Question and Morality encourages students to consider challenging questions about the meaning and purpose of life, beliefs about God, moral issues of right and wrong and what it means to be human. It develops knowledge and understanding of Christianity, other religions and other world views that offer answers to these challenging questions.
Questions and Morality offers opportunities for personal reflection and enhances a student's awareness and understanding of religions and beliefs, teachings and practices, as well as an awareness of the influence of religion on individuals, families, communities and cultures.
Questions and Morality encourages students to learn from different religions, beliefs, values and traditions, while exploring their own beliefs and questions of meaning. It challenges students to reflect on, consider, analyse, interpret and evaluate issues of belief, faith and moral issues and to communicate their responses.
Questions and Morality encourages students to develop their sense of identity and belonging. It enables them to grow individually and as citizens in a diverse society and global community. Questions and Morality has an important role in preparing students for adult life, employment and lifelong learning. It enables them to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes tolerance and understanding and enables pupils to combat prejudice.
Key Stage 3
Blended Humanities curriculum
Rites of Passage
This unit takes a look at rites of passage from the perspectives of a range of religions from birth to death. Within this topic students will study new life and birth ceremonies, christenings, coming of age ceremonies, marriage and funerals.
Caring for others and world poverty
Students will consider how we should treat others in need and will study different religious views about helping those in need. As part of this unit students will consider how life may differ when living in a LEDC. They will look at the causes of poverty and find out about the work of a range of religious based charities as well as Fair Trade.
Students conduct an investigation into what life is like for street children including the reasons why a child may be a street child. They will consider the dangers faced by street children and evaluate the best way to help street children. They will focus on a case study in Brazil.
Students will be given an introduction to the religion of Buddhism. This will include a study of the Prince who became the Buddha and his route to enlightenment. Students will consider key Buddhist teachings and evaluate the impact of these teachings on the lives of Buddhists today.
This unit is an introduction to Islam. By the end of the unit students will have an understanding of beliefs about Allah, the Five Pillars of Islam and Hajj pilgrimage. Students will also focus their study on being a Muslim in the UK in the 21st century.
Key Stage 4
(Y9 are included in KS4 as they start their GCSE in religious studies in Y9)
Year 9 and Year 10 students complete a full course GCSE in Religious Studies. They follow the AQA Religious Studies GCSE course covering the units Religion and Life Issues and Religion and Morality.
Religion and Life Issues
Religion and Animal Rights
- Animals and humans
- Do animals have rights?
- Religious beliefs about animals
- Wild animals
- Animals for food
- Should people eat meat?
- Animals in sport
- The fur and ivory trade
- Animal experiments
Religion and Planet Earth
- The origins of life
- Caring for the planet
- Effects of the modern lifestyle
- Destruction of natural habitats
- Natural resources
- Climate change
- Looking after the world
- Religious responses to environmental issues
Religion and Early Life
- The miracle of life
- When does life begin?
- Quality of life
- Abortion and the law
- Arguments for and against abortion
- Religious attitudes to abortion
- Alternatives to abortion
Religion and War and Peace
- Causes of war
- Peace, justice and the sanctity of life
- Religions and peace
- "Just war" and "Holy war"
- Religions and war
- Victims of war
- Religious believers who have worked for peace
- Keeping the peace in times of terror
- Weapons of mass destruction
Religion and Morality
Religious attitudes to the elderly and death
- What is death? The end or a new beginning?
- Attitudes to the elderly
- Who should care for the elderly?
- What religions teach about the elderly
- Should we be able to take life?
- The euthanasia debate
- How long should we keep people alive?
- Help for the dying and bereaved
Religious attitudes to drug abuse
- Rights, responsibilities and legal status
- Classification of illegal drugs
- The reclassification of cannabis
- Social drugs
- Why do people use drugs?
- Reasons for not using alcohol and tobacco
- Reasons for not using illegal drugs
- What can be done about addiction?
Religious attitudes to crime and punishment
- Religious beliefs about law and order
- Causes of crime
- Types of crime
- The aims of punishment
- Religious responses to the aims of punishment
- Young offenders and punishment
- Capital punishment
- Forms of punishment
- Life imprisonment, parole and prison reform
Religious attitudes to rich and poor in British society
- Religious attitudes to rich and poor
- Why are some people rich?
- Why are some people poor?
- What does being poor really mean?
- How is it possible to overcome poverty?
- Religious attitudes to the responsible use of money
- The national lottery
Year 11 students complete the AQA short course GCSE in Religious Studies. 11B1, 11B2 and 11S4 complete Unit 1 Religion and Life Issues. 11S1, 11S2 and 11S3 study Unit 2 Religion and Morality.