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Along with the department of education, all staff at SVA agree that 'reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupils’ success. Through these, they develop communication skills for education and for working with others: in school, in training and at work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching.'

Students will continue to develop their reading skills using the online learning platform using their school email and password. Y8s will be set the target of achieving at least 300 Sparx Reader Points each week.

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Sherlock Holmes, English Language Paper 1- Text genre and structure

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Sherlock Holmes, English Language Paper 1- Text genre and structure

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During this module, students will learn:
- To explore a variety of 19th century stories ready for English literature GCSE.

-          To analyse Conan Doyle’s use of the detective genre.

-          To understand how a short story is structured and how choices are made to create a range of characters.

-          To consider key themes within the stories: society, class, crime, respectability.

-          To evaluate how the writer’s methods convey their viewpoint.

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The Gothic Monster, English Language Paper 1- Question 5 & Writing

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The Gothic Monster, English Language Paper 1- Question 5 & Writing

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- To understand elements of gothic horror ready for GCSE English Literature.
- To analyze the poem 'The Raven', and identify poetic techniques used in preparation for GCSE  English Literature.
-To understand how a play script is constructed and the elements within a play script in preparation for GCSE English Lit.
-To explore the writer's choices and the audience reaction to characters and events to inspire own creative writing.
- To consider moral topics and use discussion to help with ideas in own writing.
- To complete a written assessment on the play.

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The internet is a great but also dangerous place. Students are given up to date information about the types of dangers that are currently out there and how to identify them.

Students are coming to the age where they use more social media platforms and start to be old enough for their own online accounts.

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Term 1 - Respiration, Photosynthesis and Energy. 

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Term 1 - Respiration, Photosynthesis and Energy. 

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Students will learn about key chemical reactions in plant and animal cells. They will compare photosynthesis and respiration and look at how animals and plants transport the molecules needed for life processes. In Energy, they will look at the energy stores and transfers in the world around them.

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Students learn to code in Python, a text based language. Students cover basic input, output, iteration, variables and conditions.

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Students will carry out an investigation project and create a Scientific poster to enter into the Meridian Trust Science Poster Competition. Students will gain experience of team work, thorough practical work and presentation/communication skills.

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Term One- Acting skills- Ernie's Incredible Illusinations 

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Term One- Acting skills- Ernie's Incredible Illusinations 

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For the Students first term of Drama, they explore acting skills through a text as it gives them an understanding of how to act and encourages them to think about having an impact on an audience.

Students also start to learn valuable life skills such as working with a range of people and gaining empathy for others.

The play contains elements of non-naturalism meaning students learn about techniques like breaking the fourth wall, direct address, ensemble movement and stage fighting.

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This opening unit is building on the skills learned in Y7 whilst guiding students towards the KS4 programme of study.

In order to enable students to become more confident readers and in turn improve their comprehension skills in all subjects, Y8 students will start the year rapidly reading two challenging novels: Akala's The Dark Lady

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The Chemistry topic this term covers different types of reaction such as combustion and thermal decomposition. This is taught alongside Electricity where we will learn about series and parallel circuits, current, potential difference and resistance.

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Term 3 - Earth and the Universe & Waves 2 

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Term 3 - Earth and the Universe & Waves 2 

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This term we will look at Space, the universe, the solar system and the moon. This will be taught alongside the Waves topic which covers Light, Sound, types of wave and wave calculations.

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Students will revise the content from Year 7 and 8 in preparation for their end of Key Stage 3 exam.

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Topic 1 - Slavery and the British Empire

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Topic 1 - Slavery and the British Empire

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Which country once controlled 1/4 of the Earth's total land area? Which country controlled over 450 million people?...BRITAIN!!!!!

During the first topic of year 8, students will learn about the significance of the British Empire. They will consider how Britain came to be a dominate colonial power and the impacts that this power had on those that were the colonised. Students will then come to their own historical judgement on whether the British Empire was a good or bad thing? The focus of this unit is to build and develop upon the students use of interpretations.

