Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

How and Why Do Some

People Inspire Others?

Knowledge:

Pupils will know what makes a person inspirational and key facts about the life of MLK, Malala and Rabbi Hugo Gryn (inspirational religious people).

Vocabulary:

Golden rule, inspirational, role model, Christian, Christianity, Bible, New Testament, God, Jesus, scripture, Muslim, Islam, Islamic, Qu’ran, Allah, Jewish, Judaism, Torah.

Pupils will be studying a PSHCE unit this half term, focusing on families, friends and communities.

Please see the PSHCE curriculum overview for further details.

What matters most to Humanists and Christians?

Knowledge:

Pupils will know the core values of Christians and Humanists. They will know the key features of Humanism and some ways in which Humanists may choose to celebrate major life events.

Vocabulary:

Christian, Christianity, Ten Commandments, Bible, Old Testament, New Testament, Scripture, Humanist, Humanism.

Pupils will be studying a PSHCE unit this half term, focusing on keeping safe and healthy.

Please see the PSHCE curriculum overview for further details.

What helps Hindu people as they try to be good?

Knowledge:

Pupils will know where and when Hindu beliefs originated, the key Hindu concepts of karma, the atman, samsara and moksha.  They explore the idea of caste and reincarnation and will have an understanding of how Hindu values make a difference to their lives.

Vocabulary:

Hindu, Hinduism, dharma, karma, moksha, artha, atman, samsara, reincarnation, duty, caste, action, values.

Pupils will be studying a PSHCE unit this half term, focusing on how they can understand the changes that happen to our bodies during puberty.

Please see the PSHCE curriculum overview for further details.

Skills

·         Identify and explain the core beliefs and concepts studied, with reference to learning.

·         Make clear links between texts/sources of wisdom and authority and core beliefs and concepts.

·         Suggest meanings for texts/sources of wisdom and authority and give examples of how believers understand these sources.

·         Make links between what people believe and how they live, individually and in communities.

·         Using examples, explain how people put their beliefs into practise.

·         Identify differences in how people put their beliefs into practise.

·         Make connections between the beliefs and practices studied, establishing a viewpoint in relation to your own life and the lives of others.

·         Consider how people may learn from the beliefs/practices studied, linking to learning.

·         Consider links between the beliefs and values studied and your own, suggesting reasons for the links they have made.

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Justice and Poverty: does faith make a difference?

Knowledge:

Pupils will look poverty and how it affects people through the lens of Christian and Islamic belief.  They will begin to understand the Five Pillars of Islam as an idea which underpins Islamic faith (specifically Zakat and the rules associated with it).  They will explore the work of religious charities and their basis in scripture.

Vocabulary:

Five Pillars of Islam, Zakat, justice, poverty, fairness, statistics, evidence, scripture, charity.

Pupils will be studying a PSHCE unit this half term, focusing on mental wellbeing,

Please see the PSHCE curriculum overview for further details.

Creation and science: conflicting or complementary?

Knowledge:

Pupils will know Judeo-Christian explanations for how life and the universe came to be and compare these to their learning on scientific explanations.  They will find out about the views scientists who are also religious (including how they reconcile their work and faith) and use this to develop their own reasoning on whether science and religion can be harmonious, or whether they are conflicting.

Vocabulary:

Genesis, creationism, cosmology, evolution, Old Testament, omnipotent, omniscient, omnipresent.

Pupils will be studying a PSHCE unit this half term, focusing on staying safe online.

Please see the PSHCE curriculum overview for further details.

How is faith expressed in Islam?

Knowledge:

Pupils will know about the Islamic population nationally and locally.  They will explore the Five Pillars as expressions of ibadah and in terms of being mindful of God.  They will explore the value and challenge of following the Five Pillars (with a focus on Hajj), comparing them to beliefs, practices and values in their own lives.  They will consider the significance of the Qur’an, Sunnah and Hadith for Muslims.

Vocabulary:

Census, survey, population, Five Pillars, Shahadah, Salat, Zakat, Sawm, Hajj, Sadakah, Makkah, pilgrimage, Ka’bah, Qur’an, Sunnah, Hadith.

Pupils will be studying a PSHCE unit this half term, focusing on loving relationships.

Please see the PSHCE curriculum overview for further details.

Skills

·         Identify and explain the core beliefs and concepts studied, using examples from texts/sources of wisdom and authority.

·         Describe examples of ways in which people use texts/sources of wisdom and authority to make sense of core beliefs and concepts.

·         Give meanings for texts/sources of wisdom and authority studied, comparing these ideas with some ways in which believers interpret texts/sources of authority.

·         Make clear connections between what people believe and how they live, individually and in communities.

·         Using evidence and examples, show how and why people put their beliefs into practice in different ways, e.g. in different communities, denominations or cultures.

·         Make connections between beliefs and practices, evaluating and explaining their importance to different people (e.g. believers and atheists).

·         Reflect on and articulate lessons people might gain from the beliefs and practices, including your own responses, recognising that others may think differently.

·         Consider and weigh up how ideas studied relate to your experiences and experiences of the world today, developing insights of your own and giving good reasons for your views and the connections you make.

Unit One

Unit 2

Unit 3

Unit 4

Core and diverse Islam: what is similar and what is different?

