Our intent is to provide an academic REP curriculum that enables students to have the skills and knowledge to engage in respectful dialogue about religious, philosophical and ethical issues.
Names of staff, roles & contact details
|Year 7||What do we mean by religion and world views? (thematic)||Caused or chance? (Christianity and Humanism)||Judaism: More than 'family, food and festivals'?||Faith and Justice: How should we treat our 'neighbours'? (Christianity)||What unites the Islamic community?||What is the Church||What do Hindus learn about God through celebrating festivals?|
|Community and belonging|
Signs, symbols and expressions of belief
Fields of enquiry
|Ideas about God|
Use of symbolic language
Genesis and ways of interpreting the Bible
Ideas about the origins of the Universe
Stewardship and Laudato Si
|Beliefs about God and the Covenant Shabbat|
Moses & the Exodus
Home & family
Judaism in the UK
|Beliefs about Jesus|
Parables: 'The Good Samaritan' and 'The Sheep and the Goats'
Lent and sacrifice
Responses to poverty and injustice
|The Five Pillars of Islam|
Beliefs about God
Attitudes to wealth
|Signs and symbols|
The worldwide Church
Church buildings and worship
Baptism and Eucharist
|Beliefs about God and the deities
Worship in the home and mandir
|Year 8||Chosen People? (Judaism)||Who was Jesus?||Where do Muslims seek guidance? (Islam)||Why might the existence of evil and suffering be a problem for theists? (Christianity and Judaism)||Do we need to suffer? (Buddhism)||What beliefs are central to Christianity?||How might faith inspire people? (thematic)|
|Torah and covenant|
Noah, Abraham, Moses, Jacob
Diaspora and diversity in modern Judaism
Advent and Christmas
Responses to Jesus at the time
Responses to Jesus today
Who is Jesus to Christians, Muslims and atheists?
|The Life of the Prophet Muhammed|
Hadith and Sunnah
Worship and the Mosque
Diversity in the Ummah
|The 'problem' of evil|
Responses to the Holocaust
|The 4 Noble Truths|
The 8 fold Path of Meditation
The 3 refuges
|The Apostles and Nicene Creeds|
Biblical miracles, modern day healings and religious phenomenon
Easter and the belief in resurrection
Fr. Maximilian Kolbe
|Year 9||What does it mean to be human? (Christianity and Humanism)||Does religion equal extremism? (thematic)||Does religion encourage equality||What is faith? (Christianity)|
|Beliefs about the soul|
Humanism and secularism
Conscience and making moral decisions
Interpretations of the Bible
Evolution and the distinction between humans and animals
Sanctity of human life
Extremism and dialogue
Eschatological beliefs and apocalyptic ideas
|Ahimsa in Buddhism and Jainism: Can you be an extremist pacifist?|
Quakers and non violent protest
Self defence and fighting for justice
Sikhism: What does the kirpan symbolise?
Christian attitudes to war
The Just War Theory
What are justifications for a Holy War
Can there ever be a peaceful world? (reconciliation, Corrymela and inter faith dialogue)
Langar and Sewa
St. Paul and the early church conversion
Martin Luther King
Monastic life in the modern world
Kierkegaard: Leap of Faith
|Year 10||What happens when we die?||The influence of religion on literature and the arts|
|Why do people fear death?|
What do different people believe happens after death?
Final judgement in Christianity and Islam, ideas about heaven and hell
Beliefs about the Devil (Christianity and Islam)
Day of the dead
Does it matter if we behave morally?
Islamic funeral rites
Non-religious beliefs about death: Humanist beliefs and funerals
|The influence of the Bible on symbolism and metaphor
Shakespeare and religion
The King James Bible
The impact of Empire and encounter
Religion and art
Gospel music and grime
|Year 11||Religion, Science and Technology||What do we mean by human rights?|
|Religious ideas about sanctity of life|
Medical Ethics: IVF and embryology, abortion, euthanasia and the right to die
The impact of developments in technology on the future of what it means to be human
Religion and science: is there conflict?
|What rights should all people have? What responsibilities should come with those rights?
Religious attitudes towards the treatment of criminals and the death penalty
What is genocide?
Hotel Rwanda: How does Paul's concept of 'family' and 'neighbour' change over time?
What are the long term impacts of conflict?
Can the human race learn to get along better?
|Year 10 (90)||Christian Beliefs, Teachings and Practices||Philosophy and Ethics||Christian Beliefs, Teachings and Practices|
|Nature of God / Trinity||Creation||Relationships and families||Evil and Suffering||Jesus||Celebrations||Salvation||Eschatological beliefs|
|Islamic Beliefs, Teachings and Practices||Revision and Exams|
|Nature of Allah||Prophet hood||Sunni and Shia (Differences in core beliefs)||Holy Books||Angels||Predestination||Life after death||Forms of worship|
|Year 11 (60)||Christian Beliefs, Teachings and Practices||Islamic Beliefs, Teachings and Practices||Christian beliefs, Teachings and Practices||Philosophy and Ethics|
|Worship and Sacraments||Prayer||Pilgrimage||Five Pillars|
10 Obligatory acts
Special days and festivals
|Jihad||The role of the church in the local community and living practices||Mission||The Existence of God|
|Philosophy and Ethics||Christian Beliefs, Teachings and Practices||Philosophy and Ethics||Revision and exam practice|
|Equality (relationships and families)||The role of the church in the wider world||Religion, Peace and Conflict||Dialogue between religious and non-religious beliefs and attitudes|
Some of the content and/or sequencing in schemes of learning during the academic year 20/21 and academic year 21/22, may differ due to the extended periods of remote learning and other Covid-related disruptions to regular learning.
How and when is my child assessed?
The main focus for assessment in KS3 is the acquisition and application of knowledge. The assessment system used has 2 strands:
- TESTING OF KNOWLEDGE
Has the student gained an adequate knowledge of this topic?
Assessed using multiple-choice testing.
This identifies gaps and misconceptions in knowledge. This form of assessment provides all pupils with the opportunity to demonstrate their learning in REP without the constraints of having to write at length.
- EXTENDED WRITING
Assessment tasks are set to help pupils develop the writing style and critical thinking skills – feedback is given according to the Lancashire Bands.
In KS3, students will have end of unit assessments at least once a term, usually more often, where they will receive feedback according to the Lancashire Bands and how they can improve.
In KS4, students will have regular checks of understanding and knowledge, although these will be marked with a focus on extended writing and not give a grade for CORE REP.
In KS4 for GCSE RS, students are regularly assessed, including key word tests and retrieval quizzes each lesson. Exam style questions are completed at least once a fortnight, although these are not always given an exam grade, but will always have feedback on how to improve. End of unit exams and whole school exams, will be given a grade and feedback on how to improve.
We would encourage you to consider and respond to questions concerning the meaning and purpose of life, questions of morality and identity in our multifaith and multicultural society. REP lessons at Baines School will provide plenty of opportunity for this type of dialogue and reflection, and will allow your child to explore their own beliefs and opinions. The most important thing we would invite you to consider is to keep an open mind on the subject of religion and its impact on life.
For homework and research tasks:
Baines School ILC has a wealth of resources.