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South East Essex Academy Trust (SEEAT)

Religious Studies

Year 7 Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	How do we know?	A brief introduction to the philosophical lens for learning, beginning with the Ancient Greeks and moving towards the 21st Century. We will learn from Plato, Diogenes, Aristotle, Confucius, Rumi and Phillipa Foot. We will look at the philosophical approach to some of the big questions we have been asking – Who is God? Who am I? What is the purpose of humanity? Students will gain an understanding of the philosophical lens and be able to understand there are many ways of looking at a question.	Students who can translate their understanding of ancient philosophies and religions into the world around them, leading to a better understanding of why we have the British values of Democracy and the Rule of Law. Students will also be able to explain the practical application of philosophical thought such as the Trolley Dilemma.	students will be assessed through a mixture of knowledge quizzes and a longer written pieces. Homework will include individual research on a Philosopher of their choice.
Spring	Why do we celebrate?	Beginning with the celebration of Christmas students will investigate the different reasons for religious celebrations, focusing on festivals that tell the story of a religion. Using the theological, philosophical and sociological lenses students will investigate the stories behind the celebrations and evaluate the ways in which celebrations help people remember their faith, culture and traditions. Students will also look for universal themes across religious traditions including celebrations of light, the seasons and heroes and evaluate why these themes are important.	A student that understands that celebration and social interactions are common to many different religious and non religious traditions as ways of bringing hope. Students that value and find joy in the different celebrations and their importance to belief and practice.	Students will be assessed through a mixture of knowledge quizzes and an individual creative project on a festival of their choice.
Summer	What does it mean to believe in God?	Using the sociological lens students will investigate how believing in God can impact your everyday life. Students will study key practices from the main six religious’ faiths, including pilgrimage, food laws, dress and holy days. Students will also consider a non-religious worldview.	A student that can see how a particular worldview can impact your life and form part of your identity. A student who is beginning to consider their own worldview, beliefs and practices. A student who is learning respect for traditions and worldviews other than their own.	Students will be assessed through a mixture of knowledge quizzes and a reflective written piece.
Summer	What does it mean to believe in God? (Continued)	Using the sociological lens students will investigate how believing in God can impact your everyday life. Students will study key practices from the main six religious’ faiths, including pilgrimage, food laws, dress and holy days. Students will also consider a non-religious worldview.	A student that can see how a particular worldview can impact your life and form part of your identity. A student who is beginning to consider their own worldview, beliefs and practices. A student who is learning respect for traditions and worldviews other than their own.	Students will be assessed through a mixture of knowledge quizzes and a reflective written piece.
Summer	What does it mean to experience God?	Investigating historic claims that someone has experienced God and exploring the impact this has had on society. Using the theological lens to investigate prayer, worship, music, art and meditation as ways of experiencing God.	Students who can express creatively what it means to experience God. Students who can explain how someone might experience God. Students that can appreciate how experiencing God has impacted both individuals and society.	Students will work on a creative piece that expressed what it means to experience God.

