The Cheadle Academy

SUBJECT INTENT

RE

The Cheadle Academy recognises that Religious Education has a significant role to play for the development of pupils’ spiritual, moral, social and cultural development. Religious Education promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.

The Cheadle Academy is committed to the teaching of Religious Education as a distinct subject at KS3 and KS4. This is because we recognise the contribution that it makes to all aspects of the school curriculum and ethos. The United Kingdom is principally a Christian country and as such the study of this faith features heavily. In addition to this students learn about Islamist, Buddhist, Hindu and atheist world views.

The Cheadle Academy follows the SACRE agreed syllabus for Staffordshire and as such allows students to ‘explore, engage and reflect.’ Students acquire knowledge and understanding of religious stories, sacred texts, lifestyles, rituals and symbolism that offer an insight into religious and secular experiences. Furthermore, students engage in fundamental life questions in order to relate discussed and studied items to their own experiences. Finally, students at the Academy reflect on the reality of religious diversity and on the issues raised by living in a diverse world, therefore developing skills of analysis in relation to prejudice, discrimination and bias, together with skills of self awareness, moral judgement and responsible choice.

For many students Cheadle, a market town in Staffordshire in a semi-rural setting, is all they know. We aim to expand their understanding of our increasingly diverse society, both religiously and culturally. Religious Education plays a special role in preparing pupils to flourish in this complex world. Educating pupils to live well in a culturally and religiously plural society means that they must learn how to navigate difference and diversity. Religious Education therefore not only enables pupils to build up a core basis of relevant knowledge and insights and supports them as they explore the “big questions” about life and formulate and express their own views and values. It also challenges pupils to recognise and confront negative attitudes towards diversity, both in society at large and within themselves.

RE LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Religious Festivals

Religious Festivals

Christianity

Christianity

World Religions

World Religions

Why are religious festivals important?

Why are religious festivals important?

What are the key beliefs of Christianity?

What are the key beliefs of Christianity?

What philosophies sit behind world religions?

What philosophies sit behind world religions?

 Year 8

Islam

Islam

Peace & Conflict

Peace & Conflict

Religion & Philosophy

Religion & Philosophy

What is the religion of Islam all about?

What is the religion of Islam all about?

What is the religion of Judaism all about?

What is the religion of Judaism all about?

What is the role of religion in promoting peace?

What is the religious view of the bad things that happen in the world?

Year 9

Religion & Human Rights

Religion & Human Rights

Religion, Ethics & Science

Religion, Ethics & Science

Religion, Ethics & Science

Religion, Ethics & Science

How does religion view human rights?

What are the key traditions of Christianity?

How does religion view Science & Ethics?

How does religion view Science & Ethics?

How does religion view Science & Ethics?

How does religion view Science & Ethics?

Year 10

Christian Beliefs & Practices

Christian Beliefs & Practices

Crime and Punishment

Crime and Punishment

Buddhist Practices

Buddhist Practices

What are the key traditions of Christianity?

What are the key traditions of Christianity?

What is the religious view of crime and punishment?

What is the religious view of crime and punishment?

What are the key beliefs of Buddhism?

What are the key beliefs of Buddhism?

Year 11

Religion, Peace & Conflict

Religion, Peace & Conflict

Religion and Life

Religion and Life

Year 7 – Medium Term Overview

In Year 7 students will be exploring several engaging topics. They will delve into the significance of religious festivals, understanding why they hold such importance in various faith traditions. This exploration will allow them to appreciate the cultural and spiritual dimensions of these celebrations. Additionally, they will delve into the key beliefs of Christianity, learning about the fundamental principles and teachings that form the foundation of this major world religion. Furthermore, students will have the opportunity to explore the underlying philosophies that guide and shape various religions across the globe. By examining these philosophies, students will gain a deeper understanding of the diverse perspectives and values that underpin different religious traditions.

Autumn

Spring

Summer

Why are religious festivals important?

What are the key beliefs of Christianity?

What philosophies sit behind world religions?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To explain why people have festivals.

