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Religious KS3 Curriculum Overview Autumn Term Spring Term Summer Term

Year Unit1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Year 7 Introduction to RE: Religious Buildings: Religious Scripture: The Rights of Passage: The Religious Festivals: The Enquiry: How has Y7 RE focuses The Abrahamic The Abrahamic Abrahamic Abrahamic Religions changed in on the Religions Religions • The Torah • Bat/Bar Mitzvah , and the 21st century? foundations of Judaism, Christianity • Synagogue, • The Bible (Judaism) . the three and Islam. • Church, • The • Hajj (Islam) Overview: Students Abrahamic • Mosque The history and • Marriage & Baptism Overview: Now that are exposed to religions: Overview: Students Their function and significance of religious (Christianity) students have studying census data and Christianity, are introduced to the role in the community. scripture. places of and data collection Judaism and three Abrahamic Overview: Now that understand key people from the school to Islam. Due to religions and the Overview: Students Overview: Students will students have studying and prophets from judge changing the varying foundations of will begin their deepen their exploration places of worship and they will religious trends in levels of religion and exploration of the of the three religions by understand key people and learn about the of the school, exposure to including perceptions Abrahamic by learning to read scripture prophets from religious text passage and festivals Banbury and the religious of and how God studying the religious and make references to they will learn about the observed and celebrated. UK. Students will education at is described. New buildings associated to it. Students will also draw rites of passage and festivals Students will learn about evaluate the KS1/2, Unit 1 language to describe each one. Students comparisons between observed and celebrated. rites of passage and impact of the builds on the God will be will develop an the texts and analyse Students will learn about festivals from a secular changing trends on foundations on introduced to understanding of the stories such as Abraham rites of passage and festivals and religious perspective the customs and the three students and common features of and Ibrahim to highlight from a secular and religious and enquire the practices they have religions similarities and each building but will the similarities between perspective and enquire the significance of a festival gained knowledge including differences are be able to make the Abrahamic religions. significance of a festival or or of passage to their on throughout Y7. general drawn between the judgements on their This will allow students to rite of passage to their own own lives. understandings three faiths. significance to a understand the shared lives. Rationale: Students about God and Muslim / Jew / history between the will by this point faith. Students Rationale: Students Christian’s life. three faiths. Rationale: This is the next have secure will then have varying levels of Rationale: This is the next logical step in the knowledge and explore the RE at Rationale: Students Rationale: By studying logical step in the students’ students’ understanding understanding of different so the unit has been will begin to deepen the religious texts, understanding of the three of the three Abrahamic the key concepts of aspects to each designed to create a their understanding of students will now be able Abrahamic faiths now that faiths now that the the three religion to level between the three religions by to make references to the foundations of the foundations of the Abrahamic faiths identify students to be in a studying the buildings them and use in their religions have been studied. religions have been and will be in the common position to explore that unite those verbal and written Students are now able to studied. Students are position to lead an features and the Abrahamic faiths within the faith. It will answers. As importantly, analyse the importance and now able to analyse the enquiry about celebrate with deeper allow students to students will now be able significance of rites of importance and religious trends in differences. meaning. make judgements on to piece together the passage and festivals to a significance of rites of their local Students will the role and foundations and shared religious and non-religious passage and festivals to a community and the end Y7 with a importance of history between the person to give them a religious and non- UK. Students will strong religious buildings. three faiths by analysing profound understanding of religious person to give be given the understanding stories from the Torah, the customs and practices of them a profound opportunity to of the key Bible and Qur’an. the people in their local understanding of the make judgements features of the community and beyond. customs and practices of on the impact of Abrahamic the people in their local change to religious religions and community and beyond. trends. will be able to make judgements on the importance of festivals, rites of passage, religious buildings and scripture to each one. Year 8 Law & Order: War & Peace: The Environment and Peace and Social Justice: Enquiry: How far has Y8 RE allows UK Laws and their The morality of war Poverty: Social injustice throughout racism and social justice students to religious origins from and religious views on The Christian concepts of history including examples come? explore the Ten war and pacifism. dominion, stewardship, such as apartheid and civil contemporary Commandments charity and poverty. rights in the USA. Overview: Here, an ethical issues The moral issue of Overview: Students enquiry will begin that and form capital and corporal will study Overview: Students will Overview: In this unit, will allow students to judgements on punishment. international law and begin the unit by students will explore the assess the impacts of them. Students morality on war and studying the environment idea of social justice and social justice movements will develop Overview: Students peacekeeping. and the role of humans how this has looked at by studying racism and their ability to will begin their study Students will make within it from a religious various points in history. inequality in the modern form an into contemporary judgements about the and non-religious Students will study key day. A key focus here will argument and ethical issues by effectiveness of the perspective. Students will figures who played a leading be the Black Lives Matter deepen their developing an Just War theory and learn the concepts