Year 8 Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	Why do we have religion?	Students will use the philosophical, theological and psychological lenses to focus on different questions about the emergence and practice of religion. This will include arguments for the existence of God and an examination of Pascal’s philosophy of the God-shaped hole, including discussions around the idea of faith. Students will also have the opportunity to evaluate whether Atheism is a religious belief or not.	Students who are able to look at different beliefs and practice through the philosophical, historical, theological and psychological lenses and understand that there are different ways of seeing the world.	Students will be assessed using a mixture of multiple choice, short answer and formal written assessments.
Autumn	The Problem of Pain and Suffering	Students will use the theological and philosophical lenses to explore questions such as, if there is a God why does he allow evil to exist? Students will be introduced to the concept of Original Sin and how it is interpreted by different religious groups. Students will also be introduced to the concepts of atonement in Judaism and Christianity and the concept of skilful and unskilful means in Buddhism. Students will study the idea of forgiveness from the Lord’s prayer and other sacred texts. Students will evaluate the impact of these ideas in society today, including the impact of forgiveness on mental health.	Students that can understand that there can be different interpretations of an idea. Students that understand that these beliefs form the basis of the society that we live in and can relate ancient beliefs and practices to modern ideas such as British Values.	Students will be assessed using a formal written assessment.
Spring	The Problem of Pain and Suffering (Continued)	Students will use the theological and philosophical lenses to explore questions such as, if there is a God why does he allow evil to exist? Students will be introduced to the concept of Original Sin and how it is interpreted by different religious groups. Students will also be introduced to the concepts of atonement in Judaism and Christianity and the concept of skilful and unskilful means in Buddhism. Students will study the idea of forgiveness from the Lord’s prayer and other sacred texts. Students will evaluate the impact that these concepts have on how people act in society.	Students that can understand that there can be different interpretations of an idea. Students that understand that these beliefs form the basis of the society that we live in and can relate ancient beliefs and practices to modern ideas such as British Values.	Students will be assessed using a formal written assessment.
Summer	What happens when we die?	Students will investigate a range of beliefs about what happens after death. They will evaluate the impact of these beliefs on religious practice. Students will focus on Islamic, Jewish, Hindu and Christian beliefs but will also consider Humanist views about death. Concepts will include: Akhirah, Jihad, Repentance & forgiveness and death rituals. Students will work together to explore a range of beliefs and values. Students will interrogate and scrutinise sources of authority and appreciate religious debate. Students will reflect on their own ideas.	Students will be able to apply their knowledge and skills to sources of authority and work as a team to discover information.	Students will be assessed using a formal written assessment. Students will also produce a creative piece of work.
Summer	What happens when we die? (Continued)	Students will investigate a range of beliefs about what happens after death. They will evaluate the impact of these beliefs on religious practice. Students will focus on Islamic, Jewish, Hindu and Christian beliefs but will also consider Humanist views about death. Concepts will include: Akhirah, Jihad, Repentance & forgiveness and death rituals. Students will work together to explore a range of beliefs and values. Students will interrogate and scrutinise sources of authority and appreciate religious debate. Students will reflect on their own ideas.	Students will be able to apply their knowledge and skills to sources of authority and work as a team to discover information.	Students will be assessed using a formal written assessment. Students will also produce a creative piece of work.
Summer	What does it mean to be religious?	Using the sociological and theological lenses to explore the impact of religion on people’s lives. Students will have the opportunity to consider personal accounts of how religious belief has impacted the lives of a selection of individuals. Then will then consider how these individual beliefs have impacted society. Finally, students will research and produce their own reports on a religious person they think has made a difference.	Students will be able to identify and relate the ways in which faith has impacted an individual. Students will be able to evaluate other factors that have contributed to the decisions made by the individual and explain whether faith is the strongest influence.	Students will produce their own independent project which will showcase their evaluative skills.

