ATTL

Looking for God

SN - understand and be able to explain that the creation stories are a symbolic way of

explaining that God created the world. Understand the idea that God is the designer of the

world.

LA - understand that the creation stories are symbolic way of

explaining that God created the world. Understand the argument from design.

MA - understand and be able to explain meaning of symbolic and scientific

explanations for the origin of the world. Understand and be able to explain the

argument from design.

HA - understand and be able to explain meaning and purpose of symbolic and scientific

explanations for the origin of the world. Understand and be able to explain in detail the

argument from design.

p God as a personal power

SN - Understand that Christians believe that God is a power with whom

you can have a relationship.

LA - Understand that Christians believe that God is a power with whom

you can have a relationship.

Have considered the nature of this power through the study of at least one of the following

Biblical passages: 1 Samuel Chp. 17 v. 12-51, John 9: 1-41, John 11, 1-44.

MA - Understand that Christians believe that God is a power with whom

you can have a relationship.

Have considered and be able to explain the nature of this power through the study of the

following Biblical passages: 1 Samuel Chp. 17 v. 12-51, John 9: 1-41, John 11, 1-44.

HA - Understand that Christians believe that God is a power with whom

you can have a relationship.

Have considered and be able to explain in detail the nature of this power through the study of

the following Biblical passages: 1 Samuel Chp. 17 v. 12-51, John 9: 1-41, John 11, 1-44.

To consider the meaning of faith - in people - in God

To look at the role of faith in the life of a Christian

To examine stories of faith in the Gospels

ATTL

SN - be able to explain the meaning of the word faith using examples if necessary

LA - be able to describe, in words, the meaning of the word faith and understand that for a

Christian belief in God involves faith.

MA - be able to describe the meaning of the word faith and explain how

Christian belief requires a faith in God.

HA - be able to describe the meaning of the word faith and explain how

Christian belief requires a faith in God.

p Faith in the Gospels & in the life of a Christian

SN - be able to give an example of faith in the Gospels and explain

on a simple level why faith is important for Christians.

LA - be able to give an example of faith in the Gospels and explain

why faith is important for Christians.

MA - be able to give detailed examples of faith in the Gospels,

explaining the importance of faith in the story and relate

its importance for Christians today.

HA - be able to give detailed examples of faith in the Gospels,

explaining the importance of faith in the story and relate,

in depth, its importance for Christians today.

To consider the mysterious and inexplicable

To explore the meaning of the Trinity through considering ways of explaining presence of three personalities in one God and then through looking at the different roles of the persons in the Trinity

ATTL

The Bible and Christian belief

SN - understand the term mystery and be able to explain how religious people use pictures and

images to describe things that they cannot fully understand.

LA - understand the term mystery and be able to explain, using examples, how religious people use

pictures and images to describe things that they cannot fully understand.

MA - understand the term mystery and understand how many religious concepts are mysterious.

- be able to explain, using examples, how religious people use pictures and images to describe

things that they cannot fully understand.

HA - understand the term mystery and understand how many religious concepts are mysterious.

- be able to explain, using examples, how religious people use pictures and images to describe

things that they cannot fully understand.

p The Trinity

SN - understand Christian belief that God is one but made up of three persons.

- be able to represent the concept of the Trinity using images and symbols.

LA - understand Christian belief that God is one but made up of three persons.

- be able to explain, in simple terms, the concept of the Trinity using words, images and symbols.

MA - understand Christian belief that God is one but made up of three persons.

- be able to explain the concept of the Trinity using words, images and symbols.

HA - understand Christian belief that God is one but made up of three persons.

SN - understand how free will, the laws of nature and the ability

to have real choices can result in people suffering.

LA - understand and be able to describe in a simple way how free will, the laws of nature and the

ability to have real choices can result in people suffering.

MA - understand and be able to describe how free will, the laws of nature and the

ability to have real choices can result in people suffering.

HA - understand and be able to describe, in detail, how free will, the laws of nature and the

ability to have real choices can result in people suffering.

p Can pain be meaningful

SN - understand how suffering can be meaningful, especially for Christians.

- consider examples where pain or suffering has resulted in eventual good.

LA - understand how suffering can be meaningful, especially for Christians.

- be able to consider the purpose, or lack of purpose, in situations

where people have endured pain.

MA - understand why Christians believe that suffering can have meaning,

especially in relation to the passion of Christ.

- be able to discuss their own views as to the meaning or meaninglessness of suffering.

HA - understand why Christians believe that suffering can have meaning,

especially in relation to the passion of Christ.

- be able to discuss, in detail, their own views as to the meaning

or meaninglessness of suffering.

p Heaven and hell

SN - consider, at a simple level, the different ideas and interpretations

of Hell and the type of people who might go to hell.

- consider what a ‘Heavenly’ or ‘Hellish’ mind might be like.

LA - consider different ideas and interpretations of Hell and the type or people who go to hell.

- consider what a ‘Heavenly’ or ‘Hellish’ mind might be like.

