Scheme of Work Title: Is God Dead?
Year: 9
Term: Autumn b
Religious Studies
Unit Overview
This unit aims to enable students to consider the extent to which Britain can be considered to be a secular society as well as a range of sociological views on this and the
question of what really constitutes a religion. Students will consider the statistics related to religious belief and practice in the UK and the different ways in which they can
be interpreted, leading one to draw different conclusions respectively. Further to this, students will look at the range of alternatives to traditional religious faith that have
emerged in the last century and consider the reasons for this and the impact of these faiths in Britain today. Ultimately, students will use the evidence under consideration
to conclude as to whether Britain is in fact a secular country or whether the way in which we manage issues of faith and belief as individuals and as a society has simply
evolved.
Skills and Concepts covered
This unit considers the extent to which secularisation is a fact and the possible impacts of this. It is broadly sociological in nature and draws on a range of concepts from
this discipline such as functionalism, constructivism and substantive perspectives. Further, it considers the impact of religion to the individual in terms of psychology,
looking directly at the work of Freud.
In completing this module, students will develop their skills of statistical analysis, evaluation, research and persuasive writing. A whole lesson is devoted to the art of
forming clear and persuasive arguments as this is a skill that students will need throughout their academic lives.
Expectations
All students must be able to describe the statistical evidence for a decline in religious belief and practice in the UK. They must be able to identify some possible reasons for
this apparent decline such as the emergence of more scientific world views. Students must also be able to describe at least one way in which religion can be defined and
how this might affect the statistics that we have considered. Further to this all students must be able to describe at least one emergent alternative to traditional religious
beliefs such as humanism or scientology. They must be able to express their own opinion on whether or not Britain is now a completely secular country.
Most students should be able to explain why some people argue that religion is in decline in the UK based on statistics and why others might disagree with this view. They
should be able to suggest some reasons why there is an apparent decline and why this might be considered to be misleading. Also, students should be able to explain a
range of sociological definitions for religion and suggest some reasons why these different definitions might affect the ways in which we read the available statistics.
Students should be able to explain how different systems of belief have taken the place of traditional religious beliefs and suggest reasons why, despite the apparent
decline in Church attendance, people are still drawn to belief systems such as humanism or scientology. Finally, most students should be able to evaluate the evidence
presented to them throughout the course of this module to conclude as to whether or not Britain is a secular country, supporting their view using evidence gleaned from
their own learning.
Some students could be able to evaluate the statistical evidence for the apparent decline in religious belief in Britain synthesising the evidence from this and their learning
on emergent beliefs to conclude as to whether the evidence is as clear as it might first appear. They could be able to evaluate the different sociological definitions for
religion and to conclude as to which is the more effective, taking account of the impact of these definitions on the statistical evidence for religious decline in Britain.
Students may also be able to use evidence from other disciplines (i.e. psychology) to evaluate why, despite the evidence for a decline in traditional religious belief, we are
seeing a trend towards greater spiritual awareness, a reversion to more animistic faiths (such as neo-paganism) and an apparent desire to hold on to some sort of spiritual
dimension in life. Finally, students could be able to form a clear and balanced line of argument based on evidence to support their own view on the question of
secularisation in Britain.
Prior learning and likely student misconceptions
It would be useful if students remember some of their learning from Year 8 on the value of religion. During this module they will have considered the case for a
Functionalist perspective on religion having considered the theories of both Durkheim and Malinowski on religion as a form of social cohesion and a way or predicting and
controlling world respectively. It is probably worth reminding them of that unit of work so that they can see the progression into this topic.
Students may consider this an opportunity to demonise religion and look only at the negative roles that it fulfils. Although they should be encouraged to look at issues
critically and certainly should never be told that they must agree with religious perspectives it is worth spending a little time at the beginning of the module to consider the
need for sensitivity and respect when considering these issues as there may be people within the class for whom these issues have personal significance.
ICT, Literacy and Numeracy
ICT: ICT is used throughout this module in the form of PPT and audio-visual stimuli. There are opportunities throughout the module for students to engage with ICT and
these should be taken, where possible, by classroom teachers. Staff are encouraged to use the booking system for ICT rooms where practicable.
Literacy: Literacy is promoted in every lesson in this scheme and the opportunities for developing it are detailed in the final column of the lesson grid below.
Numeracy: Numeracy is promoted in every lesson in this scheme and the opportunities for developing it are detailed in the final column of the lesson grid below.
SMSC: Again, SMSC is explicit in every lesson of this module and the links are made clear in the detail below.
Inclusion and Well Being Outcomes
Being safe and staying healthy: Students are encouraged to consider the nature of spirituality and the effects of this on mental well-being specifically in the Freud lesson of
this scheme. Staff are expected to cultivate an environment of respect so that students feel both safe and confident in sharing their own views and challenging the views of
others in a diplomatic and sensitive way. Further, students will be considering the options available to them in terms of spirituality and faith which enables them to make
clear and safe choices regarding the nature of some of the options available to them. For example, as part of the market place activity on alternatives to traditional
religious belief they will consider the nature of scientology and cults as alternatives to faith and the potential dangers that may come with these choices.
Economic Well Being: Students are asked to work in groups and pairs throughout this module, this develops their collaborative working skills and therefore enables them
to hone the skills necessary for work and economic well being in the future. Further, most students will be able to use opportunities within this module to develop their
public speaking and presentation skills which, again, allows them to develop value skills for the work place and therefore supports them in their future economic well being.
Making a Positive Contribution: Students are asked to contribute to group and class activities throughout this module, encouraging them to see that their views and ideas
are both valid and valuable. In turn, this helps them to develop the confidence to contribute to wider society and see that contribution as valuable and necessary. Students
are also encouraged to consider the contributions of others and other agencies to the wider society and to assess the value of these contributions from a range of
perspectives. This enables them to see that a collaborative society works better than an individual one and should give them the impetus and motivation to make their
own, positive, contributions to society.
Enjoy and Achieve: Throughout this module, students are asked to reflect on and assess their own learning. This enables them to both celebrate their achievements and
plan their next steps.
Assessment for Learning
Students are asked to assess their own progress in every lesson of this module using the learning objectives set. Further, all students have access to the level descriptors,
their own target levels and progress monitoring sheets. When students complete formal assessments (that feed into CAG data) they will be issued with a clear mark
scheme by which to monitor their progress and plan their work. They will also be asked to assess their own performance in each formal assessment. Additionally, staff are
required to provided informal and formative assessment feedback on several of the activities in this module, where this is the case it is detailed in the lesson grid below.
Where assessment is teacher led the whole school BEST marking policy should be adhered to.
PLTS
Independent Enquirers: The entire unit supports the development of this skill as students are working as independent units within the classroom to develop their own
ideas, strategies and responses.
Creative Thinkers: Students will be asked to think creatively about all aspects of the unit and will develop this skill in every lesson. They will need to consider issues and
suggest solutions to problems.
Reflective Learners: Frequent opportunities for self assessment allow students to reflect on their own learning and how to improve. Students will also be invited to reflect
on their own views throughout the unit in order to build their own opinions and arguments on the issues under consideration.
Team Workers: There are frequent opportunities for students to engage in collaborative work throughout this unit.
Self Managers: Throughout the sessions students will be provided with time limits and deadlines that they will need to meet in order to progress to the next stage. This
should enable students to develop their time management skills and show them how to set short goals in order to achieve a larger one.
Effective Participators: Frequent group work throughout this module supports this. Techniques for ensuring engagement are also highlighted throughout this scheme, for
example the use of mini whiteboards to elicit responses from students and the use of different coloured pens during group activities. Staff many also include other
strategies such as the use of number cards and lolly sticks during discussion and questioning.
Community Cohesion
This unit considers directly the impact the religious faith can have on a society, both positive and negative. It looks at the ways in which religious belief can draw a
community together and so community cohesion is explicit throughout the module. Further, the focus on collaborative work through the unit fosters the spirit of
community cohesion among the students as they work together towards a common goal.
Resources
PowerPoints (see lesson folders); statistics on secularisation; Diamond 9; God’s grave or exhumation?; Secularisation task sheet; Definitions of religion; key
challenge/support cards; Definitions assessment; Market place information on alternatives to traditional religion; Examples of arguments; Herringbone plans; Negotiated
assessment grids; Freud grid; Freud task sheets; Talking heads sheet; Does religion have any value assessment.
Lesson
Departmental Assessments
1
2
3
4
5
6
7
8
9
10
Is religion like a dodo? – Statistical evidence for secularisation.
How can we define religion? – Sociological definitions of religion.
Have we simply replaced traditional religion? – Alternatives to traditional faith (market place)
Have we simply replaced traditional religion? – Alternatives to traditional faith (analysis)
Why don’t we want to let go of God? - Freud
Is Britain secular? – Concluding the learning
Written assessment (CAG)
Presentation/discussion assessment
Written assessment (CAG)
Home Learning
Students have completed Home Learning on Genocide this term. However, students should also use some time outside of school to compile evidence for their final piece of
writing on the value of religion such as newspaper articles.
Using this SoW and 4 Phase Learning
It is whole school policy that all lessons be planned using the 4 phase strategy. Thus, the lesson content in this scheme is presented using this strategy. It is sometimes
necessary to use several phase 2’s and 3’s. Where this is the case you will see that the activities are labelled a – c. You should complete a phase 2 part a, then the phase 3
part a moving on then to phase 2 part b and so on and so forth.
Learning Objectives



Must be able to
define secularisation
and identify
evidence of Britain
being a secular
society . (4)
Should be able to
suggest and explain
why religion could
still be important in
a secular society. (56)
Could be able to
evaluate he idea
that religion is losing
its influence in
society. (7-8)
Phase One:
Possible Activities
Lesson One – Is religion a dodo?
Phase Two:
Pose the question “If religion was
an animal, what would it be?” Ask
students to draw it in their books
and write a few sentences
underneath to explain their
choice. Review some of the
choices as a class.
Phase Three:
a) Using the information on
animals, students should now
decide as a small group which
animal they think best represents
religion. They should present
their conclusions to the class.
b) Split groups into pairs and have
one group rotate clockwise (so as
to mix up groups without losing
the differentiation). They should
explain how they have done their
diamond nine and challenge one
another on this. Decide
individually whether to complete
the gravestone or exhumation
a) Hand out statistics to groups
differentiated by co-ordination.
Students should consider the
figures and answer the questions
on these.
b) Students should consider
whether or not religion is still of
any value in Britain. In their
groups they should complete the
diamond nine activity. Share
Nietzche quote.
Phase Four:
Students return to their original
groups and complete the
reflection activities related to
their individual targets.
Differentiation and Extension
For those who need extra support:
Differentiate groups by coordination to mix abilities.
Open question in phase one allows
for differentiation by outcome.
Reflection activities matched to
target levels.
For those who need stretching:
Open ended nature of lesson
allows for the more able to extend
their own learning.
Consider setting up a help desk
with extension materials relating
to the topic.
Differentiation by co-ordination
helps to stretch more able.
Open question in phase one allows
for differentiation by outcome.
Reflection activities matched to
target levels.
Links/Keywords/Assessment
Links:
SMSC – Reflection on the
nature of society in Britain
today and the changes that
may be taking place.
Literacy – Speaking and
listening, writing.
Numeracy – Statistical
analysis.
Sociology
Citizenship
Key Words:
Secularisation
Evidence
Society
Value
Assessment:
Assessment of reflection
work using level descriptors.
Learning Objectives
Possible Activities
Differentiation and Extension
Links/Keywords/Assessment
Lesson Two – How can we define religion?
Phase Two:
For those who need extra support:
Differentiate groups by coordination to mix abilities.
Links:
SMSC – Consideration of the
nature of spirituality and the
role of religion in society.
Literacy – Speaking and
listening, writing to
persuade.
Numeracy – Ranking ideas
and attaching numerical
value (estimation).
Sociology
order for God.



Must be able to
describe at least one
definition of religion
and identify the
pro’s and con’s of
this definition. (4)
Should be able to
explain the benefits
and disadvantages
of at least 2
definitions of
religion. (5-6)
Could be able to
evaluate definitions
of religion and argue
which is best and
why.