Year 9 Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	What does religion say about the environment?	Students will revisit the Genesis account and the origin and influence of the concept of Stewardship from both the Sikhi and Abrahamic approach. They will use theological and sociological lenses to explore various interpretations and religious debates. Students will also use the philosophical lens, including the utility principle, to consider some ethical dilemmas associated with the human relationship to our planet and beyond.	Students will be able to explain more than one religious view regarding the environment. Students will be able to apply their learning to a range of practical issues.	Students will produce a formal written assessment.
Autumn	How does the media impact our understanding of religion?	Students will use the three lenses to investigate how the media presents religion and how this impacts our understanding. Students will have the opportunity to explore issues surrounding Islamophobia, Anti-Semitism, misrepresentation and under-representation	Students will be able to explain, with empathy, how misrepresentation impacts an individual. Students will be able to evaluate the impact of media representation on our understanding of religion.	Students will produce a formal written assessment.
Spring	How does the media impact our understanding of religion? (Continued)	Students will use the three lenses to investigate how the media presents religion and how this impacts our understanding. Students will have the opportunity to explore issues surrounding Islamophobia, Anti-Semitism, misrepresentation and under-representation	tudents will be able to explain, with empathy, how misrepresentation impacts an individual. Students will be able to evaluate the impact of media representation on our understanding of religion.	Students will produce a formal written assessment.
Spring	Is it ever right to go to war?	Students will be exploring the concept of just war with a focus on Jihad of the Sword and the Christian theory of Just War, investigating the sources of authority used to support these concepts. This will include a consideration of how the concept can be misused through extremism. Students will be introduced to the concept of Pacifism as practiced by the Quakers, Martin Luther King’s Peaceful Protest and Ghandi’s satyagraha. Students will have an opportunity to explore how different religious individuals have responded to conflict (including Corrie Ten Boom).	Students will be able to give more than one viewpoint in answer to the question – Is it ever right to go to war? Students will be able to identify where religious worldviews about conflict are rooted in sacred scriptures. Students will be able to verbalise their own world view on conflict.	Students will produce a formal written assessment.
Summer	How does the media impact our understanding of religion?	Students will investigate the media presentation of religion and how this impacts our understanding. Students will have the opportunity to explore issues surrounding Islamophobia, Anti-Semitism, misrepresentation and under-representation. Students will explore the representation of religious belief in film, literature, newspaper articles and online. This topic will also include an exploration of the impact of social media and AI.	Students will be able to explain, with empathy, how misrepresentation impacts an individual. Students will be able to evaluate the impact of media representation on our understanding of religion.	Students will produce a formal written assessment.
Summer	Is it ever right to go to war?	Exploring the concept of Just war with a focus on Jihad of the Sword and the Christian theory of Just War. Evaluating the concept of Pacifism in Buddhism. Students will consider arguments for and against war from all the major religious worldviews by investigating sacred scriptures.	Students will be able to give more than one viewpoint in answer to the question – Is it ever right to go to war? Students will be able to identify where religious worldviews about conflict are rooted in sacred scriptures. Students will be able to verbalise their own world view on conflict.	Students will produce a formal written assessment.
Summer	Finding God in…	Students will learn about different areas of the world where people have found faith in God in the most unusual circumstances. Students will be challenged to use their own research and evaluative skills to find God in a particular area… Examples are: Finding God in Covid; Finding God in the Ukrainian Conflict; Finding God in Climate Change	Students that will be able to use their own interpretative, evaluative and investigative skills to research their own individual project. Students will be able to present their findings in a creative and informative way.	Students will produce creative projects that will incorporate the skills they have acquired though using the lenses approach to RE.

Year 10 Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	What does it mean to be a Citizen? Citizenship	Students will be introduced to the Active Citizen Project. Students will review their knowledge of Parliament and electoral processes. Students will learn about the Constitution and its role in UK Government, other forms of Government including separation of Church and state and non-democratic governments, local, regional and national government and international relationships.	A student who is able to give their own opinion based on a considered evaluation of the evidence. A student that understands their role as a citizen of the UK and the UK’s political role in the wider world.	Students will be monitored throughout KS4 by questioning, a range of homework tasks and short quizzes.
Autumn	Christianity: Key Beliefs and Practices Christianity: The Role of the Church	Understanding key Christian beliefs and practices by studying the incarnation and life of Jesus Christ and engaging with key sources of authority including the Bible. Students will also study Christian beliefs about the nature and existence of God. Students will investigate the rile of the church in the international and local community.	A reflective and empathetic student who can articulate their own thoughts and feelings whilst accepting that these are not shared by everyone. A student who is able to give a balanced argument on religious issues and also feels confident in their own opinion.	Students will be monitored throughout KS4 by questioning, a range of homework tasks, short quizzes and reflective written pieces to develop exam style skills. Summative written assessment every half term. Summative assessments will be a mixture of reflective writing and opinion pieces and exam answers towards the end of KS4.
Spring	Buddhism Key beliefs and Practices The Buddhist Path	Exploring Buddhist beliefs through the Life & teachings of the Buddha. Students will use the life of the Buddha as the basis for their understanding of his teachings. Students will engage with fundamental Buddhist sources of wisdom and authority Students will be encouraged to evaluate and reflect on Buddhist doctrines including dependant arising, the Eightfold Path and the Three marks of Existence Evaluating and reflecting on the diverse ways in which the Buddha’s teachings have been celebrated and interpreted. They will learn about Theravada, Mahayana and Pure Land Buddhism, the importance of Buddhist places of worship, puja and the significance of meditation within Buddhist practice. Exploring the impact of time and culture on religious beliefs Exploring the impact of religion on culture and society Responding imaginatively Understanding identity and belonging Independent learning	Students who can discuss ideas of faith and belief in a respectful way, whilst understanding that these ideas permeate the way we live everyday.
Summer	What is the nature of the British constitution?	Students will look at how the UK constitution has been developed, its characteristics, comparing it with constitutions of other countries. Students will consider the benefits and challenges of having an uncodified constitution. Students will be introduced to the Active Citizenship Project.	Students will have a secure understanding of how the UK constitution evolved over time, including its key characteristics. They can articulate the differences between the UK’s uncodified constitution and those of other countries with codified constitutions	Teachers use different strategies during discussion and tasks to assess students’ understanding of the subject.
Summer	How do others govern?	Students will explore the key features of democratic and non-democratic countries. Students will be using case studies to investigate what life is like in a non-democratic nation, exploring governance, structures, citizen rights and daily life.	Students will be able to analyse the key features of democratic and non-democratic countries. They can identify and critically evaluate similarities and differences in governance structures and citizen participation. Students will have knowledge and understanding of case studies of non-democratic nations.	Teachers use different strategies during discussion and tasks to assess students’ understanding of the subject

