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Are religious laws outdated? 7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 left in public spaces as remembrance and tributes to people who have died, rituals connected with national sporting and music events • rituals around significant family events • rituals within religious traditions and what they express about beliefs, meaning, truth, identity, commitment such as ritual prayer in Islam, Shabbat practices in Judaism, Eucharist in Christianity, puja ritual in Hinduism • the impact of religious rituals for individuals and communities and how they may make a difference to how a person feels and thinks • why parents choose to have their children baptised in church even though they are not religious • the growth in non-religious baby naming ceremonies; describe what typically happens and why parents may choose this ritual • how funerals reflect people’s diverse views about belief and life’s meaning • why some non-religious funerals led by a non-religious celebrant may include prayers and hymns. What does this say about changing attitudes to religious affiliation and changing beliefs about life, death and after-life?

Dive deeper, question further What do rituals add to the experience of living? Explore the significance of rituals, religious and secular, on people’s thoughts, feelings and behaviours.

5 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS Should religion and politics mix?

About this unit This unit considers the influence that religion can have on political systems and issues nationally and globally. Students find out about individuals and religious groups who have campaigned for political beliefs and will consider how religious beliefs can affect the views, attitudes, actions and behaviours of individuals and communities. The unit explores and evaluates the place of state religion in political structures and decision-making processes in Great Britain. They consider whether the state rule of law should come before individual religious and moral convictions.

Resources: refer to current online relevant conversations (podcasts)

Concepts religion, belief, authority Vocabulary campaign, social change, civil rights, liberation theology

Prior knowledge British values and how they underpin the constitution of the UK

Enquiry: consider • how religions and religious communities can bring about political change; does religion have a voice? • the continued practical and social campaigning work today of the Salvation Army. Have campaigns for social justice changed since the C19? • rallies and speeches to bring about racial equality; civil rights leaders and their influence • what is meant by Liberation Theology; explore the stories represented on the crosses of El Salvador and the campaigning of Oscar Romero • the voices of leaders of religion today on political issues; sermons and speeches used to influence attitudes, rules and laws; should religious leaders make political comment? • the influence, both negative and positive of religious and non-religious beliefs, doctrines and principles on political debate and voting on, for example, change to abortion laws, same-sex marriage, equality laws, capital punishment • the place of the ‘state religion’ (Church of England in Great Britain) in political structures and decision-making processes. Why are there bishops in the Lords? Should the Church of England have a greater say in Parliament than other religious and non-religious worldviews? • a range of political doctrines which have been directly influenced or inspired by religion such as Christian socialism, Hindu nationalism in the Hindutva movement, religious Zionism seeking to create a religious Jewish state, the Khalistan movement aiming to create a homeland for Sikhs

Dive deeper, question further Do religious laws and private convictions come before state laws? For example, should the state ban the wearing of religious symbols? (banning of hijab in France)

What did Desmond Tutu mean when he said, “When people say the Bible and politics don’t mix, I am puzzled as to what Bible they are reading”.

Can religion change politics and politics change religion?

6 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS Are religious laws outdated?

About this unit Students explore some key religious laws and teachings in relation to moral attitudes, actions and behaviours. It gives opportunity to evaluate whether such laws have stood the test of time and remain relevant or whether they reflect a particular culture or period of time from the past. Students will explore similarities and differences between the moral codes and laws from different religious and non-religious worldviews and will consider whether it is possible to have universal laws. This topic is also discussed in the unit Do no harm? Students discuss and analyse such questions as: Should religions adapt their practices and moral codes in line with contemporary society?

