Throughout human civilizations, religious thoughts and ideas permeate, directly or indirectly, all aspects of human lives (education, law, politics, government, ethics, medicine, economics and business, music and drama, architecture, language, etc.). In spite of the Enlightenment, and despite the secularisation of Western societies, around 86% of the world’s population are religious adherents. Hence, religion and religious beliefs remain a formidable force in the public square. Given that religion, arguably, remains a force for good and evil, the need for pupils to engage with religious and nonreligious worldviews critically, rationally and cognitively cannot be overemphasised. Religious Studies (RS) at Holyport College is, therefore, premised on the need for students to acquire critical, rational, and cognitive understanding of religion rather than seeking to nurture pupils in a specific faith tradition. Through the deployment of epistemic egalitarianism and epistemic neutrality in the presentation of competing metaphysical truth-claims, that are neither verifiable nor falsifiable, students are challenged to approach worldviews and truth-claims critically, rationally, and cognitively. In doing so, Religious Studies at Holyport College not only aims to develop pupils’ critical thinking and analytical skills, but also seeks to sharpen their investigative, problem solving, debating and essay-writing skills. These enable them to become rationally autonomous individuals who are capable of pursuing their own conception of the good requisite for human flourishing in ordered societies.
Term 3
13
Developments in Christian Thought
Revision
Exams
12
Philosophy and Ethics
Philosophy and Ethics
Philosophy and Ethics
Religion, Peace and Conflict
Islam Beliefs and Teachings;
Revision
Religion, Crime and Punishment
Islam Practices
GCSE Exams
10
Christian Teachings
Christian Teachings and Practices
9
Islam
Islam and Ethics
Ethics
8
Ethics
Buddhism
Hinduism
7
Introduction to the Study of Religion and Christianity
Christianity
Sikhism
11
Relationships & Families; and Religion & Life
Evaluation
Term 2
Reasoning and Logical Thinking
Term 1
Essay Structuring and Writing
Skills
Comparative Analysis
Knowledge
The Year 7 Religious Studies curriculum is designed to ensure students are thoroughly grounded in the academic study of religion. Students begin the year by completing a module/unit entitled introducing religions. In this unit, we examine—from historical and anthropological perspectives— how religious ideas and beliefs may have evolved and developed amongst early humans, and how religious thoughts mutated from animism (through polytheism) to monotheism, currently encompassing animistic, nontheistic, polytheistic and monotheistic worldviews. We then engage not only with the chronological timeline of the origins of six of the surviving world religions (i.e. Hinduism, Buddhism, Judaism, Christianity, Islam and Sikhism), examining their founders, dates and place of origins, but also examine their demographics using current global data on world religions. Drawing upon Ninian Smart’s model, Year 7s then study the Seven Dimensions of Religion and through this lens appreciate what all religions share in common. This unit ends with a critical evaluation of the relevance (irrelevance) of religion in today’s world. For the remainder of the year, students would study two religious traditions: Christianity and Sikhism. In Christianity, we examine the historical origin of Christianity, the Great Schism, Christianity as a global religion and ecumenism. We then engage with some of the core Christian beliefs and teachings such as the nature or attributes of God, the Trinity, the Person of Christ and the afterlife. Students also investigate Christian worship (both private and public) and major Christian festivals. In Sikhism, we learn about the origin of the Sikh tradition before investigating core Sikh beliefs, the 10 Gurus, the Sikh Holy Book and the Khalsa, Sikh Gurdwara, worship and religious celebrations within the Sikh tradition. Study trips to Christian and Sikh places of worship help to cement students’ knowledge and understanding of these faith traditions.
Term 1 Topic
Summary of content
Introducing religions
Christianity
The evolution of religion: from animism to monotheism.
Introducing Christianity & Christianity in the UK today.
The origins and demographics of the major world religions.
Christian Beliefs 1: The nature and attributes of God
The seven dimensions of religions: Ninian Smart’s model.
Christian Beliefs 2: The Holy Trinity. Christian Beliefs 3: Jesus’ Virgin Birth.
Term 2
Term 3
Introducing Christianity
Introducing Sikhism
Christian Beliefs 4: Jesus – the Miracle Worker. Christian Beliefs 5: Jesus – the Teacher. Christian Beliefs 6: The Great Commandments & Christian moral code. Christian Beliefs 7: Jesus’ death and resurrection.
