Religious Studies - Bluecoat Trent Academy

What is a worldview?

Overview

In this unit, students learn about the idea of a worldview. A worldview is the way someone understands the world and decides what is important in life. It shapes their ideas about meaning, purpose, and belonging. We study how people’s worldviews (whether religious or non religious) affect how they see things and why they sometimes disagree. This topic is important because we will keep coming back to these ideas throughout our entire RS curriculum.

Prior knowledge you will need for this unit

From primary school, students should already know that people have different beliefs and celebrate different traditions. They understand that families, culture, religion, and experiences can influence what someone thinks. This unit builds on that understanding and helps students see these differences more clearly.

New knowledge you will learn in this unit

Students learn about different 'lenses'/disciplines for studying the world: theological (religious ideas), philosophical (big thinking questions), and sociological (people's behaviour and impact on society). They study philosophers such as Socrates and his questioning method and Hare and his concept of 'bliks'. They also explore Jewish and Muslim worldview case studies using survey data, graphs, and infographics.

Skills you will develop in this unit

Students employ the discipline of Social Sciences by analysing survey data, studying evidence, interpreting graphs, asking deep questions, and conducting their own research about how people celebrate Christmas.

How are the Abrahamic faiths connected through the Prophets?

Overview

In this unit, students learn about Prophethood in the Abrahamic religions: Judaism, Christianity, and Islam. Using a theological lens (studying beliefs about God), they explore the shared stories that connect these faiths. They look at important figures like Abraham and Moses and ask what these stories mean to different believers. Students compare similarities and differences and think about continuity, change, and diversity between the religions.

Prior knowledge you will need for this unit

Students have already learned about worldviews and how people see the world differently. They understand that beliefs shape identity and purpose. Now they use this idea to explore how different faiths understand Prophets.

New knowledge you will learn in this unit

Students study the creation story, the story of Abraham and Isaac, the meaning of the Torah, and the Jewish prayer called the Shema. They explore how each faith is connected to Jesus and learn about Rastafari beliefs and sacred texts and why this can be considered an Abrahamic faith.

Skills you will develop in this unit

Students employ the discipline of Theology by comparing interpretations, analysing sacred stories, finding meaning in texts, and deciding whether the Abrahamic faiths have more in common than their differences.

How do different worldviews perceive Jesus?

Overview

In this unit, students study Jesus (also called Isa in Islam) as both a real historical person and a religious figure. They learn how his life and actions have influenced many worldviews. Students explore continuity, change, and diversity in how different faiths understand him. They compare beliefs in Christianity, Judaism, and Islam to see what is similar and what is different.

Prior knowledge you will need for this unit

Students should already understand the idea of worldview and have studied the origins of the Abrahamic faiths. They should know that Jesus is believed to be the Messiah in Christianity, a Prophet in Islam, and not the Messiah in Judaism. This helps them look at Jesus from different perspectives before moving on to study Muhammad.

New knowledge you will learn in this unit

Students read passages from the Bible and the Qu'ran. They study parables like the Parable of the Two Debtors and examine messianic prophecies from Jewish scripture. They explore different Gospel accounts of Jesus.

Skills you will develop in this unit

Students employ the discipline of Theology by analysing sacred texts, comparing interpretations, and using these passages to consider 21st century questions including whether Jesus supported women’s equality and whether he is still respected by atheists. They also learn how time and place can shape beliefs and actions.

Is it possible to follow the teachings of Prophet Muhammad in the 21st century?

Overview

In this unit, students learn how the teachings of the Prophet Muhammad and the Qur’an guide Muslims today. Students use verses from the Qur'an to answer big questions about how Muslims live in the 21st century. They explore real-life case studies to understand what life is like for Muslims in Britain today.

Prior knowledge you will need for this unit

Students have already studied Prophets in the Abrahamic faiths and learned about the origins of Islam through Ismail. They should know that Jesus is also important in Islam. This helps them understand why Muhammad is so important to Muslims.

New knowledge you will learn in this unit

Students learn how Islam began in 7th-century Arabia and why the Qur’an has authority for Muslims. They study what the Qur’an teaches about holy dress, alcohol, and music, and compare these teachings to modern society.

Skills you will develop in this unit

Students employ the discipline of Theology by interpreting religious texts, understanding historical context, comparing traditional beliefs with modern life, and assessing how Muslims today follow Quranic teachings.

