Topic Outline RELIGIOUS STUDIES Year 7

Students should know and understand:

Students should fully engage with the topics, endeavour to work independently to the best of their ability, take great pride in the presentation of their work and ask questions when they don’t understand.

Students should be able to: Students should be able to complete the Assessment tasks and use the marking and feedback from their teacher(s) to rewrite and improve upon their answers to progress their own learning.

Autumn Term 1 Topic Outline Students should know and understand DO What are the world religions? RE@BC knowing and believing

World Religions Project

World Religions Project What does it mean for Christians to believe in God as Trinity? (God)

Christianity- the Nature of God.

Christianity - the Nature of God.).

Demonstrate knowledge and understanding of religion and beliefs including:

beliefs, practices and sources of

authority.

influence on individuals, communities

and societies.

Similarities and differences within

and/or between religions and beliefs.

analyse and evaluate aspects of

religion and belief, including their

significance and influence.

Clarify what Christians mean by the term God. Consider the inadequacy of the view that God is an old man in the sky as far as Christian’s are concerned.

Explore biblical ideas of God as Trinity.

Reflect on the “big story” of the bible, from Creation and the Fall to Salvation and the Kingdom of God.

Explore what this belief in the Trinity teaches Christians.

Autumn Term 2 Topic Outline Students should know and understand DO

Should Christians be greener than everyone else? (Creation)

Demonstrate knowledge and understanding of the Ten Commandments and how it influences the everyday lives of Christians.

Aspects of Christian teachings and belief, including their significance and influence on moral issues in the world today.

Christianity- the Creation Story.

Christianity- how fair is fair? (Fair Trade)

Christianity-multi faith, multi culture, multi? Or Christian beliefs in action. (Campaigning / Charity)

Christmas lesson – why is it a Christian festival?

Describe the place, genre and purpose of Genesis 1.

Examine the place of humans in the creation story and what it reveals about the role of God and the place of human beings in creation – their capacities and responsibilities.

Explain Christian responses to the call of stewardship in Genesis 1 – and how these responsibilities may be effective and sufficient in the future.

Spring Term 1 Topic Outline Students should know and understand DO

The Buddha: how and why do his experiences and teachings have meaning for people today?

Key Buddhist concepts and how it influences the everyday lives of Buddhists.

Introduction to Buddhism

Who was the Buddha – four sights / three signs of being.

Seeking truths.

Symbols in Buddhism.

Explain the key events in the life of the Buddha and how they led him to seek enlightenment.

Explain the dhamma: the key teachings of Buddha and the impact these have on Buddhists today. (The Three Marks of Existence / The Four Noble Truths / The Middle Way – Noble Eightfold Path).

Explain Buddhist symbols and artefacts beyond statues of the Buddha.

Spring Term 2 Topic Outline Students should know and understand DO The Buddha: how and why do his experiences and teachings have meaning for people today?

Aspects of Buddhist teachings and belief, including their significance and influence on moral issues in the world today:

Life and Death

The Five precepts.

What does it mean to belong? A Buddhist community.

Let’s celebrate – Buddhism festival project.

Introduce the Sangha – traditionally the term applying to the Buddhist community of ordained monks and nuns.

Investigate what it is about Buddhism that makes it attractive to westerners.

Compare the place of Right Mindfulness as part of the Noble Eightfold Path with secular mindfulness that is popularly taught and practiced outside of Buddhist practise.

Summer Term 1 Topic Outline Students should know and understand DO

How are Sikh teachings on equality and service put into practice today? (God/the Guru/Panth)

What is Sikhism and the Kanga.

The 5Ks and how it influences the everyday lives of Sikhs.

Kesh (uncut hair),

Kangha (a wooden comb for the hair), Kara (an iron bracelet), Kachera (100% cotton tie able

undergarment) Kirpan (an iron dagger large enough to

defend oneself). The Guru Granth Sahib and

leadership

Explain the key beliefs of Sikhism and their importance for Sikhs living in Britain today.

Explain how Sikhs interpret the Mool Mantar and why it tells them about God, life and how to live.

Give reasons and examples to explain how and why Sikhs put their beliefs into action in different ways.

Summer Term 2 Topic Outline Students should know and understand DO

Sikh Festivals

The Gurdwara.

Sikh ceremonies.

Sikh Festivals – the Vaisakh.

The Gurdwara. The significance of a religious building.

Sikh ceremonies and aspects of Sikh teachings and belief, including their significance and influence on moral issues in the world today.

