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Curriculum and Assessment in Beliefs and Values at KS3

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Curriculum and Assessment in Beliefs and Values at KS3 Curriculum and Assessment in Beliefs and Values at KS3 Curriculum Statement: Beliefs and Values Difference is the essence of humanity. Difference is an accident of birth, and it should therefore never be the source of hatred or conflict. Therein lies a most fundamental principle of peace: respect for diversity. John Hume Powerful Knowledge in Beliefs and Values Beliefs and Values at Laurus Cheadle Hulme incorporates the academic disciplines of Religion, Philosophy and Ethics. To add clarity to a subject this diverse, it is essential to establish what our students should know, and be able to do, by the end of KS3. Our students should be able to describe the nature of religion and appreciate, without prejudice, the variety of religions and worldviews that exist. Our students should understand how beliefs influence the values and lives of individuals and groups, and how religions and worldviews have an impact on the various communities in which we operate. Our students should be able to appraise the practices and beliefs they study with increasing discernment. Our students should know how and where their own beliefs and values fit within their local, national and global community. Our students should exhibit all the qualities that we wish them to display: tolerance; respect; courage; social intelligence; vitality; curiosity; perseverance; integrity; gratitude; self-control and optimism. Curriculum features As part of their experience of Key Stage 3 Beliefs and Values, students will carry out a range of enquiries into the academic discipline of Religious Education. The principal aim of this will be to ensure that students know about and understand a range of religions and worldviews; express their ideas and insights about the nature, significance and impact of religions and worldviews; and develop the knowledge and understanding needed to engage seriously with the significant human questions which religion and worldviews address. Students will therefore carry out a range of enquiries based around the following religious and non-religious worldviews: - Buddhism - Christianity - Hinduism - Non-religious worldviews, e.g. Humanism - Islam - Judaism - Sikhism Co Curriculum enrichment We aim to provide opportunities to learn about and participate in the religious festivals celebrated by the students and staff at our school. Furthermore, we welcome visitors from the 6 major world religions into school to engage in a ‘contact curriculum’. In essence this means that students are given the opportunity to engage with diversity in ‘real life’ rather than only learning about it within the margins of the classroom. The Humanities department also runs an Ambassadors Club for those students with a real passion for the subject. These students organise a variety of House Competitions as well as participating in national competitions throughout the year. Curriculum Overview Beliefs and Values Beliefs and Values Curriculum for Year 7 – An Overview The Year 7 Beliefs and Values curriculum is designed to develop students’ understanding of the history of major world religions, before introducing students to the beliefs and practices of these religions. In order to develop their understanding, students will study the following topics in Year 7. Topic 1: The How radical was the development of Abrahamic religion? development (Judaism, Christianity and Islam) of Abrahamic - The patriarchs and the origins of monotheism: Abraham, Isaac and Jacob Religion - Moses and the Israelites - Judaism and the Temple: The First and Second Temple RE - Jesus and the origins of Christianity - Missionaries, Paul and the Council of Jerusalem - Old and New Testament - Christianity and the Early Church - Constantine and the Council of Nicea and Apostle’s Creed - Muhammad (PBUH) and the origins of Islam Topic 2: What do Abrahamic religions believe about God? Abrahamic (Judaism, Christianity and Islam) religion and their beliefs - Anthropological and metaphysical God about God - Monotheism and polytheism - The Trinity and the Doctrine; Incarnation; and Salvation. RE - The New Testament - God’s properties: omnipotence; omnibenevolence; omniscience; and omnipresence - Allah: the 99 names of God - Tawhid and Shirk - Prophets in Islam - The Quran Topic 3: Is it fair to describe Britain as a Christian country? Christian (Christianity and Non-Religions) belief and practice - The Church of England: House of Lords, Queen, community activism - Forms of worship: Liturgical worship; Non-Liturgical Worship; and Individual Worship RE - Christian holidays and traditions: Sabbath; Easter; and Christmas - Evangelism: The Christian Mission - British Humanists - British Atheists: Richard