Curriculum
The ability to understand the faith or belief of individuals and communities, and how these may shape their culture and behaviour, is an invaluable asset for our students
The lessons learnt in religious studies prepare students to grasp the complexity of a multi-religious, multi-secular world and reflect on their own beliefs and worldviews in light of others.
curriculum overview
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
|---|---|---|---|---|---|---|
| 7 | Citizen Me: – Festivals in the community – Journey to the centre of the earth: – Religious creation stories – Death: is it the end? | In days of old: – The importance of Jesus – The importance of Muhammad | Journeys: – Christian Pilgrimage to Lourdes – Islamic Pilgrimage to Hajj – An Introduction to Sikhism – The Holy Land | iRobot: – What is a soul? | Water: – Baptism | Off with your head: – Protestants and Catholics |
| 8 | Pudding Lane: – Religious responses to suffering – Grand Designs – Religion and the environment | Coming and going: – Religious charities India: – Beliefs and practices of Indian religions | Da Vinci : – Decoding the Last Supper – Religious paintings of Da Vinci – Crucifixion and Resurrection Freedom: – Religious freedom and reformers | Water: – The religious significance of water | Please Sir: – How does Christianity respond to poverty? – Personal Development: – Islamic Practices | Over the Top: – Religion, peace and conflict |
| 9 | Whose Earth is it anyway: – What do you believe about earth? – How and why should we protect the earth? | Tragedy: – Introduction to Judaism – Jewish Diaspora – How do religions explain evil? | Personal Development: – Spirituality – Atheism, Agnosticism and Humanism | Made in China: – Introduction to Buddhism – Four Noble Truths and Eightfold Path | America: – Religious Forgiveness Personal Development: – Religious Ethics and Christian beliefs | Follow the Leader: – Who inspires us? – Case Study: Malcolm X |
| 10 | Relationships and families: – Christian teachings about sexuality – The nature and purpose of marriage – Divorce and re-marriage – Sexual relationships – Cohabitation Islamic Beliefs: – Tawhid – The nature of God – Angels – Predestination | Relationships and families: – Contraception and family planning – Nature and Purpose of families – Same-sex parents and polygamy – Gender equality Islamic Beliefs: – Life after death – Prophethood – Quran and other Holy books – Shia beliefs (the five roots of Shia Islam) | Religion and Life: – Origins of the universe – Value of the world – Use and abuse of the environment – Use and abuse of animals Islamic Practices: – The five Pillars of Islam: Shahadah, Salah, Sawm, Zakah and Hajj | Religion and Life: – Religious and scientific explanations of the origins of human life – The difference between sanctity and quality of life and how this influences medical ethics – Religious and non-religious views about abortion and euthanasia – Religious views about life after death Islamic Practices: – The importance of Islamic festivals (Eid-ul-Fitr and Eid-ul-Adha) – The difference between greater and lesser jihad. – The differences in Sunni and Shia practices | War, Peace and Justice: – The importance of peace, justice, forgiveness and reconciliation in Christianity. – Religious attitudes towards violence and protest – The criteria of the Just War Theory and how it can be used to justify and discourage war. – Religious attitudes towards terrorism. – How religion has been used to justify ‘Holy War’ | Revision of Year 10 content Mock Exam |
| 11 | War Peace and Conflict: – Pacifism and Peace-making – Religion as a cause of war – WMD and nuclear weapons – Religious responses to victims of war Sikhism Beliefs: – Nature of God and Mool Mantra – God as creator – The nature of human life – Rebirth, Karma and Mukti | Human Rights and Social Justice: – Human Rights and Social Justice – Women in religion – Religious Freedom – Disability and race Sikhism Beliefs: – The five stages of liberation – The importance of being God-centred – The oneness of humanity – Sewa | Human Rights and Social Justice: – Religious attitudes towards wealth – Exploitation of the poor – Charities Sikhism Beliefs: – The Gurdwara – The role of the Gurdwara – The langar – The importance of praying at home | Sikhism Beliefs: – Divali – Vaisakhi – Gurpurbs – The Golden Temple and historical Gurdwaras – Birth and naming ceremonies – Initiation ceremony | Exam Preparation: – Islamic Beliefs and Practices with specific reference to Shia Islam beliefs | |
