Do Christian beliefs impact how a Christian lives their life? (Christianity)

Overview

Theology/ Believing: A study of key theological concepts in Christianity. Students learn the main beliefs of Christianity through analysis of the Nicene Creed.
- The Nicene Creed (Monotheism and Trinity)
- Creation
- The Fall

Students will learn the core theological concepts that underpin Christianity, as found in the Nicene Creed. Through learning these concepts, students can critically assess how our beliefs may shape how we live and behave.

Building On

If primary schools have used the 'Understanding Christianity' resource, this uses the same theological cornerstones and cyclically revisits them, deepening knowledge through the application of moral principles and actions that may stem from these beliefs. Students will gain a good understanding of the main Christian beliefs as shown in the Nicene Creed. These will later be revisited from different theological, philosophical and ethical angles, to deepen student understanding further.

New Knowledge

The Nicene creed - applying religious ethics to different ethical dilemmas in today's society for example
- Does Trinitarian language make it ok to exclude women?
- Should Christians be vegetarians?
- Does original sin mean we are inherently evil?

Skills

Cultural Capital

Students can reflect on their own beliefs and values and ask how these may shape their lives and behaviours. Students begin to look at gender inequality and how this may negatively impact society.

Students look at what it means to be a steward of creation or positive global citizen who cares for the environment.
Students study what it means to be human and begin to look at morality.

Careers: teaching, law, youth worker, Church work, charity work.

What does it mean to be ‘chosen’ by God? (Judaism)

Overview

This unit will give students a wider understanding of the Jewish faith; it’s basic beliefs, practices, and the impact that they have on a believer's life.
Theology/ Believing: A study of key beliefs in Judaism with a particular focus on Jewish understanding of what it means to be ‘the chosen people of God.’

Building On

Students will gain a good understanding of the main beliefs of Judaism, and how these are expressed in today’s world. These will form the basis of their knowledge of the “Abrahamic religions”, which are later revisited in the Radical Jesus, and Prophet Muhammad units. Studying Judaism at this point gives students the understanding of the origins of monotheistic religion, and helps them to understand later concepts, such as Jesus breaking religious laws, and the importance of the early prophets in Islam.

New Knowledge

- Abraham, the Shema (Monotheism) and Covenant
- Moses and the Ten Commandments
- The significance of Tenakh and the Holy Land for Jews
- Brit Milah and the Covenant
- The symbolism of Pesach
- The importance of Shabbat

Skills

Cultural Capital

This topic will help students to understand the perspectives and beliefs of other people and consider how people’s lives are influenced by their faith. Within this unit students will have a chance to consider and express their own views on morality, and the place of rules in society, and whether they should adapt over time.

Careers: teaching, law, youth worker, Church work, charity work.

What was so radical about Jesus? (Christianity)

Overview

Theology/ Believing: Students will look at the life of Jesus, exploring key Christian beliefs around ‘who Jesus is’ and ‘how this should impact the life of a Christian’. In particular, students focus on Jesus’ clashes with the Jewish authorities of his time. Now students have an understanding of Judaism, they can further explore how Jesus responded to Jewish practices/ traditions in the first century, ultimately questioning Jesus’ radical ideas.

Building On

Builds on previous topics studied in Year 7 including Judaism (what it means to be chosen by God) and how Christian beliefs affect people’s lives (Christianity). Provides foundations to build upon with future topics covered in year 8 including ‘what does justice mean to Christians’ and ‘how can you be faithful to God even when it is unpopular’.

New Knowledge

• Prophecies of Zechariah and Isaiah
• Christians believe that Jesus was the Messiah, and that salvation comes through faith in him
• Jesus taught love, acceptance and forgiveness and actively sought out sinners as companions
• St Augustine proposed Just War Theory
• Jesus taught peace but was not a pacifist
• Women were not treated particularly well in the 1st century; Jesus tried to challenge certain gender stereotypes
• Although the main 12 disciples were men, Jesus kept female disciples also.

