Download Key Stage 3

KEY STAGE THREE
Pupils should not just learn
about religion but also
about themselves from religion.
Cumbria Agreed Syllabus for Religious Education
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Cumbria Agreed Syllabus for Religious Education
Key Stage 3
Many pupils at KS 3 begin to question the relevance of religion and become more critical. This
provides teachers with the basis to build on knowledge, understanding and experiences gained in the
primary years.
Teachers should ensure that pupils have opportunities to deepen their understanding of important
religious concepts and differing world views. Pupils should begin to evaluate religious and moral
issues (and where relevant, non-religious views) and to use their growing self-awareness positively
to think about, refine & enter discussions about their own beliefs, values and attitudes.
Increasingly pupils should consider questions of the meaning of life and purpose. It is important to
keep alive the pupils’ sense of wonder and to encourage them to regard this experience as a valuable
source of insight into religious and personal understanding.
At KS 3 pupils should explore THREE religions: CHRISTIANITY and TWO others.
Schools should select ONE from GROUP A (JUDAISM and ISLAM) and
ONE from GROUP B (BUDDHISM, SIKHISM and HINDUISM)
TEACHERS SHOULD BE AWARE OF THE PROGRAMME OF STUDY FOLLOWED BY
PUPILS AT KS 2. THEY SHOULD ENSURE THAT THERE IS CURRICULUM LIAISON
WITH THE CONTRIBUTORY PRIMARY SCHOOLS IN ORDER TO ADDRESS
CONTINUITY AND PROGRESSION APPROPRIATELY.
Throughout the Key Stage
At times aspects of each religion should be taught separately to deepen the pupils’ understanding of
distinctive features. Where appropriate, however, content can be drawn from more than one
religion to illustrate common dimensions across religious traditions. Increasingly concepts
identified in the syllabus should form the basis of thematic work, although it should be understood
that many of these themes overlap and that there is not always a precise equivalent between
different religions.
CONCEPT
THEMES
Belief:
Teaching (from scripture & leadership), Holy Places, Key Figures: Life
& Teaching, Diversity & Expression, Life & Death, Beliefs about
nature of humanity.
God, Life & Death, Suffering, The Meaning of Life, Creation.
Lifestyle, Family Life, Living by Faith, Values, Right & Wrong,
Contemporary Issues, The Environment, Pilgrimage.
Holy Buildings, Ceremony & Ritual, Prayer, Celebration, Pilgrimage,
Diversity & Expression.
Sacred Texts, Key Figures: Life & Teaching, Leadership.
Deity:
Commitment:
Worship:
Authority:
SUFFICIENT CURRICULUM TIME SHOULD BE ALLOCATED TO COVER THE
PROGRAMMES OF STUDY, ASSUMED TO BE NOT LESS THAN 5%.
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Cumbria Agreed Syllabus for Religious Education
Christianity in Key Stage Three
CONCEPT
Deity
Belief
Deity
CONTEXT
 Expressions of belief; examples of how Christian beliefs
about God and Jesus are expressed through statements of
belief, in various denominations; and in hymns, songs,
symbols and through the arts.
 Beliefs about the nature of humanity: that human beings are
created in the image of God and each individual has a unique
value.
 Beliefs about life after death in the Christian tradition and how
these are expressed in funeral and death rites. The notion of a
‘soul’ and comparisons with the beliefs of other religions and
atheism.
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Further investigation of Christian beliefs about creation and
how they relate to scientific views.
THEMES
God
Key Figures
Humanity
Life & Death
Creation
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Cumbria Agreed Syllabus for Religious Education
Worship
Deity
Authority
 The nature of the church in key words and symbols; the
meaning of the word ‘church’.
 Important times in the Christian calendar, e.g. Ascension Day,
Pentecost to introduce the importance of the Holy Spirit in
these events; Holy Communion; links can be made with the
historical origins of Holy Communion in the Gospel narrative
and to examples of Christian belief held within it, e.g. “We
believe in one God ........”.
 Continue to investigate Christian diversity through various
denominations in their own region, highlighting similarities
and differences in worship and practice, important national
and international leaders of these denominations, their role
and function; important people linked with the historical
origins of each denomination; introduce issues which unite as
well as separate Christian groups and the rise of the
ecumenical movement.
 How Christians find evidence for God in human experience,
the natural world, scripture, tradition and reason. Compare
with arguments against the existence of God, including the
problem of suffering, responses to it & ideas of other
religions.
 Terms which describe God - omnipotent, omniscient,
omnipresent, transcendent, immanent. God as a person or
power.

Sacred Buildings
Celebration
Diversity &
Expression
God
Jesus as a historical figure: selected passages from Gospel
narratives illustrating key events in his life; his teaching about Key Figures
forgiveness, love and service to God, repentance. Further
develop Christian belief about Jesus as the Son of God.
Sacred Texts
Introduce the view of Jesus as the Messiah and debate about
Jesus’ identity & role from a Christian & non-Christian
perspective.
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Cumbria Agreed Syllabus for Religious Education
Belief
Authority
Deity
Commitment
 The relationship between events in the life of Jesus and major
Christian festivals to develop Christian beliefs about
incarnation, atonement, revelation, redemption and salvation
in the Christmas and Easter narratives. Questions of
historicity and meaning e.g. those surrounding the virgin birth
and resurrection.
 The Gospels as sources of authority for Christians: an
overview.
 The Bible: its place in the Christian tradition, e.g. use in
worship, liturgy and ceremonies, giving guidance for living
and in decision making; a source of authority and revelation.
 Ways of interpreting the Bible, e.g. literal and non-literal make use of selected passages as illustrations. Miracles &
their possible interpretations from Christian and atheist
perspectives.
 Christianity’s responses to ultimate questions. Compare these
responses with pupil’s own responses, those of other religions
and non-theistic perspectives.
 The importance of ‘faith’ and ‘proof’ in a modern scientific
world.
 Personal and corporate Christian values as a response to
Jesus’ teaching and how this is demonstrated through:
attitudes to poverty, injustice, suffering, prejudice and
discrimination;
 Personal relationships, e.g. individual responsibility, roles in
the family, loving one’s neighbour (the Universal Code
Matthew 7 vs. 12);
 Responses to contemporary social, moral, environmental and
global issues;
 Personal and corporate action and commitment through
exemplary figures and organisation reflecting Christian
values;
 Pilgrimage and retreat, e.g. St. Herbert’s Island on
Derwentwater, Swarthmoor Hall, Iona, Lourdes, Taize - ideas
of renewal, commitment and dedication.
Jerusalem as a centre of pilgrimage.
 How we make moral decisions e.g. learning through
consequences, through following rules, through the example
of others.
 Growing as a person - analysing our characteristics & the way
we relate to others. Knowing ourselves and accepting others.
Recap stories with this theme e.g. The Selfish Giant; The
Lion, the Witch and the Wardrobe.
Key Figures
Sacred Texts
Meaning of Life
Values
Personal & Social
Issues
Pilgrimage
Values
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Cumbria Agreed Syllabus for Religious Education
Learning Experiences in Christianity at Key Stage 3
AT1 PUPILS COULD:
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Investigate the use of symbolism within art and study the Christian belief it expresses;
Explore ways in which God is portrayed in art, poetry, music and drama in different traditions;
Brainstorm the word ‘church’ to show its meaning;
Explore the role of churches in the local community;
Talk with Christians about their understanding of the Holy Spirit and the way they reveal their
belief;
Discuss imagery used to describe the Holy Spirit in Acts and make a display of ideas;
Study ways in which Holy Communion is celebrated in different denominations and the
significance of differences observed;
Make a comparative study of at least two Christian denominations noting similarities and
differences in belief about God, Father, Son and Holy Spirit, experiences of worship,
commitment, belonging, and layout of the buildings;
Explore the order of service for funerals and discuss why certain phrases are used, e.g. ‘dust to
dust, ashes to ashes’; ‘I am the resurrection and the life’;
Reflect on the nature and meaning of words such as ‘incarnation’ ‘redemption’ etc.
Talk about perceptions of God as ‘all-powerful, all-seeing, all-knowing’ and why so many people
believe in God and why others do not;
Represent key events in Jesus’ life as a journey or time line and note the significance of each in
demonstrating his role as the Messiah;
Reflect on the significance of miracles for the Early Church and for Christians today and possible
interpretations;
Deepen understanding of Easter and Christmas festivals through artefacts, art, music, poetry and
drama;
Discuss the meaning and historicity of the Virgin birth and the resurrection;
Compare differences in Gospel narratives, (e.g. of Jesus’ birth and of his resurrection) and
discuss the significance of these passages;
Investigate the idea of the Gospels as ‘good news’ and a source of authority;
Discuss the different ways in which Christians interpret the Bible and how they refer to it in
making decision about contemporary social and moral issues;
Reflect on the way Christian values have affected British society and their relevance in a multifaith society;
Explore how Christians from different cultures and nationalities relate to one another;
Discuss different ways in which Christians renew their faith and commitment;
Hold a class debate on evidence for the existence of God in a world in which people suffer.
