Autumn

Spring

Summer

Rationale

Year 7

Topic Area/Key Question

The Island – Is religion good for communities

Stories from the Abrahamic Religions

What does it mean to be a Christian

Autumn Term - This unit helps students to gain an

understanding of how a religion is formed

and the key parts of a religion for example

festivals and rites of passage. This is

completed through a series of lessons

exploring Ninian Smart’s 7 Dimensions of

Religion.

Spring Term- To introduce sources of wisdom and for students to understand the importance of stories in Religion and how religious people apply these teachings in their own lives.

Summer Term- To begin looking at the Abrahamic

religions and to introduce students to

the skills and knowledge needed to

move forward into further KS3 and 4. This unit introduces students to

aspects the main Christian beliefs and

practices. This will lead into the work on the

Churches of Horley and different

Denominations, exploring the history of the

Church and beliefs about salvation, and

Christian practices such as sacraments

Content covered

Students begin by learning what the 6 major world religions are. We then follow on to students leaning about Ninian Smarts’ 7 Dimensions of religion upon which this unit of study is based on.

Students follow a lesson-by-lesson story whereby the class is on a cruise ship which crashes onto an unidentified Island. The story continues lesson-by-lesson to cover each of the 7 dimensions:

·        Rules

·        Rituals

·        Stories

·        Belief

·        Community

·        Artefacts

·        Emotions

Students explore these themes through looking at different aspects of the major world religions and then applying them to the community we have created on the Island.

Students begin by learning about what the Abrahamic religions are and why they are called “Abrahamic Religions” This is followed by looking at key stories from the Torah/Old Testament starting with the creation story.

Key Stories studied are

·        The Creation Story

·        Cain and Abel

·        Abraham

·        Moses

·        David and Goliath

·        Job

Students explore what happens in these stories, how they are interpreted by the tree Abrahamic religions, the teachings and the morals behind the stories and how they have an impact on believers’ lives.

Students begin by exploring the Christian belief in the need for Jesus, and the concept of original sin.

This is then followed by the exploration of what Christians believe the Holy spirit is and why Christians would celebrate Pentecost. This allows to students to understand how Christianity survived, developed and flourished.

Moving on from this, students learn about the History of the church and why it has many denominations, where these came from and the differences between them.

Students then move on to look at Christian practices such as the sacraments and prayer. This is important for students to understand what it means to be a Christian, what they do and what they believe.

Finally, students study the Easter festival for Christians. These lessons cover what happened in the last days of Jesus’ life and how this is shown through worship today.

Assessment

There are two assessments in this unit.

Students create a rite of passage ritual for a new baby born on the Island this is peer marked by students. This is then reviewed by their teacher.

The second assessment is an exam answer “Religion is good for communities” Students are asked to evaluate this statement arguing for and against using the information they have learnt in class to inform their answer. This is marked and fed back to students in line with the marking policy.

The assessment for this topic is a project-based mark where the students’ teacher will mark the students class work to assess their learning and comprehension.

Students finish the unit by writing an exam answer on whether “Easter is the most important part of being a Christian. Students are asked to evaluate this statement arguing for and against and using the information they have learnt in class to inform their answer.

Literacy focus

Students do extended writing when looking at the Rites of passage and their assessment.

There are also opportunities for further reading on different religious practices for example class reading on rituals, and practices around holy books.

Literacy focus by reading some stories from the Bible and from the Quran.

There are also opportunities for further reading on different religious stories. This is encouraged by the RE Department staff team.

Students read and comprehend the creation story from the Bible.

There are always opportunities for further reading and information on this can be requested from any member of the RE Department.

Opportunities (links to careers/EDI/PSHCE)

Introduction to why religion is important to communities and an introduction to respecting our own and others' views.

Social work and community care

​ Learning to have respect and tolerance for our own and others' faiths and values ​

Understanding key references made to religious stories.

Creative Writing

Understanding of how beliefs are influenced but can be different.

