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Religious
Studies
“The unexamined life is not worth living” – Socrates
Curriculum intent: To develop pupils’ religious literacy, by grasping the origin of key beliefs in major faiths and how these are interpreted (Theology), enabling the students to explore philosophical questions about what it means to be human (Philosophy) and understand the diversity of lived religious belief and how this impacts on behaviour (Social Sciences).
Religious Studies deals with people and ideas, developing thinking skills which are needed for any academic subject. Pupils develop the ability to find information, use a variety of enquiring techniques, ask and consider challenging philosophical questions and empathize with alternative viewpoints. Religious Studies also provides an opportunity for pupils to explore their own beliefs and gain great understanding about the world we live in and the other people we share it with.
The Ancient Greek philosopher, Socrates, considered the investigation of life’s most ultimate questions as a pastime worth dying for. As a teacher he was a maverick: he never asked his students to write a word but he did expect them to think deeply and question everything. His commitment to moving beyond superficial understanding, led to his pupils becoming the rebels of their day. Their refusal to accept laws without questioning them meant their mentor Socrates was considered a rabble-rouser. He was eventually charged with corruption and rebellion. Socrates ultimately considered the study of religion, philosophy and ethics worth dying for. He refused to compromise his belief in questions and as such, opted for a lethal hemlock poison, rather than imprisonment.
The study of RS at King Edward VI Handsworth is designed to encourage students to live the examined life. Students apply the three hermeneutical ‘lenses’ of Theology, Philosophy and Social Science to a variety of different topics. In RS classrooms, students will develop the questioning habit, as they explore such topics as the meaning of life, the nature of morality and the origin of the world. Whilst the RS department does not expect the same level of dedication as Socrates, it will expect students to open their minds to a range of views! It is only through the examination of a wide range of perspectives, that students will begin to be sure of their own views.
Aims:
- Develop life-long learners with intellectual curiosity and a passion for understanding the world
- Develop deep thinkers who can confidently evaluate complex religious, moral and philosophical questions
- Develop an enquiring, critical and reflective approach to the study of religion
- Empower students to recognise the important and distinctive features of religious expression, and to recognise the diversity inherent in faith traditions
- Enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world and to contribute to social and community cohesion
- Recognise the holistic development of the child, encouraging them to reflect upon and express elements of our common humanity
- Empower all students to express their personal theology (or atheology!) in a developed way
Curriculum and Assessment Maps
Year 7
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 7
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| · Accurate use of religious vocabulary
· Explaining diverse viewpoints · Supporting arguments with evidence from sacred texts and other sources of authority · Evaluating the strengths and weaknesses of a worldview |
What is religion? (Social Sciences)
What is religion and what is its function in society? How do Smart’s seven dimensions of religion apply to different religious traditions and worldviews? What are worldviews and how do we look at the world through different ‘lenses’? Why believe in God? (Theology) Investigations into arguments for and against the existence of God Worldviews studied: Theism, Atheism, Agnosticism Why does God have so many names? (Theology) Examining the concept of God from different religious viewpoints Religions studied: Christianity (Trinity), Islam (Tawhid), Hindu Dharma (Trimurti), Sikhi, Judaism Why might religious leaders be inspirational in the 21st century? (Theology/Social Sciences) Investigating the life and work of a religious leader and evaluating evidence on their effectiveness. Religions studied: Christianity, Islam, Sikhism, Buddhism, Judaism |
Why is the covenant important in understanding Judaism? (Theology, Social Sciences)
Introduction to Judaism Concepts of law (mitzvot) and covenant Key stories – Abraham’s sacrifice The influence of Jewish beliefs on practice – kashrut laws, Brit Milah, Bar Mitzvah, Shabbat, Orthodox and Reform How do Creation Myths shape what it means to be human? (Philosophy) What is a myth? Investigation into concepts of literal and universal truth Analysis of Creation myths from Abrahamic and Dharmic religions and non-religious worldviews Religions/worldviews studied: Christianity, Judaism, Islam, Sikhism, Buddhism, Hinduism, Humanism
