Religious Studies

“The unexamined life is not worth living.” Socrates

Our Curriculum

Our Intent

By the end of Year 11 students at Pendle Vale College will:

  • demonstrate a deeper understanding of Christian and Sikh beliefs, teachings, and practices and how these can differ depending on denomination.
  • identify places of religious significance around the world and the importance of those historically and as places of pilgrimage.
  • confidently articulate justified opinions on ethical issues, giving religious, non-religious and personal views.
  • be able to explain in detail how religious teachings in both Christianity and Islam can be applied to contemporary moral issues such as euthanasia, abortion, abuse of the world and the use of capital punishment.
  • know how religious organizations support the global problems of injustice, poverty, and link religious teachings to these issues.
  • be able to confidently articulate justified opinions on issues giving personal, religious, and non-religious views.  

Three Pillars of the Curriculum

We fully believe that Science contributes to the development of all students at Pendle Vale College through our unrelenting focus on: 

  • Currency: .  
  • Core Skills: 
  • Character: 

Learning and Understanding

We seek to instill a true love of learning in all our students by: 

  • Teaching through several teaching methods to inspire our students to love life and the diversity that makes up our society 
  • Providing opportunities to explore relevant topics that hook into our curiosity as humans  
  • Supporting students in forming an opinion they believe while exploring the variety of views for each topic so that they develop a broad and balanced understanding of our world. 

To achieve a true understanding of RS, topics have been intelligently sequenced based on the following rationale: 

  • Progression builds on key terminology and knowledge establishing links over time
  • Progression allows for effective differentiation, marking and feedback, and challenge for all.
  • Access to key terminology and sources of wisdom to improve religious literacy.
  • Regular extended writing to develop language and vocabulary.
  • In Key Stage 4, learning is built on from KS3 to deepen understanding of the relationship between people and their religion and about common and divergent views within traditions in the way beliefs and teachings are understood and expressed.
  • Students are given opportunities to explore the fact that religious traditions of Great Britain are, in the main, Christian but that they are also diverse and include other faiths, such as Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism.  

Personal Development

We fully believe that Religious Studies contributes to the development of students at Pendle Vale through their development in five key areas: 

  • Social development is encouraged using several teaching strategies that support groupwork and development of oracy when considering worldviews and current events.  
  • Moral development of students is promoted when considering right and wrong as well as exploring good and evil in both a religious and non-religious sense.  
  • Spiritual development is highlighted when looking at enquiry elements of each unit of work. Students are encouraged to reflect on their identity through questioning viewpoints and exploring alternative world views. Students can participate in mindfulness activities, reflect on why religion is important for many as well as how not belonging to a religion still allows a search for ultimate questions. Many students recognise a deeper connection between us all as human beings on this earth through the understanding of religion and the thematic ways they can be understood. Examples of questions explored are: Is forgiveness easy? Do we have a conscience? What does it mean to be a steward? Can loss and hardship strengthen faith and weakness? What makes a good leader? Philosophy for children is often used as a teaching style the encourages students to reflect and open up about their thoughts. 
  • The curriculum contributes to the cultural development of students by encouraging them to recognise the diversity of Great Britain and its communities locally but also beyond Nelson. Students are supported in sharing their own cultures and are supported in understanding their history to find a better sense of identity. For instance, through the exploration of gender equality. 
  • Personal development is taught by encouraging skills that students will need for life. Life beyond Pendle Vale will be one that we hope will be a wonderful place for people to live and the only way to do that is for us to understand each other.

Equality

Homework

Our belief is that homework should be a deliberate practice of what has been modelled and taught in lessons, as well as interleaved revision to ensure students are embedding previously learn knowledge but also developing high level skills alongside powerful knowledge.

Careers, Opportunities and beyond the Curriculum

Opportunities are built in to make links to the world of work to enhance the careers, advice, and guidance that students are exposed to including: 

  • Debating including developing reasoned arguments and concluding responses 
  • Displays of famous people who made it big in the world respectfully and admired for their challenging work with an RS or philosophy study background 

Whilst ensuring students are well prepared for their GCSE examinations, we teach beyond the exam specification by: 

  • Instilling confidence in talking about topical issues and world events 
  • Encouraging visits to local places of worship to explore 
  • Building a sense of morality to do what is right and respect all. 

