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Idsall School

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Religious Education

RE is part of the Humanities Department at Idsall. We help students to find their way through the world of people by studying:

  • People through time (History)
  • People in places (Geography)
  • People and their beliefs (RE)

Students are set according to their ability in Humanities subjects. All students, regardless of their ability, follow the same basic courses in each subject although the speed and depth of the work will vary.

We expect every student to try their best all of the time but as individual students develop at different times we shall regularly review their progress. If necessary, students will be moved to another set where the style and pace of the work is more suited to the particular individual.

Some of our work involves drawing graphs, diagrams and other illustrations. We have found the best work is done with coloured pencil crayons rather than felt tip pens. All students should have important basic equipment such as a set of coloured pencils, a ruler, a pen and a pencil.

We all believe in the value of homework and it will be set regularly for all students. The range of tasks will vary from answering questions, to research and project tasks and surveys, and your support is needed and welcomed.

Humanities has eight specialist rooms, one of which has fifteen networked computers, which can be booked by the subject teachers for specific tasks and topics. All these are available to students to support and develop their work.

Where students have access to computers at home, we encourage them to make full use of them in their Humanities work.

Assessment is conducted at the end of topics or modules and might include a variety of methods, such as an essay project, test or role-play. The work is assessed using National Curriculum KS3 levels.

In Year 7, students will have five hours of Humanities per week,with four hours in Years 8 and 9, shared between History, Geography and R.E. At Key Stage 4 each students will be able to opt to study one or more of the subjects at GCSE and later at AS and A2 Levels.

We look forward to meeting you and your child and helping her or him to unravel and understand some of the mysteries of the world and its people.

PRINTABLE VERSION OF THIS PAGE FOR 2016-17

The following is an outline of the topics covered per half term.

Religious Education at Key Stage 3

Year 7

Autumn 1

RQ1:  Who am I?

RQ3: Who is my neighbour.

Content: Religious rules

KSQ3.1 How do religious and secular beliefs give purpose and direction to life? And KSQ 3.3 What do religious teachings teach about helping others?  Does such teaching apply in a secular world?

AT2: Identity, diversity and belonging

Autumn 2

RQ4:  How should I lead my life?

Content:  Showing how people belong to religious communities. 

KSQ3.4 Are religious teachings about behaviour relevant to modern life?

Important religious leaders

AT2: Values and commitments

Spring 1

RQ13 Where do people’s beliefs come from?

Content:  Important places (pilgrimage). 

KSQ3.13 How does the religious believer demonstrate their commitment to a belief?

AT1: Beliefs, teaching and sources

Spring 2

RQ10:  How is belief expressed through symbols and action?

Content:  Symbols.

KSQ3.10 Why is symbolism used in religion?

AT1 : Expressing meaning
   (Forms of Expression)

Summer 1

RQ10:  How is belief expressed through symbols and action?

Content:  Places of worship

KSQ3.10 Why is symbolism used in religion?

AT1 : Expressing meaning

  (Forms of Expression)

Summer 2

RQ5 Where do I belong?

Content: Acts of worship (to include prayer, holy communion, etc)

KSQ3.5 What is the value of belonging?

AT2: Identity, diversity and belonging.

Year 8

Autumn 1

RQ9: What do people believe about God?

Content: Paley’s design theory, Christian, Jewish and other creation theories,

KSQ 3.9 What are the main arguments for and against the existence of god?

AT1: Beliefs, teaching and sources

Autumn 2

RQ9: What do people believe about God?

Content: Look at the idea of god in different religions.

3.9 What are the main arguments for and against the existence of god?

AT1: Beliefs, teaching and sources

Spring 1

RQ14:  Why do people’s belief and practice differ?

Content: Celebrations (festivals)

3.14 What is the purpose of celebration and what effects does it have on believers?

AT1: Practices and ways of life

Spring 2

RQ5 Where do I belong?

Content: Birth and initiation ceremonies.

KSQ3.5 What is the value of belonging?

AT2: Identity, diversity and belonging

Summer 1

RQ2:  How do people express their beliefs through worship and celebration?

Content: Marriage  Ceremonies

KSQ3.2 What is the value of marking special occasions?

AT1: Practices and ways of life

Summer 2

RQ12:  How do people make sense of life and death?

Content:  Death ceremonies and the belief in the afterlife.

KSQ 3.12 How do religions explain death?