Show how beliefs and teachings guide Sikhs in responding to the challenges of life in Britain today (e.g.; call for equality and service).

Offer an account of the value and impact of Sikh practise of service and equality in the UK today.

Comment on whether the Sikh emphasis on equality and service has anything to say to students themselves, offerings reasons and justifications for their responses.

Topic Outline RELIGIOUS STUDIES Year 8

Students should know and understand: Students should fully engage with the topics, endeavour to work independently to the best of their ability, take great pride in the presentation of their work and ask questions when they don’t understand.

Students should be able to: Students should be able to complete the Assessment tasks and use the marking and feedback from their teacher(s) to rewrite and improve upon their answers to progress their own learning.

Autumn Term 1 Topic Outline Students should know and understand ANSWER

Unit 3.10: What is good and what is challenging about being a Muslim teenager in Britain today?

The key Beliefs, Teachings and Practices of the Muslim faith including :

An Introduction to Islam.

Shahada.

Salah (Part 2).

Zakat.

Sawm – revealed religions.

Hajj. (Pilgrimage)

Students consider how these beliefs,

practices and sources of authority, influence

individuals, communities and societies within

a diverse religion.

Explain the importance of key beliefs studies for Muslims living in Britain today.

Give reasons and examples to explain how and why Muslims put their beliefs into action in different ways.

Show how beliefs and teachings guide Muslims in responding to the challenges of life in Britain today.

Give a coherent account of the challenges and opportunities of being a Muslim teenager in Britain today offering reasons and justifications for their responses.

Autumn Term 2 Topic Outline Students should know and understand ANSWER

Unit 3.10: What is good and what is challenging about being a Muslim teenager in Britain today?

Students show an understanding of the

similarities and differences within and/or

between religions and beliefs.

They analyse and evaluate aspects of

religion and belief, including their significance

and influence on the individual and their

relationship with the society in which they

live.

Mosque lesson. (Preparation / before or after a visit to Exeter Mosque).

Islam - terrorism.

Discrimination (Islamophobia)

Taking the Veil.

Sharia Law.

Life after Death.

Ramadan – Eid ul-Fitr.

Explain the importance of key beliefs studies for Muslims living in Britain today.

Give reasons and examples to explain how and why Muslims put their beliefs into action in different ways.

Show how beliefs and teachings guide Muslims in responding to the challenges of life in Britain today.

Give a coherent account of the challenges and opportunities of being a Muslim teenager in Britain today offering reasons and justifications for their responses.

Spring Term 1 Topic Outline Students should know and understand ANSWER

Unit 3.3: Why are people good and bad? (The Fall.)

Students consider the ideas of what is Good/Bad – they consider if human beings were made in the image of God. Students consider the story of The Fall as shown in the creation story. What can it tell us about human nature? All about Eve? Have women suffered as a result of the story of the fall?

Explain how the idea of The Fall is found in the text of Genesis 3, and that this is a significant part of the Salvation narrative of the bible.

Give reasons and arguments for why most Christian’s view humans as fallen: “with examples”.

Students consider alternative views on the Fall.

Explain the impact of Genesis 3 on how belief in “The Fall” has affected the treatment of women.

Give a coherent account of how being fallen shapes how people live and behave today.

Spring Term 2 Topic Outline Students should know and understand ANSWER

Unit 3.4: Does the world need prophets today? (People of God)

Students define the meaning of the term “Prophet”. (Using Isaiah /Amos as examples). What is a prophet exactly? (Amos / Isiah) They consider whether there are any modern day prophets: Examples include: Oscar Romero, Maria Gomez and Desmond Tutu. Students consider the religious idea of the End of the World and the coming of the “New Jerusalem.” Students understand the idea of Liberation theology.

Explain the role and place of the prophets in the bible, including the “big story” of the prophets in the bible.

Explain the messages Isaiah and Amos transmitted.

Discuss what a modern day prophet would do and say, with examples, evidence and argument.

Offer a view as to whether the modern world needs prophets today, who they might be and how we may respond to them.

Summer Term 1 Topic Outline.

Unit 3.5: What do people do when life gets hard? (Wisdom)

Students define Good and Evil. They consider how religious people should respond to evil? The book of Job. Students consider how Christian and Buddhist response to suffering and evil. Forgiveness and reconciliation. Humanist views. They examine sources of religious authority – Where should a religious person turn for advice? They consider the idea of Wisdom.