of role in movements in social movement with a study understanding understanding of the evaluate the effects of dominion and justice and assess the of specific people and about moral basis of our legal war on the stewardship and then impacts of their actions on events that have spurred issues in the system. Students will environment and begin to make links to the societies they lived in. riots and a call for an UK and the then explore reasons people. poverty in the UK and This unit will combine social overhaul of current world. for by studying worldwide as well as history and ethical enquiry. discriminatory systems. Students will prejudice and Rationale: Students famine and exploitation Students will also be able to discrimination as will now have a globally. Once the understand the role of grasp change well as the history profound knowledge is secure religion, if at all, in social Rationale: Students will and continuity and development of understanding on here, the students will justice movements. create a line of enquiry in specific crime and legal systems and how then study the role of that will ultimately lead ethical issues punishment in the laws are imposed and campaigns and charities to a piece of independent and evaluate UK and the wider will be taught to apply and assess their Rationale: By this point, writing with a focus on the impact on world. this on an effectiveness in their students will have secure original thought and own their own lives international scale. mission to tackle poverty acknowledgement of the perspectives. Students and wider Rationale: For Student evaluation and alleviate suffering. concept of injustice and will discuss George Floyd society. students to be able will also develop at inequality by studying and how his death to grasp the basics of this stage as they previous units and will now triggered the BLM each topic they will explore the strengths Rationale: Students be able to apply it to the movement and how this need to understand and weaknesses of would have previously history of social justice. This has been embraced by the relevance of the international law and studying the law and will also the students up individuals and 10 commandments systems. legal systems to will now for their final enquiry. This organisations. The focus in the modern world. develop their ethical also coincides with KS3 will be to compare the Likewise, students enquiry by developing an History where would issues studied in the will need to have a understanding how our have been taught already previous unit and make a strong understanding legal system in the UK meaning students will judgement about social of the legal system in and international set ups understand the background . the UK before both protect and fail of the American Civil Rights magnifying the those who live in poverty. movement. international systems Students study the studied in the next environment first to unit. provide the foundations of understanding of relative and absolute poverty. Year 9 Medical Ethics: Suffering: The Holocaust: Life after Death: Differing religious and non-religious views on a The concept of natural Study of Nazi and Differing religious and range of medical ethical issues. and moral evil as the modern-day anti-Semitism non-religious views and cause of suffering. in addition to the study of the concept of Heaven Overview: The study of ethics continues by Religious attitudes other genocides. Racism in and Hell. narrowing the focus on to medical ethical towards suffering. society. issues. Students will study a range of medical ethical issues such as abortion, euthanasia, Overview: In the previous Overview: This unit is to be Overview: KS3 RE fertility treatment, saviour siblings and the unit, students will learn studied alongside the concludes with the study decision to separate conjoined twins. Students about the sanctity and teaching of the Holocaust in of the end of life and will understand and critique the different quality of life and now be History. Students will study different religious and religious and non-religious movements and familiar with these the Holocaust as well as non-religious views on perspectives for each issue to form their own concepts. This provides a other genocides in order to the afterlife. Students will reasoned decision about each matter. logical step into the study answer the enquiry question draw comparisons Students will also use scripture to deepen of suffering from a on whether we have learnt between various religious their explanation on religious perspectives. religious and non- our lesson from the and non-religious ideas religious viewpoint. Holocaust. This is based on about what happens after Students will be the UK organisation from death and reach their Rationale: This unit further develops the introduced to the the HMT ‘Lessons from own conclusions about if student's ability to form and offer a balanced concepts of natural and Auschwitz’. Students will there is an afterlife and and well-reasoned argument. Similar concepts moral evil and learn study contemporary issues what this may look like. are studied at GCSE and this is a good hook for about the cause of these such as racism in society, Y9 options. Students will continue to further evils according to anti-Semitism in society e.g., develop their ability to use scripture to scripture. Students will football, Chinese labour Rationale: This unit evidence points made in their written work assess the benefits of camps and a rise in division appropriately ties up KS3 which is also vital for GCSE success. suffering and the value it as a result of Trump and EU RE and combines the can have on the referendum. study of religious individual and wider teaching and ethical society. issues to provide an Rationale: By this point, overview and conclusion Rationale: Ideas from the students will have to the RE roadmap. previous topic, such as understanding and be able sanctity and quality of to differentiate between life, provide a good basis natural and moral evil which for the students to study in turn allows students to the ideas surrounding have a deeper and more suffering. Similarly, the profound understanding of next unit is studied, it is the events of the Holocaust vital for students to have and other genocides. a grasp on the concepts Students will explore a range of natural and moral evil of contemporary events to as well as suffering. consider and ultimately Student understanding of make a judgement on how religions uphold lessons learnt from the their in Holocaust which further despite suffering is also develops their analytic and imperative before the in- evaluative skills. depth study of the Holocaust.