Humanities in KS3

Half Term 1 2015

Year 7 – Religious Studies

This unit is an in depth study to the key beliefs and practices of the Buddhist faith. Students will begin by exploring the founder of Buddhism, Siddhartha Gautama. They explore how his life and experiences had a direct impact and influence on the lives of Buddhists, but also how life can change due to both riches and poverty. Students will investigate the role of the 4 Noble Truths in their own lives, teaching them an appreciation of what they have, rather than what they want in their own lives. The Eightfold Path will show students how discipline is a centre of a Buddhist lifestyle, and how being conscious of thought is just as, if not more important than right action. Students will use the Middle Way to evaluation their own lives – do they tread in moderation or to the extremes of wants? Students will experience non-religious meditation through breathing techniques, as well as understand the Buddha’s image and mudras, which are so significant in South-East Asia. Finally through all of these experiences, students will finally explore the topic of enlightenment, and how the Buddha achieved the ultimate goal of Nirvana.

Useful Website, Books and other Resources 

  •  http://www.buddhanet.net/
  • http://www.globalbuddhism.org/
  • http://www.thebuddhistsociety.org/
  • https://prezi.com/l5bljn_ixktl/buddhism/
  • ‘Religions to InspiRE for KS3: Buddhism’ by Diane Kolka
  • ‘Discovering religions’ by Sue Penney

 Home Learning List 

Assessment type

Formative written assessment (45 mins) using standard exam conditions which will be leveled using success criteria.

“How does a Buddhist reach Nirvana?”

 

Year 8 – Religious Studies

 

This unit is an in depth study of Islamic beliefs and practices. Attention will be focused upon the fundamental beliefs of the 5 Pillars, detailing the need for charity, the purpose of prayer and the importance of the Hajj pilgrimage for Muslims. Students will learn about the role of the Prophet Muhammad for believers of the Islamic faith, using present day situations to promote healthy religious dialogue between faith and non-faith members. Students will be expected to address issues such as Greater and Lesser Jihad, and its implications in modern day society, as well as the reasoning behind media portrayal of dress code in Islam. Sufism and Shi’ism and their role within mainstream Islam will be studied, with students being introduced to sects within the Islamic religion. Religious experience such as miracles and conversion will be addressed in order to prepare the current Year 9 students for the linear GCSE Religious Education to be studied in Year 10.

Useful Website, Books and other Resources 

  • GCSE Religious Education: Religion and Life
  • The Muslim Experience
  • Muslim staff members will attend set sessions to explain key points of experience such as Salah and conversion in Islam.
  • There is an opportunity to attend the local Mosque which many of the Muslim students themselves attend for prayers. Students will have the opportunity to witness Salah in action, and speak to members of the Muslim community as well as the local Imam.
  • Use of the Qur’an will be evident throughout, in order to gain greater insight into texts and contexts of verses and scripture.
  • Websites: REonline, Damaris, BeyondBelief.

Home Learning List 

A number of research based questions regarding Zakah charity, the Prophet Muhammad, media portrayal of Islam with focus on Jihad. Students will be encouraged to research topics for the following lessons in order to attain the greatest knowledge prior to the delivery of lesson content. A final essay will be written to be assessed, with a question choice for research.

Assessment type

Formative written assessment (45 mins) focusing around keywords, the revelation of the Quran, an evaluation of the 5 Pillars in Islam as well as the relevance and importance of the Quran in 21st Century Britain.