What we teach and why?

Autumn Term

Spring Term

Summer Term

Creation and Covenant

•        How do we know about God?

•        The Bible

•        What is creation?

•        What does science teach about creation?

•        What is Stewardship?

•        What is prayer?

•        What is Environmental Ethics?

•        Can art help Catholic understand creation?

•        What can we learn from Sr. Dorothy Stang?

Why?

This provides the early foundation of students’ introduction to Christianity and the key duties Christians have including looking after Gods world.

Prophecy and Promise

•        How can we read the Bible?

•        How is the Bible translated?

•        What is the Old Testament?

•        What is the New Testament?

•        What is scripture, tradition, and magisterium?

•        How is scripture used in the Rosary?

•        How does the Book of Kells reflect the meaning?

•        What are Biblical idioms?

Why?

The Bible has been important to many people throughout the years and has helped shape the modern world. We will ask students why it is such an important book to so many people? Scripture is central to the life and practice of the Catholic life.

Galilee to Jerusalem

•        What is Incarnation?

•        Who is Jesus?

•        What are the different titles of Jesus?

•        What is the Trinity?

•        Business Ethics

•        Rublev’s Trinity

•        Who was Fr. Mychal Judge?

Why?

The Gospels are at the heart of Christianity because they allow people to know Jesus through the life he lived and the words he spoke. We will explore who Jesus was and what His titles mean? We will identify that Jesus will always be the most important role model for Catholics.

Desert to Garden

•        What is the Paschal Mystery?

•        What are the Sacraments?

•        What is the Mass?

•        What is the Structure of the Mass?

•        Poverty and World Hunger

•        What can art teach us about the Eucharist?

•        How do processions of the Blesses Sacrament honour Jesus?

Why?

We want students to understand that we just cannot explain events because they are beyond human understanding: they are a genuine mystery. We will make it clear that through the church, Catholics can receive Sacraments. We will make it clear that the events of Passover foreshadow the final meal and sacrifice that Jesus will make.

To the Ends of the Earth

•        Who was St. Luke?

•        Who is the Holy Spirit?

•        What is the story of Pentecost?

•        What is the Church?

•        What is the Sacrament of Confirmation?

•        How should we live?

•        How is Pentecost shown through art?

•        How is Pentecost celebrated in different countered?

Why?

Christians believe that before Jesus ascended, he told His apostles what he needed them to do to continue his work: they were to go out into the world and build up a community of believers. We will make it clear that the story of Pentecost s both life – changing and exciting and remains important for Christians today.

Dialogue and Encounter

•        Atheism

•        Christian Denominations

•        How have councils been important in the Church?

•        The Council of Jerusalem?

Why?

We aim to help students understand why there are so many different Christian Churches in the world and what caused them all to develop.

What we teach and why?

Autumn Term

Spring Term

Summer Term

The Covenant:

This course is looking at the Prophets who came before and led to the revelation of Jesus Christ. We begin by looking at Abraham and both his covenants with God, and how this then led to three world faiths. We then look at the descendants of Abraham and how they led the early Israelites through to become God’s Chosen People.

Why?

By understanding the relationship, the Jews had with God, it should help students have a foundation of where certain teachings of Jesus stem from and/ or why there were reactions to this which have lasted over two thousand years.

An Introduction to Judaism:

We will engage in study of Judaism, including the key beliefs and practices of Jewish life.

Why?

This will help pupils understand the religiously diverse community within Judaism and help them make links between people’s beliefs and how they express them in their daily life.

St. Mark’s Gospel:

We will look through a lens at one book in the Bible. We focus on Jesus’ Ministry and His Passion and Resurrection through the eyes of St. Mark’s Gospel. We begin by looking at the context of the Gospel and the fact that it was the first written as a spring board into understanding the viewpoint that Mark wrote his Gospel with.

Why?

By looking at historical context under a narrowed lens, it allows our students to build the skills they will need as they move through their KS3 and then GCSE course and interpret scripture.

Life in the Spirit and God’s Call:

Within this topic students will look at three difference sacraments. They look at the Sacrament of Confirmation as a continuation of the blessing of Pentecost and the invitation to be filled with the Holy Spirit. They then learn that through the gifts of the Holy Spirit we can begin our discernment and begin our own personal journey with God. This leads into vocation and learning about the Sacraments of Marriage and Holy Orders.

Why?

Students learn in detail about three more sacraments, building upon the three they learnt in Year 7 which will help them in their own personal faith journey.

An Introduction to Islam:

We will engage in a study of Islam, including the key beliefs and practices of Islamic

Why?

life. This will help pupils understand the religiously diverse community within Islam and help them make links between people’s beliefs and how they express them in their daily life.

