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Religious Studies
Religious Studies is essential to our curriculum and in helping to develop outward and inward thinking individuals who are willing to think deeply about their views and share them with each other. Religious Studies encompasses learning about and from world religions, including Christianity and Islam in greatest detail although all world views are studied, considered and respected. It also includes ethical questioning and philosophical inquiry, both of which prepare students for higher academic study and equip them with the skills needed for intellectual conversations and debates.
Updated VCM details will be available from 18/01/24
Year 7 Term 1
Term 1
What?An Introduction to Christianity. This will lay the foundation for key knowledge about the world’s largest religion and tie in with the ethos of our school community. What’s interleaved? Establishing what is already known from primary school, personal experience, social awareness.What’s challenging? Challenging all students with scriptural examples and relating them to their own lives and the lives of Christians. |
Why?This is studied in the first term of year 7 as it is a priority for us, Christian morals underpin our ethos and make up one of our pillars. The inclusivity of Christianity and the unit ensures that students from all backgrounds and faiths feel included and valued and so this foundation course challenged students with prior knowledge whilst also ensuring that those with less knowledge are taught to a high standard. As a Church school it is advised to teach Christianity in 50% of RS curriculum time. All students will be sitting GCSE examinations in Christianity as a standalone paper and analysing Christian responses to a range of ethical issues, and so building a strong foundation of knowledge in this religion is essential for future success. |
How?Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?Because they can….Explain core Christian beliefs, identify the significance of central figures in the religion and explain why there are different Churches What should they be able to know? That Christianity is a religion with one God, understood in three ways. That it was founded in the Middle East and has travelled throughout the world via the mission, given to the disciples by Jesus. That there are many different interpretations of scripture and this helps to explain why there are differences between Christians today.What should they be able to do? Identify and explain the importance of core beliefs, describing the ways in which they impact the lives of believers today. Learning checkpoints and assessment: Knowledge is established at the start and end of the lesson and assessment for learning occurs throughout every lesson. Students are encouraged to reflect on their learning and identify their progress. There will be a multiple-choice checkpoint and a summative assessment. |
Where next?
In term 2 we study another Christian unit which delves into the nature of God and Creation. There will be another Christian focused unit later in year 7 and a range of religious responses to key life questions such as Who am I? How should I treat others? An introduction to philosophy and theology with Who is God, for which students can apply their gained Christianity knowledge to answer from a Christian perspective in a higher order thinking way.
Year 7 Term 2
Term 2
What?What are we learning? The main Christian doctrines on the nature of God and His Creation, including the universe, the world, animals, plants and people. What’s interleaved? Establishing what is already known from primary school, personal experience, social awareness. What’s challenging? Challenging all students with scriptural examples and relating them to their own lives and the lives of Christians. Questioning how different responses to God and creation can align or contradict. Using scientific knowledge to understand or oppose doctrines of creation. |
Why?Why do we need to deliver this (vision statement)? Why now? This builds on from students’ introduction to Christianity last term and is an opportunity to start placing their knowledge into specific teachings and contexts. Students will continue to review teachings and beliefs about creation throughout their years at Bishop Justus (year 8, 9, 10 in scaffolded ways which build on prior knowledge), therefore building a strong foundation of knowledge in this religion and in the topic is essential for future success. |
How?How will they achieve this?
How will all access this (inclusion for all/ SEND)? All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Explain core Christian beliefs about God and His creation, identify and explain the significance of a range of interpretations when developing ideas about creation from religious and scientific perspectives. What should they be able to know? That Christianity is a diverse religion with a range of ways in which scripture can be interpreted, from literalist, to liberal and that science can pose a challenge to some believers and to others it offers insights into God’s creation. What should they be able to do? Use key words to explain Christian approaches to creation and explain how our role as stewards can be played out, question interpretations of scripture in the face of conflicting evidence, develop understanding of what is faith and what is truth? Learning checkpoints and assessment: Knowledge is established at the start and end of the lesson and assessment for learning occurs throughout every lesson. Students are encouraged to reflect on their learning and identify their progress. There will be a multiple-choice checkpoint and a summative assessment. |
Where next?
Where do we go from here?
In term 3 we begin our Ethics and World Views style of units, exploring the question of Who Am I? Christian students can begin to develop their own sense of Christian identity along with the other facets of themselves, after reflecting and learning about a range of Christian beliefs. Non-Christian students will relish the opportunity to learn more about identity beyond Christianity (purely because they have had two Christian units) and explore their own sense of self.
Year 7 Term 3
Term 3
What?What are we learning? A range of different ways in which people identify themselves, why this might be important and what impact it has on the lives of individuals and groups. What’s interleaved? This is the first of a world views unit, we are building on knowledge of identities from religion but expanding out and using personal knowledge and ways of knowing to challenge and invoke new thinking which will be built upon throughout the key stage. What’s challenging? Challenging all students with social constructs, ways of treating others. |
Why?Why do we need to deliver this (vision statement)? Why now? It is crucial that students understand difference and equality of rights in society. We look at protected characteristics which underpin the equality act. Religious believers tend to believe that we were created for a purpose by God, and so identifying who we are and what are purpose is, helps individuals to find their place in life. The intention is to support our students to become fulfilled. |
How?Core knowledge: How will they achieve this?
How will all access this (inclusion for all/ SEND)? All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. All students explore ideas of identity. |
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Explain core beliefs about the origins of humanity, their purpose and fate. They should be able to listen to others and understand how everyone is unique and sees themselves in their own way. We will know this has been achieved through thoughtful and deep discussions. What should they be able to know? The key identifiers that people use in society, human rights related to those characteristics. What should they be able to do? Have well informed discussions, write with evidence from religion and society on identity, prejudice and rights. Learning checkpoints and assessment: Knowledge is established at the start and end of the lesson and assessment for learning occurs throughout every lesson. Students are encouraged to reflect on their learning and identify their progress. There will be a multiple-choice checkpoint and a summative assessment. |
Where next?
Where do we go from here?
The Fall and The People of God – we will be exploring Genesis 2 and how Christians understand temptation, evil, sin and suffering. Students will relate this to our wider world and ideas of themselves and others. Christians often refer to themselves as People of God – what does this mean and how can understanding of identity from this unit help to understand that as a concept of personhood?
Year 7 Term 4
Term 4
What?What are we learning? The Story of the Fall found in Genesis, the impact of this and what it means for Christians to understand suffering. What it means to be a person of God – the roles and responsibilities for the individual and the impact on the wider world. What’s interleaved? Religious Identity, values and responsibilities from term 3. The Christian concepts of Creation, and God from term 2. Term 1 relates to Christianity and so knowledge of the range of denominations and interpretations helps to understand the range of ways in which the Creation story and the Fall is understood. What’s challenging? Challenging all students hermeneutics (interpretation of religious texts) and ultimate questions about suffering, the benevolence of God and the duties of the People of God.
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Why?Why do we need to deliver this (vision statement)? Why now? Students have a strong foundation of Christian knowledge by this point. They have also started to explore difference through identity; this has set the ground work for critically studying religious texts and beginning to understand literalist and liberal interpretations, which in turn, have an impact of identities and the wider world. We are empowering students to question potential limitations to religious belief, the challenge of the problem of evil is central to strong theology and will help students to evaluate their own beliefs and question others respectfully. |
How?How will they achieve this? Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Refer to Genesis to support their interpretations, use PEE successfully to support their arguments and evaluate the impact of beliefs on the lives of believers. They will also be able to develop philosophical inquiry about the problem of evil. What should they be able to know? Genesis 2, key religious figures, the arguments around the problem of evil. What should they be able to do? Have well informed discussions, write with evidence from religion and society on identity. Learning checkpoints and assessment: Knowledge is established at the start and end of the lesson and assessment for learning occurs throughout every lesson. Students are encouraged to reflect on their learning and identify their progress. There will be a multiple-choice checkpoint and a summative assessment. |
Where next?
Where do we go from here?
Another world view unit – Who is God? Students will have developed philosophical and ethical skills in previous units which they will have opportunity to apply whilst learning about many responses to the question; who is God?
Year 8 Term 1
Term 1
What?What are we learning? They will investigate a range of responses to the inquiry; ‘How should we treat others?’ Students are re-visiting ideas from year 7, and are frequently asked to consolidate new learning through recall and ‘revision’ style tasks, including for homework, and make links from belief to practice across the unit. Students are encouraged to personally challenge themselves and think critically about their place in the world. They are also increasingly being asked to boost their Religious literacy skills by writing on perspectives other than their own, in longer answers that explore multiple points of view. |
Why?Why do we need to deliver this (vision statement)? Why now? The intent is that all students will be able to think deeply and critically about the wider social interactions between people and how their own perspectives can shape their own experience and that of others. Students should be able to consider why some people are treated unfairly compared to others. Students will study themed lessons with inquiry questions to guide them as learning objectives. They will investigate a range of responses from religious, ethical, philosophical and cross-curricular discourse relating to the sub-themes and the wider inquiry; ‘How should we treat others?’ This links to previous units from Y7 on identity, and goes ono to link to the Human Rights and Good and Evil units of the GCSE course, including in the evaluation skills it promotes.
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How?How will they achieve this? Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons use a variety of media in order to manage different learning preference. Scaffolding for students is included as well as challenge questions for those most confident. |
How well?What should they be able to know? A range of perspectives on the various issues presented. They will know this because students can express different opinions, and evaluate by linking them together or through comparison of difference. They should know that religions disagree on some issues of discrimination, but that they also have similarities. They should be able to understand the nature of discrimination in the past and present, using case studies, and the impact that religious ideas of punishment and forgiveness have had on the world today.Learning checkpoints and assessment: There are frequent AFL opportunities for students to set a SMART target for themselves, and allow teacher assessment of progress. The final assessment includes a variety of questions, including multiple choice, short definition questions, and longer describe and explain questions, to test all levels of knowledge. |
Where next?
Where do we go from here?
The next unit moves onto Gospel and Salvation in Christianity, revisiting ideas of sin and punishment from this unit.
Year 8 Term 2
Term 2
What?What are we learning? The aim of the unit is to introduce some of key underpinnings of Christian thought that can be linked to current belief and teachings. Students are challenged to look critically at the messages and teaching of Jesus and the ‘big story’ of Christianity – the idea of salvation. This picks up on key knowledge from year 7 and is revisited through linking together key ideas about the nature of God. |
Why?Why do we need to deliver this (vision statement)? Why now? This unit provides a solid continuation of the early work 0n Christianity completed in Y7, as well as linking beyond into Y9 ‘Who is Jesus?’ Unit and then on into the GCSE. Moreover, the unit is filled with opportunities for students to think about the world around them and consider their own priorities and aims for our world, allowing them to become more well-rounded members of the school community and society in the future. It compliments previous units on identity, fairness and equality.
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How?How will they achieve this? Core knowledge:
Our lessons are differentiated to provide challenge for those most confident and support and scaffolding for those less confident. We also employ a range of activities and mediums to promote different learning styles. |
How well?What should they be able to know? Students should be able to know some of the context in which Jesus was preaching and how radical his ideas might have been. They should be able to apply this lens to modern day issues and to understand how injustice and intolerance might be combatted. They know they can do this well when they can apply the teaching s across to issues we do not examine together in class. They should also know the importance of salvation In Christianity. They know this well when they can link the story of Jesus to the ‘Big Story’ of Christianity. They are doing this well when they can link Salvation to modern day issues surrounding it, including the work of the Salvation Army and the question of who gets into Heaven. Learning checkpoints and assessment: Learners are assessed in the middle of the unit through a Knowledge test (Multiple Choice) , 2 mark question explaining a key concept, and a 5 mark question demonstrating knowledge using appropriate religious terms and referencing any relevant religious sources. |
Where next?
Where do we go from here?
Into the ‘Understanding Islam’ topic, where students use the same skills applied to text and to historical events to continue to build RE skills, and prepare for the GCSE in the coming years.
