What is happiness? What does the Bible say about happiness? (Psalms 2:12, 31:1-12, 41:1, Matthew 5:9, Matthew 22:37-39) How does a religious idea of the good life compare to a non-religious view? Is attaining happiness morally acceptable? Where id happiness? Compare to a Humanist view that no one can be happy while others suffer. (Peter Singer) I can describe Christian and Buddhist views of why humans suffer. I can explain with reference to the Bible two Christian views about suffering. I can compare Buddhist and Christian views of why humans suffer. I can evaluate the reason why people suffer. I can compare the Christian view to the Humanist view on how to achieve suffering. I can analyse different views of happiness. I can evaluate the value of action in contributing to happiness. I can evaluate different types of happiness.

8 9.3 Is religion a power for peace or a cause for conflict in the world today? 9.4 Do we need to prove God s existence? A1. Explain reasons why religion can be seen as a power for peace in the world. A2. Present a coherent account of why some see religion as a cause of conflict, supported by evidence. C2. Examine and evaluate the ways diverse religious communities are affected by views of the impact of their religion on the world. C3. Express well-informed insights into the nature of peace: active non-violence or passive absence of war? A2. Explain one argument for the existence of God. A3. Contrast one argument for the existence of God with a non-theist worldview. A2. Explain a worldview which does not set out to prove God s existence. C1. Evaluate whether God s existence can ever be proved. B3. Analyse the value of proof and faith in this debate. What is active nonviolence? How can peace be achieved? How far is saying religion causes conflict sometimes an expression of hostility to religion and lazy thinking? How is Islam different to islamic state or Boko Haram? What are the differences between lesser jihad in Islam and Just war in Christianity? Why do people believe in God? What are Aquinas five proofs for God s existence? What is the Kalem argument for God s existence? If Buddhists do not feel a need to wonder if there is a God, why do some people in the Christian and Islamic traditions? What are the Humanist views on why people need the guidance offered by religion? I can state reasons why religion is seen as a power for peace. I can explain why some people think religion is a cause of conflict. I can evaluate ways some religious communities are impacted by the views of others. I can analyse what peace is. I can describe one argument for the existence of God. I can compare a theist view with a non-theist view about the existence of God. I can explain why Buddhists do not try to prove the existence of God. I can evaluate my opinion on the existence of God. I can analyse the importance of faith and proof in the question of the existence of God.

9 9.5 Christianity: Worship and Practice. 9.6 Islam: Worship and Practice To understand and evaluate various types of Christian worship To know the purpose of prayer To develop skills of interpretation and analysis To investigate Christian sacraments To begin to compare religious and secular practices To investigate the role and importance of pilgrimage in Christianity To develop independent research skills To understand the importance of Christmas and Easter for Christians To know how these festivals are celebrated To know the obligations of Sunni and Shia Muslims To investigate Shahadah and Zakat To investigate Salat To develop teamwork and memory skills To investigate Sawm and the month of Ramadan To know what Hajj is To explore its significance To examine the concept of Jihad and develop team work skill Explanation of worship Recap of key Christian beliefs Difference between liturgical, nonliturgical, informal and private worship Explanation of prayer The Lord s Prayer Why Christians pray Definition of sacrament Definition of Eucharist Definition of baptism Definition of a pilgrimage Outline of Lourdes Outline of Iona Definition of Christmas Definition of Easter Outline of the Liturgical Year for Christians 5 Pillars of Sunni Islam 10 Obligations of Shia Islam What the Shahadah is What Zakat is The benefits and roles of Shahadah and Zakat How and why Muslims pray Times, directions and ablution, Movements and recitations Friday prayer Different Muslim views on prayer Role and significance of Sawm The duties of sawm Night of Power Role and significance of Hajj The exams will measure how students have achieved the following assessment objectives. AO1: Demonstrate knowledge and understanding of religion and beliefs including: beliefs, practices and sources of authority influence on individuals, communities and societies similarities and differences within and/or between religions and beliefs. AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence. The exams will measure how students have achieved the following assessment objectives. AO1: Demonstrate knowledge and understanding of religion and beliefs including: beliefs, practices and sources of authority influence on individuals, communities and societies similarities and differences within and/or between religions and beliefs. AO2: Analyse and evaluate aspects of religion and belief,

10 Origins of Hajj How Hajj is performed Actions performed and their significance during Hajj Different understandings of Jihad The meaning and significance of greater and lesser Jihad Origins, Influences, Conditions and Problems of lesser Jihad including their significance and influence.