How Christianity changed: Orthodoxy, Roman Catholicism and Protestantism. Global Christianity and Ecumenism. Christian Worship: Private and Public. Christian Celebrations: Easter.
Introduction to Sikhism and Key beliefs in Sikhism The First Sikh Guru – Guru Nanak. The Tenth Sikh Guru – Guru Gobind Singh. Becoming a Khalsa Sikh: The 5 Ks.
The Sikh Holy Book (Guru Granth Sahib) and its authority. Living as a Sikh. Sewa - Service to others.
Celebrations in Sikhism.
The Sikh Place of Worship – Gurdwara. Sikh Worship.
Christian Beliefs 8: Afterlife. Jesus – Peacemaker or troublemaker? Assessment
Formative Assessments
December Trials
Formative Assessments
Easter Trials
Formative Assessments
Summer Trials
The Year 8 RS programme comprises three main units: Ethics (Autumn term), Buddhism (spring term), and Hinduism (summer term).
In ethics, we explore themes such as ethical relativism and absolutism; ethics and the law; utilitarianism; situation ethics; issues of life and death within the parameters of competing claims about sanctity of life and quality of life. Other themes within this unit include: the ethics of artificial intelligence; environmental ethics; animal ethics; medical ethics, (in)equality; and attitudes towards the poor and the needy. In the second unit, students engage with the Buddhist tradition not only by examining what and who the Buddha was, focusing on important events in his life, but also by exploring the major branches of this nontheistic faith tradition (i.e. Theravada and Mahayana Buddhism). Attention would then focus on fundamental Buddhist teachings and beliefs (especially the Three Marks of Existence, the Four Noble Truths, the Noble Eightfold Path, Dharma, Nibbana, Dependent Origination, Karma, anatta, and Samsara, etc.); on Buddhist scriptures; on Buddhist monasticism; and on Buddhist ethics. This unit ends with examinations of Buddhist pilgrimage, symbolism and celebrations. Students would have the opportunity to visit a local Buddhist place of worship. In the summer term, we study the Hindu tradition not only by examining Hindu beliefs about God, karma and rebirth, but also by exploring the significance of the Hindu scriptures (differentiating between Shruti and Smriti texts). Students also examine features of Hindu Temples (inclusive of a study trip to the Neasden Temple, London) and explore Hindu worship (at temple and at home). The second half of this unit considers the four stages of life in the Hindu tradition, symbolism, diversity, pilgrimages, morality, and celebrations within the Hindu tradition.
Topic
Term 1
Term 2
Term 3
Introducing Ethics
Introducing Buddhism
Introducing Hinduism
What is ethics?
Medical ethics
Ethics and the Law.
(In) equality: Is everyone equal?
The Sanctity of Life or the Quality of Life. The Trolley Problem. Summary of content
Attitudes to poverty. Attitudes to victims of natural disasters.
The life of the Buddha (1): Who the Buddha was. The life of the Buddha (2): How Siddhartha became a buddha. Branches of Buddhism.
Is artificial intelligence ethical?
Core Buddhist beliefs (1): What Buddhism teaches about life.
Environmental ethics. Animal rights and wrongs.
The Sangha and monastic life. Buddhist temple: locally and globally. Buddhist ethics: daily life and moral code. Buddhist celebrations or festivals.
Introduction to Hinduism and Hindu beliefs about God.
The four stages of life in the Hindu tradition.
Hindu beliefs about karma and rebirth.
Different groups of Hindus.
Hindu scriptures.
The Hindu moral code.
Features of Hindu temples.
Hindu celebrations.
Hindu worship (1): worship in the temple. Hindu worship (2): worship at home.
Core Buddhist beliefs (2): How things are causally connected.
Buddhist scriptures. Assessment
Formative Assessments
December Trials
Formative Assessments
Easter Trials
Formative Assessments
Summer Trials
The Year 9 RS programme consists of two main units: Islam and Ethics. In the unit on Islam, we investigate the origin of Islam and the division of the Umah into Sunni and Shi’a (i.e. the branches of Islam). Subsequently, pupils would examine Muslim beliefs and teachings about the nature of Allah, including the Oneness of Allah and the supremacy of Allah’s will; prophethood (e.g. Adam, Ibrahim and Muhammad [pbuh]) and the Immamate; holy books; angels; predestination and the afterlife. Attention would then focus on Islamic practices like the five pillars of Islam (Shahadah, Salah, Sawm, Zakah & Hajj); jihad; and celebrations or festivals (especially Id-ul-fitr, Id-ul-adha and Ashura). In the second unit, we focus on two broad ethical themes. These are: the ethics of crime and punishment; and, ethics of warfare and conflict.