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Are religious believers more likely to care for the planet? (Theology/Social Sciences)
Examination of environmental problems and the religious and Humanist responses to these issues. Investigation into how religious teachings may motivate environmental action. Religions/worldviews studied: Christianity, Judaism, Islam, Sikhism, Hindu Dharma, Buddhism, Humanism
Why is celebrating and remembering important? (Theology/Social Sciences) Textual analysis of the Rama and Sita narrative Was Sita a dutiful wife or feminist hero? How and why Diwali is celebrated Which goddess should be venerated at Navaratri? What messages does the story of Diwali have for those of other faiths or none? Religion studied: Hindu Dharma |
| Assessment Pieces
Assessment on ‘What is religion?’ and the Nature of God KLCs: Accurate use of religious vocabulary Explaining diverse viewpoints Supporting arguments with evidence from sacred texts and other sources of authority NB: Students are informed of assessment dates 2/3 weeks in advance. Support materials for revision can be located on Google classroom. |
Assessment Pieces
Assessment on Jewish beliefs and practices KLCs: Accurate use of religious vocabulary Explaining diverse viewpoints Supporting arguments with evidence from sacred texts and other sources of authority |
Assessment Pieces
Summer assessment on Creation Myths and the Environment KLCs: Accurate use of religious vocabulary Explaining diverse viewpoints Supporting arguments with evidence from sacred texts and other sources of authority Evaluating the strengths and weaknesses of a worldview |
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Key vocabulary
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Worldview, Atheism/Atheist, Agnosticism/Agnostic
Theism/Theist Omnibenevolent, Omnipotent, Monotheism/Monotheist, Polytheism/Polytheist Tawhid, Trinity, Trimurti, Waheguru |
Covenant, Mitzvot, Ten Commandments, Kosher, Treyfah, Kashrut Laws, Brit Milah, Orthodox, Reform, Bar/Bat Mitzvah, Shabbat
Creation, Universal Truth, Literal Truth, Myth
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Stewardship/Khalifah, Creation, Eden, Interdependence.
Diwali, Navaratri, Rama, Sita |
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Outside the taught curriculum |
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Suggested reading
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BBC Religion and Ethics website | ||
Year 8
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 8
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| · Accurate use of religious vocabulary
· Explaining diverse viewpoints · Supporting arguments with Scripture · Interpreting philosophical views · Evaluating the strengths and weaknesses of an argument |
What does it mean to say that God became human? (Theology)
Was Jesus the prophesied Messiah? Why is the Incarnation important to Christians? How did Jesus use parables to teach about the Kingdom of God? What do Jesus’ miracles tell us about the nature of God? Was Jesus a rebel or a revolutionary? What are the similarities and differences between the Crucifixion narratives? The meaning of Jesus’ Crucifixion for Christians – why did Jesus have to die? Religion studied: Christianity
Why is Islam the way it is? (Theology/Social Sciences) What was life like for Bedouins? Why were Makkah and Madinah significant? What were the key cultural and religious practices in pre-Islamic Arabia? What was the role of women in pre-Islamic Arabia? Did pre-Islamic Arabia need to change? How did Islam begin? What contributions have Islamic scholars made? Religion studied: Islam |
Why are religions so diverse? (Theology/Social Sciences)
One God or many? Hindu Dharma How did the Buddha challenge Indian Philosophy? How did Guru Nanak challenge Indian philosophy? How did the British Empire shape Dharmic faiths? How did Dr. Ambedkar influence the Dharmic traditions? How did the 8th century prophets challenge religion in Israel? How did Martin Luther change Christianity? Why are there so many Christian denominations? How did Quakerism change Christianity? Religions studied: Christianity, Judaism, Islam, Sikhi, Hindu Dharma, Buddhism Is prayer meaningful in the 21st century (Theology) What are the different types of prayer? What are the similarities and differences between prayer in the Abrahamic religions? Court case debate: Is prayer meaningful and valuable in the 21st century? Religions/worldviews studied: Christianity, Judaism, Islam, Hindu Dharma, Sikhi, Atheism
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To what extent can an individual challenge injustice?
(Theology/Social Sciences) Where can justice and injustice occur? What are the Christian and Islamic teachings on justice? How have these teachings motivated individuals to tackle injustice (Mother Teresa, Rosa Parks, Malala Yousafzai)? How has Vicky Beeching challenged injustice? Is non-violent resistance effective in tackling injustice? Is capital punishment just? What are my own views on injustice? Religions studied: Christianity, Sikhi, Hindu Dharma, Islam
To what extent are religions reflected in culture and society? (Social sciences) What is spirituality? How are Sikh beliefs reflected in architecture? How are Islamic beliefs and spirituality represented in art? How are Christian beliefs explained through literature? Can non-religious worldviews be expressed through art? Evaluation: How can we define ‘spirituality’? Religions studied: Christianity, Islam, Sikhi, Non-religious worldviews |
| Assessment Pieces:
Assessment on the Christianity and Islam units: focus on the skills of explaining diverse viewpoints and supporting arguments with evidence from Scripture/other sources of authority NB: Students are informed of assessment dates 2/3 weeks in advance. Support materials for revision can be located on Google classroom. |
Assessment Pieces
Assessment on ‘why are religions so diverse?’ Focus on skills of analysis, explanation and evaluation |
Assessment Pieces
Assessment on Prayer and Justice – Focus on skills of analysis, explanation and evaluation |
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Key vocabulary
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Messiah, Incarnation, Kingdom of God, Parables, Miracles, Atonement.
Pre-Islamic Arabia, Jahiliyyah, Risalah (Prophethood), Night of Power |
Sanatana Dharma, Monism, Dualism, Pluralism, Langar, ‘caste system’, Dalits, dukkha, anicca, anatta, re-birth
Supplication, Petition, Adoration, Petition, Confession |
Justice/Injustice, Parable of the Sheep and Goats, Sewa, Tawhid, Atonement |
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Outside the taught curriculum |
Visit to various local places of worship | ||
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Suggested reading
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BBC Religion and Ethics website, A Little History of Religion by R. Holloway, I am Malala, The Chronicles of Narnia by C.S. Lewis | ||
Year 9
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 9
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
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· Accurate use of religious vocabulary · Explaining diverse viewpoints · Supporting arguments with Scripture · Interpreting Scripture · Analysing scholarly arguments · Evaluating the robustness of scholarly arguments · Reaching a well-justified conclusion · Weighing the validity of sources of independent learning |
Is the concept of God coherent? (Theology/Philosophy)
Is it reasonable to believe upon insufficient evidence? Teleological Arguments Cosmological Arguments The Moral Argument The Argument from Religious Experience Religions studied: Christianity
Is Buddhism a religion if its followers do not believe in God? (Theology/Philosophy/Social Sciences) A study into key Buddhist beliefs and practices Evaluation of whether Buddhism is a philosophy or a religion Religion studied: Buddhism |
Did the Resurrection actually happen? (Theology)
What is the Resurrection and why are the Gospel accounts different? Crime scene investigation into the Resurrection of Jesus – what happened to Jesus’ body? What does the Resurrection mean to Christians? Resurrection Art project Religion studied: Christianity Is it reasonable to believe in Life After Death? (Philosophy) Should death be celebrated? Religious and non-religious beliefs about life after death Philosophical arguments about the existence of a soul Religions/worldviews studied: Christianity, Islam, Dharmic traditions (Hindu Dharma, Sikhi), Atheism |
Are responses to the Problem of Evil convincing? (Philosophy)
What is evil? The philosophical Problem of Evil and responses to it (Theodicies) Religions/worldviews studied: Christianity, Atheism
What does it mean to live a ‘good life’? (Social Sciences) Absolutist and Relativist approaches to Ethics Religious Ethics– Divine Command Theory Secular Ethics – Utilitarianism Ethical Egoism Applied Ethics – Organ Donation, Business Ethics Religions/worldviews studied: Christianity, Islam, Hindu Dharma, Sikhi, Buddhism secular ethics |
| Assessment Pieces
Assessment on ‘Is the concept of God coherent’? Focus on: Accurate use of religious vocabulary Explaining diverse viewpoints Supporting arguments with Scripture Interpreting Scripture Evaluating NB: Students are informed of assessment dates 2/3 weeks in advance. Support materials for revision can be located on Google classroom. |
Assessment Pieces
CSI project investigation into the possible explanations for Jesus’ missing body Focus on: Analysing scholarly arguments Evaluating the robustness of scholarly arguments Reaching a well-justified conclusion Weighing the validity of independent learning |
Assessment Pieces
Summer exam – evaluative style answers on Life After Death/Good and Evil Focus on the skill of evaluating |
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Key vocabulary
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Teleological, Design, Cosmological, Cause, ‘Goldilocks effect’, Miracle, Numinous Experience, Conversion