| 12 | Philosophy: Theme 1 (a,b,c) – Inductive arguments for God’s existence – A – Inductive arguments for God’s existence (Cosmological – Aquinas and William Lane Craig) – B – Inductive arguments for God’s existence (Teleological – Aquinas, Paley, Tennant) – C – Challenges to inductive arguments (Philosophical and Scientific) | Philosophy: Theme 1 (d,e,f) – Deductive arguments for God’s existence – D – Deductive arguments for God’s existence (Origins of the argument – Anselm) – E – Deductive arguments (development of the argument – Descartes and Malcolm) – F – Challenges to the Ontological argument (Gaunilo and Kant) | Philosophy: Theme 1 (d,e,f) – Deductive arguments for God’s existence – D – Deductive arguments for God’s existence (Origins of the argument – Anselm) – E – Deductive arguments (development of the argument – Descartes and Malcolm) – F – Challenges to the Ontological argument (Gaunilo and Kant) | Philosophy: Theme 2 (a,b,c) – Challenges to God’s existence – A – The problem of evil and suffering (Epicurus, Mackie, Rowe and Paul) – B – Religious responses to the problem of evil (Augustinian type theodicies) and challenges to Augustinian type theodicies – C – Religious responses to the problem of evil (Irenaean type theodicies) and challenges to Irenaean type theodicies) | Philosophy: Theme 3 (a,b,c) – Religious experiences – A – Visions – Conversion – Mysticism – Prayer – B – William James’ four characteristics of mystical experience: – Rudolf Otto – the concept of the numinous; mysterium tremendum; – C – Challenges to the objectivity and authenticity of religious experience | Philosophy: – Revision of Year 12 content in preparation for Mock Exams – Cosmological argument – Teleological argument – Ontological argument – Problem of evil – Augustinian theodicy – Irenaean theodicy – Religious experiences – Mysticism – Challenges to religious experience. |
| 13 | Religion Islam: Theme 1 (a, b, c) – Religious figures and Sacred Writings – A. Development of Islam after the Night of Power – B. Development of Islam after Hijrah and in Madinah – C. Quran – wisdom, authority, use and treatment Theme 2 (a, b, c) – Religious Concepts and Religious Life – A. Tawhid and Shahadah – B. Prophets, messengers, warner, the message – C. Angels and Akhirah | Religion Islam: Theme 2 (d, e, f) – Religious Concepts and Religious Life – D. Salah and other forms of prayer – E. Zakah and hajj – F. Five categories of ethical action Theme 4 (a, b, c) – Religious practices that shape religious identity – A. Mosque – B. Ashura – C. Ramadan and Id-ul Fitr | Ethics: Theme 1 (a, b, c) – Ethical Thought – A. Divine Command Theory and its challenges. – B. Virtue Theory and its challenges. – C. Ethical egoism and its challenges. | Ethics: Theme 2 (a, b, c) – Deontological Ethics – A. Aquinas Natural Law – laws and precepts – B. Aquinas Natural Law – virtues and goods. – C. Aquinas Natural Law application to issues of abortion and euthanasia Theme 3 (a, b, c) – Teleological Ethics – A. Fletcher’s rejection of other forms of ethics and acceptance of agape. – B. Fletcher’s principles of assessing agape. – C. Fletcher’s application of theory to homosexual & polyamorous relationships. | Ethics: Theme 3 (d, e, f) – Teleological Ethics – D. Classical Utilitarianism – Jeremy Bentham’s Act Utilitarianism: happiness as the basis of morality – E. John Stuart Mill’s development of Utilitarianism: types of pleasure, the harm principle and the use of rules – F. Utilitarianism application of the theory animal experimentation for medical research & the use of nuclear weapons as a deterrent |
KS4 COURSE
WHAT CAN RELIGIOUS EDUCATION LEAD TO?
Religious Studies can lead to a range of careers, in particular:
- Law
- Nursing
- Medical Science
- Journalism
- Education/teaching
- Social and Community service
- Media
HOW WILL I BE ASSESSED?
At the end of Year 11 there will be 2 written examinations worth 50% each – Religions and Themes.
WHAT SKILLS ARE REQUIRED?
In Religious Studies students are required to adopt a range of skills including:
- Reflection
- Evaluation
- Interpretation
- Empathy
- Critical analysis
- Communication
ADDITIONAL INFORMATION
We follow the Sandwell SACRE agreed syllabus – Learning and Living.
Mr Lindo
Head of Department
I Completed a BA (Hons) Degree in Applied Theology from University of Chester followed by a PGCE from the University of Warwick. I started teaching at Shireland in 2015 and became Head of Religious Studies in 2020. I am passionate about students engaging with different worldviews/ belief systems and having the opportunity to reflect on their own beliefs. I believe the need for high quality religious study is vital in a highly complex, global society where students will likely encounter a myriad of viewpoints different to their own.
I Completed a BA (Hons) Degree in Applied Theology from University of Chester followed by a PGCE from the University of Warwick. I started teaching at Shireland in 2015 and became Head of Religious Studies in 2020. I am passionate about students engaging with different worldviews/ belief systems and having the opportunity to reflect on their own beliefs. I believe the need for high quality religious study is vital in a highly complex, global society where students will likely encounter a myriad of viewpoints different to their own.
