Term 1: Hinduism
In this unit students will be introduced to the origins of Hinduism and its diversity. Students will see how Hinduism developed from the Vedic religion of sacrifice to a global set of belief systems held by over one billion people.
Short Answer Test (AO1).
Aum
A sacred syllable or sound that is very important to Hindus and which they chant.
Avatar
A god who descends to earth as a human or other animal in order to fight evil and re-establish goodness.
Brahman
A supreme being in which most modern Hindus believe; the source of everything, including the gods.
Deity
A god or goddess.
Dharma
The moral law that Hindus must follow; the word can be translated as 'duty' or 'righteousness'.
Karma
The forces that influence people's fortune and future reincarnations.
Moksha
Escaping from samsara and never dying or becoming reincarnated again; the word literally means 'release'.
Reincarnated
When a soul is reborn by passing into a new body.
Samsara
The continual process of death and reincarnation; also, the entire universe as we know it.
Trimurti
A term for the three main Hindu gods Brahma, Vishnu and Shiva.
Develop the individual:
The academic study of religions provides students with an opportunity to discuss their own beliefs and to challenge their thinking through considering the views of others.
Create a supportive community:
Studying religions encourages tolerance and respect of people's religious beliefs and helps to prepare students for life in a multicultural society.
Term 2: Buddhism
In this unit students discover how Buddhism started and spread. Students see how Buddhism grew from the experiences of an Indian prince called Siddhartha Gautama, who lived 2500 years ago, to a global religion followed by over 500 million people. Students also examine some of the central ideas in the religion, including those around suffering and the concept of enlightenment.
Evaluative essay (AO2)
Ascetic
Someone who lives a life of simiplicity and self-denial.
Brahmins
Priests in ancient India who interpreted Queen Maya's dream when she was pregnant with Siddhartha.
Dukkha
The suffering or dissatisfaction of all living beings.
Eightfold Path
Eight instructions taught by the Buddha to help people overcome suffering and reach englightenment.
Four Noble Truths
The basis of the Buddha's teachings: all creatures suffer; suffering is caused by selfish desires; suffering can be ended; the way to end suffering is to follow the Eightfold Path.
Four Sights
Four things seen by Siddhartha when leaving the royal grounds - old age, sickness, death and a holy man.
Middle Way
A lifestyle between luxury and having nothing at all.
Nirvana
A state of bliss experienced by those who hae found enlightenment.
Parable
A story told to teach a moral or spiritual lesson.
Three Poisons
Greed, hatred and delusion.
Develop the individual:
The academic study of religions provides students with an opportunity to discuss their own beliefs and to challenge their thinking through considering the views of others.
Create a supportive community:
Studying religions encourages tolerance and respect of people's religious beliefs and helps to prepare students for life in a multicultural society.
Term 3: Sikhism
In this unit students learn about the dramatic event that led to the beginning of Sikhism and explore how it developed. Students see how Sikhism grew from the experiences of an Indian man called Nanak who lived around 500 years ago, to become a global religion that is now followed by over 25 million people.
5 mark question (AO1)
Amrit
Getting baptized in Sikh religion.
Gurdwara
The place where Sikhs come together for congregational worship.
Guru Nanak
Guru Nanak was the founder Prophet of Sikhism and the first of the ten Sikh Gurus.
Kaccha
Cotton underwear.
Kanga
A wooden comb.
Kara
A steel bracelet.
Kesh
Uncut hair.
Khalsa
The body or company of fully initiated Sikhs.
Kirpan
Steel sword.
Langar
Kitchen (a place of equality in Sikhism).
Develop the individual:
The academic study of religions provides students with an opportunity to discuss their own beliefs and to challenge their thinking through considering the views of others.
Create a supportive community:
Studying religions encourages tolerance and respect of people's religious beliefs and helps to prepare students for life in a multicultural society.
Term 4: Philosophy of Religion
In this unit, students consider the arguments of some of the best-known Western philosophers on the question of whether there is a god. Students examine whether or not there are good reasons to believe in God by assessing arguments for and against God's existence, considering the possibilities of miracles and of prayers being answered.
Evaluative essay (AO2)
Deterrence
a strategy intended to dissuade an adversary from taking an action not yet started, or to prevent them from doing something
Reform
make changes in (something, especially an institution or practice) in order to improve it.
Revenge
the action of hurting or harming someone in return for an injury or wrong suffered at their hands.
