Year 7:
Module 1: What Shapes How People Live Their Lives? Religion in Redbridge. 

Where can I find extra information?
http://www.statistics.gov.uk/census2001/profiles/00bc.asp

Theme and key questions of the lesson. 
1 What is the difference between knowing about religion and learning from religion? 
2 What does religion teach us about God? 
3 How can religion shape how people live their lives? What religions are represented in The Chadwell Heath Foundation School? 
4 What are the obvious and less obvious signs of religion in Redbridge? Why is living in a multi-faith, multi- cultural community like Redbridge a good thing? 
5 What can the 2001 Census tell us about the importance of religion in the lives of people in Redbridge? 
6 End of module examination. Self Assessment

Key vocabulary.
Religion Attainment Targets Buddhism Christianity Hinduism Islam Judaism Sikhism Spiritual Questions God Belief Exist Trinity Brahman Allah Shaping Lives Compare Contrast Survey Respect Inner Outer Multi-faith Multi-cultural Community Obvious Religious Symbols Places of Worship Census Conclusion Statistical Information     

Task  
Create a religious symbol using cardboard and colourful or decorative materials to be displayed in the RE classroom. 
Achieving: This piece of work will be given an effort grade only. To get the best effort grade you must: copy the symbol accurately. Present the symbol neatly and colourfully, using a variety of material.    
Draw a graph to display the religions of the class. 
Achieving: The graph must be neatly presented and accurate. The religious symbols should be drawn on the bars.  
Beyond: A paragraph should be written to explain what the graph shows us about the religions in the class.   
Carry out the survey at home, fining out about people’s views on the importance of religion.
Achieving: The answers should be written in detail, three people should be asked the three questions. Evidence that the people interviewed were prompted to give more detailed answers and think carefully about how religion shapes lives.  
Complete your imaginary street scene in Redbridge, it should be brightly coloured and attractive to use in a display. 
Achieving: The drawings must be clear and include Religious symbols, clothes and flags, Places of worship and specialist food shops.  The results from the class survey and the 2001 Census should be used to show which religions would be represented in a street scene in Redbridge.  
End of module exam 
Achieving: The assessment is marked out of 25. To achieve, you must get 10/25 and above. To be beyond the expected standard you must give detailed answers and achieve 18/25 and above. 

How is the module to be assessed overall?  
There will be an end of module assessment.

Module 2: What do people think a Christian Person Is? 

Where can I find extra information?
www.religionfacts.com/christianity/denominations.htm
www.nationalgallery.org.uk/collection

Theme and key questions of the lesson. 
1 Why is it important to learn about Christianity? What beliefs do Christians have in common? What is the Apostle’s Creed? 
2 Why do Christians belong to different types of Church? What does the word Denomination mean? 
3 What does it feel like to be rescued? What do Christians believe we need rescuing from? 
4  What beliefs about Jesus does Christmas reveal? How is Christmas celebrated throughout the world? Investigate    Concepts    Survey    Thankfulness
5 What is the Incarnation and why are the birth stories of Jesus important for Christians today? 
6 How has the suffering and death of Jesus rescued people in the world? 
7 What happened at the first Easter? What does the Resurrection of Jesus mean for Christians today? 
8 End of module examination. 

Key vocabulary.
Christianity Respect Apostles Ascended Conceived Crucified Descended  Sin Denominations  Roman Catholic Orthodox  Protestant Messiah Prophecy Old Testament Rescue Isaiah Incarnation Jesus Virgin Nativity Celebrate Stations of the Cross Crucifixion Good Friday Resurrection Easter Theories Heaven  Life After Death

