Religious Studies

Learning Journey & Sequencing Rationale

By the time learners reach Year 9, they will have built a strong foundation of knowledge about different religious and non-religious beliefs and practices. They will have learnt about the key concepts and practices of various religions and will have developed their critical thinking skills. This provides them with a solid foundation to explore philosophical and ethical concepts in greater depth.

Therefore, the teaching of philosophical and ethical studies in Year 9 is a natural continuation of the learners' prior knowledge and understanding of religious beliefs and practices. It allows them to explore deeper questions about human existence and morality, building on their foundational knowledge and developing their analytical skills. This provides them with a well-rounded education that prepares them for their GCSE studies and beyond.

The study of philosophy and ethics is an important aspect of Religious Studies, as it allows learners to engage with fundamental questions about human existence and morality. By teaching philosophical and ethical concepts to learners in Year 9, we aim to prepare them for the Religious Studies GCSE which they will start in Year 9 Term 3.

One of the key benefits of studying philosophy and ethics is that it encourages learners to think critically and analytically. It helps them to develop their reasoning and argumentation skills, which are essential in many areas of life. By engaging with complex philosophical and ethical ideas, learners will be better equipped to evaluate arguments, make informed decisions, and articulate their own beliefs and values.

In addition, studying philosophy and ethics can also help learners to develop a sense of moral responsibility. By engaging with ethical theories and dilemmas, learners can develop their own moral frameworks and learn to make ethical decisions that align with their values. This can help them to become more ethical and responsible individuals, which is essential in today's society.

Term	Half-term 1	Half-term 2
Autumn	Peace & conflict	Peace & conflict
Spring	Philosophy & religion	Philosophy & religion
Summer	GCSE: Islamic beliefs & practices	GCSE: Islamic beliefs & practices

Unit Overview: Autumn Term

Topic: Peace & conflict
Skills	Beliefs, teachings and sources of wisdom Practices and ways of life - celebrations and commemorations, prayer, worship and reflection Forms of expressing meaning, language and symbolism . Identity, diversity and belonging - places, communities, rites of passage Meaning, purpose and truth - reflection and appreciation, ultimate questions Human responsibility and values Extended writing Interpretation Drawing comparisons Critical thinking skills Evaluation skills
Knowledge	Peace Human rights activists War & peace Reason for war Violent protests & terrorism Nuclear war Just war theory Pacifism
Rationale	At Harrow High School, students engage in a diverse range of topics during the autumn term, all of which are integral to their educational journey. The curriculum includes discussions on peace, human rights activism, war and peace, reasons for war, violent protests and terrorism, nuclear war, just war theory, and pacifism. These topics are not only relevant in their own right but are also connected to the thematic studies covered in the Religious Studies GCSE curriculum, where students delve into human rights and social justice issues. Understanding peace and conflict resolution is crucial in fostering a sense of empathy and global citizenship among students. Learning about human rights activists and their efforts to promote social justice provides students with real-world examples of individuals making a positive impact within their communities and beyond. Similarly, exploring concepts such as war, violent protests, and terrorism equips students with the critical thinking skills necessary to analyze complex societal issues and understand their implications on human rights and social justice. Moreover, discussions on nuclear war, just war theory, and pacifism encourage students to reflect on ethical dilemmas and moral responsibilities in times of conflict. By grappling with these challenging topics, students develop a deeper understanding of the complexities surrounding war and peace, as well as the importance of advocating for non-violent solutions to global conflicts. Overall, the inclusion of these topics in the autumn term curriculum at Harrow High School serves a dual purpose: to provide students with a comprehensive understanding of peace, conflict, and social justice issues, and to prepare them for the thematic studies in Religious Studies GCSE, where they will further explore these topics in the context of human rights and social justice.

Unit Overview: Spring Term

Topic: Philosophy & religion
Skills	Beliefs, teachings and sources of wisdom Practices and ways of life - celebrations and commemorations, prayer, worship and reflection Forms of expressing meaning, language and symbolism . Identity, diversity and belonging - places, communities, rites of passage Meaning, purpose and truth - reflection and appreciation, ultimate questions Human responsibility and values Extended writing Interpretation Drawing comparisons Evaluation skills
Knowledge	Design argument The first cause argument The argument from miracles Arguments against the existence of God through science and evil and suffering
Rationale	At Harrow High School, students engage with topics such as the Design Argument, the First Cause Argument, the Argument from Miracles, and Arguments against the existence of God through science and the problem of evil and suffering during the spring term. These topics are introduced to prepare students for their study of religions as part of the Religious Studies GCSE curriculum next year. The purpose behind learning about these arguments is to provide students with a foundational understanding of the nature of God. By exploring various philosophical arguments for and against the existence of God, students develop critical thinking skills and analytical reasoning. They learn to evaluate complex theological concepts and engage in thoughtful discourse on matters of faith and belief. Moreover, studying these topics enables students to explore different perspectives on the nature of God, preparing them for the diverse range of religious beliefs they will encounter in their GCSE Religious Studies course. By examining the Design Argument, the First Cause Argument, and other philosophical enquiries, students gain insight into the complexities of religious thought and develop a deeper appreciation for the diversity of human religious experience. Overall, learning about these topics during the spring term at Harrow High School serves as a foundational step in students' journey towards understanding the nature of God and engaging with religious studies at a more advanced level in the future. It equips them with the critical thinking skills and knowledge necessary to navigate complex theological questions and engage meaningfully with religious discourse.

Unit Overview: Summer Term

Topic: GCSE Islamic beliefs and practices
Skills	Analyse religious text Developing skills to examine various interpretations of religion and what they mean. Organisation of work via learning essay writing skills. Developing communication skills via reading answers. Developing a range of quotes that could be used from knowledge organisers. Developing exam skills to answer the exam questions. Comparative skills when looking at different religions. Develop translation skills. Use comparative skills when looking at different Islamic roots.
Knowledge	Throughout this topic, learners will: Analyse the six Articles of Faith in Sunni Islam and five roots of Usul ad- Din in Shia Islam Learn the different practices, including the five pillars of Islam and additional Shia duties. Explain religious views regarding angels and prophets Examine religious festivals Examine the influence of believing in predestination and life after death. Analyse the importance of prayer in Islam as well as the importance of Shahada, Sawn, Zakat and Hajj.
Rationale	At Harrow High School, students delve into the study of Islam during the summer term, marking the official commencement of their GCSE Course in Religious Studies. This term is dedicated to exploring both the beliefs and practices of Islam, split into two parts for comprehensive understanding. In the first part, students focus on Islamic beliefs, covering essential topics such as the nature of God, Angels, Tawhid (the Oneness of God), Predestination, Life after Death, Risalah (Prophethood), Prophet Muhammad, and the Quran, alongside other Holy Books. The second part of the term is dedicated to understanding Islamic practices. Here, students delve into the Five Pillars of Islam, which include Shahada (Declaration of Faith), Salah (Prayer), Zakah (Charity), Sawm (Fasting), and Hajj (Pilgrimage). Additionally, they explore the observance of Sawm (Fasting) during Ramadan, Zakah (Charity), and the celebrations of Eid ul-Adha and Eid ul-Fitr, offering students a holistic insight into Islamic rituals and customs.

Knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments and calculations.

We encourage all pupils to use them by doing the following:

Quiz themselves at home, using the read, write, cover, check method.
Practise spelling key vocabulary
Further researching people, events and processes most relevant to the unit.

Year 9 Religious Studies KOs