Religious Studies
Harrow High School welcomes students from various religious backgrounds. Recognising and celebrating this diversity is integral to the design of the Year 7 curriculum. The aim is to provide students with a solid foundation in understanding religion, fostering respect and appreciation for the diverse beliefs within their own school community and beyond.
Carousel: The Island - Personal Identity & Community Role
Sequencing Rationale: This sequencing rationale aims to build a logical progression from understanding the basic concept of religion to exploring its various dimensions, including identity, community, leadership, legal systems, global perspectives, the sacred, traditions, rituals, and core beliefs.
This sequencing rationale also aims to build a logical progression from understanding the basic concept of religion to exploring its various dimensions. By aligning the curriculum with the diverse student body at Harrow High School, the goal is to create an inclusive learning environment that lays a strong foundation for students as they progress toward a GCSE in religious studies in Year 11. This approach allows learners to develop a comprehensive understanding of the multifaceted nature of religions around the world while fostering a sense of unity and respect within their diverse school community.
Alignment of Year 7 Topics with Six Areas of Enquiry in KS3 set by the Harrow Agreed Syllabus
The following are the six areas of enquiry (A-F):
- A: Beliefs, teachings and sources of wisdom
- B: Practices and ways of life - celebrations and commemorations, prayer, worship and reflection
- C: Forms of expressing meaning, language and symbolism
Across Key Stage 3, pupils should be given opportunities to develop their understanding and skills with reference to:
- D: Identity, diversity and belonging - places, communities, rites of passage
- E: Meaning, purpose and truth - reflection and appreciation, ultimate questions
- F: Human responsibility and values.
TOPICS
The Year 7 topics are well-aligned with the six areas of enquiry in Key Stage 3 as set by the Harrow Agreed Syllabus. The programme of study is sequenced in this order because each topic contributes to the development of students' understanding and skills in beliefs, practices and ways of life, and forms of expressing meaning. Moreover, the topics touch on aspects related to identity, diversity, belonging, meaning, purpose, truth, and human responsibility and values. The curriculum's design ensures a comprehensive exploration of religious education within the context of the broader areas of enquiry in Key Stage 3, providing students with a holistic understanding of religious and philosophical concepts.
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1. What is a religion? |
Begin by introducing the concept of religion and its basic elements. This provides a foundation for understanding the subsequent topics. This topic aligns with the exploration of beliefs, teachings, and sources of wisdom (A) as it introduces the basic elements of religion. Additionally, it contributes to forms of expressing meaning through language and symbolism (C). |
| 2. The Identity |
Explore how religion contributes to individual and group identity. Discuss how people's beliefs shape who they are and influence their actions and perspectives. By exploring how religion contributes to individual and group identity, this topic directly aligns with identity, diversity, and belonging (D) and meaning, purpose, and truth (E). |
| 3. Community |
Transition into the communal aspect of religion. Explore how religious communities are formed, their significance, and the sense of belonging they provide. This topic addresses practices and ways of life (B) by exploring the communal aspect of religion and the significance of religious communities. It also aligns with identity, diversity, and belonging (D). |
| 4. Leadership |
Delve into the leadership structures within religious communities. Examine how leaders emerge, their roles, and the impact they have on the community and its members. Delving into leadership structures within religious communities aligns with the area of human responsibility and values (F). |
| 5. Code of Law |
Introduce the concept of religious laws and ethical guidelines. Explore how these codes shape behaviour within the religious community and provide a framework for moral decision-making. The introduction of religious laws and ethical guidelines connects with the exploration of beliefs (A) and human responsibility and values (F). |
| 6. Religions of the World |
Broaden the perspective by studying various world religions. Compare and contrast their beliefs, practices, and how they contribute to global diversity. Broadening perspectives by studying various world religions addresses beliefs (A), practices and ways of life (B), and forms of expressing meaning (C). It also contributes to discussions on identity, diversity, belonging (D) and meaning, purpose, and truth (E). |
| 7. Sacred |
Shift the focus to the concept of the sacred within religions. Explore sacred texts, places, and symbols, emphasising their significance to believers. Shifting the focus to the concept of the sacred aligns with beliefs (A), practices and ways of life (B), and forms of expressing meaning (C). |
| 8. Traditions & Rituals |
Explore the rich traditions and rituals associated with different religions. Discuss the symbolic meaning behind rituals and their role in reinforcing community identity. Exploring traditions and rituals associated with different religions directly addresses practices and ways of life (B) and forms of expressing meaning (C). |
| 9. Myths & Beliefs |
Conclude the learning journey by examining the myths and beliefs that form the core of religious world-views. Discuss the stories and narratives that provide a foundation for faith. Concluding the learning journey by examining myths and beliefs aligns with beliefs (A), forms of expressing meaning (C), and meaning, purpose, and truth (E). |