Who are the 'Nones'?

Overview

In this unit, students learn about religious affiliation and the growing group called the “Nones,” people who do not follow a specific religion. Students explore how non-religious people find meaning, purpose, and belonging. They study ideas from thinkers like Linda Woodhead and the New Atheists to understand different views on knowledge, morality, and the value of life.

Prior knowledge you will need for this unit

Students should already know about worldviews and understand that everyone has one, whether they are religious or not. They have looked at atheist perspectives on Jesus, which helps them see how beliefs shape understanding and identity.

New knowledge you will learn in this unit

Students learn about the diversity within non-religious groups, how society is changing, and how world events affect beliefs. They explore contemporary ideas like sentientism and examine arguments about ethics, meaning, and values.

Skills you will develop in this unit

Students develop respect, open-mindedness, and critical thinking. They employ the discipline of Social Sciences by analysing evidence from census data, communicating ideas clearly, and reflecting on their own identity while understanding others’ perspectives.

How might a person's beliefs cause them to challenge authority?

Overview

How might a person's beliefs cause them to challenge authority? In this unit, students learn about authority and power in religion and how faith can inspire people to take action. They study figures like Dietrich Bonhoeffer, Desmond Tutu, Quang Duc, and Harriet Tubman to see how their beliefs led them to fight oppression, promote equality, or make personal sacrifices.

Prior knowledge you will need for this unit

Students have already studied Judaism, Christianity, and Islam, including their principles and teachings. They should understand the connection between faith, morality, and worldview, which helps them see why these figures acted as they did.

New knowledge you will learn in this unit

Students learn how religious beliefs inspired action in different historical and cultural contexts. They explore forgiveness, justice, human rights, and equality, and examine the social, political, and environmental contexts that shaped these actions, like Bonhoeffer’s resistance in Nazi Germany or Quang Duc’s protest in Vietnam.

Skills you will develop in this unit

Students employ the skills of a Social Scientist by analysing evidence, evaluating how beliefs influence actions, comparing responses to injustice, reflecting on moral courage, and developing their own reasoned views about standing up for what is right in today’s world.

Does Buddhist dharma provideo answers for why we suffer?

Overview

In this unit, students learn about the idea of a Grand Narrative — a big story that explains how the world works. They explore a Buddhist worldview and focus on one key question: Why do we suffer? Students study the life of Siddhartha Gautama (the Buddha) and how his experiences shaped Buddhist beliefs. They learn the main teachings of Buddhism and how these ideas help Buddhists understand life, suffering, and happiness.

Prior knowledge you will need for this unit

Students should already understand Abrahamic faiths and non-religious worldviews. They should know that not all religions believe in one God and have explored ideas about suffering and injustice. This helps them compare Buddhism with other traditions.

New knowledge you will learn in this unit

Students learn about the Four Noble Truths, the Three Marks of Existence, karma, rebirth, and the Eightfold Path. They explore how Buddhists see the Buddha as a wise human teacher, not a god, and how monks and nuns live out these teachings. Case studies show how individual Buddhists may practise their faith differently.

Skills you will develop in this unit

Students employ the discipline of Philosophy by analysing philosophical ideas about change and identity and asking deeper questions about why the world is the way it is.

Why is Christianity the way it is?

Overview

In this unit, students learn that Christianity is a diverse religion. Over time, disagreements have led to changes in belief and practice. Students explore how Christianity began after Jesus and how it spread from the Middle East to become the world’s largest religion. They study how key events like the Great Schism and Protestant Reformation caused continuity, change, and diversity, leading to different denominations in Great Britain today.

Prior knowledge you will need for this unit

Students have already studied the Abrahamic faiths and should understand the idea of worldview. They should know that beliefs are shaped by history, culture, and personal experience. This helps them see why Christianity developed into different branches.

New knowledge you will learn in this unit

Students examine debates between Eastern and Western churches, the reforms of Martin Luther, explore the beliefs and practices of Quakers. They also analyse a passage from the Bible (Timothy) about its purpose for Christians.

Skills you will develop in this unit

Students will employ the discipline of History to analyse historical events, as well as Theology to evaluate theological debates, question stereotypes about Christians, and understand how Christianity became Britain’s main religion today.

What does it mean to be a Sikh in Britain today?

