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Hilbre High School Humanities College

Hilbre High School
Humanities College

Religious Education

The curriculum in Religious Education is constantly evolving in order to provide a learning experience which is interesting, varied and relevant to the lives and experiences of our students.

At Key Stage 3, students currently examine the key beliefs and practices of five world religions, namely Christianity, Judaism, Islam, Hinduism and Buddhism. Each unit of work is assessed by a combination of mid-term and end of unit assessment tasks which help to develop our students as independent learners as they research, select and present information relevant to the topic. A range of teaching and learning styles are used within the department and students are encouraged to examine their own views and the views of others in debate, discussion and written work.

In Years 10 and 11, statutory Religious Education is delivered with Citizenship as part of the 'Philosophy and Ethics through Film' programme.  Each term students study a different film, analysing the Religious, Philosophical and Ethical issues raised.  For example, in Year 10 we study the Holocaust, prejudice, discrimination, the concept of 'Just War' and maintaining religious faith and identity through the film 'Defiance' which deals with Jewish Partisans fighting for survival and against the Nazi regime during World War II.

GCSE Religious Studies is also offered as an option, following the OCR Examination Board specification.   Students study Beliefs and Practices in both Christianity and Judaism, together with Philosophy and Ethics.  This continues to be a popular and successful course.  Religious Studies is also well established at AS and A2 Levels.  Areas studied include New Testament, Philosophy of Religion and Judaism.  A good number of students have successfully completed the course and find the material both challenging and interesting.

Key Stage 3
‘Learning about religion in order to learn from religion.’

Term

Year 7

Year 8

Autumn

Topic 1 – Introduction to World Religions

Learning about – key beliefs and practices of the six major world religions.

Learning from – comparing and contrasting the religions, identifying similarities and differences, finding areas of commonality and identifying aspects which can be respected and admired as core values for all of society.

Topic 2 – Hinduism

Learning about – a more detailed examination of the beliefs, practices and teachings of Hinduism.

Learning from – developing skills of empathy and reflection by imagining what it would be like to experience a Hindu festival in India; experiencing a guided reflection and considering the benefits of yoga and meditation as practices both within Hinduism and wider society.

Topic 1 – Judaism

Learning about – a more detailed examination of the beliefs, practices and teachings of Judaism.

Learning from – consider the impact of prejudice, discrimination and religious intolerance in society by examining anti-Semitism and the Holocaust, and concerns about the rise of modern anti-Semitism both globally and in the UK today.

Spring

Topic 3 – Abraham and His Descendants

Learning about – the patriarchs/founding fathers and prophets of three of the world’s monotheistic religions – Judaism, Christianity and Islam.  All three religions branch from Abraham’s family tree and share these stories.

Learning from – empathise with the characters and reflect upon how their experiences are still relevant to ethical and moral behaviour today. To articulate their own vision of how they want society to be and how people should treat each other, and consider the impact of their actions on others.

 

Topic 2 – Islam

Learning about – a more detailed examination of the beliefs, practices and teachings of Islam.

Learning from – continue to consider the impact of prejudice, discrimination and religious intolerance in society by examining the issues of Islamophobia, attitudes to refugees, and how to critically analyse the role the media and social media plays  in influencing people’s attitudes and opinions.

Summer

Topic 4 – Buddhism

Learning about – a more detailed examination of the beliefs, practices and teachings of Buddhism.

Learning from – developing independent learning, research, teamwork, leadership, ICT and presentations skills by working as a group to produce a group presentation on Buddhist Lifestyle.

Topic 3 – The Life and Ministry of Jesus

Learning about – the life and ministry of Jesus in far greater detail than at KS2, including dispelling popular misconceptions in preparation for studying Christian Beliefs and Practices at GCSE.

Learning from – continuing to develop research, selection of information and presentation skills via the ‘Biography of a Modern Day Disciple’ task, examining how Christians put their beliefs and the teachings of Jesus into practice today.

Key Stage 4 – OCR GCSE Religious Studies

Term

Year 9

Year 10

Year 11

Autumn

Christianity

  • Festivals, Pilgrimage & Sacraments

Philosophy & Ethics

  • Relationships & Families

Judaism

  • G-d, Covenant & Messiah
  • Mitzvot & Moral Principles

Philosophy & Ethics

  • Violence & Conflict

Christianity & Judaism

  • Salvation & Eschatology

Philosophy & Ethics

  • Interfaith Dialogue

Spring

Christianity

  • Prayer & Worship,
  • Mission & the Church in the Wider World

Philosophy & Ethics

  • The Nature of God

Judaism

  • Law, Festivals and Shabbat, Prayer & Worship

Philosophy & Ethics

  • Forgiveness & Reconciliation

Revision, Examination Skills and Practise

Summer

Christianity

God, Creation & the Problem of Evil

Philosophy & Ethics

  • Religious Experience

Judaism

  • Rituals, Rites of Passage & Dietary Laws

Philosophy & Ethics

  • Challenges for Religion
 

Component 1: Beliefs and teachings & Practices in Christianity and Judaism:

Learners should be able to:

  • Demonstrate knowledge and understanding of the importance of beliefs, teachings and practices of the two religions and their importance for individuals, communities and societies.
  • Analyse, evaluate and discuss the issues raised surrounding beliefs, teachings and practices.
  • Include or refer to relevant sources of wisdom and authority, including scripture and/or sacred texts where appropriate.
  • Consider significant common and divergent views both about and within the religions about their beliefs, teachings and practices.

