Philosophy, Religion & Ethics

Philosophy, Religion and Ethics Curriculum Vision

Philosophy, Religion and Ethics at Epsom and Ewell High School encourages students of all key stages to develop their own critical analysis and evaluation skills in order to form their own opinions on their society's big issues and questions. Students are encouraged to develop their own way of thinking that allows them to question right and wrong, religion and science. Students will study the major world religions but also study modern philosophies, ethical theories and cultures in order to equip them with the skills to make their own choices. Students will engage with religious and scriptural texts, as well as academic papers and newspapers in order to make well informed decisions about their own beliefs.

How do we help our students ROAR?

Resilient: Students are often challenged with questions that are ‘unanswerable’ and require links between different schools of thought to enable students to develop their own broad and balanced world views.

Open-minded: Students are encouraged to develop an understanding of different core beliefs in the UK, whilst remembering beliefs are diverse but mainly Christian. Students practice tolerance and mutual respect every day through understanding different cultures and traditions around the world. Students are taught the 6 major religions within KS3, to promote the multicultural society that they live in.

Aspirational: Students are encouraged to always form their own opinions, either from prior knowledge or from the information provided to them. Understanding different beliefs lead them to become healthy members of the community in a diverse school who are reflective and take ownership of their own progress.

Reflective: Students have an opportunity to reflect with “what do you think” style questions that are a consistent throughout an extensive and broad curriculum. Students reflect on their own progress each lesson and are given the opportunity to reflect on their own beliefs through debate and evaluation.

Year 7:

Intent:

At Epsom & Ewell High School we utilize the religious understanding students learn at KS2 to provide a broad curriculum at the beginning of Year 7. All students complete an introductory course to Philosophy, Ethics and moral thinking to help develop the skills that underpin debate and evaluation. Students will be introduced to Buddhism and Hinduism to explore the different beliefs such as Karma and the belief in God. To understand how religions, have similar core beliefs but are varied in how they are viewed in specific cultures and religions. They will explore environmental issues and how to tackle the issues which arise from the environment.

Implementation:

Year 8:

Intent:

In year 8, students push the boundaries of philosophical and moral thinking. Pupils will focus on a key figure within Christianity ‘Jesus’ to understand his role within religion and how he plays a significant part to Christianity. Pupil will then move on to a variety of beliefs including Humanism, Sikhism and Judaism. Pupils will apply this knowledge on the topic ‘Is death the end’ to explore the differing views from a non-religious and religious point of view. Students will have a variety of views to analyze in order to form their own opinion.

Implementation:

Year 9:

Intent:

In Year 9, students explore different how religion is seen today. They will delve into philosophical issues such as ‘Is Religion compatible with science’ to explore different views from a secular and religious point of view. Topics which are normally viewed from a religious viewpoint will also be explored from a humanist and secular approach, looking at key issues such as ‘’Is religion a good thing?’’ as well as exploring how religion is portrayed in the media.

Implementation:

Year 10:

Intent:

In Year 10, Philosophy, religion and ethics begin their GCSE journey. The GCSE is compulsory for all students and is split into two distinct sections, religion and thematic studies. Students will cover the beliefs and practices of the two major world religions: Christianity and Islam. With in those topics, they will go into depth about the sources of authority for each religion. To be able to understand how the beliefs in a religion, impacts the morality of the believer. Non-religious views will also be taught, to argue against some of they key topics such as: The Problem of Evil. In the Summer term they will move in to the second section thematic.

Implementation:

Year 11:

Intent:

In Year 11, students focus on the thematic studies element. They will also consider four themes: Relationships and families, Religion and life, Peace and conflict, Crime and Punishment. Students begin with religion in order to develop the deep religious understanding required to address moral issues from religious points of view. This considers key moral debates such as same-sex relationships, abortion, euthanasia and capital punishment. These ethical considerations are at the forefront of the modern media and gives students the cultural capital they need to become young adults. This ensures students are able to debate their own views and the views of others in relation to key issues in the current moral climate. Students focus on refining their knowledge and understanding in preparation for the examinations. They are taught subject specific revision techniques that will give students the best preparation for their exams and future education.

Implementation:

Year 12:

Intent:

In year 12, students will begin their A level journey. The A level is broken in to three parts: Theology, Philosophy and Ethics. Each topic they complete with enhance their skill of analysis, evaluation and religious understanding are taken even further. With in the year, there is time for pupils to familiarize themselves with exam content and the layout of the exam.

Implementation:

Year 13:

Intent:

Students will engage with university standard texts, both religious and secular, in order to analyses and critique philosophical and moral concepts. Students will develop their written literacy through reading and writing in order to ultimately prepare them for their next steps, whatever they may be.

Implementation: