KS3 RS

SUBJECT: Religious Studies      YEAR  7

  AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
CONTENT  

 

 

 

 

 

 

 

 

 

The IslandTo reflect on the differences and similarities of societies and religions.

 

To consider conflicts and compromises necessary to work in a group

 

Rites of passage

Baptism

Birth

Coming of Age

Death

Funeral

Marriage

Identify

Belonging

 

 

Bar Mitzvah (Judaism)

Confirmation (Christianity)

Membership of Khalsa (Sikhism)

Marriage (Hinduism)

Funeral rites (Islam)

Ordination as Monk (Buddhism)

 

 

The IslandRights and responsibilities

Deterrents

Revenge

Protection

Ten commandments

Reform

Punishment

Justice

Trial

Judge

Election

Democracy

Freedom

 

613 Laws

10 commandments

The Golden Rule

 

Festivals

Party/Celebration

Ritual

Symbols

Oral traditions

 

Harvest

Christmas

Easter

Epiphany

Lent

Whitsun

 

Communication

Bible

Oral tradition

Qu’ran

Generations

Vedas

Guru Granth Sahib

Dhamapadhas

Culture

History

Myth

Interpretation

Written word

 

Worship

Church

Chapel

Cathedral

Mosque

Gurdwara

Synagoue

Vihara

temple

Healthy LifestylesUnderstanding of healthy diet

 

Myths and facts associated with puberty

 

How we and others can be affected by puberty

 

Develop knowledge of human reproduction

 

Families and our role within them

 

Safely and securely deal with emergencies

 

 

Personal WellbeingSafely and securely deal with life changes

 

Why praise is important

 

Issues of bullying

 

Dealing with conflict

 

What makes a good friendship

 

Keeping ourselves safe including on and off line

 

Help and support of others

Looking For GodBelief

Faith

Evidence

Proof

Ultimate questions

Is Seeing believing?

God  - proof

Evidence

Experience

Revelation

Miracles

 

Theist

Atheist

Agnostic

Monotheistic

Omnipotent

Omniscient

Transcendent

Immanent

Trinity

 

Ultimate questions

Creation myth

Pre-scientific

Metaphorical

 

Origins

Cosmology

Theory

Big Bang Theory

Evolution

Charles Darwin

Random Choice

Accidental

 

 

Looking For GodFree will

Suffering

Evil

To explore the challenge science presents to religious beliefs

 

To consider why people suffer

To learn about some specific examples of suffering  Natural, physical, mental

To understand that there are different types of suffering

To accept that there are

SKILLS  

 

 

 

 

 

 

 

 

 

Team workers*  Effective precipitators*  Reflective learners

*  Evaluate experiences

 

*  Collaborate with others

*  Reach agreements

*  Adapt behaviour to suit different roles and situations

 

Creative thinkers

* Generate ideas, try out alternatives

*  Connect own and others ideas

 

To explore the value of the Christian family and how people are welcomed into the church

 

To explore why society has laws and punishment.  To devise a code to live byTo understand that a festival celebrates an event and the story behind that event

 

To explore Christian Festivals

 

To understand the importance of holy books (scriptures)

To explore why the oral tradition was written down, the form of the book and where and how is to be kept

 

To research and compare the places of worship foe two different religions

Develop understanding of what constitutes a healthy dietExplore the issues associated with puberty and dispel myths

 

Understand human reproduction

To develop a mature approach to sensitive issues

 

Understand roles and responsibilities within the family

Develop an understanding of what changes in our livesLearning to deal with praise

 

Know what bullying is and how to deal with it in an appropriate way

 

Managing conflict

 

Spot potential dangers both on and off line

To stimulate debate about the existence and nature of God.To explore issues that create problems for belief in God 

To explore some religions' beliefs about God

 

To explore and reflect upon the nature of God

 

To know and to be able to explain the Christian creation story.

To explore the place of humans in creation

 

and explain the scientific views about the origins of the world

 

ASSESSMENT[S]  

 

 

 

End of module assessments 

Peer assessed projects

 

 

Reflective postcards 

Key word assessments

Key word assessments 

Ability to understand, describe and explain using a range of evidence

 

End of module assessments 

Peer assessed projects

 

Key word assessments

 

SUBJECT…………Religious Studies………………….     YEAR……8……….

  AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
CONTENT  

 

 

 

 

 

 

 

 

 

Jesus Life and WorkSon of God

Saviour

Leader

Founder

Teacher

Healer

Occupation

Taxation

Roman Empire

Jewish Life

Fact

Belief

Faith

Historical figure evidence

Biblical

Historical

Sign

Symbol

Prophecy

Miracle

Virgin Birth

Symbolism

Incarnation

Nativity

Baptism

Temptations

Ministry

Disciples

Parables

Miracles

Outcasts

 

Concept

Spiritual

Incarnation

Son of God/God on Earth

Message

 

Jesus Life and WorkInterpretation

Narrative

Abstract

Passion

Trial

Resurrection

Crucifixion

Sacrifice

New Covenant

Allegory

Metaphor

Simile

Sign

Symbol

Symbolism

Light/darkness

Good/evil

Hope

Cleansing

Baptism

Eucharist

Senses

Body Image and eating disorders Anorexia

 

Binge Eating Disorder

 

Bulimia Nervosa

 

Overcoming the issues

Risky Behaviours  

Risky situations

 

Keeping safe

 

Risks associated with drug use

 

Bullying

 

Risks of on line technologies

Beliefs and Values - IslamIslam

Muslim

Arabic

Holy land – Saudi Arabia

Holy City – Mecca

God – Allah

Mosque

Islamic art

Calligraphy

Allah

Oneness of God

Creator

Submission

The Five Pillars of Islam

 

Muhammad

Messenger

Revelation

Quran

Specialness

Holiness

Swahs

Divine revelation

Mosque Schools

Arabic

 

Salat/Salah (Prayer)

Wuzu/wadu (Washing)

Rah’ahs (9 prayer positions)

Prayer mat + beads

Mosque

Imam

Muezzin

Qiblah – mihrab

Sabbath

Call to prayer

Du’a

Zakat (charity)

Equal Society

Sawm

Fasting

Ramadam

Obedience

Eid-ul-Fu’tr

Hajji

Pilgrimage

Mecca/Makkah

Ka’ba

Kiswah

Equality

 

Halal food

Harma

No smoking or alcohol

Dress

Modesty in women

Problems of Muslim girls in this country, e.g. PE

Freedom

Rites of passage

Birth

Cutting of hair

Circumcision

Marriage – arranged

Marriage/freedom

Death – burial

Day of judgement

SKILLS  

 

 

 

 

 

 

 

 

 

To consider who you think Jesus was.To understand when Jesus lived and what it would be like in Palestine at that time

 

To examine the evidence to try to prove that Jesus was a historical figure.

 

To know some symbols used by early Christians.

 

To use the research to produce a balanced account about the importance of Jesus as a historical figure

 

To learn about the birth of Jesus

 

To show understanding of the different ways that people can intercept the stories of the birth of Jesus

 

.

To be able to outline events in the life of Jesus and his ministry.To investigate the importance of the teachings of Jesus for Christians today. To develop an understanding of the issues surrounding body image and eating disorders.To recognise signs and symptoms

 

To know and understand who to go to if help is needed

To develop and understanding of the risks surrounding young people todayTo develop knowledge of what drugs are and the risks associated with them

 

To recognise signs and symptoms

 

To know where and how to get help

To identify who Muslims are and characteristics of their communityTo consider the contribution Islam has made to the world

 

To explore the beliefs, values and practices of the Islam religion

 

To actively investigate the nature of Allah and Islamic beliefs

 

To enable students to work together in a cooperative manner

 

To help students understand Islam is a whole way of life

 

To discover the beginnings of Islam and the revelation to Muhammad

 

To help students understand how and why the Quran is revered and used by believers

 

To analyse the role of word, symbolic actions, communal gatherings in Islamic worship.

 

 

To understand ways in which people express their commitment to a religious community

To understand ways in which people express their sense of belonging and commitment to  religion

 

To be aware of the challenges holding a belief may have.

To understand the importance of pilgrimage

 

To understand what difficulties might arise for a Muslim living in Britain

ASSESSMENT[S]  

 

 

 

End of module assessmentsPeer assessed projects

 

GCSE style questions

Peer assessed project workEnd of unit assessments End of module test for knowledge and understandingPeer assessed projects

 

GCSE style questions

SUBJECT…………………Religious Studies……. YEAR………9…….

  AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
CONTENT  

 

 

 

 

 

 

 

 

 

Journey of life and Buddhism 

What am I?