 

Component 2: Religion, philosophy and ethics in the modern world from a Christian perspective:

Learners should be able to:

  • Demonstrate knowledge and understanding of different philosophical and ethical arguments relating to the areas of study.
  • Analyse, evaluate and discuss the issues raised by the areas of study for individuals, communities and societies within Christianity.
  • Demonstrate their depth of understanding by referring to teachings, beliefs, views, attitudes and values, supported by reference to relevant sources of wisdom and authority, including scripture and/or sacred texts and, where appropriate, consider significant common and divergent views within Christianity.
  • Refer, where appropriate, to different philosophical, ethical and religious perspectives in support of explanations or arguments.
  • Consider issues raised for Christianity is Great Britain.  Know and understand that the religious traditions of Great Britain are, in the main Christian but they are also diverse and include other religious and non-religious beliefs.

 

Key Stage 4 – Core Religious Education

Term

Year 9

Year 10

Year 11

Autumn

 

 

Topic 1 – Introduction to Ethics

Learning about – what are ‘ethics’, how we make decisions, and how they create dilemmas.

Learning from - *

Topic 2 – Religion & Medical Ethics

Learning about – animal testing and the abortion debate.

Learning from - *

Philosophy & Ethics Trough Film

‘Invictus’

Learning about - Prejudice, Discrimination, Conflict, Forgiveness & Reconciliation

Learning from – Reflect on the issues raised and write a speech encouraging people to contribute positively to a society where people treat each other with freedom, justice, dignity, respect and equality.

Philosophy & Ethics Trough Film

‘Let Him Have It’

 

Learning about - Crime, Punishment, Sin & Judgement, and the Sanctity of Life.

Learning from – Reflect on the issues raised and write your own response to someone who wants to see Capital Punishment re-introduced in the UK. Consider arguments for and against.

Spring

 

 

Topic 2 – Marriage and Relationships

Learning about – the importance of marriage in different world religions, marriage ceremonies in different traditions, and the difference between an arranged marriage and a forced marriage.

Learning from - *

Philosophy & Ethics Trough Film

‘Defiance’

Learning about - War and Conflict, Resistance, Pacifism, Vengeance, Salvation, and post-Holocaust thinkers.

Learning from – Reflect on the issues raised and compare/ contrast the views of Tuvia Bielski with those of post-Holocaust thinker Emile Fackenheim regarding Judaism and Jewish belief in light of the Holocaust.

Philosophy & Ethics Trough Film

‘Freedom Writers’

Learning about - Poverty & Wealth, Crime & Punishment, Social Justice, Liberation Theology.

Learning from – Reflect on the issues raised and write a ‘Toast for Change’ in which you speak about a difficult situation and make a resolution for change – it can be a personal, social, local or global issue.  Also, create a piece of artwork or writing that sends a message about tolerance and respect.

Summer

 

 

Topic 3 – An Introduction to Philosophy

Learning about – the language of philosophy of religion and the various arguments for the existence of God.

Philosophy & Ethics Trough Film

‘Slumdog Millionaire’

Learning about - Human Rights, Sanctity of Life,  Free Will, Agape, Poverty, Stereotypes, Freedom

Learning from – Reflect on the issues raised and Write a letter to a local newspaper bringing the reader’s attention to the situation faced by street children in India. Use examples from Slumdog Millionaire in your answer.

Philosophy & Ethics Trough Film

‘My Sister’s Keeper’

Learning about - Sanctity of Life, Medical Ethics, Fertility Treatment, Embryo Technology/Cloning.

Learning from – Reflect on the issues raised and write a letter to your local MP arguing for or against the use of fertility treatment and embryo technology, to save another human’s life.

* Learning from – in each topic the students will examine the arguments ‘for’ and ‘against’ a particular issue or idea, and learn how to structure a balanced argument.

NB: We update and introduce new films to our selection on a regular basis.


Resources

SAM Learning

Moodle/VLE

Support & Extra Curricular Opportunities
Year 8 – Synagogue Visit

GCSE/Sixth Form – Auschwitz Visit

All Years – Yoga Class with CBO – Thursdays 3.30 – 4.30pm