Resources: https://www.g25malaysia.org/single-post/2015/04/29/Outdated-religious-laws-must- be-changed-UAE-forum-hears https://humanism.org.uk/humanism/the-big-questions/ https://www.un.org/en/universal-declaration-human-rights/index.html

Concepts universal, authority, Vocabulary golden rule, mitzvot, sharia, moral precepts, commandments, universal human rights

Prior knowledge Religious laws and traditions studied in previous key stages

Enquiry: consider • the laws which form the foundation of religious and non-religious worldviews - The Ten Commandments - The commandments of Jesus: Love God and love your neighbour as yourself - ‘The Golden Rule’ found embedded in many religious and non-religious codes (do to others as you would have them do to you) - The 5 Moral Precepts and Eightfold Path in Buddhism - The Humanist code • changes in society and how these may be reflected in law; UK Equalities Act 2010 including gender rights, sexuality and LGBT rights. • how some faith members’ attitudes towards sex before marriage, divorce, sexuality, same sex partner marriages have changed; why do some faith members object to these changes? • Jewish religious laws about the Sabbath; are these laws followed by all Jewish people? Is there something of intrinsic value in such traditions? Should they change to suit modern society? • attitudes towards modesty, hijab and women’s rights within and across Islam both nationally and globally • where religious laws and the secular state may come into conflict • if laws from religious worldviews have universal resonance today, whether people are religious or not; could there be universal unchanging laws that would be relevant for all?

Dive deeper, question further Should religious laws change to reflect modern society? If so, which society and what might be the drawbacks? Should religions adapt their practices and moral codes in line with the modern world and a changing culture?

7 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS Why does Jerusalem matter?

About this unit This unit explores the religious and political significance of Jerusalem for Jewish people, Muslims and Christians, today and in the past. Students will discover the importance of Jerusalem and surrounding area for each tradition and reflect on why people of faith may visit today. They will investigate the political and religious tensions in the area to consider and evaluate the ways in which individuals, groups, communities and countries have tried to resolve these tensions. This unit may follow Should religion and politics mix? p.6

Resources: https://www.bbc.co.uk/bitesize/guides/z84dtfr/revision/3 The Jerusalem Times, The Times of Israel

Concepts faith, belief, sacred, holy, community Vocabulary religious, political, tension

Prior knowledge Revisit learning about the three Abrahamic faiths

Enquiry: consider • the location of key religious sites in and around Jerusalem • the relevance of the historical background of Jerusalem for the three faiths • faith stories connected to the different sites important to each faith • historical conflicts over Jerusalem • why people of faith visit Jerusalem today • the conflict and tension between Israelis and Palestinians including: the forming of the state of Israel present day tensions and conflict Israeli West Bank barrier present day attempts to find resolutions – at political and community level • the impact of the current political situation on people living in the region today; children growing up in the area, kibbutz life • responses from Christians, Muslims and Jews about the ongoing conflict • the response of the international community to the conflict

Dive deeper, question further Do places matter? Can and should history resonate and continue to affect attitudes and lives today? What can be done? Should the city of Jerusalem be given special protection and what would such protection look like?

8 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS What makes us human?

About this unit This unit explores what is understood by the term ‘humanity’ and the differing ways in which humans understand meaning, truth and purpose of life. Students enquire into a range of perspectives from people with differing beliefs, values, occupations and experiences. They find out views and attitudes on the nature of being human and how this affects the way they live their lives. Students will explore and evaluate commonality as well as differences in these views. Students will ask questions about the search for meaning and the nature of being human in our own lives.

Resources: BBC Radio 2 Jeremy Vine’s podcast ‘What makes us human?’ https://www.bbc.co.uk/programmes/p02nrw9m

Concepts truth, spirit, soul Vocabulary purpose, meaning, humanity

Prior knowledge personal experience

Enquiry: consider • some of the big questions of meaning which all humans ask and try and make sense of at some point in their lives? o Why are we here? – what is the meaning and purpose of life? o What is meant by truth? o What is unique about being human? o What is meant by the word ‘humanity’? o How do humans relate to each other and the world? o What happens when we die? • recording personal first thoughts in response to the above • holding a community of enquiry to explore one of these questions • how to investigate the ways different people may respond to these questions; establish criteria (age, occupation, faith membership…) and carry out some research • responses made by different religious and non-religious people to one/some of the questions; do their answers influence your thinking? • theories of human existence from ancient philosophers such as Socrates, Plato, and Aristotle; find out if philosophers in recent times have similar views • What does it mean to be human? Present findings, identify commonality and where there is difference

Dive deeper, question further Critical evaluation and discussion: Do we need to explore who we are? Do we need to find what the meaning of our lives is or should we just get on with living our life? Does it matter? Is life really about this?