Year 8 Term 3
Term 3
What?What are we learning? This term we are learning about Islam, specifically an introduction to the key beliefs within Islam. What’s interleaved? This is a new topic area for Y8’s but knowledge is interleaved by understanding the similarities and differences to Christian beliefs they have been learning in T1+T2. What’s challenging? Students may find the new specialist/technical language difficult to remember, and some beliefs hard to grasp and articulate. |
Why?Why do we need to deliver this (vision statement)? Why now? We deliver this topic in Y8 to introduce students to Islamic beliefs far before the GCSE specification, this allows our curriculum to be spiralised when starting Islamic Beliefs and Teachings in KS4. Furthermore, it supports the British standards by introducing students to different faiths and beliefs at an early age and encouraging mutual respect and tolerance.
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How?How will they achieve this? Pupils will have a variety of lessons covering the core beliefs in the Islamic faith, starting with the Prophet Muhammad, and ending with the split between Sunni and Shi’a Muslims. Each lesson will have room for discussion and questioning to encourage the British values previously mentioned. Each lesson has different forms of media to capture students, with structured scaffolding for them to grasp these new ideas and terms. Core concepts:
How will all access this? There are a variety of lessons planned on the shared area, covering these topics. Additionally, students will be assessed with short quizzes on the topic throughout the term as well as a final assessment (consisting of multiple choice questions and two GCSE 5 markers). |
How well?What should they be able to know? They should be able to know the core beliefs of the Islamic faith; including the differences between Sunni and Shi’a Muslims. What should they be able to do? Demonstrate they can answer a 5 mark GCSE type questions showing knowledge and understanding of the core beliefs within Islam. These questions will follow standard GCSE RS format: B Describe [5 marks] Learning checkpoints: Lesson objectives should be simple and achievable in the lesson e.g. To know the importance of the Prophet Muhammad and to understand the key beliefs about Akhira, Risalah etc. There will be mini quizzes (using 5 mark GCSE questions and multiple choice questions) throughout the lessons, for homework and a final summative assessment. Additionally, most lessons should have scaffolded tasks to answer 2 and 5 mark GCSE questions. |
Where next?
Where do we go from here?
In Term 4, year 8 begin their topic on UC -Kingdom of God. This topic links with T2 through reflecting on the views of Afterlife (or Akhira) between Islam and Christianity. It deepens their learning on Christianity with the opportunity to start comparing both religious beliefs.
Year 8 Term 4
Term 4
What?What are we learning? This term we are learning about the Kingdom of God, specifically an introduction to the Christian beliefs about Heaven, John’s vision and the impact of Heaven on peoples actions. What’s interleaved? This is a new topic area for Y8’s but knowledge is interleaved by continuing scriptural interpretation and evaluating impacts of Christian beliefs + practices on earthly actions. This topic also interleaves with T1+2 by investigating how we should treat each other (T1) to enter the Kingdom of God and the impact of Salvation (T2) on our understanding of Heaven. What’s challenging? Students may find the new specialist/technical language difficult to remember, and some beliefs hard to grasp and articulate. Furthermore, students are expected to evaluate and interpret biblical scripture, specifically John’s vision. |
Why?Why do we need to deliver this (vision statement)? Why now? We deliver this topic in Y8 to start building their understanding of Heaven and the impacts of Salvation on Christian beliefs. This will support their learning in Y9-11 by introducing Christian beliefs on the afterlife. By understanding what the Kingdom of God is interpreted as in the Bible, along with the impacts this has on Christian life it will support them going into GCSE, by introducing the different perspectives of the afterlife as well as being able to interpret biblical scripture. This topic also further builds successful futures for all by providing time for students to discuss philosophically about mortality, the impact of earthly actions and the hope brought by Salvation.
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How?How will they achieve this? This topic is taught over nine lessons and an end of topic assessment. Firstly, starting with an introduction to what the Kingdom of God is and ending on understanding the impact on human behaviour. Throughout the series of lessons pupils will be presented with religious text, different points of view, philosophical questions with no clear answer, and the chance to form their own points of view based on evidence. This encourages their development of exam style answers (moving from PEE to PEDAL for GCSE).
How will all access this? All lessons that will be delivered are pre-planned, resourced and scaffolded on the shared area. Pupils will have opportunities to practice exam style answers during the lessons, with scaffolded support (e.g. sentence starters, diversified questioning etc). |
How well?What should they be able to know? They should be able to know the that the Kingdom of God is not only what life in heaven is like, but also how it is about creating a world that reflects heaven. What should they be able to do? Students should be able to decipher biblical texts into their own words to practice their analysis skills. Learning checkpoints: Lesson objectives should be simple and achievable in the lesson e.g. what does the Revelation say about the coming of the Kingdom of God and how does it impact us now? Each lesson gives further opportunities for students to create their own opinions on the impact of the Kingdom of God, and back this up with evidence. |
Where next?
Where is this in the learning journey? What does it link to in our learning journeys?
In Term 5 Year 8 begin their penultimate topic of the year – ‘Ethics’. Pupils will be introduced to ethical debates such as the sanctity of life and environmental ethics. This links back to previous learning as students will be developing their knowledge on Biblical teachings and how this impacts everyday actions, medical decisions and relationships.
Year 9 Term 1
Term 1
What?What are we learning? Students will critically engage with the many representations and faces of Jesus. They will look from a historic, political, sociological, spiritual and religious perspective to understand who Jesus was, why he was important and who he is today. |
Why?Why do we need to deliver this (vision statement)? Why now? Students are crossing the threshold into preparing more earnestly for GCSE and the skills they will develop through critical analysis of sources and context will lay the foundations for more rigorous academic study. This is also an opportunity to explore the figure of Jesus from many different angles which is more similar to A Level study. It is an interesting unit which asks students to dig deep about their understanding of Jesus and the impact he had and continue to have. |
How?How will they achieve this? Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons use a variety of media in order to manage different learning preference. Scaffolding for students is included as well as challenge questions for those most confident. All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?What should they be able to know? Students will know scriptural evidence for who Jesus was and why that effects how Christians see him today. They will know that Judea was occupied by the Romans and be able to explain how some of Jesus’ teachings could have been seen as subversive and/or freeing. They will be able to assess their own beliefs with regard to Jesus’ spiritual presence and examine how and why Christians believe that he is the incarnation of God. Whether religious or not, students will evaluate who Jesus was seen to be, his impact and legacy, including from other Abrahamic perspectives.Learning checkpoints and assessment: There are frequent AFL opportunities for students to set a SMART target for themselves, and allow teacher assessment of progress. The final assessment includes a variety of questions, including multiple choice, short definition questions, and longer describe and explain questions, to test all levels of knowledge. |
Where next?
Where do we go from here?
The next unit is ‘What do I think about Life’? Which explores beliefs about the value of life and whether it should be protected at all costs.
Year 9 Term 2
Term 2
What?What are we learning? Students will continue to develop their ethical and world views standpoints with the exploration of ‘Big Questions’. They will be assessing their own views on if and when life really matters, they will be applying it to a range of scenarios and learning about and from a range of views on what happens after we die. |
Why?Why do we need to deliver this (vision statement)? Why now? Students are crossing the threshold into preparing more earnestly for GCSE and the skills they will develop through critical analysis of sources and context will lay the foundations for more rigorous academic study. This will lay a solid base for further GCSE study about the sanctity of life and quality of life arguments which interplay in years 10 and 11 and which are vital to understanding how world views are nurtured.
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How?How will they achieve this? Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons use a variety of media in order to manage different learning preference. Scaffolding for students is included as well as challenge questions for those most confident. All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?What should they be able to know? Students will know a range of religious and ethical perspectives on the core knowledge listed above. They will also be guided in how to reflect on their own views and express them in extended writing, whilst considering the breadth of alternative opinions and beliefs. They will be able to apply religious beliefs to both sides of debates and consider why there are differing views. Learning checkpoints and assessment: There are frequent AFL opportunities for students to set a SMART target for themselves, and allow teacher assessment of progress. The final assessment includes a variety of questions, including multiple choice, short definition questions, and longer describe and explain questions, to test all levels of knowledge. |
Where next?
Where do we go from here?
The next unit is and introduction to Ethics – an engaging and challenging unit to help evaluative skills and includes some A Level content,
Year 9 Term 3
Term 3
What?What are we learning? Students will continue to develop their ethical and world views standpoints with the exploration of ‘Big Questions’. They will be assessing their own views on if and when life really matters, they will be applying it to a range of scenarios and learning about and from a range of views on what happens after we die. |
Why?Why do we need to deliver this (vision statement)? Why now? Students are crossing the threshold into preparing more earnestly for GCSE and the skills they will develop through critical analysis of sources and context will lay the foundations for more rigorous academic study. This will lay a solid base for further GCSE study about the sanctity of life and quality of life arguments which interplay in years 10 and 11 and which are vital to understanding how world views are nurtured.
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How?How will they achieve this? Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons use a variety of media in order to manage different learning preference. Scaffolding for students is included as well as challenge questions for those most confident. All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?What should they be able to know? Students will know a range of religious and ethical perspectives on the core knowledge listed above. They will also be guided in how to reflect on their own views and express them in extended writing, whilst considering the breadth of alternative opinions and beliefs. They will be able to apply religious beliefs to both sides of debates and consider why there are differing views. Learning checkpoints and assessment: There are frequent AFL opportunities for students to set a SMART target for themselves, and allow teacher assessment of progress. The final assessment includes a variety of questions, including multiple choice, short definition questions, and longer describe and explain questions, to test all levels of knowledge. |
Where next?
Where do we go from here?
The next unit is and introduction to Ethics – an engaging and challenging unit to help evaluative skills and includes some A Level content,
Year 9 Term 4
Term 4
What?What are we learning? Students will be challenged with a range of key themes and religious perspectives relating to the existence of goodness and evil. This is an exciting introduction to the GCSE course which students are well prepared to begin based on their ethics and Islam units earlier in the year. It is one of the units on the Issues paper which in turn is 1/3 of the GCSE. |
Why?Why do we need to deliver this (vision statement)? Why now? Students are crossing the threshold into GCSE and the skills they have developed regarding PEE/PEEL/PEDAL are used throughout the course.
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How?How will they achieve this? Core knowledge:
How will all access this (inclusion for all/ SEND)? All lessons use a variety of media in order to manage different learning preference. Scaffolding for students is included as well as challenge questions for those most confident. All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. |
How well?What should they be able to know? Students will know a range of religious and ethical perspectives on the core knowledge listed above. They will also be guided in how to reflect on their own views and express them in extended writing, whilst considering the breadth of alternative opinions and beliefs. They will be able to apply religious beliefs to both sides of debates and consider why there are differing views. Learning checkpoints and assessment: There are frequent AFL opportunities for students to set a SMART target for themselves, and allow teacher assessment of progress. The final assessment includes a variety of questions, based on real GCSE past papers and comprising of; short definition questions, longer describe and explain questions and evaluative 15 mark essay questions to test all levels of knowledge. |
Where next?
Where do we go from here?
The next unit is the second GCSE unit -Islam: Beliefs and Teachings
Year 10 Term 1
Term 1
What?What are we learning? Eduqas GCSE Religious Studies, Component 1: Religious, Philosophical and Ethical Studies in the Modern World, Theme 2, Issues of life and death (part 1 of 2). An exploration of beliefs about the creation of life, its value and associated ethical debates and religious practices around death and belief in the afterlife. These will be considered from the perspectives of Christian and Islamic religious traditions. What’s interleaved? Knowledge gained from Key Stage 3 religious education and relevant life experiences of students.What’s challenging? The religious teachings may not correspond to students’ own personal life views, but students will have to acknowledge and express opinions other than their own. Some of the content around life and death may be sensitive. |
Why?Why do we need to deliver this (vision statement)? Why now? This learning builds on knowledge gained during Key Stage 3 religious studies, but with the enhanced academic rigour of beginning a GCSE course. It follows a natural study of religion, beginning with creation and the value of life. |
How?Core knowledge: Christian and Muslim creation stories; the theories of Big Bang and evolution; humanist views about creation; the design argument for the existence of God; stewardship. How will they achieve this? Presentation and discussion of Christian and Muslim religious beliefs and practices. Student notetaking and resource handouts. Responding to written exam-style questions covering the range of examination rubric. Each student will have their own exercise book and a separate assessment folder. How will all access this (inclusion for all/ SEND)? Copies of PowerPoints. Textbook. Revision guide. Key word / technical terminology word lists, regularly tested. Regular one-to-one feedback sessions. |
How well?What should they be able to know? Religious beliefs and teachings relevant to the topic. Subject specific terminology.What should they be able to do? Apply knowledge to philosophical and ethical issues, particularly when it comes to answering the longer, essay-style examination questions. Learning checkpoints and assessment: Regular content knowledge testing, essay practise and end of unit assessment. |
Where next?
