Rationale to the Syllabus
Overall the syllabus is designed to cover a wide range of subject areas traditionally, and more recently, associated with Divinity, Religious Studies and Philosophy of Religion. It attempts to give breadth yet with a degree of focus as well, in order that the pupils may engage deeply with the issues covered. Breadth is considered important, however, so that pupils may understand that Divinity/Philosophy is not concerned simply with a more traditional approach of over-didactic absorption of biblical passages and Christian doctrine. Rather the scope of Divinity/Philosophy is much wider as one approaches questions of truth, meaning and purpose from many different angles.
As the pupils move through the years they will, then, move from a more traditional course of study through to a syllabus which attempts to apply traditional questions to contemporary society and situations; it is hoped that a good grounding in religious traditions will equip more informed discussion in later stages.
There is also a movement in the syllabus from the more concrete manifestations of faith to the more conceptual and debatable areas of faith. This is designed to mirror their own personal, intellectual and spiritual growth through the years, and their own ability to perceive more nuanced and complex arguments and patterns of thought.
Rationale | The Syllabus | Yeargroup Syllabuses Explained | Learning and Teaching
The Syllabus |
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Michaelmas Term |
Lent Term |
Trinity Term |
Year2 |
Introduction: The Bible
Nature of the Bible
The Gospels
The Synoptic Problem
The Infancy Narratives:
Their meaning and purpose in Luke and Matthew
The Baptism and Temptation of Christ:
Their importance in understanding Christ’s ministry. |
The Kingdom of God:
The meaning and purpose of parables and miracles in the gospels. Particular reference to specific examples in Mark
The Identity of Christ:
Examination of Christological titles – Son of Man, Messiah, Son of God
Particular reference to the Transfiguration |
The Passion Narratives:
Christ’s passion will be studied with particular reference to Mark.
Issues surrounding Christ’s Crucifixion and Resurrection will be explored.
Pentecost and the Early Church:
The nature of the Holy Spirit and its impact on the nascent church |
Year3 |
Introduction:
The nature and importance of faith/belief in contemporary world
The nature of Divinity/RS |
Christianity:
1. Places and Forms of Worship
2. Special Days, Festivals and Fasts
3. Sacred Texts
4. Sacred Objects |
Islam/Judaism:
1. Places and Forms of
Worship
2. Special Days, Festivals and Fasts
3. Sacred Texts
4. Sacred Objects |
Year 4 |
Science and Belief:
1. Creation – biblical and scientific accounts.
Different approaches to biblical texts and scientific models e.g. fundamentalism/metaphor reductionism/hypothesis
2. Key thinkers – Copernicus, Galileo, Darwin |
War and Peace:
1. Aquinas – just war theory
2. Pacifism
3. Non-violent resistance
including an introduction to Gandhi and Luther King
4. Nuclear war
5. The sermon on the mount |
Religion and Poverty:
1. Basic introduction to moral and ethical theory
2. Human rights and world poverty
3. Capitalist culture: consumerism, materialism, the arms trade and fair trade
4. Charity work e.g. Oxfam
5. Appropriate religious texts and concepts regarding poverty examined |
Year 5 |
NB The following three topics will be covered over the space of two terms
Arguments For and Against the Existence of God
Pupils will explore the strength of the following arguments:
1. Design
2. Cosmological
3. Ontological
4. Morality
5. Religious experience
6. Truth knowledge and proof
7. Free will and determinism |
Issues of Birth and Death
Moral and ethical questions surrounding the following issues will be explored:
1. Abortion
2. Contraception
3. Genetic engineering
4. Embryology
5. Euthanasia
Personal Relationships
Issues in the following areas will be explored:
1. Love
2. Friendship
3. Family
4. Marriage, Divorce and Remarriage
5. Sexuality |
Hinduism
1. Beliefs: Reincarnation, Moksha and Advaita (non-dualism)
2. Hindu Gods: polytheism, Brahman, Shiva, Vishnu
3. Hindu society
Buddhism
1. Life of the Buddha
2. Samsara and Moksha, The Tanka, the Four Noble Truths and the Eightfold Path
3. The Buddhist Life |
6th Form |
The 6th form syllabus is determined by the Edexcel AS/A2 syllabus |
There will be general RS input within the General Studies curriculum |
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Rationale | The Syllabus | Yeargroup Syllabuses Explained | Learning and Teaching
Explanations of Individual Yeargroup Syllabuses
2nd Year A fairly standard outline of New Testament biblical scholarship. It is designed to give them a good overview of the life of Jesus of Nazareth, and to allow them to engage with some of the critical events and texts associated with his life. Discussion is encouraged, but there is also an emphasis on acquiring historical and textual knowledge which will set them up well for the future. The course is designed to mirror what other schools would be studying for Common Entrance so that there will hopefully be a sense of parity when other classmates arrive in Year3.
