Religious Studies
CURRICULUM INTENT
The Religious Education department at Sunbury Manor aims to provide a curriculum that will give all students a strong understanding of the world’s major belief systems as well as allowing students to consider their own core values and develop their own sense of morality.
Religious Education is an important subject for promoting key skills that are required by all students. It allows students to develop critical thinking and evaluation skills as well as empathy and tolerance towards those with different beliefs and values. It is an important tool to allow students to explore questions about spirituality and ask some of life’s big questions. The skills achieved in Religious Education are easily transferrable to a wide range of the other subjects studied at Sunbury Manor.
In KS3, students will build upon knowledge of all six of the major world religions that they study in Primary School by exploring each of them in much greater depth. In year 7, students explore why the subject of RE is important, as well as introductions to the Abrahamic Religions: Christianity, Judaism and Islam. During the student’s second year they begin to study the Eastern faiths including Hinduism and Sikhism as well as topics such as Diversity and Religion and the Environment. In year 9, our students complete the six major world faiths by studying Buddhism, as well as beginning to focus on ethics and morality through topics such as Crime and Punishment and Ethical dilemmas.
In KS4, when chosen as a GCSE option, our students follow the Edexcel GCSE Religious Studies Specification B. In year 10 students study Christianity in greater depth and in year 11 the focus is on Islam. Topics studied within these faiths include Key Beliefs, Matters of Life and Death and Living the Religious Life. All KS4 students take part in our Belief and Ethics course which allows them to discuss moral and ethical issues on topics such as medical ethics, marriage and the family and peace and conflict.
KS3 classes in Religious Education are taught in mixed ability classes. KS4 GCSE classes are mixed ability as are Belief and Ethics groups. Although we study belief systems that can be considered ancient, we keep the subject relevant to the lives of our students by referring to modern resources and any relevant current events. Lessons are always based around discussion and debate which allow students to develop communication skills in a safe and supportive environment.
Students that leave Sunbury Manor having completed the Religious Education course will have gained invaluable skills that will prepare them for the future, whether that is at college studying for A levels or later on when choosing a career. Religious Education is a subject that will prepare students effectively for any kind of role that requires critical thought as well as working with the public. For example, in law, social work, police work, working for the NHS as well as countless other professions.
The Religious Education department at Sunbury Manor consists of two full-time subject specialists whose degrees include Religion, English and Philosophy. There are two designated and well-resourced Religious Education classrooms in which all KS3 and KS4 lessons take place.
Please click on the expandable sections below for more details including the curriculum overview and specification.
Religious Education Curriculum Overview
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Year: 7
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Subject: Religious Education
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Topic
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Introduction to RE |
Judaism and God |
Is Jesus Who He Said He Was? |
Islam and Self-Discipline |
Religion and Literature |
What does it mean to be a hero? |
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Learning Objectives
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To be able to ask ultimate questions including on the topic of the existence of God. To be able to know the difference between different concepts such as facts, beliefs and opinions.
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To be able to understand the key beliefs and practices of Judaism, including concepts such as monotheism, the Torah, and mitzvot (commandments). |
To be able to use Biblical sources to describe Jesus’ importance to Christians. To be able to explain Christian beliefs in the divinity and humanity of Jesus.
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To examine what it means to be a Muslim in today’s society. Understand how Ramadan and the Hajj allow for an expression of self-discipline. |
To be able to recognise and explain religious themes in popular literature. Evaluate whether or not religious themes through media are a positive way of promoting them. |
To examine the connections between the beliefs and actions of heroic individuals, and understand how they can inspire others.
