Religious Studies

As learners progress into Year 9, they have solidified their understanding of diverse religious and non-religious beliefs, establishing a robust knowledge foundation. Their exploration has encompassed key concepts and practices across various religions, fostering the development of critical thinking skills. This foundation becomes the springboard for a more in-depth exploration of philosophical and ethical concepts.

Learning Journey & Sequencing Rationale

In Year 9, the study of philosophy and ethics seamlessly builds upon the students' existing knowledge of religious beliefs and practices. This extension allows them to delve into profound inquiries about human existence and morality, amplifying their analytical skills. This comprehensive approach not only enriches their education but also serves as a preparatory phase for their upcoming GCSE studies and beyond.

Philosophy and ethics, integral components of Religious Studies, offer a unique opportunity for students to grapple with fundamental questions concerning human existence and morality. By introducing philosophical and ethical concepts in year 9, our aim is to equip students with the necessary tools for success in the Religious Studies GCSE, slated to commence in year 10.

A pivotal advantage of immersing oneself in the study of philosophy and ethics lies in its cultivation of critical thinking and analytical prowess. This engagement fosters the development of robust reasoning and argumentation skills, skills that transcend academic realms and find application in various facets of life. By navigating intricate philosophical and ethical ideas, students are empowered to assess arguments, make well-informed decisions, and articulate their personal beliefs and values.

Moreover, the study of philosophy and ethics contributes to the cultivation of a heightened sense of moral responsibility. As students grapple with ethical theories and dilemmas, they construct individual moral frameworks, honing the ability to make ethical decisions aligned with their values. This not only shapes them into more ethical and responsible individuals but also addresses the imperative need for such qualities in today's complex societal landscape.

Term	Topic
Autumn	Religion, Peace & Conflict
Spring	The Existence of God & Revelation
Summer	GCSE: Belief, teachings and sources of wisdom

Autumn Term: Religion, Peace & Conflict

Topic: Religion, Peace & Conflict - Human responsibility and values (F)
This theme examines religious perspectives on war, peace, justice, and forgiveness, linking to ethical decision-making and the moral responsibilities of individuals and communities, which aligns with area (F).

Spring Term: The Existence of God and Revelation

Topic: The Existence of God & Revelation - Meaning, purpose and truth (E)
This theme explores philosophical and theological arguments for and against the existence of God, as well as the concept of revelation. It encourages students to engage with ultimate questions about meaning, purpose, and truth, which is central to area (E).

Summer Term: GCSE Islamic Beliefs & Practices

Topic: GCSE Islamic beliefs and practices

Beliefs, teachings and sources of wisdom (A)

The Six Articles of Faith (Sunni Islam) and Five Roots of Usul ad-Din (Shia Islam)
The Qur’an, Hadith, and Sunnah as sources of wisdom
Key beliefs about Tawhid (oneness of God), Akhirah (afterlife), and prophethood

Practices & ways of life - celebrations & commemorations, prayer, worship & reflection (B)

The Five Pillars of Islam (Shahadah, Salah, Zakah, Sawm, Hajj)
The role of prayer (Salah) and fasting (Sawm during Ramadan)
Celebrations such as Eid al-Fitr and Eid al-Adha

Forms of expressing meaning - language and symbolism (C)

The role of Arabic as the language of the Qur’an
The significance of symbols in Islamic art and calligraphy
The use of mosques and the Kaaba in worship

Identity, diversity and belonging - places, communities, rites of passage (D)

The Ummah (global Muslim community) and its significance
Differences between Sunni and Shia Islam
Life events such as birth rituals (Aqiqah) and funerals

Meaning, purpose and truth - reflection and appreciation, ultimate questions (E)

Islamic views on the purpose of life and the afterlife (Jannah and Jahannam)
The problem of good and evil, and divine justice (Adalat in Shia Islam)
The role of predestination (Al-Qadr) and free will

Human responsibility and values (F)

The importance of Zakah (charity) and Sadaqah (voluntary charity)
Islamic teachings on social justice, equality, and the treatment of others
Teachings on peace, conflict, and forgiveness, including jihad and peacemaking

Knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments and calculations.

We encourage all pupils to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit.