Students will learn about the Hindu Creation Story and compare it to Genesis. Students will also learn about: some of the Hindu Gods, Hindu beliefs in life after death and the cycle of life, important Rites of Passage and Hindu Festivals.
the one God in Hinduism.
the three main gods in Hinduism.
duties to live by.
the law of consequences.
breaking the cycle of rebirth.
the cycle of rebirth.
rebirth of your soul into a new body after death (continuing to exist after death.)
Awareness and understanding of different religions.
Respect and tolerance of those with different beliefs.
Students will explore how Buddhism, and Sikhism originated and how the early beliefs and practices are seen in modern day worship. They will analyse the context in which the religions were started and how they developed into the religions we see today.
An enlightened being.
A state of perfect knowledge or wisdom, combined with infinite compassion.
Think deeply, especially about religion
A journey made for religious reasons
means 'pure'. Joining the Khalsa is a sign of commitment in Sikhism.
Awareness and understanding of different religions.
Respect and tolerance of those with different beliefs.
Students will learn what the Bible, Torah and Qur’an teach about will happen at the end of the world. Students will focus on Christian beliefs and teachings from scripture on heaven, hell, judgement and purgatory, and discover what the idea of a soul is. Students will start to develop their own opinions about what happens after death and their ability to explain making reference to scripture.
The end of physical life.
The spiritual aspect of a human being that does not die.
The rising from death to new life of Jesus Christ
A joyful place or state of being with God after death.
A place or state of suffering without God’s presence after death.
Outside of time/ never ending.
Continued existence after physical death.
The idea that after death God will decide who is worthy of heaven or hell.
Life after death (Islam)
A word for heaven often used by Muslims.
Students will explore thoughts, opinions and arguments regarding the origins of the universe. Students will learning about design and causation arguments and explore these alongside scientific reasoning such as the big bang theory and theory of evolution. Students will also learn about literal creationists and why some people maintain views like this.
A way of thinking about reality by reflecting on sacred texts and the experiences of religious people, like prophets or saints
A way of thinking about the world by using observation and experimentation
A sense of awe and wonder that comes from observing the created world.
The whole of the observable, created world, including galaxies.
The idea that the Universe came into being at the same moment as space and time.
The idea that the world shows evidence of being deliberately made by a higher power for life to exist and develop.
The process of change in all living creatures over billions of years from simple organisms to more complex forms
The idea that God designed evolution to work in the way it does.
The idea that God created everything without the use of evolution.
Someone who holds that God does not exist.
Someone who believes that God does exist.
Students will study what prejudice and discrimination are, with reference to Jesus’ teachings. Students will study key religious spokespeople who have changed the world and religion as we know them today. Students will independently reflect on how they hope to increase tolerance, understanding and stop discrimination.
A group of different people with different tastes, ideas, appearance and backgrounds.
Making a judgement about someone or a situation before you know all the facts.
Treating someone differently because of their race, gender, age, sexuality, religion or disability.
A story told by Jesus against prejudice and discrimination.
A state of lawlessness and disorder (usually resulting from a failure of government).
A group of people who work for each other’s good.
A policy that separates people, usually based on race, so that they cannot use the same schools, hospitals, restaurants etc.
Students will evaluate religious and non-religious views on human rights, animal rights, the aims of punishment, capital punishment and what is the most effective ways to protect society. Students will also learn more about what we mean by social responsibility and consider whether religious people have a particular role to play in reducing poverty. This will link to our ongoing work considering courageous advocacy and stewardship.
Moral or legal entitlements that all humans should have.
Laws given by God that guide people’s relationships with God and each other.
A punishment that makes the person suffer and pay for what they have done, and to show that the law must be obeyed.
A punishment to try to change the course of a person’s life so that they will not want to commit crimes in the future.
A punishment to put the person off committing any crimes in the future, and to make an example of them so that others will not commit crime.
An aim of punishment to make society safer by removing criminals from public life.
A death sentence as the penalty for committing a crime.
Looking after the Earth so that it can be passed onto the next generation undamaged.
A religious duty for Muslims that calls on them to give a fixed proportion of their savings each year to help the poor.
A meal at a Sikh Gurdwara (temple) to which anyone is invited.
New Description
New Description