Skills

Cultural Capital

Students can reflect on their own beliefs and values and ask how these may shape their lives and behaviours. Students begin to look at forgiveness and how this may impact individuals and communities. Students look at what it means to be a pacifist or a feminist. Students study what it means to be Christian and begin to look at morality.

Careers: teaching, medicine, law, youth worker, religious leader, charity work, journalism, media.

Is it possible to follow Prophet Muhammad’s teachings in 21st century Britain? (Islam)

Overview

Students will consider the life of Prophet Muhammad, looking at how Muhammad’s teachings, expressed through the revelation of the Quran and the Hadith, have an impact on how faith is expressed by Muslims in Britain today. This unit enables to learn in depth from different religious and spiritual ways of life about being a follower of the Muslim religion. Pupils explore The key teachings of the Prophet Muhammed P.B.U.H and the five pillars of Islam and the importance of these to Muslim believers. Pupils will gain a greater understanding of Islam and what we can learn from its beliefs, values and ideas. This investigation provides an opportunity to learn about the Qur’an and other forms of guidance.

Building On

"Students will build on their understanding of the nature of God:
- The importance of Holy books
- How religious figures can influence faith in today’s world.

New Knowledge

Night of Power/Laylat ul-Qadr
Shahadah
Salah
Zakat
Sawm
Hajj
Night
Night journey

Skills

Cultural Capital

Islam is the second biggest religion in the world. Students can reflect on their own beliefs and values and ask how these may shape their lives and behaviours.
Improves student understanding of Islam
A chance to learn about key Muslim beliefs encouraging open dialogue to address misconceptions about this world faith.
Students can understand and reflect on the importance a positive role Islam has in the UK today. This topic implements the principal aim of RS, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. For each of the below points, students will consider whether it is challenging to be a Muslim living in Britain.

Careers: teaching, law, youth worker, religious leader, charity work.

How have religious beliefs influenced the lives of people of faith?

Overview

Pupils will explore how faith inspires action. They will look at a diverse range of figures who have unique backgrounds and study to what degree their lives are relevant in the year 2024 and beyond.

Pupils will learn about the importance of action, what it means to be a true disciple and standing up to evil through Bonhoeffer. Pupils will explore the purpose and theology behind radical Christian forgives and appraise it’s effectiveness through Tutu. Pupils will learn about equality and the fight against oppression through Malala. Pupils will look at personal liberation and sacrifice for others through Tubman. Pupils will learn about the nature of charity and standing up for the voiceless through the martyrdom of Romero.

Building On

Pupils have explored key principles in Judaism, Christianity and Islam so are now in a position to explore how their faiths might inspire action in followers.

New Knowledge

- How Faith Inspires action.

- Why certain religious figures are remembered or inspirational.

Skills

Cultural Capital

Pupils have explored key principles in Judaism, Christianity and Islam so are now in a position to explore how their faiths might inspire action in followers.

All inspiration people teach about standing up against oppression, promoting human rights and equality of all in the law.

This topic implements the principal aim of RS, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. For each of the below points, students will consider whether it is challenging to be a Muslim living in Britain.

Careers: teaching, law, youth worker, religious leader, charity work, law, human rights.

Are the Four Noble Truths Successful in diagnosing and solving the Problem of Evil and Suffering? (Buddhism)

Overview

Students will explore ‘The Four Noble Truths’ of Buddhism, assessing whether this is a good way to view the world and comparing this to Christian understandings of suffering and solutions to the Problem of Evil and Suffering.

Building On

Comparing this to Christian understandings of suffering and solutions to the Problem of Evil and Suffering.

New Knowledge

- The life of the Buddha and his first experience of suffering
- The First Noble Truth: Dukkha
- The Second Noble Truth: Samudāya
- The Third Noble Truth: Nirodha
- The Fourth Noble Truth: Magga

Skills

Cultural Capital

Students will be able to describe key beliefs associated with different religions and world views.