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Topic 2- What can sources/evidence reveal about the experiences of those who were enslaved? 

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Topic 2- What can sources/evidence reveal about the experiences of those who were enslaved? 

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""When you make men slaves you deprive them of half their virtue, you set them in your own conduct an example of fraud, rapine, and cruelty, and compel them to live with you in a state of war; and yet you complain that they are not honest or faithful!"- Olaudah Equiano; , the abolitionist and formerly enslaved writer.

During the second topic of year 8 students will study the period of British history associated with the Transatlantic slave trade. They will explore its origins and its impacts not just on colonialism for Britain but equally upon the lives of those that were enslaved. This topic will develop the students evaluations of historical sources considering their value to a given historical enquiry.

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Topic 3 - How did the Industrial Revolution change Britain? 

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Topic 3 - How did the Industrial Revolution change Britain? 

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How was it possible for Britain to become the economic powerhouse of the world?

In this topic students will study the development and effects that the period of British history known as the Industrial Revolution had people within Britain. Students will consider the social, economic and political consequences of this period as well.

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Topic 4 - Why was there a World War in 1914? 

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Topic 4 - Why was there a World War in 1914? 

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In history there a pivotal moments that have far reaching world wide consequences, World War One is one of those moments.

During topic 4, students will identify the causes (both long and short term) for the outbreak of this conflict and come to a judgement on which factor was the greatest cause in order to formulate a historical opinion.

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Topic 5- Was German defeat in WW1 decided on the battlefield or at home?

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Topic 5- Was German defeat in WW1 decided on the battlefield or at home?

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Trench foot, Trench fever, Shellshock....GAS!!!!

Students will develop upon their previous learning on the causes of the Great War by learning about the necessity of the trench system constructed along the Western Front, whether the battle of the Somme (July 1916) was a victory or defeat and how close Germany was to winning the war in 1918? The enquiry focuses on students weighing up of evidence to come to a judgement on which events were greater in significance for Germany's defeat. This unit is also useful as a link in developing prior knowledge of the thematic historical environment study at KS4.

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Topic 6 - Why did WW2 break out in 1939?

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Topic 6 - Why did WW2 break out in 1939?

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This topic is always of keen interest to the students as they examine the causes of WW2. Undoubtedly, the outbreak of WW2 can be associated with the words and actions of Adolf Hitler.

But, in history it is not as simple as this and saying it was just Hitler that caused the outbreak of another world conflict that cost the lives of millions men and civilians. Students will explore the long and short term factors that led to one of the most catastrophic wars in world history and ultimately what could have been done to stop Hitler!

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Topic 8 - What was the G.R.E.A.T.E.S.T turning point of WW2?

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Topic 8 - What was the G.R.E.A.T.E.S.T turning point of WW2?

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World War 2 lasted 6 years and was by far the deadliest conflicts in human history, resulting in an estimate of 70 to 85 million fatalities, a majority of these being civilians.

But what was the greatest turning point of this conflict? Was it in 1940 during the Battle of Britain? Was it the German invasion of Russia in June 1941? or was it the allied invasion of D-Day in June 1944? Students will come to their own judgement as their assess the significance of each event. Students will deploy their skills by consolidating their learning through an assessment on which turning point they consider to be the G.R.E.A.T turning point in the conflict using the model to assess significance from Christine Counsell

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Learners build upon the basics of designing and graphic modelling from Year 7, drawing styles and how graphics can be applied to elicit emotional responses in communicating themes and genres.

The project asks the students to design and develop a new concept for a board game. This might be an original concept by the student or relate to a book, TV series or film of their choice. The board game graphics and packaging are designed and modelled in photo-editing software as well as being presented as a 3D CAD model too.

The modelling demands that students apply a range of skills and processes related to cards and papers in making their final prototype. Additional game pieces like the counters and dice are also modelled and 3D printed.

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Topic 9 - Why is the Holocaust historically significant? 

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Topic 9 - Why is the Holocaust historically significant? 

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Why did the Holocaust happen? Why didn't people stop this from happening? Why is it remembered?

