• 2011_header_7


Religious Studies (Philosophy & Ethics)

What is the course about?

Pupils have the option to study the full course in Religious Studies. The OCR GCSE course has its emphasis on Philosophy & Ethics providing an opportunity for candidates to build upon the foundation of the Locally Agreed Syllabus in Religious Education, and to continue their study from earlier Key Stages, although it does not require or assume any prior knowledge in the area of Religious Studies. It provides the opportunity for candidates to follow a coherent course, balanced in terms of breadth and depth, and supports the study of Christianity as well as studying ethical aspects of other religions.

The course offers all students equal opportunities to demonstrate their attainment, regardless of gender, religion, ethnic and social background; it is accessible to students of any religious persuasion or none.
It complements, and may be delivered in conjunction with, courses in Personal Social and Health Education and Citizenship, and provides a source of evidence for attainment in five of the six Key Skills. It also contributes to cross-curricular areas of social education as well as gender and multi-cultural issues. It allows progression into general post-16 education and provides students with an appropriate foundation for study at AS and A2 Levels in RS.

CCGS Year 7.2 SIKHISM → LOOKING FOR MEANING (Beliefs, Reincarnation, Prayer, Gurus & Truth)


2 periods




Resources / Activities

Religions & Beliefs: Sikhism



Sikhism – Beyond the Basics

To understand generic facts about Sikhism
What it means to look for Meaning


  • Sikhism’s place in the world and its impact on other religions and culture. (Guru Nanak).
  • What lies behind Sikhism?
  • How does Sikhism try to make sense of life?
  • What values can be learned from Sikhism?


  • General knowledge on what the new Year 7s know about world religions
  • On board list what they might know about Sikhism
  • What might drive a person to create a new religion? (CWK or HWK)

Resource: http://www.bbc.co.uk/learningzone/clips/the-beginnings-of-sikhism/4822.html

CWK: Issue Exercise books

Label, class rules

Copy facts on p4

HWK: How many Sikhs live in Kent? How many Gurdwaras?


Beliefs about God


To learn what Sikhs believe about God


  • What God is / is not and God in the secular age.
  • Sikh view in the Mool Mantra / Il Onkar


  • Students to read sections
  • Key words explained and start a glossary for key words in back of exercise books and add to each week with new words!
  • Q1&2 (p6)  use Q5 (p7) as discussion



HWK:  Q4 (p7) Poster can use traditional and CAD on A4 – best ones on class board .


Life, Death & Rebirth

To learn what Sikhs believe about achieving life’s goal

To consider what Sikhs believe about life after death

  • Ritual / prayer in Gurdwara and being part of the Sewa
  • Reincarnation belief and comparative views of Buddhism and Hinduism
  • Soul and desires subject to Gurmukh and Manmukh


  • What is reincarnation? (open Q)
  • Compare to the Seasons
  • Q3 (p9) short essay and explanation why?
  • Is death the end? (a) Mindmap views
    (b) Lord of the Rings snippet when Gandalf recollects his return to life (Two Towers)
  • Copy quotes of Nanak and Arjan
  • Tasks 1(a-c) optional activities

HWK:  Q4 (p11) to be assessed. Explain whether it is a moral and social blackmail?







Resources / Activities

Jesus for Today

Other CWK &HWK


Who do people think Jesus was?

To examine some of the claims made about the person of Jesus

  • To understand who Jesus was from different non-religious and religious viewpoints and some of the claims Christians have made about Jesus.

pp4-5, 8-9

  • Q1 (p4) Mind-map what students know about Jesus
  • Analyse statement and Task 2a+b (p4)
  • Q3 (p4) Form an explanation
  • How other religions view Jesus (Q1-3 on p9) and why they differ

HWK: Q4 (p5) Researching 4-6 people (family, friends) and record their views and reasons?

Q3a (p29) for ending of story




The expectations of the Messiah

To examine Jewish concepts of Messiah

To examine Jesus’ understanding of the Messiah

To consider the world of Jesus

  • To understand what it might be like to be living under occupation: THEN AND NOW
  • To understand why people might look for a Messiah and which political groups were in the name of God vying for power?