Understand how beliefs were formed, developed and shaped through history.

Understand how religions and worldviews have shaped the society we live in today .

Careers: teaching, law, youth worker, charity work, environmental work

What is good and what is challenging about being a teenage Sikh in Britain today? (Sikhism)

Overview

A study of the key beliefs in Sikhi, recognising Sikhi contributions to British society as explored in the ‘British Sikh Report 2015’.

Building On

To develop and build upon any personal or primary school knowledge and understanding of key Sikh beliefs and the way in which they worship.

New Knowledge

- Study key Sikh beliefs, including the concept of Sewa and peace.
- Examine Sikh identity in the UK today.

Skills

Cultural Capital

- Understand key beliefs within Sikhism, especially Sewa (serving others) and how this concept is important in today's current climate.

- Understand that part of the UK's history involves people from different religious and ethnic backgrounds being welcomed.

- Opportunity to learn more about religious diversity, opening up discussions and understanding others within our local and national community.

- Useful within any career involving working with the public.

What does justice mean to Christians? (Christianity)

Overview

Students will consider what justice means to a Christian. They will explore different injustices in the world and consider how a Christian would express their beliefs when tackling these injustices.

Building On

Students will have the opportunity to explore right from wrong in British society and use this knowledge to determine how they behave as they move towards, and through, their adult lives.

New Knowledge

- Poverty
- Sexism
- Racism
- Homophobia
- Religious Intolerance

Skills

Cultural Capital

• Considering how religious and other beliefs lead to particular actions and concerns
• Investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions as well as the common ground between religions
• Articulating pupils’ own and others’ ideas on a range of contemporary social issues, including environmental concerns, issues of equality and community cohesion.

Careers: teaching, law, youth worker, police, armed forces, charity work.

Do the 10 Commandments transcend time? (Judaism and Christianity)

Overview

Students will revisit the 10 Commandments, but this time, explore how reasonable these are as ‘rules’ to follow in the 21st century.

Building On

This topic builds on the year 7 topic 'What does it mean to be ‘chosen’ by God? (Judaism) focusing on the 10 commandments given to Moses.

New Knowledge

- God makes a covenant with the 10 Commandments given to Moses on Sinai.
- As laws, these are seen as quite ‘absolutist’ in Jewish tradition
- “Do not worship idols.” What is an idol? How can this be interpreted in the modern day? Does it still apply?
- “Honour your mother and father.” What are the implications of this statement? Should this be absolute or relative? Are there other human laws that might take precedence over this?
- “Do not commit murder.” Is this an objective statement? What is considered murder? How do we decide the beginning of life?

Skills

Cultural Capital

• Reflect on the relationship between beliefs, teachings and communicating their own ideas and using reasoned arguments.
• Evaluate the challenges and tensions of belonging to a religion and the impact of religion in the contemporary world, expressing their own ideas.

Careers: teaching, law, youth worker, religious leader, charity work.

Can art make a person more spiritual? (Spirited Arts)

Overview

Students will come to understand the term, ‘spirituality’, in its broadest sense. They will consider how spirituality is expressed in different religious traditions and as an embodiment of particular worldviews. After considering expressions of spirituality, students will create their own piece of artwork and some will be selected for NATRE’s Spirited Arts competition.

Building On

This topic builds on key beliefs in Christianity, Islam and Judaism. How evaluation of faith can impact a person's life. Discuss skills. Any personal faith you may have and personal reflection skills.

- Images of Jesus as a black man, linked to James Cone’s theology of The Black Messiah (Link to radical Jesus, siding with the oppressed, The Good Samaritan)
- Islam’s calligraphy to write Quranic texts (Link to the Five Pillars)
- Buddhist Mandals (Link to the Four Noble Truths)
- Self-Expression through art (Link to Humanist worldviews, e.g. Lady Justice and value of the human person).

