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If you are looking for a GCSE revision guide to help with revision I would recommend the one attached. Please feel free to shop around though as they can be found on lots of different sites and in lots of different shops.

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My Revision Notes: AQA GCSE (9-1) Religious Studies Specification A Christianity, Islam and the Religious, Philosophical and Ethical Themes by Jan Hayes | WHSmith

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Order a My Revision Notes: AQA GCSE (9-1) Religious Studies Specification A Christianity, Islam and the Religious, Philosophical and Ethical Themes today from WHSmith. Delivery free on all UK orders over £25.

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Year 7 Beautiful Pieces of Work - Buddhist Traditions Symbolism Artwork

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Year 7 Beautiful Pieces of Work - Buddhist Traditions Symbolism Artwork

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Year 7 Drawings - The creative element of their end piece of work which accompanied the write-up of the symbolism in Buddhist Traditions.

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Beautiful Piece of Work -- Art Pieces (Buddhist Traditions)

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In year 7 we focus on understanding religions from Eastern philosophies. These include the religions of Sikhi, Buddhist traditions and Hinduism. This focus on religions which first emanated from India allows students to see a different and yet also similar approach to understanding God was understood in a different country. In this study students are able to see the similarities to Abrahamic religions [Judaism, Christianity and Islam] but also what makes these religions unique. The focus on these learning chapters is to understand religions practices such as festivals and ceremonies but also how day-to-day life differs from each religion, such as the wearing of the 5Ks in Sikhi. This will allow students to reflect on their own lives and understand a different point of view on how to live.

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This learning chapter will begin with examining the concept of social justice means and whether or not we live in an equal society. We will then study Sikhi and how the religion supports social justice. We will begin with a look at how the Sikhi religion is organised; who are the important religious figures and what are some customs and practices within Sikhi. We will practice explaining our points in detail and how to include examples before learning what evaluation is and this will finish with the writing of an essay as our end piece of ‘Beautiful Work’.

Enrichment:

Students are encouraged to start watching the news and looking out for stories concerning ethics and religion, and for looking out for information in newspapers and magazines.

Students are also encouraged to start watching documentaries on Sikhi and ethics in general.

Links with other learning:

This links with Geography and globalisation as we study different worldviews and and cultures. This links with History and English as you look through examples of social justice.

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This overview study is an exploration of philosophical and ethical questions about morality, how we define “good” and the challenges it poses. This includes:

·       What we mean when we say someone is good and where those ideas have come from, looking at case studies and scenarios to help inform and challenge our understanding.

·       A short comparison of different ethical theories (Virtue Ethics, Utilitarianism, Divine Command, Ahimsa, Karma) to consider whether good actions or personal qualities are most important.

·       Exploration of the concept of justice, focusing on the stories and Esther and Maximillian Kolbe, placing them in context. Court room consideration of the relative guilt of key characters in the story of Esther.

·       Investigation into a choice of role models considering their contribution to social justice and their impact. Presentations to class

Enrichment:

Students are encouraged to read books around morality such as Charlottes Web, Running on the Roof of the world and Hero on the bicycle.

Also have a think about everyday decisions and choices you make – would you make the same choices after learning about some of the content we are going to study?

Links with other learning:

History - links with moral issues concerning historical events such as dictatorships, the Holocaust and WW1 and WW2.

Geography - this unit links with topics concerning low income and high income countries and moral questions surrounding physical geography and climate change. In particular focusing on world development and the moral questions surrounding 'have we won the geography lottery'?

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Year 7 Beautiful Pieces of Work - Buddhist Traditions Write-ups

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Year 7 Beautiful Pieces of Work - Buddhist Traditions Write-ups

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Examples of some of the write-ups which accompanied the symbolism artwork created by Year 7s.

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In year 8 students have the opportunity to study morality and philosophy, both of which offer different points of view on how we view the world. In morality students have the opportunity to study different moral perspectives such as Immanuel Kant and Peter Singer. In the philosophy learning chapter students can approach arguments about the existence of God from an atheist or theist point of view and we debate and discuss these differing approaches.
In our learning chapter on 'the people of the book' students are introduced to the Abrahamic religions which include Judaism, Christianity and Islam. Here students study the differences and similarities between these three religions. Within this they study famous figures within each such as Abraham, Moses, Jesus and the Prophet Muhammad. They also learn the different religious traditions that take place within each and they worship.

