AQA RS New GCSE 2016-Christianity and Islam. Each religion should cover about 15 hours of teaching time

Size: px
Start display at page:

Download "AQA RS New GCSE 2016-Christianity and Islam. Each religion should cover about 15 hours of teaching time"

Transcription

1 AQA RS New GCSE 2016-Christianity and Islam Each religion should cover about 15 hours of teaching time Lesson Number Week 1 CHRISTIANITY Topic title Key Beliefs: The nature of God Subject specific detail God as omnipotent, loving and just. The problem of evil and suffering. Guidance Learning activity Resources on ways that the idea of God s nature is put into words. Ice-breaker: What words would believers use to describe God? Class could make suggestions using ipads Teachers could select (or introduce) omnipotent, loving, just (or synonyms). Students could use dictionaries to compile definitions. Students could match a selection of Bible verses/stories to a quality of God in groups, then plenary. List of Bible verses which point to the specific ideas of omnipotence, loving and justice. Word-search for weaker students. Dictionaries Bibles For each word, students should then consider why it is important for Christians that God has this quality. How does the existence of evil and suffering make it difficult to believe in an omnipotent, loving and just God? Discussion of this in small groups. Concordance for stretch and challenge. Differentiation and extension Stretch and challenge opportunities: add limitations to words acceptable e.g., three or more syllables, no more than 6 letters etc. Allow students to find their own Bible verses using a concordance. Students could find out about and briefly explain the Inconsistent Triad in relation to the problem of evil,

2 Week 2 Key Beliefs: The nature of God The oneness of God and the Trinity: Father, Son and Holy Spirit. on the doctrinal concept of Trinity, and teachers should try to avoid oversimplification. Teachers could use a printed copy of the Nicene Creed (will be used again for lessons 5-12) and highlight I believe in one God, inviting students to read through and list other ideas ABOUT GOD. In a plenary, clarify that one God is also identified as the Father almighty, creator, Jesus Christ, his only Son, our lord and Holy Spirit, the Lord and Giver of Life. Teachers could explain the Greek concept of persona (role-identifying masks used in drama) - a role played in a specific context. Students could explore in what contexts God plays each role. Printed copy of Nicene Creed. Bibles or printed Bible verses. The class could explore Biblical justification for oneness (first and second Commandments, I AM ) and three-ness (Genesis 1:1, Abraham at Mamre, Mark 1:9-11the Baptism of Jesus and Matthew 28:19 the Great Commission). Plenary discussion and notes: One God in three persons - the importance of both one-ness and three-ness to Christians. Weeks 3 and 4 Key Beliefs: different Christian beliefs about creation Christian beliefs about creation including the role of Word and Spirit: (John 1:1-3 and Genesis 1:1-3). on an understanding of the concept of the creative Word and how this influences Class could read through Genesis 1 and 2 and identify the two different creation narratives. Students could identify differences between the stories sequence, role of God, view of humankind. Teachers could outline scientific theories for the creation of the universe and of life. Bible/printed copy of Genesis 1 and 2 and John 1:1-18 (which will also be used in Lesson 7).

3 Christian understanding of creation. Students could evaluate how these different accounts may be interpreted by fundamentalists and by liberal Christians. Students could be guided to read through John s prologue and make links with the first Genesis account, and show how the writer chooses to use the idea of Word as the creative force as part of the story of Jesus Christ. Plenary: What does each narrative say about God? What does each say about the human condition? Why are these stories included in the Bible? Weeks 5 and 6 Key Beliefs: Different Christian beliefs about the afterlife and their importance Resurrection and life after death Judgement, heaven and hell. on the classical teaching about life after death, judgement, heaven and hell. Students could discuss the idea that life does not end at death. Teachers could refer to the Nicene Creed; we look for the resurrection of the dead and the life of the world to come. The class could read and unpack Hebrews 2: Teachers could outline the Christian view that life after death depends on God raising humans after death to a different kind of life, and is not rebirth or reincarnation. Creed see Lesson 2. Pictures of Last Judgement and Doom paintings, e.g. Michael Angelo, Giotto, John Martin, Salisbury Doom Bible or printed version of the parable of the Sheep and the Goats and Hebrews 2: Students could read (or watch The Miracle Maker or similar) parable of the Sheep and Goats. Video of the Parable of the Sheep and Goats. As a class or in groups, students could construct a classic doom image on whiteboard or on posters with Christ in judgement at the centre top, Heaven as a city at top left, Hell as a gaping mouth at lower

4 right and humans rising from graves in the centre. An angel at the top blows a trumpet. They could then read the parable of the Sheep and the Goats again and add speech bubbles to those being judged, add to the image people who have been judged and demons and angels at the entrances to Heaven and Hell. Students should consider how Judgement, Heaven and Hell might be imagined in contemporary ideas. Plenary: how are these ideas understood by fundamentalists and by liberal Christians? Formative Assessment Point Week 7 The person of Jesus Christ Beliefs and Teachings about the incarnation and Jesus as the Son of God on the theological concept of incarnation and its meaning rather than just the birth stories. Students could re-read John s prologue. Students could also read the two birth narratives. For each one they could pick out details that indicate that Jesus is not just an ordinary baby. Looking at images of the annunciation, students should consider what they are saying about the relationship of Jesus to God and God s relationship with humans. Teachers could introduce the idea of God made flesh. Other familiar English terms using -carne help chilli con, carnival = farewell to meat etc. Bibles or printed versions of Luke s and Matthew s birth narratives. (Matthew 1:19-2:12; Luke 1:26-38; 2:1-20). Images of the annunciation, e.g. Rosetti Ecce Ancilla Domini, Fra Angelico, Pinterest board The Annunciation in art Nicene Creed, as above.

5 Discussion topics: Do the stories have to be historically accurate to be theologically meaningful? What do they mean to Christians today? Plenary: Tie these ideas in with the Nicene Creed: And in one Lord Jesus Christ, through to and was made man Differentiation and extension Stretch and challenge: students may also look at the annunciation and visitation narratives in Luke to pick out evidence that Jesus is different. Week 8 The person of Jesus Christ Beliefs and teachings about the crucifixion. equally on crucifixion as a historical reality and as a theological event. Teachers could give a brief outline of the gospel accounts of Jesus trials to explain why both Jews and Romans condemned him. Students could make a timeline of events from Matthew s account and annotate it to show what each element says about the person of Jesus. Bibles or Luke 23:26-56 and Matthew 27: Teachers could explain the idea of human sin (both inherited original sin and individual sinful acts). They could outline the Christian doctrine of atonement that death is the natural consequence of human sin, and that the death of someone without sin cancels the punishment for all. Students could compile a list of answers to the question Why was Jesus crucified? looking especially for Jesus suffering and death as an example of obedience to God, as atonement for human sin and as inspiration for suffering Christians.