·       To make comparisons between religious festivals.

·       To explain why Muslims celebrate Eid.

·       To explain how Christians use Lent to feel closer to God.

·       To explain some of the main differences between Buddhism and other religions.

·       To explain why Hindus celebrate Ganesh Chaturthi.

·       To explain how and why Hanukah is celebrated

·       To analyse whether religious festivals still have relevance today.

·       To explain the key features of Christianity.

·       To evaluate the differences between the Christian denominations.

·       To explain the different parts of the Trinity and how they link to Christian ideas about God.

·       To explain the origin of the 10 Commandments and analyse problems posed by the 10 Commandments in the modern world.

·       To explain the importance of Easter to Christians.

·       To analyse the different interpretations of Jesus.

·       To explain the significance of Advent to Christians. 

·       To explain the significance of the Nativity to Christians.

·       To analyse the role of stewardship in Christianity

·       To identify world religions.

·       To explain the difference between belief and tradition.

·       To describe the difference between atheist and theist arguments.

·       To explain the purpose of a pilgrimage.

·       To compare and contrast different places of worship

·       To compare and contrast the roles of different religious leaders.

·       To explain why Christians broke into two different groups.

Assessment:  Do Now activities, AP1-AP3

Year 8 – Medium Term Overview

In Year 8 students will delve into a variety of thought-provoking topics. They will explore the religion of Islam, delving into its core principles, beliefs, and practices. This exploration will provide them with a comprehensive understanding of the Islamic faith. Similarly, they will study Judaism, gaining insights into its rich history, key beliefs, and cultural significance. By studying both Islam and Judaism, students will develop a well-rounded understanding of two major world religions. Additionally, they will investigate the role of religion in promoting peace, exploring the teachings and practices that encourage harmony and unity within religious communities. Moreover, students will engage with the religious perspective on the existence of suffering and the "bad things" that occur in the world, examining various theological viewpoints and contemplating the ways different religious traditions address this complex issue. These lessons will foster critical thinking and empathy while encouraging students to explore the diverse religious landscape.

Autumn

Spring

Summer

What is the religion of Islam all about?

What is the religion of Judaism all about?

What is the religious view of the bad things that happen in the world?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To describe key features of the Islamic faith.

·       To explain the meaning and purpose of the Five Pillars of Islam.

·       To analyse reasons why Mecca is so important to the Muslim faith.

·       To identify the different types of Islamic dress, how these are worn, their origins and whether everyone should always be able to dress how they like.

·       To make comparisons with Judaism and Christianity.

·       To describe key features of the Jewish faith.

·       To describe key features of the Torah.

·       To evaluate the importance of Abraham’s story in the context of Judaism.

·       To explain why Jerusalem is so important to the Jewish people.

·       To explain the origins of the Israeli Palestine conflict

·       To explain the religious meaning of God and the Devil.

·       To describe religious and philosophical ideas for why we suffer.

·       To explain why it is hard to prove God’s existence.

·       To describe how we exist in four dimensions.

·       To identify different ways of classifying ethical actions.

·       To explain differing attitudes to peace and conflict held by people of the Muslim faith.

·       To explain differing attitudes to peace and conflict held by people of the Christian faith.

·       To explain the meaning of Jihad, Crusade, holy and IS.

·       To define anti-Semitism and to provide examples from British history.

·       To consider to what extent religious leaders can be held responsible for religious conflicts.

Assessment:  Do Now activities, AP1-AP3

Year 9 –Medium Term Overview

In Year 9 students will embark on a fascinating exploration of various topics pertaining to religion and its intersections with human rights, science, and ethics. They will examine how different religious traditions view and address human rights, delving into the teachings and principles that shape their perspectives. Furthermore, students will explore the key traditions of Christianity, gaining an in-depth understanding of its diverse practices, denominations, and historical developments. Additionally, they will investigate the complex relationship between religion and science, considering how different religious beliefs and ethical frameworks interact with scientific advancements and ethical dilemmas. This exploration will encourage critical thinking and reflection on the ways religion can influence and be influenced by scientific and ethical debates. Through these lessons, students will develop a nuanced understanding of the multifaceted role religion plays in shaping perspectives on human rights, traditions, and the dynamic relationship between science and ethics.