Understanding role of Christianity in society – how rules from religion cross into everyday life

Exploring how our society has been shaped by Christianity- what is means to be a Christian

Theology and Religion

National Curriculum links / GCSE connections

Understanding how religions are formed and how they develop ​

The importance of religion to communities ​

Foundational knowledge of rituals such as Baptism and Eucharist. ​

First introduction to a D style exam answer. ​

Knowing stories and quotes from the Abrahamic religions in order to include SOWA in exam answers ​

Key knowledge of Christian and Islamic key religious figures ​

Understanding how the religions of Christianity and Islam link together. ​

Fundamental knowledge of Christian beliefs and practices for KS4.

Introductions to exam style questions.

Fundamental knowledge of festivals such as Easter and beliefs such as original sin and sacrifice.

Unit 1

Unit 2

Unit 3

Unit 4

Rationale

Year 8

Topic Area/Key Question

How important is home and tradition for Jews?

How do Christian values impact the lives of believers?

Why is submission and community important to Muslims?

How is Hinduism as a way of life?

Unit 1 - This unit is the first of a series of lessons looking at the Abrahamic religions in depth in Chronological order. It links back to the year 7 unit on Stories from the Abrahamic religions and builds on the year 7 unit “The Island” by looking at community, rules, rituals and beliefs. The unit introduces key concepts/beliefs such as monotheism, which sets students up for Christianity and Islam in years 10 and 11. Students are expected to think about their own traditions and how these may add value to their lives.

Unit 2 - This unit also builds on the year 7 unit “What does it means to be a Christian? (Christian beliefs and practices)” by looking at how Christians address social issues. It fits within the main focus this year of the Abrahamic religions. This unit also introduces students to key concepts for the Ethics units in year 9 and the Year 10 GCSE which studies Religion and Ethics through Christianity.

Students are expected to reflect on their own beliefs and values within this unit and to consider the value of tolerance.

Unit 3 - To consider different ways that theists express their religion and to consider different approaches to monotheism. Students consider the different religious faiths in the UK and the importance of understanding the variations in this. This unit sets students up for the Muslim Beliefs and Living the Muslim Life units in year 11. The basic knowledge that there are two main groups in Islam (Sunnis and Shi’as), which can then lead to different interpretations and applications of the holy text, is important and sets students up for deeper learning about Islam in year 11.

Unit 4 -Hinduism provides a contrasting faith to Abrahamic religions. It allows students to explore other ways of understanding monotheism. The relevance of religion to social structure and hierarchies can be discussed within this unit.

Content covered

We look at the rules which Jews live by and how they have been affected through history, leading to a great importance placed on tradition and the home. Students will study some specific actions that Jews take as part of their traditions, such as following Shabbat and participating in religious festivals. We look at the different approaches of Orthodox and reform Jews and explore the question of to what extent religions should move with the times.

This unit introduces students to the values held by Christians through the Creed. This then moves into how important Humans are to Christians and the reasons why. There is a focus on The Sermon on the Mount and the teachings Christians can learn from this. The unit finishes by looking at case studies such as Oscar Romero to decide whether religion is ever worth killing/dying for and students are asked to link to what they have learnt about Christian Values.

This unit introduces students to aspects of the main Islamic beliefs and practices. We look at how the 5 pillars influence the life of a Muslim and whether going to the Mosque is essential. We also look at the differences in beliefs for different types of Muslims along with the Life of Muhammad to give some background information.

In this unit we study Hinduism. Students learn about the different understandings of monotheism as well as key concepts such as dharma, karma and reincarnation. They are encouraged to reflect on what our motivations are and how we make decisions; we consider how this may change in different stages of life. Towards the end of this unit, students reflect on the caste system and equality, and the influence of Gandhi and non-violent protest.

Assessment

Keyword test, NED test and End of Unit assessment. The End of Unit assessment is an essay structure, where students must evaluate a statement, arguing for and against and using the information they have learnt in class to inform their answer.

Keyword test, NED test and End of Unit assessment. The End of Unit assessment is an essay structure, where students must evaluate a statement, arguing for and against and using the information they have learnt in class to inform their answer.

Keyword test, NED test and End of Unit assessment. The End of Unit assessment is an essay structure, where students must evaluate a statement, arguing for and against and using the information they have learnt in class to inform their answer.

Keyword test, NED test and End of Unit assessment. The End of Unit assessment is an essay structure, where students must evaluate a statement, arguing for and against and using the information they have learnt in class to inform their answer.