Who am I?

Human Nature

Spirituality

Inner Self

Journey of Life

Human Potential Opportunity

Metaphor

Symbolism

Courage

Vision

Goals

Journey of Life

Journey of life and Buddhism 

Buddhism

Siddhartha Gautama

Enlightenment

Buddha

The Four Sights

Meditation

Three Universal Truths

Anicca

Anatta

Dukkha

The Four Noble Truths

Noble Eightfold Path

Right/Perfect

Understanding

Attitude

Speech

Action

Livelihood

Effort

Awareness

Meditation

The Five Precepts

Meditation

‘To See Clearly’

Loving Kindness

Lotus Flower

Prayer Wheels

Prayer Flags

Thanka

Bells, cymbals

Zen garden

Chant

The Three Jewels

Nirvana

Wheel of Life

Realms

Buddha

Sangha

Dhamma

Drugs and Alcohol 

 

The effects of drugs, the law and availability and reliability of drugs

 

Views about issues concerning the illegal status of drugs

 

The mental health risks associated with the misuse of drugs and alcohol

 

The risks involved in drug, alcohol and tobacco use

 

How drug use may affect my relationships with others, reflect on and evaluate my decisions related to risk

 

How I am affected/influenced by advertising and promotion of alcohol

 

How I can support others in managing risk situations

 

Where can I find information, support and guidance

Sex and Relationships 

how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills

 

how to recognise and manage emotions within a range of relationships

 

how to deal with risky or negative relationships, including all forms of bullying and abuse, sexual and other violence and online encounters

 

about the concept of consent in a variety of contexts (including in sexual relationships)

 

about managing loss, including bereavement, separation and divorce

 

to respect equality and be a productive member of a diverse community

 

how to identify and access appropriate advice and support.

Life and Death Issues 

Taboo

Bereavement

Grief

Funeral

Ritual

Cycle of Life

Life offer death

Near death experience.

Out of body experience

Crucifixion

Resurrection

Heaven/hell

Day of Judgement

Reincarnation

Samsara

Arman Mosuka

Humanists

Burial

Cremation

Mourning

Grief

Ritual

beliefs

Life and Death Issues 

Euthanasia – voluntary/ involuntary

Hippocratic Oath

Sanctity of Life

Terminal illness

Hospice

Abortion

Foetus

Sanctity of Life

Absolute/relative morality

Crime

Sin

Protection

Retribution

Deterrence

Reparation

Reform

Capital Punishment

Forgiveness

SKILLS  

 

 

 

 

 

 

 

 

 

To encourage students to know themselvesTo reflect on human nature and human potential

 

To discover links between their own and abiding human questions

 

To reflect on who they are and what it means to be human

 

To relate learning to their own inner life

 

 

To explore the spiritual dimension of experience through imagination and creativity

 

To reflect on human potential

 

To reflect on their lives and experiences

To explore the inward journey of BuddhismTo investigate the life of Siddhartha Gautama

 

To understand the ‘Three Universal Truths’ and the ‘Four Noble Truths’

 

To understand the function of the Eightfold Path and to analyse how belief and values influence choices and lifestyles

 

To experience meditation

 

To understand the aims and importance of meditation in Buddhist worship

 

To investigate Buddhist aids to worship

To reflect on the symbolism of the lotus flower

 

To investigate Buddhist goals in life and their beliefs about life after death

 

To reflect on learning about Buddhism

To explore the concept of life and death or the cycle of lifeTo explore and evaluate the concept of ‘near death experiences’

 

To research and compare ideas of life after death and funeral practices for three religions

 

To reflect upon learning about life after death and funeral practices

To investigate the concept of EuthanasiaTo develop awareness of religious belief and response to Euthanasia

 

To analyse the issues and articulate personal viewpoints

 

To investigate the Hospice movement and consider an alternative to euthanasia

 

To analyse the issues involved in abortion and articulate their own viewpoint.

 

To consider religious beliefs and responses to abortion

 

To explore the issues surrounding crime and punishment, including Capital Punishment.

 

To consider and articulate their own viewpoints

ASSESSMENT[S]  

 

 

 

 

Key word assessments 

End of module test

 

Peer assessed presentations

Presentation to younger students/ class Extended project Key word assessmentsEnd of module test

 

Peer assessed presentations

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