Overview

In this unit, students explore Sikhi as a religious worldview that answers big questions about identity, purpose, and belonging. They study key Sikh beliefs such as Ik Onkar (the oneness of God), sewa (selfless service), and the importance of the Guru Granth Sahib as spiritual guidance. Students learn how Sikh teachings about equality and justice give meaning to life and shape both personal and community identity.

Prior knowledge you will need for this unit

Students have already studied Buddhism and the Abrahamic faiths. They should understand how religions answer questions about suffering, purpose, and belonging. This helps them compare Sikhi with other traditions and recognise similarities and differences.

New knowledge you will learn in this unit

Students discover how Sikhs live out their beliefs in Britain today. They explore how religious expression connects with British laws and customs, and how Sikh values inspire social action and community cohesion.

Skills you will develop in this unit

Students employ a Social Scientist lens by reflecting on identity and moral responsibility, understanding how religion influences action, and thinking deeply about how powerful experiences can shape personal belief and awareness.

How do humans express their spirituality?

Overview

In this unit, pupils explore how different religious and non religious traditions express meaning and purpose through art. They study how beliefs are shown in paintings, music, drama, and calligraphy. Key ideas such as impermanence in Buddhism and Tawhid (the oneness of God) in Islam are explored through creative expression. Pupils also examine how verses from the Qur'an are used in beautiful calligraphy as a form of worship and guidance.

Prior knowledge you will need for this unit

Students have already studied Christianity, Buddhism, Islam, Sikhi, and Humanism. They should understand that worldviews influence actions and that spirituality can exist both inside and outside religion. This knowledge helps them see how beliefs are expressed creatively.

New knowledge you will learn in this unit

Students learn how art can communicate wisdom and moral values. They explore how music can help people heal after tragedy and examine how prejudice, including intolerance towards Sikhs, can be challenged through creative expression.

Skills you will develop in this unit

Students employ the discipline of Social Scientists explore how what is going on in society affects people. They develop skills of analysis and interpretation and learn to examine artwork carefully, as well as discover new ways to express their own worldview through creative arts.

How do we know what is real?

Overview

In this unit, students explore the big question: “How do we know what is real?” They use philosophical tools to debate and write about ideas on truth, reality, and knowledge. Students study philosophers like Plato, Aristotle, René Descartes, and John Locke to understand how big questions about the universe have been tackled over time. The unit focuses on grand narratives—big stories that try to explain life and reality.

Prior knowledge you will need for this unit

Students have studied philosophy in Year 7, including Plato, Socrates, Aristotle, and Hare. They have also explored Buddhist ideas about suffering and spiritual expression. This gives them a foundation for thinking critically about reality and truth.

New knowledge you will learn in this unit

Students study thought experiments like Plato’s Cave, philosophical zombies, and Locke’s room analogy. They examine Descartes’ ideas on doubt and apply these debates to ethics, AI, and modern questions about responsibility and consciousness.

Skills you will develop in this unit

Students employ the disciplien of Philosophy by using debate and discussion skills, critical analysis, deep thinking, and the ability to express ideas clearly. They learn to respect different opinions, apply theory to real-world situations, and think carefully about ethical and technological challenges in the modern world.

How does Christianity address modern challenges?

Overview

In this unit, pupils will investigate how Christian worldviews have adapted and new teachings developed in response to contemporary concerns. They explore how religious ideas are applied to modern issues, including poverty, gender equality, racial justice, environmental challenges, and church attitudes to LGBT+ communities. The focus is on how religious teachings are interpreted and applied to ethical issues in the modern world.

Prior knowledge you will need for this unit

Pupils build on everything studied so far: Abrahamic and Dharmic faiths, non-religious worldviews, philosophical questions about reality, and how beliefs inspire action. They should understand how worldviews shape identity, morality, and purpose.

New knowledge you will learn in this unit

Students explore how Christian movements, such as liberation theology, feminist theology and Black theology, interpret their teachings to guide ethical living today. They examine how theological principles are applied to social, ethical, and environmental challenges, and how teachings adapt to contemporary debates and real-world issues such as the role of women in the Church and how denominations can work together against adversity.

Skills you will develop in this unit

Students will employ the discipline of Theology by interpreting sacred texts in new contexts and applying contextual analysis (hermeneutics). They learn to evaluate how religious teachings guide ethical decision-making, connect beliefs to modern issues, and reflect on what it means to live well according to different Christian worldviews.

What is religion and is it dying?