Where do we go from here?
Continue with this unit for Term 2
Year 10 Term 2
Term 2
What?What are we learning? Eduqas GCSE Religious Studies, Component 1: Religious, Philosophical and Ethical Studies in the Modern World, Theme 2, Issues of life and death (part 2 of 2). An exploration of beliefs about the creation of life, its value and associated ethical debates and religious practices around death and belief in the afterlife. These will be considered from the perspectives of Christian and Islamic religious traditions. What’s interleaved? Knowledge gained from Key Stage 3 religious education and relevant life experiences of students. What’s challenging? The religious teachings may not correspond to students’ own personal life views, but students will have to acknowledge and express opinions other than their own. Some of the content around life and death may be sensitive. |
Why?Why do we need to deliver this (vision statement)? Why now? This learning builds on knowledge gained during Key Stage 3 religious studies, but with the enhanced academic rigour of beginning a GCSE course. It follows a natural study of religion, beginning with creation and the value of life. |
How?Core knowledge: The quality and sanctity of life; beginning of life; abortion; euthanasia; death and the afterlife; judgement; funeral rites. How will they achieve this? Presentation and discussion of Christian and Muslim religious beliefs and practices. Student notetaking and resource handouts. Responding to written exam-style questions covering the range of examination rubric. Each student will have their own exercise book and a separate assessment folder. How will all access this (inclusion for all/ SEND)? Copies of PowerPoints. Textbook. Revision guide. Key word / technical terminology word lists, regularly tested. Regular one-to-one feedback sessions. |
How well?What should they be able to know? Religious beliefs and teachings relevant to the topic. Subject specific terminology. What should they be able to do? Apply knowledge to philosophical and ethical issues, particularly when it comes to answering the longer, essay-style examination questions. Learning checkpoints and assessment: Regular content knowledge testing, essay practise and end of unit assessment. |
Where next?
Where do we go from here?
Move to a new unit – Christianity: practices
Year 10 Term 3
Term 3
What?What are we learning? Eduqas GCSE Religious Studies, Component 2: Study of Christianity, Christian practices (part 1 of 2). An exploration of how Christians live out their faith in actions and practices. What’s interleaved? Knowledge gained from Key Stage 3 religious education and relevant life experiences of students. What’s challenging? The religious teachings may not correspond to students’ own personal life views, but students will have to acknowledge and express opinions other than their own. |
Why?This learning builds on knowledge gained during Key Stage 3 religious studies, but with the enhanced academic rigour of a GCSE course. Students can also draw on their experiences within a Church of England school. |
How?Core knowledge: Forms of worship; prayer; the sacraments; baptism, Eucharist; pilgrimage. How will they achieve this? Presentation and discussion of Christian practices. Student notetaking and resource handouts. Responding to written exam-style questions covering the range of examination rubric. Each student will have their own exercise book and a separate assessment folder. How will all access this (inclusion for all/ SEND)? Copies of PowerPoints. Textbook. Revision guide. Key word / technical terminology word lists, regularly tested. Regular one-to-one feedback sessions. |
How well?What should they be able to know? Specific examples of how Christians live out their faith (the things they do). Subject specific terminology. What should they be able to do? Evaluate the significance and symbolism of these religious practices and what they mean to believers. Learning checkpoints and assessment: Regular content knowledge testing, essay practise and end of unit assessment. |
Where next?
Where do we go from here?
Continue with this topic.
Year 10 Term 4
Term 4
What?What are we learning? Eduqas GCSE Religious Studies, Component 2: Study of Christianity, Christian practices (part 2 of 2). An exploration of how Christians live out their faith in actions and practices. What’s interleaved? Knowledge gained from Key Stage 3 religious education and relevant life experiences of students. What’s challenging? The religious teachings may not correspond to students’ own personal life views, but students will have to acknowledge and express opinions other than their own. |
Why?This learning builds on knowledge gained during Key Stage 3 religious studies, but with the enhanced academic rigour of a GCSE course. Students can also draw on their experiences within a Church of England school. |
How?Core knowledge: Christianity in Britain; festivals; Church and local community; the worldwide Church; persecution of Christians; Christian reconciliation. How will they achieve this? Presentation and discussion of Christian practices. Student notetaking and resource handouts. Responding to written exam-style questions covering the range of examination rubric. Each student will have their own exercise book and a separate assessment folder. How will all access this (inclusion for all/ SEND)? Copies of PowerPoints. Textbook. Revision guide. Key word / technical terminology word lists, regularly tested. Regular one-to-one feedback sessions.
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How well?What should they be able to know? Specific examples of how Christians live out their faith (the things they do). Subject specific terminology. What should they be able to do? Evaluate the significance and symbolism of these religious practices and what they mean to believers. Learning checkpoints and assessment: Regular content knowledge testing, essay practise and end of unit assessment. |
Where next?
Where do we go from here?
Move to a new unit – Issues of human rights.