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Autumn 2 & Spring 1 - What does a good life look like in Buddhism?

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Autumn 2 & Spring 1 - What does a good life look like in Buddhism?

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This learning chapter will be focused on describing the key teachings of the Buddha (Dukkha, the 4 Noble Truths, 5 precepts and Eightfold path) and most will apply these ideas to the lives of Buddhists using examples. They will raise questions and suggest answers about the issues arising. Many will analyse the implications of running a business based on Buddhist principles and evaluate the benefits and issues arising from this way of life and whether or not good you can live a good life following Buddhist principles.

Enrichment:

Watching the BBC documentary: Seven wonders of the Buddhist world to explore Buddhism culturally. (https://www.youtube.com/watch?v=KiEADtRLQfs)

The Art of Happiness: A handbook for living - Dalia Lama.

Visiting the Cambridge Buddhist Centre to learn more about Buddhism in the UK (https://www.cambridgebuddhistcentre.com/)

Links with other learning:

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Spring - Who are the people of the book? 

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Spring - Who are the people of the book? 

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In this learning chapter we span the history of a thousand years looking at what are called the 'Abrahamic Faiths'. These include Judaism, Christianity and Islam. Throughout this learning chapter we will be endeavoring to answer the question of who are the people of the book? This will start with the oldest of the three religions, which is Judaism, then Christianity and finishing with Islam. We will be studying the similarities and differences within them. This will involve the study of various religious festivals; important figures; crucial beliefs and how they worship and why.

Enrichment:

Students can watch the fantastic documentary series on BBC called 'Being Christian, Muslim and Jewish' which shows what daily life is like for each of the Abrahamic faiths.

Students can visit the Cambridge Mosque in Cambridge, which is the worlds first specially designed eco-friendly Mosque. Alternatively, there are many denominations within Christianity that have Churches in Longstanton or Cambridge. Equally if you wish to visit a Synagogue then Cambridge also has places to visit. Make sure you ring beforehand to make sure it is okay to visit each of these places beforehand.

Students can also learn more through BBC bitesize which has a large archive of information about each of the faiths studied above.

Links with other learning:

History - This topic has a lot of crossover with content learnt in Year 7 on medieval Christianity and the Islamic Empire.

Additionally, in Year 8 they will be learning about Christianity whilst learning of the reformation across Europe.

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Year 8 Beautiful Pieces of Work - What does it mean to be 'good'?

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Year 8 Beautiful Pieces of Work - What does it mean to be 'good'?

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These are examples of research projects Year 8s created as part of their beautiful piece of work research into religious individuals who they believed were morally 'good', based upon their own definitions.

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Year 9 Ethics Learning Chapter: Social Justice & Human Rights

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Year 9 Ethics Learning Chapter: Social Justice & Human Rights

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We begin our study in year 9 with a study of different groups within Christianity which entail different beliefs. Within this we also look at the cultural differences between Christian from across the world.
Later on in our second learning chapter we study figures throughout history who are both religious and have fought for social justice and human rights. Figures such as Desmond Tutu who helped to end apartheid in South Africa and Martin Luther King who inspired a nation to bring about equality.
In our crime and punishment learning chapter we compare and contrast different punishment systems across the world and in particular how punishment differs in countries such as Norway, the UK, USA and Saudi Arabia.

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Spring 2 & Summer 1 - What can we learn from Hinduism about how to treat animals?

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Spring 2 & Summer 1 - What can we learn from Hinduism about how to treat animals?

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This learning chapter will begin with a look at the basis of the divine and what Hindus believe in regards to the 'Trimurti' and understanding their worship of multiple deities. This leads us on to understanding how they view life and death through the learning of the key concepts of the atman (soul), samsara and karma. Once we've learnt these key concepts we are then able to apply and understand how Hindu beliefs of the divine impact their actions towards animals and the environment around them.