Overview

In this unit, students explore why people are attracted to religion and what role religion plays in society. They study how religion can give people meaning, community, and guidance, and examine whether this still reflects life in Britain today. The key theme is authority and power, looking at how religious and non-religious groups influence society and how society, in turn, changes religion. Students explore ideas from scholars such as Ninian Smart, Pascal Boyer and Linda Woodhead to understand the purpose and function of religion. They also investigate new and growing forms of religion e.g. Pentecostalism to understand why they appeal to people today.

Prior knowledge you will need for this unit

Students should already understand the concept of a worldview and should know that religion is one influence on how people see the world. They have studied different religious traditions and examined the rise of the “Nones” (people with no religion). They also have experience using the tools of a social scientist to study beliefs and practices.

New knowledge you will learn in this unit

Students examine how religion is changing in Britain and around the world. They analyse census data, look at global trends such as the growth of Christianity in Africa and Pentecostalism, and explore whether the UK can still be called a Christian country. They also study how psychology and the human brain may influence religious belief.

Skills you will develop in this unit

Students use methods of a Social Scientist to investigate religion. They analyse graphs, census statistics, and survey data, including research by Linda Woodhead. They interpret evidence, compare global trends, and write a report like a social scientist, explaining what the data shows about religion and belief in modern society.

Does God exist?

Overview

In this unit, pupils explore one of the most important philosophical questions: Does God exist? They examine different arguments for and against belief in God, including logical, evidence-based, and ethical arguments. By studying these ideas, pupils learn about the philosophical foundations of theism (belief in God) and atheism (disbelief in God). The aim is for students to debate, evaluate evidence, and develop their own well-reasoned position.

Prior knowledge you will need for this unit

Pupils should already understand the concept of worldviews and have studied sociological reasons why people might be religious, such as religion providing comfort or community. They have also explored the rise of secularism in Europe and compared this with places where religion is growing, such as parts of Africa and South America. This knowledge prepares them to examine philosophical debates about belief in God.

New knowledge you will learn in this unit

Students learn about major philosophical arguments such as the First Cause and Design arguments as well as the validity of religious experience. They explore reasoning used by both theists and atheists and consider how these arguments have shaped discussions about the evidence for God including the Problem of Evil.

Skills you will develop in this unit

Students develop skills employed by Philosophy such as debate and reasoning. They learn how to construct a logical argument, evaluate evidence, and judge how convincing an argument is. By exploring viewpoints that may challenge their own beliefs, students strengthen their ability to think critically, understand opposing perspectives, and form thoughtful, informed conclusions.

How do we know what is right and wrong?

Overview

In this unit, students explore the concept of living well by asking how we know what is right and wrong. They study different ethical theories that help people make decisions in moral situations. Students examine ideas from philosophers such as Aristotle, Thomas Aquinas, Jeremy Bentham, and John Stuart Mill. Through these thinkers, pupils explore different ways people decide what the most ethical action is.

Prior knowledge you will need for this unit

Students build on previous learning from the Year 8 philosophy unit about reality and knowledge, where they encountered Aristotle and Locke. They have also studied Aquinas in the Year 9 philosophy unit when learning about arguments for the existence of God. This prior knowledge helps them understand how philosophical thinking connects to moral decision-making.

New knowledge you will learn in this unit

Students learn about different ethical approaches, including rule-based ethics, character-based ethics, and consequentialism. They compare the ideas of Bentham and Mill about utilitarianism and explore how Eastern ethical ideas can guide decision-making. They also apply these theories to real-life situations to see how they might help people decide what the right action is.

Skills you will develop in this unit

Students develop their philosophical enquiry skills by questioning, analysing, and evaluating moral arguments. They practise comparing ethical theories, identifying strengths and weaknesses, and applying ideas to practical scenarios. Pupils also reflect on which ethical approach they believe is most helpful for living well and making responsible moral choices.

Christian Beliefs

Overview

Students begin the Pearson Edexcel Religious Studies B GCSE specification at this point. In this unit, students explore the key beliefs at the heart of Christianity. They study important teachings about the Trinity, creation, the incarnation of Jesus, salvation, life after death, and the problem of evil. Students learn how these beliefs come from the Bible and Christian traditions and why they are important for Christians today. The unit helps students understand how Christian beliefs influence worship, moral decisions, and everyday life.