Reflect on the role Christianity plays in the human search for happiness. What is spiritual
fulfilment?
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Cumbria Agreed Syllabus for Religious Education
AT2 PUPILS COULD:
 Talk about what they think God is like and explore traditional concepts of God;
 Reflect on the value of prayer and consider the possibilities of expressing feelings and attitudes
through prayer;
 Pose questions of meaning and consider relevant religious and non-religious responses;
 Ask questions about the purpose of life and share views about what happens after death;
 Share thoughts about what influences and guides them;
 Think about the importance of ritual in their own lives;
 Compare accounts of the same event witnessed, and written about by different members of the
class, and talk about why differences exist between accounts;
 Talk about when and why they want people to come round to their way of seeing things;
 Reflect on belief without physical proof and what ‘truths’ we accept on the word of another and
what we do not accept;
 Discuss responses to ultimate questions given by Christianity and by pupils in the class;
 Reflect on the advantages and disadvantages of diversity within groups and communities;
 Discuss why it is sometimes easier for people to divide rather than unite and what are the
possible consequences of division listing topical examples as illustrations;
 Reflect on the fears evoked by the prospect of change;
 Consider experiences which take people beyond everyday events and which might be interpreted
as examples of a spiritual dimension in life;
 Reflect on the inadequacy of words to express deep emotion or belief;
 Express feelings and beliefs in ways other than verbal or written e.g. role play, music;
 Explore ways in which encounters with the natural world can inspire awe and spiritual feelings;
make a group presentation that illustrates their feelings about this;
 Share experiences of making important decisions and what influenced their choices;
 Talk about ways in which moral decisions are made using practical, current examples;
 Explore pictures of Jesus and talk about what the artist might be trying to convey;
 Reflect on the different answers people with differing world views might give to questions such
as ‘Who was Jesus?’; ‘Why do people suffer?’; ‘Do miracles happen?’; ‘Does God exist?’;
 Share experiences of being ‘tempted’ to do something they know is wrong and talk about how
such temptations might be resisted;
 Imagine an ideal role model and the hopes they may invest in such a figure;
 Share their views, and how they came to them, on social, moral, environmental issues;
 Discuss values which they consider are essential to their lives and the community;
 Discuss the effects of peer group pressure;
 Reflect on what would be an ideal human being in an ideal world;
 Reflect on what might be learned from the ways in which Christians respond to difficulties in
living up to their beliefs;
 Discuss experiences of needing help and support and how it feels to get such help;
 Discuss the value of reflection and its significance in gaining personal insight;
 Read stories (such as The Selfish Giant by Oscar Wilde & The Lion, The Witch & The Wardrobe by C. S. Lewis) which
are Christian analogy and which give insight into Christian values and their effects on our lives;
 Discuss meaning and the role of ‘faith’ and ‘proof’, thinking about the challenge of science and
post-modernist ideas that ‘all opinions are equal’;
 Respond to questions such as ‘What’s the point of studying religion when you can’t prove
anything?’ and ‘Why can’t people just believe what they want, what’s right for one person may
not be right for another?’
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Cumbria Agreed Syllabus for Religious Education
Buddhism in Key Stage Three
Concept
Context
Themes
Teaching
Belief
 Mind and its functions.
 Wisdom and compassion in Buddhist teaching.
 The Buddhist community (lay and ordained Sangha.)
Deity
 Cycle of life, death and rebirth.
Worship
 The importance of training the mind in meditation and its
purpose.
Ceremony &
 Variety of practices depending on the tradition.
Ritual
 Daily ceremonies, retreats, rituals and festivals.
 Symbols which express Buddhist teachings, e.g. the wheel and
Expression
the lotus.
Deity
 Buddha as a supreme example to his followers, with reference
to episodes in his life.
 The role of the Bodhisattva e.g. Tara, Avaloketeshvara.
 The diversity of different images of the Buddha and their
significance, e. g. Mudras.
Authority
Belief
 Stories from the life of the Buddha, focusing on his discovery
of how to overcome suffering and unhappiness; his
renunciation; his Enlightenment; his compassion and wisdom.
 His teaching (Dharma) all sentient beings have the potential
for Enlightenment-The Five Moral Precepts; The Four Noble
truths; The Eightfold Path, The 6 Perfections.
 Karma (the law of cause and effect); every thought, word and
deed has an effect, now or in the future.
Authority
 Buddhist texts, e.g. the Dhammapada, Atisha’s advice.
 Verification of teachings through personal experience.
 The role of the teacher-guru, Lama, Roshi, priest, abbot.
Commitment
 The purpose of life for a Buddhist is to work towards
Enlightenment. Buddhists try to study and practise the
Dharma to become free from greed, hatred and ignorance and
in order to develop loving kindness and compassion.
 Buddhists try to help alleviate suffering by giving hospitality,
being sympathetic, giving generously, teaching by example.
 Ordained Sangha try to obey the monastic rules of the Vinaya,
meditate, study texts, teach, counsel and take part in services.
Lay people try to meditate, study and support the monastic
Sangha or temple.
 The geographical spread of Buddhism and the Sangha in
different countries-Theravada and Mahayana.
 New movements in the West.
Meaning of Life
Key Figures
Key Figures
Sacred Texts
Key Figures
Lifestyle
Leadership
Lifestyle
Values
Living By Faith
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Cumbria Agreed Syllabus for Religious Education
Learning Experiences in Buddhism at Key Stage 3
AT1 PUPILS COULD:
 Study in depth the life of the Buddha, with specific reference to the solution he found to the
question of suffering in the world;
 Suggest ways in which Buddhists try to follow the example of the Buddha;
 Write a play about the life of the Buddha;
 Consider Buddhist teachings on suffering, its causes and how it can be extinguished;
 Find out what Buddhists mean by ‘Enlightenment’ and how it can be achieved;
 Discuss the meaning of the Four Noble Truths and the Noble Eightfold Path;
 Compare the lives of lay and ordained Buddhists in different cultures and traditions;
 Interview a Buddhist about what it means to take refuge in the Three Jewels;
 Discuss with Buddhists how they try to implement Buddhist principles in their lives;
 Give a presentation on what is involved in being a Buddhist today;
 Study images of the Buddha, and explore the use of mudras and their significance;
 Read selected texts from the Dhammapada, and discuss them with the class;
 Design a poster of the wheel of life, with notes on the significance of each part;
 Observe different forms of meditation, and ask Buddhists how meditation helps in life;
 Plot on a map the spread of Buddhism and identify Mahayana and Theravada traditions;
 Find out about the development of Buddhism in modern Britain;
 Read about the Emperor Asoka and his contribution to the relief of suffering;
 Compare the importance of Bodhisattvas to different schools of Buddhism.
AT 2 PUPILS COULD:
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Discuss the benefits and disadvantages of worldly wealth;
Discuss the benefits and disadvantages of a belief in rebirth;
Identify people they would describe as ‘wise’, and discuss their qualities;
Discuss what people mean when they say that they have ‘seen the light’;
Explain the symbolism of the wheel and the lotus, with reference to Buddhist teachings;
Discuss the importance of having values by which to live & compare different people’s;
Discuss their own questions of meaning, which they are still puzzling over;
Discuss the benefits of quietness, stillness and meditation and consider the value of solitude and
quiet reflection in their own lives;
Share with each other favourite poems or stories on the theme of solitude and silence;
Make a collage to display the different forms and major causes of suffering in the world, suggest
reasons for suffering and suggest effective ways of working to overcome suffering with reference
to Buddhist teachings;
Discuss the implications of greed, hatred and ignorance and how they might be overcome;
Discuss the value of renunciation, kindness, compassion, and wisdom;
Share experiences of people who are wise or who set a good example for them to follow;
Compare feelings about ‘how things are’or how they perceive the world;
Give examples from their experience of how cause leads to effect (in terms of thoughts, words
and deeds) and any lessons to be learnt from their experience of cause and effect.
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Cumbria Agreed Syllabus for Religious Education
Hinduism in Key Stage 3
CONCEPT
Belief
CONTENT
 Key Hindu concepts:
 Ahimsa (non-violence) and its implications, e.g.
vegetarianism; self-discipline, vrat (making vows), fasting;
Gunas (the three strands) - sattva (goodness), rajas (passion),
tamas (ignorance and sloth).
 Core concepts - Atman, seva, karma, three gunas, dharma,
samsara, moksha, Brahman.
 Beliefs about the universe.
THEMES
Teaching
Meaning of Life
 Samskaras - sacraments associated with birth and marriage.
