Religious Studies
Curriculum Overview
Vision
To promote social cohesion in our school environment and wider community. To ignite an interest in philosophy and the different religions in the World.
Disciplinary Concepts
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Compare and contrast key concepts across world religions
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Significance
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Application of abstract theological ideas to our modern world
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Explanation
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Evaluation
Curriculum Map
Year 7
Introduction to REPS
Existence of God - Including the nature of belief, what religion means and Humanism
Religions of India - Hindu beliefs and practices, similarities to other religions, sikhism beliefs and practices
Jesus - Who was Jesus, different beliefs about Jesus, birth of Jesus and teachings of Jesus
Year 8
Suffering and Evil - Types of evil, causes of evil, responses to evil. Buddhism and enlightenment, Sikhism response to suffering. Christian response to suffering and Greek perspective.
Islam - Islam beliefs and practices, dress code and Islam in Britain today.
Philosophy of Religion - Cosmological argument, Design argument, reasoning God’s existence
Alternative perspectives - Jainism, Zoroastrianism, Bahaism, Humanism
Year 9
Judaism - Beliefs and practices including being Jewish.
Buddhism - Beliefs and practices, including meditation.
Ethics - Utilitarianism, Kantian, Nature v Nurture, freewill, applied ethics to a range of scenarios including: abortion, capital punishment and IVF
Year 10
Introduction to Religious GCSE 2 year course
Crime and Punishment - What is a crime, aims of punishment, corporal and capital punishment, religious attitudes to suffering and forgiveness
Islam Beliefs - Sunni and Shia Islam, the nature of God, angels, prophethood, holy books
Islam Practices - Five pillars of Islam, Jihad, Festivals
Recap Islam Practices. Religion and Life - Origins of the universe, value of the world, religious view on animals, origins of human life, religious views on abortion, religious views on euthanasia, death and afterlife
Christianity Beliefs and Practices - Trinity, creation, Jesus, sin and salvation, worship and prayer, sacraments pilgrimage, role of church, church growth, Christian persecution, world poverty
Religion and Social Justice - Social justice and human rights, prejudice and discrimination, religion and wealth and poverty
Year 11
Relationships and Families - Religious teachings regarding sexuality, contraception and family planning, divorce and marriage, religious attitudes to gender equality
Revision package revisiting - Crime and punishment and Islam beliefs and practices, Christianity beliefs and practices and religion and life.
Revision package revisiting - religion and social justice and relationships and families.
Assessments
Year 7
In year 7, we begin with the topic of the Existence of God because it lays the foundation for understanding various religious beliefs and practices. By exploring questions about the existence of a higher power, students develop critical thinking skills and an appreciation for the diversity of human perspectives on spirituality. This understanding serves as a springboard for delving into the religions of India, where concepts of divinity and spirituality are deeply intertwined with cultural and historical contexts. After this topic we move onto ‘Religions of India’ Through studying Hinduism, Sikhism and having a brief look at Jainism students gain insight into the rich tapestry of beliefs that shape the lives of millions. Finally, we conclude the year by focusing on Jesus, whose teachings and influence have profoundly shaped Western civilisation. This progression allows students to explore different aspects of religion, from philosophical inquiry to cultural practices and historical narratives, providing a comprehensive understanding of the role of faith in human societies.
Year 8
In Year 8, students explore the themes of "Suffering and Evil," building on the previous year’s study of religious traditions. They examine how different faiths, including Sikhism, Christianity, and Buddhism, address these existential issues, offering insight into various philosophical and theological perspectives on suffering. This comparative study fosters empathy, critical thinking, and a deeper understanding of diverse world-views.
The curriculum then shifts to a comprehensive study of Islam, providing students with a thorough understanding of its beliefs, practices, and cultural significance. This is particularly relevant in Croxley, where the Muslim community is prominent. Students explore Islam’s contributions to art, science, and philosophy, developing respect for cultural diversity and global citizenship.