Suggest meanings of biblical concepts and texts to do with wisdom, suffering, evil and the meaning of life, explaining their ideas with reasons and evidence.

Give reasons and examples to explain the range of ways Christians respond to and influenced by Bible texts about the meaning of life, suffering and the key concept studied.

Unit 3.6: Why do Christian’s believe that Jesus was God on earth? (Incarnation).

Students define the meaning of the Christian term incarnation.

Summer Term 2 Topic Outline Students should know and understand ANSWER

Unit 3.6: Why do Christian’s believe that Jesus was God on earth? (Incarnation).

Unit 3.7: What was so radical about Jesus? (Gospel).

Students consider how the incarnation is supported in the Gospels. How is the Incarnation shown through Christian worship and practise? Students consider why Jesus taught the Gospel to sinners. Rebels or radicals? Students look at people motivated by the Christian Gospel. Was Jesus a revolutionary? Students consider the case for a worldwide Manifesto for change?

Explain how the bible uses different types of text and language to communicate ideas about God as incarnate.

Show how Christian worship reflects Christian beliefs in god as incarnate.

Reflect on the value of belief in Jesus as God incarnate for Christians in the world today.

Suggest meanings of the texts studied and how they challenged religious and political authorities explaining reasons with reasons and evidence.

Give reasons and examples to explain how far Christians respond to the teachings of Jesus today.

Express and account of the implications for the modern world of Jesus’ treatment of the marginalised.

Autumn Term 1 Topic Outline

YEAR 9

Students should know and understand DO

A Thematic Study: Religion, Peace and Conflict

Similarities and differences within

and/or between religions and beliefs.

Aspects of religion and belief, including

their significance and influence on a

moral issue in the world today:

Peace and Justice.

Forgiveness and reconciliation.

Use of Violence – including violent protest.

Terrorism.

War – under what circumstances can it be justified?

Nuclear war.

Investigate and analyse the beliefs and practices of religions and world views using a range of arguments and evidence to evaluate issues relating to Peace and Conflict and draw balanced conclusions.

Synthesise their own and others ideas and arguments about sources of wisdom and authority using coherent reasoning, making clear and appropriate references to their historical, cultural and social contexts.

Develop coherent and well-informed analyses of diversity in beliefs, forms of expression and ways of life found in different religions and world views.

Autumn Term 2 Topic Outline Students should know and understand DO A Thematic Study: Religion, Peace and Conflict

The similarities and differences within

and/or between religions and beliefs.

Aspects of religion and belief, including their significance and influence on a moral issue in the world today:

The Just War theory.

What is a Holy War?

Religion and belief as a cause of war and violence.

Use, independently, different disciplines and methods by which religions and world views are used to analyse their influence on individuals and societies.

Account for varied interpretations of commitment to religions and worldviews and for responses to profound questions about the nature of religion, providing a detailed

Religious understanding and attitudes toward Pacifism.

Religion and peace- making in the 21st century.

Religious responses to the victim of war.

evaluation of the perspectives of others.

Enquire into and develop insightful evaluations of questions relating specifically to peace and conflict and the purposes and commitments of human life, especially as expressed in the arts, media and philosophy.

Research and skilfully present a wide range of well-informed and reasonable arguments which engage with moral, spiritual and religious issues.

Spring Term 1 Topic Outline Students should know and understand DO A Thematic Study: Religion and Human Rights / Social Justice.

Understand the similarities and

differences within and/or between

religions and beliefs.

Aspects of religion and belief, including their significance and influence on a moral issue in the world today:

Human Rights … prejudice and discrimination (toward different groups).

Freedom of religious expression.

Human Rights … responsibilities that come with rights.

Religious attitudes toward Human rights.

Social Justice.

Investigate and analyse the beliefs and practices of religions and world views using a range of arguments and evidence to evaluate issues relating to Human Rights and Social Justice, drawing balanced conclusions.

Synthesise their own and others ideas and arguments about sources of wisdom and authority using coherent reasoning, making clear and appropriate references to their historical, cultural and social contexts.

Develop coherent and well-informed analyses of diversity in beliefs, forms of expression and ways of life found in different religions and world views

Spring Term 2 Topic Outline Students should know and understand DO

Religious people’s attitudes toward prejudice, discrimination – Martin Luther King, Maria Gomez etc.

Wealth and Poverty. What is wealth? What is Poverty?

The similarities and differences

within and/or between religions and

beliefs.

Aspects of religion and belief, including their significance and influence on a moral issue in the world today: The causes of Poverty … why do

religious people have a duty to tackle poverty?