Buddha, Buddhahood, Three Refuges, Four Noble Truths, Eight-Fold Path, Dhamma, Kamma, Samsara, Nibbana, Dukkha, Anicca, Anatta, Theravada, Mahayana, Dependent Origination |
Resurrection, Synoptic Gospels, Oral Tradition, Eternal Life
Heaven, Hell, Purgatory, Judgement, Barzakh, Karma, Samsara, Atman, Moksha, Dualism, Materialism |
Theodicy, Inconsistent Triad, Moral Evil, Natural Evil, Protest Atheism, Augustinian Theodicy, Irenaean Theodicy
Absolutist/Relativist, Divine Command Theory, Utilitarianism, Egoism, Sanctity of Life, Quality of Life |
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Outside the taught curriculum |
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Suggested reading
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BBC Religion and Ethics website, Usborne Philosophy for Beginners, A Little History of Religion by Richard Holloway, Lord of the Flies by William Golding | ||
Year 10
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 10 – GCSE
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| Specification: AQA Religious Studies A
https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 A01:Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs
A02: Analyse and evaluate aspects of religion and belief, including their significance and influence. |
Theme A: Relationships and families
Marriage: Ceremony and beliefs Divorce Sex outside Marriage Homosexuality and Civil Partnerships Cohabitation Role and purpose of the family Contraception and family planning Gender equality Consolidation and assessment of Theme A
Christian Beliefs & Practices Nature of God God as omnipotent, loving and just The Trinity Christian beliefs about Creation Christian worship Christian prayer Incarnation Why did Jesus come to earth? Festivals – Christmas Baptism What happened during Holy Week? Crucifixion Holy Communion – Practices Holy Communion – Value for Individual, Community and Society |
Christian Beliefs & Practices
Reconciliation Resurrection and Ascension Role of Jesus Christ in Salvation Mission and Evangelism Festivals – Easter Church Growth Persecution Judgement Heaven & Hell Different types of salvation (grace/works/law/spirit) Pilgrimage – Lourdes and Iona Street Pastors Food Banks Church’s response to poverty Assessment/Consolidation Theme B: Religion and Life The Origins of the Universe The Origins and Purpose of Human Life The value of the world and how to protect it Pollution The use and abuse of animals Sanctity of life Abortion laws Christian attitudes to abortion Euthanasia – laws Christian attitudes to Euthanasia Death and the Afterlife Religion and Life Assessment/Consolidation Theme F: Religion, Human Rights and Social Justice (1) Human Rights and Responsibilities Social Justice Causes of poverty |
Theme F: Religion, Human Rights and Social Justice (2)
Revision for Year 10 exams Year 10 exams (weeks 2&3) Feedback and Directed Improvement Reflection Activities on Year 10 exams Teachings on exploitation of the poor Christian teachings about wealth – debate Giving to the poor Prejudice and discrimination: Church attitudes to sexuality Prejudice and discrimination: Church attitudes to gender equality Prejudice and discrimination: Church attitudes to racism Prejudice and discrimination: Church attitudes to disability Freedom of religious expression Theme F: Consolidation/assessment
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| Assessment Pieces
Summative assessment on Theme A Focus on A01 skills: Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs |
Assessment Pieces
Summative assessment on Christian beliefs and practices Focus on A01 skills: Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs |
Assessment Pieces
Summer examination – GCSE-style paper on content taught in Year 10 Focus on A01 and A02 skills: Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs A02: Analyse and evaluate aspects of religion and belief, including their significance and influence. |
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Key vocabulary
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Marriage, Divorce, Annulment, Civil Partnerships, Contraception, Nuclear Family, Extended Family
Trinity, Omnipotent, Omnibenevolent, Just, Incarnation, Crucifixion, Baptism, Eucharist/Holy Communion, Sacraments Liturgical/Informal/Non-Liturgical/Private Worship, Set and Informal Prayers, The Lord’s Prayer, |
Salvation, Atonement, Lourdes, Iona
Stewardship, Creation, Evolution, Big Bang Sanctity of Life, Quality of Life, Abortion, Euthanasia. |
Human rights, religious freedom, homophobia, protected characteristics, positive discrimination, social justice, racism |
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Outside the taught curriculum |
General RE days are organised for students once a term, on the topics of Medical Ethics, Religion and Society and the Holocaust. This includes a visit from a Holocaust survivor. | ||
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Suggested reading
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GCSE bitesize on the individual themes studied and Christian beliefs/practices. Anne Frank: The Diary of a Young Girl, Lovely Bones by Alice Sebold, The Screwtape Letters by C.S. Lewis, Pilgrim’s Progress by John Bunyan, Me Before You by Jojo Moyes | ||
Year 10 RS Days
Subject Leader: : Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 10 – General RS days
Purpose of the General RS days
If students have not opted to study RS at GCSE level, they will participate in General RS days during Years 10 and 11. There is one General RS day for these year groups per term.