Term 1 Topic
Introducing Islam Introducing Islam The Muslim place of and Islam in the UK Worship – The today. Mosque. The Life of Prophet Muhammad (1-2). The major branches of Islam: Sunni, Shi’a and Sufi.
Summary of content
The Qur’an – Muslim Holy Book. Key beliefs in Islam: Tawhid, Risalah and Akhirah.
Term 2 Introducing Islam & Ethics Introducing Islam + Ethics
The Five Pillars of Leadership in Islam. Islam (3): The experience of Hajj. The Five Pillars of Islam (1): Daily life The Five Pillars of Islam (4): as a Muslim. Almsgiving (a The Five Pillars of religion of giving). Islam (2): A year in Celebrations in the life of a Muslim Islam – the Eid festivals. CRIME & PUNISHMENT: Definitions; Good & Evil intentions and actions.
Islam as a World Religion.
Term 3
Ethics, Crime & Punishment
Ethics, Peace and War
Aims of punishment.
Defining peace, war and conflict.
Christian attitudes to suffering and causing suffering to others.
Violent protest and terrorism.
Christian attitudes to the treatment of criminals.
Christian attitudes to forgiveness.
Reasons for war. Nuclear war and weapons of mass destruction.
Holy war and religion as a cause of violence. Pacifism and peace making. Christian responses to victims of war.
The just war theory.
Christian attitudes to the death penalty.
Reasons for crime.
Christian attitudes to lawbreakers and types of crime Assessment
Formative Assessments
December Trials
Formative Assessments
Easter Trials
Formative Assessments
Summer Trials
In Year 10, students focus on Christianity (Paper 1) and Ethics (Paper 2). The year begins with in depth study of Christian teachings and beliefs. These include Christian beliefs about the nature and attributes of God (including the Trinity); creation; Christology (incarnation, crucifixion, resurrection and ascension); the afterlife; judgement; heaven and hell; sin and salvation. Pupils would then proceed to study Christian practices. These include: Christian worship and prayers, and their styles or forms; the sacraments and how they are celebrated in different Christian denominations; pilgrimages and festivals, including their significance. Subsequently, we investigate how Christians put their faith or beliefs into action, vis-Ă -vis: service to humanity; mission and evangelism; responses to conflict, persecution and poverty both locally and globally.
The remainder of the academic year is then be spent on two of four ethical themes constituting Paper 2 (Theme A: relationships and families and Theme B: religion and life). In Theme A (relationships and families), students investigate, from religious and nonreligious or secular perspectives, the following issues: human sexuality; sexual relationships before and outside of marriage; contraception and family planning; marriage, divorce and remarriage; the nature and purpose of families; and gender equality. In Theme B (Religion and Life), students focus on religious and scientific explanations for the origins of the universe and human life; the use and abuse of the environment and animals, pollution, abortion, euthanasia as well as death and the afterlife.
Term 1
Topic
Summary of content
Christian Beliefs
Christian Teachings & practices
Christian Practices
Christian Practices, & Family & Relationships
The Christian doctrine of God: God’s nature and attributes, including the Trinity.
The Christian doctrines of sin and salvation, and the role of Christ in salvation.
Celebrating Holy Communion: denominational approaches or styles.
The importance of the worldwide Church.
Different Christian beliefs about Creation.
CHRISTIAN PRACTICES:
The Church's response to world poverty.
Christology: incarnation, Sonship, crucifixion, resurrection and ascension.
Christian worship and its forms or types.
Pilgrimages in Christianity and its significance.
The Christian doctrines of resurrection, judgement, the afterlife, heaven and hell.
Assessment
Term 2
End of term assessment: GCSE style paper.
Prayer and its types of forms. The sacraments: Baptism and Holy Communion.
December Trials: GCSE style paper.