Task 
1. Research five facts about one of the Christian Denominations: Roman Catholic, Methodist, Baptist etc. 
Achieving: Detailed facts should be written to explain the distinctive features of the Christian denomination. State how you researched the facts: books, internet, interviews with Christians, Church visit etc. 
Beyond: Add information to describe how this denomination is distinct from the other Christian denominations. 
2. Complete the survey to discover the reasons why people celebrate Christmas. 
Achieving: At least five questions should be asked. A paragraph should be written to explain what your results tell you about the reasons why people celebrate Christmas. Are they mainly religious or non-religious reasons? 
Beyond: Evidence that you have asked further questions to discover more information from the person you are interviewing. There should be a clear analysis of the questions.  
3. Find pictures or artwork that display the Nativity. Pictures could be printed from the internet using the web site listed above.
Achieving: Christmas cards could be bought. Pictures could be hand drawn. 
Beyond: Clear representations of the Christian beliefs should be displayed. A paragraph could be written to explain the symbolism. 
4. Complete your Christmas card. 
Achieving: The real meaning behind Christmas must be displayed in the card, showing scenes from Jesus’ birth, death and resurrection. 
Beyond: A message inside the card should be written to describe why Christians celebrate the birth of Jesus. Bible verse should be included. 

How is the module to be assessed overall?  
There will be an end of module assessment.

Module 3: What Do People Think A Sikh Person Is? 

Link to previous modules: 
Module 1: What Shapes How People Live Their Lives? Religion in Redbridge.

Where can I find extra information?
www.ikonkar.com/sikhism/gurus/gurus.htm
www.sikhs.org
www.bbc.co.uk/religion/religions/sikhism/beliefs/index.shtml

Theme and key questions of the lesson. 
1 Introduction to Sikhism: what do we already know? What is the Khanda and why is it important to Sikhs? How did Sikhism begin? 
2 What are the key events in the life and teachings of Guru Nanak? 
3 Who were the ten human Gurus and what do they teach to Sikhs? 
4  What are some of the teachings in the Guru Granth Sahib? Why is the Guru Granth Sahib so important to believers? 
5 What is the difference between a sign and symbol? What do the 5 Ks symbolise to Sikhs? 
6 How should you behave if you went to a Gurdwara? What would you see and experience there? 
7 Equality and service in Sikhism: what is the Langar? 
8 End of module examination.  Revision

Key vocabulary.
Sikhism Sikh Khanda Guru Nanak India Talwindi Meditate Pilgrimage Kartapur Lenha Guru Angad Customs Equality Bala Mardana Wealth Guru Amar Das Guru Ram Das Guru Arjan Guru Hargobind Guru Har Rai Guru Har Krishnan Guru Tegh Bahadur Guru Gobind Singh Guru Granth Sahib Teaching Guidance Gurdwara Manji Sahib Chauri Chanani Karah Parshad  Sign Symbol Kesh Kirpan Kara Kachera Kanga Vanity Purity Eternal Chastity Gurdwara Nishan Sahib Diwan Hall Langar Respect Sewa Kirat Karna Vand Chhakna Community Haumai Vegetarian Humble    

Task 
1. Research 5 facts about the life of Guru Nanak Dev Ji. Or research one story about an important event in his life. 
Achieving: Five detailed facts or a one detailed story should be written using information from books or the internet sites listed above. 
Beyond: Explain what these facts or stories teach us about Guru Nanak’s belief and how he taught. 
2. Choose one of the Ten Human Sikh Gurus. Draw a cartoon strip of an important event in the life of the Guru. 
Achieving: Pictures should be neatly presented and coloured, clearly telling an important story. 
Beyond: Captions should be added to explain why the Guru you have chosen is important to Sikhism. 
3. Design your own symbol to represent something that is important for you.  
Achieving: Clear symbolism, brightly coloured with an explanation of the various parts and images in the symbol. 
Beyond: A detailed description of what this symbol says about you and your beliefs should be added. 
4. Write an example of how we can serve each other at school and our families at home. 
Achieving: Two detailed descriptions must be written, a picture should illustrate your example.  
Beyond: Outline the Sikh teachings of Sewa and explain what Sikhs do serve others in the Gurdwara.
 
How is the module to be assessed overall?  
There will be an end of module assessment.

Module 4:  What Do People Think A Muslim Person Is? 

Link to previous modules: 
Module 1: What Shapes How People Live Their Lives? Religion in Redbridge.
 