The Existence of God:

This is our Year 8 philosophy unit and we endeavour to take their base knowledge of philosophy that they learnt in Year 7 and apply those skills to now looking at a key philosophical question: Does God exist? We look at this through a Christian and Atheist lens.

Why?

This topic aims to introduce Atheism and Humanism into the students understanding and dialogue. Within the EDUQAS GCSE course students must be able to argue using opinions and theodicies outside of their own, so this skill being taught lower down the school allows students to develop rational, logical arguments that they can apply to many different questions.

What we teach and why?

Autumn Term

Spring Term

Summer Term

God’s Promises Fulfilled:

This unit looks at the exile of the Jews from their homeland Jerusalem and how alone it must have felt, knowing the history of their ancestors. We then relate this to modern experiences of refugees coming to Britain today. This allows our students to focus on how faith can play an important part in changing the outlook on life when given hope. We turn our study to look at those faithful Jews returning to Jerusalem and rebuilding the Temple, focusing on the prophecies of the coming Messiah. Where we then look at the Annunciation stories of Mary and Zechariah and applies these stories to create a contrasting perspective of how God reacts to those who lack faith in him.

Why?

This unit allows students to expand their knowledge from Year 8, which contributes to a better understanding of the Jewish Biblical narrative.

The Gospels

Year 9 begins with a study in to The Gospels, exploring the Gospel writers, looking at who wrote the Gospels and where and when they were written. We then address that factor that the Gospel writer wrote for different audiences and why this changes the narrative of Jesus’ life. This study involves looking at each Gospel individually, looking at Mark’s Gospel, where we explore the many miracles, Mark includes in his gospel to prove that Jesus is the Son of God. We look at some Parable that Jesus uses to teach Christians about the Kingdom of God. In Matthew’s Gospel, we focus on The Nativity Story, and use Joseph’s genealogy to prove that Jesus is the Messiah. Looking at Luke’s Gospel, we address the “Poor in Spirit” theme that runs throughout his Gospel. Finally looking at John’s Gospel exploring the seven “I AM” saying Jesus uses to describe himself.

Why?

This study introduces the students to the Gospel writers and important stories, that will be used throughout their RE studies and into GCSE level. This unit allows students to look at the Gospels using analytical and statistical skills to question the reliability of The Gospels.

The History of the Catholic Church in Britain:

We begin by looking at the early Church, focusing on St Peter and Paul and their contribution in spreading the Word as they were encouraging to do so in the Great Commission. This leads us to look at St Alban and the spread of Christianity into Britain. We then turn our study to The Reformation in Britain and the break from Rome, giving students the opportunity to analyse the contributing factor of influential people like Martin Luther, Henry VIII and St Thomas More, which resulted in the roller coaster of Christianity under the Tudors. As we move on, we look at The Gun Powder Plot, The Catholic Emancipation in 1829 and Catholicism today.

Why?

This unit allows students to see how the Catholic Church has changed over time and develop this knowledge, necessary when looking at the Second Vatican Council in GCSE unit Life and Death. 

Religion, Human Right and Social Justice:

We start of this unit by focusing on key language when talking on topics of Human Rights and Social Justice first by looking at the difference between discrimination and prejudice. Highlighting the importance of documents like The Equality Act of 2010, and how UK Laws have changed when looking at same sex marriage and civil partnerships. This unit allows students to discuss the fight towards equality on a range of topics of Race, Age, Gender, and the Gender Pay Gap issue and more.

Why?

This unit addresses many worldwide contemporary issues and applies religious arguments, and religious scripture to develop skills in providing well-balanced arguments on topics to a GCSE standard.

Judaism 

This unit kick starts our RE GCSE journey exploring the world of Jewish: Beliefs and Teachings. We begin by looking at the Jewish beliefs about God and how God is present through the divine presence of God known as the Shekinah. We look at important Covenants with Abraham as a founding father of Judaism, and how his covenant has significant impact on Jewish Rites of Passage celebrated at Birth. We then explore the Covenant with Moses that through this covenant Jews received the 10 Commandments and mitzvot’s upon which they live their daily life by, in the aims to be a good Jew. This unit allows students to apply KS3 knowledge of Judaism and develop it to a detailed GCSE level, focusing on essay writing skills. This unit expands on the detail of Jewish teachings and applies it to Jewish daily practices, addressing worship both in the Home and the Synagogue. We then explore the importance of the Synagogue through Jewish Rites of Passages from Birth to Death. We explore significant Jewish Festivals and holy day and how they are celebrated by Jews, in both the Home and Synagogue.

Why?

Judaism is steeped in content taught from KS3 and GCSE units like Judaism Beliefs and Teaching; this gives students a wider picture of Jewish life and understanding and apply this to GCSE style questions. 

What we teach and why?

