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Religion & Worldviews 2022 Religion & Worldviews: Core Units 14 - 19 Religion and Worldviews: Core Units 14-19 Contents Page Religious studies 14-19 2 Non-Statutory Core Units of Learning Harm no living thing? 4 Do rituals matter? 5 Should religion and politics mix? 6 Are religious laws outdated? 7 Why does Jerusalem matter? 8 What does it mean to be human? 9 How does the media portray religion? 10 Can religion help people live their lives even if they are not religious? 11 Is death the end? 12 Religious harmony within and between faiths? 13 How do we make moral/ethical decisions? 14 Does religion cause conflict? 15 Non-statutory End of Key Stage 4 expectations 16 1 HULL & EAST RIDING OF YORKSHIRE Religious Studies 14-19 Schools must provide Religious Education for every student in accordance with legal requirements. RE remains a statutory subject for all registered students at Key Stage 4, including in Year 11. In schools with a sixth form RE is also a statutory element of the curriculum and provision should be made for a minimum of 15 hours curriculum time. Schools should provide the opportunity for students to follow an appropriate externally accredited course in Religious Studies. This may be through an option system or using core statutory RE time. Sufficient time must be given to cover the exam specification and enable students to make appropriate progress. Provision must be made in school for statutory RE for all students. If an externally accredited course is not used as the basis of this course, a course must be developed which builds on Key Stage 3 and enables exploration of the place of religious and non-religious worldviews in our world today. All students at Key Stage 4 (whether they are studying for GCSE Religious Studies or not) should have access to challenging RE which is both real and relevant to life in modern Britain. The RE must highlight critical thinking skills and students’ personal development with reference to British values and spiritual, moral, social and cultural aspects. 2 HULL & EAST RIDING OF YORKSHIRE Non-statutory Core Units of Learning These materials were originally developed by the Durham Curriculum Group (secondary) with HUB funds kindly granted by Culham St. Gabriel’s Trust. With permission, they have been adapted for use with this syllabus, and are offered for schools and academies to use and adapt to meet the needs of students who do not wish to gain accreditation in religious studies. The following units provide teachers with a basis to build on the foundation of knowledge and understanding of religious and non-religious worldviews gained at preceding key stages. Students should be able to research and investigate the influence and impact of religious and non-religious worldviews on the values and lives of both individuals and groups. They should be given opportunities to evaluate the impact of religious and non-religious worldviews on current affairs, using multidisciplinary areas of enquiry (sociological, ethical, theological, philosophical, phenomenological) to deepen understanding about the role and influence of beliefs on twenty-first century life, locally, regionally, nationally and globally. Students continue to develop capacity for critical thinking as they evaluate religious material, using the skills of interpretation and expression to analyse their own and other people’s views and reasons. They should be able to appreciate and appraise the beliefs and practices of different religious and non-religious worldviews with an increasing level of discernment based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions. They will widen their ability to develop personal insight, reflecting on both their own beliefs, ideas and values, and those of others, whilst developing the ability to live with uncertainty and ambiguity. Students following a statutory non-accredited course at Key Stage 4 must be given the opportunity to explore a range of religious and non-religious worldviews through: • theological and phenomenological enquiries into the range of religious and non-religious worldviews in Britain today and the impact these have for individuals, communities and societies • philosophical enquiries which draw on a range of religious and non-religious worldviews • ethical enquiries and the influence of religious and non-religious beliefs on moral decision making • sociological enquiries and the role and influence of religious and non-religious worldviews on societies, cultures, politics, identity The Key Stage 4 RE curriculum must include Christianity and at least one other religion to greater depth, and reference to non-religious worldviews. The following pages outline a range of appropriate unit questions for non-examination Key Stage 4 religious studies. A brief overview for each unit is included, together with suggestions for enquiry. Schools should deliver a range of units, as appropriate, across Key Stage 4. At Key Stage 5, for those students not following an accredited course in religion, schools should provide a minimum of fifteen hours in total, covering the distinctive features of Christianity, other principal world religions and non-religious worldviews. The units which follow may be appropriately adapted for that purpose. 3 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS Harm no living thing? About this unit This unit considers key teaching from a religious tradition and explores its relevance for individuals, communities and societies today. The unit question is based on one of the five Moral Precepts from Buddhism which states that no living things should be killed or harmed. Stories from the Buddhist tradition and actions of Buddhists today which exemplify this precept should be explored and evaluated, including conservation and protection of the planet and all living things within it and attitudes towards violence and conflict. Critically evaluate actions and attitudes explored through questions such as, ‘Does this (or should this) moral precept have universal relevance today?’ This moral precept from Buddhism could be compared to other religious and non-religious traditions, teaching and actions in relation to violence and conservation Resources: www.bbc.co.uk/sounds/play/p033k519 first broadcast in 1996, this programme discusses the viability of Buddhist values in a modern society Concepts Dhamma, ahimsa, universal, moral, ethical, authority, community, Vocabulary Buddhist, precept, values, conflict, conservation, Three Jewels, Five Moral Precepts, Noble Eightfold Path Prior knowledge Some background knowledge about Buddhism in local, national and global communities Enquiry: consider • the statement, ‘Harm no living thing’; what does this mean? How does this apply to the concept of ahimsa? • what it means to a Buddhist to follow the ‘Middle Way’ • how some Buddhists understand this moral precept through traditional stories, such as the story of Siddhartha and the Swan or Angulimala • the impact this precept has on the behaviour, actions and attitudes of Buddhists in relation to violence and killing, protection and conservation. Do all Buddhists live by this precept? • interviewing a member of the local Buddhist community for their understanding of this precept • if there is ever a time when this moral precept cannot and should not work. Could this moral precept be a universal law? • what is meant by universal law; can there be such a thing in our religiously and culturally diverse world? • the duty of humans to conserve and protect the planet and all living things – how do religious and non-religious worldviews view this principle and what actions do they take? • what this moral precept says to Buddhists about violence, war, capital punishment or any form of killing Dive deeper, question further Explore other Buddhist teachings (dhamma) and consider the relevance of these to life in Britain today What do other religious and non-religious worldviews say and teach about violence, killing, conflict and war? 4 HULL & EAST RIDING OF YORKSHIRE Key Stage 4/5 core non-examination RS Do rituals matter? About this unit This unit explores and evaluates how and why rituals are used by individuals and communities in both religious and secular contexts. Students will consider what is meant by a ritual and will explore the impact rituals can have for individuals, groups and societies. Opportunities should be given to find out about different types of rituals, for example, at births, graduations, funerals, national days of remembrance, celebration and mourning. Rituals from a range of religious and non-religious worldviews and communities should be considered, include new forms of rituals. Students will critically evaluate whether rituals and symbols, within a religious and a non-religious context, have any real value and significance today. Resources: https://humanists.org.uk Concepts ritual, worldview, religion, secular, commitment, community Vocabulary ritual, ceremony, mourning Prior knowledge Recall learning about rituals and celebrations, both religious and secular, from previous key stages Enquiry: consider • the definition of a ritual and how this differs from but may be similar to a tradition. Is blowing out birthday candles a ritual or a tradition? Identify a range of traditions and rituals • how rituals help shape a person’s identity and sense of belonging • the ways rituals are used in public life, including national and local rituals and their significance, such as Trooping the Colour, Remembrance Day, candles and flowers
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