IAG
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Year Group |
Cultural & Enrichment Opportunities |
Career Links |
Moral guidance |
Social Development |
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7 |
The history of the UK and its roots in religion can be considered alongside our beliefs about the existence of God: How has this belief shaped society as we know it today? What if our country did not have this religious history, how might life be different? Developing an awareness and understanding of how Christian beliefs have formed a basis for many of our laws and customs in the UK (for example, the Ten Commandments); freedom of religion and expression. Fostering an appreciation of ways in which religious, and spiritual beliefs, from many faiths have contributed to (or on occasion clashed with) architecture, scientific discovery (e.g. Darwin was a leading figure in the Christian Church until his work on evolution); the work of the Salvation Army; traditions involving the Royal Family (for example, church attendance on Christmas day) charitability etc.
Consideration of different cultures’ attitudes towards environmental issues could be included through lessons. Developing an awareness of the role of British figures in the scientific community who have contributed to scientific theories about the origins of the universe and mankind (e.g. Alfred Russel Wallace and Charles Darwin, Stephen Hawking, UK scientists at Cambridge University currently working with funding from the UK Space Agency).
Consideration of different cultures’ attitudes towards death and beliefs about the afterlife; how these are shown through funeral rites and the possible challenges faced by some faith communities when their practices are not in line with the customs of their country of residence. Developing an awareness and understanding of death rites in Britain and how these have changed over time. For example, how attitudes towards suicide victims have changed – and why; how changes to ethnic diversity and people’s responses to environmental issues have led to alternative funeral rites and practices. The way in which mass media shapes our perceptions of death and the afterlife. |
AUT: Stimuli used are examples of photojournalism and pupils could be made aware of the different career opportunities that photography could lead to. The use of questioning is a key skill in many career pathways, including journalism, roles where interviewing is part of the job specification, the police force and educational roles such as teacher or lecturer. The speaking and listening skills involved in effective questioning are a key communication skill that everyone can benefit from across an extensive range of careers. Other careers that link to this SoL include: historian; archaeologist; museum curator; librarian and any sector connected to religious and historical artefacts; careers in the Creative and Performing Arts are also of relevance as they provide opportunities for people to express their (and other people’s) beliefs and practices. Careers where formulating and justifying particular standpoints / presenting substantiated arguments, such as the legal and criminal justice sector, politics; sales; professor, scientist. Pupils may decide to embark on a career where it is important to understand other people’s faith perspectives and practices. Having knowledge and understanding of what people believe, and why, can be paramount in jobs in social services, medicine, the armed forces, police and the criminal justice system.
Students should be informed of the wide range of careers in the scientific and environmental communities that link to this unit of learning: physicist; astrophysicist; geoscientist; meteorologist; ecologist; climate scientist; energy engineer; environmental consultant Other career opportunities include environmental journalism (writing, photography, filming and reporting); environmental lawyer environmental charities such as Friends of the Earth or the Tree Council
Careers’ Week lesson on comparing qualities and skills requisite to both work in a religious and scientific field. |
AUT: Moral education is developed through this unit of work by raising and discussing questions about the nature of God in relation to evil and suffering. This links to moral actions and arguments as to whether, having ‘freewill’, humans and not God are responsible for the moral wrongdoings in our world.
SUM: Moral education is developed through this unit of learning through opportunities to consider and discuss the impact of our actions on ourselves and others, and the possible impact of people’s beliefs about life after death on their actions in life. This unit also allows for a discussion about whether there is a moral duty to allow people to express themselves in accordance with their beliefs and cultural practices, regardless of societal norms and expectations; and whether, having ‘freewill’, humans are able to make appropriate choices in life and, if so, to whose benefit (own, others etc.).
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Through discussion and questioning students are provided with opportunities to further develop their social skills and interactions with others. Where questions may cause a range of differing opinions, students are encouraged to find and respect the value in beliefs of others. There are also opportunities to investigate the religious makeup of local and national communities and to consider ways in which people’s beliefs may be shaped in a contemporary world: for example: opportunities to investigate a variety of organisations (religious and secular) that work to conserve the planet and to consider ways in which people’s beliefs about issues such as stewardship may be shaped in a contemporary world; opportunities to investigate ways in which society and communities support people at times of bereavement.