Enrichment:

Students can watch the fantastic documentary on BBC called 'Being Hindu' which shows what daily life is like for Hindus.

Students can visit one of the largest Mandirs in the UK called the 'Neasden Temple' in London. This has been described as Britain's first authentic Hindu temple.

Students can also learn more about how animals and cows are treated in Hinduism by going through websites to do with 'Gausadans' (cow sanctuaries) - https://www.bhaktivedantamanor.co.uk/home/?page_id=4073

Links with other learning:

This has links with Geography on the 6th learning chapter on 'Am I taking care of my world?'. This will link in by getting students to think about the ethical and practical implications of how we use and treat animals in this world.

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This overview study is an introduction to the GCSE Religious Studies course.
This includes:

·       An introduction Christian beliefs
They will explore:

·       Creation stories

·       The Holy Trinity

·       The problem of evil

·       The significance of Jesus

·       Religious Experience.
As this is the first exam module the pupils will be introduced to they will be supported in developing an understanding of specialist vocabulary for this GCSE unit.
The content covered in this module links and builds on the content covered on Christianity in the Abrahamic faiths module covered in the Spring term.

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Year 9 Ethics Learning Chapter: Social Justice and Human Rights & Year 10 Learning Chapter: Religion & Relationships

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Year 9 Ethics Learning Chapter: Social Justice and Human Rights & Year 10 Learning Chapter: Religion & Relationships

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In Ethics we study denominations (groups) within Christianity which have and are promoting LGBTQ and important figures within those groups as part of our study in social justice and human rights and religion and relationships units. In year 9 we look at the work done by Revd Canon Sarah Jones who was the first trans priest to be ordained in the Church of England, and who continues to campaign for LGBTQ within the church community. We also study her work as part of the learning chapter in year 10 religion and relationships when studying religious views and same-sex relationships.

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Summer 2 - How do different worldviews serve our local community?

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Summer 2 - How do different worldviews serve our local community?

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This overview study explores the impact that faith and worldviews can have on our local community and on wider communities both in the present and historically. This includes:

·       Thinking about faith in both Longstanton and Cambridge for all past and present features of worldviews and faith. Comparison of two different churches, understanding denominations and how they're different. This is followed up with research on the various churches seen and exploration of the work these do in the local community and beyond.

·       Reflection on findings from the fieldwork and consideration of what we did not see.

·       Comparison with a mosque, its features and work in a community, particular study of the new Cambridge mosque.

·       Exploration of the adhan and its impact, role play in considering whether to allow it in a fictional town.

Students will be able to identify the features of Christian and Islamic places of worship and make comparisons within and between the religions. They will be able to consider and analyse the work and impact of these groups past and present. They will apply knowledge to practical considerations of faiths living alongside each other and evaluate arguments around the adhan.

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Year 10 Ethics Learning Chapter: Islamic Beliefs & Islamic Practices 

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Year 10 Ethics Learning Chapter: Islamic Beliefs & Islamic Practices 

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In ethics as part of our year 9 unit of social justice and human rights we study the work of Malala Yousafzai who has tirelessly campaigned for women's rights and in particular a women's right to education.  She is a practicing Muslim who gets her understanding of what it means to be equal from the Qur'an. We also study her example of how Muslims put into practice Islamic beliefs in day-to-day life within the year 10 learning chapters of Islamic beliefs and practices.
In addition, as part of these learning chapters we also learn of the differences between Sunni and Shia within Islam and how these groups are similar and different. We also look at they differ geographically across the world.

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We study themes A D E F. Pupils will only need to answer questions in the exam on the 4 themes that spell out DEAF.

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How do biblical texts apply to modern society?

Students will be learning about Christian prayer and worship and how they communicate with God. They will then be moving on to looking at the different sacraments that Christians take part in such as Baptism and Holy Communion, Students will learn the definition of sacrament before looking at different examples of denominations that take part and what they do. After this student will learn about pilgrimages and festivals that take place within Christian practices such as Iona & Lourdes and Easter/Christmas. To finish, students will learn about the role of the church in the local community regarding supporting the community with food banks and street pastors. They will then learn about the Christian role of global growth through evangelism, missionary work, and the growth the church and what it does to support those Christians suffering from persecution.