Finally, the Year 8 curriculum culminates in a unit on the philosophy of religion and alternative perspectives. Students revisit key philosophical concepts such as the cosmological and design arguments, and explore lesser-known belief systems, including Jainism, Zoroastrianism, Bahaism, and Humanism. This unit enhances critical thinking and empathy, encouraging students to engage with diverse ethical and spiritual frameworks, fostering intellectual curiosity, and preparing them for meaningful dialogue in an interconnected world.
Year 9
In Year 9, students begin their study of Judaism, marking the start of their exploration of the Abrahamic religions. This choice connects with previous years' studies of Jesus in Year 7 and Islam in Year 8, helping students understand the historical and cultural context of these interconnected faiths. By studying Judaism’s beliefs, practices, and rituals, students gain insight into Jewish identity and world-view, fostering respect and empathy within Croxley’s diverse community. Understanding Judaism also lays the foundation for future studies of Christianity and Islam, highlighting the shared roots of these Abrahamic faiths and promoting interfaith dialogue.
Next, students transition to the study of "Ethics," exploring moral theories like utilitarianism and Kantian ethics, and applying them to real-world issues such as abortion, IVF, and drone strikes. This unit develops critical thinking, ethical reasoning, and empathy, equipping students with the tools to navigate personal and societal moral challenges. The focus on ethical issues encourages responsibility and compassion, helping students become ethical leaders in a diverse world.
Finally, Year 9 revisits Buddhism, expanding on the brief introduction from Year 8. This deeper exploration provides students with a distinct philosophical framework that complements the Abrahamic religions, offering insights into suffering, impermanence, and the nature of reality. Studying Buddhism enhances cultural and religious literacy, fostering tolerance, empathy, and respect for diverse perspectives. This holistic approach to religious and philosophical education equips students with the critical thinking skills, empathy, and cultural competence necessary to engage thoughtfully with the complexities of our interconnected world.
GCSE
The Religious Studies (RS) GCSE offered at Croxley Danes follows Specification A, accredited by the Assessment and Qualifications Alliance (AQA). This GCSE is designed to provide students with a comprehensive understanding of key religious traditions and philosophical concepts, focusing primarily on Christianity and Islam.
RS GCSE is an optional course that builds upon prior learning in religious education while introducing the specific requirements outlined in Specification A. Students delve into the beliefs, practices, and teachings of Christianity and Islam
As part of the RS GCSE Specification A, learners also focus on four main themes, each providing a comprehensive exploration of religious beliefs, ethical principles, and philosophical perspectives:
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Crime and Punishment: In this theme, students examine religious and ethical teachings on issues related to crime, justice, and punishment. They explore concepts of sin, forgiveness, and retribution within Christianity and Islam, as well as the role of religious teachings in shaping attitudes towards crime and the criminal justice system.
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Religion and Life: This theme delves into questions about the nature and purpose of life from religious and philosophical perspectives. Students explore beliefs about creation, the sanctity of life, and the meaning of existence within Christianity and Islam. They also consider ethical issues such as abortion, euthanasia, and the environment, reflecting on the implications of religious teachings for personal and societal values.
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Religious, Human Rights, and Social Justice: Students examine the intersection of religion, ethics, and human rights, considering how religious teachings inform attitudes towards social justice and human dignity. They explore concepts of equality, compassion, and solidarity within Christianity and Islam, as well as the role of religion in promoting social cohesion and addressing issues such as poverty, discrimination, and oppression.
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Religion, Relationships, and Families: This theme explores the significance of relationships and family life within religious and cultural contexts. Students examine teachings on marriage, family roles, and gender within Christianity and Islam, as well as ethical considerations related to love, fidelity, and responsibility. They also reflect on the challenges and opportunities for building strong and inclusive communities based on religious values.
Through the study of these themes, students develop a nuanced understanding of religious beliefs, ethical principles, and philosophical perspectives, as well as their relevance to contemporary issues and debates. The RS GCSE equips students with the knowledge, skills, and empathy needed to engage critically with diverse religious traditions and ethical frameworks, preparing them for active participation in a pluralistic and globalised society.