Literacy focus

Students are actively taught and tested on specific vocabulary. They complete extended writing tasks frequently in this unit. Students are supported to develop their essay skills in their assessment with writing frames provided.

Theology : Read, Watch, Listen library (unifrog.org)

Students are actively taught and tested on specific vocabulary. They complete extended writing tasks frequently in this unit. Students are supported to develop their essay skills in their assessment with writing frames provided.

Difference Between Old and New Testament : Read, Watch, Listen library (unifrog.org)

Students are actively taught and tested on specific vocabulary and shown how translation from different scripts creates different spellings.

The Mantle of the Prophet: Religion and Politics in Iran : Read, Watch, Listen library (unifrog.org)

Students are actively taught and tested on specific vocabulary and shown how translation from different scripts creates different spellings.

The Journal of Hindu Studies : Read, Watch, Listen library (unifrog.org)

Opportunities (links to careers/EDI/PSHCE)

Introduction to why religion is important to communities and a sense of identity. Exploring the impact of prejudices and discrimination experienced by Jews. Thinking about how religion can impact our lives practically and possible relevance to our working and educational situation.

Theology and Religion : Subjects library (unifrog.org)

To consider how beliefs inform our actions and the roles we perform in life. To reflect on different approaches to tackling inequality. To consider the importance of charity.

Religious leader : careers library (unifrog.org)

Understanding of how our actions and our roles change over our lifetime. To consider the different purposes of our lives. Thinking about how religion can impact our lives practically and possible relevance to our working and educational situation.

Theology and Religion : Subjects library (unifrog.org)

Understanding of how our actions and our roles change over our lifetime. To consider the different purposes of our lives. Thinking about how religion can impact our lives practically and possible relevance to our working and educational situation.

Modern Middle Eastern studies : Subjects library (unifrog.org)

National Curriculum links / GCSE connections

Understanding how religious identity is influenced by the history and practices within a faith. ​

Links to History curriculum with reference to World War II.

Practising essay skills for D style exam answer. ​

Preparation for Ethics units in year 9.

Fundamental knowledge for Christian Beliefs, Living the Christian Life and Matters of Life and Death units in KS4. ​

The importance of religion to communities and how they link to a sense of identity.

Practising essay skills for D style exam answer. ​

Fundamental knowledge of Islamic beliefs and practices for units on Muslim Beliefs and Living the Muslim Life units in KS4.

Practising essay skills for D style exam answer. ​

The importance of religion to communities and how they link to a sense of identity.

Practising essay skills for D style exam answer.

Unit 1

Unit 2

Unit 3

Unit 4

Rationale

Year 9

Topic Area/Key Question

What do Buddhists believe about suffering?

Is there a right way to live?

What is extremism?

How can we know anything?

Unit 1

Follows on from unit Hinduism (root religion for Buddhism) where students build on prior knowledge and key ideas including Deity, Reincarnation and Karma. Opens up questions about mind, body and reality and provides Eastern responses to them which are explored later in the unit on philosophy.

Unit 2

This unit brings in elements of key stage 4 and the different areas that will be studied in relation to religious and non-religious moral codes. It is designed as a lead into the KS4 curriculum

Unit 3

Following on from the unit on Ethics, it links with a History unit on the rise of extreme ideologies in Europe between WW1 and WW2. This links with PSHCE in terms of safety and wellbeing and with the schools wider safeguarding agenda.

Unit 4

This follows on from the earlier topic on “Is there a right way to live?”. Links to topics in KS4 about the nature of God, the universe and Matters of Life and Death

Content covered

Understand key beliefs and practices within Buddhism and how the religion seeks to overcome suffering (Dukkha) . Students will explore a number of Buddhist teachings and evaluate the effectiveness of different Buddhist practices - including Mindfulness and Meditation.

Understand religious and non-religious values, different moral codes and sources of authority. It provides opportunities for students to consider morality and see if it fits with their own understanding of what is right and wrong.

To understand issues relating to different forms of political and religious extremism. Students look at issues concerning identity, grooming and impacts of propaganda. This unit helps students to safeguard themselves and others from radicalisation and other forms of exploitation

An introduction to Philosophy - preparing students for the GCSE by asking some fundamental questions about the nature of reality, truth and knowledge. Students will explore concepts such as intuition and empiricism, overall developing open mindedness and critical thinking skills. All of which are needed to study alternative viewpoints on issues at KS4.