Phase One:
Students spend a few minutes
designing a section of a tourist
podcast to an alien visiting the
world. This podcast should
explain what religion is.
Phase Three:
a) Re-groups students into 6’s (an
A pair + B pair + C pair). They
should now explain their
definitions to each other.
b) Students need to consider the
challenges and match these to the
correct definitions. They need to
score it out of 10 for damage
a) Put students into pairs and
label each pair A/B/C. Give A pairs
the information on substantive
definitions, B’s Functionalist and
C’s Constructionist (if you think
the terminology will be a barrier
to learning then you do not need
to use it). They should investigate
this definition and be prepared to
teach it to others.
b) Distribute the key challenges
cards to the groups.
c) Distribute the key support cards
to the groups.
Phase Four:
Students complete assessment
sheet. Allow them to stay in their
groups as they can then support
one another with the task.
Assessment activities matched to
target levels.
For those who need stretching:
Differentiation by co-ordination
helps to stretch more able.
Reflection activities matched to
target levels.
Key Words:
Definition
Religion
Substantive
Functionalism
Constructionist
Sociology
Assessment:
Phase four task should be
formally assessed using
mark scheme issued by
dept. Use for CAG data.
Learning Objectives
Possible Activities
Differentiation and Extension
Links/Keywords/Assessment
For those who need extra support:
Links:
SMSC - Consideration of the
changes in social priorities
and how these are reflected
in religion. Appreciation of
different spiritual models.
Literacy – Speaking and
listening, reading
comprehension.
Numeracy – Estimation
during phase one.
Sociology
done.
c) Students need to match the
support to the correct definitions.
They should then rank the
definitions in order of
effectiveness.



Must be able to
describe some
alternatives to
traditional religion
that are increasing
today. (L4)
Should be able to
suggest some
reasons why people
are seeking these
alternatives (L5-6).
Could be able to
evaluate whether
this changes the
view on
secularisation (L7-8)
Lesson Three – Have we replaced traditional religion?
Phase One:
Phase Two:
Using the PPT ask students to
a) In groups of 3 students research
identify what the people/things
one alternative to traditional
depicted have in common.
religion.
The answer is that they are
b) Two students from each group
becoming more and more popular go out into the market place to
(more people are joining/have
gather information on the
one). Ask students to estimate
different alternatives to
the % increase in neo-paganism
traditional religion. One student
over the last century.
from each group stays behind to
peer teach others.
Phase Three:
a) Students convert their
information into a poster
containing no more than 10
words.
b) Peer teaching takes place.
c) Students return to their group
and share the information.
Phase Four:
Groups decide whether or not
they think that religion is in
decline or changing.
Differentiate groups by coordination.
For those who need stretching:
Differentiation by co-ordination
allows the more able to be
stretched.
Nature of the content allows for
progression to highest levels.
Key Words:
Secularisation
Development
New Religious Movement
Cults
World view
Assessment:
Informal of group working
skills and speaking and
listening.
Learning Objectives
 Must be able to
express a point of
view and give
reasons for it (4)
 Should be able to
explain a point of
view using a range
of evidence to
support it (5-6)
 Could be able to
evaluate different
views and reach a
fully supported,
personal conclusion
(7-8)
Possible Activities
Lesson Four – Have we replaced traditional religion?
Phase One:
Phase Two:
Show students clip from Catherine Students work in pairs to look at a
Tate (Yes but, no but). Discuss
couple of examples of arguments.
whether she presents a good
They should highlight positives
argument and mind map the
and negatives.
reasons why she does not. Ask
students to estimate how many
times she says “but”.

Lesson Five – Why don’t we want to let go of God?
Phase One:
Phase Two
Re-cap Nietzche quote “God is
a) Students mind map the
Dead”. Students reflect on this
qualities of the perfect dad.
and create a quick graffiti wall
b) Working in groups of 4,
showing how people might feel if
students retrieve information
it was proven, beyond doubt, that about Freud from around the
there was no God.
room (put slides up as posters).
To limit traffic advise students
that only one person may be
absent from the table at any one


Must be able to
describe why Fred
thought we had
religious beliefs. (4)
Should be able to
explain, using
evidence, Freud’s
theory on religion.