  • Definition of Messiah / Christ
    copy ‘Do you know?’ blue box
  • Q1 (p10) imagine a realistic scenario (group work)
  • Q2 (p11) What would make a better world
    are there groups today wanting religious power?

HWK: Q3 Design a WANTED MESSIAH Poster

CWK: Brief Definitions of
Essenes, Zealots, Pharisses (p11)

Romans, Herodians, Sadducees (p13)


How do we know about Jesus

To examine historical resources which refer to Christ and/or Christians

  • To investigate two Roman historical sources
  • To investigate a source from Judaism


  • Examine all four sources
  • Students to note the details of Tacitus, Suetonius
  • Q1&2 (p14) with good explanations



Gospel comparisons

HWK: Q3 (p15) using three newspaper headlines/ stories either from paper or online.

4 - 5

What was Jewish Society like?

How it coped under Roman occupation.

  • To understand the social structure and the importance of its culture and customs
  • To examine how religion rules a people through the Temple priests

Refer to Textbook – “Daily Life at the Time of Jesus

  • This is an excellent resource which allows flexibility in teaching from 4-8 periods
  • Teachers to select modules best suited to teaching and learning in relation to understanding 1st century Judea.


Gospel comparisons




Assessment: What was it like then?

Letters across the Millennia

  • An exchange between a young person in the UK in the 21stC and a young Jewish person from 1stC Palestine
  • Written, creative assessment

CWK and / or HWK


CCGS Year 8.2 ISLAM → PILLARS & PRACTICE (Prayer, Almsgiving & Fasting)


2 periods




Resources / Activities

ISLAM for Today & Religions & Beliefs: ISLAM




SALAH – Pillar of ISLAM

To understand:
 what it means to submit to Allah

The actions of Prayer



  • how Muslims prepare for Prayer
  • Place for / of worship
  • Wudhu – ritual washing
  • Facing the Ka’aba
  • When prayers are set and change with the calendar
  • What the prayer movements (ra’kah) mean for the Muslim

Pp20-21 (p6 and Q2 on p7)

  • Name an event we prepare for? What would we wear? How would we act? Would others do likewise for this event?
  • Q1 & 2 on p20 as CWK
  •  Wudhu – why they do it? Photos in link



CWK: Note  Key Words required for MYP Assessment and can be used for HWK research especially Adhan

Check if a Muslim Pupil is willing to demonstrate Wudhu /Wudu
Resource: http://www.bbc.co.uk/learningzone/clips/introduction-to-muslim-beliefs-and-practice/8347.html




Declaration of Faith


To comprehend:

“There is no god but Allah and Muhammad is the Prophet of Allah”


  • Why this declaration is vital for the Muslim believer from birth to death.
  • The many names of Allah


  • Q1 on p6 OR Students to complete a declaration of their own belief whether religious or non religious. What makes them the way they are or think?
  • Compare & contrast Shahadah against the Shema “Hear O Israel” (Judaism) and the Nicene Creed (Christianity)
  • Q2 re Pillars
  • Read p7 and answer “why is it only the camel knows the 100th name of God? OR What are some of the 99 names for God and explain why?

CWK or HWK  in creating personal belief declaration

Or  Create an art design of the Shahadah.



ZAKAH – Pillar of ISLAM

To learn:

Why the poor should be looked after

Why Muslims give to Charity



  • How Muslims respond to poverty
  • How to share wealth
  • What Zakah is used for and why engage in sadaqah /sadakah

Pp44-45  (p6)

  • Students to read sections
  • Studying Photo A How do you think the universe was created?
  • Q3 – what do people worship e.g. footballers, pop stars, etc Ext: Q4 – Q6


  • Read Sections & answer Q1a-c on p46, also class exercise try Q2
  • See pp24-25  for other ideas related to Zakah

HWK:  Q3a+b draw or personify God  OR

Set up a house charity where people are encouraged to give 2.5%





SAWM – Pillar of ISLAM

To understand the Muslim obligation to Fast

To recognise the duration of Ramadan


  • The origins of Sawm
  • Why Muslims fast
  • How Muslims observe the fast



  • Why do Muslims fast and the significance of the month of Ramadan and the reception of the Qur’an
  • Sawm as a physical and spiritual devotion plus Q1-2 p32
  • Copy B  “What Muhammad taught about fasting p33
  • Discuss C  “What does Sawm mean to you inc Q4 p33