These are important questions to consider as students assess the significance of this event within world history.

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Topic 10- How did Britain redefine its place in the world after the Second World War?

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Topic 10- How did Britain redefine its place in the world after the Second World War?

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Why was there a Cold War?, Why was this period of history so dangerous?, How did this period of increased international tension impact Britain's political and military place within the world?

In the final unit of year 8 history, students will look at the complexity of the Cold War world and how Britain's position within this period changed. Equally students will explore the making of modern Britain in the post war world, students will look into the creation of the Welfare State, the ideas behind the Beveridge Report, the creation of the NHS, and the concept of the "cradle-to-grave" safety net. Students will also learn about the historical patterns of migration (post-war to modern day), cultural integration, and the evolving identity of British society.

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Why do we teach this to students?
Overpopulation is one of the major issues that we are now facing and the challenges that come with this will be vital for current and future generations.

More people now migrate both locally and internationally. It creates many opportunities and challenges for people. It is important that students understand the various reasons why people migrate and the consequences of migration. It also links into soils and how this effects ecosystems, which also in turn effects population distribution.

Why do we teach this now?
This unit follows on from the work students do on development in Year 7 and the local Ramsey investigation where there are many Portuguese migrants. Finally, it heavily links to the urban challenges unit that students complete later in Year 8.

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Why do we teach this to students?
The U.K. has a large coastal environment, and our coastal environment is currently under threat. It is vital students know about the processes that take place there and how to protect and defend our coastline.

Why do we teach this now?
This is taught in year 8 because it is very relevant to river topic completed in Year 7. Much of the content overlaps and it provides secure knowledge in preparation for their GCSE’s.

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Why do we teach this to students?

This topic provides the fundamental learning for the challenges of natural hazards unit at GCSE.

The topic links well with other topics which students have studied since starting KS3 and brings together elements of both physical and human geography.

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Why do we teach this to students and why now?

This topic allows students to learn about a particular region and to also bring together other topics which they have studied across Year 7 and 8 so far. This unit also brings in more of a GIS focus too.

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Why do we teach this to students?
Climate Change is potentially the greatest challenge that we currently face. It is important that students understand the causes and effects of climate change, but vitally what we can do to reduce and live with the effects.

Sustainability is now an important part of how humans should live on a day to day basis. Its important students can understand what sustainability is and how they can live sustainably.

Why do we teach this now?
This is taught in year 8 because it is important that students gain and understanding of Climate change in key stage 3. It also links to the extreme weather topic at the end of Year 8. Finally, it closely links to the climate change topics that take place in both Year 9 and 10.

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This unit allows students to learn about areas of Geography that they have not touched upon at KS3 E.G. Fast Fashion, dark tourism, insects, superpowers etc. This unit shows students how vast a subject Geography is.

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This project introduces the basics of drawing or painting portraits. Students will have the choice to paint or draw their own portrait or self-portrait. This encourages students to be creative with their compositions whilst also providing options of avenues students can take in art if taking it for GCSE.

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Term Two- Pantomime Blanche, Make Up Design and Physical Theatre

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Term Two- Pantomime Blanche, Make Up Design and Physical Theatre

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Students will get a crash course in Pantomime Blanche. This style of acting comes from Commedia dell'Arte. This style of theatre was popular in 18th Century Europe and is very over-exaggerated and comedic.

Students will explore mime in detail thinking about how to create objects that do not exist.

There is also an opportunity for students to do mask work as well as design their own masks.

Students will learn how to become objects and create location using only their bodies. They will explore telling stories using only their physicality.

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Students will develop their sewing machine and hand embroidery skills  to complete a project.
Students design and make their own tie dye tote bag. They will learn how to add a lino print and develop design skills. They will also assemble the bag and sew it using a sewing machine.

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Students will learn topics such as: Food hygiene, macronutrients (proteins, fat and carbohydrates), functions of ingredients (bread, sauces, cakes), food production, allergies and intolerances, food waste and multicultural food.
They will also learn to cook a repertoire of dishes (predominantly savoury).