(5-6)
Could be able to
Phase Three:
Put together a recipe for a good
argument.
Working in the groups they were
in last lesson, students should
plan out their presentation using
the herringbone planning
guidelines and the information
they collected last time about
alternatives to traditional religion.
Each student should have a copy
of the groups plan in their books.
Phase Four:
Students present their arguments
on whether we have abandoned
or changed religion.
Peer assessment of presentations.
using negotiated assessment
grids.
Differentiation and Extension
For those who need extra support:
Cribbed herringbones available to
support less able.
Differentiation by co-ordination.
For those who need stretching:
Links/Keywords/Assessment
Links:
SMSC – Group work and
leadership skills honed.
Literacy – Persuasive
arguments, public speaking.
Numeracy – estimation.
Sociology
History
Differentiation by co-ordination
allows for the more able to be
challenged.
More able students should be
encouraged to take the lead in the
speaking exercise to develop public
speaking skills
Key Words:
Persuade
Argue
Evidence
For those who need extra support:
Differentiate groups by coordination.
Links:
SMSC – Different
explanations for the spiritual
dimension of life.
Literacy – Speaking and
listening, writing in phase
four.
Numeracy – Some
information in retrieval task
is presented numerically.
Psychology
Assessment:
Informal assessment of
group working skills and
Open ended nature of task allows
public speaking skills.
more able to challenge themselves. Formative assessment of
herringbone plan.
Consider setting up a help desk
with more challenging materials
for more able to access.
Phase four tasks relate directly to
student target levels.
For those who need stretching:
Differentiation by co-ordination.
Learning Objectives
evaluate Freud’s
theory on religion.
(7-8)
Possible Activities
time.
Nature of the content allows
students to achieve highest levels.
Phase Three:
a) Discuss student’s ideas about
the perfect dad – collate on the
board and leave them up.
b) Students collate the
information they have gathered to
put together an overview of
Freud’s theory of religion.
c) Check students learning by
showing Oedipus clip and use
targeted questioning to see that
they realise how this links to
Freud.



Must be able to give
reasons why religion
may or may not
have any value
today (4+)
Should be able to
explain arguments
for and against the
view that religion
has no value today
(5+)
Could be able to
assess different
arguments and use
evidence to present
a clear argument on
whether religion has
any value today (7-
Differentiation and Extension
Phase Four:
Student’s complete task related to
their target level.
Class vote on how effective
Freud’s theory is.
Lesson Six – Does religion have any value in society today?
Phase One:
Phase Two:
Discuss the questions on the PPT – Watch Dawkins clip and note
again these are related to the
down at least 4 reasons why he
Nietzche quotation.
would argue that religion has no
value today, record these reasons
on the talking heads sheet.
Phase Three:
a) Complete talking heads sheet
to show possible responses to
Dawkins using ideas from our
lessons over the past few weeks.
b) Plan out assessment and
complete.
Phase Four
Use assessment criteria to self
assess final piece.
Use emoticon to represent
learning during this module.
Phase four tasks relate directly to
target levels.
Links/Keywords/Assessment
History
Key Words:
Psychology
Freud
Oedipus
Primal Horde
Assessment
Phase four task to be
assessed using level
descriptors.
For those who need extra support:
Students complete an activity
related to their target level.
Crib sheets and word banks
available.
Open ended nature of topic allows
for differentiation by outcome.
For those who need stretching:
Open ended nature of topic allows
students to extend themselves.
Nature of content allows more
Links:
SMSC – Changing views on
the value of religion in
society, creating your own
opinions.
Literacy – Extended writing
task, writing to persuade,
forming arguments, using
evidence.
Numeracy – Using number
to self assess.
Sociology
Psychology
History
Key Words:
Value
Atheist
Learning Objectives
8)
Possible Activities
Differentiation and Extension
able to achieve the highest levels.
Students complete an activity
related to their target level.
Links/Keywords/Assessment
(plus all key words listed
above)
Assessment
Formal assessment of final
piece using mark scheme
issued by dept. Use for CAG
data.