Where can I find extra information?
www.bbc.co.uk/religion/religions/islam/features/beginner/index.shtml
http://www.islam4schools.com/high.htm
www.islamicity.com

Theme and key questions of the lesson. 
1 What is Islam? Who are Muslims? 
2 What were the important events in the life of the Prophet Muhammad p.b.u.h? 
3 What were the responses to the revelations of the Prophet Muhammad? 
4  Why is the Qur’an so important to Muslims?  
5 What have we learnt about the Qur’an? What are the key facts? 
6 What happens at the Mosque? What would you see and experience if you went to a Mosque? 
7 How should the Whitford Mosque call its members to Prayer?  
8 End of Module assessment 

Key vocabulary.
Allah Muhammad p.b.u.h.(Peace be Upon Him) Prophets Qur’an Submit Will Crescent Moon and Star Saudi Arabia Mecca Khadija Angel Jibril Medina Mosque Recite Revelations Qur’an Responses Respect Composed Ayah Surah Bismillah al-Fatihah Authority Day of Judgement Ramadan  Place of Prostration DomeMinaret Fauwara Ablutions Zulla Minbar Adhan Salah Call to Prayer Mu’adhin Madrassah  

Task 
1. Research five facts about the life of the Prophet Muhammad. 
Achieving: Five detailed facts should be written using information from books or the internet sites listed above. 
Beyond: Religious events should be listed. Explain how these facts influenced Muhammad’s beliefs and teachings. 
2. Complete your educational board game. Add more Question & Answer cards, or Fact cards. Achieving: The board is brightly coloured to attract children to play the game. It must teach children the key facts about the Qur’an.  
Beyond: The board game encourages children to want to learn more about the Qur’an. The game clearly describes the importance of the Qur’an to Muslims.  
3.  Design a leaflet explaining why people go to the Mosque. 
Achieving: Brightly coloured leaflet with a labelled diagram of a Mosque. List at least four reasons why people go to the Mosque and what they would do there. 
Beyond: Include details of the spiritual experience of going to a place of worship. Describe how a person might feel before and after their visit. 
4. Write a letter to the local newspaper to express your views about the Mosque’s application to broadcast the call to prayer. 
Achieving: Give at least three reasons for your opinion either for or against the application. 
Beyond: Two sides of the debate have been given. Include a clear explanation of why Muslims would like to hear the call to prayer.   
5. Revise for the assessment.  
 
How is the module to be assessed overall?  
There will be an end of module assessment.

Year 8: 
Module 1 : Who Am I?  

Link to previous modules 
Year 7 Module 4:  What do People Think A Muslim Person Is?
 
Where can I find extra information?
www.ks3.reonline.org.uk
www.islam4schools.com/high.htm
www.bbc.co.uk/religion/religions/judaism/holydays/passover/index.shtml

Theme and key questions of the lesson. 
1 What contributes to our identity? What are the external and internal features of identity?   
2 What are the 'Five Pillars of Islam' and how do they shape a Muslim's Identity? What is my declaration of faith? 
3 What are the benefits of Prayer and Fasting? What are the difficulties of performing these duties in British society? 
4  How do Muslims create an equal society? What is the Hajj and how might Muslims feel as they go to Mecca? 
5 How does the Tibetan Wheel of Life help us to understand that during every day our identity can change depending on our emotions? 
6 Why do ceremonies and symbols still give identity to Jews today? 
7 What shapes my identity? What makes me different to my class mates?  
8 End of module examination.  