Prior knowledge you will need for this unit

Students will already have studied Christianity in earlier units. They explored the life and significance of Jesus Christ and how different worldviews understand him, including Christian, Jewish, and Muslim perspectives. They also examined how Christianity developed over time, including key historical events such as the Great Schism and the reforms of Martin Luther. This background helps students understand how Christian beliefs shape both religious practice and responses to issues in the world.

New knowledge you will learn in this unit

Students learn about the Trinity and how Christians understand God as Father, Son, and Holy Spirit. They study the biblical account of creation, the belief that Jesus is God incarnate, and the importance of Jesus’ death and resurrection for salvation. They also explore Christian beliefs about life after death, including heaven, hell, judgement, and resurrection, as well as the problem of evil and why suffering can challenge belief in a loving God.

Skills you will develop in this unit

Students develop theological skills by studying Bible passages and learning how Christians interpret them. They practise explaining religious beliefs clearly and analysing why these beliefs are important for believers. Students also develop evaluation skills by considering different Christian viewpoints.

Marriage and Family

Overview

n this unit, students explore Christian teachings about marriage and family life and how these beliefs guide ethical decision-making. They examine Christian views on the purpose of marriage, including love, commitment, procreation, and stability for families. Students also study issues such as divorce, gender equality, contraception, and different types of family structures. The unit helps students understand how Christian teachings influence attitudes towards relationships and family life in modern society, while also recognising that Christians may hold different views on these topics.

Prior knowledge you will need for this unit

Students bring a wide range of knowledge from previous units. They should understand how worldviews influence beliefs, identity, and behaviour, and have studied how Christianity developed historically and how Christian beliefs influence ethical action. In the Christian Beliefs unit, students studied key teachings such as creation, the incarnation, salvation, and the authority of the Bible. They have also examined philosophical questions about morality and living well, and considered how religious teachings are applied to modern issues. This background helps students understand how Christian beliefs shape views about relationships, family life, and moral decision-making.

New knowledge you will learn in this unit

Students learn about Christian teachings on the purpose and importance of marriage, including its role as a lifelong commitment and the foundation for family life. They explore Christian attitudes towards sexual relationships, contraception, divorce, and remarriage, as well as the role of parents and children within families. Students also examine how Christian views interact with modern social changes, such as equality within relationships and the diversity of family structures in contemporary society.

Skills you will develop in this unit

Students develop theological and evaluative skills by studying biblical teachings about relationships and interpreting how Christians apply them today. They practise analysing different viewpoints within Christianity and explaining how beliefs influence ethical decisions. They also employ the skills of Philosophy by evaluating arguments about modern issues relating to family and relationships. Students also apply religious teachings to real-life scenarios, helping them think critically about moral choices and how people might seek to live ethically within family life.

Muslim Beliefs

Overview

In this unit, students explore the core beliefs of Islam and how these shape the lives of Muslims. They study key teachings such as the nature of Allah, the importance of prophets, holy books, angels, predestination, and life after death. Students also learn about the Six Articles of Faith and how these beliefs guide Sunni Muslim worship, behaviour, and moral choices. The unit helps students understand the foundations of Islamic belief and how these teachings influence Muslim life today.

Prior knowledge you will need for this unit

Students have studied worldviews and understand that religion is one factor shaping how people see the world. They explored the Abrahamic traditions and the role of prophets, including how Jesus Christ is viewed differently in Christianity, Judaism, and Islam. Students also examined the life and teachings of Prophet Muhammad and how Muslims interpret the guidance of the Qur'an in modern life. They have also studied ethical decision-making, philosophical debates about God’s existence, and how religions respond to modern issues. This knowledge helps them understand how Islamic beliefs fit into wider discussions about faith, identity, and moral living.

New knowledge you will learn in this unit

Students learn about the nature of Allah, including beliefs about God’s oneness (Tawhid). They explore the role of angels, the importance of prophets, the authority of the Qur’an, and beliefs about predestination and life after death. Students also examine differences in belief between Sunni and Shi’a Muslims and how these beliefs shape Muslim identity and practice.

Skills you will develop in this unit

Students develop theological and analytical skills by studying Qur’anic teachings and exploring how Muslims interpret them. They practise explaining religious beliefs clearly, comparing different viewpoints within Islam, and analysing how beliefs influence the lives of Muslims today.

