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Mrs A Burn (Head of Department) | aburn@conyers.org.uk |
Mrs A Brack | abrack@conyers.org.uk |
Mr D Kirk | dkirk@conyers.org.uk |
https://conyersre.wordpress.com |
Key Stage 4 Curriculum Map
Curriculum Intent
Aims to give students an in depth understanding of both Christianity and Islam, through initially studying key beliefs and practices before applying key ideas to four themes which incorporate a range of issues for life in modern day Britain. The intention is for students to understand how faith impacts on key issues in life and be able to understand how this links to key teachings within each faith. Students are encouraged to consider why all people of the same religion do not act in the same way and consider the impact of interpretation and history in denominational differences within Christianity and the main differences between Sunni and Shi’a Muslims. The GCSE is structured in a way in which students are able to investigate both the theology and doctrines of each religion in Paper One. (Christianiry and Islam have been choosen due to their size and impact locally, nationally and globably along with the similarities as Abrahamic religions. Paper two allows students to think philosophically and they are encouraged to critically question a range of ethical issues in order to develop a personal opinion recognising how sometimes a range of views can lead to intolerance and discrimination.
Key Knowledge and Skills
Key Skills:
- Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authortiy, including through reading and interprtation of key religious texts, other texts and scriptures of Christianity and Islam.
- Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
- Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life
- Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.
Sequence Discussion
Students start by looking at units for paper one. Initially they start with Unit 1 -Key Christian Beliefs before comparing with Unit 2 that looks at Key Islamic Beliefs. Students must study the key beliefs first in order to be able to apply this knowledge to Unit 3&4 which look at the impact of belief and how Christians and Muslims practice their religion. This is started in Y9 to bridge the gap between KS3 and 4 with ethical issues covered more in Y10. Students have 4 lessons a fortnight in Y9 (down to 1 per week in Y10) and this allows time to ensure students develop the skills and exam technique required to be successful in both Paper 1&2. Each of the skills and exam style questions are interwoven within the SOW for each unit with required exam questions for all to complete. In KS4 students look at four themes. This is completed after all knowledge for Paper 1 is complete to allow students to apply this knowledge thematically. All units in Paper one are formally assessed twice through End of Year Exams and Trial Exams to ensure students continue to revisit this content and develop their knowledge as they progress through the course with very little contact time relative to other full GCSE courses.
Year 9
Half Term 1
Paper 1 – Unit 1 – Key Christian Beliefs
Half Term 2
Paper 1 – Unit 2 – Key Islamic Beliefs
Half Term 3
Paper 1 – Unit 3 – Key Christian Practices
Half Term 4
Paper 1 – Unit 4 – Key Islamic Practices
Half Term 5
Paper 2 – Unit 1 – Crime and Punishment
Half Term 6
Paper 2 – Unit 2 – Peace and Conflict
Year 10
Half Term 1
Paper 2 – Unit 3 – Religion and Life
Half Term 2
Paper 2 – Unit 3 – Religion and Life
Half Term 3
Paper 2 – Unit 4 – Relationships and Families
Half Term 4
Paper 2 – Unit 4 – Relationships and Families