Key vocabulary.
Identity Culture Media Self-portraits External Physical Internal Experiences Character Arabic Submit Allah Positive Negative Five Pillars Duty Obedience Shahadah Declaration Faith Prayer Fasting Benefits Difficulties Salah Sawm Ramadan Eid al-fitr Wudu Ritual Ablution Zakah Charity Alms Compulsory Pilgrimage Spiritual Experience Hajj Mecca Qur'an
Suffering Tibetan Wheel of Life Emotions Constantly Bar Mitzvah Torah Shabbat Circumcision Pesach Sedar Individual Self-evaluation Influence Respect Understanding 

Task 
Stick a photograph of yourself into your exercise book. On one side of the photograph describe the outer you: physical appearance. On the other side, describe the inner you: feelings, character and experiences. 
Achieving: A detailed description should be given to describe yourself. You should include information to explain why you were feeling particular emotions when the photograph was taken- was it a happy or special occasion?  
Beyond: An analysis should be made of why you have chosen to present yourself in a particular way- what does your hair style or taste in clothes say about you? Describe what influences the inner you: what make you happy or sad, why? 
Research at least three reasons why some Muslims should not fast. 
Achieving: Three reasons should be given with a detailed explanation of why a particular person would not fast. 
Beyond: More than three reasons stated. Clear evidence of research from the internet links listed above or other sources. 
Write a letter from a person wanting to receive Zakah money. Explain your reasons for needing the money and why you qualify to receive it. 
Achieving: The letter should be written in character, you should choose one of the following: widows, ophans, new converts to Islam,
prisoners of war, people in debt. 
Beyond: Imaginative and detailed reasons should be given to explain why your character should receive money. List ways that the money would be used. 
Write a presentation for the rest of the class to explain what has shaped your identity. 

Achieving: Prepare a five minute talk about an event, person, place, religious belief or teaching that has influenced who you are today. 
Beyond: Bring in photographs, objects, songs, video clips etc. to help others to understand more about your identity.
 
How is the module to be assessed overall?  
There will be an end of module assessment.

Module 2: The Journey of Life: Rites of Passage  

Link to previous modules 
Module 1: How can a Rite of Passage Ceremony add to a person's identity?
 
Where can I find extra information?
www.request.org.uk/main/dowhat/baptism/baptism.htm
www.re-xs.ucsm.ac.uk/re/passage/

Theme and key questions of the lesson. 
1 What are Rituals and why are they important for some people? Why do people mark the birth of a baby generally, and in particular ways? 
2 Birth: Why do some Christians baptise their babies? What are the arguments for and against committing a child to a particular religion? 
3 Is there a particular age when a person reaches maturity? What are the Jewish Coming of Age ceremonies?  
4  Why is marriage important to believers? What happens at a Sikh wedding? 
5 What are the different types of marriage ceremony for each religion? 
6 Is there life after death? Why do some religions bury their dead and others believe in cremation?  
7 What happens at a funeral? What is the purpose of the ceremonies?  
8 End of Module Assessment 

Key vocabulary.
Rites of Passage Ritual Initiation Congratulations Baptism Christening Dedication Service Believer's Baptism Font Original Sin Maturity Legal Age Bar Mitzvah Bat Mitzvah Torah Sabbath Hebrew Synagogue Orthodox Reformed Bride Groom Vows Union Arranged Marriage Guru Granth Sahib Ketubah Chuppah Lagna Prasang Chori Faithful Wali Nikah Soul Paradise Heaven Hell Akhirah Day of Judgement Funeral Hearse Burial Cemetery Cremation Crematorium Mecca Kaddish Shiva Mourners Reincarnation AtmanMoksha   

Task 
1. Complete the Birth Congratulations card:
Achieving: colourful pictures and words must be included. A greeting should be written inside the card to explain your views on the purpose of life. Describe what you would hope for the new child to achieve or experience in life. 
Beyond:The greeting should include reference to religious beliefs about children being a gift from God; describe why believers may see the birth of a child as particularly significant. 
2. Write an article for a religious magazine describing your views about committing a child into a religion. 
Achieving: Your own views should be clearly expressed. Three reasons should be given to support your argument. 
Beyond:Two sides of the argument should be clearly explained. You should conclude with your personal views, giving reasons for you opinions. 
3. 'There is no point getting married if you do not believe in God' Do you agree or disagree? Write an essay to explain your views. 
Achieving: Your beliefs and opinions should be outlined. Three reasons should be given to support your argument. 
Beyond:Two sides of the argument should be explained. Why would some people disagree with your beliefs? 
4. Research the funeral rites for one of the major world religions.
Achieving: Include facts about how the body is prepared for burial or cremation. Explain why the religion has particular beliefs about burial or cremation. Beyond:Describe how the funeral ceremony helps the family to cope with the death of their loved one.
 