New Knowledge

- Images of Jesus
- Islam’s calligraphy to write Quranic texts
- Buddhist Mandals
- Self-Expression through art

Skills

Cultural Capital

Understanding of how ancient ways and practices of spirituality are still practiced in the 21st century and can still be seen as relevant today as they have always been.

Understanding how spirituality is very much embraced in different form, for example, music, painting, and used by religious and non-religious people in the UK today, and its positive impact on mental and physical health.

Understanding and expressing ideas and
insights about the meanings of different forms
of religious, spiritual, moral and cultural
expression.

Understanding, explaining and interpreting
ways in which religions and beliefs use
literature, the arts, music, architecture and
other forms of creative expression to respond
to ultimate questions

Careers: teaching, law, youth worker, art therapist, designer, Architect, Music, artist.

How can you be faithful to God even when it is unpopular? (Christianity and Islam)

Overview

This topic considers how teenagers may express their faith in a pluralist Britain with rising numbers of atheists. Exploring how peer pressure impacts how we think and behave, students will consider scenarios where their faith may be an opinion which sails against the tides of modern society.

Building On

This topic build on religions and worldviews as they assess how individuals try to live a moral life. To do this, students will get opportunities to question what is moral and immoral. They will see how religious beliefs and sources of authority shape expressions of morality.

New Knowledge

- Standing against misogyny
- Standing up for prayer
- Standing against bullies
- Standing for chastity
- Standing against hatred towards religion

Skills

Cultural Capital

Develop an understanding of the
influence of beliefs, values and
traditions on individuals,
communities, societies and cultures.

Develop positive attitudes of respect towards other people who hold views and beliefs different from their
own, and towards living in a society of
diverse religions.

Careers: teaching, law, youth worker, religious leader, charity work.

Is religion a power for peace or a cause of conflict in the world today? (Pluralism and Humanism)

Overview

This topic explores how religious people work for peace and cope with conflicts. It engages with differing religious traditions and worldviews, looking at how religious communities in Britain work together to create a peaceful society.

Building On

This topic build on the problem of evil with in Christianity and Islam.

New Knowledge

- Charity work (Muslim Hands, Oxfam) Link to Zakah, Dasvandh
- Interfaith Dialogue (Luton’s Peace Walk)
- Humanist views on religion being a major cause of war (link to Humanism and value of human life)
- Religious extremism and radicalisation

Skills

Cultural Capital

Gives students the ability to make reasoned and informed judgements about religious and moral issues, with
reference to the teachings of the
principal religions,
reflect and evaluate their own and others’ beliefs about world issues such as peace and conflict, wealth and poverty and the importance of the environment, communicating their own ideas.

Do Christian beliefs impact how a Christian lives their life?

Overview

"Students will study key Christian beliefs that aim to debunk ‘The Problem of Evil and Suffering’ understood by Mackie’s, ‘Inconsistent Triad.’

Students consider to what extent the above theodicies are successful in solving the Problem of Evil and Suffering.

Building On

This topic build on the problem of evil with in Christianity and Islam. It will explore how previous topics such as Radical Jesus.

New Knowledge

We can prove something through logic, evidence or personal experience
Cosmological v Teleological Arguments
Dawkins – God is unlikely
Different kinds of love – God’s love is highest
God shows his love for us in different ways
St Paul – God works through us
God reveals himself to anybody via general revelation or to certain people through special revelation
God specifically chose to reveal himself to Joseph so he could carry out God’s work
Miracles are events that go against the laws of nature
Jesus carried out miracles and these are considered a sign of his divinity
Hume believed miracles are highly unlikely.

Skills

Cultural Capital

Construct chains of reasoning to argue for and against in a debate
Evaluate arguments considering areas of strength and weakness
Use quotes from religious texts to support beliefs, practices and arguments
Careers: teaching, law, youth worker, religious leader, charity work, philosopher, science.