3rd Year The main emphasis in this year is to build up a good knowledge base about two monotheistic religions, namely Christianity and either Islam or Judaism. They will study both the form and content of belief and will be encouraged to debate certain aspects and issues that are raised by this. The study of the religions is prefaced by a discussion about the nature and importance of studying religion, faith, belief and philosophy as we seek to answer questions of truth, meaning and purpose. It seems important to do this at this stage in the syllabus as this is when the major intake happens, and it is intended to encourage a positive and inquisitive approach to the subject in the other years.
4th Year The syllabus broadens now into some of the wider issues which arise out of faith and belief. It is intended that it will also have a positive cross-fertilization with other subjects being studied for GCSE, i.e. History, Science, English. There is much greater emphasis on discussion and debate, and pupils are encouraged to formulate opinions for themselves. Lessons are designed to be more controversial and to spark interaction.
5th Year The syllabus in this year is designed to give a taste of AS and A2 study, by examining the Philosophy of Religion and Ethics. As they develop intellectually the pupils will have a greater grasp of the complexity of such arguments, and they will be encouraged not only to formulate opinions but also to debate in relation to specific ideas and arguments with which they will be presented. The emphasis will be on intellectual and objective rigour, rather than a more subjective and less defined opinion as encouraged in the previous year. The section on personal relationships is designed to build on relationships and rapport which will be built up through the year and years between class members and between pupils and teacher. A certain degree of confidence is required for open and meaningful discussion and this can only be acquired through time. The choice of a course on Buddhism and Hinduism in the GCSE term is designed to be a light but stimulating introduction to another faith in the pressure of exam term.
6th Form and AS/A2 in The Philosophy of Religion and Ethics is designed for students with or without personal convictions of faith and overall the whole course puts a strong emphasis on discourse and debate. Pupils will be provided with primary, secondary and tertiary source materials upon which to build their own opinions and draw their own conclusions. The presentation of these views within the class context will allow students' opinions to gain definition and clarity through scrutiny by teacher and class alike. The course is designed for those who wish to think for themselves, to question and to equip themselves for the complexity of the world in its religious, philosophical and ethical dimensions.
Rationale | The Syllabus | Yeargroup Syllabuses Explained | Learning and Teaching
LEARNING AND TEACHING
Strengths in the quality of learning include:
- A multi-media based approach to learning and stimulus. This will include an extensive use of short clips from contemporary films, relevant and topical television and radio documentaries, music (both classical and popular), and visual arts where appropriate and possible. IT resources will be used, when appropriate, during class and will be encouraged in homework research and in the presentation of work.
- An approach which recognizes the mixed abilities of any given class. Pupils of a higher level of academic potential will be stretched by the openness and opportunities of the questions introduced. Pupils of a lower level of academic potential will be nurtured by the grounding of abstract ideas and principles in concrete examples and illustrations.
- An opportunity for the pupil to grow in confidence in forming and expressing personal and generic views and opinions. In this regard Divinity and Philosophy will play an important role in personal and character development and formation.
- An emphasis on creative responses (i.e. non-verbal/multimedia) to the material produced for class discussion and examination.
- Strengths in the quality of teaching include:
- The importance of discussion and debate in the learning process. Pupils will be encouraged to listen to, form and weigh up opinions on a variety of moral, ethical, theological and philosophical issues. There will be a strong emphasis on respecting views different from their own. The teaching will, however, not leave them in a moral, ethical or spiritual vacuum; there will be adequate plenary and summary offered at the end of each class.
- The opportunity to work in groups will be actively encouraged where appropriate, in order to develop interpersonal, communication and group skills.
- IT resources will provide essential backup; the use and sourcing of teaching, religious, and topical websites will be deployed when appropriate. The use of PowerPoint presentations will be explored as a possible medium for class communication
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