How is the module to be assessed overall?  
There will be an end of module assessment.

Module 3: Why are some places special and important for believers?  

Link to previous modules 
Year 7 Modules 2- 5. What do people think a Christian, Sikh, Muslim and Hindu person is?
 
Where can I find extra information?
www.re-xs.ucsm.ac.uk/re/pilgrimage/
www.sikhs.org/gurdw1.htm
www.channel4.com/life/microsites/H/hajj/

Theme and key questions of the lesson. 
1 What is the difference between going on a journey as a tourist and a pilgrim? 
2 What would attract people to go on a religious pilgrimage? What activities would pilgrims take part in? What might they experience? 
3  Why is Jerusalem special and important to Jews, Christians and Muslims?  
4 How can a multi-faith school work in Jerusalem?  
5 What happens at Lourdes? Do Miracles still happen today? 
6 Why might a Sikh go to Amritsar? What is the history of the Golden Temple? 
7 What is so special about the River Ganges for Hindus?  
8 End of module examination.  

Key vocabulary.
Pilgrim Pilgrimage Tourist Jerusalem Wailing Wall River Ganges Harminder Sahib Sacred Atmosphere Amritsar Jerusalem Varanasi Lourdes Mecca Western Wall Soloman’s Temple Via Dolorosa Church of the Holy Sepulchre Ibrahim The Dome of the Rock Conflict Multi-faith school Palestinian Arab Armenian Culture Respect Ethos Collective Worship Bernadette Visions Grotto of Massabiele Miracles Golden Temple Punjab The Pool of Nectar Deliverance Reincarnation Moksha Cleansing Ashes    

Task 
1. Research information about one of the following places of pilgrimage: Amritsar, Jerusalem, Varanasi, Lourdes or Mecca.  
Achieving: Include at least five facts and two pictures.
Information should be added to explain why a person would want to go on a pilgrimage. Beyond: More than five facts should be written. Include quotations from people who have been on a pilgrimage and their experiences.    
2.  Complete your section of the travel brochure. Describe why it is a special and important place for religious believers. 
Achieving: Make a list of activities that a pilgrimage programme might offer. Include images of the places of pilgrimage and of the activities on offer- a picture of a person praying etc. 
Beyond:Add quotations from previous customers saying why they went on a pilgrimage, and why they would recommend the special journey.  
3. Imagine you are a pupil in the multi-faith school in Jerusalem. Write a welcoming letter to a new teacher.  
Achieving: Describe the purpose and Ethos of the school. Explain the differences and similarities between the three religions represented. 
Beyond:Reasons should be given to explain why there is conflict in Jerusalem and how the multi-faith school is aiming to overcome these conflicts. 
4. Design your own pilgrimage. 
Achieving: Include a detailed plan of the places you would visit and the activities you would do. 
Beyond:A detailed explanation must be given of why you have chosen your particular pilgrimage. Why are these places special and important to you? 

How is the module to be assessed overall?  
There will be an end of module assessment.

Year 9:
Module 1: Religion and Morality: How do Believers make Good Choices? 

Link to previous modules 
Year 8 Module 3: What Helps Keep Religious Believers Going?
Year 8 Module 4: Is Being A Religious Believer An Easy Option?
 
Where can I find extra information?
www.anandpursahib.org/s/baisakhi1999
www.sikhs.org/khalsa.htm

Theme and key questions of the lesson. 
1 How is Religious Education relevant in today's society? How do we know the truth? 
2 What is a Moral Decision? How can we make the right choice? 
3 How does Religion influence Morality? 
4 How can Muslims follow the example of the Prophet Muhammad (pbuh) in today's society? 
5 What is the 'Ethical Code of Conduct' that Khalsa Sikhs have to obey?
6 What are the 'Five Moral Precepts' and how does meditation help a Buddhist to follow them? 
7 What do the letters 'WWJD' stand for and why is this good criterion for Christians when making their moral decisions?  
8 End of module examination.  

