Curriculum Aim

Studying Religion, Philosophy and Ethics (RPE) empowers young people to both understand and respect a wide range of perspectives, cultures and backgrounds, enabling them to flourish in a diverse society. Children and young people (CYP) will develop their capacity for critical thinking, with an emphasis on the development and analysis of contrasting arguments and positions. Perhaps the most integral function of studying RPE in the modern world, is helping CYP understand that difference is something to be celebrated and explored. In other words, giving CYP the tools to become globally aware and responsible actors in their post-school life. An exploration of RPE should develop the cultural capital of CYP, in terms of the knowledge they gain of faith-driven and non-faith-driven perspectives in the world. By exposing CYP to a range of perspectives on theological, ethical or philosophical issues, they are able to construct their own perspective on a BIG question which forms the basis of the unit of study.

To welcome CYP who may join us at various parts of the year, study of world religions is split over units such as ‘what are sacred texts?’ or ‘what are religious celebrations?’, rather than a faith being its own unit. This way, CYP can be exposed to a range of religious perspectives, regardless of the point in the curriculum in which they join us.

Context

CYP at Chapel House have 1 RPE lesson a week at Key Stage 3. The progression through this curriculum is planned with CYP joining at various points of the year in mind. Individual lessons act as building blocks to develop their wider thinking around religious, philosophical and ethical ideas and perspectives, meaning CYP are able to understand the wider themes of a unit of work from any of the lessons, regardless of the point at which they join us.  

At Key Stage 4, we go into greater depth on Christianity and Islam, alongside the study of good and evil, relationships, human rights and perspectives on life and death. This focus on units of greater depth allows CYP to apply their skills to a specific religious, philosophical or ethical issue. 

Key concepts, skills and knowledge

The following concepts are embedded into individual units across key stages: 

• Nature of God
• Duty
• Wisdom and authority
• Sanctity of life
• Morality

CYP will develop and apply the following skills: 

• Critical thinking when presented with evidence and counter evidence
• Creating and identifying a logically sound chain of reasoning
• Creating an extended and substantiated argument, with a critical analysis of others’ arguments
• A curiosity for learning contrasting perspectives
• An ability to evaluate religious and scientific explanations for the world, alongside religious and secular explorations of ethics and morality
• An understanding of logical thinking and how to identify fallacies and unsubstantiated claims  

Throughout the curriculum, CYP are also encouraged to use the following command word skills to solidify their understanding:

• Identify
• Describe
• Explain
• Analyse
• Evaluate

Below is the main knowledge taught from age 11-16. A range of applicable UK and wider world case studies are examined throughout:

• Y7:

  • What is religion, philosophy and ethics?
  • Major world religions: Abrahamic
  • Major world religions: Sikhism / Hinduism / Buddhism
  • Ethical problems in the 21st century
  • Are religion and science compatible?
  • Religious festivals and celebrations

• Y8 & Y9:

  • The history of the Abrahamic faiths
  • Philosophy
  • What does worship look like in different faiths?
  • How do we make ethical decisions?
  • How do sacred texts inform people’s faiths?
  • The sanctity of life
  • Faith and conflict
  • Proving God exists
  • The problem of evil and suffering
  • Ethics: Why can we not agree on ‘right’ and ‘wrong’?
  • Political philosophy

• KS4:

  • Teachings in Christianity and Islam
  • Practices in Christianity and Islam
  • Relationships
  • Life and death
  • Good and evil
  • Human rights

Curriculum Overview