Religious responses to poverty: Case studies – Fair Pay, Loans, People trafficking. Responsibilities of the poor to overcome problems they face.

Religion and charity.

Use, independently, different disciplines and methods by which religions and world views are used to analyse their influence on individuals and societies.

Account for varied interpretations of commitment to religions and worldviews and for responses to profound questions about the nature of religion, providing a detailed evaluation of the perspectives of others.

Enquire into and develop insightful evaluations of questions relating specifically to human rights / social justice and the purposes and commitments of human life, especially as expressed in the arts, media and philosophy.

Research and skilfully present a wide range of well-informed and reasonable arguments which engage with moral, spiritual and religious issues.

Summer Term 1 Topic Outline Students should know and understand DO Thematic Study: Religion and Life.

The similarities and differences within

and/or between religions and beliefs.

Aspects of religion and belief, including their significance and influence on a moral issue in the

Investigate and analyse the beliefs and practices of religions and world views using a range of arguments and evidence to evaluate issues relating to Religion and Life and draw balanced conclusions.

world today: Sanctity of Life - Abortion (Religious teachings, beliefs and attitudes).

Euthanasia.

Animal Rights and Testing.

Synthesise their own and others ideas and arguments about sources of wisdom and authority using coherent reasoning, making clear and appropriate references to their historical, cultural and social contexts.

Develop coherent and well-informed analyses of diversity in beliefs, forms of expression and ways of life found in different religions and world views.

Summer Term 2 Topic Outline Students should know and understand DO

Cloning – opposing religious views on how the universe began / stewardship of the environment.

Fertility treatment.

Mini project on Humanism.

The similarities and differences

within and/or between religions and

beliefs.

Aspects of religion and belief, including their significance and influence on a moral issue in the world today.

Use, independently, different

disciplines and methods by which

religions and world views are used to

analyse their influence on individuals

and societies.

Account for varied interpretations of

commitment to religions and

worldviews and for responses to

profound questions about the nature

of religion, providing a detailed

evaluation of the perspectives of

others.

Enquire into and develop insightful

evaluations of questions relating

specifically to Religion and Life and

the purposes and commitments of

human life, especially as expressed in

the arts, media and philosophy.

Research and skilfully present a wide

range of well-informed and

reasonable arguments which engage

with moral, spiritual and religious

issues.

Autumn Term 1 Topic Outline Students should know and understand DO GCSE AQA A RELIGIOUS STUDIES. THE STUDY OF RELIGIONS: CHRISTIANITY.

Key Beliefs:

Jesus Christ and Salvation:

Key Christian concepts and how it influences the everyday lives of Christians:

The Nature of God – problem of evil and suffering.

The Trinity. Oneness of God

Different Christian beliefs about Creation.

Different Christian beliefs about the Afterlife.

The Incarnation of Jesus Christ.

Beliefs and Teachings about the Crucifixion.

Beliefs and teachings about the Resurrection.

Beliefs about the Ascension.

Sin. (Including original sin).

Investigate and analyse the beliefs and practices of religions and world views using a range of arguments and evidence to evaluate issues relating to Peace and Conflict and draw balanced conclusions.

Synthesise their own and others ideas and arguments about sources of wisdom and authority using coherent reasoning, making clear and appropriate references to their historical, cultural and social contexts.

Develop coherent and well-informed analyses of diversity in beliefs, forms of expression and ways of life found in different religions and world views.

Use, independently, different

disciplines and methods by which

religions and world views are used to

analyse their influence on individuals

and societies.

Autumn Term 2 Topic Outline Students should know and understand DO

Worship and festivals :

Key Christian concepts and how it influences the everyday lives of Christians.

Different forms of worship and their significance.

Prayer – and its significance.

Account for varied interpretations of

commitment to religions and

worldviews and for responses to

profound questions about the nature

of religion, providing a detailed

evaluation of the perspectives of

others.

The Role of the Church in the local and world- wide community:

The meaning of sacrament. Baptism. Believer’s baptism.

Eucharist / Holy Communion.

Interpretations of Eucharist (Orthodox / Roman Catholic/ C of E)

Interpretations – Baptist / Pentecostal Eucharist.

Pilgrimage – significance. Lourdes and Iona.

Christmas / Easter.

Assessment + DIRT.

Aspects of Christian teachings and belief, including their significance and influence on moral issues in the world today.

In the local community: Food Banks, Street pastors.