MA - consider different ideas and interpretations of Hell and the type

of people who might go to hell.

- consider and analyse their own ideas about what makes someone

a ‘Heavenly’ or ‘Hellish’ person.

HA - consider, in detail, different ideas and interpretations of Hell

and the type of people who might go to hell.

- consider and analyse their own ideas about what makes someone

a ‘Heavenly’ or ‘Hellish’ person.

‘If I were God I’d say sorry’

That pupils would:

p Sin & conflict

SN - be able to understand on a simple level, the Christian concept of sin

LA - be able to understand the Christian concept of sin

MA - be able to explain in detail the Christian concept of sin

HA - be able to explain in detail the Christian concept of sin

p Reconciliation and the sacrament of reconciliation

SN - understand the word ‘reconciliation’ and have a basic understanding of the nature and

purpose of reconciliation and the sacrament of reconciliation in the Christian tradition.

LA - understand the word ‘reconciliation’ and have a simple understanding of the nature and

purpose of reconciliation and the sacrament of reconciliation in the Christian tradition.

MA - understand the word ‘reconciliation’ and have an understanding of the nature and

purpose of reconciliation and the sacrament of reconciliation in the Christian tradition.

HA - understand the word ‘reconciliation’ and have a clear understanding of the nature and

purpose of reconciliation and the sacrament of reconciliation in the Christian tradition.

What is fair?

Freedoms and responsibilities

Amnesty International and Human rights

To explore issues of justice and injustice

To consider some of the practical implications for Christian and their

role as part of that Kingdom in relation to their call to service

To consider the freedoms, rights and responsibilities we have to each other

To explore issues relating the churches social teaching and human rights

Poverty in the world

To examine issues relating to poverty in the world

To consider the Christian response to this poverty

For pupils to consider their own response to poverty and deprivation

Prejudice/Stereotyping

Racism

To continue the exploration of issues relation to racism - looking at wider forms of racism and prejudice - N.B. if time the Holocaust can be considered - linking in with Y9 history study of the Holocaust

The life of Martin Luther King or another Christian who has fought injustice

To examine the lives of people who have responded to injustice as a result of their faith in Christ

A time to live

Introducing Moral Issues

Various worksheet

SN - Understand the terms justice and injustice

Be aware of an injustice in the world

Consider what they consider to be unjust in the world

LA - Understand the terms justice and injustice

Be aware of injustices in the world

Consider & explain what they consider to be unjust in the world

MA - Understand and be able to explain the terms justice and injustice

Be able to write about examples of injustices in the world

Consider & explain what they consider to be unjust in the world

HA - Understand and be able to explain the terms justice and injustice

Be able to write in detail about examples of injustices in the world

Consider & explain in detail what they consider to be unjust in the world

p Freedom, right, responsibility, duty

SN - be able to identify simple definitions of the above words.

LA - be able to give simple definitions of the above words.

MA - be able to give accurate definitions of the above words.

HA - be able to give accurate definitions and examples of the above words.

p Churches social teaching/Christian belief (To be considered throughout unit)

SN - be aware of the Catholic belief that people are responsible for each other

LA - be aware of the Catholic belief that people are responsible for each other

MA - be able the write about the Catholic belief that people are responsible for each other

HA - be able the write about the Catholic belief that people are responsible for each other

SN - know about an example of poverty in the world

LA - know about an examples of poverty in the world

MA - know about and be able to describe examples of poverty in the world

HA - know about and be able to describe in detail examples of poverty in the world

SN - know that scripture teaches us that we have a responsibility to those in need.

LA - know that scripture teaches us that we have a responsibility to those in need.

MA - know that scripture teaches us that we have a responsibility to those in need.

study examples from scripture on Jesus’ teaching (e.g. The Rich Young Man)

HA - know that scripture teaches us that we have a responsibility to those in need.

study examples from scripture on Jesus’ teaching (e.g. The Rich Young Man)

SN - understand the terms ‘racism’ and ‘prejudice’

consider their own ‘prejudices’

reflect on the injustice of ‘prejudice’

LA - understand the terms ‘racism’ and ‘prejudice’

consider their own ‘prejudices’

reflect on the injustice of ‘prejudice’

MA - understand the terms ‘racism’ and ‘prejudice’

consider their own ‘prejudices’

reflect on the injustice of ‘prejudice’

HA - understand the terms ‘racism’ and ‘prejudice’

consider their own ‘prejudices’

reflect on the injustice of ‘prejudice’

SN - consider the example of a Christian who has fought against injustice (e.g. Martin Luther King)

LA - consider the example of a Christian who has fought against injustice (e.g. Martin Luther King)

MA - consider the example and ideas of a Christian who has fought against injustice (e.g. Martin Luther King)

HA - consider the example and ideas of a Christian who has fought against injustice (e.g. Martin Luther King)

Include the following information:

1. The background to the issue you are studying.

2. Relevant Christian teaching.

Why do you believe your point of view is right?