 Personal worship - in the home and in the Mandir (temple),
including the Arti ceremony, bhajan and kirtan (singing),
havan (sacred fire), pravachan (sermon), visiting holy
people from India.
 The nature and function of the Mandir in India and Britain.
 Festivals, e.g. Holi, Navaratri, Shivaratri, Dassehra,
birthdays of Rama (Ramnavami) and Krishna
(Janmashtami).
 Ceremonies associated with initiation (sacred thread)and
death (funeral and cremation).
 Pilgrimage in India, e.g. Varanasi (Benares), Gangotri,
Vrindavan.
Ceremony &
Ritual
Deity
 God is one and is worshipped in diverse forms and/or is
believed to be formless. Some forms include Vishnu,
Krishna, Rama, Hanuman, Lakshmi, Shiva, Ganesha, Kali,
Durga.
 The concept of avatar, especially the ‘descents of Vishnu’.
God
Authority
Names and nature of the sacred texts and how they are used by
adherents, in particular:
 The Ramayana (Rama’s exile and return);
 The Puranas (the childhood of Krishna);
 The Vedas (descriptions of the Creation);
 Stories with a moral, e.g. the Panchatantra; the Bhagavad
Gita; the Mahabharata.
Sacred Texts
Commitment
 Varna-the traditional 4-fold division of Hindu society.
 Jati (caste) as a kinship system and support group; hereditary
and evolving nature of caste.
 Roles within the family, defined by gender and age-duties
within the extended family and the importance of women.
Ashramas-4 stages of life and their duties.
Lifestyle
Worship
Celebration
Ceremony &
Ritual:
Pilgrimage
Family Life
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Cumbria Agreed Syllabus for Religious Education
Learning Experiences in Hinduism at Key Stage 3
AT 1 PUPILS COULD:
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Explore the symbols and their meanings, associated with the different deities;
Identify Hindu beliefs and values expressed through the Hindu gods;
Interview a Hindu about some of the key concepts which underpin Hindu beliefs;
Consider how the importance of ashramas might affect a Hindu’s personal, family and
community life;
Watch a video about birth and marriage rituals, note the symbols linked with each one and
explore their meaning;
Suggest ways in which a Mandir might have similar and different functions in Britain and in
India;
Explain the importance of festivals for the Hindu community, and the stories and traditions
which are associated with them;
Observe the Arti ceremony within the Mandir in person or on video;
Talk with Hindus, or watch a video, about their favourite passages from the Hindu scriptures and
why they are significant;
Read or listen to passages from the Hindu scriptures;
Compare the status of different Hindu scriptures;
Explore the ways in which Mahatma Gandhi developed ‘ahimsa’ and self-discipline in both
South Africa and India;
Investigate the links between Jain and Hindu religion, especially with regard to Ahimsa;
Interview a Hindu or watch a video about how the gunas are translated into daily life;
Investigate the ways in which the caste system is expressed in Hinduism in Britain today;
Interview Hindus or watch videos about issues facing Hindu families in contemporary British
society and about what their faith means to them in everyday life;
Find out why certain places have become pilgrimage sites for Hindus;
Show how different Hindu festivals demonstrate the diversity within Hinduism;
Suggest which qualities of Rama and Krishna are admired by Hindus;
Explore some of Krishna’s teachings on yoga within the Bhagavad Gita;
Investigate the different ways in which Hindu scriptures are used for personal and corporate
devotion.
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Cumbria Agreed Syllabus for Religious Education
AT 2 PUPILS COULD:
 Reflect on the use of violence;
 Discuss how people have different aspects to their character, act out different roles (mother,
daughter, friend) and compare this to diverse ways of representing God;
 Talk about their own beliefs, e.g. about the ‘soul’, ‘duty’ and ‘life after death’, with reference to
Hindu beliefs;
 Discuss their understanding of ‘duty’ and how it applies to their lives;
 Compare important changes that have happened in their own lives;
 Talk about the mark/characteristics of being a baby/child/teenager;
 Consider the value of ceremonies and rituals to mark important turning points or life changes;
 Compare any rituals or ceremonies in their own lives with those in Hindu traditions;
 Consider why light and fire are used in rituals across religions, and the different interpretations
given to these symbols;
 Consider the value of rituals and symbols in their lives;
 Consider the importance of traditional narratives, literature and values to individuals and
communities and reflect on books which have influenced their thinking;
 Share their responses to the Vedic account of Creation;
 Discuss reasons for vegetarianism among their friends, and compare these to the reasons a Hindu
might give;
 Give reasons why it is important to keep promises or carry through a decision;
 Compare ideas about self-discipline, and talk about forms of self-discipline in Hindu life;
 Suggest whether there are ‘divisions’ or ‘groupings’ in the societies with which they are familiar,
and if so, the nature of these groups;
 Discuss the idea of heredity - what we inherit from the past;
 Consider the value of Hindu teachings to questions related to age and gender;
 Suggest how Hindu funeral rites may help people come to terms with death;
 Suggest some of the questions, raised by death, about the meaning of life;
 Relate the concept of life as a pilgrimage, or journey, to their own understanding of life;
 Discuss why yoga and meditation have become popular in the West;
 Relate their own questions of meaning to teachings within the Bhagavad Gita.
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Cumbria Agreed Syllabus for Religious Education
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Cumbria Agreed Syllabus for Religious Education
Islam in Key Stage 3
CONCEPT
Deity
Belief
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CONTENT
Tawhid (Oneness of Allah).
Iman (faith).
Ibadah (worship/belief in action).
Akhlaq (Islamic ethics).
THEMES
Allah
Teaching
Worship
 The role of the Mosque as a religious, social, educational and
Sacred Buildings
welfare centre.
 Prayer: call to prayer, muezzin - rituals and meaning (Salah,
Prayer
Wudu).
 Friday Prayer at the Mosque (Jumu’ah).
Lifestyle
 Men and women in the Mosque - roles and responsibilities.
 Worship (celebration) and belief in actions and duties; the 5
pillars of Islam.
Deity
 Muslim believe that Allah is the One True God who has no
partners; is the creator (Tawhid); the provider of all things;
and who gives guidance through Messengers and Books.
 The attributes of Allah: Surah 1: 112 and Surah 59: 22-24 of
the Qur’an e.g. the all gracious, all merciful (99 names for
Allah).
Authority
Commitment
Allah
 Muhammad (p.b.u.h.) his key role as the final Prophet: and
recipient of the final revelation Laylat-ul-Qudr: The Night
of Power.
 The Qur’an - the revealed book treated with respect.
 Opening Surah of the Qur’an - al Fatihah.
 The Hadith - the sayings of Prophet Muhammad (p.b.u.h.) as a major source of Islamic law.
Key Figures
 Akhirah: life after death; paradise.
 Family life: distinctive features in the home and conduct of
family members, including hygiene, diet, modesty, sexual
relations.
 Social life: the importance of honesty, good manners, the
Islamic concept of Ummah (world wide Islam), social justice
and equity.
 Jihad: personal struggle in the way of Allah to achieve selfimprovement, campaign for the truth, defence of the faith,
helping the oppressed.
 Contemporary, social, moral and environmental issues in an
Islamic perspective.
Life after Death
Sacred Texts
Family Life
Lifestyle
Contemporary
Issues
Environment
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Cumbria Agreed Syllabus for Religious Education
Learning Experiences in Islam at Key Stage 3
AT 1 PUPILS COULD:
 Visit or see a video or pictures of a mosque and understand its functions and importance for the
Muslim community;
 Observe, at firsthand or through video, Islamic acts of worship, and consider how these acts
relate to Islamic beliefs and values;
 Explain the postures of Salah as a demonstration of the Islamic attitude to Allah and to equality
when performed in a group;
 Understand the importance of Sawm in relation to Islamic teaching on self-discipline;
 Explain the importance of Zakat and Khums to the Islamic community;
 Consider what Muslims mean when they say Allah has no partners (see Qur’an 112);
 Read selected passages from the Qur’an which describes the attributes of Allah and what they
contribute to an understanding of Islamic belief in Allah e.g. Surahs 10: 5-6, 30: 20-24, 16: 1-21,
66-70, 77-83;
 Examine the life of the Prophet Muhammad (p.b.u.h.) in its historical context and how
messengers of Allah exemplify Islamic beliefs and values;
 Found out how the Qur’an was recorded, organised and preserved;
 Consider how and why the Qur’an is treated with respect;
 Understand the significance of Islam in the ordering of Muslim family life;
 Study the health and social aspects of Islamic hygiene, dress and dietary habits;
 Explore links between Muslims and other ‘people of the book’ (Jews and Christians);
 Explore how and why Muslims ‘struggle in the way of Allah’ (Jihad);
 Study the lives of influential Muslims and reflect on how they were motivated by Islamic beliefs
and values.