9 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS How does the media portray religion?

About this unit This unit explores the ways in which different forms of media show and portray religions and worldviews, traditions, practices and beliefs. Students consider negative and positive images of religion and how the media influences attitudes of individuals, groups and communities. They analyse the impact that the media, including documentaries and other programmes have, on issues of religion and other worldviews. They consider the responses of individuals, communities and societies.

Resources: www.bbc.co.uk/bitesize/guides/zgb42hv/revision/3 https://religionmediacentre.org.uk From Pandemic to Infodemic: https://economistfoundation.org/resources/

Concepts religion, belief, secular, worldview Vocabulary blasphemy, media, bias

Prior knowledge Refer back to Unit 8.3 What if… to give a theological and philosophical background to this social sciences approach within this unit

Enquiry: consider • making a survey of TV programmes over a week to see how often religion and religious issues occur • the proportion of media coverage given to an issue connected with religion • media bias in portraying people with religious beliefs in the news; how are they depicted? • positive and negative depictions of Christians and Christianity; Muslims and Islam; Jews and Judaism … • how media coverage can influence attitudes, positive and negative; for example, showing the Dalai Lama at Glastonbury • the individual right to express opinions, use blasphemy and comedy in relation to religious and non-religious worldviews as portrayed through the media in different countries • the ethics of religious television evangelism • evaluating the place of ‘Thought for the Day’ (Radio 4) and ‘Pause for Thought’ (Radio 2) in helping people think about meaning in their lives • the influence and impact of social media on society, culture and beliefs, including the portrayal of reality; what is real?

Dive deeper, question further Does media reporting on religions and worldviews deter or encourage commitment? Should religious broadcasting be more inclusive? What difference does/ should the fact that we live in a religiously diverse and complex society make to religious broadcasting and coverage? Should ‘Thought for the Day’/’Pause for Thought’, Sunday worship be stopped in an increasingly secularised society?

10 HULL & EAST RIDING OF YORKSHIRE Key Stages 4/5 core non-examination RS Can religion help people live their lives even if they are not religious?

About this unit This unit seeks to explore ideas about human experiences and emotions and how they may resonate with religious beliefs and practices. It explores some of the actions and beliefs within religious traditions and how they may help people make sense of their lives and experiences even if they don’t belong to a faith. Students consider some of the ways in which people with non- religious worldviews live their lives.

Resources: Dalai Lama How to see yourself as you really are”, “How to practise: the way to a meaningful life” www.dalailama.com Truth and Reconciliation Commission (South Africa) The Angel’s Share film https://understandinghumanism.org.uk/uhtheme/secularism-and-society/?age=14

Concepts universal, justice and freedom, authority Vocabulary mindfulness, suffering, secular

Prior knowledge Learning about different faiths and worldviews from KS3

Enquiry: consider • examples of the beliefs and practices of religious traditions and how they relate to key human emotions and experiences • Buddhism - meditation and mindfulness; how much does this resonate for people in society today? What is the value and purpose of meditation and stilling and how does it help people cope with increasing pressures and stresses? Why are the Dalai Lama’s books so popular? Why do people (who are not Buddhists) hold the Dalai Lama in such high regard? Does the Dalai Lama speak sense to people even if they are not Buddhist? Is the message of compassion a universal message whether people are religious or not? • Sikhism – the concept of equality of all and service to others through langar and sewa is central within Sikhism. Would society be better if we placed more emphasis on equality and everyone serving others regardless of their position and occupation? Sikhs believe that to use your mind in serving others, includes campaigning and protesting to bring about change for the good. Is there relevance in these central beliefs and practices of Sikhism for others? • Christianity – the principles of love and forgiveness including the greatest commandment (Golden Rule) are the foundation of Christianity. Should forgiveness be a guiding principle for all? Explore examples of forgiveness as part of conflict resolution and restorative justice. How much are the principles and laws of our society based on Christian principles? • Humanism - the meaning of secularism and why is it important to humanists; the humanist vision for the world and the kind of society humanists strive for; what humanists work for and what lies behind their motivation

Dive deeper, question further How are religious principles and rules reflected within groups, societies and political systems? Can religions help people to live their lives even if they are not religious?