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8 |
opportunities to consider some of the UK laws relating to the concept of the sanctity of life: for example, with regard animal rights. Pupils should also be informed of UK history regarding cloning (British biologist John Gurdon was the first to successfully clone an animal using SCNT (somatic cell nuclear transfer) in 1958).
Changing beliefs about, and attitudes towards, Jesus.
opportunity for students to gain an understanding of how religious beliefs and practices have helped to form British culture, traditions and laws; this includes pre-Christian religion. There are also opportunities to consider what it means to be a Christian in Britain today and how there is a diverse range of Churches that have been influenced over time through immigration and migration. Students could also reflect on the relevance of festivals such as Christmas and Easter in 21st century Britain and how these have changed over time.
different cultures’ attitudes towards the treatment of criminals and prisoners: including the use of capital punishment (historically), and how these attitudes might be affected by factors such as the mass media and immigration / multi-culturalism / globalism.
Developing an awareness and understanding of the history of crime and punishment in Britain and the work of people such as Elizabeth Fry in prison reform. Students should be informed of the history of Hull prison and recent strategies such as inmates caring for rescued battery hens |
Certain careers require us to consider the sanctity of life (medical (human / animal), military, working with communities in LED countries / areas) and so links can be made to this so that pupils appreciate the context and relevance of the learning. Careers in media (film, music, arts, journalism) may require someone to create pieces of work that depict ‘monstrous’ creations / scenes or evoke a sense of fear and anticipation in the audience. Journalists may be required to write about people / events that are ‘monstrous’ or could be seen as ‘abominations’. Some pupils may go on to work with communities abroad who have mythical stories as part of their traditional culture and so it is important to appreciate the different ways in which beliefs and experiences can be expressed. Careers in science, medicine and research may require us to consider the moral and ethical issues involved in genetic engineering and so it is relevant for pupils to consider their viewpoint and how this may change over time (depending on a variety of factors).
archaeology, historical research, the tourist industry Other career pathways linking to the study of religion include exhibition guide; curator; the armed services and public health sector roles
roles within the criminal justice system (e.g. police officer, prison officer, scenes of crime officer, forensic scientist, forensic psychologist, judge, lawyer. Other career options link to the work of charities and organisations that support prisoners, their families and the victims of crime.
Careers’ week lesson on qualities and skills that are developed through Philosophy and Ethics and how these link to a wide range of future pathways. |
developed through this unit of work by raising and discussing questions about the nature and value of life. Pupils have opportunities to make a personal response to questions of right and wrong and to consider other peoples’ responses to moral issues such as genetic engineering, euthanasia and cloning.
raising and discussing questions about Jesus’ key messages and teachings (parables, miracles and actions). This leads to questions such as, ‘Do these teachings still have relevance today?’; ‘If so, how and why?’
exploring some of the causes, and consequences of crime from both an individual and a societal level. Students have the opportunity to consider whether society has a moral obligation to protect the safety and lives of the majority, even if this means restricting the freedoms, rights (and sometimes lives) of the minority. |
Through discussion and questioning students are provided with opportunities to further develop their social skills and interactions with others. Where questions may cause a range of differing opinions, students are encouraged to find and respect the value in beliefs of others. There are also opportunities to consider ways in which people’s beliefs may be shaped in a contemporary world. opportunities to investigate different religious groups in Hull and the UK and ways in which they put Jesus’ teachings into practice.
opportunities to investigate ways in which society and communities support the victims of crime and the perpetrators’ rehabilitation into society. |
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9 |
Consideration of the positive impact of immigration / multi-culturalism / globalism - different cultures, religions, ethnicities etc. – on our ‘British identity’ and how people’s attitudes towards ‘differences’ might be affected by institutions such as the mass media. Examining the cultural impact of civil rights movements and the changing attitudes towards the role of women, and men, in modern society.
opportunities for students to develop an awareness of some key events from the past (Pendle / Salem witch trials, the work of Martin Luther King and the Civil Rights Movement) as well as more contemporary examples of prejudice and discrimination in the UK. Teachers may wish to direct students to particular media that is based around some of these events.
key events in human history (e.g. relevant local /national / global news stories; the Christian principles that underpin British society and ‘reflect the fact that the religious traditions in Great Britain are in the main Christian’ (Education Act 1988)). Examples of literature, music, art etc. that express ideas about ‘good, evil and suffering’ – Lord Voldermort, the White Witch of Narnia; William Blake’s Lucifer; John Milton’s Paradise Lost etc.