Place of mission, evangelism and church growth.

Working for reconciliation.

How Christians respond to persecution.

Work of Christian agencies. (CAFOD, Christian Aid, Tear Fund).

Assessment + DIRT.

Argue for and justify their own positions with regard to key questions about the nature of religion, providing a detailed evaluation of the perspective of others.

Enquire into and develop insightful evaluations of questions relating specifically to human rights / social justice and the purposes and commitments of human life, especially as expressed in the arts, media and philosophy.

Research and skilfully present a wide range of well-informed and reasonable arguments which engage with moral, spiritual and religious issues.

Spring Term 1 Topic Outline Students should know and understand DO PAPER 2 Theme B – Religion and Life The Origins and value of the Universe

Analyse and evaluate aspects of Christian and Buddhist teachings and belief, including their significance and influence on moral issues in the world today.

Give two examples of what religious believers might do to carry out the duty of stewardship

The Origins and value of Human Life

Religious teaching about the origin of the universe.

Stewardship, dominion, responsibility, awe and wonder.

The use and abuse of the environment.

Animal Rights – Experimentation, Food.

The Origins of Human Life.

Evolution v Religious views.

Sanctity of Human Life.

Abortion – ethical arguments.

Euthanasia.

Beliefs about life after death and the afterlife.

Explain two contrasting beliefs about animal experimentation. In your answer you should refer to the main religious tradition of Great Britain and one or more religious teachings.

Explain two religious’ beliefs in contemporary British society about abortion.

Refer to sacred writings or another source of religious belief and teaching in your answer.

Spring Term 2 Topic Outline

Students should know and understand

DO

PAPER 2 Theme E – Religion: Crime and Punishment.

Analyse and evaluate aspects of Christian and Buddhist teachings and belief, including their significance and influence on moral issues in the world today. Religion, crime and the causes of crime

Good and evil intentions and actions.

Reasons for crime – poverty and upbringing, mental illness and addiction, greed and hate, opposition to an unjust law.

Views about people who break the law.

Explain two contrasting beliefs about the death penalty for murder. In your answer you should refer to the main religious tradition of Great Britain and one or more religious teachings. (4 marks)

Evaluate this statement. “Corporal Punishment can never be justified.”

Views about different types of crime – hate crimes, theft and murder.

Religion and Punishment

The aims of Punishment – retribution, deterrence, reformation.

The treatment of criminals – prison, corporal punishment, community service.

Forgiveness.

The Death Penalty.

Ethical arguments relating to the death penalty. (Principle of utility / sanctity of life)

Summer Term 1 Topic Outline Students should know and understand

DO

Year 10: EXAM PREPARATION / REVISION and DIRT. Complete topics from above.

Analyse and evaluate aspects of Christian and Buddhist teachings and beliefs, including their significance and influence on moral issues in the world today.

Mock exam.

Summer Term 2 Topic Outline Students should know and understand

DO

GCSE AQA A RELIGIOUS STUDIES. THE STUDY OF RELIGIONS: BUDDHISM. KEY BELIEFS:

.

The Key Buddhist concepts and how it influences the everyday lives of Buddhists. The Buddha and the Four Noble Truths

The Buddha’s life and significance.

The birth of the Buddha and the life of luxury.

The Four Sights.

The Buddha’s ascetic life.

The Buddha’s enlightenment. The Four Noble Truths

Suffering (dukkha)

The causes of suffering (sumudaya).

Explain which one of the following is the book which contains stories from the life of the Buddha? I) Jataka Tales; ii) Dhammapada; iii) Tipitaka; iv) Pali Canon.

Give two reasons why the Buddha rejected his life of wealth.

Explain two ways in which learning about the life of the Buddha influences Buddhists today.

Year 11

The end of craving (tanha) interpretations of nirvana and Enlightenment.

The Eightfold Path. Analyse and evaluate aspects of Buddhist teachings and belief, including their significance and influence on moral issues in the world today.

Autumn Term 1 Topic Outline Students should know and understand DO THE STUDY OF RELIGIONS: BUDDHISM. KEY BELIEFS:

The Key Buddhist concepts and how it influences the everyday lives of Buddhists. The Dhamma (Dharma)

The concept of Dhamma

The concept of dependent arising (paticcasamupada)

The Marks of Existence: anicca (impermanence), anatta (no fixed self), dukkha (un-satisfactoriness of life, suffering).

The human personality in the Theravada and Mahayana traditions:

Theravada: The Five Aggregates of form, sensation, perception, mental formations, consciousness.