  • Discuss Q1-3 (p26)
  • Copy & complete the info box on Ramadan – use colour for missing words
  • Extension discussion on Ramadan in England see





HWK:  Q4 (p29) create a page for staff room giving info that Teachers need to know about Muslim students undergoing Ramadan


Muslim Men and Women and responsibility to Children


To understand the importance of Muslim marriage

Muslim Parent’s and Children responsibilities

  • Examine the roles of men and women in marriage
  • Examine how writings of Muhammad help instruct Muslim people


  • Read through and answer Q1
  • Compare Muhammad’s reaction to divorce with that of Jesus’ (Mark 10:1-12) in Q2
  • Discuss Q3-4 and Q5 as a possible HWK


  • Read & discuss Q1 and complete Q2 as a written exercise

Discuss Q3 & 5 and revisit previous Hadith / Ahaditha sayings – are they wise words of Muhammad

HWK:  Q53 (p51)





Social Responsibilities in the UK

To examine what makes a good citizen

  • To examine how Muslim belief about personal responsibilities compares with being a good citizen in the UK


  • Read and examine two kinds of responsibility and answer Q1 on p38
  • Discuss Malik whether a good citizen in relation to 2.


  • How do good citizenship ideals compare with the values of Islam Q1a-c as written activity
  • Q2&3 as discussion points.

HWK : Reading / research TBA





Or any week


To explore why Muslims pray

  • Demonstrating knowledge of the preparation for prayer and its actions.
  • To understand why it is important for a Muslim
  • Using the MYP Year 8 Rubric set a task in which knowledge learnt is applied

MYP Knowledge Criteria


Assessment:   Other assessments may be used between modules


CCGS Year 8.5 CHRISTIANITY → Jesus in Conflict (Sabbath, Blasphemy, Forgiveness, Relationships)


x2 periods




Resources / Activities

Jesus for Today      Aspects of Christianity

Christianity for Today



The Sabbath

Understanding what the Sabbath is and was?

Why Jesus challenges the Sabbath rules

  • To compare the value of the historic Sabbath with a modern day understanding
  • To examine the significance of a Sabbath observation

Main Resource:

Pp38-39  Students read both pages and answer question 1a-e and 3 in exercise books

Extra resources:

See “Jesus in Conflict” PPT on the Staff drive under Religious Studies

BBC Learning Zone Shabbat part 1 & 2

http://www.bbc.co.uk/learningzone/clips/shabbat-pt-1-2/4744.html                        Clip4744 04:50

http://www.bbc.co.uk/learningzone/clips/shabbat-pt-2-2/4745.html Clip 4765  02:21


Gandhi’s First Protest (Law breaker)


DVD Material: The Miracle Maker


Students to write question 2 in exercise book. You must think of at least 4 different reasons and explain why?


The Outcasts

Understanding Jesus’ mission to those on the margins of society

  • To examine why Jesus shared his ministry with those excluded from society
  • To examine why the religious authorities disapproved of his actions.

Main Resource:


Starter 1a or 1b

Students to read both pages and in particular the quote in Luke 4:18-21 “The Spirit of the Lord….” And examine what Jesus was claiming about himself. See “Jesus in Conflict” PPT on the Staff drive under Religious Studies

Group Work research on “Jesus mixes with the wrong sort of people” by researching 4 different outcasts. Bibles required.

Task 2 by imagining that you were Zacchaeus – write a diary account


Conflict in Jerusalem

Understanding Jesus’ challenge to the authorities

  • To examine why Jesus entered Jerusalem on a donkey
  • Why he cleared the Temple and criticised the authorities

Main resource:
Pp56-57 Death and beyond
Starter: What can you remember from Year 7 what the Messiah was meant to be (paired discussion)

Students to read both pages  Task: Answer 1-3 on p37

pp48-49 Conflict
Students to read each section.
Starter: What conflicts are there in the world today?

What personal conflicts have you encountered?

