Why learn Religious Education?

In the RE Department we aim to explore the meaning and purpose of life through the framework of key concepts within the major world religions. The skills acquired in RE will be useful for any further area of study that requires thinking and applying knowledge. It is particularly useful in jobs where students may work with people from different religious or cultural backgrounds. The evaluative skills gained will help students to argue a point whilst remaining sensitive to others. This is a valuable skill in all walks of life. A GCSE in Religious Studies is useful for all careers, but especially professions such as the police, retail, teaching, the law, the caring professions and the armed forces, in fact any profession that brings students into contact with other people.

We will:

  • ensure the curriculum conforms to the Lancashire Agreed Syllabus.
  • ensure that the curriculum contains depth and breadth of content that reflects the beliefs and traditions of our local community and progresses from KS2 into KS3 and then again into KS4 and beyond;
  • focus on the development of tier 2 and tier 3 vocabulary;  
  • use the LAS fields of enquiry to encourage students to be curious learners, ask questions and love the subjects that they are taught;
  • allow students opportunities to experience the wider world around them through educational visits;
  • provide students with guidance in their spiritual, moral, social and cultural development so they are equipped to play a full, active and purposeful part in modern society;
  • promote tolerance, individual liberty and mutual respect;
  • nurture each student’s unique sense of identity and belonging 
  • prepare students for the opportunities, responsibilities and experiences of adult life.

Religious Education Curriculum Overview

Please click the year group and half-term to view additional information.