The main purposes of the General RS days are to encourage pupils to engage with philosophical and ethical debates and to develop an awareness of how religion has a significant impact on the world in which we live.
Students should also be aware of differing religious perspectives on certain issues and be able to compare, contrast and evaluate these.
Year 10: Autumn Term
Religion and Society
Religion and the Law Religion and the Media Religion and Economics Religion and Science
Year 10: Spring Term
Religion and Medical Ethics
What is Medical Ethics? Research and presentation into religious views on one aspect of Medical Ethics:
Fertility Treatments Abortion Euthanasia
Cloning
Genetic Engineering/Saviour Siblings
Year 10: Summer Term
Holocaust/The Problem of Evil
What was life like for Jews before the Holocaust?
Speech from a Holocaust survivor (Mindu Hornick)
‘Is it possible to have faith after the Holocaust?’ – research and debate on theodicies
Outside the taught curriculum
It is expected that students will reflect on the issues considered and how religion may impact upon current affairs.
Year 11
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 11 – GCSE
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| Specification: AQA Religious Studies A
https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 A01:Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs
A02: Analyse and evaluate aspects of religion and belief, including their significance and influence. |
Islamic Beliefs and Practices
Six Articles of Faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam – Tawhid, Risalah, Angels, Revealed Books, Al-Qadr and Akhirah The Nature of God The Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam Key Festivals within Islam Jihad: different understandings of jihad and the significance of the greater and lesser jihad
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Theme D: Religion, Peace and Conflict
Introduction to Religion, Peace and Conflict – Peace, Justice, Forgiveness and Reconciliation Causes of war Terrorism and Violent Protest Nuclear Weapons and WMD Pacifism and Peacemaking Gandhi Religious Responses to the Victims of War Religion and Belief as a Cause of War Religious Attitudes to Forgiveness
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Revision and preparation for Summer GCSE exams
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| Assessment Pieces
Year 11 Mock examination: GCSE style papers on Islamic Beliefs and Practices, Theme B and Theme F All A01 and A02 key learning constructs will be assessed |
Assessment Pieces
Spring Term GCSE style question paper: Theme D All A01 and A02 key learning constructs will be assessed |
Assessment Pieces
GCSE examinations in the summer term |
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Key vocabulary
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Tawhid, Risalah, al-Qadr, Akhirah, Sunni, Shi’a, Shahadah, Salah, Zakah, Sawm, Hajj, Jihad, Eid ul -Adha, Eid ul-Fitr, Ashura | Peace, Justice, Forgiveness, Reconciliation, Pacifism, Just War, Holy War | |
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Outside the taught curriculum |
General RE days are organised for students once a term, on the topics of Justice and the Philosophy of Happiness. | ||
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Suggested reading
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GCSE bitesize on the various themes studied in Year 11, The Philosopher’s Daughters, edited by Peter Vardy, The Life of Pi by Yann Martel | ||
Year 11 RS Days
Subject Leader: : Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 11 – General RS days
Purpose of the General RS days
If students have not opted to study RS at GCSE level, they will participate in General RS days during Years 10 and 11. There is one General RS day for these year groups per term.
The main purposes of the General RS days are to encourage pupils to engage with philosophical and ethical debates and to develop an awareness of how religion has a significant impact on the world in which we live.
Students should also be aware of differing religious perspectives on certain issues and be able to compare, contrast and evaluate these.
Year 11: Autumn Term
Religious Perspectives on Justice
Religion and Human Rights
Research into religious perspectives on the following issues:
Death penalty Exploitation Trafficking Gender equality LGBTQ+ equality
Treatment of refugees Religious persecution
Taking action to promote justice Creative task on justice
Year 11: Spring Term
Philosophical Perspectives on Happiness
What is happiness?