6 Discussion topics: How far are the gospel accounts historically accurate? What does the Crucifixion mean to Christians today? Differentiation and extension Stretch and challenge: Research historical information about crucifixion as a Roman punishment, e.g. Tribunes and triumphs website - Roman Crucifixion Bible Archaeology website - Crucifixion Week 9 The person of Jesus Christ Beliefs and teachings about the resurrection on using the narratives to come to an understanding of the resurrection as historically ambiguous but with clear religious importance. Starter: Nicene Creed On the third day he rose again. How does someone stop being dead? (look for resuscitation, not really dead, magic, zombies etc.) Clarify the Christian idea of resurrection = new kind of life. Students could examine the empty tomb as a forensic puzzle. They could do this in three separate groups working on one gospel account each. 1. Read Mark 16:1-8 (Empty tomb, no appearances). Consider the empty tomb as a crime scene look for clues in the crucifixion stories and the Mark account. Students give possible forensic explanations for the empty tomb. Bibles or Mark 16:1-8, Matthew 28: 1-15 and Luke:13-42 Nicene Creed, as above. Words to, and recording (e.g. Youtube) of Thine be the Glory (Budry, trans Hoyle). 2. Read Matthew 28: 1-15 (empty tomb and appearances) and consider what evidence it gives for resurrection as an explanation for the empty tomb?

7 3. Read Luke 24:13-42 (Emmaus and second appearance), and consider how far these appearances support the view that Jesus rose from the dead. Plenary: listen to, and read the words of Thine be the Glory. Unpack what it says about the importance of Jesus resurrection for Christianity. Discussion questions: Did Jesus rise bodily from the grave? What does resurrection mean for fundamentalist and liberal Christians? Week 10 The person of Jesus Christ Beliefs and teachings about the ascension. on what two ascension narratives indicate about the person of Jesus. Students could read the two ascension narratives and compare and contrast. Students could identify which elements of each say something about Jesus nature and which say something about the early church. Students could identify Christian beliefs and practices they can find reference to in the two narratives. Bibles or Acts 1:6-11 and Matthew 28:16-20 Nicene Creed (see above) They could write two new accounts of the ascension, one as told by a fundamentalist, and one as told by a liberal Christian. Students could be guided to read and annotate the Creed He ascended have no end ; teachers could use this to draw out the importance of belief in ascension for Christians in the early church

8 (persecution) and Christians today (world in a mess). Note the reference to judgement (Lessons 5 and 6). Weeks 11 and 12 The person of Jesus Christ: Beliefs and teachings about sin (including original sin) and the means of salvation, including law, grace and Spirit Beliefs and teachings about the role of Christ in salvation including the idea of atonement. on how Jesus Christ is the key to Christian teaching and beliefs about sin and salvation. Formative Assessment Point: Facts about, and meaning of, life events of Jesus. Starter: Class could suggest a list of sins, both classical (pride, gluttony) and contemporary (stalking, bullying) and imagine what a world without any sin would be like. Teachers could distinguish between individual sins (bad actions) and the state of sin (pervasive badness, human tendency to choose evil) and explore how evil came about. Class could read Genesis 3 and unpick it using questions: what is the sin? What are the consequences of sin? (judgement and hell; also effects on victim and perpetrator) Can sin be undone? Consider the effect of being/saying sorry. Examination of the concept of original sin and different ways of understanding it. Bible or Genesis 3, Ten Commandments, previous work on crucifixion (Lesson 8). Students could read and clarify the meaning of the ten commandments and examine how keeping the rules/law prevents individual sins. Plenary: Imagine a world where no-one was able to disobey God s rules because they had no free will. Would a sinless life be worth living?

9 Discussion question: does God have to forgive sins lead into discussion of the concept of grace. Review work on atonement from Lesson 8. Students could compile a flowchart to show ways that a commitment to, or membership of, Christianity offers atonement for all sin to Christians, and introduce key terms (e.g. repentance, absolution, grace, justification, forgiveness, redemption). Point forwards to the role in baptism and receiving of Holy Spirit as guide and comforter as a way of forgiving sins and leading new life (Lessons 16 and 17). Creative exercise: Recast Jesus role in atonement in a contemporary parable in writing, drama, rap or music, e.g., only one child in the class has done homework, but the only child who did take the punishment so everyone else can go on a school trip). Point forwards to the way that Holy Communion reenacts the death of Jesus and can renew commitment to faith, and therefore be a means of salvation. Plenary discussion: can people who are not Christian be saved? Differentiation and extension Stretch and challenge: compare the story of the fall in Christianity with the story of the fall in Islam. Consider what aspects are distinctive to Christianity.

10 Week 13 Lesson 1 Key Beliefs and Jesus Christ: Review and assessment The six articles of faith in Sunni Islam Tawhid; Angels; authority of the holy books; prophets of God; Day of Judgment; the supremacy of God s will. The focus should be on describing and explaining each of the articles and the implications for Muslims. This is a brief introduction and some of these articles will be covered in more detail in lesson 3-5. Summative assessment point on key beliefs: Exam style questions and/or test on knowledge, understanding and vocabulary. ISLAM Students might be asked to write down key beliefs that religious people have (either on post-it note or mini whiteboard). Students could be given information on the six articles of faith, either through a video or a textbook. Working in small groups (collaborative learning) students could prepare a fact file on each of the articles. Students need to be given clear criteria for what they are expected to include: definition of keyword key beliefs about this article how this belief may affect a Muslim s life. Students could share their fact files either on their tables or as a whole class or students attempt a 5 mark exam question this topic. Exam questions. Mark scheme and levels of response. Information pertaining to the six articles of faith. A suitable textbook on Islam. Laptops/ use of computers to research. A suitable and relevant film clip on six articles of faith. A suitable worksheet with the 99 names of Allah. Study some of the following: Surahs 1, 4 and 112. Exam question. Mark scheme including levels of response. As a homework task, students could research the five roots of Usul ad-din in Shi a Islam: are there any similarities between the articles of faith?

11 Lesson 2 The five roots of Usul ad-din in Shi a Islam Tawhid; Prophet hood; the Justice of God; the Imamate; resurrection. on the terms and nature of these roots. The emphasis should be on encouraging students to compare Sunni and Shi a beliefs and to consider whether some articles are more important than others. The class might recall the six articles of faith by completing a crossword or word search; this can be differentiated for lower ability by giving prompts for each article. Students could be given a table with each of these roots as a heading. Information regarding each of these roots to be printed and placed around the classroom. Working in groups, students nominate one person to stand at an information sheet for 60 seconds. The person must try to remember as much information about this root before returning to the group and sharing the information. This is repeated five times to cover all five roots. Students might compare these roots with the six articles of faith and complete a similarities and differences table. This could then be shared through whole class discussion. Extension opportunity Students might consider whether certain articles are more important than others. Find suitable puzzles on the internet. Information regarding the five roots of Usul ad-din, from a textbook or a reliable source on the internet. Lesson 3 The oneness of God (Tawhid) The oneness of God (Tawhid) and the supremacy of God s will. Qur an Surah 112. to give students a deeper understanding of the concept of Tawhid and how Muslims apply this Look up the meanings of the term Tawhid. Look at the 99 beautiful names of Allah and discuss how they enhance understanding of Tawhid and the supremacy of God s will. Study some of the following: Surahs 1, 4 and 112. Sally Lynch, Claire Clinton, Janet Orchard and Deborah Weston Islam in Today s World, Religion in Focus Series, gives an excellent explanation of Tawhid. Acrostic poem template created on word processor.