Assessment

Students answer a 12-mark question which challenges them in the same way a GCSE style paper would. They will evaluate for or against a given statement.

Using the new GCSE style questions to include evaluation and reflection. It includes a writing frame and clear guidelines will be provided.

Assessments: Write a letter to a friend who you are concerned about becoming radicalised. Explain the methods that are being used and deconstruct them, why you think they are being targeted/why they may be vulnerable, provide mainstream alternatives and ways of safeguarding against it.

Using the new GCSE style questions to include evaluation question. A writing frame and clear guidelines will be provided

Literacy focus

Students read extended pieces of writing when learning about the mustard seed story and must explain the meaning behind its stories

Students read about and comprehend different moral standpoints such as utilitarianism and hedonism

Students are expected to read all about the different ways in which someone who grooms another person uses coercion and manipulation ‘groomers toolbox’

Students will need to comprehend different styles of philosophy and their meaning i.e. Metaphysics and Aesthetics

Opportunities (links to careers/EDI/PSHCE)

Given a greater understanding of another world religion and its links to everyday life.

Analysing other cultures and their practices such as the active participation in meditation

Consider the rule of importance of secular moral codes e.g. the Law and democracy and their relationship with religious codes and sources of authority. Understand the benefits of tolerance and the importance and limitations of individual liberty.

The importance of Democratic methods, the importance of British law and Tolerance of others, are looked at across this topic.

Promote tolerance by understanding that there are different worldviews and becoming more open minded.

National Curriculum links / GCSE connections

Assessment question is based in the style of a GCSE ‘D’ question Key word and NED tests

Assessment question is based in the style of a GCSE ‘D’ question Key word and NED tests

NED tests and assessment graded based on GCSE example

Assessment question is based in the style of a GCSE ‘D’ question Key word and NED tests

Unit 1

Unit 2

Unit 3

Unit 4

Rationale

Year 10

Topic Area/Key Question

Christian Beliefs

Marriage and the Family

Living the Christian Life

Matters of Life and Death

Rationale for the unit – To look at core Christian Beliefs and Practices in relation to ethics with no religious belief required.

This unit introduces students to core beliefs and practices associated with Christianity. The unit looks at how these beliefs are put into practice and how they can affect attitudes related to big world issues such as abortion, homosexuality and the role of women. The unit also looks at these issues from a non-religious point of view including the view of Humanists and the UK laws in relation to the issues. This builds on the Christianity units from year 7 and 8 and the ethics and philosophy units in year 9.

Content covered

Students learn about some of the core Christian beliefs and how these reflect in and impact their lives.

They also gain an understanding of different denominations within Christianity and how this may lead to divergent interpretations/beliefs within the religion.

Students also learn about non-religious arguments against Christian beliefs and Christian responses to these.

Topics covered are:

·        The Trinity

·        Creation

·        The Incarnation

·        The Last Days of Jesus’ Life

·        Salvation

·        Eschatology

·        The Problem of Evil

·       Divergent Solutions to the Problem of Evil

Students learn about the divergent Christian views on issues relating to marriage and family. Students gain an understanding of how the different interpretations of Biblical teachings within the different Christian denominations may lead to divergent views on ethical issues relating to marriage and family. Students also learn about non-religious views about these issues.

Topics covered are:

·        Marriage

·        Sexual Relationships

·        Families

·        Support for the Family in the Local Parish

·        Contraception

·        Divorce

·        Equality of Men and Women in the Family

·        Gender Prejudice and Discrimination

Students learn about some of the key practices within Christianity and how these are linked to Christian Beliefs. Students gain an understanding of how the different practices within Christianity impact the lives of Christians, but also how there may be different variations of these practices in the different Christian denominations.

Topics covered are:

·        Christian worship

·        The sacraments

·        Prayer

·        Pilgrimage

·        Christian celebrations

·        The future of the Church

·        The local Church

·        The worldwide Church

Students learn about Christian and non-religious views about some of the main ethical issues relating to life and death. Students gain an understanding of how the different interpretations of Biblical teachings within the different Christian denominations may lead to divergent views on ethical issues relating to life and death. Students also learn about non-religious views about these issues.