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Knowledge/skills to be gained
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Understand how there are different ways of ‘knowing’ things. Understand that there can be different responses to ultimate questions. |
Understand and begin to start investigating the history, festivals, rituals, and symbols of Judaism. |
Understand the different ways Jesus is portrayed in sources. Understand many different titles given to Jesus and their meanings. |
Understanding the key events of the Hajj pilgrimage and why Muslims fats during the month of Ramadan. Have a strong understanding of the five pillars of Islam. |
Understanding the term ‘allegory’ and how to recognise a specific religious allegory. Analyse the perception of Christianity through media. |
Recognise and explain the impact of heroic individuals upon religious beliefs and communities. Explain the common qualities between individuals from different religions and traditions. |
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Assessment
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Evaluation question: Baseline quiz. Before October Half Term |
Formal test assessment. Before Christmas Holiday |
Formal test assessment. Before February Half Term |
Formal test assessment. Before Easter Holiday |
Book review on ‘The lion, the Witch and the Wardrobe’. After May Half Term |
Evaluation question: ‘We should all try to be a moral hero’ Before Summer Holiday |
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Links with prior/ subsequent learning (incl KS2 and KS5 where appropriate)
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Consolidate what topics have been covered by students in KS2 RE. Show the importance of studying the topic through to the end of KS4. |
Links to future study in Y9. |
Direct link to next year 7 topic on Christianity. Links with eventual KS4 study of the person of Jesus in GCSE RE. |
Builds upon key concepts of the Islamic faith studied in KS2. Core aspects of the religion needed for KS4 RE are introduced. |
Continues to develop the skill of finding and understanding the religious intention behind well-known stories. |
Links with future study of what it means to be a good person and ethical decision making. |
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Literacy/numeracy Skills
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Introduction to essay style writing and RE literacy expectations. |
Learning and accurately using new and complex key words in written work. |
Source analysis work. Understanding key words. |
Percentage work with Zakat. Confidence in using new key terms. |
Understanding new key terms. Developing a different writing style that is appropriate for reviews. |
Learning and accurately using new key words in written work. |
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Year: 8
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Subject: Religious Education
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Topic
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The History of Christianity |
Hinduism- Do our actions influence our futures? |
Sikhism and Equality |
Diversity |
Humanism and the ‘big questions’ |
Global Citizenship |
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Learning Objectives
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Explain how Christianity was able to spread throughout the world. Explain how Christian’s beliefs have led many to die for their faith. |
To demonstrate knowledge of Hindu beliefs about the soul, karma and reincarnation. To analyse Gandhi’s teachings about equality and the challenges they raised. |
To be able to explain why equality is fundamental to the Sikh religion. To be able to give examples of how equality is shown through the langar and the Khalsa. |
To be able to explain the benefits of a diverse community and how it enriches society. To be able to analyse real-life examples of diversity and discuss ways to promote inclusion. |
To be able to explain some of the humanist responses to big questions such as: why do we suffer? To be able to explain some of the challenges being a humanist might bring. |
To be able to explain religious views on the environment and looking after the world. To consider what role religious groups should play in taking a lead in environmentalism. |
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Knowledge/skills to be gained
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Understand what a martyr is and give details of specific examples. Consider the question ‘Is faith worth dying for?’ and the impact of persecution on religion.
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Understand what Hindu beliefs about reincarnation are and how a Hindu’s actions may influence this. Have a frim understanding of the impact of Gandhi’s life and teachings. |
Understand what equality means to Sikhs. Gain an understanding of key beliefs and teachings such as the Mool Mantra, Guru Nanak’s life and the founding of the Khalsa. |
Understand the effects of prejudice and discrimination on individuals and communities. Have a firm understanding stereotypes, biases, and societal norms related to diversity. |
Understand what a humanist is and what they believe. Understand humanist responses to issues in the world and think about where humanists get their moral guidance from. |
Understand what different religions teach about looking after the world. Understand how religious texts can influence believers to take an active role in supporting others. |
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Assessment
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Formal test assessment. Before October half term. |
Formal test assessment Before Christmas holiday. |
Formal test assessment. Before February half term. |
Presentation on either Malala or Martin Luther King |
Formal test assessment. Before Easter holiday. |
Formal test assessment. Before May half term. |
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Links with prior/ subsequent learning (incl KS2 and KS5 where appropriate)
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Builds upon understanding of Christianity studied in Y7. Links with future topics with themes such as martyrdom. |
Theme of martyrdom explored further while studying Gandhi’s life. Builds upon basic understanding of Hindu beliefs studied in KS2. |
