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Religious Studies

Departmental approach to the curriculum

Rickmansworth School follows the LEA Syllabus.

The statutory requirements have evolved from the previous established syllabus, taking into account national changes and developments, both in RE and in education in general. This revised syllabus moves from the two Attainment Targets to new concise aims. It reflects the national move from levels of assessment and introduces wheels of progress and clear end of key stage learning outcomes to support the assessment of a specified eight key areas of religion. We trust that you will find both the continuity and the progression helpful for consolidating and enhancing the quality of religious education provision in our School.

Throughout each year the students are assessed on their application of knowledge through the demonstration of the following skills:

Knowledge and understanding
Impact of beliefs on the individual and society.
Use of subject specific terms
Reference to the value of sources of wisdom
The justification of formulated judgements
The presentation and evaluation of alternative views

Long Term Curriculum Overviews

Religious-Studies-KS3-Long-Term-Curriculum-Overview Religious-Studies-Year-10-and-11-Long-Term-Curriculum-Overview Religious-Studies-Year-12-and-13-Long-Term-Curriculum-Overview

Year 7

Please refer to the Long Term Overview for further information of assessment and content coverage.

Au1- What makes a religion?

Au2- What can we learn from religion?

Sp1- How did monotheistic faiths begin?

Sp2- How do Jews demonstrate faith and respect through symbolism and festivals?

Su1- Why do some consider Jesus the most influential leader ever?

Su2- To what extent do Jesus’ miracles prove him to be the Son of God?

Year 8

Please refer to the Long Term Overview for further information of assessment and content coverage.

Au1- How does history shape a faith system?

Au2- Should you have to follow religious rules?

Sp1- Is there more than one God?

Sp2- How different are Eastern and Western Religious practices?

Su1- Can religion provide a cure to suffering?

Su2- Can anyone reach enlightenment?

Year 9

Please refer to the Long Term Overview for further information of assessment and content coverage.

Au1- To what extent do people provide greater guidance than sacred texts?

Au2- To what extent does what we wear define our identity?

Sp1- What is the nature of reality?

Sp2- How has religion affected our decision making?

Su1- Is the media bias towards religion?

Su2- Will the evolving of faith lose religion’s meaning?

Year 10 and 11

Religious Studies, Philosophy and Ethics GCSE offers students the opportunity for the anthropological and thematic study of Religion and religious responses to fundamental questions. The subject is suitable for all candidates; regardless of religious persuasion. The Religious Studies GCSE encourages students to develop their interest and enthusiasm for the academic study of Religion and its effect on local, national and global communities. Students will also develop their knowledge and understanding of Religion by exploring the impact of beliefs, teachings, practices, ways of life and forms of expressing faith. In addition, students will learn to express their personal responses and gain informed insights on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments. Religious Studies, Philosophy and Ethics encourages students to question the world in which we live through developing the critical awareness and analytical skills essential for further and higher education.

Religious, Philosophical and Ethical Studies

Worth 50% of the overall grade

From a Christian and Hindu Perspective

Issues of Relationships

Issues of Life and Death

Issues of Good and Evil

Issues of Human Rights

Year 11

Christian Beliefs, Teachings and Practices

Worth 25% of the overall grade

The Nature of God

Jesus Christ and Salvation

The Afterlife

Forms of Worship

The Sacraments

The Role of Pilgrimage

Celebrations and Festivals

The Role of the Church

The Worldwide Church

Hindu Beliefs, Teachings and Practices

Worth 25% of the overall grade

Nature and Features of the Ultimate Being

Hindu Gods/Deities

The Eternal Self

Human Life

Cosmology

Places of Worship

Worship and Meditation

Festivals

Sacred Sites and Pilgrimage

Social Concern

Year 12 and 13

Each component has been designed to encourage learners to demonstrate

their ability to:

reflect on, select and apply specified knowledge about religion and belief
account for the influence of social, religious and historical factors on

developments in the study of religions and beliefs

construct well informed and reasoned arguments about religion and belief,

substantiated by relevant evidence

understand, interpret and evaluate critically religious concepts, texts and other

sources

present responses to questions which are clear and coherent
use specialist religious language and terminology appropriately

identify, investigate and critically analyse questions, arguments, ideas and issues

arising from the study of religion including those of scholars/academics

analyse the nature of connections between the components they have studied.

Each component has been designed to allow learners to acquire and develop

knowledge and a critical understanding/awareness of:

religious thought, belief and practice and the different ways in which these are

expressed in the lives of individuals, communities and societies

how religious texts and/or other relevant sources of wisdom and authority are

interpreted and applied

major issues, challenges and questions within and about the study of religion (for

example, the role of tolerance, respect and recognition and interreligious

dialogue, methods of study, relevance to contemporary society) and responses

to these

the causes, meanings and significance of similarities and differences in religious

thought, belief and practice within and/or between religion(s)

questions, issues and arguments posed by scholars from within and outside

religious traditions

social, religious and historical factors that have influenced developments in the

study of religions and beliefs

connections between the various elements of the components studied.

Religion and Ethics
Ethical Language
Divine Command Theory
Virtue Ethics
Ethical Egoism
Natural Law
Utilitarianism
Situation Ethics
Applied Ethics (Abortion, Animal Rights, Euthanasia etc.)
Philosophy of Religion
Arguments for the existence of God.
- Cosmological
- Teleological
Challenges to theses Arguments for the existence of God.
The Problem of Evil and suffering.
Religious and Mystical Experience.
Limitations of Religious Language.
Buddhism
The Early Life and Enlightenment of the Buddha
Buddhist Text as Wisdom and Authority
The Nature of Reality
Arhat and Bodhisattvas (reaching perfection)
Historical Buddhism
Responses to Scientific Challenges
Responses to Secular Challenges
Refuge, meditation and the importance of giving.
Year 13

Religion and Ethics
Meta-Ethical Approaches
Finnis’ Natural Law
Proportionalism
Free Will and Determinism
Predestination
Determinism
Libertarianism
Applied Ethics (Capital Punishment and Immigration.)
Philosophy of Religion
Arguments for the existence of God.
- Ontological
- Teleological
Challenges to theses Arguments for the existence of God.
The Psychology of Religion.
Atheism and the rejection of Religion
Religious Experience, Practice and Faith
Miracles and the scepticism and defence of Miracles.
Religious Language.
Buddhism
Religious Figures and Sacred Texts
The Four Noble Truths
The Eightfold Path and Key Moral Principles
Responses to Pluralism and Diversity
Buddhism and Feminism
Mudras, Mandalas and Mantras.
Mindfulness Movement
Socially Engaged Buddhism

'The Big Picture' Curriculum Map

'The Big Picture' Curriculum Map

This document will provide a visual overview of the department's curriculum from Key Stages 3 to 5. This is in a student-friendly format to support them in their understanding the of the department's curriculum.