Close

Our School App Stay connected on the go...

Open

Philosophy, Religion and Ethics

Curriculum Intent

Following the local SACRE and the Buckinghamshire Agreed RE Syllabus, we seek to ensure that all students develop spiritually, academically, emotionally and morally. This helps them understand themselves and others and cope with the opportunities, challenges and responsibilities of living in a rapidly changing world. Our curriculum is “spiral” in design. This means that we aim to explore topics more than once over the course of the Key Stages from different perspectives and in greater depth as we move up through the year groups. We aim to draw out and make relevant the links between attitudes, beliefs and behaviour, focusing on promoting social cohesion as well as intellectual curiosity. We strive to embed transferable skills into our teaching as well as digital learning practices to ensure that students are well-prepared for further study.

 

Key Stage 3

Year 7 Year 8 Year 9

Why study PRE? (Transition topic) Prior experiences and knowledge, brief introduction to worldviews and the questions we are interested in asking in PRE.

 

Identity: What does it mean to be me? Personal and a range of religious identities.

 

Community: How can we all live together? A range of religious communities are explored as well as non-religious views on ‘community.’        

 

Religious Art: How can I express myself when words are not enough? Exploring a range of religions’ artistic traditions and their meaning.             

 

Ethics: How should I live my life? What do religions teach about temptation and consequences?

Philosophy for Children: Asking big questions and developing critical enquiry skills on issues of morality and justice.

Promoting thinking skills and philosophical enquiry.

 

Evil and Suffering: Why do bad things happen to good people? Exploring Christian and Buddhist beliefs about the causes, purpose and relief of human suffering.

 

Exploring the Human Condition: What does it mean to be a human being? Exploring religious and non-religious views about the physical and spiritual aspects of human existence including beliefs about the afterlife (Christian and Hindu) and the treatment of the body in this life (a range of religious and humanist views).

 

Values: What guides our lives? Exploring biblical values and ‘modern Western’ values in order to consider what we think is important, and whether it really is important. Christianity, global economics and advertising.

 

Science, religion and the world Exploring creation myths, the relationship between science, religion and the environment, and human responsibility (stewardship).

 

 

 

 

 

Introduction to Philosophy: Promoting thinking skills and philosophical enquiry through the investigation of ‘Big’ questions of perceptions of reality, where our morality comes from, where our knowledge comes from and what ‘truth’ is from different worldviews.

 

Medical Ethics: the case of conjoined twins, Mary and Jodie. Using a real case study, we explore questions of the influence of a range of worldviews and religious beliefs on ethical and legal decision making when deciding the fate of a human life.

 

My Project. Developing questioning and enquiry skills to explore a controversial topic of the students’ choice to develop analytical and evaluation skills and presentation and communication confidence, as well as making links to prior learning.

 

 

 

 

 

 

 

 

 

 

 

Key Stage 3 assessment

  • Assessments are completed after every topic. These are done online either as an essay or an online graded discussion (in which engagement with peers is also required)
  • Skills are assessed: Key vocabulary, accurate use of examples, analysis, synthesis, evaluation and (from the end of Year 8 into 9) synoptic links
  • Students are given access to the rubric information throughout and are asked to reflect on all assessments through making a response and an extension task. They use the rubrics to identify areas for their own development
  • Other work is regularly monitored for completion and effort

 

Key Stage 4

OCR Reigious Studies (9-1) J625 (Full course) J125 (Short course)

Students studying ‘Core’ PRE are not required to sit the Short Course exam unless they opt in. Therefore, we take a broad and holistic view of the issues that fall under the scope of the units of study to ensure that they are relevant and enriching to the studies of PRE. Planning decisions may therefore be influenced by current affairs from time to time.

 

Year 10 Year 11

Full Course

Christianity: Beliefs, teaching and practices

 

Religion, Philosophy and Ethics in the modern world from a Christian perspective:

Religion, peace and conflict and The existence of God.

 

Short Course

Islam: Beliefs and teachings

 

Religion, Philosophy and Ethics in the modern world from a Christian perspective:

Relationships and families

Full Course

Islam: Beliefs, teachings and practices

 

Religion, Philosophy and Ethics in the modern world from a Christian perspective:

Relationships and families and Dialogue between religious and non-religious attitudes.

 

Short Course

Religion, Philosophy and Ethics in the modern world from a Christian perspective:

Dialogue between religious and non-religious attitudes

 

Christianity: Beliefs and teachings

 

Key Stage 4 assessment

  • Full Course students are assessed after each chapter/topic using exam style questions
  • In addition, students are asked to complete both short and extended written tasks (based on exam style questions) for homework and in lessons from time to time
  • Students are asked to improve on their work after assessments
  • Short Course student progress is assessed through student presentations, teacher questioning and low-stakes quizzes
  • Those students opting in to the Short Course exam are invited to participate in mock exams and assessed tasks online

 

Key Stage 5

Edexcel Religious Studies A Level 9RS0

Year 12 Year 13

Paper 1: Philosophy of Religion

Philosophical issues and questions; The nature and influence of religious experience;

Problems of evil and suffering; Philosophical language; Works of scholars; Influences of developments in religious belief.

 

Paper 2: Religion and Ethics

Significant concepts in issues or debates in religion and ethics; A study of three ethical theories;

Application of ethical theories to issues of importance (Environment and Equality).

 

Paper 4: Study of Religion (Christianity)

Religious beliefs, values and teachings; Sources of wisdom and authority; Practices that shape and express religious identity.

 

 

Paper 1: Philosophy of Religion

Philosophical language; Works of scholars; Influences of developments in religious belief.

 

Paper 2: Religion and Ethics

 Ethical language; Deontology, Virtue Ethics and the works of scholars; Medical ethics: beginning and end of life issues.

 

Paper 4: Study of Religion (Christianity)

 Social and historical developments; Works of scholars; Religion and society; Primary texts.

 

 

 

 

 

Key Stage 5 assessment

  • Students are assessed after each chapter/topic using exam style questions
  • In addition, students are asked to complete both short and extended written tasks (based on exam style questions) for homework and in lessons from time to time (at least half termly)
  • Students are asked to improve on their work after assessments
  • Students’ wider reading and completion of class work tasks are monitored in order to support the building of independent learning habits

 

Curriculum enrichment outside of the classroom

  • We have links with local churches and the Mosque in Chesham and we regularly arrange visits and visiting speakers to enrich the PRE curriculum.

 

A level Religious Studies:  Please see the Sixth Form section of our website: sixth-form-subject-information