Should happiness in this life be the ultimate goal? (Humanism)

Overview

Students will consider a world without a deity or religious text, considering a Humanist approach to life. Students will think about Humanist views, and ask how these can positively influence society. Students may also consider how Humanism may present challenges to those with a faith and ask if this is positive or negative for the individual and for religious communities.

Building On

Pupils will be able to use their knowledge of the 10 commandments to explore how relevant they still are in today’s society.
Reflect back to Creation story
Utilitarianism, humanity’s natural altruism
Reflect back to the idea of salvation .

New Knowledge

Students critically assess Humanist campaigns, asking if these will truly lead to happier societies.

- Can you be happy whilst others suffer? (Peter Singer)
- Should faith schools be abolished?
- Should Britain be ‘secular’?

Skills

Cultural Capital

Students look at worldviews outside of Christianity to assess how society is developed overtime.
Careers: teaching, law, youth worker, charity work.

How do you know if something is right or wrong? (Ethical Theories)

Overview

Students will explore three ethical theories; Natural Law, Situation Ethics and Utilitarianism and decide whether these are good ways to make moral decisions.

Building On

Students are focusing on this now as they have studied various holy texts that are a way to guide humans to make right choices, and will study other non-religious ethical ideas that have developed recently. This will also inform students ahead of the GCSE where they will need to bring in certain ethical theories in D part questions as another non-religious view.

New Knowledge

- Natural law
- Utilitarianism
- Situation Ethics

Skills

Cultural Capital

- Students will have the opportunity to explore right from wrong in British society and use this knowledge to determine how they behave as they move towards, and through, their adult lives.
- Students will see how different religions/cultures make different moral choices.
- Understand how religions and worldviews shape the way that people behave
- Understand how people have different views on what is ethical and unethical
- Analyse sources of morality, giving an opinion on whether the morality presented is reasonable or not
- Careers: teaching, law, youth worker, religious leader, charity work.

Christian Beliefs (Christianity)

Overview

You will study:
* The nature of God within Christianity;
* The Trinity;
* Creation and different Christian views on how the world was created;
* The incarnation;
* The last days of Jesus’ life;
* Salvation;
* Christian eschatology;
* The problem of evil;
* Divergent solutions to the problem of evil.

Building On

Building on understanding of the Year 7 topic Beliefs about God and the nature of God.
* The Year 7 Bible topic of the Genesis creation story.
* The Year 8 topic of philosophy.
* The Year 8 Topic of ethics.
* Evaluative thinking
* Exploring personal views of the world around us.

New Knowledge

Develop understanding of the life of Jesus and how his actions influence Christians in their life today.
* Explore Christian and non-religious responses to the cause of evil being in the world.
* Salvation and atonement.
* Divergent Christian views on life after death.

Skills

Develop knowledge and understanding of religious beliefs, teachings, and sources of
wisdom and authority, including through reading of key religious texts.
* Develop the ability to construct well-argued, well-informed, balanced and structured
written arguments, demonstrating depth and breadth of understanding of Christian beliefs.
* Reflect on and develop personal values, beliefs and attitudes.
* Apply knowledge and understanding in order to analyse questions related to religious
beliefs and values.

Cultural Capital

Engage with questions of belief, value, meaning, purpose, truth, and influence on human life.
* Reflect on and develop your own values, beliefs and attitudes in the light of what has been learnt and contribute to preparation for adult life in a pluralistic society and
global community.
* Understand the influence of religion on individuals, communities and societies.
* Understand significant common and divergent views between and/or within Christianity within the UK and around the world.
* Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media.

Muslim Beliefs (Islam)

Overview

You will study:
- The six Beliefs of Sunni Islam;
- The five Roots of ‘Usul ad-Din in Shia’ Islam;
- The nature of Allah;
- Risalah (Prophethood);
- Muslim holy books;
- Malaikah (angels);
- Al-Qadr (predestination);
- Akhirah (life after death).