Key vocabulary.
Evaluating Prior Beliefs Reality Medical Ethics Prejudice Discrimination Optical Illusions Morality Amoral Repercussions Consequences Dilemmas Subjective Personal Preference Objective External Golden Rule Sunnah Hadith  Sira Matn Isnad Chain of Authority Khalsa Ethical Community Amrit Initiation Panj Kakke Gurdwara Guru Granth Sahib Panj Piare Baisakhi Meditation Enlightenment Insight Precepts Brahma Viharas Metta Karuna Mudita Upekkah Hot Seating WWJD Criteria        

Task 
Write out your own moral dilemma, and draw a diagram to illustrate it. This piece of work will be displayed. 
Achieving: A detailed answer must be included to explain the morally right way to solve the dilemma. 
Beyond: Religious teachings should be referred to, showing how a believer would solve the dilemma. 
List five rules that you believe should never be broken regardless of the circumstances. Achieving:

Achieving: A paragraph should be written to explain why you believe these rules are unbreakable.  
Beyond: Religious teachings should be referred to and an explanation given to why these rules are important to believers. 
Write your own wise saying or teaching that you would want other people to follow. Illustrate your work for display. 
Achieving: Write a paragraph to explain how this saying or teaching will have a positive influence on society.  
Beyond: Explain how society would be different if everybody followed the teaching. Link the teaching to a similar religious belief.  
Complete the Khalsa leaflet. Using the web sites listed above, include pictures and additional information. 
Achieving: Clear reasons should be listed to explain why it may be difficult for Khalsa Sikhs to follow the Ethical Code of Conduct. 
Beyond: Explain why a Sikh would want to join the Khalsa and list the benefits of being part of a community.  
Think of a leader/ person who has special status for you and who helps you make decisions. 

Achieving: Explain why you admire this particular person and give detailed examples of how they have influenced you in the past.  
Beyond: List reasons why it is important to follow someone else’s example. Consider the value of following religious leaders. 

How is the module to be assessed overall?  
There will be an end of module assessment.

Module 2: What kinds of issues are believers concerned about today? 

Link to previous modules 
Year 9 Module 1: Religion and Morality: How do Believers make Good Choices?
 
Where can I find extra information?
www.bbc.co.uk/religion/ethics/abortion/index.shtml
www.request.org.uk/issues/topics/issues.htm
www.faithnet.org.uk/ks4re.htm#Social%20Harmony

Theme and key questions of the lesson. 
1 What are the religious issues surrounding abortion? What are the Absolutist and Relativist views? Does the father have a right to make a decision? 
2 When does life begin according to Guru Nanak Dev Ji? What are the Jewish attitudes towards Abortion? 
3 What are the arguments for and against Euthanasia? What are the Hindu beliefs about Euthanasia and Suicide?  
4  What are the different types of prejudice that people suffer in British society? How would a Christian respond to prejudice and discrimination?  
5 Is there sexism in religion? What is the role of women in Sikh society? What does the Church believe about women in leadership? 
6 Why do we punish criminals? What is the Islamic view on Crime and Punishment? 
7 Should Capital Punishment be reintroduced in Britain? What does the Bible teach us about the treatment of criminals?  
8 End of module examination.  