Half Term 1 Half Term 2 Half Term 3
Knowledge Knowledge Knowledge
What is the evidence for the existence of God? What is the evidence for the existence of God? God in the Abrahmic tradition 
What does it mean to be human?
What do people believe about God?
Does Awe and wonder prove God?
Does design prove God?
Does scripture prove God?
Does religious experience prove God?
Does the existence of religion prove God?
Consideration of personal beliefs on God		 What does it mean to be human?
What do people believe about God?
Does Awe and wonder prove God?
Does design prove God?
Does scripture prove God?
Does religious experience prove God?
Does the existence of religion prove God?
Consideration of personal beliefs on God		 To explore whether tradition is a shared human experience.
To explore how God is known to humans (revelation).
The historical Jesus.
Jesus for Christians
To explore the Christian concept of God (Trinity)
Diversity with Christianity
Jesus in Islam
Prophethood through Abraham/Ibrahim
Prophethood through Muhammad
To explore the Islamic concept of God
To explore the authority of holy books in Islam 
To explore diversity within Islam.
Skills / application of knowledge Skills / application of knowledge Skills / application of knowledge
Retrieve knowledge Retrieve knowledge Retrieve knowledge
Apply knowledge Apply knowledge Apply knowledge
Ask questions of meaning Ask questions of meaning Ask questions of meaning
Respond to questions of meaning Respond to questions of meaning Respond to questions of meaning
Interpret text and images Interpret text and images Interpret text and images
Make links  Make links  Make links 
Evaluate arguments Evaluate arguments Evaluate arguments
Links to prior learning Links to prior learning Links to prior learning
St Andrew’s Year 5 The Bible Holy Books in other faiths Christmas-Matthew & Luke St Andrew’s Year 5 The Bible Holy Books in other faiths Christmas-Matthew & Luke St Andrews – Year 3 Does everybody follow the
same rules? Year 4 Hanukkah (The Jewish
Festival of Light). 
Roebuck: Year 6 What do we mean by a miracle? How do people decide what to believe? Roebuck: Year 6 What do we mean by a miracle? How do people decide what to believe? Year 6: Why is the Exodus such a significant event in Jewish and Christian history? 
Ashton Primary: Christianity – God - What do religious
texts say about God, the world and human life?		 Ashton Primary: Christianity – God - What do religious
texts say about God, the world and human life?		 Jewish festival of Passover. 
    Ashton Primary KS1 beliefs about God; Year 5 Where do we find guidance on how to live their lives?
    Roebuck and Lea Endowed - Year 1 and 2 Why might some people put their trust in God? God’s promise; Noah and Abraham; Trusting in God; What aspects of life really matter?
    Moses; Ten Commandments; The Sabbath; Year 5 and 6 – Do people need laws to guide them? The Torah; The Synagogue
    Lea Community Year 3 Harvest NCF: Sukkot (Judaism); 3.5 Which Rules Should We Follow?
    NCF: Rules for Living. 
    Year 4 Christmas and Light - NCF: Hanukah
    (Judaism)What is Prayer?
    Prayer in Islam and Judaism Year 5 Women in the Old Testament NCF: Judaism – Purim; Change the World
    NCF: Explore this Theme in Islam and Judaism
Assessment Assessment Assessment
Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.
All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate.
This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. 
Resources Resources Resources
Year 7 Term 1 God Grid    Year 7 Term 2 Judaism Grid
    Year 7 Term 2 Judaism 80% Test
Half Term 4 Half Term 5 Half Term 6
Knowledge Knowledge Knowledge
God in the Abrahmic tradition  What is Love? (Christianity) What is Love? (Christianity)
What do we mean by belonging?
Abraham and the idols
Abraham’s covenant with God
Abraham and Isaac
Moses’ covenant with God
Bar and Bat Mitzvah and their role in the covenant		 Genesis 2 – What does it mean to be created in the image of God?
What is the Fall?
What is sin?
What is Jesus’ role as a saviour?
What is Holy Week?
How does the crucifixion link to salvation?
How does the resurrection link to salvation?
How does the ascension link to salvation?
What is the reward for salvation?		 Genesis 2 – What does it mean to be created in the image of God?
What is the Fall?
What is sin?
What is Jesus’ role as a saviour?
What is Holy Week?
How does the crucifixion link to salvation?
How does the resurrection link to salvation?
How does the ascension link to salvation?
What is the reward for salvation?
Skills / application of knowledge Skills / application of knowledge Skills / application of knowledge
Retrieve knowledge Retrieve knowledge Retrieve knowledge
Apply knowledge Apply knowledge Apply knowledge
Ask questions of meaning Ask questions of meaning Ask questions of meaning
Respond to questions of meaning Respond to questions of meaning Respond to questions of meaning
Interpret text and images Interpret text and images Interpret text and images
Make links  Make links  Make links 
Evaluate arguments Evaluate arguments Evaluate arguments
Links to prior learning Links to prior learning Links to prior learning
St Andrews – Year 3 Does everybody follow the
same rules? Year 4 Hanukkah (The Jewish
Festival of Light). 		 St Andrew’s: Year 4 Exploring Easter as a story of betrayal, trust and forgiveness. St Andrew’s: Year 4 Exploring Easter as a story of betrayal, trust and forgiveness.
Year 6: Why is the Exodus such a significant event in Jewish and Christian history?   Year 5 - Jesus the Teacher Why do Christians believe Easter is a Victory?  Year 5 - Jesus the Teacher Why do Christians believe Easter is a Victory?
Jewish festival of Passover.  Year 6 Jewish festival of Passover and Why do Christians celebrate the Eucharist? Year 6 Jewish festival of Passover and Why do Christians celebrate the Eucharist?
Ashton Primary KS1 beliefs about God; Year 5 Where do we find guidance on how to live their lives? Easter - Who is Jesus? Easter - Who is Jesus?