Autumn

Spring

Summer

How does religion view human rights?

How does religion view Science & Ethics?

How does religion view Science & Ethics?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To explain different attitudes religions have towards animals and whether these are mostly practical or moral.

·       To describe the attitudes of Islam and Christianity towards immigration and social cohesion.

·       To explain attitudes towards freedom of expression and where there can be clashes with human rights.

·       To explain how different religious attitudes towards the genders and the LGBT+ community can present as human rights issues.

·       To explain different religious attitudes towards social justice.

·       To analyse whether the death penalty is moral.

·       To analyse whether both Islam and Christianity overall support the idea of sanctity of life over quality of life.

·       To explain whether the reasons for and against euthanasia are about quality of life or sanctity of life.

·       To evaluate both religious & non-religious viewpoints on abortion.

·       To analyse scripture and explain how it can be used in religious arguments against genetic engineering.

·       To analyse different perspectives on medical procedures.

·       To analyse both religious and non-religious viewpoints of IVF.

·       To hypothesise the religious objections and form your own well informed and balanced arguments about stem cell research.

·       To analyse religious ideas for and against legal drugs.

·       To analyse whether religion is really holding back scientific progress today. 

Assessment:  Do Now activities, AP1-AP3

Year 10 –Medium Term Overview

In Year 10 students will delve into a range of thought-provoking topics related to Christianity, crime and punishment, and Buddhism. They will explore the key traditions of Christianity, delving into the diverse practices, rituals, and denominational variations within this major world religion. This study will provide them with a comprehensive understanding of the rich tapestry of Christian traditions. Additionally, students will examine the religious perspectives on crime and punishment, considering how different religious traditions view and approach issues of justice, forgiveness, and rehabilitation. This exploration will foster critical thinking and reflection on the ethical dimensions of punishment within religious frameworks. Moreover, students will delve into the key beliefs of Buddhism, gaining insights into its philosophical underpinnings, core teachings, and practices. By studying Buddhism, students will develop an appreciation for its emphasis on mindfulness, compassion, and the pursuit of enlightenment. These lessons will enable students to engage with the complexities of religious traditions, ethical considerations, and philosophical beliefs, fostering a well-rounded understanding of these topics.

Autumn

Spring

Summer

What are the key traditions of Christianity?

What is the religious view of crime and punishment?

What are the key beliefs of Buddhism?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To explore the four main types of worship in Christianity.

·       To show an understanding of the Lord’s Prayer in Christianity.

·       To research the 7 sacraments in Christianity.

·       To explain the importance of sacraments for Catholic Christians.

·       To explore how Christians celebrate Easter and what it represents.

·       To explain the similarities and differences of infant and believer’s baptism.

·       To describes the features of the Eucharist.

·       To analyse and contrast different denominations in Christianity with the practice of the Eucharist.

·       To explore two places of pilgrimage for Christians and explain their importance.

·       To analyse two accounts of the birth of Jesus from the Bible.

·       To explore and analyse case studies of Christian groups that seek to help out vulnerable people in the community

·       To analyse the rise of Christianity in the world by learning about missionary evangelism

·       To define key words in relation to crime and punishment.

·       To be able to identify three sources of evil for Christians.

·       To be able to explain the ‘golden rule’ in Christianity and who taught it.

·       To be able to define the crimes: murder; theft and hate crime

·       To be able to explain the Christian teaching of sanctity of life mean.

·       To be able to explain why many people think that hate crimes are the worst type of crime

·       To be able to identify crimes and criminals that are seen as evil

·       To be able to give examples of crimes against the person; crimes against property and crimes against the state

·       To be able to you identify and explain the 6 causes of crime

·       To be able to identify three Christian responses to people committing crimes

·       To be able to explain the aims of punishment

·       To be able to explain the importance of forgiveness in Christianity with supporting quotes and teachings

·       To evaluate why Christians would be against the death penalty – with supporting quotes and teachings.