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Students in Year 8 will expand upon the core skills learnt in Year 7 by designing and manufacturing a wooden storage box. This will incorporate many of the tools and machines they have previously used, but will require a higher level of precision when marking out and cutting the plywood they will be using to make their storage box. We will finish the boxes using wood dyes as well as the pyrography pens to burn designs onto their wood.

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This year students will be focusing on a variety of topics designed to consolidate and extend their learning from year 7. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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This year students will be focusing on a variety of topics designed to consolidate and extend their learning from year 7. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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You're logging in to Sparx at Sawtry Village Academy. Not your school?

Log in to Sparx using Microsoft

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Algebraic notation M813
Algebraic terminology M830
Simplifying expressions containing a single variable M795
Simplifying expressions containing multiple variables M531
Simplifying expressions containing non-linear terms M949
Expanding single brackets M237
Expanding single brackets & simplifying expressions M792
Factorising into one bracket M100
Substituting into expressions with one operation M417
Substituting into expressions with multiple operations M327
Substituting into real-life formulae M208

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Angles in polygons M653
Angles on parallel lines M606
Finding the area of rectangles M390
Finding the area of compound shapes M269
Finding the area of triangles M610
Finding the area of compound shapes with triangles M996
Finding the area of parallelograms M291
Finding the area of trapeziums M705
Finding the surface area of cubes and cuboids M534
Finding the surface area of prisms M661
Identifying parts of circles M595
Finding the circumference of circles M169
Finding the area of circles M231
Finding the arc length of sectors M280
Finding the area of sectors M430
Finding the volume of cubes and cuboids M765
Finding the volume of prisms M722
Finding the volume of cylinders M697

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Solving equations with one step M707
Solving equations with two or more steps M509
Solving equations with the variable on both sides M554
Constructing and solving equations M957
Changing the subjects of formulae M184
Term-to-term rules for numerical sequences M381
Substituting into position-to-term rules M166
Position-to-term rules for arithmetic sequences M991

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Using probability phrases M655
Writing probabilities as fractions M941
Sample space diagrams M718
Interpreting frequency tables and two-way tables M899
Probabilities of mutually exclusive events M755
Tree diagrams for independent events M299
Calculating the range M328
Calculating the median M934
Finding to mode M841
Calculating the mean M940
Choosing suitable averages and solving problems M440
Finding averages from frequency tables M127
Finding averages from grouped data M287

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Year 8 Confidence (technical)– Students will become confident in applying the range of skills taught in year 7 and will be taught the different techniques for those skills. 

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Year 8 Confidence (technical)– Students will become confident in applying the range of skills taught in year 7 and will be taught the different techniques for those skills. 

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Physical Skills
Maintain correct speed, direction and height.

Change the pace, direction, spin and trajectory of an object.

Maintain a rally/return an object using an effective pass/shot.

Be able to maintain possession.

Close down an opponent, object and space.

Intercept/tackle to gain possession.

Demonstrate a variety of ways to get into space.

Apply specific rules for the activity.

Sustain physical activity for the duration of the activity.

Life Skills

Empathy

Interpersonal skills

Decision making

Problem Solving

Emotional Intelligence

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Term 1 - 4 - Rugby, Netball, Football, Hockey, Basketball, Badminton, HRE, Dance, Gymnastics and Table Tennis. 

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Term 1 - 4 - Rugby, Netball, Football, Hockey, Basketball, Badminton, HRE, Dance, Gymnastics and Table Tennis. 

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Term 5 - 6 - Athletics, Cricket and Rounders. 

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Term 5 - 6 - Athletics, Cricket and Rounders. 

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Alcohol and drug misuse and pressures relating to drug use

Mental health and emotional wellbeing, including body image and coping strategies

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Exploring sensitive topics

Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website. This content is aimed at parents and young people, and offers the option of exploring sensitive subjects on their own, or with parents or carers.

