Religion and Worldviews

Intent

The intent of Religion and Worldviews is to enrich the lives of young people by deepening their knowledge and understanding of the beliefs and practices of religions and worldviews, which not only shape their history and culture but which guide their own development. It gives them the skills to identify and be sufficiently confident in their own beliefs and values (the lens through which they see the world).

In turn, this allows them to respect religious and cultural diversity, understand how and why views (or lenses) may differ, think critically and contribute to a cohesive and compassionate society. Our curriculum encompasses a range of religions and worldviews to help young people to function assuredly in a multi-cultural, multi-faith society; gives them a grounding in the Christian beliefs and practices that have shaped the society in which they live; allows them to develop as independent learners and critical thinkers and prepares them to achieve personal excellence now and in the future.

Implementation

Our ambitious curriculum is designed to give young people a grounding in the core beliefs and practices of individual religions and worldviews, and to build on their skills throughout their time here. This occurs using a multi-disciplinary approach and through a mixture of units on individual religions or worldviews and thematic units, which include a number of viewpoints on the same issue.

The curriculum spirals back to core features and themes, allowing young people to retain knowledge over time. Lessons are designed by the Head of Department and are taught by a mix of specialist and non-specialist teachers who adapt the lessons to the needs of their group and pupils are offered immersive enrichment opportunities to supplement their lessons.

N.B. Parents and carers have the right to withdraw their child from all or part of Religion and Worldviews. If you wish to do so, or to discuss the curriculum in more detail, please contact the Head of Religion and Worldviews.

Impact

Young people will have a knowledge and understanding of:

a variety of world religions and worldviews and a respect for beliefs, values and traditions (including ethical life choices).
the impact of faith and beliefs on individuals, societies and cultures and their effect on the way we view the world we live in.
their place as citizens in a multi-cultural global society.

Young people will have the skills to:

independently question, enquire about, respond to and reflect on their lives and those of others.
approach challenging questions on the meaning and purpose of life and issues of right and wrong, making reasoned and informed responses.
understand the influence of religion on individuals, families, communities and cultures.
explore questions of meaning and their own beliefs.
develop their sense of identity and belonging in the world, preparing them for life as citizens in a multi-cultural global society.
respect and respond sensitively to others, in particular those whose faiths and beliefs are different from their own.

Young people will have:

opportunities for enrichment, personal reflection and spiritual development.
developed a preparedness for life in a multi-cultural global society where they can exist in harmony with others and live life to the full.

Curriculum Overview

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Year 5

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

How and Why Do Some

People Inspire Others?

Knowledge:

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

Vocabulary:

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

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

Please see the PSHCE curriculum overview for further details.

What matters most to Humanists and Christians?

Knowledge:

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

Vocabulary:

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

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

Please see the PSHCE curriculum overview for further details.

What helps Hindu people as they try to be good?

Knowledge:

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

Vocabulary:

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

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

Please see the PSHCE curriculum overview for further details.

Skills

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

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

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

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

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

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

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

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

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

Year 6

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Justice and Poverty: does faith make a difference?

Knowledge:

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

Vocabulary:

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

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

Please see the PSHCE curriculum overview for further details.

Creation and science: conflicting or complementary?

Knowledge:

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

Vocabulary:

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

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

Please see the PSHCE curriculum overview for further details.

How is faith expressed in Islam?

Knowledge:

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

Vocabulary:

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

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

Please see the PSHCE curriculum overview for further details.

Skills

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

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

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

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

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

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

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

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

Year 7

Unit One

Unit 2

Unit 3

Unit 4

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

Knowledge:

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

Vocabulary:

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

Why do Christians believe

Jesus was God on Earth?

Knowledge:

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

Vocabulary:

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

What do people say about God and the Universe?

Knowledge:

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

Vocabulary:

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

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

Knowledge:

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

Vocabulary:

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

Skills

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

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

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

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

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

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

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

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

Year 8

Unit One

Unit 2

Unit 3

Unit 4

Why are people good and bad?

Knowledge:

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

Vocabulary:

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

What was so radical about Jesus?