12 teaching in their daily lives. Students might create an acrostic poem on the word Tawhid. In order to facilitate this it is important that students have a good understanding of this word. An appropriate video to explain the concept of Tawhid. Students could breakdown each of the key elements and look at these in detail. Students share their acrostic poems with the class and teacher nominates a winner. Differentiation and extension opportunity Students could be given prompts to simplify the acrostic poem task with a visual aid or a bank of words to choose from. The more able could be asked to complete these using full sentences. Lesson 4 The nature of God Omnipotence, beneficence, mercy, fairness and justice (Adalat in Shi a Islam), including different ideas about God s relationship with the world: immanence and transcendence. The focus in this lesson is to look at the qualities of God and how Muslims understand the nature of God through them. Students could be asked to use words to describe God. Maybe give them an example to start off. Feedback could be as a whole class or in groups and set the scene for the lesson. Students could look at the 99 beautiful names of Allah and discuss how they enhance understanding of Tawhid. Study some of the following: Surahs 1, 4 and 112. Group work on Surah 1, the name of Allah; God s compassion; Allah as creator; worship of Allah. Students could match opinions about God to one of the reasons given for each one. Develop the reason given, and say why it supports the opinion stated. Discuss whether these are good reasons for the opinion stated. God as a guide. Sally Lynch, Claire Clinton, Janet Orchard and Deborah Weston, Islam in Today s World, Religion in Focus Series, gives an excellent explanation. Diamond 9 grid. Paper and coloured pens for calligraphy.

13 Opinions It is obvious that there must be a God. Muslims cannot believe that God is allforgiving. There is no God. God cannot be described. Reasons Because: God created the world. There would be no world if God did not exist. Muslims believe that evil doers are punished in hell. There is evil and suffering. God is not like anything else. Differentiation and extension opportunity Students could choose one of the 99 beautiful names and write it out (the more able in Arabic, the less able in English) and illustrate it. Before starting, there might be discussion of what types of illustrations are not permitted in Islamic art and why. Students could evaluate which quality is more important and justify why they think this. This can be done as a diamond 9. Lesson 5 Angels Their nature and role, including Jibril and Mika il. Students should explore the different Students could be asked whether they believe in angels or not; if yes, then what do they believe about them and if not, why not. Whiteboards for entry task. Information about the four main angels- see from textbook

14 duties allocated to the angels and how this affects the lives of Muslims. Students may be given information about the role of angels in Islam and that they are creatures created by Allah who are continuously in his service. Students could be provided with the names of the four main angels. Students could then complete a table mapping out the information. This could include the name of the angel, role, duties, why this role is important and how this affects the lives of Muslims. Advert template for final task. Students may create a job advert for one of the angels. In the advert students need to include the key qualities required, what the working patterns are, who and what they are responsible to and for and any other relevant bits of information. Allow students to be creative. This could be set as a homework task to complete. Lesson 6 Predestination (al-qadr) and human freedom What predestination is. The concept of human freedom. The implications of these for everyday life and the Day of Judgement. Students consider the two key elements of predestination and freedom and the impact of these on the lives of Muslims. Teacher could begin the lesson by asking students about the choices they have made before the lesson: this could include waking up, getting the bus to school, attending lesson etc. (This can be done on a time line.) Predestination (al-qadr) and human freedom and its relationship to the Day of Judgement. Get students to think about the choices that they have as humans and that most of us can do what we want. Explore here the possible consequences of our actions even though we have free will. Students could be given a definition of predestination (al-qadr) and asked to respond to a Timeline of events for starter task. Scenarios for main task. Diary template.

15 series of scenarios. How would a Muslim react to them? Scenarios could include a death of a loved one, a natural disaster, winning a race, passing exams etc. Students should be encouraged to think about all aspects being determined by Allah. Students could be asked to write a diary entry in the life of a Muslim. The diary could include the good actions that they completed during the day (including Salah, being kind etc.) and the bad (lying, backbiting, bullying etc.) and explain the emotions that they felt and how they responded after each of these actions. Students could be asked to write a resolution for the coming week, month or year. Lesson 7 Life after death (Akhirah) Muslim beliefs about life after death. Human responsibility and accountability. Resurrection Concept of heaven and hell Students examine Muslim beliefs about the afterlife. Differentiation and extension opportunity Each of the activities may be simplified by offering writing frames or word banks. The more able could be asked to develop their diary entries into a letter to a friend or a newspaper, justifying their actions as a Muslim Big question: Teacher could ask students to write/draw what they think happens when they die. Discuss belief in an afterlife. Students could look up a description of the afterlife from Surah 37: The teacher may use artwork to illustrate the descriptions of paradise and hell. Teacher may allow students to compare these with what they drew/wrote in the entry task. Sally Lynch, Claire Clinton, Janet Orchard and Deborah Weston., Islam in Today s World, Religion in Focus Series, gives an excellent explanation or the textbook. Pictures of the afterlife, both of heaven and hell.

16 Lesson 8 Prophethood (Risalah) Description of these from the Qur an. The role and importance of Adam, Ibrahim and Muhammad. The focus should be on understanding the concept of prophethood and the role and importance of Adam, Ibrahim and Muhammad. Discuss the evidence that could be used in support of a belief in life after death and the reasons people could give for not believing in life after death. Look up the meaning of the term Risalah. Students could discuss what qualities a person needs to be called a prophet. In small groups students could be asked to find out about the main prophets in Islam including Adam Ibrahim and Muhammad, and give a class presentation. Key questions to consider: how did the prophets get their message? What was the message? What did the prophets do with their message? Were prophets special people? Are there any prophets today? Access to computers/laptops for research. Lesson 9 The Qur an The revelation and authority of the Qur an. Students should examine how the Qur an was revealed and why it holds authority for Muslims. Teacher could play a recording of the Qur an being recited. Students could be asked to note down their thoughts on this. Students may be put into groups to complete a card sort activity to put the story of revelation into chronological order. Students could be asked to choose a topic, e.g. food laws, family, divorce etc. and find out what the Qur an says. Students could then create a poster to teach young Muslims about what the Qur an is, and why they should obey the laws found in it. Card sort activity. A suitable and relevant film clip on the revelation of the Qur an.