Year 10 Term 5
Term 5
What?What are we learning? Eduqas GCSE Religious Studies, Component 1: Religious, Philosophical and Ethical Studies in the Modern World, Theme 4, Issues of Human Rights. An exploration of the connection between morality, religion (Christianity and Islam) and social justice. What’s interleaved? Knowledge gained from Key Stage 3 religious education and relevant life experiences of students. Current affairs featured in world news media may also be drawn upon. What’s challenging? The religious teachings may not correspond to students’ own personal life views, but students will have to acknowledge and express opinions other than their own. Some of the content around prejudice, discrimination and persecution may be sensitive. |
Why?This learning builds on knowledge gained during Key Stage 3 religious studies, but with the enhanced academic rigour of a GCSE course. Students will be used to the demands of the course and be ready to study what can be very sensitive issues. |
How?Core knowledge: Social justice; religious leaders who campaign for human rights; questions and conflicts; censorship; freedom of religious expression; religious extremism; prejudice and discrimination; religious attitudes towards wealth and poverty; charity. How will they achieve this? Presentation and discussion of Christian and Muslim responses to issues of human rights. Student notetaking and resource handouts. Responding to written exam-style questions covering the range of examination rubric. Each student will have their own exercise book and a separate assessment folder. How will all access this (inclusion for all/ SEND)? Copies of PowerPoints. Textbook. Revision guide. Key word / technical terminology word lists, regularly tested. Regular one-to-one feedback sessions.
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How well?What should they be able to know? How religious belief and practice (Christianity and Islam) responds to issues of human rights and social justice – faith in action. Subject specific terminology. What should they be able to do? Relate religious belief and practice to existing social issues. Evaluate religious responses to these social issues. Learning checkpoints and assessment: Regular content knowledge testing, essay practise and end of unit assessment. |
Where next?
Where do we go from here?
Move to a new unit – Issues of relationships.
Year 10 Term 6
Term 6
What?What are we learning? Eduqas GCSE Religious Studies, Component 1: Religious, Philosophical and Ethical Studies in the Modern World, Theme 1, Issues of Relationships. An exploration of the connection between morality, religion (Christianity and Islam) and social justice. What’s interleaved? Knowledge gained from Key Stage 3 religious education and relevant life experiences of students. What’s challenging? The religious teachings may not correspond to students’ own personal life views, but students will have to acknowledge and express opinions other than their own. Some of the content around divorce and families may be sensitive. |
Why?This learning builds on knowledge gained during Key Stage 3 religious studies, but with the enhanced academic rigour of a GCSE course. Students will be used to the demands of the course and be ready to study what can be very sensitive issues. |
How?Core knowledge: What is a family? Roles of men and women. Religious views (Christian and Muslim) on: the family; marriage; cohabitation; divorce; sexual relationships; contraception; same-sex relationships; gender. How will they achieve this? Presentation and discussion of Christian and Muslim responses to issues of relationships. Student notetaking and resource handouts. Responding to written exam-style questions covering the range of examination rubric. Each student will have their own exercise book and a separate assessment folder. How will all access this (inclusion for all/ SEND)? Copies of PowerPoints. Textbook. Revision guide. Key word / technical terminology word lists, regularly tested. Regular one-to-one feedback sessions.
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How well?What should they be able to know? How religious belief and practice (Christianity and Islam) responds to issues of relationships. Subject specific terminology. What should they be able to do? Relate religious belief and practice to various relationship issues. Evaluate religious responses to these issues. Learning checkpoints and assessment: Regular content knowledge testing, essay practise and end of unit assessment. |
Where next?
Where do we go from here?
This completes the learning for year 10. Year 11 begins with a new unit – Christianity: beliefs and teachings.
Year 11 Term 1&2
Term 1&2
What?What are we learning? This term (and term 2) we are studying the Eduqas GCSE spec option 3 unit- Islam Practices (page 44 of the spec) What’s interleaved? This completes the Islam unit (Islam beliefs studied in year 9)- Again this unit looks at Muslim practices in Britain and elsewhere. The key concepts are the same for both beliefs and practices It is vital students have the PLC for this unit- and that the PLC is used to ensure all key aspects for this topics are taught by teacher and revised by students. What’s challenging? Students may find the new Arabic words difficult to remember, and the different practices and customs are unusual to some. It is not that the knowledge is particularly advanced but rather that it is new and a lot of it that is challenging to students. |
Why?Why do we need to deliver this? Why now? Why will it make a difference to building successful futures for all (SEND)? We selected to study Islam (Christianity was compulsory) at GCSE as it was the larger minority religious group of our students and in Britain, and also at the time there was ignorance of and intolerance of Islam (both nationally and globally) and as virtuous students we wanted to equip our student to fight against this. It is paper 3, worth 25% of the GCSE, and students can also use this to answer questions in paper 1 on general philosophical and ethical views (50%) |
How?How will they achieve this? Core knowledge: (taken from Eduqas GCSE spec option 3 unit- Islam Practices (page 44 of the spec)
How will all access this? There are a variety of lessons planned on the shared area, covering these topics. Additionally full revision materials are available online with short quiz on the units. |
How well?What should they be able to know? All the areas highlighted in the PLC(same as what is on the specification page 44) What should they be able to do? Demonstrate they can answer GCSE type questions showing knowledge and understanding of Islam practices (50%) and that they can analyse and evaluate issues surrounding Muslim practices (50%) These questions will follow standard GCSE RS format: A Define [2 marks], B Describe [5 marks] C Explain [8 marks] D Discuss(analyse and evaluate) [15 marks] Learning checkpoints: Lesson objectives should be simple and achievable in the lesson e.g. To describe what happens at Ashura, and explain its importance to Muslims. There will be mini quizzes (using GCSE questions and multiple choice questions) and a final summative assessment. Additionally, most lessons should have at least one GCSE question answered in the lesson/homework e.g. Describe what happens on Hajj [5 marks] |
Where next?
Where is this in the learning journey? What does it link to in our learning journeys?
After this unit we go back to complete the Christianity unit- looking at Christina beliefs and teachings in term ¾ before going to intensively revise the whole course. The January PPEs and Marhc(pre-public exams) will cover various aspects of all topics studied.
This course will give students a detailed understanding of the religion of Islam(focusing on major Sunni and Shia denominatiosn- although does not cover Sufiism, and minority sects).