AT 2 PUPILS COULD:
 Discuss the values of regular prayer and other corporate activities for members of a group with
shared beliefs and values;
 Reflect how people with different beliefs and values can live peaceably together;
 Discuss the importance of self-discipline and how this might be achieved in their lives;
 Discuss the principles involved in giving to those in need (and the importance of Islamic teaching
on this issue);
 Reflect on the problems and benefits of depending on other human beings;
 Discuss difficulties of having more than one leader, qualities of an inspired worthy leader;
 Discuss ways in which people set about self-improvement;
 Explore their own beliefs about God and words they would use to describe God;
 Identify modern equivalents of ‘idols’ (and consider how people behave towards them);
 Consider human limitations in understanding questions about he world and universe;
 Share thoughts on any people or writings which have given them an uplifting feeling and may
have contributed to their own understanding of spiritual experience;
 Discuss how accountability for actions might affect one’s behaviour and moral choices;
 Discuss the value of a framework for relationships and behaviour in the home;
 Discuss the importance of religion, culture, family and social structures in maintaining social
stability and an individual sense of identity;
 Discuss the concepts of commitment and its expression in Islamic daily life.
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Cumbria Agreed Syllabus for Religious Education
Judaism in Key Stage 3
CONCEPT
Deity
Belief
Worship
CONTENT
 God.
 Torah-revelation.
 Jewish people and land.
 The role of the Synagogue and the Rabbi today (Chief Rabbi
in Britain).
 Worship customs and practices in the Synagogue.
 Ceremony: circumcision, Bar and Bat Mitzvah, weddings,
funeral rites (beliefs about life after death in the Jewish
tradition).
 Celebration: Rosh Hashanah, Yom Kippur (repentance and
atonement).
 Jewish worship in the home: Kashrut and the Jewish kitchen;
Shabbat and the Friday night meal; Jewish Sabbath observance today.
THEMES
God
Teaching
Sacred Buildings
Ceremony &
Ritual
Family Life
Deity
God
 Perceptions of God in the Shekhinah.
 Jewish beliefs about God expressed through the Shema,
psalms, songs, prayers, stories and the Ten Commandments.
 God as one who judges and forgives - link to Rosh
Hashanah, Yom Kippur.
 Blessings and greetings: Grace, Shalom, Mezuzah.
Authority
 The Torah and the Tenakh: Guidance and authority in Jewish Sacred Texts
life and traditions (Orthodox and Progressive).
 The Sefer Torah, its symbolism and the work of the scribe.
 The contents of the Torah - the 5 books of Moses - Jewish
law.
 The importance of the Torah in worship, celebration and
study.
 The contents of the Tenakh - law (Torah), prophets
(Nevi’im), writing (Ketuvim).

 Responses to racism in history, e.g. The Shoah (Holocaust). Contemporary
Other examples can be included, e.g. Masada, the Jews of Issues
York, London’s East End 1920.
 The importance of Jerusalem: its origin as the city of David Sacred Places
(Magen David) and in the Jewish faith and political life
today. (A centre of pilgrimage for Jews, Muslims and Contemporary
Issues
Christians).
 Contemporary social, moral, environmental issues in the
Environment
perspective of Judaism.
Commitment
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Cumbria Agreed Syllabus for Religious Education
Learning Experiences in Judaism at Key Stage 3
AT 1 PUPILS COULD:
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Visit a synagogue or watch worship on video and make a display of the findings;
Find out about the work of a rabbi (male and female);
Listen to extracts from ‘Thought for the Day’ (BBC Radio 4) when the speaker is Jewish;
Read extracts from novels or plays with a Jewish setting, e.g. Maisie Mosco;
Explore the beliefs expressed through Amidah and grace after meals;
Explore the contexts in which the Shema is used and what this says about its importance;
Relate Jewish teaching about Teshuva (repentance) to Rosh Hashanah and Yom Kippur;
Find out how Jewish children learn the Torah and consider what ‘becoming a son in the Law’
means to Jewish boys and equivalent for Jewish girls;
Discuss Jewish belief about life after death as expressed in Jewish funeral rites;
Investigate the Shabbat meal and Pesach in orthodox and progressive traditions;
Talk with a Jewish visitor to the lesson or watch a video about why they do not utter the divine
name and what they mean by ‘struggling’ with God (Israel);
Explore the contexts in which the Shema is used and what this says about its importance;
Investigate the extent to which the Ten Commandments have influenced the values of Jewish and
non-Jewish communities;
Explain the meaning of the symbolism of the Sefer Torah, its decoration and procession;
Suggest reasons why the Torah is important to Jews and examine the work of a scribe ;
Find out how the Jewish people have survived various phases of persecution, past and present:
useful source material Ann Frank and Schindler’s List;
Understand why the Magen David and menorah have become symbols of modern Israel.
AT 2 PUPILS COULD:
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Consider the value of having religious and spiritual leaders in the community;
Share experiences of forgiving and being forgiven and discuss what could be learned;
Discuss a turning point in their lives with regard to responsibilities and duties they have;
Suggest some of the questions raised when someone dies or if thinking of their death;
Reflect on the importance to family life of coming together regularly to share special occasions
and of stories and traditions they hear by word of mouth;
Discuss the meaning of social justice, its significance for today and the relevance of teaching in
the Tenakh, e.g. Amos, for modern society;
Consider descriptions of the Shekhina as a helpful vehicle for expressing spiritual experience and
the Jewish understanding of God;
Discuss why the 10 Commandments continue to be influential in the way we live;
Reflect on what could be learned from the lives of prominent characters in the Torah and
Tenakh, e.g. Abraham and Ruth;
Share experiences about belonging to a group and the special characteristics of belonging;
Suggest what might be learned from the Jewish experience of persecution and survival and the
prevention of racism, e.g. the holocaust;
Reflect on the importance of keeping cultural and religious traditions alive;
Share experiences of objects or places which have a strong emotional or spiritual significance in
their own lives;
Identify facts that unite people who belong to the same community.
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Cumbria Agreed Syllabus for Religious Education
Sikhism in Key Stage 3
CONCEPT
Deity
Belief
CONTENT
THEMES
 Concepts of God - One, Truth, Creator, without form or God
enmity, beyond time, not incarnated, self-existent.
Commitment
 Sikh values and principles for living - nam simran, kirat Values
Lifestyle
karma, vand chhakna, sewa and hukam.
Worship
 Worship - in the home - before sunrise and evening;
- Sacred Buildings:
in the Gurdwara-the importance of the Sangat (Sikh
Ceremony & Ritual
community).
 Installation of the Guru Granth Sahib every morning,
Celebration
and laying it to rest at night.
 The special status of Japji Sahib.
Deity
 Descriptions of God in the Mool Mantar
Authority
 Outline of the lives of the ten Gurus, their significance
and implications of their teachings today.
 Guru Granth Sahib:
- the revelation of God’s message
- how it is cared for in the Gurdwara
- significance of non-Sikh contributors.
 Examples to show the contribution of the Gurus to the
furtherance of Sikh teaching on:
- Equality
- Religious tolerance
- Service to the sick
- Human rights
Commitment
 Sikh identity and religious ceremonies:
 The five Ks - their origin, meaning and significance.
 Ceremonies - marriage and death.
 The Sikh Way of Life.
 Rahit (obligations) - keep the five Ks.
 Kurahit (prohibitions)
- never use tobacco, alcohol or harmful drugs
- never commit adultery
- never eat meat which has been ritually slaughtered
 How the above relate to contemporary issues.
God
Leadership
Sacred Texts
Teaching Values
Lifestyle
Values
Contemporary Issues
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Cumbria Agreed Syllabus for Religious Education
Learning Experiences in Sikhism at Key Stage 3
AT 1 PUPILS COULD:
 Share questions about God, which are often asked, and suggest how a Sikh might answer these
questions;
 Suggest how Sikh principles for living, strictly implemented, would affect Sikh life;
 Discuss what Sikhs mean by ‘revelation’ or ‘God’s message’;
 Explain the importance of the Guru Granth Sahib and study key passages from it;
 Interview Sikhs, or watch a video, about their daily worship and what it means to them;
 Find out what activities take place in a Gurdwara and how the sense of community is fostered;
 Explain the significance of the five Ks and demonstrate what is distinctive of Sikhism;
 Explain what the marriage and funeral ceremonies reveal about Sikh attitudes to marriage and
death;
 Discuss each of the descriptions of God, as described in the Mool Mantar and explain what is
distinctive in the Sikh perception of God, as described in the Mool Mantar;
 Investigate what Sikhism says on issues such as human rights and religious tolerance;
 Interview Sikhs or watch a video about their view of other religions;
 Explore the historical links between Sikhism, Hinduism and Islam in North India;
 Read examples of hymns in the Guru Granth Sahib, and consider their meanings;
 Suggest what the ceremonies of installation and laying to rest say about the significance of the
Guru Granth Sahib to Sikhs;
 Consider how important messages are conveyed through Sikh worship, e.g. equality;
 Suggest the implications of Rahit and Kurahit for Sikhs living in Britain;
 Explore the significance of not eating meat that has been ritually slaughtered.