11 HULL & EAST RIDING OF YORKSHIRE Key Stage 4/5 core non-examination RS Is death the end?

About this unit In this unit students explore a range of attitudes and beliefs concerning what happens when we die. Students should analyse key schools of thought, ideas, convictions and beliefs, exemplified by a range of religious and non-religious worldviews. They will learn how religious and non-religious beliefs are connected to practices from a wide range of religious and non-religious worldviews. This should include diversity and complexity within religions.

Resources: Dia de los Muertos, Mexico (Coco film) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/fi le/496231/Faith_at_end_of_life_-_a_resource.pdf https://religionmediacentre.org.uk/?s=death+rituals

Concepts ritual, belief, faith, spiritual, worldview Vocabulary resurrection, karma, moksha, reincarnation

Prior knowledge Refer back to the big questions discussed in Unit 8.3 What if…

Enquiry: consider • Christian beliefs about resurrection and concepts of an afterlife • Hindu concepts of reincarnation and rebirth, karma and moksha; compare with Buddhist beliefs • the impact different beliefs may have on how people feel about life and death • the views of someone without religious belief about life and death • if an individual has the right to decide when to die and at what age should they be able to choose • the significance of ritual at a Muslim funeral • how some words, actions and symbols at funerals exemplify key beliefs • civil funeral ceremonies which are spiritual but not religious such as those of Humanists • how funerals can be a celebration of life • debating the question Is death the end?

Dive deeper, question further Is a funeral for the person who has died or for the mourners? Discuss changing attitudes to life and death. Why do some people wear black to funerals? Does tradition matter? Why might some people want a church funeral even if they have never been members of a church community? Why might some people want a civil celebrant but prayers and a Christian committal?

12 HULL & EAST RIDING OF YORKSHIRE Key Stage 4/5 core non-examination RS Religious harmony within and between faiths?

About this unit This unit explores and critically evaluates some of the work undertaken by individuals and organisations, including The Inter Faith Network (IFN) of the UK to promote harmony and cooperation between people whatever their religious or non-religious worldviews. Students explore what this means in a religiously plural society and whether there can be religious harmony. They evaluate projects which promote harmony within and between different belief systems.

Resources: www.interfaith.org.uk https://heri-online.org www.re.bahai.org.uk UK census 2021 Concepts unity, peace, faith, worldview, community Vocabulary diversity, decolonisation, harmony

Prior knowledge The range of religious groups within the UK and the increasing diversity found within them

Enquiry: consider • how Britain is religiously diverse • whether all religions should be respected • if non-religious worldviews such as Humanism are respected in our society • consider the work of IFN and people like Dietrich Bonhoeffer, Nelson Mandela and Malala to show how there can be difference and diversity, but also harmony and cooperation • exploring the messages of popular artists which as Bono, Bob Geldof, Cat Stevens… • the ways respect and tolerance are promoted; does this have impact? • interviewing local members of interfaith groups and SACRE; why do individuals and groups say they get involved and what difference it makes to them? What is the involvement of politicians, leaders, key figures? • whether there should be greater public policy and attention to interfaith work • the Peace Mala project; can making a bracelet and becoming a Peace Mala school have any lasting impact? • national events which embrace diversity; does it make a difference to see diversity presented in this way? • hold a faith forum in school and invite members of different religious and non-religious worldviews to participate • Baha’i teaching on unity and harmony

Dive deeper, question further Evaluate the value of differing faith members meeting together, listening to each other and sharing ideas Can there ever be unity, harmony and peace between different religions?