Research and presentation on philosophical perspectives on happiness:
Aristotle Bentham Buddha Seneca Socrates Cynics
Year 12
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 12 – A level
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| WJEC/Eduqas A level Religious Studies https://www.eduqas.co.uk/qualifications/religious-studies/as-a-level/
· reflect on, select and apply specified knowledge · understand, interpret and evaluate critically religious concepts, texts and other sources · account for the influence of social; religious and historical factors on the developments in the study of religions and belief · identify, investigate and critically analyse questions, arguments, ideas and issues arising from within this component, including the views of scholars and academics · identify and analyse the nature of connections between the components you have studied · construct well informed and reasoned arguments substantiated by relevant evidence · engage in debate in a way that recognises the right of others to hold a different view · present responses to questions which are clear and coherent · use specialist language and terminology appropriately. |
Ethics:
Ethical thought Divine Command Theory Virtue Theory Ethical Egoism Deontological Ethics Natural Moral Law Teleological Ethics Situation Ethics Utilitarianism Philosophy: Arguments for the Existence of God Inductive and Deductive Arguments (Cosmological, Teleological, Ontological) |
Philosophy:
Challenges to Religious Belief The Problem of Evil Religious responses to the problem of evil Religious Experiences The nature of religious experience Mystical experience Challenges to the objectivity and authenticity of religious experience Christianity 1: Religious Figures and Sacred Texts: Birth Narratives Resurrection Narratives The Bible as a Source of Authority in Daily Life Religious Concepts Is God Male? Can God suffer? Trinity Atonement Religious Life Faith and Works (Luther) Key moral principles Community of believers
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Christianity 2:
Religious Practices that Shape Religious Identity Baptism Eucharist Christmas Easter Ethics Year 2 work: Meta-ethical theories – Emotivism, Intuitionism, Naturalism Free Will and Determinism Theological Determinism/Free Will with reference to Augustine, Calvin, Pelagius and Arminius Philosophical Determinism/ Libertarianism with reference to Sartre and Locke Psychological Determinism/Libertarianism with reference to Pavlov and Rogers Scientific Determinism/Libertarianism with reference to Sirigu Soft determinism (Compatibilism) with reference to Hobbes and Ayer |
| Assessment Pieces
Assessed essay – A01 and A02 key learning constructs are assessed |
Assessment Pieces
Assessed essay – A01 and A02 key learning constructs assessed |
Assessment Pieces
End of year examination – A01 and A02 key learning constructs assessed |
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Key vocabulary
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Deontological, Teleological, Relativist, Absolutist, Act-centred, Agent-centred | Cosmological, Teleological, Ontological, Theodicies, Object-related and subject-related challenges
Incarnation, Hypostatic Union, Inspiration, Authority, Arianism, Tritheism, Modalism, Christus Victor, Moral Example, Penal Substitution Model |
Transubstantiation, Consubstantiation, Virtualism
Predestination, Free Will, Bad faith, Self-actualisation, Compatibilism Basic Goods, Principles of Practical Reasonableness, Common Good Pre-moral evil, Ontic evil, Good act, Right act, value, disvalue, Proportionate reason. |
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Outside the taught curriculum |
Students are encouraged to attend various Philosophy and Ethics Master Classes and Seminars
Wider reading is also expected |
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Suggested reading
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Peter Vardy The Puzzle of Ethics, The Puzzle of God and The Puzzle of Evil, Bowie Ethical Studies, Joseph Fletcher Situation Ethics, Aristotle Nichomachean Ethics | ||
Year 13
Subject Leader: Dr. E. Clewlow email: eclewlow@kingedwardvi.bham.sch.uk
Year 13 – A level
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| WJEC/Eduqas A level Religious Studies https://www.eduqas.co.uk/qualifications/religious-studies/as-a-level/
· reflect on, select and apply specified knowledge · understand, interpret and evaluate critically religious concepts, texts and other sources · account for the influence of social; religious and historical factors on the developments in the study of religions and belief · identify, investigate and critically analyse questions, arguments, ideas and issues arising from within this component, including the views of scholars and academics · identify and analyse the nature of connections between the components you have studied · construct well informed and reasoned arguments substantiated by relevant evidence · engage in debate in a way that recognises the right of others to hold a different view · present responses to questions which are clear and coherent · use specialist language and terminology appropriately. |
Ethics:
John Finnis’ Development of Natural Moral Law Hoose’s Proportionalism Philosophy: Challenges to Religious Belief: Challenges from Psychology (Freud and Jung) The New Atheism Religious Experience The influence of religious experience on religious practice and faith Different definitions of miracles Contrasting views on the possibility of miracles. Religious Language Inherent problems of religious language Verification principle Falsification Religious language as analogy Religious language as symbolic Religious language as mythical Language games