Autumn Term

Spring Term

Summer Term

Judaism 

This unit kick starts our RE GCSE journey exploring the world of Jewish: Beliefs and Teachings. We begin by looking at the Jewish beliefs about God and how God is present through the divine presence of God known as the Shekinah. We look at important Covenants with Abraham as a founding father of Judaism, and how his covenant has significant impact on Jewish Rites of Passage celebrated at Birth. We then explore the Covenant with Moses that through this covenant Jews received the 10 Commandments and mitzvot’s upon which they live their daily life by, in the aims to be a good Jew. This unit allows students to apply KS3 knowledge of Judaism and develop it to a detailed GCSE level, focusing on essay writing skills. This unit expands on the detail of Jewish teachings and applies it to Jewish daily practices, addressing worship both in the Home and the Synagogue. We then explore the importance of the Synagogue through Jewish Rites of Passages from Birth to Death. We explore significant Jewish Festivals and holy day and how they are celebrated by Jews, in both the Home and Synagogue.

Why?

Judaism is steeped in content taught from KS3 and GCSE units like Judaism Beliefs and Teaching; this gives students a wider picture of Jewish life and understanding and apply this to GCSE style questions

Origins and Meaning

Within this GCSE EDUQAS course students will learn a variety of different topics that begin with how the world and life began and how all points of view on these theories help shape other key events within society and an individual’s life. This will include abortion, the environment, the Bible, Religious Art, Interfaith dialogue, and the work of charities. Alongside the content students will be introduced to the EDUQAS exam and what is required of them. They will begin to practice exam technique and the skills needed to retain information. They will also be re-introduced to the Bible and key scripture, as well as Encyclicals and other documents from the Catholic Church. Continuing from their prior knowledge of Atheism and Humanism, students will begin to use these belief systems to answer ethical, philosophical, and theological questions, even if the beliefs are in contrary with their own religious beliefs and practices. 

Why?

Students will continue their practice of exam technique and be preparing for assessments and practice exam questions. 

Good and Evil

Having built upon the knowledge of why humanity exists and how this topic will look at how evil then came into the world. Before students answer this question, they will first look at the Incarnation of Jesus and how God taking on flesh is identified in The Trinity. Students will then look at evil and both Catholic Christian, Protestant Christian and Non – Religious responses to this. Including David Hume and his Inconsistent Triad. To support their arguments that evil is a consequence of Free Will, students will learn how Jesus taught His followers and acts as an example of moral authority. Within this topic as well students are given the opportunity to look at Pilgrimage and the Rosary. Students will continue their practice of exam technique and be preparing for assessments and practice exam questions. 

Why?

Students will continue their practice of exam technique and be preparing for assessments and practice exam questions. 

What we teach and why?

Autumn Term

Spring Term

Summer Term

Life and Death:

This unit begins our study on Paper 2: Applied Catholic Theology, looking at the meaning of death and the Catholic beliefs behind the importance of dying well. Which raises the debate of whether we have the right to die, allowing students to explore a range of views, and important Catholic encyclicals like Evangelium Vitae, which speaks, specifically on Euthanasia. We then look at the Catholic beliefs about resurrection and life after death; exploring does a loving God send people to Hell? Alternatively, is it the person rejecting God, sending themselves to Hell? This leads us to focus on important symbols, music and prayer used in the Funeral Rite.

Why?

During this course, our students get the opportunity to explore The Second Vatican council, looking at how the Catholic Church was before and recognising the changes made, as a result. Our study explores the four important documents that came out of The Second Vatican Council, and how they changed the Catholic Church worldwide forever. Through this unit, students can rely on scripture and Catholic teachings to address a range of topics and argue well a variety of points of view to a GCSE standard.

Sin and Forgiveness: 

Here we complete our RE GCSE study with our final unit on Paper 2: Applied Catholic Theology, looking at the different aims of punishment. We take a deep looking into Capital Punishment and whether it is an effective form of deterrent punishment, exploring a range of Catholic, religious, and non-religious points of view using scripture and teaching to back up each argument. Turning our attention to Forgiveness, we look at a range of Christian teachings on Forgiveness and how through Forgiveness, Christians can gain Salvation through Christs sacrifice on the cross for us. To build on this relationship with Christ, this unit turns to the seven Sacraments and recognises that for Catholics it is important to receive the Sacraments; this visible sign of God’s invisible grace, every time they receive a Sacrament.

Why?

This unit turns our attention to Evangelisation and important documents like Evangelii Gaudium to highlight that Salvation can be gained through Evangelising on a local, national, and global level, exploring the benefits and challenges of evangelising in Britain comparing census’ from 2011 and 2021. As this is, the final GCSE unit students have range of opportunity to explore different GCSE style writing, as well as using statistical based evidence to form well structure arguments. 

Revision and exams