Celebrating festivals: Christmas & Easter. The role of the Church in the local community (Food banks & Street Pastors) Mission, Evangelism & Church growth.
End of term assessment: GCSE style paper.
Christian persecution.
FAMILY & RELATIONSHIPS Human sexuality Sexual relationships before and outside of marriage.
Term 3
Family & Relationships (Theme A) Religious teachings about marriage, divorce and remarriage. Religious teachings about the nature of families.
Religious teachings about the purpose of families. Christian beliefs about gender equality.
Religious and scientific explanations for the origins of the universe and human life. The use and abuse of the environment.
Pollution. The use and abuse of animals. Abortion. Euthanasia.
Contraception and family planning.
Easter Trials: GCSE style paper.
Religion and Life (Theme B)
Death and afterlife.
Formative, assessment: GCSE style paper.
Summer Trials: GCSE style paper.
(See: https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062/specification-at-a-glance).
In Year 11, students will study the remaining two ethical themes (Theme D: religion, peace and conflict; and, Theme E: religion, crime and punishment) as well as Islam. In Theme D, students will investigate the links between religion, peace and conflict, and critically examine the following issues: protests and terrorism; reasons for war; nuclear war and weapons of mass destruction; the just war theory; holy wars; and, religion as a cause of violence; pacifism or nonviolence and religious responses to victims of war. In Theme E, we would examine issues like reasons for crime, types of crime, attitudes toward criminals, aims of punishment, forgiveness, and the death penalty. Subsequently, attention will be focused on Islam: beliefs and practices. Here, we would investigate the origin of Islam and its subdivions. We would also examine Muslim teachings and beliefs about Allah, angels, prophets, holy books, predestination, judgement and the afterlife. We complete studies in Islam by examining the five pillars of Islam (and 10 obligatory acts in Shi’a islam) as well as Muslim festivals and celebrations. In the running up to their GCSE exams, lessons are focused on revision activities and skills which fully prepare pupils to excel in their examinations.
Term 1
Topic
Peace and Conflict (Theme D)
Religion, Crime & punishment (Theme E)
Introducing religion, peace and conflict. Violent protest and terrorism. Reasons for war.
Summary of content
Holy war and religion as a cause of violence. Pacifism. Christian responses to victims of war.
Key beliefs of Sunni Islam and Shi’a Islam.
Salah: the daily prayers (1).
The nature of Allah.
Salah: the daily prayers (2).
Christian attitudes to suffering and causing others to suffer. Christian attitudes to the treatment of criminals - prison, corporal punishment and community service.
Christian attitudes to the death penalty.
Formative assessment: GCSE style paper.
REVISION
Reasons for crime.
Christian attitudes to forgiveness.
Assessment
Revision
The Five Pillars, the Ten Obligatory Acts and the Shahadah.
Formative assessment: GCSE style paper.
Belief in Angels
Belief in Predestination. Belief in Life after death. Prophethood and Adam. Ibrahim. Muhammad and the Imamate.
The holy books in Islam.
Mock GCSE (Jan)
Term 3
Islam: Practices
The Oneness of Allah and the supremacy of Allah's will.
Aims of punishment.
The just war theory.
Islam– Beliefs and Teachings
Introducing religion, crime and punishment. Christian attitudes to criminals and types of crime.
Nuclear war and weapons of mass destruction.
Term 2
External Exams
Sawm: fasting during Ramadan. Zakah: almsgiving. Hajj: Pilgrimage (1). Hajj: Pilgrimage (2). Jihad. The festivals of Eid-ul-Fitr and Eid-ul-Adha.
The festival of Ashura.
Formative assessment: GCSE style paper.
Formative assessment: GCSE style paper.
GCSE Exams
(See: https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062/specification-at-a-glance).
In Year 12, students study Philosophy and Ethics in parallel. In philosophy, students examine how ancient Greek philosophy and philosophers influenced early Christians and their writings. They would proceed to investigate reality from Plato’s and Aristotle’s perspectives, comparing Plato’s rationalism with Aristotle’s empiricism. Pupils would then critically examine and evaluate philosophical and scientific understandings of the timeless issue of the mind, body and soul. Next, students would investigate and critically evaluate the following issues: (a) arguments for God’s existence (teleological, cosmological and ontological); (b) the (in)credibility of religious experience; (c) the problem of evil and theodicies; (d) the nature or attributes of God; and (e) the problem of religious language. In ethics, we examine the following ethical theories Kantian ethics, natural law, situation ethics and utilitarianism. These ethical theories would then be utilised in discussing and debating applied ethical issues concerning euthanasia, business and sexual relationships. Finally, students investigate the idea of conscience from theological and psychological perspectives and consider its roles in making moral decisions.