Year 11 Term 3&4
Term 3&4
What?What are we learning? This term (and term 2) we are studying the Eduqas GCSE spec component 2 route A- Christian Beliefs and teachings (page 36 of the spec) What’s interleaved? This completes the Christianity unit (Christian Practices were studied in year 10). The same key concepts ( 2mark questions) are shared for both units. It is vital students have the PLC for this unit- and that the PLC is used to ensure all key aspects for this topics are taught by teacher and revised by students. What’s challenging? Students may find the new specialist/technical language difficult to remember, and some beliefs hard to grasp and articulate. |
Why?Why do we need to deliver this? Why now? Why will it make a difference to building successful futures for all (SEND)? Christianity is a compulsory unit of study (across all exam boards- DfE stipulation) and we study it along with the option of Islam. We study Christianity as a whole religion with reference to various denominations when needed (e.g. Anglican, Roman Catholic, Baptist, etc) It is paper 2 of the GCSE, worth 25%(one hour exam) of the GCSE, and students can also use this to answer questions in paper 1 on general philosophical and ethical views (50%) |
How?How will they achieve this? Core knowledge: (taken from Eduqas GCSE spec component 2 route A- Christian Beliefs and teachings
There is a strong reliance on Biblical quotes, with students needing to have good knowledge of the sources/references for these beliefs above. Please see PLC /spec for this unit for full details. How will all access this? There are a variety of lessons planned on the shared area, covering these topics. Additionally, full revision materials are available BBC Bitesize online with short quizzes on the units. |
How well?What should they be able to know? All the areas highlighted in the PLC(same as what is on the specification page 44) What should they be able to do? Demonstrate they can answer GCSE type questions showing knowledge and understanding of Christian beliefs & teachings (50%) and that they can analyse and evaluate issues surrounding Christian beliefs and teachings (50%) These questions will follow standard GCSE RS format: A Define [2 marks], B Describe [5 marks] C Explain [8 marks] D Discuss(analyse and evaluate) [15 marks] Please note- students need to answer questions (mainly C and D) referencing 2 Christian denominations/traditions (e.g. Methodist, Orthodox) Learning checkpoints: Lesson objectives should be simple and achievable in the lesson e.g. To describe what happens at the crucifixion, and explain its importance to Christians. There will be mini quizzes (using GCSE questions and multiple choice questions) and a final summative assessment. Additionally, most lessons should have at least one GCSE question answered in the lesson/homework e.g. Describe different Christian accounts of creation [5 marks] |
Where next?
Where is this in the learning journey? What does it link to in our learning journeys?
After this unit we go back to revising the whole course. The first component/paper we teach from a Christian perspective, but students may use any 2 religions in there answers.
This course will give students a detailed understanding of the Christian religion and its basic theology.
Year 12 Term 1&2
Term 1&2
What?What are we learning? An introduction to philosophy, including inductive and deductive arguments for God and their respective challenges. What’s interleaved? The design argument is studied in less depth in KS3 and at GCSE regarding creation, as are scientific explanations for creation. What’s challenging? Language and generally entirely new concepts, students have not studied pure philosophy before and so understanding premises of arguments, the names are arguments of scholars and then the challenges to these is an emerging skill which is supported and challenging. |
Why?Why do we need to deliver this (vision statement)? Why now? In a world which is increasingly polarised on many issues, where our opinions can be so freely shared, it is even more important that students learn how to critically analyse, evaluate and respond to important questions and issues. Philosophy of Religion is component 2 of 3 parts which make up the A Level syllabus. This needs to be started immediately with one of the two RS teachers for the course and runs alongside Theology (component 1). Ethics (component 3) will come later. There are individual, two hour exams in each component at the end of year 13. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. All resources are printed or emailed to students, any who choose may use a laptop in lessons. Consideration is given to ESPs and access arrangements. |
How well?How do they know they have done this well? Because they can….Outline the philosophical argument, support it with specific scholars, challenge it with a range of examples and support these challenges with scholarly views. They will also be able to evaluate which views they perceive as the strongest and substantiate with evidence, why that is. What should they be able to know? The main arguments for each philosophical question, the scholars who propose it and their arguments, the main challenges and who proposes these.What should they be able to do? Make strong notes, join in with class discussions and debates, write extended pieces of writing on AO1 (knowledge and understanding) and AO2 (evaluative and analytical) skills. Learning checkpoints and assessment: Week 6 assessments in theology and philosophy. AO1 tasks in class and homework, timed practice paragraphs and essays. |
Where next?
Where do we go from here?
Theme 2: Evil and suffering. Students will have gained strong knowledge on the processes involved in ‘doing philosophy’ and can apply these skills more widely as we start to look at examples based in theology, theodicies and the human psyche.
Year 12 Term 3-5
Term 3-5
What?What are we learning? The challenges to the existence of God from suffering, Freud’s arguments that religion is a neuroses, Jung that it supports personal growth and atheism. What’s interleaved? The structure of arguments, the frameworks for extended writing. Content including the problem of evil (year 8, 9, 10). What’s challenging? Use of texts and a range of different perspectives brought into philosophy including morality, psychology, anthropology, science, sociology and politics. |
Why?Why do we need to deliver this (vision statement)? Why now? Theme 2 develops the emerging skills needed to progress in philosophy whilst utilising some previous knowledge and simultaneously bringing in more challenging theories. Philosophy of Religion is component 2 of 3 parts which make up the A Level syllabus. This needs to be started immediately with one of the two RS teachers for the course and runs alongside Theology (component 1). Ethics (component 3) will come later. There are individual, two hour exams in each component at the end of year 13. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. All resources are printed or emailed to students, any who choose may use a laptop in lessons. Consideration is given to ESPs and access arrangements. |
How well?How do they know they have done this well? Because they can….Outline the philosophical argument, support it with specific scholars, challenge it with a range of examples and support these challenges with scholarly views. They will also be able to evaluate which views they perceive as the strongest and substantiate with evidence, why that is. What should they be able to know? The main arguments for each philosophical question, the scholars who propose it and their arguments, the main challenges and who proposes these. What should they be able to do? Make strong notes, join in with class discussions and debates, write extended pieces of writing on AO1 (knowledge and understanding) and AO2 (evaluative and analytical) skills. Learning checkpoints and assessment: end of term assessments in theology and philosophy taken from past papers. AO1 tasks in class and homework, timed practice paragraphs and essays. |
Where next?