AT2: Meaning, purpose and truth

Year 9

Autumn 1

RQ8: Has science got all of the answers?

Content: Proof and evidence. Evolution and creation

KSQ 3.8 Are religious and scientific views about the origin of the world compatible?

AT1: Beliefs, teaching and sources

Autumn 2

RQ7:  How do people make sense of hardship and suffering?

Content:  Look at different types of suffering and why religions think suffering happens

KSQ 3.7 How can an all loving God allow suffering?

AT2: Meaning, purpose and truth

Spring 1

RQ7:  How do people make sense of hardship and suffering?

Content:  Look at examples of suffering in the world, focus on religious responses

KSQ 3.7 How can an all loving God allow suffering?

AT2: Meaning, purpose and truth

Spring 2

RQ6:  How should we relate to others and to the natural world?

Content: stewardship, environmental concerns, animal rights.

KSQ3.6 Is life sacred and what implications does this have?

AT2: Values and commitments

Summer 1

RQ6:  How should we relate to others and to the natural world?

Content: sanctity of human life, focusing on issues of abortion, suicide and euthanasia.

KSQ 3.6 Is life sacred and what implications does this have?

AT2: Values and commitments

Summer 2

RQ11:  How do people express their beliefs about truth?

Content: Looking at the differences between truth and belief.

KSQ 3.11 What form of truth is conveyed in religious writing?  What implications does this have?

AT2: Meaning, purpose and truth

Religious Education at Key Stage 4

Interest in religion and the effect it has upon our culture is one of the fastest growing subjects. The GCSE course in Religious Studies reflects the changing role and importance of religion in today’s society including Ethics and Philosophy in the Modern World.

The course addresses issues primarily in Christianity and Islam but also allows for other religious beliefs to be studied. It allows students to reflect upon their own views and gives them opportunities to personally respond to the topics studied.

The two year course, taught over two periods a week, covers a range of issues including:

  • the problem of evil for religious believers; the questions the existence of evil raise about God’s creation and power
  • differing responses to situations when abortion is advocated
  • religious attitudes towards sex, marriage and divorce including responses to parental involvement and race in the choice of marriage partner
  • religious attitudes towards drugs and the debate about the classification and legal status of different drugs
  • different responses to war including reasons for pacifism and ways in which a ‘just war’ and ‘holy war’ have been justified
  • attitudes towards crime and punishment including the debate on capital punishment
  • issues in medical ethics, such as the debates about fertility treatment, cloning, transplant surgery and genetic engineering

                   …..and much, much more!

Religious Studies at GCSE is suitable for anyone who has an interest in the issues and debates that affect people’s lives today. You do not have to become a vicar or a priest! You do, though, need an open mind and an ability to see all sides of an argument. 

This course follows two units from AQA specification A.  The following is an outline of the topics covered per half term

Year 10

Autumn 1

Key Beliefs and Teachings in Christianity – component 1

(The nature of God; Different Christian beliefs about creation; Different Christian beliefs about the afterlife; Jesus Christ and salvation).

Autumn 2

Key Beliefs and Teaching in Islam - component 1

(The six articles of faith; The Oneness of God; The nature of God; Angels; Predestination; Life after death (Akhirah); Prophethood (Risalah); The Holy Books).

Spring 1

Crime and punishment - component 2 E

Religion, Crime and Punishment (Corporal Punishment; The Death Penalty; Forgiveness).

Spring 2

Religion and Life - component 2 B

Religon and Life (Abortion; Euthanasia; Animal Experimentation).

Summer 1

Christian Practices (Worship and Festivals) - component 1

(Different forms of worship and their significance; The role and meaning of the sacraments; The role and importance of pilgrimage and celebrations; The role of the church in the local and worldwide community).

Summer 2

Christian Practices (Worship and Festivals) – component 1

Different forms of worship and their significance; The role and meaning of the sacraments; The role and importance of pilgrimage and celebrations; The role of the church in the local and worldwide community).

Revision of all of year ten topics

NB. Year 11 2016-17 follow AQA Specification B

Year 11

Autumn 1

Religion and animal rights

  • Religious beliefs about the status of animals; 
  • The extent to which animals are different from humans and their relative value;
  • Religious views on animal rights and the means of protecting those rights;
  • Religious responses to the preservation of species from extinction;
  • The contemporary use and abuse of animals including:

companionship, e.g. pets, guide dogs, animals in sport, transport and work, animal experiments, farming of animals (including free range and factory farming), zoos, hunting, bull fighting, the fur and ivory trade, genetic modification and cloning of animals, treatment of wildlife;

  • Issues concerning the slaughter of animals, meat, vegetarian and vegan diets.