Year 11 Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	Issues of Human Rights	Students will learn about the Christian origin of the UDHR and equal rights legislation, including UK law and freedom of religious expression. They will examine and evaluate the human right to be treated with dignity, censorship and the freedom of the press.	Students that understand their own human rights and how they are protected by Law. Students that different interpretations of sources of authority can lead to different outcomes. Students that form opinions based on evidence and understanding of different views.	Students will be monitored throughout KS4 by short quizzes and a longer written review.
Spring	Issues with Life & Death	Students will have the opportunity to evaluate different beliefs about life, omniscience and free will. Students will learn about different views about sanctity of life, euthanasia and the right to die debate. Students will learn different beliefs about the value of human life, abortion and the when does life begin debate.	Students who can discuss ideas of faith and belief in a respectful way, whilst understanding that these ideas permeate the way we live every day.	Students will be monitored throughout KS4 by questioning, a range of homework tasks, discussion and short quizzes.
Summer	What is the UK’s role in the international community?	Students will explore the work of the United Nations and the role that the UK takes within this organisation. Students will explore the work of the Commonwealth and the role the UK takes within it. Students will also explore the role of the UK in supporting international law and how the UK is assisting in resolving global conflict issues.	Students will be able to explain the role of the UK in international organisations such as the United Nations and the Commonwealth. They will be able to analyse the contributions and initiatives undertaken by the UK. Students can appreciate the interconnectedness of global issues and the importance of cooperation in addressing complex challenges.	Teachers use different strategies during discussion and tasks to assess students’ understanding of the subject.