Roebuck and Lea Endowed - Year 1 and 2 Why might some people put their trust in God? God’s promise; Noah and Abraham; Trusting in God; What aspects of life really matter? Ashton Primary, Roebuck, and Lea Community:  Year 6 Christianity-Jesus - Why do Christians believe Good Friday is good? Ashton Primary, Roebuck, and Lea Community:  Year 6 Christianity-Jesus - Why do Christians believe Good Friday is good?
Moses; Ten Commandments; The Sabbath; Year 5 and 6 – Do people need laws to guide them? The Torah; The Synagogue Holy Week; The Eucharist; Church - Salvation Forgiveness Holy Week; The Eucharist; Church - Salvation Forgiveness
Lea Community Year 3 Harvest NCF: Sukkot (Judaism); 3.5 Which Rules Should We Follow? Lea Community and Roebuck: Year 5 sin Adam and Eve’s disobedience temptation and morality Lea Community and Roebuck: Year 5 sin Adam and Eve’s disobedience temptation and morality
NCF: Rules for Living.     
Year 4 Christmas and Light - NCF: Hanukah    
(Judaism)What is Prayer?    
Prayer in Islam and Judaism Year 5 Women in the Old Testament NCF: Judaism – Purim; Change the World    
NCF: Explore this Theme in Islam and Judaism    
Assessment Assessment Assessment
Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.  Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. 
All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate.
This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. 
Half Term 1 Half Term 2 Half Term 3
Knowledge Knowledge Knowledge
What is our duty? (Sanatana Dharma) What is our duty? (Sanatana Dharma) Is all life unsatisfactory? If so, can it be overcome? (Buddhism)
What are ‘ultimate questions?’
Is duty a shared human experience?
To investigate the role of the Trimurti
To investigate the role of duty/dharma in relation to samsara.
To explore how duty varies throughout the Hindu Caste System
To explore the concept of duty as expressed through the story of Arjuna.
To explore the impact of Arjuna’s duty on the life and beliefs of Gandhi
To evaluate whether Arjuna’s duty is to fight or not.
What can we learn from Sanatana Dharma about duty?		 What are ‘ultimate questions?’
Is duty a shared human experience?
To investigate the role of the Trimurti
To investigate the role of duty/dharma in relation to samsara.
To explore how duty varies throughout the Hindu Caste System
To explore the concept of duty as expressed through the story of Arjuna.
To explore the impact of Arjuna’s duty on the life and beliefs of Gandhi
To evaluate whether Arjuna’s duty is to fight or not.
What can we learn from Sanatana Dharma about duty?		 Is suffering a shared human experience.
The Four Sights and the Three Marks of Existence/Universal Truths
The Four Noble Truths
Enlightenment
The Eightfold Path
Meditation
What can we learn from Buddhism about life?
Skills / application of knowledge Skills / application of knowledge Skills / application of knowledge
Retrieve knowledge Retrieve knowledge Retrieve knowledge
Apply knowledge Apply knowledge Apply knowledge
Ask questions of meaning Ask questions of meaning Ask questions of meaning
Respond to questions of meaning Respond to questions of meaning Respond to questions of meaning
Interpret text and images Interpret text and images Interpret text and images
Make links  Make links  Make links 
Evaluate arguments Evaluate arguments Evaluate arguments
Links to prior learning Links to prior learning Links to prior learning
Lea Community, Roebuck: Year 6 reincarnation, karma. the 4, ashramas, Is there one journey or many? Lea Community, Roebuck: Year 6 reincarnation, karma. the 4, ashramas, Is there one journey or many? Lea Community: Year 6 - The Buddha, The Four Noble Truths. The Eightfold path.
Ashton Primary: Hinduism If life is like a journey, what is
the destination?		 Ashton Primary: Hinduism If life is like a journey, what is
the destination?		 Ashton Primary and the Roebuck: Year 6 – Buddhism - What do we mean by ‘a good life’?
Learning Journey Grid; beliefs about God (from Year 7 term 1 – God unit - lesson 10); Learning Journey Grid; beliefs about God (from Year 7 term 1 – God unit - lesson 10); From Year 7 term 1 – God unit - what is God like in different religions. 
    From year 8 term 1 a - key concepts of karma, dharma, samsara, reincarnation
Assessment Assessment Assessment
Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.
All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate.
This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. 
    Assessment of skills: “Suffering cannot be overcome.”
Resources Resources Resources
    Life of the Buddha video 
    Term 2 Buddhism Grid
    80% Test 
Half Term 4 Half Term 5 Half Term 6
Knowledge Knowledge Knowledge
Is all life unsatisfactory? If so, can it be overcome? (Buddhism) What does it mean to serve others? (Sikhism)  What does it mean to serve others? (Sikhism) 
Is suffering a shared human experience.
The Four Sights and the Three Marks of Existence/Universal Truths
The Four Noble Truths
Enlightenment
The Eightfold Path
Meditation
What can we learn from Buddhism about life?		 Is service a shared human experience?
Service at the foundations of Sikhism
Serving Waheguru
Service by the Gurus
Focus on the service of Guru Gobind Singh and the Khalsa
Service in the Gurdwara
Types of service
The langar
Service outside the Langar
What can we learn from Sikhism about life?		 Is service a shared human experience?
Service at the foundations of Sikhism
Serving Waheguru
Service by the Gurus
Focus on the service of Guru Gobind Singh and the Khalsa
Service in the Gurdwara
Types of service
The langar
Service outside the Langar
What can we learn from Sikhism about life?
Skills / application of knowledge Skills / application of knowledge Skills / application of knowledge
Retrieve knowledge Retrieve knowledge Retrieve knowledge
Apply knowledge Apply knowledge Apply knowledge
Ask questions of meaning Ask questions of meaning Ask questions of meaning
Respond to questions of meaning Respond to questions of meaning Respond to questions of meaning
Interpret text and images Interpret text and images Interpret text and images
Make links  Make links  Make links 
Evaluate arguments Evaluate arguments Evaluate arguments
     