AT 2 PUPILS COULD:
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Discuss the ways in which people might show allegiance to a cause or set of values;
Draw up their own principles for living, and compare them;
Discuss the qualities of people in the past, who they admire;
Explore the quality of ‘wisdom’, and consider what makes a good teacher;
Consider why some people believe worship and prayer are important in their lives;
Discuss experiences of belonging and also feelings of being alone;
Discuss the claim that ceremonies help people come to terms with significant times;
Suggest activities which might unite a family or your class;
Discuss their own understanding of the existence and nature of God, the implications of
believing in God and how this is similar and different to ideas expressed in Sikhism;
Find and discuss the United Nations Declaration of Human Rights;
Collect newspaper articles which illustrate how human rights are being upheld and ignored;
Consider the importance given to the home in some religious traditions;
Discuss the significance of symbol, ritual and routine in daily life;
Share prayers or sayings with the rest of the class and discuss when and why people pray;
Discuss things in their own lives which they would regard as obligations;
Discuss the value of having absolute rules in life, which can never be broken.
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Cumbria Agreed Syllabus for Religious Education
End of Key Stage 3 Statements
AT 1-Learning about Religion
BY THE AGE OF 14 MOST PUPILS SHOULD BE ABLE TO:
 Understand what is meant by the concept of ‘God’;
 Talk about why some people believe in God and others do not;
 Identify some of the principal beliefs, practices, people, places and objects in the religions
studied;
 Correctly use technical terms and explain the meanings of texts, language and symbols in relation
to the central beliefs of a religion;
 Give a coherent account of what it means to belong to a faith community and show some
awareness of different denominations, groups and traditions in the religions studied;
 Show understanding of the historical links which exist between some religions;
 Show how religions have made and do make a difference to the lives of the individuals and
communities, identifying the moral value which religions have given to society;
 Understand that some beliefs, values and practices shared by religions are expressed in similar
and different ways, e.g. belief in God, attitudes to family life;
 Explain important concepts which religions share in common and give illustrations in the
religions studied;
 Discuss questions of meaning and historicity in connection with key aspects of faith;
 Understand and respond to the challenge suffering poses for belief in God.
AT 2-Learning from Religion
BY THE AGE OF 14 MOST PUPILS SHOULD BE ABLE TO:
 Consider whether the teachings of religion might clarify the meaning of significant experiences
in their own lives;
 Suggest what might be learned from the lives of inspirational people;
 Identify questions of meaning asked by most people, suggest ways in which people search for
answers and be able to talk about their own answers to ultimate questions;
 Refer to religious teachings to suggest answers to questions of meaning;
 Explain why these questions are difficult to answer;
 Express their own values and commitments, taking account of what they know is right and
wrong;
 Share views on religious and moral issues;
 Give an informed opinion e.g. whether they belief in God or not and why;
 Give well argued reasons for taking one view rather than another when confronted with
contrasting responses;
 Understand what ‘faith’ means;
 Understand the difference between spiritual contentment and a materialistic view of happiness.
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Cumbria Agreed Syllabus for Religious Education
Exemplar Scheme of work for Key Stage 3
CHRISTIANITY WITH JUDAISM AND SIKHISM AS THE SELECTED RELIGIONS
AUTUMN
SPRING
YR7
YR8
YR9
Messengers and their Authority
Introduction and recap of 6 religion
Abraham, Isaac and Noah
Jesus’ authority and teaching
Jesus’ world – Pharisees, Sadducees, Essenes
Guru Nanak – Influence of Hinduism and Islam and
the changes he made:
Exemplary figures and commitment e.g. Guru
Govind Raj, Mother Theresa
Religious Language and Symbolism
Everyday signs and symbols
Religious and personal symbols
Symbols in story and music
Christian symbols, e.g. of the Trinity
Bible - interpreting literature and
language
Places - church and cathedral
Concepts: Commitment, Authority
Festivals and Pilgrimage
Jerusalem – centre of faith and pilgrimage
Rosh Hashanah
Easter – redemption, salvation and atonement
Yom Kippur
Advent and Christmas - salvation, hope and
incarnation
Akhand path, Diwali
Amritsar
Concepts: Belief, Worship, Commitment
Concepts: Worship, Authority, Deity
Ceremonies
Initiation: which promises are made.
Are they the same as other religions or different?
Marriage
Death and beliefs about what happens after death:
resurrection and reincarnation
Values and Morality
Christian values - social, moral and environmental
issues
Sikh family life - roles and responsibilities, etc.
Sikh contemporary issues and culture e.g.
Indian issues & reforms in the twentieth century
Jewish values and family life
Tzedakah (Acts of Charity)
Responses to racism: Shoah and Yad Vashem
Concept: Commitment
C
H
R
I
S
T
M
A
S
SUMMER
Living the Faith Sikhism
The Khalsa
Guru Granth Sahib
Worship at home and at the gurduara
The Langar
Equality
E
A
S
T
E
R
Concepts: Belief, Worship, Deity, Authority, Commitment
Living the faith Judaism
•Shabbat
Jewish worship in the home and synagogue
Kashrut
Teshuvah, Tefillah
Importance and use of the Torah
Sefer Torah
Religious Diversity - Hebrew text and use
Concepts: Worship, Belief
Concepts: Belief, Worship, Deity, Authority, Commitment
Philosophy
Ultimate questions
Reason and faith
Suffering and poverty
Nature of God - omnipotent, omnipresent, allknowing one God (monotheism)
Evidence of God in human experience and natural
world
Creation stories, human beings in image of God
Concepts: Deity, Belief
Living the Faith Christianity
Creeds and beliefs about Jesus
Holy Spirit
Ascension and Whitsun
Eucharist
One God
Denominations
Ten Commandments
Concepts: Belief, Worship, Deity, Authority, Commitment
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Cumbria Agreed Syllabus for Religious Education
Cumbria Agreed Syllabus for Religious Education
95
KEY STAGE FOUR
Pupils should not just learn
about religion but also
about themselves from religion.
Cumbria Agreed Syllabus for Religious Education
96
Cumbria Agreed Syllabus for Religious Education
97
Key Stage Four
At KS 4 the inclination of many pupils to be sceptical, combined with an enthusiasm to consider
questions of meaning at a deeper and more personal level, provides teachers with a basis to build on
the foundation of knowledge and understanding of religion gained at preceding stages. It is
important to acknowledge the variety of world views in the classroom and to encourage each pupil
to challenge and develop their world view.
It is important to encourage pupils to apply previous learning in new contexts; to learn to evaluate
religious and moral material; to exercise critical judgement; to widen opportunities for personal
insight and to help them to value awe, intuition and feelings as ways of gaining a view of their
world.
At KS 4 pupils should CONTINUE to study THREE RELIGIONS
STARTED IN KS 3 and develop aspects of other religions.
The intention of the syllabus is that by the end of KS 4 all registered pupils should have an
appropriate knowledge and understanding of all 6 major religions practised in Britain.
Throughout the Key Stage
At times aspects of each religion should be taught separately to strengthen the pupils’ understanding
of distinctive features.
Where appropriate, however, content can be drawn from both Christianity and the selected religions
to strengthen awareness of common dimensions, for example, responses to contemporary issues. To
this end, concepts and themes are suggested on the content pages, as with KS 3.
Less emphasis should be placed at this stage on the outward elements of religion in favour of
addressing what can be learned from religion. Increasingly, pupils could be encouraged to consider
non-religious views of the world.
Teachers can adapt the programme of study with regard to emphasis and depth to comply with
course criteria provided that the requirement to study three religions is met.
An accredited external examination syllabus may be followed instead of the programme of study for
KS 4 outlined here.
RELIGIOUS EDUCATION SHOULD BE TAUGHT CONTINUOUSLY THROUGHOUT
THE KEY STAGE AND WITH SUFFICIENT CURRICULUM TIME ALLOCATED TO
COVER THE PROGRAMME OF STUDY, ASSUMED TO BE NOT LESS THAN 5%.
Cumbria Agreed Syllabus for Religious Education
98
Christianity in Key Stage 4
CONCEPT
Belief
Worship
Deity
Authority
Commitment
CONTENT
 The Apostles’ Creed as summary of Christian beliefs.
 Beliefs about eternal life and judgement (Eschatology) and
effects of such beliefs on lifestyle.
 Diversity of Christian traditions within the local area and on a
wider level; differences in nature, value and forms of worship,
e.g. Holy Communion, no sacraments, forms of prayer, church
design, organisation and authority.
 The impact of new movements in Christianity on established
traditions, e.g. charismatic, house church.
 The purpose of prayer and worship: contemplative and
devotional ways of life.