Autumn 2

Religion and early life

Within this topic pupils should be familiar with the key teachings from the religion(s) studied and should be aware of how religious leaders and other faith members have interpreted these teachings and applied them to life in society today.

  • The concept of the sanctity of life in relation to its preservation;
  • Children being seen as a blessing and gift and the miracle of life;
  • The issues surrounding when life begins, including at conception, development of backbone, when heart starts beating, at viability, when the baby is born;
  • The issues concerning the quality of life, including severe handicaps, unwanted children, poverty and suffering;
  • Reasons used by religious believers for and against abortion;
  • The Law and abortion, including the 1967 and 1990 Acts;
  • The rights of those involved, e.g. mother, father and unborn child;
  • Alternatives to abortion, e.g. keeping the child; adoption and fostering;
  • Pro-Life and Pro-Choice arguments and pressure groups.

Spring 1

Religion and war and peace

  • The concepts of peace and justice and the sanctity of life in relation to war and peace;
  • The causes of war;
  • Conflict, including examples of recent wars;
  • The reasons why religious believers might go to war, including the criteria for ‘Just War’ and ‘Holy War’;
  • Religious believers and pacifism;
  • Victims of war, including refugees, those maimed;
  • Organisations which help victims of war, e.g. The Red Cross, The Red Crescent;
  • The work of a religious believer who has worked for peace;
  • Peacekeeping forces, e.g. United Nations, NATO;
  • Issues such as terrorism, weapons of mass destruction and nuclear proliferation;
  • Arguments for and against nuclear weapons, including proliferation;
  • Religious beliefs and teachings and modern statements about war and peace.

Spring 2

Religion and prejudice

  • Types of prejudice, including religion, race, colour, gender, age, disability, class, lifestyle, looks;
  • The causes and origins of prejudice, including ignorance, stereotyping, scapegoating, influence of parents or media, victims of prejudice, experience;
  • Concepts of tolerance, justice, harmony and the value of the individual;
  • Religious attitudes to prejudice and discrimination;
  • Effects of prejudice and discrimination (including the idea of positive discrimination);
  • Religious responses to prejudice and discrimination by individuals, groups, society and the law;
  • Religious believers who have fought against prejudice, e.g. Mahatma Gandhi, Martin Luther King, Desmond Tutu.

Summer 1

Revision of all of year 11 topics and year 10 topics

Summer 2

Revision of all of year 11 topics and year 10 topics

Religious Education at Key Stage 5

Philosophy & Ethics and the Study of Religion and Dialogues

We follow the AQA Religious Studies Course.

Years 12 & 13

What will I study?

There are two exam papers (components) for this course.

Component 1: Philosophy of religion and ethics
Section A: Philosophy of religion

  • Arguments for the existence of God.
  • Evil and suffering.
  • Religious experience.
  • Religious language.
  • Miracles.
  • Self and life after death.

Section B: Ethics and religion

  • Ethical theories.
  • Issues of human life and death.
  • Issues of animal life and death.
  • Introduction to meta ethics.
  • Free will and moral responsibility.
  • Conscience.
  • Bentham and Kant.

Component 2: Study of religion and dialogues

In Component 2 you will be assessed on:

  1. Your knowledge, understanding and ability to analyse and evaluate a single religion (Section A).
  2. Issues related to the dialogue between philosophy of religion and the chosen religion (Section B).
  3. Issues related to the dialogue between ethical studies and the chosen religion (Section C).
  •  RE students at Idsall will study option 2B (Christianity).

A Level (Year 13)

 NB: Year 13 will follow EdExcel Exam board Philosophy and Ethics                                   

Philosophy:

  • Arguments for the Existence of God (Experience and ontological);
  • What is ‘proof’?; 
  • Life After Death;
  • Religious language and how it is criticised/defended.

Ethics:

  • Criticisms of God and Morality;
  • Ethical theories (deontology; virtue ethics; NML);
  • Ethical language: Objectivity; relativity; subjectivity;    
  • What does ‘good’ mean?

PRINTABLE VERSION OF THIS PAGE FOR 2016-17

For further advice or to find out more about the R.E. curriculum at Idsall School, please contact Mrs. N. Parkinson.

Updated September 2016