Links to prior learning Links to prior learning Links to prior learning
Lea Community: Year 6 - The Buddha, The Four Noble Truths. The Eightfold path. The Roebuck, Ashton Primary and Lea Community: Year 4/5 Sikhism - How do Sikhs express their beliefs and values?  The Roebuck, Ashton Primary and Lea Community: Year 4/5 Sikhism - How do Sikhs express their beliefs and values? 
Ashton Primary and the Roebuck: Year 6 – Buddhism - What do we mean by ‘a good life’? The five K’s; Equality; The Gurdwara; Why are the Gurus important to Sikhs? The five K’s; Equality; The Gurdwara; Why are the Gurus important to Sikhs?
From Year 7 term 1 – God unit - what is God like in different religions.     
From year 8 term 1 a - key concepts of karma, dharma, samsara, reincarnation    
Assessment Assessment Assessment
Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.  Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout. 
All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate. All PPTs have green pen self-marking slides where appropriate.
This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.  This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it. 
Assessment of skills: “Suffering cannot be overcome.” Curriculum Assessment - Knowledge test (cumulative)
36 questions based on year 7 and year 8.		 Curriculum Assessment - Knowledge test (cumulative)
36 questions based on year 7 and year 8.
Half Term 1 Half Term 2 Half Term 3
Knowledge Knowledge Knowledge
How is God known by Christians and Muslims? How is God known by Christians and Muslims? How is God known by Christians and Muslims?
To explore whether God is a shared human experience.  To explore whether God is a shared human experience.  To explore whether God is a shared human experience. 
To explore how God is known to humans (revelation). To explore how God is known to humans (revelation). To explore how God is known to humans (revelation).
The historical Jesus. The historical Jesus. The historical Jesus.
Jesus for Christians Jesus for Christians Jesus for Christians
To explore the Christian concept of God (Trinity) To explore the Christian concept of God (Trinity) To explore the Christian concept of God (Trinity)
Diversity with Christianity Diversity with Christianity Diversity with Christianity
Jesus in Islam Jesus in Islam Jesus in Islam
Prophethood through Abraham/Ibrahim Prophethood through Abraham/Ibrahim Prophethood through Abraham/Ibrahim
Prophethood through Muhammad Prophethood through Muhammad Prophethood through Muhammad
To explore the Islamic concept of God To explore the Islamic concept of God To explore the Islamic concept of God
To explore the authority of holy books in Islam   To explore the authority of holy books in Islam   To explore the authority of holy books in Islam  
To explore diversity within Islam. To explore diversity within Islam. To explore diversity within Islam.
Skills / application of knowledge Skills / application of knowledge Skills / application of knowledge
Retrieve knowledge Retrieve knowledge Retrieve knowledge
Apply knowledge Apply knowledge Apply knowledge
Ask questions of meaning Ask questions of meaning Ask questions of meaning
Respond to questions of meaning Respond to questions of meaning Respond to questions of meaning
Interpret text and images Interpret text and images Interpret text and images
Make links  Make links  Make links 
Evaluate arguments Evaluate arguments Evaluate arguments
Links to prior learning Links to prior learning Links to prior learning
The baseline contains the same first four questions as the Year 7 God unit – the first unit studied in Ashton RE. This links to year 7 examples studied – Saul to Paul; Awe and Wonder; Miracles. The baseline contains the same first four questions as the Year 7 God unit – the first unit studied in Ashton RE. This links to year 7 examples studied – Saul to Paul; Awe and Wonder; Miracles. The baseline contains the same first four questions as the Year 7 God unit – the first unit studied in Ashton RE. This links to year 7 examples studied – Saul to Paul; Awe and Wonder; Miracles.
Future links: This feeds into GCSE RE - Themes – Arguments for the Existence of God and Revelation; Key characteristic of God from lesson 1 of this unit; Grids are the starting point of every lesson and also allow interleaving from previous unit Future links: This feeds into GCSE RE - Themes – Arguments for the Existence of God and Revelation; Key characteristic of God from lesson 1 of this unit; Grids are the starting point of every lesson and also allow interleaving from previous unit Future links: This feeds into GCSE RE - Themes – Arguments for the Existence of God and Revelation; Key characteristic of God from lesson 1 of this unit; Grids are the starting point of every lesson and also allow interleaving from previous unit
Assessment Assessment Assessment
Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.    
All PPTs have green pen self-marking slides where appropriate.    
This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.    
     