Builds upon basic understanding of Sikh beliefs studied in KS2. |
Builds upon basic understanding of diversity and differences studied in KS2. |
Links with comparative topics studied later in year 8 and 9. Humanism is an important part of the GCSE course for those studying it in KS4. |
Strong link to GCSE and A level study of religion with interpreting different sources of authority. |
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Literacy/numeracy Skills
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Extended writing practice in formal assessment. |
Essay writing skills for high ability. Knowledge of new key terms. |
Extended writing practice. Key word understanding and spellings. |
Extended writing practice. Key word understanding and spellings. |
Evaluation writing practice. Key word knowledge. |
Speaking and listening skills. Understanding key words. |
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Year: 9
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Subject: Religious Education
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Topic
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Is Humankind Fallen? |
Jewish Life
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Crime and Punishment |
Buddhism and Suffering |
Is There a ‘Right’ Way to Live? |
What is ethics? |
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Learning Objectives
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To explain where Christians believe sin, evil and suffering originate from. Explain whether or not the world is an evil place and how Christians may respond to that. |
To explain why Shabbat is an important day for Jewish people. To be able to explain the importance of Israel to the Jews. |
To explain religious teachings about crime and how they ought to respond to it. Evaluate the different methods of punishing criminals and the responses of different religious groups. |
To be able to explain how Prince Siddhartha became known as the Buddha. Explain how Buddhists respond to evil and suffering in the world. |
To be able to explain what a moral issue is and a range of different ways people may respond to them. Analyse the strengths and weaknesses of different ethical theories.
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To be able to explain what ethics means and how different situations warrant a different type of decision to be made.
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Knowledge/skills to be gained
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Understand different Christian responses to the problem of evil and suffering. Analyse how these beliefs can impact the behaviour of Christians. |
Understand the ways in which the Jewish faith can impact everyday life. Have knowledge of the major rules that shape the lives of Jewish people. |
Understand different attitudes to crimes and the methods of punishing criminals. Evaluate different arguments surrounding the issue of capital punishment. |
Understand how the religion of Buddhism began. Evaluate the relevance of Buddhist teachings to modern western society. |
To understand a range of different ethical theories for moral decision making. Understand how religious groups may respond to different ethical theories. |
To understand how and why people make the decisions they make. Begin to understand if there is a right way to make an ethical decision. |
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Assessment
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Formal test assessment. Before October half term. |
Formal test assessment. Before Christmas holiday. |
Evaluation presentations either presented to the class or to the teacher. Before February half term. |
Higher Ability- essay on the relevance of Buddhist teaching to modern Britain. Mixed Ability- Evaluation question. Before Easter Holiday. |
Higher Ability- Essay on the effectiveness of utilitarianism as an ethical decision-making tool. Mixed Ability- Evaluation question. Before May half term. |
Evaluation Question. Before Summer holiday. |
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Links with prior/ subsequent learning (incl KS2 and KS5 where appropriate)
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Further study of the theology of Christianity that begins in KS2. Can lead into study of philosophy and apologetics for Christianity in higher education. |
Builds upon concepts studied in Y7 Judaism topic. |
Links in with further study of morality and punishment. Including courses such as: law, sociology, philosophy and ethics. |
Builds upon basic understanding of the Buddhist religion gained in KS2. Links with any future study of philosophy.
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Strong links to potential study of philosophy and ethics courses at college and beyond. |
Has links with the study of theology, philosophy and psychology in KS5. |
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Literacy/numeracy Skills
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Understanding key words. Source of authority analysis skills. |
Understanding new key words. Long answer question writing practice. |
Effective debating skills- including listening. |
Essay and long answer question writing skills. |
Understanding a range of new key words. |
Understanding a range of new key words. |
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Year: 10
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Subject: Religious Education
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Topic
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Christian Beliefs
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Marriage and the Family |
Living the Christian Life |
Matters of life and Death |
Revision |
Muslim Beliefs |
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Learning Objectives
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To develop the knowledge and understanding of Christianity through teachings, and sources of wisdom and authority, including through their reading of key religious texts (Bible)
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To reflect on and develop their own values, beliefs and attitudes to marriage, divorce, sexual relationships and more. To be able to explain common differences between attitudes to issues raised.
