Year 8 Half Term Plan – Beliefs and Ethics.
Autumn Term 1 and 2 – The life of Buddha and Dharma – Rules for Living.
In this topic pupils explore the search for meaning through the experiences of Siddhartha
Gautama (The Buddha). Through the Buddha’s search for enlightenment pupils will consider
how people express issues, ideas and experiences of a transcendent/spiritual nature and
why this spiritual side of life is important to themselves and others. Pupils will also develop
their knowledge and experience of the non-material/spiritual – how and why people
develop, interpret and act on their religious/spiritual experience. During this topic the pupils
will develop their skills in expressing personal responses focusing on how other’s feelings,
actions and opinions can affect their life. Pupils will transfer skills from The Life of Jesus
enabling them to better assess the impact an individual can have on followers of that
religion. Knowledge and skills from Life of the Buddha will lead to the second topic in year 8
Rules of Living: Dharma where an understanding of the spiritual experience of
enlightenment will be the starting point.
Everyone will have the opportunity to develop a variety of skills during this unit. They will
learn to discuss others feelings actions and opinions. Give examples of how beliefs,
teachings and practices affect believers’ lives. Use religious language
Some pupils will explain the links between others’ beliefs and actions. They will explain and
give reasons and opinions about important questions from their investigations. They will
use and begin to interpret symbolic language.
Most pupils will explain how others’ beliefs, actions and opinions will affect their life. Talk
about others’ responses to questions about life, the world around them and religion. Use a
range of religious vocabulary.
The best way to prepare for this terms learning is to revise the life of Buddha. Pupils should
also consider examples of suffering that they have seen in the news and how people
overcome situations that they have faced. Pupils should also learn key words and their
meanings such as Dharma, meditation and enlightenment.
Spring Term 1 and 2– Religion in Wales and Prejudice and Discrimination.
In the first half term pupils will investigate the historical and spiritual background to Religion
in Wales. Pupils will first consider what beliefs there were in Wales prior to the introduction
to Christianity, considering the role of stories in early belief and how Christianity was
spread. Pupils will then investigate the significance of the introduction of the Welsh Bible to
Wales. This will allow pupils to engage in the question of Human Experience, considering
belonging, identity, authority and influence. The assessment will conclude the investigation
by considering the significance and importance that the Welsh Bible had to Christians in
Wales.
In the second half term pupils will explore prejudice and discrimination. Pupils consider the
reasons behind the prejudice and discrimination that exists in society. Pupils explore
religious teaching from a range of different religions about prejudice and discrimination.
After the teaching has been explored pupils consider a range of famous individuals who
have tackled prejudice and discrimination through their campaigns. Pupils will improve their
skills in exploring beliefs, teachings and practices and also expressing personal responses as
they consider how they and others have responded to prejudice and discrimination.
Everyone will identify the similarities and differences between religions (Protestant and
Catholic). Talk about others’ responses to life, the world around them and religion. Use a
range of religious vocabulary.
Some will identify the similarities and differences between religions (Protestant and
Catholic). Explain and give reasons and opinions about important questions from their
experiences. Talk about the meaning of religious symbols.
The most able will describe how others feelings actions and opinions affect their lives.
Explain and give reasons and opinions about important questions from their investigations.
Use different views, sources and own experiences to respond to important questions.
The best way to prepare for this terms learning is to research key individuals such as Rosa
Parks and Oscar Schindler. In addition, pupils should find out about the Holocaust and
segregation in America during the 1930’s- 1960s. Pupils should also investigate the life and
traditions of the Celts in Wales and William Morgan.
Summer Term 1 and 2 – Inspirational Lives.
During this term pupils will investigate the lives of a range of inspirational people. This topic
will follow on from the topic on prejudice and discrimination and will investigate individuals
who have fought against prejudice using personal conviction. Pupils will engage with
fundamental questions to consider how others respond to the world around them. They will
explore beliefs, teachings and practices to consider the impact of religious belief on the
individual’s life choices. They will also express personal responses to consider how others
actions feelings and opinions affect their life. Foundations will also be laid for future GCSE
work as many of these individuals appear on the WJEC specification.
Everyone will be able to talk about others’ responses to questions about life, the world
around them and religion. Give examples of how beliefs, teachings and practices affect
believers’ lives. Describe how others’ feelings, actions and opinions are different from
others’
Some will talk about others’ responses to questions about life, the world around them and
religion. Give examples of how beliefs, teachings and practices affect believers’ lives.
Describe how others’ feelings, actions and opinions affect their lives
The most able will use different sources, views and own experiences to give appropriate
responses to important questions. Explain different religious viewpoints. Explain the link
between others’ beliefs and actions.
The best way to prepare for this terms learning is to investigate the Caste system and why
Ghandi campaigned against it. Research Chico Mendes and find out about different
viewpoints from the people who knew him.