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careers in law and the legal profession; social care and health care; housing and employment support; human resources; equality and inclusion officer; teaching; community support work. immigration work; welfare rights, charity organisations.
Careers’ week lesson included a task on moral and immoral occupations how these link to a wide range of future pathways. |
Students explore some of the causes, and consequences of prejudice and discrimination and assess whether we have a moral obligation to work for equality for all and whether it is possible for true equality to exist. There are ample opportunities for consideration of the religious beliefs and teachings that underpin people’s drive to achieve equality (e.g. MLK) as well as those that may be perceived to deny equality Through examination of a range of examples of ‘good’, ‘evil’ and ‘suffering’, students are able to reflect on the questions that surround morality (both relative and absolute and individual and communal) and apply this in their own lives; understanding some of the consequences of people’s actions. The unit promotes an interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. As with each area of SMSC, students will be given the tools by which to develop their religious literacy and, thus, be able to articulate their worldview with confidence and clarity.
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opportunities to further develop their social skills and interactions with others. Where questions may cause a range of differing opinions, students are encouraged to find and respect the value in beliefs of others; this includes developing positive dialogue around sensitive and, at times, controversial issues. |
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10 and 11 GCSE Philosophy and Ethics |
• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain • ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain (British values) • willingness to participate in and respond positively to artistic, musical, sporting and cultural events and opportunities • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. • ability to be reflective about their own beliefs and perspectives on life • knowledge of, and respect for, different people’s faiths, feelings and values • sense of enjoyment and fascination in learning about themselves, others and the world around them • use of imagination and creativity in their learning • willingness to reflect on their experiences. |
Religious Education is a subject that fits into almost every aspect of life and can form a fundamental part of most career pathways.
Some of the main careers that will benefit from a qualification in Religious Education are:
Doctors & Nurses Judges & lawyers Police Force Armed Forces Journalism Care workers Social Workers Teachers Catering The Arts
These are shared with students where relevant.
Careers’ Week – opportunity to investigate career pathways. |
• Ability to recognise the difference between right and wrong and to readily apply this • understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England (British values) • understanding of the consequences of their behaviour and actions • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues: Marriage, divorce, abortion, adultery, treatment of prisoners, capital punishment, organ transplant, treatment of animals, euthanasia, war and anti-war movements |
• use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds • willingness to participate in a variety of communities and social settings • respect and tolerance of those with different faiths and beliefs. (British values) |
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GCSE Sociology |
Understanding changes to British society from different perspectives and in relation to: Family form, structure and purpose; The education system; The criminal Justice system
Legal changes to the above, including Equality Acts, Marriage / Divorce Acts, Education Reform Acts, Criminal Reform Acts
The work of British sociologists in shaping sociological research
Cross-cultural understanding, especially regarding racial, ethnic, and gender differences in values, perceptions, and approaches in various fields of society.
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Advice worker Community development worker Further education teacher Higher education lecturer Housing manager/officer Marketing executive Police officer Policy officer Secondary school teacher Social researcher Youth worker Charity officer Civil Service administrator Family support worker Human resources officer International aid/development worker Life coach Newspaper journalist Probation officer Public relations officer Social worker Special educational needs coordinator (SENCO) |
Ethical Considerations in Sociological Research. Professional Competence. Integrity. Professional and Scientific Responsibility. Respect for People's Rights, Dignity, and Diversity. Social Responsibility.
Understanding hierarchies, including those in schools, and the need for moral codes / rules in order for societies to function. Knowledge of, and respect for, the law and CJS.
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Expression of personal views and appreciation and respect for the views of others. Discussion and debating skills. Understanding of non-verbal social skills and how these influence us (Interactionist approach). Analytical skills, particularly problem-solving ability and sharp, critical thinking
Working collaboratively with peers. |