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Mental wellbeing | Overview | PHE School Zone

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Core activities are designed to be used on a peer-to-peer basis to help students explore sensitive topics like fear of missing out and risk-taking. Pupils can also access more content, including advice, tips and videos on mental health and wellbeing, on the Every Mind Matters website.

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Equality of opportunity in careers and life choices, and different types and patterns of work

Online safety, digital literacy, media reliability, and gambling hooks

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Access information and resources for parents and carers on keeping your child safer online including conversation starters and video guides.

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Discrimination in all its forms, including: racism, religious discrimination, disability, discrimination, sexism, homophobia, biphobia and transphobia

Gender identity, sexual orientation, consent, ‘sexting’, and an introduction to contraception

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Mental wellbeing | Overview | PHE School Zone

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Students will recap their knowledge of notation in the treble clef. They will also learn to:
- read pitches in the bass clef
- construct major and minor scales and chords
- use their theoretical knowledge to prepare a short performance, focusing on accuracy, fluency and, where relevant, ensemble awareness.

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This unit gives students the opportunity to enjoy a little freedom in terms of repertoire. They will select a performance piece and learn how to practice effectively in order to improve week on week, focusing on accuracy, fluency and technical control.

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This is a longer unit, during which students will be aiming to:
- understand how popular music developed in the first half of the 20th century
- play the 12 bar blues and walking bass in at least 1 key
- improvise using the blues scale
- perform blues and rock and roll pieces in pairs

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Student will be aiming to:
- perform an ensemble piece of their choice, using what they have learnt about effective practice to refine their performance each week.
- demonstrate good ensemble awareness

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Students will be aiming to:

- compose chords, drum beats, bass lines and melodies

- programme their work into a digital audio workstation and edit and add effects where appropriate

- evaluate work and set weekly targets for improvement

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The ability to manipulate images ready for use in their own work or editing of bitmaps is essential. We teach this to ensure student are educated in how design concepts creates impact and meet needs.

These topics lead on to more mature concepts following the animation unit in year 7 and allows discussion about why images are changed. It also helps inform students before their option choices.

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These topics help students to develop basic skills in web creation and explore the technologies that make up the internet and World Wide Web. Starting with an exploration of the building blocks of the World Wide Web, HTML, and CSS, learners will investigate how websites are catalogued and organized for effective retrieval.

The coding and potential User interface design offer elements from both computer science and ICT, this is key at this point as student select their GCSE options at this time of year and we need to be able to recommend courses based on outcomes from the sections this topic covers.

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The big data unit build on previous knowledge of spreadsheet modelling and embed the core skills to effectively process data to get desired result. Students also learn to present data effectively.

Application in other subjects will become more relevant and students are now able to analyze data and make judgement on how to present data.  They also develop real life skill and increase in confidence.

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Using App Lab from code.org, learners will familiarize themselves

with the coding environment and have an opportunity to build on the programming

concepts they used in previous units. They will combine creative and analytical

skills to solve a real-life problem whilst working in a group.

The unit combines skills learnt in year 7 and 8, to produce an interactive outcome not possible without prior knowledge. It develops computational thinking, abstraction, ordering, organisational, project, testing and evaluation skills

which are needed going into GCSE.

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Much Ado About Nothing - Shakespeare unit.

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Much Ado About Nothing - Shakespeare unit.

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During this module, students will learn:

-          To build on the knowledge learned in Y7 regarding dramatic methods used in the theatre.

-          To analyse how elements of stagecraft are used to convey the theme of romantic comedy.

-          To compare how the play would be received by both an Elizabethan and a contemporary audience.

-          To explore a complete Shakespeare’s play to start preparing for a key component of the English literature GSCE.

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Term Three - Darkwood Manor, Set Design and Live Theatre

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Term Three - Darkwood Manor, Set Design and Live Theatre

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Students will explore a haunted house and discover why is it so mysterious. We will consider how tension is created in performance through use of lighting, sound and movement.

Students will also learn about set design and creating their own set design in response to Darkwood Manor.

Finally, students will watch a piece of recorded live theatre (Peter Pan) and analyse and evaluate the acting skills of actors within the play.