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To demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary Christian faith. |
To engage with questions of belief, value, meaning, purpose, truth, and their influence on human life. To be able to explain how issues of life and death can cause issues for religious people in how they respond to them. |
During this period students have a chance to go back over topics studied, and can reinforce and solidify their learning in these areas. |
To develop the knowledge and understanding of Islam through teachings, and sources of wisdom and authority, including through their reading of key religious texts (The Qur’an and Hadith)
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Knowledge/skills to be gained
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To understand the nature and significance of key Christian Beliefs including: the Trinity, Creation, the person of Jesus, salvation, Christian eschatology and solutions to the problem of evil.
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To gain an understanding of the importance of different topics such as: marriage, divorce, sexual relationships, the role of the family and gender discrimination.
To be able to evaluate divergent Christian and non-religious (including atheist and Humanist) viewpoints on these topics.
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To gain knowledge of key aspects of Christian life. Including: worship, prayer, festivals and celebrations, pilgrimage, evangelism and the future of the Christian Church.
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To understand and engage critically with Christian teachings on matters of life and death. Including: the origin and value of the universe, the sanctity of life, abortion, euthanasia and issues in the natural world.
To be able to evaluate divergent Christian and non-religious (including atheist and Humanist) viewpoints on these topics.
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A development of revision techniques and practice of exam skills to enable students to effectively revise and prepare themselves for their exams. |
To understand the nature and significance of key Muslim Beliefs including: the 6 beliefs, the 5 roots of Usul ad-din, Allah, the prophets, the books of Allah, angels, akhirah and al-Qadr.
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Assessment
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End of topic practice GCSE assessment. After October Half Term |
End of topic practice GCSE assessment. Before Christmas Holiday |
End of topic practice GCSE assessment. After February Half Term |
End of topic practice GCSE assessment. After Easter Holiday |
End of Unit Christianity Assessment. Before May Half Term |
Assessment takes place in Autumn 1 of year 11. |
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Links with prior/ subsequent learning (incl KS2 and KS5 where appropriate)
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Links to basic topics studied around the Christian faith. Problem of evil study branches into philosophical thought which can be pursued in many different A level courses. |
Links with further study of theology and religious studies. Also develops skills required for study of sociology, psychology and philosophy at KS5 and beyond. |
Links to students’ knowledge and previous study (or participation in) Christian celebrations in assemblies.
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Links with further study of theology and religious studies. Also develops skills required for study of sociology, psychology and philosophy at KS5 and beyond. |
Builds upon existing revision and exam skills knowledge developed through KS2- KS3. |
Links to basic topics of Islam studied throughout KS2 and KS3. |
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Literacy/numeracy Skills
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Assessments marked with 3 extra marks for spelling, punctuation, grammar and use of subject terminology. |
Key word and source of authority memory tested. |
Assessments marked with 3 extra marks for spelling, punctuation, grammar and use of subject terminology. |
Key word and source of authority memory tested. |
Exam skill practice. Writing long answer questions with a set time limit. |
Assessments marked with 3 extra marks for spelling, punctuation, grammar and use of subject terminology. |
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Year: 11
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Subject: Religious Education
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
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Topic
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Muslim Beliefs
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Crime and Punishment |
Living the Muslim Life |
Peace and Conflict |
Revision and Summer Exams |
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Learning Objectives
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To develop the knowledge and understanding of Islam through teachings, and sources of wisdom and authority, including through their reading of key religious texts (The Qur’an and Hadith)
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To reflect on and develop their own values, beliefs and attitudes to crime and punishment. To be able to explain common differences between attitudes to issues raised.
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To demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary Islamic faith.