Mahayana: sunyata, the possibility of attaining Buddhahood.

Human Destiny: different ideals in the Theravada and Mahayana traditions - Arhat.

Buddhahood and the pure land. PRACTICES: Worship and Festivals

The nature uses and importance of

Buddhist places of worship.

Puja – the significance and role of

puja / devotional ritual in the home

and the temple.

Meditation – Samantha

(concentration and tranquillity),

Vipassana (insight) and the

Explain two Buddhist teachings about nirvana.

Refer to sacred writings or another source of Buddhist belief and teaching in your answer. (5 marks)

“For Buddhists, impermanence (Annica) is the most important of the Three Marks of existence.”

visualisation of the Buddhas and

Bodhisattvas.

Different ceremonies and rituals

associated with death and mourning

in the Theravada tradition.

Festivals and retreats and the

importance to Buddhists in Britain

today.

How to analyse and evaluate aspects of Buddhist teachings and belief, including their significance and influence on moral issues in the world today.

Autumn Term 2 Topic Outline Students should know and understand

DO

Buddhist Ethics:

The Key Buddhist concepts and how it influences the everyday lives of Buddhists.

Ethical teaching: karma and rebirth. Compassion (Karuna) Loving kindness (Metta)

Five Moral Precepts.

The Six perfections in the Mahayana tradition: generosity, morality, patience, energy, meditation, wisdom.

Year 11: MOCK EXAM PREPARATION / REVISION and DIRT.

Explain the Ethical teaching: karma and rebirth. Compassion (Karuna) Loving kindness (Metta)

Identify the Five Moral Precepts:

to refrain from taking life, i.e. killing any living creature.

to refrain from taking what is not freely given, i.e. theft.

to refrain from misuse of the senses or sexual misconduct, i.e. overindulgence in sex or committing sexual offences.

to refrain from wrong speech, i.e. lying or gossiping.

to refrain from intoxicants that cloud the mind, i.e. drugs or alcohol

Identify the Six perfections in the Mahayana tradition: generosity, morality, patience, energy, meditation, wisdom.

Mock exam.

Spring Term 1 Topic Outline Students should know and understand Do PAPER 2 Theme D – Religion: Peace and Conflict

How to analyse and evaluate aspects of Christian and Buddhist teachings and belief, including their significance and influence on moral issues in the world today. Religion, violence, terrorism and war.

The meaning and significance of peace, justice, forgiveness, reconciliation.

Violence.

Terrorism.

Reasons for war.

The Just War theory.

Holy War.

Pacifism Religion and belief in the 21st century conflict.

Religion and belief as a cause of war and violence in the contemporary world.

The use of weapons of mass destruction.

Religion and Peace-making in the modern world.

Religious responses to the victims of war – the work of one present day organisation.

Explain which one of the following best expresses the religious ideal that there should be no violence in the world? a) defence, b) justice, c) peace, d) terrorism.

Explain two religious’ beliefs about forgiveness. Refer to sacred writings or another source of religious belief.

“War is never right”. Evaluate this statement.

Spring Term 2 Topic Outline Students should know and understand DO

PAPER 2 Theme C – The existence of God and Revelation.

. Philosophical arguments both for and against the existence of God.

The Design Argument.

The First Cause Argument.

The arguments for and against miracles.

Evil and suffering as an argument against the existence of God.

Science and the existence of God. The Nature of the Divine and Revelation:

Special revelation as a source of knowledge of the Divine. (Visions)

Enlightenment

Nature and Scripture as a way of knowing the Divine.

Different ideas about the Divine.

General and Specific revelation: the problems of different ideas about the divine arising from these experiences.

Alternative explanations for these experiences.

Explain two contrasting beliefs in contemporary British society about visions.

Students should refer to the main religious traditions of Great Britain and non – religious beliefs.

Explain two religious’ beliefs about miracles. Refer to sacred writings or another source of religious belief and teaching.

“The design argument proves that God exists”.

Evaluate this statement.

Summer Term 1 Topic Outline Students should know and understand Do

Revision for the exams! Two Papers.

Demonstrate knowledge and understanding of Key Christian and Buddhist concepts and how it influences the everyday lives of Christians and Buddhists. Analyse and evaluate aspects of Christian and Buddhist teachings and belief, including their significance and influence on moral issues in the world today.

Year 12

Year 13

Topic Outline Students should know and understand Students should be able to

Topic Outline Students should know and understand Students should be able to