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Christianity:
Religious Figures and Sacred Texts The Bible as a Source of Wisdom and Authority The early church (Acts of the Apostles) Two Views of Jesus Social Developments in Religious Thought Attitudes towards Wealth Feminist Theology Migration and Christianity in the UK Historical Developments in Religious Thought Challenges from Science Challenges from Secularisation Challenges from Pluralism and Diversity Religious practices that shape religious identity Religious identity through unification Religious identity through religious experience Religious identity through responses to poverty and injustice |
Revision for Summer examinations |
| Assessment Pieces
Assessed essay – A01 and A02 key learning constructs assessed |
Assessment Pieces
Mock examination – A01 and A02 key learning constructs assessed |
Assessment Pieces
A level examinations |
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Key vocabulary
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Psyche, Oedipus Complex, Wish fulfilment, Collective Unconscious, Archetypes, The God Within
Kerygmata, Hypostases, Instantiations, Patriarchy, Androcentrism |
Pluralism, Exclusivism, Inclusivism, Secularisation, Reverse Mission Movement, Ecumenism, Praxis
Patriarchy, Androcentrism, God as a Verb, Unholy Trinity, Anti-church, Base communities. |
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Outside the taught curriculum |
Students are encouraged to attend various Philosophy and Ethics Master Classes and Seminars
Wider reading is also expected |
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Suggested reading
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Peter Vardy The Puzzle of Ethics and The Puzzle of God, Richard Dawkins The God Delusion, Mary Daly Beyond God the Father, Rosemary Radford Ruether Sexism and God-Talk | ||
Further information
Staff
- Dr E Clewlow (Head of Department)
- Mrs B Nock
- Ms A Teladia
Additional information
How can parents help?
- Discuss your own beliefs and reasons for these with your daughter. Ask questions about moral issues in the news (e.g. Is it ever right to forgive a murderer?)
- Help your daughter to self-assess her exercise book using the assessment booklet
- Visits to local places of worship and exhibitions.
- Television programmes on religious and ethical issues are popular. Encourage your daughter to watch programmes that discuss religious practice or belief, or moral issues. A useful source is often 4thought (3 minutes programme following the Channel 4 news).
- Encouraging your daughter to take advantage of the opportunities available at school.
Where next
Where next?
RS helps us understand other people better, and helps us recognise, develop and express our own values and beliefs. This subject is useful for a variety of career options, in particular those that demand analytical and writing skills (e.g. journalism, law, politics) and the caring professions (e.g. medicine, social care)
RS is a well-respected GCSE and A Level option and an increasing number of our girls are going on to study Theology, Religion and/or Philosophy at University. At A Level RS works well alongside other Humanities, but is particularly popular alongside the sciences as it provides a good underpinning for Medicine due to compulsory Medical Ethics section. It also provides critical thinking and analytic skills that are well suited to careers in Law, Media and Politics.
Although RS is not a facilitating subject (as it is rarely a requirement for particular degree entry) The Russell Group’s ‘Informed Choices’ recognises it as a demanding and highly suitable preparation for university entrance. ‘There are some advanced level subjects, which provide suitable preparation for entry to university generally… Examples of such subjects include Economics, Religious Studies and Welsh.’ (Informed Choices)
20% of those who study PPE, 18% of those who study English and 13% of those who study History at Oxford have RS A Level. Philosophy graduates are popular candidates for a variety of high-powered professions – journalism, research, the civil service, politics, and law.
A recent Times poll revealed that the business world favours philosophy graduates above all others. Barristers or solicitors benefit from training in philosophy as they have been taught to examine and dissect arguments, even cabinet ministers find a philosophic training useful as they seek to master complex ‘briefs’ and to analyse opposing arguments.
What will I gain from a study of Theology?
- The opportunity to study a wide range of subjects using a variety of approaches
- Encounters with people from all faiths and none
- An ability to handle sensitive topics intelligently and with circumspection
- Critical skills and the ability to argue my case
- An appetite for the ‘search for wisdom’
- Integration of intellectual and personal formation
- Challenges to my own prejudices and assumptions
- An in-depth exploration of some of the most important questions I will ever ask
- An appreciation of complexity and paradox in the role of religion in society
Final words from our ex-Head Girl, now studying Medicine at University
‘So glad I took RS, in my other subjects I just learnt things, in RS I learnt how to think’
Opportunities outside of lessons
Useful links