·       To be able to explain the birth stories that are attached to the birth of the Buddha.

·       To be able to explain Siddhartha’s story which sees him become an ascetic and then -  after some years – give up this lifestyle and why.

·       To be able to explain The Buddha’s enlightenment

·       To be able to explain how dhamma, the Buddha and the Sangha make up the three refuges of Buddhism.

·       To be able to explain what dependent arising means in Buddhism

·       To be able link the Tibetan Wheel of Life and how it is a good example of dependent arising

·       To be able to explain the three marks of existence: dukkha, anicca and anatta.

·       To be able to identify and describe the four noble truths.

·       To be able to identify What are the 5 aggregates in Buddhism?

·       To be able to explain the importance of the noble truths.

·       To be able to explain the eightfold path and its relevance to Buddhists.

·       To be able to identify unique features of Theravada Buddhism.

·       To be able to explain the concepts of arhats and bodhisattvas in Theravada and Mahayana Buddhism and identify differences between the both.

Assessment:  Do Now activities, AP1-AP3

Year 11 –Medium Term Overview

In Year 11 students will explore the captivating topics related to the religious views on peace and conflict, as well as the exploration of "Big Questions" and their respective religious perspectives. They will delve into the religious views of peace and conflict, examining how different religious traditions understand and address these issues. This exploration will provide them with insights into the teachings, principles, and practices that promote peace and navigate conflicts within various faith communities. Additionally, students will engage with the concept of "Big Questions," contemplating existential inquiries about life's purpose, the nature of existence, morality, and the afterlife. They will explore how different religions tackle these profound questions, considering the diverse philosophical, theological, and ethical viewpoints that arise from religious traditions. Through this exploration, students will develop critical thinking skills and gain a deeper understanding of the human quest for meaning and the ways in which religions provide answers and perspectives on these profound inquiries. These lessons will encourage reflection, dialogue, and a comprehensive exploration of the complexities surrounding peace, conflict, and the "Big Questions" within religious contexts.

Autumn

Spring

Summer

What is the religious view of Peace & Conflict?

What are the “Big Questions”, and how do the religions view them?

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

Substantive & Disciplinary Knowledge:

·       To be able to identify and explain Christian teaching around peace and justice.

·       To evaluate Christian beliefs on forgiveness and reconciliation.

·       To research opposing Christian beliefs on peace and conflict.

·       To analyse and evaluate the influence of Christian teachings on the actions of Christians.

·       To evaluate the extent wars can be ‘just’.

·       To analyse the Crusades as Holy Wars.

·       To define religious extremism and explain why a minority in society may hold such views.

·       To discuss Christian response to terrorism.

·       To identify and explain Christian response to the use of nuclear weapons.

·       To analyse and evaluate the extent religion plays in causation of wars.

·       To identify and explain Christian response to the consequences of war.

·       To analyse why Christians feel inspired to help victims of war.

·       To analyse Christian organisations that campaign for a more peaceful world.

·       To be able to explain the difference between scientific truth and religious truth.

·       To be able to explain the scientific theories and Christian teachings on the origins of the universe and be able to compare the differences between the both.

·       To be able to explain the roles that science and religion play in people’s lives.

·       To be able to explain and evaluate three different threats to our environment

·       To be able to identify the different areas of debate in animal welfare and explain your own viewpoint on animal testing

·       To be able to understand the religious arguments concerning stewardship and dominion and analyse religious teachings concerning them.

·       To be able to explain your own opinion on abortion, using key terms and ideas to support this opinion

·       To be able to fully explain and evaluate different religious viewpoints on abortion

·       To be able to fully explain two contrasting religious views on euthanasia

·       To be able to explain and evaluate Christian, Buddhist and Humanist beliefs in life after death

Assessment:  Do Now activities, AP1-AP3