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In this module, you will learn how to give details about your habits, likes and dislikes about TV programmes, films, reading and internet activities. You will also look at how to form the past tense with regular verbs.

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In this module, you will describe a past holiday and learn how to use the past tense /preterite with a variety of verbs.
You will give opinions in the past and describe past activities in detail. You will also be able to revisit the present tense and develop your confidence using two time frames together.

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In this module, you will be describing a past visit to Paris and giving opinions in the imperfect tense. You will consolidate your past/perfect tense knowledge with regular and irregular verbs. You will learn about famous monuments and sites in beautiful Paris and practise your understanding of information about tourist attractions in France.

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In this module, you will further develop your knowledge and understanding of the present tense by describing in detail your personality and your relationships. Also, you will be describing the music you like and the clothes you wear/you will be wearing for a special occasion using the present tense and the future tense.  You will further develop your knowledge of the past tense and work with materials using 3 different time frames.

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In this module, you will describe in detail where you live, using prepositions, a variety of adjectives (regular and irregular) and comparatives. Also, you will talk about different meals and shopping with a variety of structures. You will be able to describe a past event in more detail.

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This module will help you consolidate your knowledge and understanding of tenses (present/past and future tenses). You will develop your confidence with your usage of modal verbs such as to have to and be able to. You will also be able to tell someone what to do, whilst talking about talent and ambition!

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In this module you will discover French-speaking countries and French poetry and find out more about the French revolution.

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In this module, you will be saying how you use your mobile; you will also be developing your opinions about music and TV programmes you like/dislike. You will further your knowledge about the past tense and use the preterite and the present together.

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In this module, you will further develop your knowledge and understanding of the present and future tenses by describing in detail your eating habits.

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In this module, you will learn how to arrange to go out, using the conditional tense, and giving excuses using the modal verbs 'can' and ' want'. You will also be discussing getting ready with reflexive verbs and you will be describing the clothes you wear. You will further develop your ability to use different tenses together (present/past/future time frames).

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In this module you will consolidate your knowledge of the conditional tense and practise using 3 time frames together.
You will discuss holiday homes and make comparisons and learn how to ask for directions. You will describe holiday activities, summer camps and a world trip!

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In this module you will discover Spanish literature and find out more about Spanish festivals (Tomatina for example).

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CLICK ON THE ABOVE PICTURE FOR MORE EXAMPLES ON THE ART DEPARTMENT WEBPAGE
The texture project encompasses all the national curriculum aims and includes plenty of exciting exercises which develops the student’s skills and understanding. Students enjoy working in 2-d and 3-d producing own work in response to study of texture. Plenty of drawing exercise in books acts as planning and supports work. Lessons will include the following :
Create a texture title page and introduction to texture project
Learning about illusion of texture in 2-d work
Drawing texture from direct observation of visual resources
Studying mythological creatures
Exploring animals and their habitats
Researching, planning and creating own ‘creature in a setting’ using line and ink.
Exploring relief sculpture.
Practising and applying pottery techniques to create own textured relief slab.
to see further examples please visit the art dept webpage :

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Year 8 students used their sketchbooks to research, experiment and practice the work of Angie Lewin, Zentangle, mythical and hybrid creatures and applied texture from primary and secondary sources.…

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Poet study Siegfried Sassoon, English Literature- Poetry, Reading

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Poet study Siegfried Sassoon, English Literature- Poetry, Reading

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- To introduce students to attitudes towards war at its outset (propaganda) in preparation for GCSE English Lit.
-To explore and analyze differing attitudes towards war and trench life through poetry and non-fiction extracts.
- To explore and analyze views of women and towards women on the home-front  during WW1.
- To explore and analyze the controversial 'deserter' law through poetry and prepare for final exam.
-To develop on students' ability to analyse language and poetic devices in preparation of English GCSE Lit.

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Worldviews has become an essential part of Religious Education over the recent years. The understanding that each person will hold a worldview and that this is built from many different sources, experiences, and cultural concepts. We are aiming to teach students about their own worldview and begin to consider the worldviews of others and why they may be different.