Half Term 4 Half Term 5 Half Term 6
Knowledge Knowledge Knowledge
“What has Jesus got to do with anything?” “What has Jesus got to do with anything?” Do stories influence everyone’s life? (Are they a shared human experience)
    How do stories give us meaning?
The impact of Incarnation on believers The impact of Incarnation on believers Creation
Holy week  Holy week  The Great Flood
The impact of crucifixion on believers The impact of crucifixion on believers David and Goliath
The impact of resurrection on believers The impact of resurrection on believers Job
The impact of ascension on believers The impact of ascension on believers The Prodigal Son
Christmas Christmas The Good Samaritan
Easter Easter  
     
     
     
     
Skills / application of knowledge Skills / application of knowledge Skills / application of knowledge
Retrieve knowledge Retrieve knowledge Retrieve knowledge
Apply knowledge Apply knowledge Apply knowledge
Ask questions of meaning Ask questions of meaning Ask questions of meaning
Respond to questions of meaning Respond to questions of meaning Respond to questions of meaning
Interpret text and images Interpret text and images Interpret text and images
Make links  Make links  Make links 
Evaluate arguments Evaluate arguments Evaluate arguments
Links to prior learning Links to prior learning Links to prior learning
The develops learning from year 7 – ‘what is love?’; and also the previous year 9 unit.  The develops learning from year 7 – ‘what is love?’; and also the previous year 9 unit.   
     
Assessment Assessment Assessment
Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.   Baseline and review grid tests are used to assesses knowledge at start of the unit and to track learning throughout.
All PPTs have green pen self-marking slides where appropriate.   All PPTs have green pen self-marking slides where appropriate.
This unit has an 80% test - students are expected to achieve 80% in this test or they will have to resit it.   Curriculum Assessment - Knowledge test (cumulative) - 46 questions based on year 7, 8 and 9.
Assessment of skills: Who was Jesus?    

Half Term 1
Knowledge
What is the evidence for the existence of God? (GCSE Theme C)
Revelation - types
Argument from Design - strengths and weaknesses
First Cause Argument - strengths and weaknesses
Argument from Miracles - strengths and weaknesses
The relationship between science and religion
The value of revelation and enlightenment
“What does it mean to be a Muslim?”
There is no God but Allah – the Shahadah
What is Allah like?
Muhammad
Risalah and Nubuwwah
The Night of Power
The Night Journey
Migration and Lesser Jihad
Conquering Makkah Final sermon and death 
After Muhammad - the Sunni and Shia split
Sunni and Shia Beliefs – 5 Roots and Six Articles
Sunni Practices – Shahadah
Sunni and Shia Practices – Salah
Sunni and Shia Practices – Zakah
Sunni and Shia Practices – Sawm
Sunni and Shia Festivals - Id-ul-Fitr
Sunni and Shia Practices – Hajj
Sunni and Shia Festivals - Id-ul-Adha
Shia Practices - The Ten Obligatory Acts
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
 
