Students must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
Corporal punishment.
Death penalty.
Forgiveness
Students will study the aims of punishment, including:
Retribution
Deterrence
Reformation.
The treatment of criminals, including:
Prison
Corporal punishment
Community service.
Forgiveness.
The death penalty.
Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.
Awareness and understanding of reasons why people commit crime and the purpose of a variety of punishments and religious responses to them.
Respect and empathy for different viewpoints. Understanding of the justice system.
Students must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and non-religious beliefs such as atheism and humanism:
• Visions.
• Miracles.
• Nature as general revelation.
Students will study philosophical arguments for and against the existence of God, such as The Design, The First Cause argument, The argument from miracles, Evil and suffering as an argument against the existence of God and arguments based on science against the existence of God.
Students will also study the nature of the divine and revelation such as, special revelation as a source of knowledge about the divine, enlightenment as a source of knowledge about the divine, general revelation.
Belief that there is insufficient evidence to say whether God exists or not.
Belief that there is no God.
Sense of right and wrong; seen as the voice of God within our mind by many religious believers.
Also known as teleological argument. An argument purporting to prove God’s existence by focusing on evidence of design in the world, which therefore proves the existence of a designer – God. One version put forward by William Paley in the 18th century.
An argument purporting to prove God’s existence by logical argument that everything is caused by something else. This requires an uncaused cause, which must be God. One version put forward by Thomas Aquinas in 13th century.
Indirect revelation; the idea of being able to see something of God through nature, for example.
Belief system which excludes God, but focuses on the morally good behaviour of human beings.
That something is not real, but a trick of the mind.
Characteristic of God; at work in the world, involved in the creation, eg miracles.
Characteristic of God; beyond human understanding.
An event that contradicts the laws of nature, so should be impossible, eg recovering from a terminal illness; usually attributed to God.
Characteristic of God; all-knowing.
Characteristic of God; all-powerful.
Characteristic of God; relatable, humans can build close relationships with this God.
Belief that there are many gods/deities.
What is real, actual or provable by science.
When God reveals Himself; can be special or general.
The collection of knowledge from observation and testing.
Seeing something which is not physically real.
Engagement with Philosophical questions about the existence of God.
Tolerance, respect and understanding of a variety of viewpoints.
Students must be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:
• Violence.
• Weapons of mass destruction.
• Pacifism.
Student will study religion and belief as a cause of war and violence in the contemporary world. This will include the following:
Nuclear weapons, including nuclear deterrence.
The use of weapons of mass destruction.
Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching.
Religious responses to the victims of war including the work of one present day religious organisation.
Attitude that (a) war is wrong and should be protested/worked against.
Armed conflict between factions within the same country.
Dispute between sides, can be between individuals, groups or nations.
War fought using ‘ordinary’ weapons, ie those covered/sanctioned by the Geneva Conventions.
Letting go of blame against a person for wrongs they have done; moving on.
The killing of groups of/many people from a specific ethnic group, having targeted them for their ethnicity.
War sanctioned by God, used in Islam and Judaism; rules for such a war.
For example, Red Cross/Crescent; organisation which works to alleviate the suffering of those made victims by war (or natural disaster).
Bringing fairness back to a situation.
Set of rules for fighting a war in a way acceptable to God, used in Christianity and Sikhism.
A weapon of mass destruction; war fought using such a weapon (none so far in world history).
Belief that all violence is wrong, which then affects all behaviours.
The opposite of war; harmony between all in society.
Making known one’s disagreement over something.
Making up between two groups/sides after disagreement.
To pay someone back for their actions that have caused harm.
Use of violence and threats to intimidate others, usually Government; used for political purposes to build fear in the ordinary population and so secure demands from Government.
Armed conflict between two or more sides.
Weapons which are uncontrollable and cause indiscriminate damage, eg nuclear, chemical, biological.
Awareness and understanding of various causes of conflict.
Value the importance of resolving conflict and promoting peace.
Students must be able to explain contrasting beliefs on the following three issues with reference to Christianity and one or more other religious traditions:
• Abortion.
• Euthanasia.
• Animal experimentation.
• The origins and value of the universe
The origins of the universe, including:
religious teachings about the origins of the universe, and different interpretations of these. The relationship between scientific views, such as the Big Bang theory, and religious views.
The use and abuse of the environment, including the use of natural resources, pollution. The use and abuse of animals, including:
animal experimentation, the use of animals for food.
The origins and value of human life
The origins of life, including: religious teachings about the origins of human life, and different interpretations of these the relationship between scientific views, such as evolution, and religious views.
Abortion, including situations when the mother's life is at risk.Euthanasia.
Beliefs about death and
Awareness and understanding of various ethical issues and religious responses to them.
Respect and empathy for the viewpoints of others. An awareness of actions and consequences.
Students will revisit Component 1: The study of religions: beliefs, teachings and practices.
They will consolidate knowledge on Christian and Islamic beliefs, teachings and practices.
Awareness and understanding of two major religions: Christianity & Islam.
Tolerance, respect and understanding of the Christian and Islamic faith.
Students will spend a term consolidating all knowledge from the two GCSE units. Students will focus on effectively using exam time to present their knowledge of Christianity and Islam & the themes they have studied.