Crime and Punishment (Islam)

Overview

In this unit, students explore Muslim teachings about crime and punishment and how these guide ideas about justice in society. They examine key Islamic principles such as justice, accountability, mercy, and forgiveness. Students study how the teachings of the Qur'an and the example of Prophet Muhammad influence Muslim views on crime, law, and punishment. The unit helps students understand how Islamic teachings shape attitudes towards responsibility, fairness, and living ethically.

Prior knowledge you will need for this unit

Students have already developed a strong understanding of worldviews and how beliefs influence behaviour. They have studied the core beliefs of Islam, including the nature of Allah, the authority of the Qur'an, the role of prophets, and beliefs about accountability and the afterlife. They have also explored ethical decision-making and philosophical questions about morality and justice. This prior learning helps students understand how Islamic beliefs about responsibility and judgement connect to ideas about crime and punishment.

New knowledge you will learn in this unit

Students learn about Islamic teachings on law, justice, and punishment, including why laws are important in society. They explore Muslim beliefs about the causes of crime, the importance of fairness and mercy, and the role of punishment in protecting society and encouraging repentance. Students also examine debates about justice and forgiveness in Islam and how these ideas may influence modern legal and ethical discussions.

Skills you will develop in this unit

Students develop philosophical and theological analysis skills by studying Qur’anic teachings and considering how Muslims apply them to questions about crime and justice. They practise explaining Islamic beliefs clearly, analysing how religious teachings guide moral decisions, and evaluating different responses to crime in society.

Living the Christian Life

Overview

In this unit, students explore what it means for Christians to live out their faith in everyday life. They study how Christian beliefs influence worship, community life, and moral actions. Students examine practices such as prayer, pilgrimage, charity, and the role of the Church in the local and global community. They also explore how Christian organisations put beliefs into action by supporting people in need. The unit helps students understand how faith is expressed through both personal devotion and social responsibility.

Prior knowledge you will need for this unit

Students draw on extensive knowledge from earlier units. They should understand the concept of worldviews and how beliefs shape identity, actions, and ethical choices. They have studied the life and teachings of Jesus Christ, the development and diversity of Christianity, and how Christian beliefs such as creation, salvation, and the authority of the Bible guide believers. Students have also explored how religion can inspire action for justice and social change and examined philosophical ideas about living well and making moral decisions. This background helps them understand how Christian beliefs are expressed through worship, service, and community life.

New knowledge you will learn in this unit

Students learn about different forms of Christian worship, including liturgical and informal styles. They explore the importance of prayer and pilgrimage, and how Christians express devotion in different ways. Students also study the work of Christian charities and organisations that support the poor and vulnerable, and examine how these actions reflect the teachings of Jesus about love, service, and compassion.

Skills you will develop in this unit

Students employ the disciplines of Theology and Social Sciences by analysing how Christian beliefs are applied in everyday life. They practise interpreting Biblical teachings, explaining how worship and charity express Christian faith, and evaluating the importance of these practices for believers today. Students also strengthen their ability to connect religious beliefs to real-life actions and social issues.

Matters of Life and Death

Overview

In this unit, students explore religious and philosophical responses to ultimate questions about life, death, and human existence. They examine Christian and non-religious views on the sanctity of life, the beginning and end of life, and ethical debates about issues such as abortion and euthanasia. Students also study beliefs about life after death and how these ideas influence moral decision-making. The unit helps students understand how beliefs about life’s value shape attitudes towards difficult ethical questions.

Prior knowledge you will need for this unit

Students have explored worldviews and should understand how beliefs shape people’s responses to ethical issues. Through earlier studies of Christian beliefs, they examined teachings about creation, the value of human life, salvation, and life after death, as well as the authority of the Bible and the teachings of Jesus Christ. Earlier philosophy units introduced debates about the existence of God, ethical reasoning, and the concept of living well, which helps students analyse complex moral questions about life and death. They have also explored how religious beliefs influence moral responses to issues such as crime, justice, and family life.

New knowledge you will learn in this unit

Students learn about religious and non-religious perspectives on the sanctity of life and the moral value of human life. They explore Christian teachings on issues such as the environment, abortion, euthanasia, and care for the dying, and consider how beliefs about life after death influence these views. Students also examine different ethical arguments used in debates about medical and moral decision-making at the beginning and end of life.

Skills you will develop in this unit

Students develop philosophical analysis and evaluation skills by applying religious teachings to real-world moral issues. They practise analysing Biblical teachings, comparing religious and secular viewpoints, and evaluating arguments about complex ethical dilemmas. Students also strengthen their ability to construct balanced arguments and reflect on how beliefs about life and death influence moral decision-making.

