Year 9

Year 9
Where do each year group have to opportunity to make progress towards the key knowledge and skills in RE?	T1 – The existence of God	T2 – Humanism	T3 – Being Human & Human rights	T4 – Evil and suffering	T5 - Judaism
Core knowledge (Believing)
Sacred texts and other writings are open to interpretation both between and within communities/worldviews.
Teachers and leaders continue to interact with sacred texts to apply them to the modern era.
Historical figures are still remembered and influence the interpretation of texts today.
Culture, identity and time/era influence the interpretation and authority afforded to texts.
Texts can be used to justify or countermand belief in God/a deity/the supernatural.
Disciplinary Knowledge (Believing)
Students securely know that sacred texts can be interpreted in different ways by different members of the same organised worldview.
Students securely know that factors impacting on identity have led to a range of interpretations of sacred texts.
Students securely know that sacred texts are often used to justify belief in God/a deity.
Disciplinary skills (Believing)
Students can use hermeneutical skills and explore the implications of different interpretations of the same texts.
Students demonstrate historical and cultural theological skills, exploring the history and culture influences of beliefs, practices and locations.
Students demonstrate how texts can be applied to modern situations and evaluate their impact
Year 9
Where do each year group have to opportunity to make progress towards the key knowledge and skills in RE?	T1 – The existence of God	T2 – Humanism	T3 – Being Human & Human rights	T4 – Evil and suffering	T5 - Judaism
Core knowledge (Living: Human and social science)
The degree to which a text is given authority has an impact on how closely it is followed.
Beliefs and lifestyles interact, but individual choice and interpretation impact on the way that beliefs are lived out.
Religions and worldviews are influenced by cultures, times and places, especially as ideas spread.
Disciplinary Knowledge (Living: Human and social science)
Students know that not all religious beliefs are expressed in the same way or with the same level of commitment.
Students securely know that individuals and communities might identify with organised worldviews such as religious traditions, but their lived experience may be incredibly diverse.
Students know that people may identify with organised worldviews such as a religion but only to ‘belong’ to the group, not because they ‘believe’.
Students know that factors such as place, culture and identity can impact on the lived expression of a religion or worldview.
Disciplinary skills (Living: Human and social science)
Students know how to ask questions appropriately.
Students demonstrate respect for nuance and difference.
Students engage confidently in enquiries, developing knowledge and understanding that religions and worldviews look different to all people.
Students make good use of encounter – visits and visitors, whether in person or virtual to examine connections between individual and organised worldviews.
Students are able to articulate their evaluations and conclusions, using a suitable range of evidence.
Year 9
Where do each year group have to opportunity to make progress towards the key knowledge and skills in RE?	T1 – The existence of God	T2 – Humanism	T3 – Being Human & Human rights	T4 – Evil and suffering	T5 - Judaism
Core knowledge (Thinking: Philosophy)
Questions that have been debated over the centuries are still significant.
Different religions and worldviews respond to philosophical questions in a variety of ways.
Philosophical and ethical debates are still relevant and apply in current settings and situations.
Disciplinary Knowledge (Thinking: Philosophy)
Students securely know about philosophies of religion from several religious traditions, how these are applied to life now and how they have been applied in the past.
Students know that philosophies and theories can be applied to modern day contexts and scenarios.
Students know that some philosophies and ethical ideas are contested.
Disciplinary skills (Thinking: Philosophy)
Students know that some philosophies and ethical ideas are contested.
Students confidently apply philosophies and ethical theories to current contexts and situations through debate and discussion.
Students more confidently employ reasoning as applied to different situations and scenarios of life.
Students respond with growing confidence to epistemological questioning, e.g. where does this knowledge come from and how reliable is it?
Students demonstrate a developing understanding of philosophy of religion.
Students show growing knowledge and understanding and can apply a wide range of philosophies of religion from a variety of religious traditions.