St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

Yea
r

Term 1
(Aut 1) 8
hours

Term 2 (Aut 2) Term 3 (Spr 1)

8 hours
8 hours

Term 4 (Spr
2) 8 hours

Term 5 (Sum 1)
8 hours

Term 6 (Sum 2)
8 hours

Year What is
7
sacred in
Christianity?

Where do we
come from?
Christ-ianity

What do you
worship? What
do you believe
in? Christianity

Moral codes:
How do we
decide what is
good? Christianity, Islam

Journeying
Through Life:
Where are we
going and how will
we get there?
Christianity, Islam

Festivals: Who
celebrates what,
and why?
Christianity, Islam

Year What is
8
sacred in
Islam?

Pilgrimage:
What kinds of
things do
Muslims hope
to find through
the Hajj?

School designed
unit: What is the
Quran? Why is it
important to
Muslims?

School
designed unit:
What is sacred
to Jews and
Hindus?

What do you
worship? What do
you believe in?
Jews and Hindus
(in continuity with
Y7, 2a)

Moral Codes: How

do we decide
what is good?
Jews and Hindus
(in continuity with
Y7, 2b)

Year What is
9
sacred in
Buddhism?

Community:
Where do we
belong?
Buddhism

Truth, Story and

Commitment:
Buddhism

The human use

of animals and
nature.
Christianity
Buddhism

School designed
unit: How does
religion challenge
racism and
prejudice?
Christianity
Buddhism

How can you

express spiritual
and religious
concepts through
the arts?

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

Key Stage 3 (11-14)

Pupils are entitled to a minimum of 45 hours of RE in a year at key stage three.
Study units may occupy from 8-16 hours of tuition (between half a term and a term). The suggested study
units are not necessarily of the same length.
In this example pupils would have major learning opportunities with regard to Christianity, Sikhism and
Buddhism across the key stage, but this is not to be taken as prescriptive.
Teachers planning for the key stage should include:
One study unit on the sacred in Christianity
Two study units on the sacred in other world faiths (two from Judaism, Islam, Hinduism,
Sikhism, Buddhism)
Support from QCAs 2000 RE Scheme of workhttp://community.lincolnshire.gov.uk/Files/Community/546/SectionB.pdf

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

Key
Concepts
to
develop

Support from
QCAs 2000
RE Scheme of
work.

Unit Title

Areas to explore.
Core Questions to examine

1. What is
sacred in
Christianity?

What matters most in Christianity? Analysing beliefs about

trinity and other key beliefs, Love, forgiveness, truth and other
Unit 8C: Beliefs
key values. Interpreting the example of Jesus. How do
The Sacred and practice
Christians express their ideas of what is sacred (for example in
(generic)
music, poetry, prayer and hymns, architecture, art and life)?

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

Two further study units on the Sacred in two world religions selected from:
OVERVIEW

Unit Title

Areas to explore.
Core Questions to examine

Key
Support from
Concepts
QCAs 2000 RE
to
Scheme of work.
develop

2. What is
sacred in
another world
religion? Eg
Buddhism

What matters most in Buddhism? Analysing the

importance of Buddha, Dhamma (teachings of the
Buddha) and Sangha (the community of monks and
nuns). In what ways do Buddhists express and live out
the key values of compassion, wisdom and
enlightenment?

The Sacred

3. What is
sacred in
another world
religion? Eg
Sikhism.

What matters in Sikhism? Examining the idea of God as

described in the Mool Mantar, the example of the Ten
Gurus and the nature and teaching of the Guru Granth
Sahib. In what ways do Sikhs express their ideas of the
sacred in community (eg langar), worship, and the Sikh
way of life?

Unit 8D: Beliefs and

practice: How do
The Sacred
the beliefs of Sikhs
affect their actions?

Unit 8C: Beliefs and

practice (generic)

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

Analysing what matters most in Islam. Allah and the

revelations to the Prophets, the beliefs in Allah, angels
judgment, Tawhid (monotheism) and Iman (faith). In
what ways do Muslims express their ideas of what is
4. What is
sacred in Islam? sacred (eg in calligraphy, architecture, the 99 Names of
Allah, the treatment and use of the Quran)? How does
the Muslim way of life express the sacred?

5. What is
sacred in
Hinduism?

6. What is
sacred in
Judaism?

The Sacred

Unit 8C: Beliefs and

practice (generic)

Analysing what matters most to Hindus. Asking what

scriptures guide Hindus? What are the common practices
of Hindu worship? How are traditions shared in family
and community? What are the key concepts, truths and
Unit 8C: Beliefs and
The Sacred
values which Hindus hold? The supreme, Brahman, and
practice (generic)
the cycle of life, the law of Karma and the forms of the
gods and goddesses. Worship in the home and Mandir.
How does the Hindu way of life express the sacred?
Analysing what matters most to Jews. Asking about the
significance of Torah, the law, the prophets and the
writings, for Jewish people. How is faith in the Almighty
expressed and lived out? What significance is there in
the identity of the Jewish people and the land of Israel?
How does the Jewish way of life express the sacred?

The Sacred

Unit 8C: Beliefs and

practice (generic)

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

13
OVERVIEW
A range of further study units selected from:
Support from
Key
QCAs 2000 RE
Concepts to
Scheme of
develop
work.