 Different forms of worship, e.g. liturgical, non-liturgical, both
structured and spontaneous.
 Deepen awareness of how religion marks rites of passage.
 Identify distinctive beliefs in major festivals.
 Arguments for or against the existence and nature of God.
 Problem of suffering and suggested solutions.
 Perceptions of God as Trinity. Truth claims: comparing
Christian view with other religions
 The nature of God
 Jesus in Christian experience and through the arts.
 The influence of Jesus’ teaching through exemplary figures.
 The nature of the Bible: types of writing; use of the Bible-in
worship and devotion, as inspiration for the arts; theological
and personal understanding.
 Attitudes to the Bible - literal & critical approaches, contrasting
beliefs about its authority, inspiration and interpretation.
 Christian teaching as basis of morality: moral decisions in the
context of Christian values; effect of Christianity on individual
and corporate moral behaviour, attitudes and lifestyle.
Reference can be made to the Beatitudes, the Great
Commandment, the Ten Commandments, Kant’s Categorical
Imperative, Uttilarianism, Situation Ethics.
 Issues for discussion could include religion and science
(including medical ethics); violence and aggression; prejudice
and discrimination with reference to race and religion; family
relationships; justice and equality; respect for the created world;
and current affairs.
 The role and status of women.
 Matters of life and death.
 Contemporary social, moral, environmental issues from a
Christian perspective compared with Atheism, Humanism, or
other religions.
Cumbria Agreed Syllabus for Religious Education
THEMES
Life & Death
Diversity &
Expression
Worship
Ceremony
Sacred Buildings
Celebration
God
Key Figures
Sacred Texts
Lifestyle
Right & Wrong
Values
Contemporary
Issues
Environment
99
Learning Experiences in Christianity at Key Stage 4
AT 1 PUPILS COULD:
 Talk with Christians about their belief in eternal life;
 Explore Christian teaching on suffering;
 Explore worship in at least two long established denominations with distinctly different
traditions and observe similarities and differences;
 Research worship forms in two new movements, e.g. charismatic, house church;
 Explore the importance of prayer through types of Christian prayer, e.g. confession, petition,
adoration, thanksgiving and relate these to occasions when these prayers are used in worship or
national life and events;
 Prepare a presentation to show Christian beliefs about God;
 Debate the nature and existence of God with reference to scripture, tradition, creeds, human
experience, reason, the natural world and the ideas of key philosophers;
 Discuss ‘Are we all worshipping the same God?’ ‘Are there many paths to truth?’ and ‘ Is there
only one way?’
 Research Christian perspectives on the nature of humanity and human destiny and the
relationship between God, people and the Earth exemplified through the Creation and Fall
narratives;
 Watch a video based on the life of Jesus, identifying passages in the Gospels and evaluating the
interpretation presented;
 Study the lives of prominent Christians and consider how they are motivated by the example and
teachings of Jesus;
 Make a display to summarise the structure of the Bible, its original language, types of literature
and different translations;
 Talk to Christians of different traditions about their attitude to the authority of the Bible;
 Examine how Christian thinking on contemporary issues is influenced by scripture, tradition,
reason, conscience and example. Compare these influences, motives and thought with those of a
Humanist or someone of a different faith.
Cumbria Agreed Syllabus for Religious Education
100
AT 2 PUPILS COULD:
 Reflect on ‘why are we here?’ ‘What is the purpose of life?’;
 Discuss with others and reflect on their beliefs about what happens when we die, ‘is there life
after death?’, ‘does religious belief make any difference?’;
 Reflect on whether we should try to persuade people that our view of life is right;
 Discuss how we can recognise a genuine leader or a creed worth following;
 Discuss the value of having critical and inspirational responses to writing, music and art;
 Reflect on things which have an emotional or spiritual relevance in their own lives and the reason
for their importance;
 Make a group presentation of suffering in the world, its causes and possible solutions;
 Discuss the challenge suffering poses for the traditional concept of God and discuss the
effectiveness of various theodices;
 Explore responses to questions about the meaning, nature and purpose of life;
 Reflect on the increasingly common practice of marking scenes of disaster or tragedy, e.g.
spontaneous shrine of flowers;
 Consider the limitations of human language in expressing the nature of God;
 Explore the value of metaphor, allegory and symbolism as a means of expressing deeply held
feelings and convictions and to attempt to describe mystery;
 Reflect on the human quest for a power beyond;
 Debate the nature and existence of God, with reference to evidence in scripture, tradition, creeds,
human experience, reason and the natural world;
 Consider whether there are conflicts between religion and the sciences;
 Debate key ethical issues and the different moral standpoints associated with them;
 Reflect on settings of Christian texts to music e.g. the Requiem Mass;
 Reflect on icons depicting Jesus and discuss the purpose and value of icons in developing
spirituality;
 Participate in periods of reflective silence and, where appropriate, discuss their responses;
 Reflect on Christian teaching on the sanctity of life and its bearing on ethical issues;
 Consider the meaning of the word ‘sin’ in everyday as well as in religious life;
 Consider the representations of Jesus in contemporary novels, films and poetry;
 Discuss occasions when they felt inspired and the effect of this in relation to music or art;
 Reflect on what has emotional or special relevance in their lives and the reasons;
 Consider the wisdom of holding fast to values and principles, whatever the circumstances;
 Reflect on the human need to worship;
 Consider the importance of belonging to a group for the development of personal identity;
 Reflect on the implications and responsibilities of commitment to a cause or to a person;
 Reflect on Christian teaching about the world as God’s creation in relation to environmental
issues and compare with the truth claims of creation myths of other faiths;
 Reflect on their own responses to moral questions and the values and principles which underpin
their responses;
 Discuss human responses to the numinous and to mystery;
 Make an ‘issues’ notice board where media articles on topical issues can be displayed and debate
these issues in class. Discuss which criteria we use when forming a moral opinion.
Cumbria Agreed Syllabus for Religious Education
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Cumbria Agreed Syllabus for Religious Education
102
Buddhism in Key Stage 4
CONCEPT
Belief
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CONTENT
Enlightenment/Nirvana
Mind and its functions.
Wisdom and compassion in Buddhist teaching.
Renunciation.
Cycle of life, death and rebirth.
THEMES
Life & Death
Nature Of
Humanity
Teaching
Ritual
Life & Death
Worship
 Images of the Buddha’s work as focal points to remind
Values
Buddhists of the Dharma and to uplift the mind.
 Diversity of different images reflects the variety of Buddhist
schools of thought.
Deity
 The place of the Buddha in Buddhism - supreme example to Key Figures
followers (refer to key episodes in his life); not worshipped.
Reminder of the need to develop potential for
Enlightenment.
 Buddhist teachings – mind and mental factors, wisdom and
compassion, Nirvana, Enlightenment.
Authority
 Buddhist texts, e.g. Dhammapada, Metta Sutra, Heart Sutra,
Atisha’s Advice, Lam Rim.
 The three signs of being/marks of existence (Pali-Anicca, Sacred Texts
Dukkha, Anatta) or 4 seals (Impermanence, Suffering,
Selfless/empty, Nirvana).
Commitment
 Buddhism in the 20th century.
 The Sangha in different countries - the purpose of the
Sangha - to work towards Enlightenment.
 Adaptation to Western society-emphasis on lay and family
practice.
 Rise, development and spread of different traditions, e.g.
Theravada, Mahayana and Vajrayana.
 New movements in the East and West.
 Practical work, e.g. peace movements, prison chaplains,
hospitals and hospices.
 Buddhist attitudes to contemporary issues e.g. the
environment, peace and conflict.
Cumbria Agreed Syllabus for Religious Education
Lifestyle
Values
Diversity &
Expression
Living By Faith
Contemporary
Issues
Environment
103
Learning Experiences in Buddhism at Key Stage 4
AT 1 PUPILS COULD:
 Illustrate, relating to the life of the Buddha, reasons why he is held in esteem by his followers;
 Show how Buddhists try to follow the example of the Buddha’s compassionate nature;
 Examine the differences between the way in which Theravada and Mahayana Buddhists regard
the Buddha;
 Explore in depth the meaning of ‘enlightenment’ in Buddhism;
 Read examples of Buddhist texts, e.g. Dhammapada, Metta Sutra, Heart Sutra, Atisha’s advice,
Lam Rim, and talk about their meaning;
 Talk with Buddhists about what they mean by the concept of ‘emptiness’ or ‘selflessness’;
 Compare some of the different Buddhist traditions, e.g. Theravada and Mahayana, and how they
have spread throughout the world;
 Examine the place of the Dalai Lama in Tibetan Buddhist tradition and watch a video of him or
other Buddhist leaders/teachers;
 Identify ways in which British Buddhists contribute to society;
 Explore what the Assisi Declarations have to say about Buddhist attitudes towards the
environment;
 Discuss key passages from the Dhammapada, in relation to the issue of peace and conflict.