Topics covered are:

·        Origins and value of the universe

·        Sanctity of life

·        Origins and value of human life

·        Abortion

·        Life after death

·        Responses to arguments against life after death

·        Euthanasia

·        Issues in the natural world

Assessment

Keyword test, NED test and End of Unit Assessment

Keyword test, NED test and End of Unit Assessment

Keyword test, NED test and End of Unit Assessment

Keyword test, NED test and End of Unit Assessment

Literacy focus

Students are introduced to key Christian concepts such as incarnation, atonement, and eschatology. Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

There are also opportunities for further reading on some of the key Christian beliefs covered in this unit.

Last days – the Last Supper and Jesus’ betrayal, arrest and trial - Christian beliefs - Edexcel - GCSE Religious Studies Revision - Edexcel - BBC Bitesize

Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

Students are introduced to keywords relating to marriage and family, such as different family types and different types of contraception.

There are also opportunities for further reading on some of the key issues covered in this unit.

Christian teachings on marriage and divorce - Personal and family issues: Marriage and divorce - CCEA - GCSE Religious Studies Revision - CCEA - BBC Bitesize

Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

Students are introduced to keywords relating to Christian practices, such as Eucharist, Liturgical, Evangelism and Ecumenism.

There are also opportunities for further reading on some of the key Christian beliefs covered in this unit.

Worship - Ways of Christian living - Edexcel - GCSE Religious Studies Revision - Edexcel - BBC Bitesize

Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

Students are introduced to keywords relating to matters of life and death, such as conception, euthanasia, palliative care and stewardship.

There are also opportunities for further reading on some of the key Christian beliefs covered in this unit.

The debate about abortion - Matters of life and death: Abortion and euthanasia - CCEA - GCSE Religious Studies Revision - CCEA - BBC Bitesize

Opportunities (links to careers/EDI/PSHCE)

Understanding of different Christian and non-religious beliefs and worldviews. Respect and tolerance for beliefs and values that may be different to ours.

Higher education lecturer : careers library (unifrog.org)

Religious leader : careers library (unifrog.org)

Understanding the divergent Christian and non-religious views about marriage and family, and the importance of respect and tolerance, even where these views may differ. Knowing how to identify and challenge prejudice and discrimination.

Family support worker : careers library (unifrog.org)

Community development worker : careers library (unifrog.org)

Understanding that even though the Christian religion is interpreted and practiced differently by the different denominations, it is important for all these denominations to work together to promote unity and harmony (Ecumenism).

Further education lecturer : careers library (unifrog.org)

Understanding the divergent Christian and non-religious views about matters of life and death, and the UK law on issues such as abortion and euthanasia.

Psychotherapist : careers library (unifrog.org)

Funeral director : careers library (unifrog.org)

Links to GCSE syllabus /AO

Prepares students for GCSE RE Paper 1

Prepares students for GCSE RE Paper 1

Prepares students for GCSE RE Paper 1

Prepares students for GCSE RE Paper 1

Unit 1

Unit 2

Unit 3

Unit 4

Rationale

Year 11

Topic Area/Key Question

Muslim Beliefs

Crime and Punishment

Living the Muslim Life

Peace and Conflict

Rationale for the unit – To look at core Muslim Beliefs and Practices in relation to peace and conflict with no religious belief required.

This unit introduces students to core beliefs and practices associated with Islam. The unit looks at how these beliefs are put into practice and how they can affect attitudes related to big world issues such as capital punishment, treatment of criminals and the use of weapons of mass destruction. The unit also looks at these issues from a non-religious point of view including the view of Humanists and the UK laws in relation to the issues. This builds on the Islam units from year 7 and 8 and the ethics and extremism units in year 9.

Content covered

Students learn about some of the core Muslim beliefs and how these reflect in and impact their lives.

They also gain an understanding of the two main branches of Islam and how this may lead to divergent interpretations/beliefs within the religion.

Students also learn about non-religious arguments against Muslim beliefs and Muslim responses to these.