Key vocabulary.
Abortion Foetus Absolutist Relativist Circumstances Pro-Life Pro-Choice Emotions Conception Creation Exodus Mishnah Maimonides Rabbi Euthanasia Assisted Suicide Mercy Killing Passive Active Terminally Ill Prejudice Judge Discrimination Gender Disability Sexism Ageism Appearance Equality Sangat Khalsa Ordination Priesthood Pastoral Shari’ah Judgement Treatment Shirk Zalim Hudu Justification Forgiveness Merciful Execution Death Penalty Death Row Trauma Imprisonment Rehabilitation       

Task 
1. Design either a pro-life or pro-choice campaign poster. Include beliefs from a religion of your choice. 
Achieving: Posters should include at least three reasons to support either Pro-Life or Pro-Choice arguments.  
Beyond: Arguments should be supported by passages from Holy Books, with clear explanations of each passage.   
2. Write a script for a television or radio advertisement or draw a picture for a bill board or magazine advertisement that reverses the sexist stereotypes.  
Achieving: Clear descriptions or images are presented which shows women taking part in traditionally male activities, or men taking part in traditionally female activities. E.g. a man advertising a new iron or a woman using a new power drill.  
Beyond: Imaginative scenes are described or drawn; the people and situations in the advertisement are placed in a wider religious and cultural context. 
3. Write an essay to describe your views on the following question: Should Capital Punishment be reintroduced in Britain? 
Achieving: A definition of Capital Punishment should be given. Arguments should be supported by passages from Holy Books, with clear explanations of what each passage means.   Beyond: Two sides of the debate should be put forward. Explain that within a particular religion, there may be differing views. 
4. Revise for end of module examination.   

How is the module to be assessed overall?  
There will be an end of module assessment.

Module 3: Why do we suffer and does suffering make it impossible to believe in God?

Link to previous modules 
Year 9 Module 1: Religion and Morality: How do Believers make Good Choices?
 
Where can I find extra information?
www.buddhanet.net/wheel1.htm
www.request.org.uk/issues/topics/suffering/suffering01.htm

Theme and key questions of the lesson. 
1 What reasons might someone give for not believing in God? What is the difference between Natural and Moral Evil?  
2 How does suffering affect belief in God? What can the story of Job tell us about how to respond to suffering? 
3/4 Are there forces of Good and Evil? How can the Hindu beliefs about Karma explain why we suffer? How can evil be defeated in the life of the individual? 
5 How do the Four Noble Truths and the Eight Fold Path help Buddhists to deal with the problem of suffering? 
6 Who were Adam and Eve and can they explain the existence of evil in the world? What are the origins of Satan according to Christianity and Islam? 
7 Does God understand and share in our suffering? What does the cross represent to Christians?  
8 End of module examination.  

Key vocabulary.
Atheist Agnostic Theist Natural Evil Moral Evil Suffering All Powerful All Loving All Knowing Intervene Job Moral Behaviour Supernatural Forces Ayyub Satan Punishment Murti Kali Destroyer Punisher Karma Samsara Moksha Atman Brahman Dharma Moksha Chitram Four Noble Truths Eight Fold Path Buddha Non-attachment Five Moral Precepts Genesis Eden The Fall Fallen Angel Serpent Sin Disharmony Crucifixion Forsaken Symbolism Condemnation Redemption  

Task 
1. Find newspaper or magazine articles about recent events of evil and suffering. Pictures must be included. 
Achieving: Write a paragraph to summarise the article, explain whether it is suffering caused by Natural or Moral Evil. 
Beyond: Include ways in which this evil could have been avoided or overcome by the sufferers. 
2. Write a letter to someone who is suffering, use the story of Job to encourage them. Achieving: The letter should be written in character. A detailed account of the story of Job should be included. 
Beyond: An explanation of how Job’s experiences could help someone cope with their suffering must be added. 
3. Research a charity or religious organisation which tries to help ease the suffering in the world. 
Achieving: At least five detailed facts about the organisation should be given: how and why they started, what kind of help or support do they offer. 
Beyond: Reflect on religious and non-religious responses to suffering and evil. For example you could compare Muslim Zakah with Comic Relief. 
4. ‘The existence of Evil and Suffering in the world proves that God does not exist’ Do you agree? Write an essay to explain your beliefs. 
Achieving: Give clear reasons for your opinions showing you have evaluated a variety of religious beliefs and teachings. 
Beyond: Show you have considered another point of view; explain both sides of the debate. 

How is the module to be assessed overall?  
There will be an end of module assessment.