Building On

Building on understanding of the Nature of God (Year 7);
- Key words introduced in Year 8 philosophy (e.g the Omni’s);
- Year 8 Life of Muhammed;
- Supporting points with evidence;
- Evaluation skills;
- Comparison
and analysis.

New Knowledge

Six Beliefs of Sunni Islam
and the five Roots of ‘Usul ad-Din in Shi’a Islam;
- Each aspect of each Belief is then looked at in more detail;
- Explore Muslim beliefs about life after death.

Skills

Develop knowledge and understanding of religious beliefs, teachings, and sources of
wisdom and authority, including through reading of key religious texts;
- Develop the ability to construct well-argued, well-informed, balanced and structured
written arguments, demonstrating their depth and breadth of understanding of Islamic beliefs;
- Reflect on and develop personal values, beliefs and attitudes;
-Apply knowledge and understanding in order to analyse questions related to religious beliefs and values.

Cultural Capital

Study how Islam is lived out in people’s lives within the United Kingdom and throughout the world, and its beliefs and teachings on life. - Understand significant common and divergent views between and/or within Islam in the UK and globally. - A chance to learn about key Muslim beliefs encouraging open dialogue to address misconceptions about Islam in the media and the world.

Marriage and the Family (Christianity)

Overview

You will study:
- Marriage
- Divorce
- Sexual relationships
- Contraception
- Families
- Support for the family in the local parish
- Equality of men and women in the family
- Gender prejudice and discrimination

Building On

Building on understanding of Christian beliefs and apply these to topics such as marriage, divorce and family life.
- Year 8 topics on philosophy and ethics and building on knowledge of humanist views.

New Knowledge

The importance and purpose of marriage;
- The importance and purpose of the family and the various types of family in modern life;
- The role of the Church to provide support and care for families;
- The use of contraception both historically and in modern life;
- Divorce and re-marriage and studying divergent Christian views and non-religious views on these;
- The roles of men and women within the family;
- Prejudice and discrimination, sexism and stereotyping and how to overcome these.

Skills

Comparing different Christian and non-religious views on topics such as marriage and divorce.
- Use sources of wisdom and authority to support arguments;
- Understand the influence of religion on individuals, communities and societies;
- Understand significant common and divergent views between and/or within religions and
beliefs.

Cultural Capital

This area of study comprises an in-depth study of Christianity as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically within families.
- Exploring Christian and non-religious views on topics that are current within today’s world such as homosexuality, divorce and the treatment of women.
- Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media

Crime and Punishment (Islam)

Overview

You will study Muslim, humanist and atheists views on:
- Attitudes towards crime and justice;
- Actions to end the causes of crime;
- Teachings about good, evil and suffering;
- Attitudes towards punishment;
- Attitudes towards the aims of punishments;
- Teachings about forgiveness;
- Teachings about the treatment of criminals;
- Attitudes towards the death penalty.

Building On

Building on understanding of Muslim beliefs about Allah and the religion of Islam and how it may influence Muslims to behave and act in society.
- Sources of authority that help Muslims make decisions concerning issues about crime and punishment.
- Muslim beliefs on the afterlife and how their actions will impact on this.
- Recall humanist beliefs and how they may impact views on crime and punishment.

New Knowledge

Why ideas of justice is so important to Muslims and how these supported by sources of authority in Islam.
- The aims of punishment and the Islamic and non-religious views on these.
- Islamic and non-religious views on capital punishment.
- The importance of forgiveness in Islam and what restorative justice is.
- The treatment of criminals and how laws, human rights and religious beliefs impact this.

Skills

Drawing on ethical arguments to support different points of view;
- Looking at how the law impacts views;
- Explain, compare and evaluate different Islamic and non-religious views on crime, punishment and forgiveness;
- Comparing and contrasting the areas of ethics and philosophy within Islam
and non-religious views;
- Using current day case studies to support arguments.