Dawkins; and Atheism UK Beliefs and Values Curriculum for Year 8 – An Overview The Year 8 Beliefs and Values curriculum is designed to build on the knowledge students built in Year 7, by developing a deeper knowledge of belief, practice and worship across the major world religions. In order to develop their understanding, students will study the following topics in Year 8. Topic 1: Rise of How did Islamic Caliphates change the world? Islamic cultures (Islam) and traditions - Succession of Muhammad (PBUH): Shia and Sunni split RE - Islamic Caliphates: Umayyad, Abbasid - Islamic ideology: Patronage of scholars; Quranic hadiths and teachings - Technological advancements under Caliphs - Caliphates translation movement Topic 2: Islamic What does it mean to be a Muslim? belief and (Islam) practice - The Five Pillars of Islam: The Shahadah; Salah; Zakah; Sawm; and Hajj - Prayer and the mosque RE - Ramadan and Eid ul-Fitr - Hajj, pilgrimage and Mecca - Sunni and Shi’a Islam; Shari’a Law - Islamic dress - Lesser Jihad and Greater Jihad Topic 3: Eastern How do Eastern religions differ from Abrahamic religions? religions: belief; (Buddhism, Hinduism and Sikhism) practice and worship. - The Four Noble Truths and Eightfold Path - Eastern perspectives on life after death: Samsara, Karma and Moksha - Caste System RE - The Five Buddhist Precepts - Eastern perspectives on creation - Eastern places of worship - Threefold Refuge: The Sangha; The Buddha; The Dharma Topic 4: Christian Why was the Reformation a turning point for Christianity? practices across (Islam) denominations - Martin Luther Ninety-five Theses RE - Creation of the Church of England - Christian interpretations of the Bible: Evangelical; Conservative; Liberal interpretations - Ministry of the Catholic Church and Church of England - Liturgical and Non-Liturgical worship in Catholicism and Protestantism - Gender Equality in Catholicism and Protestantism Beliefs and Values Curriculum for Year 9 – An Overview The Year 9 Beliefs and Values curriculum is designed to allow students to apply their knowledge of major world religions (belief, practice and worship) to ethical issues which have shaped religious identity. In order to develop their understanding, students will study the following topics in Year 9. Topic 1: What are the worldviews about the existence of the universe? Worldviews about creation - Abrahamic creation stories: Christian and Islamic - William Paley: Paley’s watch maker argument Ethics & Theology - Teleological explanations: Design Argument, Goldilocks Argument - David Hume: infinite regress criticism - Scientific explanations for creation: Evolution and natural selection Topic 2: The Is there such a thing as good and evil? problem of evil - Meta-Ethics: moral realism vs moral relativism Ethics & Theology - Problem of Evil: Inconsistent Triade - Christian understanding and responses to evil - Islamic understanding and responses to evil Topic 3: Religious What does it mean to be part of a religious community? practices of major world religions - Abrahamic religions attitudes to family - Abrahamic religious festivals: Liturgical Calendar; Eid ul Fitr; Eid il Adha; Passover Meal RE - Abrahamic religious attitudes to civic life: obligations to the community Topic 4: Religious How have different diasporas changed religious identity? identity of Abrahamic - Jewish diasporas: Historical persecution of Jewish communities religions - Muslim diaspora: persecution of Islamic communities - Christian diaspora: persecution of Christian communities. RE - Theological scripture: Sermon on the mound; Old Testament Covenants; and Second Temple Zealots Foundation Stages – Assessment Criteria Beliefs and Values Knowing about and understanding religions and Expressing and communicating ideas related to Gaining and deploying the skills for studying worldviews. religions and worldviews. religions and worldviews. BFS Analyse arguments clearly, justifying Synthesise research using different Use varied methods of study to research perspectives disciplines ultimate questions Refer to and unpick the context and meaning of Appraise various dimensions of religion scripture FS5 Evaluate diverse beliefs, perspectives, sources Explain ideas creatively and coherently, using Evaluate questions and arguments of wisdom and ways of life the main methods of religious study personally and critically Examine responses to ultimate questions Appreciate various dimensions of religion Explain the significance of beliefs on the Express a well-supported personal viewpoint, Express personal reflections with expertise life on the believer showing appreciation of differing views FS4 Appraise different understandings of religion Express insights into questions, giving Enquire into and interpret ideas, sources and worldviews coherent accounts of beliefs and ideas and arguments
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