Watch: DVD Material: The Miracle Maker (clip of Jesus entering Jerusalem up to entering the Temple and clearing it)

Task: How did Jesus manage to upset the Jewish authorities?

Analyse the parable of the vineyard on p49 and answer bullet point 3 on the Comments on the story

HWK: Investigate why Christian commemorate Palm Sunday today?

Titles for Jesus

Reminder: who are the authorities (Yr 7) e.g. Sanhedrin, High Priest

Extension: “What does the incident and the parable suggest about the character of Jesus?

How would you have felt as one of the Temple priests listening to the parable.


Assessment Task 1

To assess the students understanding of why Jesus challenged the religious system of his day

  • To complete assessment and to be marked using national levels.

Assessment: Write a letter to the High Priest, Caiaphas complaining about the activities of Jesus

Students: to show an understanding of why Jesus ended up being crucified as criminal. [350 words]
Students need to consider:

His claiming to forgive sins

His working on the Sabbath

His claim to be the Messiah

How he mixed with the outcast

The way he entered Jerusalem and clearing the temple.

**Book ICT Suite for two lessons (if possible)**


Who was responsible for the death of Jesus?

To assess who in Jerusalem wanted Jesus dead

  • To examine the roles of Judas, Caiaphas, Pilate and Jesus himself


  • Why did Judas betray Jesus? – Personal opinions in pairs.
  • Task 1 on p52 about betrayal (discussion or written activity)
  • “Miracle Maker “ DVD
  • Read through the txt (Luke 22:47-53)
  • Task 2 Examine Stanley Spencer painting and follow instructions
  • Task 4a-c

** Last Supper

www.biblegateway.com for online Bible

http://ichef.bbci.co.uk/arts/yourpaintings/images/paintings/nmni/large/ni_nmni_belum_u487_large.jpg  for a large image of “The Betrayal”

HWK – Task 2 p63 in Aspects of Christianity


Who instigated the trial of Jesus

To assess the different voices clamouring for Jesus’ Death

  • To examine what were the motives behind the key players.

Pp54-55 & pp64-65

  • Starter: who would be present in a modern day court of law e.g. magistrate / Crown Court – key people
  • Starter to read the account from end of arrest to Pilate’s agreement to execution (Luke 22:63-23:25)
    What was the original charge of the Sanhedrin against Jesus?
    How did this change in 23:2 when he was taken to Pilate?
    What did Pilate think about Jesus?
    What do you think is really going on?
  • Task 2 on 55 Did Pilate have a choice?
  • Activity: Why did Jesus allow himself to be trailed and executed (Fulfilment of prophecy – Suffering Servant e.g. Isaiah 52:13-53:12)
  • Examine the Last Supper p50  Mark 14:22-24
    Task 1 & 2 p51

PPT Trials of Jesus on Staff Drive

www.biblegateway.com for online Bible

  • Sanhedrin had powers but not death penalty

HWK:  Did Pilate have a Choice? OR

Did Jesus have a fair trial?



Assessment Task


  • To complete assessment and to be marked using national levels.

Assessment: Who was responsible for the death of Jesus?

Students: to show an understanding of was involved. [250 words]
Students need to consider:

Judas, Caiaphas, Pilate, Jesus

**Book ICT Suite for two lessons (if possible)**


Crucifixion of Jesus

To understand why crucifixion was an inhuman death sentence

  • To examine how Jesus was treated by the Roiman authorities in being mocked, flogged and impaled upon a cross.

Starter: Mystery Object


Discussion activity about how a criminal was badly treated before crucifixion (in purple box)

Read through the account

Tasks 1-4 to be completed

http://churchintoronto.blogspot.co.uk/2012/03/by-dr.html a couple of images of an actual crucified foot from 1st Century Jerusalem

BBC Passion DVD scene of crucifixion



To understand the nature of Jesus through his resurrection

  • To examine what went on and why this gives Christian hope

p58-59  (plus the laminated resources see VAF)

Starter: What do you see (negative image of Jesus)

Activity: Draw an empty tomb with the surrounding area of Garden Gethsemane. Check agaisnt the laminated evidence sheet and label the key areas as to ‘who saw what’

Activity: In the BBC Passion why do the disciples not recognise Jesus (road to Emmaus Luke 24: 13-35, Mary Magdalene in John 20:11-18)

Activity: Examine “Christ and his Cross” by Jose Clemente Orozco

And identify what the artist is saying about the meaning of the resurrection.

