Religious Studies

Aims of the subject:

To enable students to encounter Christianity as the religion that shaped British culture and heritage and reflect upon how it influences the lives of millions of people today.  Students will learn about major world religions and the impact on society.  Units of work will reflect `Illuminating Pathways’ programme of study ‘Show me your ways, Lord. Teach me your paths’ Psalm 25: 4-5 Blackburn Diocesan Board of Education Religious Education syllabus


Year What will I learn? What will I do?

Does God exist?

Investigate arguments for and against the existence of God taking into account classical and theological arguments which provide opportunities to engage in philosophical debate.

What does it mean to belong?

Reflect on the idea of community and look at different examples of belonging.  Consider how joining a group can change a person’s life.

What does it mean to be a person of faith?

Students will analyse and evaluate the impact of the perceptions, beliefs and values of present day society in general on the beliefs, concepts and traditions of a particular faith group as expressed through and reflected by the lives of its members.

Understanding Christianity – Creation – Should Christians be greener than everyone else?

Students will study Biblical teachings on protecting and celebrating the environment and consider twentieth-century environmentalist views.

Engage in debate and informed consideration of the existence of God.

Investigate why some people choose to belong to a group.

Analyse the UK’s most recent Census (2011).

Design a poster to be displayed around school demonstrating Christian beliefs about stewardship.

Research topical issues including reasons people protest.  For example, Extinction Rebellion pressure group.

8 How do society and the media portray Islam?

Students will develop knowledge and insight into the diverse nature of Islamic communities within Britain and around the world. They will evaluate the impact that popular opinion and media coverage have on their own views about the Muslim faith community.

Is it fair?

Students will reflect on the teachings of Jesus and consider how communities respond to those who are rejected by society, disadvantaged and in need. Issues of prejudice and discrimination will be considered and how it impacts on society and faith communities, locally, nationally and internationally.

Is Death the end?

Consider how belief in life after death has been expressed by those with a faith and those without a faith.

Understanding Christianity (God) – If God is Trinity what does that mean for Christians?

Explore theological concept of the Holy Trinity in Christianity and if God is Trinity, what does that mean for Christians?

Analyse media reports on Islam.

Watch popular advertisements including L’Oreal advertisement and consider how we value a person’s worth.  Create my own advert to reflect whether Christians have a responsibility to ensure everyone is valued.

Watch a clip from the film `Seven Pounds’ and link to the way people behave in certain ways.  Should people only act in a good way because they will be rewarded?

Listen to music by Eric Clapton, wiz Khalifa, Ed Sheeran, Coldplay or Adele and reflect on what music tells people about their beliefs/responses to life after death – linking to religious beliefs.

I will consider my own identity and how I can be three aspects of the one person.

I will consider a wide range of terms that are associated with the Father, the Son and Holy Spirit and explain which terms link to Christian beliefs about God and why.

9 Should we commemorate the Holocaust?

Consider what it means to be Jewish.

Investigate how the Holocaust affected the Jewish community and Jewish individuals.

Is faith hidden?

Students will analyse a range of contemporary resources, which encompass everyday language, media, fashion the arts and institutions to determine how visible faith is and how this may have changed over time. Furthermore, students will consider how various aspects of faith and religious belief have been embedded into wider social and cultural contexts but at the same time have become divorced and distorted away from their faith origins.

Understanding Christianity (Fall) – Why are people good and bad?

Investigate why humans have a tendency to go their own way rather than keep their place in relation to God as Creator.  Make links to salvation and atonement.

Introduction to GCSE Religious Studies (Christianity and Islam)

Consider what it means to be a person of faith today taking into account theological beliefs and religious identity.  Students will consider key beliefs and teachings including why there are divergent attitudes within Christianity and Islam.

Listen to personal testimonies and explain

how the Jewish people used their community, faith and personal resources to resist and cope during a time of extreme oppression and persecution.

Collate evidence to support the view that there is involvement/influence of faith everywhere.  Also consider reasons behind organisations removing or hiding their faith foundations or religious affiliations.

Make a collage to demonstrate moral evil and natural evil in the world today.

I will create a job description for a prophet, taking into account their responsibilities and identifying the qualities and skills required.


How you can support your child’s progress

All homework is set on Frog.  Reading through your child’s homework and having a discussion on the topics will help to develop evaluation skills.  It would be helpful if you could praise and encourage written presentation of work.

At times homework will include parental dialogue.  This may be in the form of asking your opinion on an issue.  For example, do you believe in life after death?  It may be that your child has been asked to teach you keywords/definitions and a signature is required to confirm the accuracy of the result of the test at home.