Where do we go from here?
Theme1 Ethics. Students will have gained strong knowledge on the processes involved in ‘doing philosophy’ and how to answer AO1 and AO2 questions. They will be able to apply these scholastic skills to a new component, ethics. Students are often enthusiastic to get started in ethics, however, we place it at the end so that they have developed strong reasoning skills in order to speak the language of ethics well and with methods of verification.
Year 13 Term 1&2
Term 1&2
What?What are we learning? How religious thought, perspectives and practices are influences by the wider world and how religion responds to the world. What’s interleaved? GCSE key concepts of human rights, secularisation and scientific challenges to religion. What’s challenging? This unit brings together wider concepts of social justice, politics and sociological concepts. It challenges students to consider our world and the range of views on it and subsequently to place religion into the context they have assessed. |
Why?Why do we need to deliver this (vision statement)? Why now? In a world which is increasingly polarised on many issues, where our opinions can be so freely shared, it is even more important that students learn how to critically analyse, evaluate and respond to important questions and issues. This is the second year of Theological study (component 1). Ethics (component 3) began at the end of year 12 and has halted in year 13 in favour of philosophy (component 2) which is running alongside the theology component. There are individual, two hour exams in each component at the end of year 13.
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How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. All resources are printed or emailed to students, any who choose may use a laptop in lessons. Consideration is given to ESPs and access arrangements. |
How well?How do they know they have done this well? Because they can….Outline the argument, support it with specific scholars, challenge it with a range of examples and support these challenges with scholarly views. They will also be able to evaluate which views they perceive as the strongest and substantiate with evidence, why that is. What should they be able to know? The main arguments for each theological stance, the scholars who propose it and their arguments, the main challenges and who propose these.What should they be able to do? Make strong notes, join in with class discussions and debates, write extended pieces of writing on AO1 (knowledge and understanding) and AO2 (evaluative and analytical) skills. Learning checkpoints and assessment: PPEs, in class assessments. AO1 tasks in class and homework, timed practice paragraphs and essays. |
Where next?
Where do we go from here?
Theme 1 part 2: This unit will review some of the year 12 teaching so as to begin revision while we teach year 13 units, in order to support a holistic understanding of the course.
Year 13 Term 3&4
Term 3&4
What?What are we learning? The ways in which the Bible is used as a source of authority in Christian’s lives, the practices and history of the Early Church as depicted in Acts of the Apostles and the two views of Jesus. What’s interleaved? GCSE Bible use on the authority and guidance of the Bible. Year 12 units on Jesus’ early life and the use of the Bible. What’s challenging? This unit reviews year 12 concepts and develops them further. It places Jesus and the Early Church in an historical context which is a different frame of reference to many other theological inquiries. It also requires understanding of Judaism and Judaic society which has not been studied in real depth before. |
Why?Why do we need to deliver this (vision statement)? Why now? This is the first opportunity to explicitly link the year 12 and year 13 aspects of the theology course. Students are ready to see the broader picture of the curriculum and planting it in concrete concepts using Biblical references is supportive and helpful. There are individual, two hour exams in each component at the end of year 13.
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How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. All resources are printed or emailed to students, any who choose may use a laptop in lessons. Consideration is given to ESPs and access arrangements. |
How well?How do they know they have done this well? Because they can….Outline the argument, support it with specific scholars, challenge it with a range of examples and support these challenges with scholarly views. They will also be able to evaluate which views they perceive as the strongest and substantiate with evidence, why that is. What should they be able to know? The main arguments for each theological stance, the scholars who propose it and their arguments, the main challenges and who propose these. What should they be able to do? Make strong notes, join in with class discussions and debates, write extended pieces of writing on AO1 (knowledge and understanding) and AO2 (evaluative and analytical) skills. Learning checkpoints and assessment: PPEs, in class assessments. AO1 tasks in class and homework, timed practice paragraphs and essays. |
Where next?
Where do we go from here?
Theme 4 part 2: This unit will review some of the year 12 teaching so as to begin revision while we teach year 13 units, in order to support a holistic understanding of the course.
Year 13 Term 5
Term 5
What?What are we learning? What is religious identity, how is it shaped, is it important and can it be verified? What should Christians do in the face of political suffering? What’s interleaved? GCSE religious experience on pilgrimage, religious experience (taught simultaneously in philosophy component) and fairness, human rights, charity and liberation theology from GCSE. What’s challenging? This unit reviews year 12 concepts and develops them further. It brings in questions of ecumenical rifts which include the political, Marxism and logical positivism, all of which students have varying degrees of understanding with and so many concepts need to be taught new. |
Why?Why do we need to deliver this (vision statement)? Why now? The students will be linking new content to prior learning and this challenges them further to make connections across the course. They are in their strongest position to make these connections and to learn new ideas which can be connected as this is the end of the course. This is the first opportunity to explicitly link the year 12 and year 13 aspects of the theology course.
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How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
All lessons are planned with Quality First Teaching which is inclusive and has inbuilt differentiation, ensuring all students can achieve the objectives and some can also develop their knowledge and skills further through a choice of tasks and teacher support and questioning. All resources are printed or emailed to students, any who choose may use a laptop in lessons. Consideration is given to ESPs and access arrangements. |
How well?How do they know they have done this well? Because they can….Outline the argument, support it with specific scholars, challenge it with a range of examples and support these challenges with scholarly views. They will also be able to evaluate which views they perceive as the strongest and substantiate with evidence, why that is. What should they be able to know? The main arguments for each theological stance, the scholars who propose it and their arguments, the main challenges and who propose these. What should they be able to do? Make strong notes, join in with class discussions and debates, write extended pieces of writing on AO1 (knowledge and understanding) and AO2 (evaluative and analytical) skills. Learning checkpoints and assessment: PPEs, in class assessments. AO1 tasks in class and homework, timed practice paragraphs and essays. |
Where next?
Where do we go from here?
Revision - reviewing all course content using powerpoints to annotate and make connections to scholars, other topics, ideas and arguments. Challenging all ideas with scholarly evidence and developing arguments, all in preparation for the exams.