17 Spider diagrams and mind maps could be created on the different uses of the Qur an, e.g. everyday life, as a source of law, in worship. Lesson 10 Other Holy Books The Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority. The focus should be on looking at the other holy books revealed by Allah and the authority that they have. Students could be given extracts from each of these holy books and asked to compare the similarities and differences. Teacher could get students to make links between the Qur an and other holy books. Students could be asked to write a blurb for each of these as a way of differentiating the key themes. Relevant extracts from these holy scriptures. A template for a blurb or writing frame. Lesson 11 The Imamate in Shi'a Islam The role and significance of the Imamate in Shi'a Islam. on looking at the concept of imamate and its importance in Shi a Islam. Students could be given information on the concept of imamate in Shi a Islam; this could be through a worksheet or an appropriate video. Students could access the following website to create a chart showing the twelve Imams and to make notes on Shi a leadership today: bbc.co.uk/religion/religions/islam Click on subdivisions. Extension opportunity Research Shi a beliefs about the Mahdi. A relevant video clip or worksheet on the imamate in Shi a Islam. bbc.co.uk/religion/religions/islam Access to computer /laptops for research Lessons12-13 Assessment Assessing students on the Key Beliefs section of the unit. The focus should be on assessing students understanding of the Key Preparation for assessment in the first lesson: Students could be given a quick quiz to recap key themes covered. Students could be given an overview of exam style questions and timings for each type of question. Quiz covering main themes. A mark scheme. Copy of assessments.

18 Lesson 14 Feedback from the assessment and target setting Students set their targets for next section of the unit. Complete corrections and improve assessment score. Beliefs section of the unit. In the first lesson, students should be allowed to recap and revise the content covered to date while at the same time learning about exam skills. In the second lesson they could complete a 45 minutes assessment on Key Beliefs. This lesson should be used to allow students to assess their own learning and set clear targets and complete corrections They could look at a mark scheme to see how questions are marked. They could be given time for paired or individual revision. Assessment Student could be given forty-five minutes to complete an assessment in controlled conditions. The teacher could ask students for their feedback as a plenary task. Questions may include: what they thought about the format, was there anything that they couldn t answer? If so, why? The teacher could bring up model answers from each question on the assessment. Teacher may allow students to mark this and say what was good/not so good about the answers. Teacher could then give out the marked assessments and allow students time to complete their corrections. Model answers from the assessment. Marked assessments.

19 with a clear framework. Students could then set their targets for the next section of this unit.

RECAP OF YEAR 9 WORK

RECAP OF YEAR 9 WORK AL-ASHRAF SECONDARY SCHOOL FOR GIRLS ACADEMIC YEAR 2016-2017 YEAR 10 AQA GCSE RELIGIOUS STUDIES A FULL COURSE SCHEMES OF WORK (Term 1 Duration 8 weeks) Independent Learners Creative Thinkers Reflective

More information

Islamic Beliefs. Prophethood. The justice of God

Islamic Beliefs. Prophethood. The justice of God Islamic Beliefs Key Words Akhirah Allah Angels Day of Judgement Imam Imamate Jibril Mikhail Predestination Prophet Prophethood Qur an Resurrection Risalah Shi a Sunni Sunnah Tawhid Everlasting life after

More information

Islam Revision Booklet

Islam Revision Booklet Islam Revision Booklet Keywords: Islamic beliefs Allah Belief Faith Mosque Muslim Prayer Predestination Prophet Prophet Muhammad Shi a Islam Sunni Islam Tawhid Qur an Complete the following table: Fact

More information

Christianity - key beliefs

Christianity - key beliefs Christianity - key beliefs The nature of God: God as omnipotent, loving and just, and the problem of evil and suffering The oneness of God and the Trinity: Father, Son and Holy Spirit Different Christian

More information

Y8 Summer Exam Religious Studies Revision Booklet. (Condensed Version)

Y8 Summer Exam Religious Studies Revision Booklet. (Condensed Version) Y8 Summer Exam Religious Studies Revision Booklet (Condensed Version) Version 1 - May 2017 Exam Strategy 1 Mark Question Strategy No strategy required. This is a multi-choice question 2 Mark Question Strategy

More information

YEAR 9. and problems to solve. explore. perspectives. ideas through. BELIEFS AND TEACHINGS. WEEK 1/2 Content coverage

YEAR 9. and problems to solve. explore. perspectives. ideas through. BELIEFS AND TEACHINGS. WEEK 1/2 Content coverage YEAR 9 AL-ASHRAF SECONDARY SCHOOL FOR GIRLS ACADEMIC YEAR 2015-2016 EDEXCEL /AQA GCSE RELIGIOUS STUDIES A FULL COURSE SCHEMES OF WORK (Term 2 Duration 7 weeks) Independent Learners Creative Thinkers Reflective

More information

Scheme of Work. GCSE (9-1) Religious Studies B Area of Study 1, 2 and 3: Islam Sections 1 and 3

Scheme of Work. GCSE (9-1) Religious Studies B Area of Study 1, 2 and 3: Islam Sections 1 and 3 Scheme of Work GCSE (9-1) Religious Studies B Area of Study 1, 2 and 3: Islam s 1 and 3 Area of Study 1, 2 and 3: Christianity s 1 and 3 Introduction This Scheme of Work covers the requirements for GCSE

More information

Islam: Key Beliefs. Checked information in revision book/textbook? Do you have a quote/teaching to support? Exam question linked to the topic?

Islam: Key Beliefs. Checked information in revision book/textbook? Do you have a quote/teaching to support? Exam question linked to the topic? Islam: Key Beliefs support? The six articles of faith in Sunni Islam and five roots of Usul ad-din in Shi a Islam, including key similarities and differences Tawhid (the Oneness of God), Qur an Surah 112

More information

Islam beliefs and practices KEY WORDS

Islam beliefs and practices KEY WORDS Islam beliefs and practices KEY WORDS Ablution Ritual washing in Islam. The Arabic term is wudu. Adalat The concept of justice in Shi a Islam Adam One of the prophets of Allah. The father of humankind.

More information

Muslim Beliefs Revision

Muslim Beliefs Revision Muslim Beliefs Revision GCSE RE Muslim Beliefs Revision Booklet Knowledge and Understanding This booklet is designed to help you with your preparation for the GCSE exam. In the folder is information on

More information

4 th Can you define Allah? 3 rd Can you define Adam? Can you define Mosque?

4 th Can you define Allah? 3 rd Can you define Adam? Can you define Mosque? April 2019 AQA Paper 1 Islam 1 st Can you define Ablution? Can you define rak ah? Can you define salah? Can you define Wudu? How many daily prayers are suggested in the Qur an? What does Imam What does

More information

Religious Studies G.C.S.E (AQA)

Religious Studies G.C.S.E (AQA) Half Term 1 Christian Beliefs and Teachings Intro and Nature of God God as omnipotent God as loving and just Oneness of God and Trinity Trinity continued Creation Incarnation and Son of God Crucifixion

More information

GCSE Religious Studies Islamic Beliefs Revision Booklet

GCSE Religious Studies Islamic Beliefs Revision Booklet GCSE Religious Studies Islamic Beliefs Revision Booklet Paper 1: Religious Beliefs and Practices Islamic Beliefs Learning Checklist This personalised learning checklist (PLC) is to help identify what and

More information

GCSE (9-1) Religious Studies - Specification B: Beliefs in Action. Two-Year Planner. Area of Study 1: Religion and Ethics (Catholic Christianity)