13 HULL & EAST RIDING OF YORKSHIRE Key Stage 4/5 core non-examination RS How do we make moral/ethical decisions?

About this unit This unit will explore the basis of people’s own individual sense of morality, their moral compass and they make moral decisions. Students evaluate theories behind ethical decision-making including situationism and utilitarianism and consider the ways individuals, communities and societies use these. They explore the role religion can play in moral decision-making for individuals and societies. They consider the complexity in addressing some ethical issues by using current day examples and reflect on their own basis for making moral decisions.

Resources: Religion and ethics - GCSE Religious Studies Revision - Edexcel - BBC Bitesize

Concepts ethics, morality, right and wrong Vocabulary situationism, utilitarianism

Prior knowledge Previous work on questions of meaning, purpose and truth

Enquiry: consider • the application of the theories of utilitarianism, social contract, deontological law, situation ethics to current and real-life moral issues/dilemmas • how moral principles and moral decision-making has changed over time within societies and changed attitudes towards race equality, sexuality… • how the role and authority of religion in moral decision-making for individuals and societies differs within and between religions and may alter over time • the role and authority of non-religious worldviews in moral decision-making • how people make decisions today based on reason, situation, conscience, influence of others, belief and worldview • how people belonging to the same religion may make decisions in very different ways depending on different factors such as their view of religious teachings/authority, conscience, personal experiences, political influences and beliefs, culture and upbringing, family/friendships • how and what young children should be taught about morality; who should teach them? • whether lying is always wrong, through a community of enquiry (P4C), applying theories studied

Dive deeper, question further What do we mean by immoral? What should society do if people of influence encourage children to be immoral? Do you have to be religious to be a good and moral person?

14 HULL & EAST RIDING OF YORKSHIRE Key Stage 4/5 core non-examination RS Does religion cause conflict?

About this unit This unit explores recent and current conflicts in the world and the role of religions or religious traditions and groups within them. Students evaluate the causes of conflict and ask questions about political, religious and sectarian ideologies. They consider both religious and non-religious approaches to conflict resolution and analyse their effectiveness.

Resources: https://www.bbc.co.uk/bitesize/topics/zkdk382/articles/zhpq47h Is religion a power for peace or does it cause conflict?

Concepts unity, peace, justice, freedom Vocabulary ideology, sectarian, conflict

Prior knowledge Recall previous learning about religion and conflict

Enquiry: consider • exploring and evaluating the political, historical and religious contexts some recent and current conflicts which relate to religious and sectarian issues such as in Syria, Myanmar, Northern Ireland, Jerusalem • the place and role of religion within these conflicts; what is really going on? What is the balance between religion, politics, history, historical grievances, sectarianism? • what different religions say about war; can it ever be justified? Can talking really work? • whether religions hinder or harm the peace process? • the ways conflicts have been resolved and the impact of individuals and organisations in conflict resolution • the place of differing religious and non-religious traditions in conflict resolution • the role of communities such as Corrymeela in Northern Ireland • the words of the Dalai Lama “When there is peace among the religions, there will be peace in the world”

Dive deeper, question further Are conflicts really about religion? If all religion were banned, would this solve the problems?

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Non-statutory End of Key Stage 4 expectations for those students not following an accredited course in RS

Through Christianity and at least one other principal religion in some depth, and with reference to non-religious worldviews

At the end of Key Stage 4, students should apply knowledge and understanding to

evaluate the influence and impact of religious and non-religious worldviews on the values and lives of individuals, communities and societies

critically analyse a range of beliefs, teachings and sources of wisdom and authority in order to understand the role and influence of beliefs on twenty-first century life

critically evaluate whether rituals and symbols, within a religious and a non-religious context, have any real value and significance for individuals

evaluate the impact of religious plurality within communities and wider society and consider the effectiveness of the ways respect and tolerance are promoted

explain contrasting beliefs on at least two contemporary issues with reference to Christianity and another specified religious/non-religious worldview, consider the ethical arguments and their impact and influence on the modern world

analyse the impact of different forms of media on issues of religion and other worldviews, in considering the responses of individuals, communities and societies

account for the influence that religion can have on political systems and issues nationally and globally; determine whether the state rule of law in the UK should come before individual religious and moral convictions

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