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

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

 

 

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

 

Key vocabulary

 

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

 

Stewardship/Khalifah, Creation, Eden, Interdependence.

Diwali, Navaratri, Rama, Sita

 

Outside the taught curriculum

 

Suggested reading

 

BBC Religion and Ethics website

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

 

 

 

 

 

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

 

Key vocabulary

 

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
 

Outside the taught curriculum

Visit to various local places of worship
 

Suggested reading

 

BBC Religion and Ethics website, A Little History of Religion by R. Holloway, I am Malala, The Chronicles of Narnia by C.S. Lewis

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

·        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

 

Key vocabulary

 

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

 

Outside the taught curriculum

 

Suggested reading

 

BBC Religion and Ethics website, Usborne Philosophy for Beginners, A Little History of Religion by Richard Holloway, Lord of the Flies by William Golding

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

 

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.

 

Key vocabulary

 

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
 

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.
 

Suggested reading

 

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

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.

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

 

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

 

Revision and preparation for Summer GCSE exams

 

 

 

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

 

Key vocabulary

 

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
 

Outside the taught curriculum

General RE days are organised for students once a term, on the topics of Justice and the Philosophy of Happiness.
 

Suggested reading

 

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

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

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

 

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

 

Key vocabulary

 

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.

 

Outside the taught curriculum

Students are encouraged to attend various Philosophy and Ethics Master Classes and Seminars

Wider reading is also expected

 

Suggested reading

 

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

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

 

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

 

Key vocabulary

 

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.

 

Outside the taught curriculum

Students are encouraged to attend various Philosophy and Ethics Master Classes and Seminars

Wider reading is also expected

 

Suggested reading

 

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

  • Dr E Clewlow (Head of Department)
  • Mrs B Nock
  • MS A Teladia
  • 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?

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’