Matters of Life and Death

Overview

In this unit, students explore what it means for Muslims to live out their faith in everyday life. They study key practices such as the Five Pillars of Islam, forms of worship, and the importance of community and charity. Students examine how beliefs about Allah guide daily actions, including prayer, fasting, giving to those in need, and pilgrimage. The unit helps students understand how faith is expressed through both personal devotion and commitment to the wider Muslim community.

Prior knowledge you will need for this unit

Students should understand the concept of worldviews and how beliefs influence behaviour and ethical choices. They have studied Muslim beliefs, including teachings about Allah, prophets, angels, the authority of the Qur'an, and beliefs about judgement and the afterlife. They have also examined how religion guides moral decision-making through units on ethics and crime and punishment. In addition, they have explored how religious beliefs are lived out through the Living the Christian Life unit and have studied the life and teachings of Muhammad. This prior knowledge helps students understand how Islamic beliefs shape everyday practices and commitments.

New knowledge you will learn in this unit

Students learn about the Five Pillars of Islam and their importance in Muslim life, including Shahadah (declaration of faith), Salah (prayer), Zakah (charity), Sawm (fasting during Ramadan), and Hajj (pilgrimage to Makkah). They explore how these practices strengthen faith, support community life, and encourage compassion and discipline. Students also examine the significance of worship in the mosque and the importance of religious festivals.

Skills you will develop in this unit

Students develop theological and evaluative skills by studying Islamic practices and analysing how Muslims express their beliefs in everyday life. They practise interpreting teachings from the Qur'an, explaining the significance of religious practices, and evaluating how faith influences the choices and actions of believers. Students also strengthen their ability to compare religious practices and connect beliefs with lived experience.

Peace and Conflict

Overview

In this unit, students explore Muslim teachings about peace and conflict and how Islamic beliefs shape attitudes towards justice, war, and reconciliation. They examine key ideas such as peace, justice, forgiveness, and the concept of struggle (jihad). Students study how teachings from the Qur'an and the example of Muhammad influence Muslim views on conflict, warfare, and the importance of working towards peace. The unit helps students understand how Islamic teachings guide ethical responses to conflict in the modern world.

Prior knowledge you will need for this unit

Students should have understood the idea of worldviews and how beliefs shape people’s moral decisions and responses to global issues. Through earlier study of Muslim beliefs, they explored teachings about Allah, the authority of the Qur'an, the role of prophets, and beliefs about accountability and justice. They have also examined how religion influences ethical decision-making in topics such as crime and punishment and matters of life and death, as well as philosophical ideas about morality and living well. This background helps students understand how Islamic beliefs about justice, responsibility, and compassion influence responses to conflict and the pursuit of peace.

New knowledge you will learn in this unit

Students learn about Islamic teachings on peace, justice, and conflict, including the importance of peace within Islam and the ethical limits placed on warfare. They explore the concept of jihad, including the distinction between the greater struggle (spiritual self-discipline) and the lesser struggle (defending the community). Students also examine debates about when conflict may be justified and how Muslims are encouraged to promote peace and reconciliation.

Skills you will develop in this unit

Students develop philosophical and theological analysis skills by studying teachings from the Qur'an and considering how Muslims apply these teachings to questions about war and peace. They practise explaining Islamic perspectives clearly, analysing how beliefs shape attitudes to conflict, and evaluating different responses to global issues involving violence and justice.

Year 7

What is a worldview?

How are the Abrahamic faiths connected through the Prophets?

How do different worldviews perceive Jesus?

Is it possible to follow the teachings of Prophet Muhammad in the 21st century?

Who are the 'Nones'?

How might a person's beliefs cause them to challenge authority?

Year 8

Does Buddhist dharma provideo answers for why we suffer?

Why is Christianity the way it is?

What does it mean to be a Sikh in Britain today?

How do humans express their spirituality?

How do we know what is real?

How does Christianity address modern challenges?

Year 9

What is religion and is it dying?

Does God exist?

How do we know what is right and wrong?

Christian Beliefs

Marriage and Family

Year 10

Muslim Beliefs

Crime and Punishment (Islam)

Living the Christian Life

Matters of Life and Death

Year 11

Matters of Life and Death

Peace and Conflict

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