BBC Passion of resurrection

2: Why does the Resurrection give Christians hope?


N.B. This scheme of Work is flexible and that some units may take longer / shorter than other and the work suggested is a guideline would you bring any other materials, etc into class and homework.

Method of Study and Assessment

The GCSE Course is made up of a choice of four units assessed by four x 1 hour exam papers.

GCSE specifications in Religious Studies must enable candidates to:

  • Adopt an enquiring, critical and reflective approach to the study of religion
  • Explore religions and beliefs, reflect on fundamental questions, engage with them intellectually and respond personally
  • Enhance their spiritual and moral development, and contribute to their health and well being
  • Enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world and to contribute to social and community cohesion
  • Develop their interest in and enthusiasm for the study of religion, and relate it to the wider world
  • Reflect on and develop their own values, opinions and attitudes in light of their learning.

Course Contents

Unit B601: Philosophy 1

  • Belief about deity (God)
  • Religious & Spiritual Experience    
  • The end of life

Unit B602: Philosophy 2

  • Concepts of Good and Evil
  • Religion, Reason & Revelation
  • Religion & Science

Unit B603: Ethics 1

  • Religion and human relationships
  • Religion and medical ethics
  • Religion, poverty and wealth

Unit B604: Ethics 2

  • Religion, peace and justice
  • Religion and equality
  • Religion and the media

Religious Studies is a popular subject and is one of the fastest growing GCSEs in the UK. Employers and Universities appreciate the value of the course which encourages students to think critically and to evaluate contrasting concepts in religious belief systems. It also provides useful study skills for later A Level study and encourages independent thinking.

Philosophy & Ethics with Religion

A KCC appointed “Beacon Department”

What is the course about?

The course encourages learners to adopt an enquiring, critical and reflective approach to the study of religious ethics and the philosophy of religion.

For whom is the course suitable course?

If you have any interest in asking questions about the existence of God, in human existence, in values; if you have an interest in religion in general or if you wish to follow a philosophical or ethical approach to study then this course will provide you with the opportunity to study those areas of interest.

What are the career implications?

Successful completion of this A Level will give access to a range of possible career and educational opportunities. Employers and universities value the range of transferable skills accumulated by the students throughout their A Level which include synthesising, interpreting and evaluating information from a variety of scholarly sources and the need for the research to be effectively communicated. Students who have completed this course have gone on to study a host of disciplines including medicine, sciences, journalism, business studies, philosophy and theology.

Method of Study and Assessment

While an AS is a stepping stone to the full A Level qualification, an Ethics/Philosophy AS Level may prove an excellent addition to your completed A Level profile, whether you following an Arts or Science based course. Students can just take an AS on its own or you can decide, even at the end of the AS course, to continue to take the full A Level qualification.

AS Course

Unit 1 – Philosophy of Religion
Written Paper – 1 hour 30 minutes – 50% of AS
Course contents include: Ancient Greek and Judaeo-Christian influences on philosophy of religion; traditional arguments for the existence of God from being, cause and design; challenges to religious belief and the problem of suffering; Religion and Science.

Unit 2 – Religious Ethics
Written Paper – 1 hour 30 minutes – 50% of AS
Course contents include the study of ethical theories and how they are applied to practical issues; topics include genetic engineering, war and peace.

A2 Course

Unit 3 – Philosophy of Religion
Written Paper – 1 hour 30 minutes – 25% of A2
Course contents include: Religious language; experience and religion; nature of God;

life and death; nature of Miracles.

Unit 4 – Religious Ethics
Written Paper – 1 hour 30 minutes – 25% of A2
Course contents include: Meta ethics; free will and determinism; the role of the conscience; virtue ethics; topics include business and environmental ethics

The Department’s Success

The department was awarded Beacon Status by Kent County Council, in order to show the high levels of success it has achieved with its learners. Year on year, value-added scores have been high including A-C grades in both AS and A2 courses. There are currently two sets at AS Level and at A2 Level and the subject is proving to be a popular choice with students.