Cultural Capital

Understanding the relevance of religions in the 21st century as well as the rise of non-religious belief, such as atheism and humanism in the UK.
- Understanding the significance and importance of the various beliefs, issues and practices of Muslims today in the UK and globally. This will include reference to how the Qur’an informs a Muslim’s understanding of the topics and how approaches to the issues are underpinned by philosophical arguments and ethical theory.
- Understanding current issues in the media on topics such as capital punishment.
- Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media.

Living the Christian Life (Christianity)

Overview

You will study:
- Christian worship: liturgical and non-liturgical forms of worship;
- The role of the sacraments in Christian life;
- The nature and purpose of prayer;
- Pilgrimage: the nature, history and purpose of pilgrimage;
- Christian religious celebrations;
- The future of the Christian Church;
- The role and importance of the local church in the local community;
- The role and importance of the Church in the worldwide community.

Building On

Building on the understanding of the Year 7 topics:
- Life at a Church school;
- How Holy Communion is practiced by different Christian denominations; - Life of Jesus - the incarnation, Holy week, resurrection and ascension of Jesus.

New Knowledge

Understanding what prayer is, the different types of prayer and its importance. - Understanding Christian pilgrimage, different places of pilgrimage and their significance. - Understanding missionary work and divergent Christian views on missionary work and evangelism.
- Understanding the role the Church plays in local communities

Skills

Develop knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts.
- Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of Christian beliefs.
- Reflect on and develop personal values, beliefs and attitudes.
• Apply knowledge and understanding in order to analyse questions related to religious beliefs and values.

Cultural Capital

An in-depth study of Christianity as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically
within the Church.
- Beliefs, issues and practices of Christians are explored focusing specifically on how the Bible informs a Christian’s understanding of life in the Twenty-First century.
- Students identify how Christian interpretations of the Bible inspire the Church to help others through donating to food banks, charity work and support groups locally, nationally and globally.
- Students will study Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian.
- Students recognise Christianity's place as the main faith system in the UK and the world.
- Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media.

Living the Muslim Life (Islam)

Overview

You will be studying: - The Ten Obligatory Acts of Shi’a Islam.
- Shahadah as one of the Five Pillars.
- Salah as one of the Five Pillars - Sawm as one of the Five Pillars
- Zakah as one of the Five Pillars and Khums. - Hajj as one of the Five Pillars. - Jihad: the origins, meaning and significance of jihad in Islam. - Religious celebrations (Eid-ul-Adha and Eid-ul-Fitr in Sunni Islam and Eid-al-Ghadir and Ashura in Shi'a Islam).

Building On

You will build on understanding of the Year 8 topic: An introduction to the key events in the Prophet Muhammad’s life and how these inform Muslim beliefs and practices today. - The Five Pillars of Sunni Islam.
- The key beliefs of Shi’a Islam.
- Hajj - The Sunni/Shi’a split.

New Knowledge

Develop a more detailed understanding of each of the Five Pillars in Islam and their significance.
- Develop an understanding of the terms lesser and greater jihad and its importance in Islam. - Key religious celebrations in Islam from within both Sunni and Shi'a Islam.

Skills

Develop their knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts.
- Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of Muslim beliefs.
- Reflect on and develop their own values, beliefs and attitudes.
• Apply knowledge and understanding in order to analyse questions related to religious beliefs and values.

Cultural Capital

An in-depth study of Islam as a lived religion within the United Kingdom and throughout the world.
- Understand significant common and divergent views within Islam in the Twenty-First Century.
- A chance to learn about key Muslim beliefs encouraging open dialogue to address misconceptions about this world faith, especially in the media. - Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media.

Matters of Life and Death (Christianity)

Overview

You will study: - Sanctity of life
- Abortion
- Euthanasia - Life after Death (Christian views) - Life after Death (atheist and Humanist views) - Christian responses on life after death to atheist and Humanist views.
- Scientific Origins of the Universe - the Big Bang Theory. - Scientific Origins of the Universe - Theory of Evolution. - Christian responses to Scientific Theories (Genesis 1) - The Natural World - Climate change and animal rights

Building On

Building on understanding of the Year 7 topic: What is the Bible all about?
- Examining in greater depth how the Bible is interpreted differently by fundamental and liberal Christians, specifically looking at the creation account in Genesis 1.
- Discuss the relevance of the Bible in today's society in connection with scientific theories of Evolution and the Big Bang.