Unit Title

Areas to explore.
Core Questions to examine

7. Truth, Story and

Commitment: How do
the stories of religions
speak and inspire
believers today?

Exploring how believers today find inspiration in

their religion and from their scriptures. Exploring
how some key stories from religions have
inspired believers today. Asking how religious
Authority, the
authorities are interpreted, such as some stories sacred
of the Judaeo - Christian scriptures (eg Abraham,
Moses, Amos), stories of the Buddha or the
Prophet Muhammad (PBUH).

8. Where do we come
from?

Exploring some fundamental questions of life and The sacred,

some of the answers offered. Questions will be
authority
drawn from topics such as science, creation,
human nature or the nature of evil. Exploring

Unit 9B: Where

did the universe
come from?

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

how different religions understand human

origins, purposes and destinies. Examining
different interpretations of life, and exploring the
ways authorities are accepted or challenged
today.
Encouraging pupils moral development through
RE. What kinds of moral codes are to be found in
different religions? In what ways could religious
9. Moral codes: justice,
Unit 7B: What
ways of life help people to live morally? How do Authority,
fairness, conflict and
does justice
people develop values by which to live? What
religious belief
reconciliation. How do
mean to
values matter to me, and how are they
and lifestyle
we decide what is good?
Christians?
developing? How do we identify good, right, truth
and honesty, or on the other hand evil, wrong,
falsehood and hypocrisy?

10. Exploring mysteries:

God, the universe and
beyond. How do we
know anything in
religion?

Examining ideas about revelation, religious

experience, rationality, ultimate questions and
Unit 7A: Where
the pursuit of truth. What are the authorities in Authority and
do we look for
students own lives? What should we rely on, and the sacred
God?
of what should we be suspicious? How can
humans know what is true?

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

11. What do you

worship? What do you
believe in?

Enabling pupils to explore questions of reality,

meaning and purpose. What matters most to the
pupils? What can be learned from studying
worship in two religions? What does worship
Celebration,
mean? How does celebration help build
the sacred
community? How does religion relate to the
passing of time, change, good and evil? How do
religious people express their ideas about
ultimate reality or God? What are my ideas?

Examining the ways in which religious

12. Pilgrimages: What
pilgrimages give pilgrims strength or comfort,
kinds of things do
courage or hope. Examining the relationships
pilgrims hope to find at between rituals, lifestyles and beliefs. Exploring
their destination?
the ways that rituals such a pilgrimages can
transform perspectives, lives and behaviour.

Celebration,
the sacred

Unit 8E: A visit

to a place of
worship
(generic)

Unit 9D: Why

are some places
special to
religious
believers?

14
OVERVIEW
Unit Title

Areas to explore.
Core Questions to examine

Key
Support from
Concepts to QCAs 2000 RE

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

Exploring the meaning of celebrations and

change in life, and the ways religions interpret
13. Journeying through life. Developing and applying the metaphor of
life: Where are we going life as a journey. What are lifes turning points,
and how will we get
crossroads and destinations? What maps can
there?
guide us? Religious celebrations of some life
cycle events (eg birth, adulthood, marriage,
death).

14. Festival: Who

celebrates what, and
why?

15. Community: Where

do we belong?

develop

Scheme of
work.

Celebration

Unit 9A: Where

are we going?
Rites of passage

Learning from a comparison between religious

and secular festivities. Taking examples as
diverse as Remembrance Day, the Millennium,
Celebration,
the World Cup, Martin Luther King Day, Easter,
the sacred
Festivals of the Buddha or Guru Nanaks birthday
and considering what religions offer in the area
of celebration.
Exploring questions about identity,
Authority,
interdependence, co- operation and purpose in religious
life. Analysing and interpreting what it means to belief and

Unit 8E: A visit

to a place of
worship

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

belong to a religion, or not, and thinking about

the ways in which relationships enrich life. What
lifestyle
is it like to be a Muslim, or a Sikh, in Lincolnshire
today?

(generic)

16. Humans using

animals and nature: How
do Christians, Sikhs and
Buddhists respond to
environmental issues?

Exploring attitudes to the world of nature and

related ultimate questions. Should humans see
themselves as better than animals? What kinds Religious
of human use of animals are right and good, or belief and
wrong and evil? What views of nature come from lifestyle
religions and from other sources, such as
Humanism or science?

Unit 7E: What

are we doing to
the
environment?

17. What can you learn

from visiting a religious
community / living in a
plural society?

Examining attitudes which contribute to

dialogue, tolerance, respect and sensitivity.
Examining teaching and examples on conflict
Religious
and reconciliation in (eg) two religions. Analysing belief and
how religions nurture children and pass on the
lifestyle
faith. Considering answers to questions about
the meaning of life.

Unit 8E: A visit

to a place of
worship

18. How can you express Examining some key spiritual concepts in (eg)
The sacred,
spiritual or religious
Christianity and Sikhism, focusing on the ways in

St Christophers. KS3 R.E Lincolnshire agreed Syllabus 3 Year Planner.

concepts through the

arts?

19. Any additional study

units developed by the
school.

which Christians and Sikhs use the visual arts to

express insight into and reverence for Jesus and
the Ten Gurus. Responding for themselves by
celebration
reflecting upon their own sources of inspiration,
or beliefs about the sacred, and expressing
themselves through the arts.