Knowledge:

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

Vocabulary:

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

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

Knowledge:

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

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

Vocabulary:

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

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

Knowledge:

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

Vocabulary:

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

Skills

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

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

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

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

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

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

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

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

British Values

Year 5	Year 6	Year 7	Year 8
Democracy Pupils are encouraged to express their opinions across all lessons. The importance of having your voice heard (Martin Luther Kng, Malala Yousafzai and Hugo Gryn). Civil Rights movement in the USA and women's rights in Pakistan/Afghanistan.	Democracy Pupils are encouraged to express their opinions across all lessons. Discussions on extreme poverty and the value of science vs religion.	Democracy Disagreement within religions, e.g. the schism in Islam creating Sunnis and Shi'a. Discussions on a variety of topics, including the nature of fact and opinion, the existence of God and the nature of Jesus as God incarnate.	Democracy The process of establishing equal rights for women and the ongoing importance of women's issues and inequalities around the world. Discussions on a variety of topics, including how women and men are treated in comparison to one-another and whether Jesus existed as a historical figure.
Rule of Law Legal status of Christian and Humanist marriages. The Ten Commandments and other moral codes. Divising our own moral code. Discussion on whether laws are always morally right, e.g. segregation laws in the USA.	Rule of Law Rules and duties which govern other religions, e.g. the Five Pillars of Islam.	Rule of Law Rules and duties which govern religions, e.g. the Five Pillars of Islam. The importance of Shari'a law within Islam. The way in which Shari'a is amended with regard to time and place in relation to legal precident in national law and other religious laws (e.g. Jewish Kashrut Law).	Rule of Law Rules and duties which govern religions, e.g. the Eightfold Path in Buddhism. The alteration of laws to ensure equality. The abolition of slavery.
Individual Liberty Protest by individuals and groups (e.g. the Civil Rights movement). Freedom to choice your own religion.	Individual Liberty Freedom to choose your own religion/opinion/belief system.	Individual Liberty Exploration of science and religious views existing in harmony. Freedom to choose your own religion.	Individual Liberty The freedoms we have today vs in the past, e.g. William Tyndale being seen as a heritic. Freedom to choose your own religion and opinions. The choices made by radical Christians to try and help improve the societies in which they lived.
Tolerance Exposure to a variety of opinions, both from other religions and from peers. The Golden Rule (treat people as you wish to be treated).	Tolerance Exposure to a variety of opinions, both from other religions and from peers. The Golden Rule (treat people as you wish to be treated).	Tolerance Exposure to a variety of opinions, both from other religions and from peers. The Golden Rule (treat people as you wish to be treated).	Tolerance Exposure to a variety of opinions, both from other religions and from peers. The Golden Rule (treat people as you wish to be treated).

Careers

Year 5	Year 6	Year 7	Year 8
Careers in religion Exposure to a number of roles within religions, e.g. priests, imams etc. Exposure to the role of academics within religion; scholars and academics (e.g. theologians).	Careers in religion Exposure to a number of roles within religions, e.g. priests, imams etc. Exposure to the role of academics within religion; scholars and academics (e.g. theologians).	Careers in religion Exposure to a number of roles within religions, e.g. priests, imams etc. Exposure to the role of academics within religion; scholars and academics (e.g. theologians).	Careers in religion Exposure to a number of roles within religions, e.g. priests, imams etc. Exposure to the role of academics within religion; scholars and academics (e.g. theologians).
Careers in the social sciences Exposure to the role of social scientists, such as sociologists and psychologists in relation to ways of knowing about religion.	Careers in the social sciences Exposure to the role of social scientists, such as sociologists and psychologists in relation to ways of knowing about religion.	Careers in the social sciences Exposure to the role of social scientists, such as sociologists and psychologists in relation to ways of knowing about religion.	Careers in the social sciences Exposure to the role of social scientists, such as sociologists and psychologists in relation to ways of knowing about religion. Exposure to careers collecting/analysing/collating social statistics.