New Knowledge

Develop an understanding of what is meant by the term 'sanctity of life' and how this influences decision making on life and death, e.g. in abortion and euthanasia.
- Develop knowldege of what Christians believe happens after we die and explore divergent Christian views about heaven and hell. - Learning about non-religious attitudes towards life and death, specifically focusing on Humanist and atheist views. - Identify why the natural world and the concept of stewardship are important to Christians.
- Examine why some Christians are vegetarians and explore divergent Christian attitudes towards animal testing.

Skills

Develop their knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts.
- Develop their ability to construct well-argued, well-informed, balanced and structured
written arguments, demonstrating their depth and breadth of understanding of Christian beliefs.
- Reflect on and develop their own values, beliefs and attitudes.
• Apply knowledge and understanding in order to analyse questions related to religious beliefs and values

Cultural Capital

An in-depth study of Christianity as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically
with regard to matters of life and death, origins of the universe and stewardship.
- Understand the role of Christianity amongst the five other main world religions and with non-religious views such as Humanism.
- Understand divergent Christian attitudes within the UK, including Protestant and Catholic views towards issues such as abortion, euthanasia and life after death. - Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media.

Peace and Conflict (Islam)

Overview

You will study: - Muslim attitudes towards peace - The role of Muslims in peace-making, forgiveness and reconciliation. - Muslim attitudes to conflict - Pacifism - Just War theory in Sunni and Shi’a Islam. - Just War – Situation Ethics - Holy War: the nature of a holy war (Harb al-Maqadis) within Islam. - Weapons of mass destruction (WMD). - Muslim views on Terrorism. - Non-religious views on Terrorism.

Building On

Building on understanding of the Year 8 topic: An introduction to the key events in the Prophet Muhammad’s life and how these inform Muslim beliefs and practices today. - An introduction to Islam, exploring the meaning of the term 'Islam' (peace and submission) and examining the Prophet Muhammad as a role model.
- Year 8 topic: Ethics - exploring Situation Ethics and how it can be applied.

New Knowledge

Develop an understanding of divergent Muslim attitudes towards peace and pacifism. - Develop an understanding of Muslim attitudes towards conflict and ways to resolve it. - Learn what the Just War theory is and the conditions of a Just War from a Muslim perspective. - Understand the circumstances in which Muslims are allowed to fight (Holy war) and divergent Muslims teachings on holy war. - Understand what weapons of mass destruction are and explore the problems and benefits of using WMD. - Identify what terrorism is and explore divergent Muslim and non-religious views towards terrorism.

Skills

Develop knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through reading of key religious texts.
- Develop the ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating depth and breadth of understanding of Muslim beliefs.
- Reflect on and develop personal values, beliefs and attitudes.
• Apply knowledge and understanding in order to analyse questions related to religious beliefs and values.

Cultural Capital

An in-depth study of Islam as a lived religion within the United Kingdom and throughout the world as well as exploring its relevance in today's twenty-first century society.
- Students will study Islam within the context of the wider British society, the religious traditions of which are, in the main, Christian. As a result, comparisons are explored of belief and practice between Islam and Christianity.
- Islam is one of the many religions and world views in the UK, which also include Buddhism, Hinduism, Judaism, Sikhism and non-religious views such
as Humanism and atheism.
- Students will recognise that within Islam there may be more than one perspective in the way beliefs and teachings are understood and expressed which is reflected in our society today such as with Sunni and Shi'a Muslims.
- Careers: teaching, medicine, law, youth worker, Church work, charity work, journalism, media