Capital punishment
the legally authorized killing of someone as punishment for a crime
Corporal punishment
physical punishment, such as caning or flogging.
Protection
the action of protecting, or the state of being protected. Keeping safe
Rehabilitation
he act of restoring something to its original state
Retribution
punishment inflicted on someone as vengeance for a wrong or criminal act.
Vengeance
punishment inflicted or retribution exacted for an injury or wrong.
Eschaton
Last things, concerned with the final events of history, or the ultimate destiny of humanity
Develop the individual:
Personal beliefs about the existence of God.
Create a supportive community:
Tolerance, understanding and acceptance between religious and non-religious worldviews.
Term 5: Ethics
In this unit students discuss philosophical approaches to how we should live our lives. Students will consider whether some actions are always right or wrong, or whether it depends on the consequences. They will also be challenged to consider what is meant by human nature, whether it is good or bad, or neither.
Four mark question (AO1)
Third Reich
The name that the Nazis gave to their government in Germany (1933-45)
Adolf Hitler
The leader of Nazi Germany.
Anti-Semitism
Being hostile to Jewish people.
Nazis
Another name for the National Socialist German Worker's Party
Auschwitz
An extermination camp built by the Nazis in Poland. It was a place used to kill Jews.
Ghettos
The parts of cities that were run down, and where the Jews were kept during the time of the Nazis.
Final Solution
The Nazi decision to try and exterminate all the Jews in Europe.
Genocide
Deliberately killing large numbers of people. Usually the people targeted will be from the same country or ethnic group.
Racism
Being cruel and/or intolerant of people from different cultures, countries or people who have a different skin colour.
Persecution
Continuing to attack or harass people. Usually the person/people attacked are chosen for their religion, political beliefs or race.
Prejudice and Discrimination
To pre-judge someone with a pre-conceived opinion or bias. To act upon this prejudice in a negative (can be positive) way
Absolutism
The view that certain actions are inherently good or bad
Altruism
Selfless actions done without thought or expectation of a reward
Ethics
The philosophical study of right and wrong
Morality
Ideas or principles about what is right and wrong
Relativism
The view that whether an action is good or bad depends ono the situation
The will to power
A term used by Nietzsche to describe a natural human desire for strength and power
Hedonic calculus
Jeremy Bentham's way of calculating which actions are right and wrong
Utilitarianism
The theory that the best action in any situation is the one which creates the greatest amount of good for the greatest number
Experience machine
Robert Nozick's thought experiment against utilitarianism
Thought experiment
An imaginary scenario invented to examine the consequences of a philosophical idea
Develop the individual:
Reflecting on what it means to be human and how we should best live.
Create a supportive community:
Whether some actions are always right or wrong or whether this depends on the consequences.
Term 6: Philosophy of Mind
This unit challenges students to consider the mind/body problem and the importance of the Turing Test. Students also examine the possibility that if we are just physical matter then artificial intelligence may be entitled to the same rights and responsibilities as us.
End of Year Examination (AO1 & AO2).
Guru Nanak
Guru Nanak was the founder Prophet of Sikhism and the first of the ten Sikh Gurus.
Kesh
uncut hair
Kara
a steel bracelet
Kanga
a wooden comb
Kaccha
cotton underwear
Kirpan
steel sword
Gurdwara
the place where Sikhs come together for congregational worship.
Khalsa
the body or company of fully initiated Sikhs
Langar
Kitchen (a place of equality in Sikhism)
Amrit
getting baptized in Sikh religion
Dualism
Mind and Body being seperate
Artificial intelligence (AI)
Computer systems that are able to carry out tasks normally done by humans
Artificial superintelligence
The name given to a possible future invention that is imore intelligent than humans and can outperform us in everything
Dualism
The belief that humans have both a body and another separate, immaterial part, such as a mind or soul
Ethics
The philosophical study of right and wrong
Materialism
The belief that the only thing that exists is physical matter and the movement of this matter
Matter
Physical substance in general, as distinct from mind and spirit
Monism
A theory that denies the existence of a duality between matter and mind
The Chinese Room
An imaginary scenario created by John Searle to show that Turing was wrong
The Ghost in the Machine
Gilbert Ryle's criticism of dualism
Turing Test
A test created by Alan Turing to try and show if a computer can think
Develop the individual:
Consideration of what it means to be human.
Create a supportive community:
The impact of technology.