Links to prior learning
Year 7 term 1 What is the evidence for the existence of God? 
Year 8 Term 1 and 2 - What is enlightenment – What is Moksha
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Assessment
Baseline and review test given at start and end of unit to show knowledge. 
Ongoing Assessment through Learning Journey Grids 
All PPTs have green pen self-marking slides where appropriate.
Final assessment is GCSE past paper.
Half Term 2
Knowledge
What is the evidence for the existence of God? (GCSE Theme C)
Revelation - types
Argument from Design - strengths and weaknesses
First Cause Argument - strengths and weaknesses
Argument from Miracles - strengths and weaknesses
The relationship between science and religion
The value of revelation and enlightenment
“What does it mean to be a Muslim?”
There is no God but Allah – the Shahadah
What is Allah like?
Muhammad
Risalah and Nubuwwah
The Night of Power
The Night Journey
Migration and Lesser Jihad
Conquering Makkah Final sermon and death 
After Muhammad - the Sunni and Shia split
Sunni and Shia Beliefs – 5 Roots and Six Articles
Sunni Practices – Shahadah
Sunni and Shia Practices – Salah
Sunni and Shia Practices – Zakah
Sunni and Shia Practices – Sawm
Sunni and Shia Festivals - Id-ul-Fitr
Sunni and Shia Practices – Hajj
Sunni and Shia Festivals - Id-ul-Adha
Shia Practices - The Ten Obligatory Acts
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
Year 7 term 1 What is the evidence for the existence of God? 
Year 8 Term 1 and 2 - What is enlightenment – What is Moksha
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Assessment
Baseline and review test given at start and end of unit to show knowledge. 
Ongoing Assessment through Learning Journey Grids 
All PPTs have green pen self-marking slides where appropriate.
Final assessment is GCSE past paper.
Half Term 3
Knowledge
Topic: How should criminals be treated? (GCSE Theme E)
This will be taught in rotation with the Religion and Life unit – see below.
What is meant by good and evil?
The causes of crime
Types of crime
Law versus sin
The aims of punishment
Christian attitudes to crime and punishment
Forgiveness in Islam and Christianity
The aims of specific punishments
Corporal Punishment
Capital Punishment
Religion and Life - “Whose life is it anyway? (GCSE Theme B)
This will be taught in rotation with the Crime unit – see above
What is the meaning of life?
Scientific origins of the universe.
Christian origins of the universe.
Is there compatibility between the two – literal versus liberal interpretation.
How does a belief in God affect attitudes towards the planet?
How could belief in God affect what we eat?
How could a belief in God affect how we treat animals?
What are scientific and religious origins of humans?
What are the issues around abortion?
What are the issues around euthanasia?
“What does it mean to be a Muslim?”
There is no God but Allah – the Shahadah
What is Allah like?
Muhammad
Risalah and Nubuwwah
The Night of Power
The Night Journey
Migration and Lesser Jihad
Conquering Makkah Final sermon and death 
After Muhammad - the Sunni and Shia split
Sunni and Shia Beliefs – 5 Roots and Six Articles
Sunni Practices – Shahadah
Sunni and Shia Practices – Salah
Sunni and Shia Practices – Zakah
Sunni and Shia Practices – Sawm
Sunni and Shia Festivals - Id-ul-Fitr
Sunni and Shia Practices – Hajj
Sunni and Shia Festivals - Id-ul-Adha
Shia Practices - The Ten Obligatory Acts
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
The origin of Evil - KS3
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Year 7 unit 1 Christian Creation
Ongoing Assessment through Learning Journey Grids 
The GCSE students will have additional assessment in line with the GCSE exam structure.
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Assessment
Ongoing Assessment through Learning Journey Grids 
The GCSE students will have additional assessment in line with the GCSE exam structure.
Baseline and review test given at start and end of unit to show knowledge. 
Final assessment is GCSE past paper.
All PPTs have green pen self-marking slides where appropriate.
Half Term 4
Knowledge
Topic: How should criminals be treated? (GCSE Theme E)
This will be taught in rotation with the Religion and Life unit – see below.
What is meant by good and evil?
The causes of crime
Types of crime
Law versus sin
The aims of punishment
Christian attitudes to crime and punishment
Forgiveness in Islam and Christianity
The aims of specific punishments
Corporal Punishment
Capital Punishment
Religion and Life - “Whose life is it anyway? (GCSE Theme B)
This will be taught in rotation with the Crime unit – see above
What is the meaning of life?
Scientific origins of the universe.
Christian origins of the universe.
Is there compatibility between the two – literal versus liberal interpretation.
How does a belief in God affect attitudes towards the planet?
How could belief in God affect what we eat?
How could a belief in God affect how we treat animals?
What are scientific and religious origins of humans?
What are the issues around abortion?
What are the issues around euthanasia?
“What does it mean to be a Muslim?”
There is no God but Allah – the Shahadah
What is Allah like?
Muhammad
Risalah and Nubuwwah
The Night of Power
The Night Journey
Migration and Lesser Jihad
Conquering Makkah Final sermon and death 
After Muhammad - the Sunni and Shia split
Sunni and Shia Beliefs – 5 Roots and Six Articles
Sunni Practices – Shahadah
Sunni and Shia Practices – Salah
Sunni and Shia Practices – Zakah
Sunni and Shia Practices – Sawm
Sunni and Shia Festivals - Id-ul-Fitr
Sunni and Shia Practices – Hajj
Sunni and Shia Festivals - Id-ul-Adha
Shia Practices - The Ten Obligatory Acts
 