GCSE (9-1) Religious Studies - Specification B: Beliefs in Action. Two-Year Planner. Area of Study 1: Religion and Ethics (Catholic Christianity) GCSE (9-1) Religious Studies - Specification B: Beliefs in Action Two-Year Planner Area of Study 1: Religion and Ethics (Catholic Christianity) Area of Study 2: Religion, Peace and Conflict (Islam) Planner

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 Belief in God -Religious upbringing -Religious Experience -Science and design -Unanswered

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Islam Introduction Beliefs Worship Sacred texts Muslims in Britain Much prior learning

More information

Islam: Beliefs and Teachings

Islam: Beliefs and Teachings Islam: Beliefs and Teachings CORE KNOWLEDGE: 1. What is tawhid? Tawhid is the oneness and unity of God. Muslims repeat this idea daily in the Shahadah. No one else has God s qualities or attributes his

More information

Religion and Philosophy Revision Overview AQA A Religious Studies

Religion and Philosophy Revision Overview AQA A Religious Studies Paper Topic You might want to revise by Done? Tick Y/N 1 Muslim Beliefs: The nature of Allah, Tawhid, the 6 articles of faith (Sunni), and 5 roots of Usal ad Din (Shi'a) 1 Muslim Beliefs: Prophethood (Risalah),

More information

Stratford School Academy RE year 10 curriculum-belief in God.

Stratford School Academy RE year 10 curriculum-belief in God. Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 7 -Nature of God -The Trinity -Worship -Salvation -Atonement -Life after death Why people

More information

Religious Education - Key Stage 4 overview

Religious Education - Key Stage 4 overview Religious Education - Key Stage 4 overview YEAR 9 Christianity: Beliefs and Teachings Christianity: Beliefs and Teachings Theme B: Religion and Life Theme B: Religion and Life. Theme E: Crime and Punishment

More information

Christian Beliefs, Teachings and Practices Revision Guide

Christian Beliefs, Teachings and Practices Revision Guide THE HENRY BOX SCHOOL RELIGIOUS STUDIES DEPARTMENT Christian Beliefs, Teachings and Practices Revision Guide Name: Christian Beliefs and Teachings Revision Guide Use the following checklist to make sure

More information

Read page in revision guide and made notes (tick)

Read page in revision guide and made notes (tick) UNIT Component 1 - Christianity Key concept Read page in revision guide and made notes (tick) Revised in detail in a way that suits me (tick) Relevant Religious Teachings (Yellow = useful in lots of topics)

More information

GCSE RELIGIOUS STUDIES 8063/2X

GCSE RELIGIOUS STUDIES 8063/2X ADDITIONAL SPECIMEN MATERIAL: SET 2 GCSE RELIGIOUS STUDIES 8063/2X PERSPECTIVES ON FAITH (ISLAM) Mark scheme Additional specimen V1.1 Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

Section 1: Beliefs and values Introduction

Section 1: Beliefs and values Introduction Section 1: Beliefs and values 1 Introduction [[Introduction to follow]] 2 Section 1: The oneness of the Almighty as seen in the Shema Lesson plan 1 Lesson outcomes By the end of the lesson: AO1 all students

More information

Subject: Religious. Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer

Subject: Religious. Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer Subject: Religious Education Scheme of Work: (Year 7) Term: Autumn/Spring/Summer Topic / Unit(s) How do contemporary images reflect the beliefs, practices and values of faith communities? Overview / Context

More information

Check through the list below to make sure you have revised all content. Done

Check through the list below to make sure you have revised all content. Done Check through the list below to make sure you have revised all content. Key Beliefs The six articles of faith in Sunni Islam and five roots of Usul ad-din in Shi a Islam, including key similarities and

More information

GCSE (9-1) Religious Studies - Specification A: Faith and Practice in the 21 st Century - Two-Year Planner

GCSE (9-1) Religious Studies - Specification A: Faith and Practice in the 21 st Century - Two-Year Planner GCSE (9-1) Religious Studies - Specification A: Faith and Practice in the 21 st Century - Two-Year Planner Paper 1 - Islam; Paper 2 Christianity; Paper 3 Islam Planner at a glance Each section has 8 numbered

More information

Muslim Beliefs and Teachings Revision Guide:

Muslim Beliefs and Teachings Revision Guide: Muslim Beliefs and Teachings Revision Guide: The Oneness of God and the supremacy of God s will Tawhid: At the centre of all Islamic belief is the belief in one God Allah. There is no other God but Allah

More information

DRAFT. AO1 Explain how belief in the Trinity is central to the Christian understanding of God.

DRAFT. AO1 Explain how belief in the Trinity is central to the Christian understanding of God. Lesson focus 1.1 Christianity What is the Trinity and how is it important in Christian belief? See pages 00 00 of the Christianity Student Book Learning Outcomes This lesson will enable you to: Explore

More information

Section 1: Beliefs and values

Section 1: Beliefs and values 2 Introduction Scheme of work 3 This section focuses on Christian beliefs about the nature of God, specifically on the belief that there is one God but three persons: father, son and Holy Spirit. It also

More information

MEDIUM TERM PLANNING

MEDIUM TERM PLANNING MEDIUM TERM PLANNING Class: Y3 Term: Autumn 2 Topic: Invaders and Settlers - Romans Subject: History Differentiation and support SEN: Simplify tasks to focus on collecting less information. Provide with

More information

EPISODE 7: Charlie and Blue Do Some Soul Searching. Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities

EPISODE 7: Charlie and Blue Do Some Soul Searching. Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities EPISODE 7: Charlie and Blue Do Some Soul Searching Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities Introduction The concept of the soul is a complex one for

More information

Subject: Religious Education Scheme of Work: (Year 8) Term: Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria

Subject: Religious Education Scheme of Work: (Year 8) Term: Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria What was so radical about Jesus? Students will suggest

More information

Christian Beliefs Revision

Christian Beliefs Revision Christian Beliefs Revision GCSE RE Christian Beliefs Revision Booklet Knowledge and Understanding This booklet is designed to help you with your preparation for the GCSE exam. In the folder is information

More information

GCSE RELIGIOUS STUDIES 8063/2X

GCSE RELIGIOUS STUDIES 8063/2X SPECIMEN MATERIAL GCSE RELIGIOUS STUDIES 8063/2X PERSPECTIVES ON FAITH (ISLAM) Mark scheme Specimen V1.1 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

More information

RELIGIOUS STUDIES REVISION GUIDE

RELIGIOUS STUDIES REVISION GUIDE RELIGIOUS STUDIES REVISION GUIDE Paper 1: Study of Religions This exam is on Christianity and Islam AQA RELIGIOUS STUDIES GCSE: PAPER ONE- STUDY OF RELIGIONS. OVERVIEW OF TOPIC CONTENT Christian Beliefs:

More information

Key Stage 4 Year 9. Learning Area Coordinator: Mrs Jemma Kellow. What will I study?

Key Stage 4 Year 9. Learning Area Coordinator: Mrs Jemma Kellow. What will I study? Key Stage 4 Year 9 Learning Area: Religious Education Learning Area Coordinator: Mrs Jemma Kellow What will I study? SUBJECT YEAR 9 Autumn 1 Focus What is the impact of worship in the Christian faith?