Spiritual, Moral, Social and Cultural Development (SMSC)

Year 5	Year 6	Year 7	Year 8
Spiritual Reflecting on pupils' own beliefs at all points. Developing knowledge of, and respect for, Christianity, Islam and non-religious worldviews. Opportunities to reflect on their own experiences and those of others.	Spiritual Reflecting on pupils' own beliefs at all points. Developing knowledge of, and respect for, Christianity, Hinduism, Humanism and Islam. Opportunities to reflect on their own experiences and those of others. Experiencing the awe surrounding explanations for creation (the Big Band and Genesis). Exploration of pilgrimage to Makkah (Hajj). Exploration of expressions of faith through charitable giving.	Spiritual Reflecting on pupils' own beliefs at all points. Developing knowledge of, and respect for, Christianity, Islam, Sikhi and non-religious worldviews. Opportunities to reflect on their own experiences and those of others. Experiencing the awe surrounding explanations for creation (the Big Bang, evolution and Genesis). Expressions of faith through service, e.g. Sewa in Sikhi. Exploration of the nature of God in Christianity, Islam and Sikhi.	Spiritual Reflecting on pupils' own beliefs at all points. Developing knowledge of, and respect for, Christianity, Buddhism and non-religious worldviews. Opportunities to reflect on their own experiences and those of others. Experiencing the awe surrounding philosophical arguments. Examining the lives of those who took risks in order to benefit others.
Moral Reflection on our own sense of right and wrong and the attitudes of Christianity, Islam, Hinduism and Humanism (e.g. karma, the 10 commandments and other codes of conduct, different interpretations of religious law). Understanding of the basis of national law on religious/moral beliefs. Understanding of the consequences of their behaviour and actions through good and bad karma. Sharing opinions on segregation in the USA and Taliban rule in Afghanistan. Giving reasoning for their opinions and relfecting on those of others.	Moral Reflection on our own sense of right and wrong, including surrounding the prevalence of poverty around the world and the attitudes of Christianity, Islam and non-religious worldviews such as atheism. Understanding of the consequences of their behaviour and actions in relation to world poverty. Developing their own morals in relation to religious duties, such as donating to charity.	Moral Reflection on our own sense of right and wrong, including examination of shari'a law and other religious rules. Examining whether we have an obligation to support those who are less fortunate, e.g. Sewa in Sikhi. Our environmental obligations and whether these are of greater prevalence for those who are religious. Understanding of the consequences of their behaviour and actions in relation to the environment.	Moral Reflection on our own sense of right and wrong, including in relation to our obligations to those who are suffering. Reflection on whether religious prople are the only people who can be moral. Examining whether we have an obligation to be radical when we see immorality.. Understanding of the consequences of their behaviour and actions in relation to suffering and equality.
Social Learning partner work and group discussion. Formulating and delivering arguments and opinions. Appreciating the opinions of others. Preparing pupils to live in a multi-cultural society.	Social Learning partner work and group discussion. Formulating and delivering arguments and opinions. Appreciating the opinions of others. Preparing pupils to live in a multi-cultural society.	Social Learning partner work and group discussion. Formulating and delivering arguments and opinions. Appreciating the opinions of others. Preparing pupils to live in a multi-cultural society.	Social Learning partner work and group discussion. Formulating and delivering arguments and opinions. Appreciating the opinions of others. Preparing pupils to live in a multi-cultural society.
Cultural Familiarity with a range of cultural/religious groups in Britain, e.g. British Muslims. Familiarity with the history of cultural groups abroad, e.g. black people in the USA. Opportunities for pupils to discuss their own culture and beliefs. Exploration of the Golden Rule across all religious and non-religious beliefs.	Cultural Familiarity with a range of cultural/religious groups in Britain, e.g. British Muslims. Opportunities for pupils to discuss their own culture and beliefs. Exploration of the Golden Rule across all religious and non-religious beliefs.	Cultural Familiarity with a range of cultural/religious groups in Britain, e.g. British Muslims and Sikhs. Opportunities for pupils to discuss their own culture and beliefs. Exploration of the Golden Rule across all religious and non-religious beliefs.	Cultural Familiarity with a range of cultural/religious groups in Britain, e.g. British Buddhists. The existence of slavery in the UK. The importance of Christian British radicals, e.g William Tyndale. The reformation. Opportunities for pupils to discuss their own culture and beliefs. Exploration of the Golden Rule across all religious and non-religious beliefs.