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Alongside each film, there is more information about the content and suggestions of how it could be used in the classroom.

These clips are taken from the original BBC series, A-Z of Religion and Beliefs.

Suitable for: KS3 in England, Wales and Northern Ireland and 3rd and 4th Level in Scotland.

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Religious Studies KS3: A-Z of Religion and Beliefs

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Alongside each film, there is more information about the content and suggestions of how it could be used in the classroom. These clips are taken from the original BBC series, A-Z of Religion and Beliefs. Suitable for: KS3 in England, Wales and Northern Ireland and 3rd and 4th Level in Scotland.

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Students participate in the Spirited Arts competition run by Natre.org.uk, after choosing a theme they produce one of the following:

Art (painting, drawing, sketching, etc)

Poetry

Photography

Dance

Music

Drama

Sculpture

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This gallery displays entries from the 19th Spirited Arts competition (Summer 2022). Enjoy the work from children & young people who have contributed to each of this year's themes.

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Worldviews has become an essential part of Religious Education over the recent years. The understanding that each person will hold a worldview and that this is built from many different sources, experiences, and cultural concepts. We are aiming to teach students about their own worldview and begin to consider the worldviews of others and why they may be different.

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Alongside each film, there is more information about the content and suggestions of how it could be used in the classroom.

These clips are taken from the original BBC series, A-Z of Religion and Beliefs.

Suitable for: KS3 in England, Wales and Northern Ireland and 3rd and 4th Level in Scotland.

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Religious Studies KS3: A-Z of Religion and Beliefs

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Alongside each film, there is more information about the content and suggestions of how it could be used in the classroom. These clips are taken from the original BBC series, A-Z of Religion and Beliefs. Suitable for: KS3 in England, Wales and Northern Ireland and 3rd and 4th Level in Scotland.

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Students participate in the Spirited Arts competition run by Natre.org.uk, after choosing a theme they produce one of the following:

Art (painting, drawing, sketching, etc)

Poetry

Photography

Dance

Music

Drama

Sculpture

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This gallery displays entries from the 19th Spirited Arts competition (Summer 2022). Enjoy the work from children & young people who have contributed to each of this year's themes.

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Most religious people agree that death is not the end, but many have different ideas about what happens after life.

Christian funerals

Islam views

Hindu beliefs

Non religious views

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Different religions hold a wide variety of beliefs about what happens after we die. For many people, believing that death is not the end is a comforting thought. The afterlife brings the promise of reward for good people, and punishment for those who have committed evil deeds. Some believe it may also allow a reunion with loved ones who have passed away. Others believe there is no afterlife, and that when we die that is the end. Can we ever really know?

Video Transcript Video Transcript

What happens when we die? No one really knows but some people believe that when their body dies, their spirit or soul carries on living somewhere else. The soul, some people say is a spark of life. The real you. Your mind, your personality, the bit that can't be defined or dissected. But unlike the body, the soul is immortal. It can never die.

Many Hindus believe that after death, a person's soul or atman is reborn in a new body to live another life as a different person or as an animal. Most Sikhs and Buddhists also believe in this cycle of birth, death and rebirth, which is called samsara. Hindus and Sikhs would say that the atman might eventually be released from the cycle of life on Earth to be reunited with God.

Buddhism doesn't teach that there is a God or even a soul. Buddhists believe that a person's life energy will be reborn over and over again, and then eventually it escapes. And if a formless spiritual life free from suffering. This is called Nirvana.

Most Muslims believe that we have just one life on earth and at some point in the future there'll be a judgment day when everyone will stand before God. Good people will go to paradise, or Jannah in Arabic, to be rewarded and bad people will go to hell, or Jahannam, to be punished.

Many Christians believe in heaven and hell, but they also believe that Jesus was executed on the cross and rose from the dead, opening the way for people to escape hell and join him in heaven.

There's no agreed evidence that life does continue after death. But for religious people, it's a comfort to believe that this isn't all there is, that there is an afterlife to look forward to, and that we'll see friends and family again.