More information

GCSE Religious Studies Exemplars

GCSE Religious Studies Exemplars GCSE Religious Studies Exemplars GCSE (9-1) Religious Studies A & B Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies A and B exemplars for part a, b, c GCSE Religious Studies 2016: Exemplars

More information

Christian Beliefs, Teachings and Practices Revision Guide

Christian Beliefs, Teachings and Practices Revision Guide THE HENRY BOX SCHOOL RELIGIOUS STUDIES DEPARTMENT Christian Beliefs, Teachings and Practices Revision Guide Name: Christian Beliefs and Teachings Revision Guide Use the following checklist to make sure

More information

GCSE MARKING SCHEME SUMMER 2016 RELIGIOUS STUDIES SPECIFICATION A UNIT 3 - ROMAN CATHOLICISM /01. WJEC CBAC Ltd.

GCSE MARKING SCHEME SUMMER 2016 RELIGIOUS STUDIES SPECIFICATION A UNIT 3 - ROMAN CATHOLICISM /01. WJEC CBAC Ltd. GCSE MARKING SCHEME SUMMER 2016 RELIGIOUS STUDIES SPECIFICATION A UNIT 3 - ROMAN CATHOLICISM 1 4443/01 INTRODUCTION This marking scheme was used by WJEC for the 2016 examination. It was finalised after

More information

SEMESTER 1 YEAR 8. Yr 8 General - Religious Education - Programme

SEMESTER 1 YEAR 8. Yr 8 General - Religious Education - Programme SEMESTER 1 YEAR 8 Yr 8 General - Religious Education - Programme The Religious Education learning area focuses on the knowledge and understanding of the Gospel as it is handed on by the Catholic Church

More information

Knowledge Grids: Exam practise [Islam] LO: To practice answering different types of exam questions.

Knowledge Grids: Exam practise [Islam] LO: To practice answering different types of exam questions. Knowledge Grids: Exam practise [Islam] LO: To practice answering different types of exam questions. 1 Beliefs,Teachings and practices: Paper 1 [Christianity] 2 Mark Exam: Knowledge questions Question First

More information

Islam Revision Notes Religious Studies Ce Rs

Islam Revision Notes Religious Studies Ce Rs We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with islam revision notes

More information

YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh)

YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & Enfield

More information

AUTUMN. 2:1 to describe the key aspects of religions and traditions that influence the beliefs and values of others;

AUTUMN. 2:1 to describe the key aspects of religions and traditions that influence the beliefs and values of others; AUTUMN YEAR GROUP, TERM, Interactive Overview (1 hour) For time allocation see Agreed Syllabus of Religious Education page 6. Minimum time requirements include RE visits, visitors to RE lessons and RE

More information

Religious Studies A GCSE (9 1)

Religious Studies A GCSE (9 1) Religious Studies A GCSE (9 1) Paper 1: Area of Study 1 Study of Religion Option 1A Catholic Christianity Time: 1 hour 45 minutes Instructions Use black ink or black ball-point pen. Answer all questions.

More information

YEAR 6 ABOUT THE UNIT WHERE THE UNIT FITS IN PRIOR LEARNING VOCABULARY RESOURCES EXPECTATIONS

YEAR 6 ABOUT THE UNIT WHERE THE UNIT FITS IN PRIOR LEARNING VOCABULARY RESOURCES EXPECTATIONS YEAR 6 Unit 6B Worship and : what is the role of the mosque? ABOUT THE UNIT In this unit children learn about the mosque and the role it plays in the Muslim, reflecting on what is involved in belonging

More information

Getting Started Guide

Getting Started Guide Getting Started Guide GCSE (9-1) Religious Studies A Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies A (1RA0) Contents 1. Introduction 1 2. What s changed? 2 2.1 What are the changes to

More information

Religious Studies A GCSE (9 1)

Religious Studies A GCSE (9 1) Religious Studies A GCSE (9 1) Option 4A Mark s Gospel Time: 50 minutes Instructions Use black ink or black ball-point pen. Answer all questions. Answer the questions in the space provided. Use a separate

More information

Incarnation: How Would Christians Advertise Christmas To Show What Christmas Means Today?

Incarnation: How Would Christians Advertise Christmas To Show What Christmas Means Today? Name of Unit: How Would Christians Advertise Christmas To Show What Christmas Means Today? Key Stage In Which This Unit Should Be Taught: KS2 Previous Learning: All Incarnation units in Key Stage 1and

More information

GCSE Religious Studies Revision Planner.

GCSE Religious Studies Revision Planner. GCSE Religious Studies Revision Planner. Paper 1 Component 1: The Study of religions: beliefs, teachings and practice. Monday May 13 th 2019. (PM exam) Paper 2 Component 2: Thematic Studies. Monday May

More information

Crime and Punishment

Crime and Punishment Crime and Punishment Write down the meaning of these keywords Sin An act against the will of God Crime An action against the criminal law Reform Using punishment to help people not to offend again and

More information

RE Curriculum Map. Term 1 Term 2 Term 3 Term 4 Term 5 Term 6. Christianity. beliefs and practices.

RE Curriculum Map. Term 1 Term 2 Term 3 Term 4 Term 5 Term 6. Christianity. beliefs and practices. RE Curriculum Map Year 7 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Belief and God Christianity Philosophy 4 beliefs and Children and an practices. introduction to 5 world religions. Year 8 Year 9 Year

More information

RELIGION Islam It is not necessary to carry out all the activities contained in this unit.

RELIGION Islam It is not necessary to carry out all the activities contained in this unit. RELIGION Islam It is not necessary to carry out all the activities contained in this unit. Please see Teachers notes for explanations, additional activities, and tips and suggestions. Theme Level Language

More information

Religions of the World:

Religions of the World: Programme 1 Christianity Story: The First Christmas In this programme, children will hear the story of the first Christmas, in a simple version, using narrative details from both Matthew and Luke s Gospels.

