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AUTUMN HALF TERM 1
Topic: Introduction to Philosophy, Religion and Ethics
Key knowledge: An understanding of the spiritual nature of humanity An understanding of the nature of philosophical enquiry Consideration of ethical issues	Key skills: To make personal judgements on the nature of faith and philosophical enquiry To develop an ethical perception of our role as moral agents To reflect on and develop their understanding of spirituality in humans.
Key specialist terminology: philosophy, philosophical ethics, ethical religion, religious belief, believe archaeology, archaeological bury, buried, burial	Beyond the Classroom: There are many examples of ancient burial sites in Britain which are open to visitors. This short clip is an interesting site in Japan. https://www.bbc.com/reel/video/p07lq60x/the-ancient-tombs-kept-under-lock-and-key
How will we assess the knowledge, understanding and skills taught in this topic? Students will write an archaeological report on our study of ancient burial sites. This assessment will assess knowledge and evaluation. The students will draw justified conclusions based on our study.

Year 7

Autumn Term

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Year 7

Autumn Term

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AUTUMN HALF TERM 2
Topic: What does it mean to be Jewish?
Key knowledge: The birth of Judaism through Abraham The story of Moses and the Passover meal – it’s symbolism of the Jewish family The importance of the Synagogue Rites of passage in Judaism	Key skills: Description of Jewish rituals, beliefs and practices Explanation of symbolism and meaning of belief for Jews To evaluate concepts such as celebration and freedom within religion
Key specialist terminology: Covenant, Commandment, Passover, Synagogue, Reform Orthodox, Torah, Rabbi, Bar/Bat Mitzvah Kippur Prophet	Beyond the Classroom: Proof-reading class work. Revising specialist terminology to further classroom understanding. Visit the following websites: https://www.bbc.co.uk/bitesize/topics/z9prkqt/articles/zfn792p https://www.bbc.co.uk/religion/religions/judaism/
How will we assess the knowledge, understanding and skills taught in this topic? Students will complete a formal assessment about their systematic understanding of the foundations and key beliefs of the Jewish faith. Students will answer a variety of different questions, ranging from multiple choice, shorter answer questions and extended paragraphs using the PEE method to structure paragraphs. This ensures that reasons are explained in full and students will need to select evidence from knowledge learnt to support these paragraphs. The best answers will make an overall judgement.

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SPRING HALF TERM 1
Topic: The Life of Jesus
Key knowledge: The birth of Jesus and the miracle of the incarnation for Christians Key events in the life of Jesus The ministry of Jesus Christ through teaching, preaching and performing healing miracles The kingdom of God and social justice The status of Jesus as Son of God, Son of Man and the Messiah The Messianic Prophecies	Key skills: Description of key beliefs and events from the ministry of Christ Explanation of the importance of the Kingdom of God Justifying an opinion around the status of Jesus as Son of God Forming a balanced opinion around the concept of the Messiah in relation to Jesus Christ
Key specialist terminology: Incarnation Gospel Miracle Messiah Baptised Crucified Prophecy Preacher Parable Baptism	Beyond the Classroom: Students can watch the ‘Miracle Maker’ Students can look at BBC class clips around the nature of baptism, Easter and Christmas for Christians BBC Bitesize to look at the ministry of Jesus Christ
How will we assess the knowledge, understanding and skills taught in this topic? Students will conduct a P for C investigation (Philosophy for Children) – using questions around the nature of Jesus’ ministry and his status for Christians as God incarnate – this is done through group discussion and peer assessment/debate. Pupils will then produce a write up of their discussion, considering interesting points of discussion from the lesson and including their own views in more detail Skill – Forming and justifying an opinion

Year 7

Spring Term

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SPRING HALF TERM 2
Topic: The Development of the church
Key knowledge: The religious events which influenced the development of Christianity: Saint Paul’s conversion. The historical events which influenced the development of Christianity in Britain: Saint Augustine’s visit to Kent in pagan Britain. The development of denominations Key facts about the protestant and catholic denominations.	Key skills: Description of key events leading to England becoming a Christian country in 6^th century. Identify similarities and differences between Christian denominations. Show empathy for reasons for changes in Christianity.
Key specialist terminology: belief, believe pagan Christian Christianity The reformation denomination Catholic, Protestant convert, conversion	Beyond the Classroom: Visit Canterbury cathedral and place the historical events and people in to the religious context. Or visit the site: https://www.canterbury-cathedral.org/wp-content/uploads/2021/06/01AngloSaxonEngland.pdf
How will we assess the knowledge, understanding and skills taught in this topic? Students will complete a formal assessment about their systematic understanding of the factors influencing the development of Christianity. Students will answer a variety of different questions, ranging from multiple choice, shorter answer questions and extended paragraphs using the PEE method to structure paragraphs. This ensures that reasons are explained in full and students will need to select evidence from knowledge learnt to support these paragraphs. Students will need to make an overall judgement presented in a justified conclusion.

Year 7

Spring Term

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SUMMER HALF TERM 1
Topic: Islam
Key knowledge: The life of Muhammad The revelation of the Qur’an The 5 Pillars The Mosque	Key skills: Describe the key events in the life of Muhammad. Explain the meaning and importance of each of the 5 pillars To evaluate the significance of the stages of Hajj. To understand how beliefs are reflected in the mosque.
Key specialist terminology: Muhammad prophet belief believe revelation mosque imam monotheistic, Allah Prayer	Beyond the Classroom: Talk to people you know of the faith and develop your understanding of what it is like to be a Muslim. https://www.youtube.com/watch?v=hg_CbiGE9kk https://www.bbc.co.uk/bitesize/topics/zpdtsbk/articles/zrxxgwx
How will we assess the knowledge, understanding and skills taught in this topic? Students will complete a formal assessment about their systematic understanding of Islam. Students will answer a variety of different questions, ranging from multiple choice, shorter answer questions and extended paragraphs using the PEE method to structure paragraphs. This ensures that reasons are explained in full and students will need to select evidence from knowledge learnt to support these paragraphs. Students will need to make an overall judgement presented in a justified conclusion.

Year 7

Summer Term

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SUMMER HALF TERM 2
Topic: Expressions of Faith
Key knowledge: Understanding how religion is portrayed in various art-forms, including; spoken word, visual art, music and religious symbolism A consideration of why God is difficult to visualise at all	Key skills: Creativity Application of previous knowledge Philosophical analysis of the nature of God Evaluation of the effectiveness of art in relation to picturing God Consideration of symbolism in relation to God
Key specialist terminology: Symbolism Portrayal Prayer Scripture Spiritual Expression of faith Metaphor	Beyond the Classroom: Visit a place of worship in your local community and look at how God is represented in different ways Visit a Mosque in particular and consider the religious art-work Download pictures of Mandalas and discuss with your child the imagery within in and its purpose Look at stained glass windows at your local church and discuss the symbolism
How will we assess the knowledge, understanding and skills taught in this topic? Students will research one particular area of artistic representation within religion – they will do this in small groups then create a presentation – this will be presented in class and pupils will peer assess each others work. Teachers will assess the quality of the presentations and the knowledge of artistic interpretation that has been demonstrated, in relation to religious symbolism within different artforms.

Year 7

Summer Term

2

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