Research Led

The RS curriculum at Pendle Vale has been influenced by: 

  • The Lancashire agreed syllabus 
  • Teaching styles from Cooling, Wright, P4C, Smart etc. 
  • Pupil voice and our community – local context 
  • World events 

Overview of critical knowledge students will learn in this subject from Y7-Y11. The curriculum is planned giving thought to the optimum knowledge sequence required for building secure, effective schema.  

A powerful knowledge-rich curriculum teaches both substantive knowledge (facts, knowing something is the case, what we think about) & non-declarative or procedural knowledge (skills & processes, knowing how to do something, what we think with).

Bodies of knowledge are essential to underpin skills. In some subjects, further distinction between substantive knowledge (domain specific knowledge gained e.g. knowledge of the past) & disciplinary knowledge (how the knowledge is gained e.g. historical reasoning)

Curriculum Plans

Year 7

Autumn Term

Theme

Sikhism:

  • What does it mean to be Sikh?

Christianity:

  • What does it mean to be part of the ’The Church’? 

New Learning

  • The significance of the Khalsa and the five Ks, Guru Gobind Singh, and the importance of the Guru Granth Sahib.
  • The influence of Guru Nanak and the importance of equality through Sikh teachings.
  • The church and how Christians pray and worship including Eucharist. Denominations and diversity. 
  • Knowledge of the historical and current context of religion around the world: India and the UK.
  • Analysis of traditions and history of Guru Nanak’s and Guru Gobind Singh life.
  • Theological interpretation of the Guru Granth Sahib and The Bible and application to practices today.  
  • Understanding identity and belonging.
  • The questioning of uniform and items of clothing that carry significance.
  • The recognition of having a duty to promote equality and accept differences.
  • Religious texts influencing our language and behaviour.

Knowledge Revisited

  • KS2 – This is varied dependent of school 

Knowledge Developed

  • Community and belonging theme moved from Sikhi to Christianity. 

Spring Term

Theme

Islam:

  • How is the ummah united? 

New Learning

  • The 5 pillars of Islam including in depth understanding of Shahadah, Sawm, Zakat, Salah, and Hajj.
  • The significance of the Ummah which is underpinned by the belief in Tawhid.
  • Historical research of the origins of the 5 pillars. Analysis of following these in Great Britain and evaluation of what it means to be a member of the ummah. 
  • Exploration of assumptions relation to the pillars and how they influence a Muslims life.
  • Recognition of faith, commitments, and perseverance in non-religious contexts.
  • Understanding of duty and loyalty.

Knowledge Revisited

  • KS2 – Many students with personal knowledge to contribute to learning.

Knowledge Developed

  • Community theme continued looking from a Muslim perspective.
  • Importance of the Ummah and how it underpins 5 pillars of Islam.

Summer Term

Theme

Hinduism:

  • What is the aim of life?

Buddhism:

  • How can true happiness be achieved? 

New Learning

  • The Trimurti including misconceptions regarding deities. Reincarnation and the purpose of life for Hindus including an understanding of Karma. Diwali and worship.
  • The life of the Buddha and his journey towards enlightenment.
  • The 4 sights and the Eightfold Path in Buddhism. 
  • Research of the deities in Hinduism.
  • Theological interpretation of religious text and stories of Rama and Sita.
  • Historical account of the life of Siddartha Gautama. 
  • Exploring what it means for life to have purpose.
  • Understanding goals in life and consequences for actions.
  • Recognising themes of good & evil and having personal relationships connected to a bigger purpose.
  • Questioning what really matters in life and the big picture.

Knowledge Revisited

Limited previous KS2 knowledge and some misconceptions regarding polytheism.

Knowledge Developed

  • Community theme developed through Hindu worship.
  • Concept of reincarnation introduced which is later developed through Buddhism.

Year 8

Autumn Term

Theme

Philosophy:

  • What can we learn from questioning?
  • Does God exist?
  • Do we have a duty towards our world?

Life of Muhammad:

  • How important is revelation in Islam? How do the Quran and Hadith guide Muslim life? 