More information

Comparing Christianity, Judaism, and Islam

Comparing Christianity, Judaism, and Islam Name: Date: Block: Comparing Christianity, Judaism, and Islam Standard: SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE to 1300 CE. f. Analyze the relationship

More information

Christianity Revision BELIEFS AND TEACHINGS. Denomination

Christianity Revision BELIEFS AND TEACHINGS. Denomination Christianity Revision BELIEFS AND TEACHINGS Denomination Note: Ecumenical refers to the worldwide Church Trinity The name for different branches of the Christian Church. Examples include: Catholic (the

More information

Name of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught:

Name of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught: Name of Unit: Faith: Who Is Jesus?. Key Stage In Which This Unit Should Be Taught: Recommended Year Group (if specified:) KS2 Previous Learning: Incarnation and Salvation Units: Foundation Stage, Key Stage

More information

GCSE RELIGIOUS STUDIES 8061/2

GCSE RELIGIOUS STUDIES 8061/2 SPECIMEN MATERIAL GCSE RELIGIOUS STUDIES 8061/2 CHRISTIANITY Mark scheme Specimen V1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a

More information

Islam and Ethics Knowledge Organiser INFO sheet (Part One)

Islam and Ethics Knowledge Organiser INFO sheet (Part One) Islam and Ethics Knowledge Organiser INFO sheet (Part One) Sunni Islam 1 Shahadah - This is the Muslim declaration of faith. All Muslims say it very often to confirm their faith as a Muslim.This Pillar

More information

14 th May Christianity and

14 th May Christianity and GCSE REVISION Vocab Teachings Quotes Contrasting views Exam Questions 14 th May Christianity and Islam papers 16 th May Themes papers Relationships and families Religion and Life Existence of God Crime

More information

Teacher Introduction. About ABC MISSION OVERVIEW

Teacher Introduction. About ABC MISSION OVERVIEW Teacher Introduction About ABC MISSION Answers Bible Curriculum was developed to present the gospel, beginning in Genesis, to all generations; to train believers to know, obey, and defend God s Word; and

More information

Christianity Revision BELIEFS AND TEACHINGS. Denomination

Christianity Revision BELIEFS AND TEACHINGS. Denomination Christianity Revision BELIEFS AND TEACHINGS Denomination Note: Ecumenical refers to the worldwide Church Trinity The name for different branches of the Christian Church. Examples include: Catholic (the

More information

Religious Education (KS3 and 4)

Religious Education (KS3 and 4) Religious Education (KS3 and 4) Introduction Religious education at The Christian School (Takeley) seeks to show pupils the value of a relationship with God through Jesus Christ. All of our teaching will

More information

The Christian Bible & stories of Jesus; Advent. Y3 A2 Christian Bible Page 1 of 19. Teacher's note:

The Christian Bible & stories of Jesus; Advent. Y3 A2 Christian Bible Page 1 of 19. Teacher's note: Teacher's note: YEAR 3 Unit A2 - The Christian Bible & stories of Jesus Enfield Agreed Syllabus 2012 - KS2 Christianity programme of study: This unit is part of a scheme of work designed to deliver the

More information

GCSE RELIGIOUS STUDIES 8062/13

GCSE RELIGIOUS STUDIES 8062/13 SPECIMEN MATERIAL GCSE RELIGIOUS STUDIES 8062/13 CHRISTIANITY Mark scheme Specimen V1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by

More information

Feeding of Bible Passage: John 6:1-15. Key points from the story: Jesus meets our needs. Jesus cares for people. Jesus can do miracles.

Feeding of Bible Passage: John 6:1-15. Key points from the story: Jesus meets our needs. Jesus cares for people. Jesus can do miracles. Feeding of 5000 The broad aims of the sessions are to enable the children to: enjoy hearing the story of Jesus feeding the 5000. be able to explain and discuss the Christian beliefs found in the story.

More information

Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer. Topic / Unit(s) Overview / Context

Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer. Topic / Unit(s) Overview / Context Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria Should we commemorate the Holocaust? This unit provides

More information

Enfield Scheme of Work HOW AND WHY DID THE CHURCH GROW?

Enfield Scheme of Work HOW AND WHY DID THE CHURCH GROW? Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. The teaching objectives and learning outcomes are based on Agreed Syllabus level descriptions which are nationally

More information

A guide to responding to the DfE consultation on the reform of GCSE in Religious Studies

A guide to responding to the DfE consultation on the reform of GCSE in Religious Studies A guide to responding to the DfE consultation on the reform of GCSE in Religious Studies Contents Introduction... 3 DfE consultation documents... 3 Ofqual consultation document... 3 Purpose of this document...

More information

SEMESTER 1 YEAR 7. Religious Education - Programme

SEMESTER 1 YEAR 7. Religious Education - Programme SEMESTER 1 YEAR 7 Religious Education - Programme Please be very aware that many of the students will not have any Christian education, therefore it is important to gradually introduce some of the basic

More information

GCSE. Religious Studies CCEA GCSE TEACHER GUIDANCE. Examinations Support

GCSE. Religious Studies CCEA GCSE TEACHER GUIDANCE. Examinations Support GCSE CCEA GCSE TEACHER GUIDANCE Religious Studies Examinations Support For first teaching from September 2017 Introduction This booklet contains examination support for each paper of the GCSE Specification.

More information

The Baird Primary Academy Programme for Religious Education

The Baird Primary Academy Programme for Religious Education The Baird Primary Academy Programme for Religious Education The Baird Primary Academy follows the East Sussex Agreed Syllabus A Journey of Discovery which is available on the czone website. https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/pages/syllabus.aspx

More information

Islam Beliefs & Practices

Islam Beliefs & Practices Jihad Islam Beliefs & Practices The Nature of Allah What is Allah like? Tawhid: The most important belief in Islam, that there is only one God and he has no equal, often known as the belief in the oneness

More information

Why can holding beliefs be difficult?

Why can holding beliefs be difficult? Why can holding beliefs be difficult? (9-12 years) People of Faith: insights from inside the religion and belief traditions Subject Knowledge and links to further information Mystery: Should Iran fast?

More information

Stratford School Academy Schemes of Work

Stratford School Academy Schemes of Work Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to

More information

The Great Commission Lesson Aim: To explore effective ways to carry out the Great Commission today.

The Great Commission Lesson Aim: To explore effective ways to carry out the Great Commission today. Leader s Guide: Ages 12-14 Kings & Kingdoms Part 1: The Life of Jesus Unit 4, Lesson 21 The Great Commission Lesson Aim: To explore effective ways to carry out the Great Commission today. THE WORSHIP Who

More information

Articles Of Faith. Describe the six Articles of Faith in Islam (Imaan Mufassil).

Articles Of Faith. Describe the six Articles of Faith in Islam (Imaan Mufassil). Articles Of Faith Describe the six Articles of Faith in Islam (Imaan Mufassil). A Muslim is not a complete Muslim if there are weaknesses in his belief. Allah warns us that rejecting faith will render

More information

Year 4 Miss Bingham Autumn Term 2 Why are some journeys and places special?

Year 4 Miss Bingham Autumn Term 2 Why are some journeys and places special? Key Question: Why are some journeys and places special? Supplementary Question (b): Why do people go on (pilgrimage and) special journeys? Learning objectives Suggested activities for teaching and learning

More information

Christianity. Recommended Year Group (if specified): Year 1 Foundation Units on Salvation: - Easter Story; Special People AT1 Learning About Religion

Christianity. Recommended Year Group (if specified): Year 1 Foundation Units on Salvation: - Easter Story; Special People AT1 Learning About Religion Name of Unit: Faith: Why Is Easter The Most Important Festival For Christians? Christian Concept: Salvation Key Stage in which this unit should be taught: Key Stage 1 Previous Learning: Recommended Year

More information

a) the Prophet s ancestry and the main events of his early years from birth to parenthood, including:

a) the Prophet s ancestry and the main events of his early years from birth to parenthood, including: Course overview- IGCSE yr. 10-11. 2018-2020 Section A: The life, teachings and achievements of the Prophet Muhammad TERM 1- September December 2018 Students will study related passages for subject content

More information

GCSE Religious Studies. Getting Ready to Teach

GCSE Religious Studies. Getting Ready to Teach GCSE Religious Studies Specification B Getting Ready to Teach 15GBAR02 Agenda 09:30 10:00 Welcome, registration and coffee 10:00 11:00 Session 1 Specification structure and content overview 11:00 11:45

More information

You can access the complete Buddhism KS1 planning, and all of the resources needed to teach each lesson, at:

You can access the complete Buddhism KS1 planning, and all of the resources needed to teach each lesson, at: KS1 BUDHISM PLANNING Class: Term: Subject: RE Unit: Buddhism Differentiation and support (Detailed differentiation in weekly plans.) SEN: Provide with writing frames. Given the information that they need.