Topic
Term 1
Term 2
Philosophy & Ethics
Philosophy & Ethics
Philosophy & Ethics
Philosophy:
Philosophy:
Philosophy:
Philosophy:
Philosophy:
Introduction to Philosophy of Religion
Mind, Body & Soul.
God’s existence: Arguments based on reason (Ontological argument)
Religious Experience
Religious Language: Negative, Analogical & Symbolic.
Plato’s & Aristotle’s understanding of reality. Summary of content
God’s existence: Arguments based on observation (Teleological and Cosmological arguments).
The Problem of evil.
The nature or attributes of God.
20th Century Religious Language perspectives and philosophical comparisons.
Theology & Ethics Developments in Christian thought: Augustine on Human Nature; Death and the Afterlife.
Ethics:
Ethics:
Ethics:
Ethics:
Ethics:
Ethics:
Introduction to Ethics
Situation Ethics.
Kantian Ethics.
Euthanasia.
Business Ethics
Sexual Ethics
Natural Law Assessment
Term 3
End of Term Exam
Utilitarianism.
December Trials
End of Term Exam
Conscience.
Easter Trials
End of Term Exam
Summer Trials
https://www.ocr.org.uk/Images/242913-specification-accredited-a-level-gce-religious-studies-h573.pdf
In Year 13, pupils would complete outstanding work on Paper 2 (Ethics) by examining the language of ethics (i.e. meta-ethical theories). Attention would then be focused on Paper 3 (Developments in Christian thoughts). Here pupils will study the following topics: Augustine on human nature; death and afterlife; Christology, Christian moral principles; Christian moral actions; religious pluralism and theology; religious pluralism and society; gender and society; gender and theology; the challenge of secularism as well as liberation theology and Marxism. The remainder of the year would be devoted to revision in preparation for the A2 examinations in the summer.
Term 1
Topic
Ethics & Theology
Term 2
Christian Theology
Christian Theology
Ethics:
Theology:
Theology:
Meta-ethical theories.
The Person of Jesus Christ.
Religious pluralism and theology.
Christian Moral Principles.
Religious Pluralism and Society.
Christian Moral Action.
The Challenge of Secularism.
Summary of content
Term 3 Revision
Themes in Philosophy, Ethics & Christian Theology (Papers 1-3)
Revision Exams Themes in Philosophy, Ethics & Christian Theology (Papers 1-3)
Liberation Theology and Marx.
Christian Theology Knowledge of God’s Existence. Gender and Society.
Gender and Assessment
End of Term Exam
Mock Exams
Timed Essays
Timed Essays
A Level Exams
https://www.ocr.org.uk/Images/242913-specification-accredited-a-level-gce-religious-studies-h573.pdf
Alongside developing their knowledge base over time, students will be simultaneously acquiring the skills required to demonstrate this knowledge and further deepen their learning. The interplay between skills and knowledge is important, not just for examination success but also to allow students to develop as confident and independent learners. The following skills are developed within each student's journey through the Religious Studies curriculum and are assessed regularly throughout the academic year:
Comparative Analysis
- Analytically explains the commonality and divergences between and within religious and nonreligious belief systems and practices. – Cites different and/or competing sources of wisdom or authority in analysing variations and/or divisions between and within religions or belief systems, including secular worldviews.
Reasoning and Logical Thinking
– Utilises carefully selected sources of wisdom and authority (both religious and secular) to construct logical chains of reasoning which culminates in sound judgement.
Evaluation
- Deploys well-integrated sources of wisdom and authority (both religious and nonreligious) to critically evaluate different and/or competing truth-claims and practices.
Essay Structuring and Writing
- Constructs a sustained and convincing argument which accurately and consistently deploys specialist terminologies, and mirrors a critical analysis and evaluation of religious and secular truth-claims and practices.
Link to full A Level and GCSE Skills Assessment Grid for Religious Studies