New Learning

  • Understanding Socratic questioning and how Greek philosophers have used philosophy to solve society problems.
  • Develop understanding of Causation and Design argument for creation. Exploring the creation story in Genesis and philosophical understanding of creation.
  • Understanding revelation on Lailat Ul Qadr and the life of prophet Muhammad.
  • The Hijrah development of Islam
  • Philosophical analysis of creation and the existence of God.
  • Socratic questioning and debate development.
  • Theological interpretations of key text from the Bible and the Quran.
  • Historic and interpreted claims of key events.  
  • Understanding of creation and whether there is a need to know what happened.
  • Is it possible to prophesise something and can miracles occur?
  • What is the purpose in knowing of Muhammad’s character and his duty to reveal the Quran?

Knowledge Revisited

  • Term: Prophecy
  • Year 7 Christianity

Knowledge Developed

  • Guidance through OT.
  • Students will develop their understanding of Christianity.
  • Impact of the Bible in the community (y7) to structure of the Bible in this unit.
  • Guidance through the prophet Muhammad (PBUH).
  • Prophecy is developed though the study of prophet Muhammad

Spring Term

Theme

New Testament:

  • How is Jesus’ life central to the Christian faith?

New Testament:

  • What does Jesus’ death mean to Christians? 

New Learning

  • Understanding of the life of Jesus including his birth, the incarnation, baptism, his miracles, parables, and the significance of his death.
  • Theological interpretation of the Bible and key events in Jesus’ life.
  • Analysis of texts and meaning of stories in the New Testament.
  • What can we learn from parables, are stories a clever way to explain messages?
  • What does it mean to believe in miracles and have faith?
  • What do we believe about the afterlife and what do we understand by sacrifice?

Knowledge Revisited

  • Term: Revelation
  • Year 7 Pillars of Islam unit.
  • Hajj will link to the Hijrah story.

Knowledge Developed

  • Guidance through Jesus.
  • Islamic religious figure to Christian religious figure developed here.
  • Opportunity to link unit 1 as prophecy is fulfilled and covenants discussed.

Summer Term

Theme

Faith:

  • How might faith inspire people?

(Thematic optional unit) / Judaism:

  • How can stories about our past instil faith in our future?
  • What does it mean to be the ‘chosen people’? 

New Learning

Actions inspired by faith:

  • Key figures such as Gurus, MLK, Mother Teresa, Mahatma Gandhi, Muhammad Ali. Abraham’s covenant and understanding the importance of faith with Judaism through practices such as Shabbat.
  • Understanding orthodox and reform views.
  • The importance of Passover and the life of Moses. 
  • Research of key figures analysing historical and theological influence.
  • Social context discovery and application of teaching. 
  • Discovery of what faith means and how this can influence action and practices.  

Knowledge Revisited

  • Term: Covenant/ Term 1 Old Testament introduces the Torah. 
  • Term 2 Life of Jesus introduces Jewish concepts. 

Knowledge Developed

  • The impact of guidance through faith. 
  • Guidance through Abraham.
  • Covenant from unit 1 & 3 developed here through Abraham’s covenant.
  • Abraham & Moses looked at as prophets in Judaism.
  • Passover tied with Jesus’ last supper from unit 2. Unit ties together learning.

Year 9

Autumn Term

Theme

  • What is crime and why do people commit?
  • What are the aims of punishment & forgiveness? 

New Learning

  • Understanding the law and consequence.
  • Why people break the law and how religions respond to evil. Understanding aims of punishments and the UK law.
  • Forgiveness, reconciliation, and restorative justice and understanding if it is always possible.  
  • Theological interpretations of key text from the Bible and the Quran.
  • Historical understanding of law in the UK.  

Knowledge Revisited

Teaching from religions studied in y7 and 8 units applied to social concepts.

Knowledge Developed

Religious teachings from the Bible and the Quran developed here.

Spring Term

Theme

  • Do harsh punishments work?
  • What causes war? 

New Learning

Knowledge Revisited

  • Teaching from religions studied in Y7 and 8 units applied to social concepts.

Knowledge Developed

  • Key quotes applied and revisited.