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
The origin of Evil - KS3
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Year 7 unit 1 Christian Creation
Ongoing Assessment through Learning Journey Grids 
The GCSE students will have additional assessment in line with the GCSE exam structure.
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Assessment
Ongoing Assessment through Learning Journey Grids 
The GCSE students will have additional assessment in line with the GCSE exam structure.
Baseline and review test given at start and end of unit to show knowledge. 
Final assessment is GCSE past paper.
All PPTs have green pen self-marking slides where appropriate.
Half Term 5
Knowledge
“What is the role of families?”  (GCSE Theme A)
Human sexuality
Sex Marriage and Divorce
Contraception
The role of parents
The nature of families
The purpose of families, including:
Contemporary family issues including same-sex parents; polygamy.
The roles of men and women.
Gender equality.
Gender prejudice and discrimination
What does it mean to be a Christian?

Worship.
Prayer.
Baptism – believers and infants.
Eucharist.
Pilgrimage.
Christmas and Easter.
Church in local community.
Evangelism; Worldwide church.
Persecution.
Poverty.
What is the nature of God?
The Apostles/Nicene Creed.
The Trinity; Creation; Sin.
Life after death.
 Incarnation.
Crucifixion.
Resurrection.
Ascension.
Pentecost
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
Learning Journey Grid starters
Connect activities are based around retrieval from previous lesson(s)
Year 7 Half Term 4 and 5 What is Love.
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Assessment
Baseline and review test given at start and end of unit to show knowledge. 
Ongoing Assessment through Learning Journey Grids 
All PPTs have green pen self-marking slides where appropriate.
Final assessment is GCSE past paper.
Half Term 6
Knowledge
“What is the role of families?”  (GCSE Theme A)
Human sexuality
Sex Marriage and Divorce
Contraception
The role of parents
The nature of families
The purpose of families, including:
Contemporary family issues including same-sex parents; polygamy.
The roles of men and women.
Gender equality.
Gender prejudice and discrimination
What does it mean to be a Christian?

Worship.
Prayer.
Baptism – believers and infants.
Eucharist.
Pilgrimage.
Christmas and Easter.
Church in local community.
Evangelism; Worldwide church.
Persecution.
Poverty.
What is the nature of God?
The Apostles/Nicene Creed.
The Trinity; Creation; Sin.
Life after death.
 Incarnation.
Crucifixion.
Resurrection.
Ascension.
Pentecost
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
Learning Journey Grid starters
Connect activities are based around retrieval from previous lesson(s)
Year 7 Half Term 4 and 5 What is Love.
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Assessment
Baseline and review test given at start and end of unit to show knowledge. 
Ongoing Assessment through Learning Journey Grids 
All PPTs have green pen self-marking slides where appropriate.
Final assessment is GCSE past paper.