More information

Chancellor s School Information pack (Keep safe so you can refer to it) July 2018

Chancellor s School Information pack (Keep safe so you can refer to it) July 2018 Chancellor s School Information pack (Keep safe so you can refer to it) July 2018 Content 1/ Assessment Guidance 2/ Paper 1 units of study 3/ Paper 1 Assessment criteria 4/ Paper 2 units of study 5/ Paper

More information

Origins of Judaism, denominations Handed out in class. Jewish beliefs about God and Jewish scriptures Why did God make covenants?

Origins of Judaism, denominations Handed out in class. Jewish beliefs about God and Jewish scriptures Why did God make covenants? Subject: RS SoW Title: Judaism Year Year 6 Date: 08/09 Week Title Objective Key Knowledge/Content Assessment and Showcase Pieces (minimum grade 6) How did Judaism begin? To explain when, where and how

More information

Beliefs and values. Introduction. Learning outcomes for this section

Beliefs and values. Introduction. Learning outcomes for this section Beliefs and values 3 Introduction In this section you will explore, think and learn about the beliefs and values that are important to Christians. for this section By the end of this section, you should

More information

RELIGIOUS STUDIES (SHORT COURSE)

RELIGIOUS STUDIES (SHORT COURSE) GCSE (9-1) Specification RELIGIOUS STUDIES (SHORT COURSE) J125 For first assessment in 2018 ocr.org.uk/gcsereligiousstudies Registered office: 1 Hills Road Cambridge CB1 2EU OCR is an exempt charity. We

More information

Strand: World Religions with links to Meditation, Prayer and Worship and Faith in Action. Topic: Islam

Strand: World Religions with links to Meditation, Prayer and Worship and Faith in Action. Topic: Islam Strand: World Religions with links to Meditation, Prayer and Worship and Faith in Action Topic: Islam Stage of Development: Middle Adolescence, Late Adolescence Rationale: The holistic approach to teaching

More information

BY THE END OF THIS UNIT MOST PUPILS ARE EXPECTED TO BE ABLE TO:

BY THE END OF THIS UNIT MOST PUPILS ARE EXPECTED TO BE ABLE TO: KEY STAGE 2/UNIT 2A.2 People of What is it like to follow? OUTCOMES BY THE END OF THIS UNIT MOST PUPILS ARE EXPECTED TO BE ABLE TO: Make clear links between the story of and the idea of covenant. Make

More information

THE JESUS OF THE GOSPELS

THE JESUS OF THE GOSPELS INVESTIGATING CHRISTIANITY: THE JESUS OF THE GOSPELS JOHN GREGORY and STEPH YATES Illustrated by ANDY WRIGHT ISBN 1 86025 241 9 INTRODUCTION The pack Student suitability Using the pack Other linked Chalkface

More information

Religion Curriculum Inquiry Unit

Religion Curriculum Inquiry Unit Religion Curriculum Inquiry Unit School: YEAR LEVEL: 4 Term: 2 Year: Inquiry / Wondering Question: I Wonder about the Bible and in particular the parables. Strands: Cross-curricular priorities: Beliefs

More information

GCSE Religious Studies A (World Religion(s)) Mark Scheme for June Unit B587: Muslim Texts 1 (Qur an) General Certificate of Secondary Education

GCSE Religious Studies A (World Religion(s)) Mark Scheme for June Unit B587: Muslim Texts 1 (Qur an) General Certificate of Secondary Education GCSE Religious Studies A (World Religion(s)) Unit B587: Muslim Texts 1 (Qur an) General Certificate of Secondary Education Mark Scheme for June 2016 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge

More information

Launch Event. Autumn 2015

Launch Event. Autumn 2015 Launch Event Autumn 2015 Agenda Introducing our specification AS and A level reforms and new requirements Our specification A-Level Content and Assessment AS Level Content and Assessment Co-teachability

More information

Unit 2: Judaism The Torah The composition and copying of the Torah (e,g. laws, history, poetry and stories)

Unit 2: Judaism The Torah The composition and copying of the Torah (e,g. laws, history, poetry and stories) Topic chart Units Religious Education topics Content Unit 1: Introduction Messages and methods of communication Ways of communicating important messages Sacred books in worship Sacred books and communities

More information

Year 12 B1a Judaism: Does worship help people?

Year 12 B1a Judaism: Does worship help people? Year 12 B1a Judaism: Does worship help people? Year 1/2 Key Skills to be covered, taken from National Curriculum pitching at the correct year group and differentiation within plan for different groups

More information

GCSE RELIGIOUS STUDIES A

GCSE RELIGIOUS STUDIES A GCSE RELIGIOUS STUDIES A A7 / 405007 Philosophy of Religion Report on the Examination 4050 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its

More information

Appendix 1 1. Good News Expected Outcomes

Appendix 1 1. Good News Expected Outcomes Appendix 1 1. Good News Expected Outcomes I can say what good news is and give two examples. I can retell the Parable of the Good Samaritan. I can describe details from a story Jesus told and details from

More information

Introduction 5. What Must I Do to Be Saved? 9. Saved by Grace... Isn t That Too Good to Be True? 17

Introduction 5. What Must I Do to Be Saved? 9. Saved by Grace... Isn t That Too Good to Be True? 17 CONTENTS Introduction 5 What Must I Do to Be Saved? 9 1 Romans 3:9-31 Saved by Grace... Isn t That Too Good to Be True? 17 2 Romans 5:1-11 If What I Do Doesn t Save Me, Does It Matter How I Live? 25 3

More information

What Does It Mean To Be A Jew? Learning Objectives AT1 AT2 Suggested Teaching Activities Points to Note Lesson 1

What Does It Mean To Be A Jew? Learning Objectives AT1 AT2 Suggested Teaching Activities Points to Note Lesson 1 Lesson 1 What Is a Promise / Covenant? Opening Question: What do we already know about the Jewish faith? Know that God chose Abraham as the founder of the Jewish faith. Reflect on Abraham s relationship

More information

A-LEVEL RELIGIOUS STUDIES

A-LEVEL RELIGIOUS STUDIES A-LEVEL RELIGIOUS STUDIES RSS07 New Testament Mark scheme 2060 June 2014 Version/Stage: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information