Year 10 GCSE Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	Christianity: Key Beliefs and Practices Christianity: The Role of the Church	Students will gain an understanding of key Christian beliefs and practices by studying the incarnation and life of Jesus Christ and engaging with key sources of authority including the Bible. Students will also study Christian beliefs about the nature and existence of God. Students will investigate the role of the church in the international and local community. Students will consider at least one case study to support this investigation.	A reflective and empathetic student who can articulate their own thoughts and feelings whilst accepting that these are not shared by everyone. A student who is able to give a balanced argument on religious issues and also feels confident in their own opinion.	Students will be monitored throughout KS4 by questioning, a range of homework tasks, short quizzes and reflective written pieces to develop exam style skills. Summative written assessment every half term. Summative assessments will be a mixture of reflective writing and opinion pieces and exam answers towards the end of KS4.
Spring	Buddhism Key beliefs and Practices The Buddhist Path	Exploring Buddhist beliefs through the Life & teachings of the Buddha. Students will use the life of the Buddha as the basis for their understanding of his teachings. Students will engage with fundamental Buddhist sources of wisdom and authority. Students will be encouraged to evaluate and reflect on Buddhist doctrines including dependant arising, the Eightfold Path and the Three marks of Existence. Evaluating and reflecting on the diverse ways in which the Buddha’s teachings have been celebrated and interpreted. They will learn about Theravada, Mahayana and Pure Land Buddhism, the importance of Buddhist places of worship, puja and the significance of meditation within Buddhist practice. Exploring the impact of time and culture on religious beliefs. Exploring the impact of religion on culture and society. Responding imaginatively. Understanding identity and belonging. Independent learning.	Students who can discuss ideas of faith and belief in a respectful way, whilst understanding that these ideas permeate the way we live everyday.	Students will be monitored throughout KS4 by questioning, a range of homework tasks, short quizzes and reflective written pieces to develop exam style skills. Summative written assessment every half term. Summative assessments will be a mixture of reflective writing and opinion pieces and exam answers towards the end of KS4.
	Buddism	Evaluating and reflecting on the diverse ways in which the Buddha’s teachings have been celebrated and interpreted. They will learn about Theravada, Mahayana and Pure Land Buddhism, the importance of Buddhist places of worship, puja and the significance of meditation within Buddhist practice. Exploring the impact of time and culture on religious beliefs. Exploring the impact of religion on culture and society. Responding imaginatively. Understanding identity and belonging. Independent learning.	Students will be able to articulate the reasons behind particular Buddhist practices and reference sources in religious scriptures for these practices. Students will be able to reflect on the impact of these beliefs and evaluate their importance.	Students will be monitored throughout KS4 by questioning, a range of homework tasks, short quizzes and reflective written pieces to develop exam style skills. Summative written assessment every half term. Summative assessments will be a mixture of reflective writing and opinion pieces and exam answers towards the end of KS4.
Summer	Theme Choice 1 & 2	This will be a thematic approach to RS based on Student Voice in conversation with the teacher. Students will choose 4 from the following 6: Theme A: Relationships and families. Theme B: Religion and life. Theme C: The existence of God and revelation. Theme D: Religion, peace and conflict. Theme E: Religion, crime and punishment. Theme F: Religion, human rights and social justice. Students will be aware of ethical and philosophical approaches to these themes and a range of religious viewpoints including a humanistic and atheistic view. Skills developed will include: Exploring a range of values and beliefs Developing Empathy Developing Critical Responses Exploring the connection between moral values and faith Understanding diversity Responding imaginatively Self Reflection	A student who can clearly verbalise and write a balanced analysis of a range of religious viewpoints on their theme of choice.	Assessment will be through a mixture of presentation and exam question practice.

Year 11 GCSE Curriculum plans

Term	What are we learning?	What Knowledge, Understanding and Skills will we gain?	What will excellence look like?	How will these be assessed?
Autumn	Theme Choice 3 & 4	This will be a thematic approach to RS based on Student Voice in conversation with the teacher. Students will choose 4 from the following 6: Theme A: Relationships and families. Theme B: Religion and life. Theme C: The existence of God and revelation. Theme D: Religion, peace and conflict. Theme E: Religion, crime and punishment. Theme F: Religion, human rights and social justice. Students will be aware of ethical and philosophical approaches to these themes and a range of religious viewpoints including a humanistic and atheistic view. Skills developed will include: Exploring a range of values and beliefs Developing Empathy Developing Critical Responses Exploring the connection between moral values and faith Understanding diversity Responding imaginatively Self Reflection	A student who can clearly verbalise and write a balanced analysis of a range of religious viewpoints on their theme of choice.	Assessment will be through a mixture of presentation and exam question practice
Spring	Reflective Learning	Christianity & Buddhism Building on the knowledge gained in Year 10 we will reflect on the role of Christianity in Society today and how this role has changed over time. This will give students an opportunity to revisit the themes and ideas that we have studied. We will also revisit the three refuges of Buddhism.	A student who can apply their knowledge and understanding of Buddhism and Christianity to various different ethical questions. A student who appreciates the breadth and depth of a religious worldview and understands the impact that it can have on the individual and society.	Exam question practice and discussion.
Summer	Revision		Attentive, well prepared students who are able to articulate and apply their knowledge in an exam environment.

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