Half Term 1
Knowledge
Review and development of units taught in Core RE 
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links
Evaluate arguments
What does it mean to be a Christian?’ continued
Worship.
Prayer.
Baptism – believers and infants.
Eucharist.
Pilgrimage.
 Christmas and Easter.
Church in local community.
Evangelism; Worldwide church.
Persecution.
Poverty.
What is the nature of God?
The Apostles/Nicene Creed.
The Trinity; Creation; Sin.
Life after death.
Incarnation.
Crucifixion.
Resurrection.
Ascension.
Pentecost
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
Core units studied in core RE year 10 and 11 Term 3 and 4
Year 7 Half Term 4 and 5 What is Love.
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Assessment
Final assessment is GCSE past paper.
Baseline and review test given at start and end of unit to show knowledge. 
Ongoing Assessment through Learning Journey Grids
All PPTs have green pen self-marking slides where appropriate.
Final assessment is GCSE past paper.
Half Term 2
Knowledge
Review and development of units taught in Core RE 
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links
Evaluate arguments
What does it mean to be a Christian?’ continued
Worship.
Prayer.
Baptism – believers and infants.
Eucharist.
Pilgrimage.
 Christmas and Easter.
Church in local community.
Evangelism; Worldwide church.
Persecution.
Poverty.
What is the nature of God?
The Apostles/Nicene Creed.
The Trinity; Creation; Sin.
Life after death.
Incarnation.
Crucifixion.
Resurrection.
Ascension.
Pentecost
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
Core units studied in core RE year 10 and 11 Term 3 and 4
Year 7 Half Term 4 and 5 What is Love.
Year 9 Term 1 God in Islam and Christianity is foundational for this unit 
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Assessment
Final assessment is GCSE past paper.
Baseline and review test given at start and end of unit to show knowledge. 
Ongoing Assessment through Learning Journey Grids
All PPTs have green pen self-marking slides where appropriate.
Final assessment is GCSE past paper.
Half Term 3
Knowledge
Topic: How should criminals be treated? (GCSE Theme E)
This will be taught in rotation with the Religion and Life unit – see below.
What is meant by good and evil?
The causes of crime
Types of crime
Law versus sin
The aims of punishment
Christian attitudes to crime and punishment
Forgiveness in Islam and Christianity
The aims of specific punishments
Corporal Punishment
Capital Punishment
Religion and Life - “Whose life is it anyway? (GCSE Theme B)
This will be taught in rotation with the Crime unit – see above
What is the meaning of life?
Scientific origins of the universe.
Christian origins of the universe.
Is there compatibility between the two – literal versus liberal interpretation.
How does a belief in God affect attitudes towards the planet?
How could belief in God affect what we eat?
How could a belief in God affect how we treat animals?
What are scientific and religious origins of humans?
What are the issues around abortion?
What are the issues around euthanasia?
Revision and Mop Up 
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links
Evaluate arguments
Revision and Mop Up 
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
The origin of Evil - KS2
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Year 7 unit 1 Christian Creation
The course so far 
Assessment
Ongoing Assessment through Learning Journey Grids 
The GCSE students will have additional assessment in line with the GCSE exam structure.
Final assessment is GCSE past paper.
Half Term 4
Knowledge
Topic: How should criminals be treated? (GCSE Theme E)
This will be taught in rotation with the Religion and Life unit – see below.
What is meant by good and evil?
The causes of crime
Types of crime
Law versus sin
The aims of punishment
Christian attitudes to crime and punishment
Forgiveness in Islam and Christianity
The aims of specific punishments
Corporal Punishment
Capital Punishment
Religion and Life - “Whose life is it anyway? (GCSE Theme B)
This will be taught in rotation with the Crime unit – see above
What is the meaning of life?
Scientific origins of the universe.
Christian origins of the universe.
Is there compatibility between the two – literal versus liberal interpretation.
How does a belief in God affect attitudes towards the planet?
How could belief in God affect what we eat?
How could a belief in God affect how we treat animals?
What are scientific and religious origins of humans?
What are the issues around abortion?
What are the issues around euthanasia?
Revision and Mop Up 
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links
Evaluate arguments
Revision and Mop Up 
Skills / application of knowledge
Retrieve knowledge
Apply knowledge
Ask questions of meaning
Respond to questions of meaning
Interpret text and images
Make links 
Evaluate arguments
Links to prior learning
The origin of Evil - KS3
Learning Journey Grid starters 
Connect activities are based around retrieval from previous lesson(s)
Year 7 unit 1 Christian Creation
The course so far 
Assessment
Ongoing Assessment through Learning Journey Grids 
The GCSE students will have additional assessment in line with the GCSE exam structure.
Final assessment is GCSE past paper.