KS3 Religious Education curriculum
KS3 RE is made up of different elements:
- History: For example, being able to understand Christianity requires a knowledge of the historical context of Judaism and Israel.
- Beliefs: For example, the claim by Muslims that Muhammad is the last prophet.
- Practices: For example, the practice of Passover has grown out of the belief that God saved Jews from Egypt.
- Themes: For example, the beliefs and practices of Islam and Christianity and how this impacts contemporary views around Relationships and Families.
It is organised by beliefs and practices initially and then lead into how these impact themes at KS4.
Year 7
Term 1 (Autumn)
Judaism: beliefs and teachings: Understanding God in History, concept of God, creation, chosen people, foremothers, Moses and the Exodus, Moses and the Commandments, Building the Temple, 13 Principles of Faith, Afterlife.
Term 2 (Spring)
Judaism: practices: Loving God, Brit Milah, Bar and Bat Mitzvah, food laws, Shabbat, The Synagogue, festivals, caring for the environment, loving your neighbour, valuing human life.
Term 3 (Summer)
Christianity: beliefs and teachings: The Nature of God, The Trinity, The Incarnation, The life of Jesus, The Crucifixion, The Resurrection, The Ascension, The Church and Pentecost, Sin, judgement & forgiveness, afterlife.
Year 8
Term 1 (Autumn)
Christianity: practices: Nature of worship: types of worship, nature of worship: building, Baptism, Eucharist, confession, Pilgrimage, festivals: Christmas & Easter, Service & Evangelism, application to human issues: abortion & euthanasia and stewardship.
Term 2 (Spring)
Islam: beliefs and teachings: Abrahamic origins, Muhammad, Sunni/Shi’a Split, what is Imamate? Tawhid, angels, Prophets in Islam, Holy Books, Day of Judgement, belief in Predestination.
Term 3 (Summer)
Islam: practices: Shahadah, Salah, Zakah, Sawm, Hajj, Eid ul-Fitr, Eid ul-Adha, Ashura, what is Halal? Khalifah.
Year 9
Term 1 (Autumn)
Buddhism: beliefs and teachings: History of India, The Life of Siddhartha Gautama, The Three Marks of Existence, the mind, desire and attachment: The Skandhas, Dukkha and The Four Noble Truths, The Four Noble Truths, Dhamma, karma, and rebirth, The Eightfold Path, enlightenment.
Term 2 (Spring)
Buddhism: practices: Meditation, Buddhist practice, The Sangha, loving kindness, anniversaries of the Buddha’s life, denominations, Theravada Buddhism, Mahayana: practices and festivals, Vajrayana Buddhism, Buddhism in the West.
Term 3 (Summer)
Non-religious world views: Scientific views on the origins of the universe and humanity, history of atheism, humanism, religion in sociology, religion in psychology, ethics, utilitarianism, Kantian Ethics, modern virtue ethics, non-religious approaches to equality.
Pupils acquire speaking, listening, literacy and numeracy skills in RE in the following ways:
Speaking: Students are encouraged in all topics to express their opinions and understanding about the wider impacts of their historical religious education. Opportunities for discussions will be present across all topics in RE; to discuss prior knowledge, understanding and misconceptions. Teaching will equip students to ask perceptive questions and explore the answers. Teachers will provide a safe context for students to share their experiences and any strong commitments to religious ideas.
Listening: Teacher student discussions will be an essential part of all lessons with the student demonstrating listening skills. Questioning will be part of all lessons; the teacher asking the student questions throughout and providing time for the student to process and formulate a response. Students will also be encouraged to ask perceptive questions and focus on the answers to develop their perception and judgements. There will be opportunities for discussions and debates with students listening to the teachers ideas as well as contributing their own thoughts.
Literacy: During written tasks and throughout lesson dialogue there will be a focus on the use and understanding of religious vocabulary. Teachers will ensure students show respect and understanding for religious terminology. Students will be encouraged to explore their own beliefs through a variety of mediums, such as writing and presentations. Students will study stories and myths that introduce them to religious concepts such as good and evil and conflict and justice. They will listen to and read these tales, explore their meanings, and respond to the questions they raise.
Numeracy: Numeracy skills will be acquired across the RE curriculum through a secure knowledge of the chronology of religions.