Summer Term

Theme

  • Is a just war possible with modern warfare? /How can we achieve peace?

New Learning

  • Why wars occur and the understanding of working for Peace.
  • The right to protest and religious view towards violence.
  • Just and Holy war/jihad. Terrorism and victims of War.
  • Pacifism and whether it is possible.  
  • Theological interpretations of key text from the bible and the Quran.
  • Historical understanding of wars around the world 

Knowledge Revisited

  • Teaching from religions studied in y7 and 8 units applied to social concepts.

Knowledge Developed

  • Religious teaching from crime unit applied Peace and conflict developed.

Year 10

Autumn Term

Theme

  • AQA A Christian Beliefs & Christian Practices

New Learning

  • Develop understanding of the life of Jesus and belief about creation and life after death. 
  • Explore Christian Practices such as prayer and worship.
  • Understanding the differing ways in which different denomination practice religion. Know the sacraments, and understand significance of baptism, eucharist and pilgrimage.
  • The work of the church and the support of the community including support Christians dealing with persecution.  
  • Apply religious teaching from the Bible to each of these concepts. Link evidence through religious text and prayers.
  • Key parables to be analysed and applied to key teachings.

Knowledge Revisited

  • Christian beliefs from year 8 life of Jesus.

Knowledge Developed

  • Cristian beliefs taught as a foundation to Christian practices.

Spring Term

Theme

  • AQA A Religion, Relationships and Family

New Learning

  • Develop knowledge of relationships and diverse types of families.
  • Different religious views towards sexuality.
  • Gender equality in the UK and religious perspectives.
  • Issues with roles in the family and views around marriage divorce and remarriage.  
  • Apply religious teaching from the Bible and the Quran to each of these concepts.
  • Link evidence through religious figures such as the hadith. Key quotes to be analysed and applied to key teachings.

Knowledge Revisited

  • Teaching from religions studied in y7 and 8 units applied to social concepts.
  • Christian sacraments from Unit 1  

Knowledge Developed

  • Christian beliefs reference through out.

Summer Term

Theme

  • AQA A Religion and Life

New Learning

  • Exploring how the world was created and different interpretations to the origins of human life.
  • Understanding awa and wonder as well as human responsibility to the earth as stewards.
  • Duty to look after animals and use of them.
  • The law on euthanasia and abortion as well ethical issues around this linking to life after death.  
  • Apply religious teaching from the Bible and the Quran to each of these concepts.
  • Link evidence through religious figures such as the hadith. Key quotes to be analysed and applied to key teachings.

Knowledge Revisited

  • Teaching from religions studied in y7 and 8 units applied to social concepts.
  • Creation stories from unit 1. 

Knowledge Developed

  • Christian beliefs reference through out

Year 11

Autumn Term

Theme

  • AQA A Sikhism Beliefs

New Learning

  • Develop understanding of Sikhs believe about Waheguru.
  • Creation within Sikhism as well as the purpose of life.
  • The nature of human life linked to karma and reincarnation with teaching of the virtues.
  • 5 stages of liberation are to be explores as well as the importance of the sangat and Sewa. 
  • Equality through the gurus. Disciplinary (methods) knowledge:  Apply religious teaching from the Guru Granth Sahib to each of these concepts.
  • Link evidence through religious figures.
  • Key scripture such as the mool mantra to be.

Knowledge Revisited

  • Year 7 Sikhism, Concept of reincarnation revisited though Hinduism and Buddhism

Knowledge Developed

  • Comparisons made to Christianity units from year 10

Spring Term

Theme

  • AQA A Sikhism Practices

New Learning

  • Sikh practices such as how the community support one another.
  • The Gurdwara and worship in the home is developed.
  • Understanding Sewa, festivals, pilgrimage, and naming ceremonies also explored  
  • Apply religious teaching from the Guru Granth Sahib to each of these concepts.
  • Link evidence through religious figures.

Knowledge Revisited

  • Development of Sikh beliefs.

Knowledge Developed

Summer Term

Theme

  • Exam Preparation

For further information regarding our curriculum please contact the admin team at reception@pendlevale.lancs.sch.uk