Knowledge:

Pupils will know how young Muslims are keeping up religious traditions while living in a Western society and the effect of culture on Islam globally.  They will know the reasons for the schism in Islam (creating Sunni and Shia traditions) and compare them.  They will know how Muslims have adapted to follow the Qur’an in modern times and in a variety of locations.

Vocabulary:

Ijtihad, Sunni, Shia, schism, sect, culture, sharia, halal, haram.

Why do Christians believe

Jesus was God on Earth?

Knowledge:

Pupils will know the nature of God in Christian belief and the Biblical evidence for this: the place of Jesus as one member of the Trinity, the ‘I am’ statements from John’s Gospel and the seven ‘signs’ (miracles) in John’s Gospel. They will know the central importance of belief in Jesus as God incarnate and Saviour for most Christians today.

Vocabulary:

Trinity, incarnate, gospel, Father, Son, Holy Spirit, miracle, saviour, omnipotent, omniscient, omnipresent, omnibenevolent, transcendent, immanent.

What do people say about God and the Universe?

Knowledge:

Pupils will know a variety of religious and scientific ideas about the origins of life and the universe and ways in which people claim to experience God. They will examine the nature of fact, opinion and belief, looking at the ‘evidence’ given in support of the existence of God, including the philosophical arguments for and against intelligent design.

Vocabulary:

Theory, creation, evolution, intelligent design, cosmological, ontological, teleological, philosophical.

How are Sikh teachings on equality and service put into practice today?

Knowledge:

Pupils will know the origins of the Sikh faith (from Hindu Dharma and Islam) with Guru Nanak, key Sikh beliefs and practices and their focus on equality.  Pupils will know a variety of Sikh teachings, focused around equality and service.  They will know ways in which Sikhs contribute to communities, including the wider British and global communities. 

Vocabulary:

Sewa, service, equality, guru, panth, Five K’s, Guru Granth Sahib, Waheguru, Ik Onkar.

Skills

·         Explain the core beliefs studied with clear links to texts/sources of wisdom and authority within the religions studied.

·         Explore reasons why people may interpret tests/sources of wisdom and authority differently.

·         Compare how different interpretations of texts/sources of wisdom and authority are used.

·         Make clear connections to show how people put their beliefs into practice in different ways, individually and in communities.

·         Suggest how beliefs may guide people in living their lives.

·         Make connections between the beliefs and practices studied, comparing their importance to different people (e.g. believers and atheists).

·         Show how far the beliefs and practices studied help you, and others, to make sense of the world.

·         Describe how different beliefs can be challenging in the world today and in your life, offering reasons for your responses.

Unit One

Unit 2

Unit 3

Unit 4

Why are people good and bad?

Knowledge:

Pupils know the story of ‘The Fall’, what it means for Christians to believe that humans are made ‘in the image of God’, how the relationship between God and humans changes between Genesis 1 and 2 vs the story of ‘the Fall’ in Genesis 3.  Pupils will know why Christians view humans as ‘fallen’ and some consequences of belief in fallen human nature e.g. how has male language dominated the language about God and its impact on the treatment of women.

Vocabulary:

Patriarchy, misogyny, equality, image, Genesis, sin, The Fall.

What was so radical about Jesus?

Knowledge:

Pupils will know why most Historians agree that Jesus existed and why he would have been radical in his time, with supporting evidence.  Pupils know the range of ways in which Christians put Jesus’ message into action, including individual followers (such as Elizabeth Fry, Olaudah Equiano and William Tyndale) and Christian charities (such as the Salvation Army and World Vision).  Pupils know conflicting opinions within Christianity on following the example of Jesus.

Vocabulary:

Radical, extreme, Pharisees, Judea, Galilee, evidence, historians, archaeologists, evangelist.

Why is there suffering in the world? Are there any good solutions?

Knowledge:

Pupils will know what relative poverty and absolute poverty are, interpreting

Old and New Testament accounts of why we suffer (Job and the Sheep and the Goats) and understand the Christian belief that sin is the root cause of human problems.  They will know examples of Christians who seek to alleviate suffering, philosophical approaches to suffering, Buddhist, secular and Humanist approaches to suffering.

Vocabulary:

Absolute poverty, relative poverty, secular, sacred, Eightfold Path, Four Noble Truths.

What difference does it make to be an atheist or agnostic in Britain today?

Knowledge:

Pupils will know the range of information available on religious and non-religious people, the varied beliefs of atheists, the ‘non-religious’ and those who never participate in religious services, the identity of people who are SBNR, some of the beliefs and practices that might characterise this group and about alternative non-religious rituals, such as the Sunday Assembly and non-religious ceremonies.

Vocabulary:

Atheist, agnostic, spiritual, census, statistical, sociological, demographics, SBNR, secular.

Skills

·         Explain how and why the selected core beliefs and concepts may be of particular importance within the religions studied.

·         Taking account of context(s), explore how and why people use and make sense of texts/sources of wisdom and authority differently.

·         Compare how different interpretations of texts/sources of wisdom and authority are used, including your own ideas.

·         Give reasons to account for how people put their beliefs into practice in different ways, individually and in various communities (e.g. denominations, times or cultures; faith or other communities).

·         Contrast how beliefs may guide people in making moral and religious decisions.

·         Suggest ideas for the significance and implications of the beliefs and practices studied in the world today.

·         Compare how far the beliefs and practices studied help you, and others, to make sense of the world.

·         Analyse how different beliefs can be challenging in the world today and in your life, offering considered reasons for your responses.