Topics covered are:

·        The Six Beliefs

·        The Five Roots

·        Nature of Allah

·        Risalah (Prophets)

·        Muslim Holy Books

·        Malaikah (Angels)

·        Al-Qadr (Fate)

·        Akhira (Life after death)

Students learn about Muslim and non-religious attitudes towards justice. They gain an understanding of the causes and consequences of crime, divergent views about punishment and the treatment of criminals and Muslim teachings about the nature and importance of forgiveness. Students also learn about what Muslims are doing to end crime, including the works of the Muslim Chaplains Association and Mosaic.

Topics covered are:

·        Justice

·        Crime

·        Good, evil and suffering

·        Punishment

·        Aims of punishment

·        Forgiveness

·        Treatment of Criminals

·        The death penalty

Students learn about some of the key practices within Islam and how these are linked to Muslim Beliefs. Students gain an understanding of how the different practices within Islam impact the lives of Muslims, but also how there may be different variations of these practices within the two main branches of Islam.

Topics covered are:

·        The 10 Obligatory Acts

·        Shahadah

·        Salah

·        Sawm

·        Zakah and Khums

·        Hajj

·        Jihad

·        Celebrations and Commemorations

Students learn about Muslim attitudes towards peace, including an understanding of Islam as a religion of peace and how this should be reflected in the life of a Muslim. They learn about the nature of conflict, including non-religious attitudes about the role of religion in the causes of conflict and Muslim responses to these. Students also learn about the role of Muslims in peace-making, including the importance of justice, forgiveness and reconciliation.

Topics covered are:

·        Peace

·        Peace-making

·        Conflict

·        Pacifism

·        Just War Theory

·        Holy War

·        Weapons of Mass Destruction

·        Issues surrounding conflict

Assessment

Keyword test, NED test and End of Unit Assessment

Keyword test, NED test and End of Unit Assessment

Keyword test, NED test and End of Unit Assessment

Keyword test, NED test and End of Unit Assessment

Literacy focus

Students are introduced to key Muslim concepts such as predestination, and beliefs about Allah such as transcendence. Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

There are also opportunities for further reading on some of the key Muslim beliefs covered in this unit.

The six beliefs of Sunni Islam - Muslim beliefs - Edexcel - GCSE Religious Studies Revision - Edexcel - BBC Bitesize

The nature of God - God and authority in Islam - GCSE Religious Studies Revision - Edexcel - BBC Bitesize

Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

Students are introduced to keywords relating to crime and punishment, such as deterrence, reformation and retribution.

There are also opportunities for further reading on some of the key issues covered in this unit.

What makes an act 'wrong'? - Crime and punishment - GCSE Religious Studies Revision - WJEC - BBC Bitesize

Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

Students are introduced to keywords relating to Muslim practices, such as Salah, Sawm, and Zakah.

There are also opportunities for further reading on some of the key Muslim practices covered in this unit.

The Five Pillars of Islam (Sunni and Shi’a Islam) - Ways of Muslim living - Edexcel - GCSE Religious Studies Revision - Edexcel - BBC Bitesize

Students do extended writing and answer exam-style questions in lessons to prepare for GCSE.

Students are introduced to keywords relating to peace and conflict such as pacifism, passive resistance, sanctity of life and reconciliation.

There are also opportunities for further reading on some of the key issues covered in this unit.

BBC - Religions - Islam: War

Opportunities (links to careers/EDI/PSHCE)

Understanding of different Muslim and non-religious beliefs and worldviews. Respect and tolerance for beliefs and values that may be different to ours.

Higher education lecturer : careers library (unifrog.org)

Religious leader : careers library (unifrog.org)

Understanding the divergent Muslim and non-religious views about crime and punishment, and what the causes and consequences of crime are.

Community development worker : careers library (unifrog.org)

Recruitment consultant : careers library (unifrog.org)

Family support worker : careers library (unifrog.org)

Understanding and respecting how Muslims practice their faith and how this impacts their lives.

Charity director : careers library (unifrog.org)

Charity fundraiser : careers library (unifrog.org)

Further education lecturer : careers library (unifrog.org)

Understanding the divergent Muslim and non-religious views about peace and conflict, and the causes and consequences of war.

Newspaper journalist : careers library (unifrog.org)

Psychotherapist : careers library (unifrog.org)

Links to GCSE syllabus /AO

Prepares students for GCSE RE Paper 2

Prepares students for GCSE RE Paper 2

Prepares students for GCSE RE Paper 2

Prepares students for GCSE RE Paper 2