Within this module pupils will develop skills from KS3 such as:
·       Explain skills (PEE/ Knowledge and Understanding and Evaluation) – Describe, Explain and Evaluate developed throughout all LCs in Year 7 and 8 are developed in this unit

·       Use of religious sources skills: Year 7 and Year 8 source skills are revisited throughout. These are using religious quotes or parables to support a point made about a religion and is examined across both Paper 1 and Paper 2 AQA GCSE

·       Faith in the Community revisited from 7

·       Abrahamic Faiths revisited from 8
.        Christian Beliefs from 9.1

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What do Muslims believe about Allah?

Within this learning chapters pupils will explore key Islamic beliefs regarding the oneness of God, the role of angels and prophets. Alongside, this pupil will explore differences in Sunni and Shi'a beliefs. Pupils explore the use of quotations from the Qur'an to develop their use of evidence skills to support their understanding of key beliefs.

Throughout the GCSE modules exam technique lessons are embedded to help develop their understanding of 1, 2, 4, 5 and 12 mark questions for each of the exam papers.

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What is the purpose of worship and why should people worship at all?

Pupils will study compulsory duties that Muslims must try to carry out. All Muslims follow the Five Pillars of Islam. For Sunni Muslims, the Five Pillars are the core duties of Islam. Shi’a Muslims follow the Five Pillars plus five additional duties, and together these are called the Ten Obligatory Acts. Within this study we introduce each of the pillars and their importance then we explore the practicalities of each of the pillars

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9.4 Theme 1- Social Justice and Human Rights

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9.4 Theme 1- Social Justice and Human Rights

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Do religious beliefs promote social justice?
Through the practices of two different religious traditions students will recognise and understand issues of equality and freedom of religion and belief; prejudice and discrimination in religion and belief; human rights; wealth and poverty; racial prejudice and discrimination within the context of Britain and the worldwide community. Students will examine a range of religious teachings and beliefs in response to these issues and be able to apply specific examples which will further their understanding of belief as a basis for action. Students will examine case studies of religious believers who have worked to secure human rights for others.

Building on KS3 Knowledge & Skills:

·       Explain skills (PEE/ Knowledge and Understanding and Evaluation) – Describe, Explain and Evaluate developed throughout all LCs in Year 7 and 8 are developed in this unit

·       Use of religious sources skills: Year 7 and 8 are revisited throughout. These are using religious quotes or parables to support a point made about a religion and is examined across both Paper 1 and Paper 2 AQA GCSE.

·       What is morality? revisited from 8.1

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How do your views on religion shape your beliefs about crime and punishment?
Through the practices of two different religious traditions students will recognise and understand issues of Religion, Crime and causes of crime. Good and evil intentions and actions, including whether it can ever be good to cause suffering. Reasons for crime, including poverty and upbringing; mental illness and addiction, greed and hate and opposition to unjust laws. Views about people who break the law for these reasons. Views about people who break the law for these reasons. Views about different types of crime, including hate crimes, theft and murder. Students will be studying religion and punishment including, the aims of punishment, including retribution, deterrence, and reformation. The treatment of criminals, including prison, corporal punishment, and community service. Students will also learn about for and against concerning forgiveness, the death penalty and ethical arguments surrounding these.

Building on KS3 Knowledge & Skills:

·       Explain skills (PEE/ Knowledge and Understanding and Evaluation) – Describe, Explain and Evaluate developed throughout all LCs in Year 7 and 8 are developed in this unit

·       Use of religious sources skills: Year 7 and 8 source skills are revisited throughout. These are using religious quotes or parables to support a point made about a religion and is examined across both Paper 1 and Paper 2 AQA GCSE.

·       What is morality? revisited from 8.1

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How can religions influence relationships?

Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.

They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
. Contraception.
. Sexual relationships before marriage.
. Homosexual relationships.

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Is religion a power for peace?

Through the practices of two different religious traditions students will recognise and understand issues that follow and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on all of these issues.

They must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
. Violence.

.  Weapons of mass destruction.
.  Pacifism.