AT 2 PUPILS COULD:
 Experience periods of stillness or meditation, discuss the value of concentration and how the
purpose of meditation is to make the mind familiar with virtuous states;
 Consider experiences of feeling peace or ‘at peace’, and the circumstances necessary to achieving
this;
 Discuss the purpose of life, death and rebirth - what happens at and after death?;
 Reflect on people who set an example to us and the qualities we admire in them;
 Discuss how we show respect and deference;
 Discuss different views about the value and ethics of using images as aids to worship and
contemplation and the power of art to uplift us;
 Compare and contrast images of the Buddha from different parts of the world, and discuss the
qualities and feelings they convey;
 Reflect on why people who belong to the same religion have different beliefs and traditions;
 Discuss what Buddhists mean by ‘Enlightenment’, and identify issues about which they would
wish to be ‘Enlightened’;
 Discuss what they believe to be major causes of suffering, and how suffering might be overcome;
 Discuss shared goals or ambitions within groups or communities to which they belong;
 Suggest reasons why Buddhism has spread to the West;
 Consider what is distinctive about Buddhist attitudes to the environment and to the issue of peace
and conflict.
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104
Hinduism in Key Stage 4
CONCEPT
Belief




CONTENT
Unity in Diversity
The goal of life
Self realisation
Revelation and tradition
THEMES
Meaning Of Life
Worship
 The role of divine images in worship.
 The importance of knowing oneself.
Worship
Meaning Of Life
Commitment
 The importance of stillness and quietness for contemplation.
 Yoga, meditation and mantra.
 The significance of pilgrimage, with special reference to
reasons for pilgrimage and why places are regarded as
sacred.
Lifestyle
 Brahman as an impersonal absolute, as the Supreme Person,
as a particular chosen deity for self, family and community.
 The nature of time
-traditional views relating to the four yugas (ages)
-the nature of (Kali yuga) the present age
 Unity in diversity
-the three marg (ways to salvation)-karma, jnana and
bhakti yoga (and sometimes, raj yoga)
-systems of philosophy (advaita and dvaita)
 The relationship of Hinduism with other Indian religions.
Diversity &
Expression
Authority




Sacred Texts
Commitment
 The importance of self-discipline.
 The important stages and changes in one’s life.
 The four aims of life:
Dharma
Artha
Karma
Moksha
Deity
Teachings which have authority.
The idea of revelation.
Learning from word of mouth and tradition.
Further explore the nature and use of scriptures by adherents.
There are two main groups:
-Shruti - ‘revealed’ scriptures such as the Vedas, and
the Upanishads
-Smriti - ‘remembered’ scriptures, including the
Bhagavad Gita (Song of the Lord) and the Puranas.
Cumbria Agreed Syllabus for Religious Education
Pilgrimage
Meaning Of Life
Values
Family Life
Meaning Of Life
105
Learning Experiences in Hinduism at Key Stage 4
AT 1 PUPILS COULD:
 Explore some of the key ideas about Brahman within the Upanishads;
 Talk with Hindus, or watch a video, about their understanding of Brahman and the particular
deities to which they offer devotion;
 Explore the main characteristics of Kali Yuga;
 Interview Hindus, or watch a video, about the three marg and which school of thought they find
useful in relation to their own lifestyle;
 Investigate the four aims of life, what they mean and how they are translated into daily life
 Explore the diversity of expression within different Hindu communities and why certain deities
are given more emphasis in different families and Mandirs;
 Investigate the location and significance of key pilgrimage sites;
 Explore the use of mantras in Hindu traditions;
 Read selected key passages from the Vedas, especially the Rig Veda;
 Explore some of the core Hindu concepts as they are set out within the Upanishads;
 Interview Hindus, or watch a video, about their favourite passages within the Bhagavad Gita, and
explore why it is so popular amongst Hindus;
 Consider why Hinduism prefers to refer to itself as Sanatan Dharma.
AT 2 PUPILS COULD:

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
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




Reflect on the value of stillness and quietness for contemplation;
Consider the importance of self-knowledge;
Consider the value of learned prayers and sayings;
Discuss their own responses to Upanishadic teaching on Brahman;
Compare the traditional Hindu views of time with Western ‘linear’ views;
Discuss why yoga has become so popular in the west, and whether it is really the same as Hindu
yoga;
Reflect on the value of focusing the mind, self discipline and the importance of living out one’s
own values;
Talk about their own aims and purpose in life, and compare them with the four aims of
Hinduism;
Explore whether or not there are any shared values within the class as a whole;
Consider the significance of key passages from the Hindu scriptures for contemporary moral
issues;
Consider what can be learnt from Hindu attitudes to materialism;
Discuss the nature of ‘truth’;
Consider the value of traditional epics and sagas for community identity and the value of learning
from word of mouth and tradition.
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106
Islam in Key Stage 4
CONCEPT
Deity
Authority
Commitment




CONTENT
Tawhid (Oneness of Allah).
Iman (faith - sources of authority).
Ibadah (worship/ belief in action-living an Islamic life).
Akhlaq (character and moral conduct in the world today).
THEMES
Allah
Lifestyle
Worship
 Ibadah-Worship/Belief in action.
Service through the
Sacred Buildings
implementation of Shari’ah:
 Political, economic, social and religious aspects of Shari’ah Prayer
in daily life.
Living By Faith
 The practice of Islam in a non-Muslim environment.
 Da’wah - helping people to understand Islam.
Deity
Allah:
 Attributes.
 The importance of Tawhid.
 How Tawhid permeates all aspects of thought and practice.
Authority
Commitment





Allah
Iman (faith)
Qur’an - as the main source of Shari’ah
Akhirah - life after death
Khilafah/Imamah
al Mahdi - the (rightly) guided one.
Key Figures
 Conduct based on beliefs that humanity is
-created from one soul
-mutually interdependent
 Islamic view of contemporary issues
-care for the environment/animal rights
-usury and interest
-morality and health education.
Nature Of
Humanity
Family Life
Cumbria Agreed Syllabus for Religious Education
Sacred Texts
Contemporary
Issues
Environment
107
Learning Experiences in Islam at Key Stage 4
AT 1 PUPILS COULD:










Encounter the variety of the attributes of Allah (Surah 59:22-24);
Consider how Tawhid permeates all aspects of Islamic thought and practice;
Through selected passages of the Qur’an, identify some sources of Shari’ah;
Talk to Muslims or watch a video about their belief in Akhirah;
Find out about authority and leadership in Islamic communities;
Through the study of Qur’anic text, consider the human rights guaranteed by the application of
Shari’ah;
Compare rights under the Shari’ah with aspects of British legal practice;
Consider current issues relating to the development of Muslim community life in Europe;
With reference to the Qur’an, examine the relevance of Islamic teaching to a variety of
contemporary issues;
Examine how Muslims relate to non-Muslims in a multi-faith society.
AT 2 PUPILS COULD:
 Reflect on how naturally occurring patterns, e.g. snowflakes, honeycombs, spiders’ webs, might
contribute to an understanding of Tawhid.
 Reflect on how belief in a Creator, as supreme authority for humankind, effects people’s lives.
 Reflect on how people can be manipulated by others using superstition, powers etc.
 Consider the impact of religion on history, tradition and values;
 Consider the extent to which laws are indebted to religious principles and traditions;
 Reflect on legal systems and the delivery of justice;
 Consider the importance of the law for community and social stability;
 Reflect on individual accountability for moral choices and the role and accountability of leaders;
 Discuss the possible impact of belief in accountability on a person’s moral decision-making;
 Compare their own experiences of examples of responsibility and the nature of effective
leadership;
 Discuss what they consider to be fundamental human rights, and how these might be upheld;
 Reflect on the implications of being a member of a minority in a society dominated by different
cultural norms;
 Consider ways in which societies are interdependent, and what happens to individuals when
ethical parameters break down;
 Discuss the implications of implementing an Islamic world view;
 Reflect on their ability to hold to their beliefs in the face of opposition or persecution.
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108
Judaism in Key Stage 4
CONCEPT
Deity
CONTENT
 God, free will and determinism
THEMES
God
Belief
 Sacred texts-applications and dilemmas
Nature Of
Humanity
Worship
 Ways in which members of different traditions can be Diversity &
Expression
similar and different.
 Traditional worship and values in the modern world.
Deity
God in Jewish thought and teaching:
 The Jewish experience of God intervening in history.
 The Thirteen Principles of Faith.
 Divine providence and free will.
 Emulating God’s ways.
God
 Application of Torah and Rabbinic principles in resolving
contemporary issues.
 Exploration of the legal process.
 Examples of pikuakh nefesh (saving life) and - tikkun olam
(mending the world) - green issues.
 Pikei Avot (moral issues).