Give reasons and show that you have considered

more than one side of the argument.

Write about something that you think is wrong in the world.

When you write about it include the following information:

1. Background information.

2. What Christians believe about the issue.

Why do you believe strongly about the issue you have chosen?

What do other people believe about it?

Why do you think they are wrong and you are right?

The environment

Human rights

Poverty

Abortion

Euthanasia

Drugs

Racism

War and peace

For pupils to consider a moral issue that they feel strongly about

To consider and explore Christian responses to the issue

To experience writing a GCSE style assignment

A time to live

Introducing Moral Issues

Contemporary Moral Issues

Roman Catholic Christianity

Various books from RE resource area and library

CD ROM’s (The Lion CD Bible and Christianity, Aspects of Religion, INCARTA)

i. Jesus in the dock

Background to the case

The trial begins

The defence and prosecution cases

Was this man from God?

To study of the person and mission of Jesus through the format of a trial

To examine the evidence which demonstrates that Jesus existed

To consider the actions of Jesus and the fact that he acted with the authority of God.

To examine the message of Jesus and what that teaches us his nature.

Jesus in the Dock

That pupils would:

p The evidence

SN - know that the evidence for the life of Jesus is contained in the four Gospels

LA - know that the evidence for the life of Jesus is contained in the four Gospels and know elementary details about the Gospel writers.

MA - know that the evidence for the life of Jesus is contained in the four Gospels and know the details of the Gospel writers.

HA - know that the evidence for the life of Jesus is contained in the four Gospels and know the background details of the Gospel writers.

SN - know that Jesus behaved and acted like God (Reinterpreting the law, forgiving people)

LA - know that Jesus behaved and acted like God (Reinterpreting the law, forgiving people)

Know about the story in Matthew 9:1-7 where Jesus forgave a man.

MA - know that Jesus behaved and acted like God (Reinterpreting the law, forgiving people)

know about the story where Jesus healed a man on the Sabbath Mark 3:1-6

know about the story in Matthew 9:1-7 where Jesus forgave a man.

HA - know that Jesus behaved and acted like God (Reinterpreting the law, forgiving people)

know and understand the meaning of the story where Jesus healed a man on the

Sabbath Mark 3:1-6

know and understand the meaning of the story in Matthew 9:1-7 where Jesus forgave a man.

SN - understand at a simple level three key themes of Jesus’ teaching: forgiveness;

not judging others; making peace with others.

LA - understand at a simple level three key themes of Jesus’ teaching: forgiveness;

not judging others; making peace with others and have some knowledge of the relevant passages.

MA - understand three key themes of Jesus’ teaching: forgiveness; not judging others;

making peace with others.

have a knowledge of the relevant passages.

HA - have a detailed understanding of the three key themes of Jesus’ teaching: forgiveness;

not judging others; making peace with others.

have a knowledge of the relevant passages.

SN - consider some of the evidence which supports the belief that Jesus rose from the dead.

LA - consider some of the evidence which supports the belief that Jesus rose from the dead.

MA - consider in detail some of the evidence which supports the belief that Jesus rose from the dead.

HA - consider in detail some of the evidence which supports the belief that Jesus rose from the dead.

Continual Assessment

To continue to examine the work and person of Jesus through the passion of Christ

To consider and meditate upon the passion of Christ and Christian belief in his resurrection

ATTL

spend some time contemplating the meaning of the passion - that Christ suffered for us, and that he rose again from the dead to conquer sin. To be explored through liturgy and reflection.

N/A.

To briefly introduce pupils to the topic they are going to be studying and give them the guide lines for the project

Topics can be chosen from:

Origins of Islam and the life of Mohammed

Worship/Mosque

Pilgrimage

The Five Pillars

Festivals

For pupils to study one aspect of Islam in depth

To learn about different aspects of Islamic belief and practice

To develop independent learning, group and public speaking skills in pupils

Pupils are divided into groups and given the task below to complete.

They are provided with resources as well as being expected to find out their own sources of information.

You and your group will be assessed and given a grade. Those who successfully complete the project will receive a certificate of achievement, the group that produces the best pieces of work in all three categories will receive a certificate of achievement with distinction.

You have information about the topic in your book

You helped to produce the display (and you must be able to show how)

You have participated fully in the presentation to the rest of the class

information

p Answered the specific requirements of the task

by displaying relevant knowledge of their

particular topic.

p Demonstrated an ability to work as part

of a team

p Exhibited oral and communication skills

As above and including:

p Written group project

p Personal recording of information gathered

(i.e. notes in books)

i. The sanctity of human life

ii. Family life Education (Make love last)

The sanctity of human life

Abortion and Euthanasia

To consider the value given to life

To look at the Christian belief in the sanctity of Human life

To explore the issue in relation to Abortion and Euthanasia

To consider some of the consequences in devaluing life with reference to the Holocaust

Family Life Education

Make love last

‘Make love Last’ - sex education programme