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To engage with topics such as peace, conflict and war and explore their own attitudes to the ethical issues these raise. To be able to explain how Muslims may have divergent viewpoints on the issues raised. |
During this period students have a chance to go back over topics studied, and can reinforce and solidify their learning in these areas. |
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Knowledge/skills to be gained
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To understand the nature and significance of key Muslim Beliefs including: the 6 beliefs, the 5 roots of Usul ad-din, Allah, the prophets, the books of Allah, angels, akhirah and al-Qadr.
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Understand what Muslims believe about crime, punishment and related topics. Have knowledge of key Islamic teachings on the death penalty and what the Qur’an teaches about it. |
To understand which parts of the Islamic faith impact the everyday lives of Muslims. Including: the ten obligatory acts, the five pillars of Islam, celebrations and commemorations and jihad. |
Understand how key Islamic teachings can affect a Muslim’s view on topics such as: peace, war, the use of nuclear and biological weapons and pacifism. Understand what the Islamic understanding of holy war is and whether a war can be justified by using religion.
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Exam skills practice. Understanding the most effective way to structure responses to gain marks. |
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Assessment
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End of topic practice GCSE assessment. Before October Half Term |
End of topic practice GCSE assessment. November
Mock assessment before Christmas Holiday |
End of topic practice GCSE assessment. After February Half Term |
End of topic practice GCSE assessment. After Easter Holiday |
N/A |
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Links with prior/ subsequent learning (incl KS2 and KS5 where appropriate)
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Links to basic topics of Islam studied throughout KS2 and KS3. |
Links with further study of religious studies. Also develops skills required for study of sociology, psychology and philosophy at KS5 and beyond. |
Links to students’ knowledge and previous study of Islamic life and celebrations.
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Links with further study of religious studies. Also develops skills required for study of sociology, psychology and philosophy at KS5 and beyond. |
Builds upon existing revision and exam skills knowledge developed through KS2- KS3. |
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Literacy/numeracy Skills
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Assessments marked with 3 extra marks for spelling, punctuation, grammar and use of subject terminology. |
Key word and source of authority memory tested. |
Assessments marked with 3 extra marks for spelling, punctuation, grammar and use of subject terminology. |
Key word and source of authority memory tested. |
Key word and source of authority memory tested. |
GCSE Specifications
Key Stage 4 Specification
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Subject Leader: |
Mr Sloan |
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Contact: |
csloan@sunburymanor.surrey.sch.uk |
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Exam Specification: |
Edexcel GCSE Religious Studies B1RB0 |
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QN Code: |
603/0063/2 |
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Summary of course content There are two exams of 1 hour and 45 minutes duration based on each religion studied. Christianity Belief and Ethics: Paper 1 Christian Beliefs Marriage and the Family Living the Christian Life Matters of Life and Death Islam: Peace and Conflict: Paper 2 Belief in God Crime and Punishment Living the Religious Life Peace and Conflict |
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Assessment Paper 1: 1 hour and 45 minutes (50% of total grade) Paper 2: 1 hour and 45 minutes (50% of total grade) |
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What type of activities take place in lessons? Text and source analysis Research task to further understanding Discussions in large and small groups Evaluation of current news stories Practice exam questions Critical analysis of religious texts Forming opinions and making judgements |
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What type of homework tasks will be set? Tasks in line with GCSE questions Research task to further understanding Evaluation of current news stories Practice exam questions Critical analysis of religious scripts Revision tasks such as mindmaps |
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How will it help me in the future? Work in public services. Law, Psychology, Philosophy, Sociology A levels. Transferable skills such as: Understanding people and other perspectives Writing skills Critical analysis Ability to communicate opinions Logical thought processes |
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How will this course build on what I have studied in Year 9? In Year 9 you have studied Christian beliefs. This topic forms a base for the first topic studied in GCSE which is Christian beliefs. The unit entitled ‘A Right Way to Live’, which is studied in Year 9, will help you to understand the importance of using sources of authority in your answers. Religion and Science links to the difference between a humanist and religious perspective and also works as a base for understanding religious beliefs about creation. All Year 9 assessments are structured in the new GCSE format. |
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What skills will I develop? Understanding different perspectives Sustained writing skills Critical analysis Source analysis Communication skills: verbal and written |
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