KS3 Curriculum overview: Religious Education Year 7 Year 8 Year 9

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1 Spring 2 Spring 1 Autumn 2 Autumn 1 KS3 Curriculum overview: Religious Education Year 7 Year 8 Year 9 RE foundation: Main religions in Britain/British values (KS2 based). Explore existing knowledge of religion. Breakdown of religions in Britain. Compare/contrast tenets of main religions. Discuss meaning of diversity and tolerance. Christianity: What does it mean to be a Christian? What is the church? What does it mean to have a personal relationship with God? What does salvation mean to Christians? What rules do you live by? Islam: How does the Qur an reveal the will of Allah? What happened when Muhammad prayed in the cave? How was the Qur an created? How do Muslims use the Qur an? Why don t Muslims worship Muhammad? Famous British Muslims national vs religious identity (Mo Farah, Zayn Malik). Christianity: What does it mean to be a Christian? What do Christians believe? Where do Christians get their rules from? Do all Christians believe the same things? Share views on what is right and wrong? Christianity: Is Jesus who he said he was? Did Jesus exist? What do we understand by Jesus rose from the dead? The relevance of the different names for Jesus in the Gospels. Discuss own interpretations of fact and belief. Judaism: How important is the home and tradition for Jews? Why is family important in Judaism? How are significant events celebrated in the Jewish home? What is the historical importance of the land and the state of Israel for Jews today? Share experiences of objects/places which hold a strong emotional/spiritual significance. Christianity: How is the Bible relevant to Christians today? What Christians mean by the Word of God. Is there only one way to interpret the Bible? How does the Bible resolve personal/social problems for Christians? Impact of the Bible in British cultures and traditions. Humanism: How do non-religious people answer the big questions? (additional unit) What do Humanists believe? How do Humanists find meaning in life? Compare/contrast religion/humanism. Where do we get our ideas of right and wrong from? Christianity: Is faith worth dying for? What do we mean by persecution? Why have Christians been willing to die for their faith? Does persecution strengthen or weaken a religion? Investigate examples of modern day persecution of Christians/other religions or belief perspectives. Christian Ethics: Is there a right way to live? How do beliefs and values affect the way people live their lives? Which are better rules or guidelines? What is the relevance of Christian values in the world today? Explore British current affairs and link these to the 10 Commandments. Social Ethics: What is the relationship between religion and the media? (additional unit) How free should the media be to express views on religion? How has the media s portrayal of religious issues affected a world view? What part has the media played in anti- Semitism and Islamophobia? Collate and compare articles with a religious view from a variety of media sources. Hinduism: Do our actions influence our future? Hindu beliefs in the soul and afterlife. God as one and as different forms. Who was Mahatma Gandhi and how did he wish to change society? Share experiences of good/bad actions and their consequences

2 Summer 2 Summer 1 Comparative: What does it mean to be a Comparative: Is religion a good thing?.philosophy: How can we know anything? hero? How free should people be to express their Can we trust our senses? Dreams vs Reality. How have religious heroes taken a stand? religion? Key philosophers and their theories. How are heroes influenced by religious beliefs? Do you need religious belief to make a positive contribution to society? Does God exist? Collect topical news items about social issues How have these heroes influenced society? Would the world be a better place without and relate to Ultimate Questions. Study of a local hero (sporting/charity/war veteran). religion? Discuss the Human Rights Act and its role in our lives. Buddhism: How do Buddhists apply Sikhism: How do Sikhs achieve equality Islam: How is self-discipline reflected in the Siddattha s teachings about suffering? within Community Life? everyday life of a Muslim? What causes suffering? What contribution did the Gurus make to the What are the 5 Pillars of Islam? How are the two main schools of Buddhism Sikh religion? What is the role of the mosque in the Muslim different? What is the role of the Gurdwara within the community? Is there anything we can learn from a Sikh community? Diversity in the expression of belief and selfdiscipline Buddhist approach to suffering? How are equality and a sense of community in Islam. Discuss child poverty in Britain. reflected in Sikh practices and beliefs? Visit Redhill Islamic Centre and explore its Visit Wimbledon Buddhist Temple and Visit Southall Gurdwara and share a meal at role in the local community. gardens. the langar. N.B. Learning Objectives are identified in the Surrey Secondary Syllabus. Bullet points in black cover some of the Key Questions which should be covered.

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5 Summer 2 Summer 1 Sprin g 2 Spring 1 Aut umn 2 Autumn 1 KS4 Curriculum overview: Religious Education (ASDAN Personal Development Programme) Religious Education is incorporated into the KS4 curriculum by way of the ASDAN programme. Year 10 Year 11 Beliefs and Values. Festivals and celebrations, key figures of different religions, moral code, holy books, writings, religious buildings, a famous person inspired by a religion. Also Charitable organizations. Team work, coping with problems use of English, Computing and Maths, research and investigation skills. Developing understanding, knowledge and tolerance. Beliefs and Values Capital Punishment What the issues are about, the arguments for and against, different religious viewpoints. Team work, coping with problems use of English discussion skills, Computing and Maths, research and investigation skills report writing. Developing understanding, knowledge and tolerance. Capital Punishment The ASDAN course is completed through curriculum task in Year 11. The Environment Countryside Code, global warming, recycling, environmentally products improving how the school environment looks. Developing understanding, knowledge and tolerance, involvement in local community. The Environment