But many non-religious people, like humanists, think that this life is all there is, so there's no need to be afraid of what might or might not happen after death. This is also comforting in a different way because it gives this life right here, right now, a meaning whether life carries on after death or not. People who die will live on in the memories of everyone who loved them.

So what do you think? Is death the end? And how will your beliefs affect the way you live your life?

Reward and punishment

Most religious people agree that death is not the end, but many have different ideas about what happens after life. Christians and Muslims generally believe that when they die God judges them and their souls go to a place of reward or punishment.

Christians call this heaven or hell. Catholic Christians believe in purgatory, which is place for people who are not evil enough for eternal punishment in hell, but not good enough for heaven. In purgatory they are purified to be accepted into heaven.

Muslims call the place of reward in the afterlife Janna. Jahannam is the word they give to the place of punishment. Janna is described as a paradise full of joy and pleasure in the Qur'an, whereas Jahannam is written about as a place of unending punishment.

Many Jewish people also believe in an afterlife, and that when a person dies, God judges them on how they lived. Most Jewish people believe that they should focus on their present life, and not spend too much time thinking about what happens after death.

Birth and rebirth

Hindus, Sikhs and Buddhists believe that people live through lots of cycles of birth and rebirth. This means when you die, you will be born again into another life. This cycle is known as samsara. How good or bad the next life will be is decided by how well a person follows their duties on Earth. These duties are called their dharma.

Karma is a kind of cosmic judgement system: good actions collect good karma, which help to ensure an enjoyable and happy next life and bad actions collect bad karma, which will result in a future life that is not as positive or joyous.

The goal for Hindus, Sikhs and Buddhists is to escape from the cycle of samsara, and spend forever in a state of bliss. Buddhists call this nirvana or nibbana, and Hindus and Sikhs call it moksha. Karma and samsara work together to ensure there is fairness and that everyone gets what they deserve in the end.

So, beliefs about life after death for most religious people are about fairness and justice. Whether karma decides the next life or God sends a soul to a place of reward or punishment, most religions teach everyone will face consequences for how they have lived, and no one will escape justice in the afterlife.

Words of wisdom

What do religions and non-religious literature and texts have to say about death? Click the picture below to explore wisdom and teachings.

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Is death the end?

People who don't believe in God or other types of higher beings may conclude that death really is the end. Ideas about divine justice and not really having to die at all may be a solace to religious people, but for most atheists (people who believe there is no God or gods) and some agnostics (people who believe we cannot know whether God or gods exist) there isn't enough evidence for believing in a life after death.

For many atheists and for some agnostics, death is the end, but it's not necessarily something to feel frightened or worried about. It means freedom to live without fear of punishment in a next life, and this sometimes motivates people to make the most of their time on Earth.

More on Morals, ethics and philosophy

Find out more by working through a topic

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What happens when we die? - KS3 Religious Studies - BBC Bitesize

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Explore the moral, ethics and philosophy of death and the afterlife with BBC Bitesize Religious Studies. For children between the ages of 11 and 14.

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Students study great speeches of the past before writing and delivering their own speech demonstrating their command of rhetoric (ethos, logos and pathos.)

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Students will develop their ability and skill to capture photographs on the school DSLR cameras to complete a project.

The project title “The Overlooked” attempts to bring attention to the everyday objects we pass without a second look, creating an interesting and aesthetic image.

Students will create an ongoing digital sketchbook that will show ICT skills, selective, evaluative and creative processes which also links to illustrating some formal elements and compositional considerations that make up images. This knowledge can help in discussing and analysing images of photographers, artists and designers that may inspire students in the future to create even more successful images.

Students will also enhance and manipulate images using Photoshop (the industry standard software for professional photographic enhancement and manipulation). From which, the outcomes can be printed out initially at school. The images can also be reproduced outside of school at an appropriate vender, creating even larger, better-quality prints - if students wish to do so - by downloading them from their Onedrive. These images may be a great addition to a home.