 An examination of medical ethics and their relevance to
Halakhah in-vitro fertilisation and organ transplant.
 An examination of the Torah and technology.
 The Shoah (Holocaust) - Jewish responses to the key
questions of ‘where was God?’ and ‘ where was Humanity?’
Sacred Texts
Authority
Commitment





Archaeology and its importance in Israel.
Immigrant absorption.
Cultural and religious diversity.
Maintaining Jewish identity.
The Anglo-Jewish experience.
Cumbria Agreed Syllabus for Religious Education
Lifestyle
Contemporary
Issues
Environment
Sacred Places
Contemporary
Issues
109
Learning Experiences in Judaism at Key Stage 4
AT 1 PUPILS COULD:
 Give examples from Jewish writings of different perceptions of the intervention of God in
historical events;
 Talk to Jewish people, or watch a video about their understanding of God and how this
understanding affects their daily life;
 Examine the implications of applying the Torah strictly, while living in 20th century Britain;
 Show how Jewish responses to contemporary ethical issues draw upon Jewish belief;
 Explore ways in which Halakhah has taken account of modern technology, e.g. on Shabbat
observance;
 Encounter examples of Holocaust literature, poetry and art;
 Compare different attitudes towards the land of Israel among British Jews;
 Understand the importance of archaeology as an academic discipline in Israel today;
 Investigate the history of Jewish immigration to Israel;
 Explain the similarities and differences between Jewish groups that are culturally or religiously
diverse;
 Consider how the Jewish people have maintained their identify despite centuries of dispersion.
AT 2 PUPILS COULD:
 Discuss the meaning of ‘providence’;
 Consider instances where people have claimed ‘divine intervention’;
 Discuss sources of guidance for making their own decisions on ethical issues, and the value of
such guidance;
 Reflect on Jewish teaching on temporary issues, e.g. green issues, and issues related to medical
ethics;
 Reflect on the difficulty of maintaining traditional values in the modern world;
 Estimate the importance of traditions and rituals in their own lives;
 Reflect on people who feel they have experienced God in their lives;
 Reflect on the unexplained-the idea of miracles etc.;
 Consider the questions raised by the Holocaust about God, suffering and the nature of humanity,
and a variety of answers to these questions;
 Discuss what might be learnt from people who recorded their experiences of the Holocaust;
 Reflect on ways in which members of groups and communities can be similar and different;
 Reflect on the pressure to conform and what happens when people resist conformity;
 Consider what other people might learn from Jewish strategies for preserving their identity in the
Diaspora;
 Discuss strategies which might contribute to positive relationships between people of different
faiths and cultures;
 Consider whether they feel they have a cultural identity and, if so, how it is best preserved.
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110
Sikhism in Key Stage 4
CONCEPT
CONTENT
THEMES
Deity
 God is transcendent and immanent.
Belief
 The unity of the Guru’ teachings.
 The Sikh community.
 The Sikh guide to life.
Worship
 Gurdwaras of particular historical significance, and Sacred Places
events linked to these places.
 The relationship between Gurdwaras in Britain and
throughout the world.
Deity
 Living according to God’s will (Gurmat).
 Attributes of God:
-Transcendence, immanence, grace, benevolence
-Names for God, e.g. Waheguru, Ram, Allah.
Authority
 Sikh attitudes to contemporary issues
 The unity of the Gurus’ teachings and their guidance on Contemporary Issues
issues such as peace and conflict, racism, social and
Sacred Texts
political justice, etc.
 Also attitudes to issues such as:
Contemporary Issues
- personal relationships
- family (the importance of married life)
- the environment
- inter-faith dialogue.
Commitment
 Sikh community (Khalsa Panth).
 The organisation of Gurdwaras.
Cumbria Agreed Syllabus for Religious Education
God
Key Figures
Teaching
Lifestyle
God
Lifestyle
Lifestyle
Values
111
Learning Experiences in Sikhism at Key Stage 4
AT 1 PUPILS COULD:
 Interview Sikhs about what their faith in God means to them in their daily lives
 Explore the significance of the different names for God, especially the use of names from other
religions, such as Ram and Allah.
 Research Sikh attitudes to contemporary issues, and compare them with at least one other
religious tradition;
 Explore what happens during a Sikh wedding ceremony, and discuss what it reveals about the
Sikh attitude to marriage and family life;
 Find a copy of the Assisi Declaration, and see what Sikhs have to say about the environment;
 Explore whether there is any concept of ‘authority’ within Sikhism;
 Find out about Sikhism in India, especially in the Punjab, and why the Golden Temple is so
important;
 Devise a map showing the main distribution of Sikhs within Britain and throughout the world
today, and discuss the findings and evaluate their significance;
 Visit a Gurdwara, and investigate its role within the Sikh community;
 Interview a Sikh about how a Gurdwara is organised, and the different roles within the
community.
AT 2 PUPILS COULD:
 Reflect upon their own experiences and whether there have been significant moments in their
lives of light, intuition, revelation, etc. which they have found moving;
 Discuss the significance of names and naming;
 Reflect upon what society would be like without the influence of great people and their
teachings;
 Reflect upon people who have influenced their thinking;
 Respond to contemporary issues which concern them through discussion and the creative arts;
 Compare Sikh responses to contemporary issues with their own views;
 Discuss the responsibilities associated with marriage and raising a family;
 Discuss the concept of community, and how and why the world is becoming a ‘global village’;
 Explore the different roles they have within the variety of communities to which they belong.
Cumbria Agreed Syllabus for Religious Education
112
End of Key Stage 4 Statements
At 1 - Learning about Religion
BY THE AGE OF 16 MOST PUPILS SHOULD BE ABLE TO:
 Identify key features of religions studied and held to be important by members of the faith
 Use correct technical terms and show how texts, language and terms are interpreted differently
within faiths
 Summarise what it means to belong to a religious community
 Give accounts of the teachings of religions and the way in which they influence the lives of
individuals and societies, especially their values and traditions
 Demonstrate an understanding of the contemporary relevance and practical application of
religious views and values
 Explain the key similarities and differences between denominations within a religious tradition
 Be able to compare the truth claims of different faiths
 Discuss interfaith questions such as ‘Do all religions worship the same God?’ ‘Is there one way
to truth?’ and ‘Are all religions saying the same things?’
 Compare the extent to which individual adherents apply their faith to daily life (specific issues)
 Compare the extent to which societies share core values based on religions (specific issues)
 Discuss arguments from key philosophers for and against God’s existence. State their point of
view and give reasons for it.
 Understand theodicies (solutions to problems of suffering) suggested by key philosophers.
At 2 - Learning from Religion
BY THE AGE OF 16 MOST PUPILS SHOULD BE ABLE TO:
 Compare the difficulties of applying religious and moral values to their own lives and with the
experiences of people who try to live by religious faith in the modern world
 Show understanding of what is meant by ‘ultimate questions’ and refer to moral principles,
religious teachings, insight and reasoning in responding to these questions
 Recognise influences on their own beliefs and values
 Discuss religious and moral issues, responding to the ideas of others by asking relevant questions
and giving a reasoned reply when objections are raised to their arguments
 Value intuition and feelings as well as reason in gaining personal insight and understanding
 Distinguish between prejudice and discrimination
 Understand how their answers to ultimate questions of life affect their values and behaviour
 Be able to discuss their own world view coherently and consistently with those who have a
different world view. Understand why people think differently.
 Understand the importance of the ‘search for truth’ which believers and non-believers undertake.
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113
Exemplar Scheme of work for Key Stage 4
CHRISTIANITY WITH JUDAISM & SIKHISM AS SELECTED RELIGIONS.
AUTUMN
Fundamental beliefs within the 3
traditions about:
The nature of God/existence of God
YR10 Revelation/religious experience
The nature of humanity
i.e. Ideas about the transcendent.
Key teachings within the 3 traditions
YR11 about:
Life & death
The meaning of life
Lifestyle & values
Family life
i.e. human fulfilment.
C
H
R
I
S
T
M
A
S
SPRING
Questions of equality: racism and sexism
e.g. The Holocaust; anti-Semitism and
sexism; the effects of feminism especially
the changing role of women in the Christian
church; place of women in Sikhism:
Sikhism as a religious minority in India,
especially after effects of partition
following Independence.
E
A
S
T
E
R
SUMMER
Contemporary issues: responses within the
three traditions. Some comparisons should
be made and questions raised concerning
values e.g.:
Medical ethics
The Environment
Marriage and Divorce
Current Social Issues
Use of sacred texts, role of leadership and
teaching of key figures in determining right
and wrong. Humanist perspectives should
also be discussed.
Continue in Year 11
Continue in Year 11
Concepts: Belief, Worship, Commitment
Concepts: Belief, Authority, Commitment
Concepts: Deity, Commitment, Belief.
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Cumbria Agreed Syllabus for Religious Education
115