Philosophy & Ethics
Welcome to the Philosophy & Ethics Department
"The important thing is not to stop questioning. Curiosity has its own reason for existing." - Albert Einstein
Head of Department:
Ms Stephenson
e-mail: nstephenson12.310@parkhighstanmore.org.uk
The aim of Philosophy and Ethics is to encourage students to explore a range of religious, philosophical and ethical beliefs and concepts to increase their understanding of diversity and to encourage greater tolerance of one another as part of the Park High Community. Students develop an understanding of our pluralistic society through, mutual understanding, respect and tolerance. We promote the positive impacts our students could, and should, have within our school community, as well as later in life as responsible citizens, through the academic study of religious, philosophical and ethical concepts.
The KS3 Philosophy and Ethics curriculum is arranged thematically with each unit centred on a philosophical question. Each question enables students to deepen their knowledge, understanding and skills to develop religious literacy.
Pupils should recognise their local, national and global context impact and learn how beliefs influence the lives of individuals and communities through the exploration of all 6 major world religions. Our scheme for learning provides students with the substantiative knowledge and core skills students require to progress successfully into the Religious Studies GCSE course.
For full details of the statutory requirements please follow this link: London Borough of Harrow Locally Agreed Syllabus.
Key Stage 3
In Years 7, 8 and 9 our curriculum is informed by the Standing Advisory Council for Religious Education (SACRE). Our provision develops students' knowledge and understanding of the world’s diversity through the teaching of different religious beliefs, teachings and practices of world religions. This includes the exploration of traditions observed in religions such as Hinduism and Jainism, before interpreting religious arts and symbols. By exploring Philosophy and ethics through the enquiry of different religious and worldviews, we encourage students to be respectful and open-minded individuals, through the exploration of concepts presented by theologians such as bonhoeffer students can analyse the impact of religion within society and not just within religious communities. At Key Stage 3 students are challenged to evaluate ‘big questions’ and develop the skill of enquiry. Such opportunity provides students with the ability to reflect on their own character and develop an understanding of how individual character through beliefs and attitudes fits into society.
Year 7
In Year 7, students begin their learning journey through an introduction to Philosophy and Ethics and religious concepts; considering the overarching question, ‘Why do we study Religion, Philosophy and Ethics?’.
The programme of study encourages students to reflect on their own beliefs, rights, and responsibilities. Once students have begun to cultivate essential knowledge about the purpose and value of religion, they will begin to explore the religious beliefs, teachings and practices of Western Religions. They consider how the Western Religions have diverse, yet comparable beliefs and practices. Students are encouraged to consider ‘What are the common features of religion?’ to promote religious tolerance and understanding.
Units of learning:
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Introduction: What are the common features of the world religions?
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What can we learn from religion, philosophy and ethics?
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Judaism: How did monotheism begin?
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Judaism: Should we remember the past?
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Christianity: Was Jesus a good leader?
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Christianity: Do miracles prove the existence of God?
| Autumn | Spring | Summer |
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Introduction to Religion What can we learn from Religion? |
How did Monotheism begin? Should we remember the past? |
Was Jesus a good leader? Do miracles prove the existence of God? |
| Assessment | ||
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2 x summative assessments (ext. writing and end of unit assessment.) 1 x Formative Assessment |
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Each unit across year 7 consists of a range of formative and summative assessments by way of quizzes, short-knowledge tests and extended writing tasks throughout the academic year. Home learning is allocated in line with the school home learning policy and shared on Teams. It may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify and extend their knowledge and understanding.
Year 8
In Year 8, students start by studying the second largest world religion: Islam before then exploring Eastern Religious beliefs, teachings and practices. This academic year provides students with the opportunity to start to compare beliefs and practices from Eastern and Western Religions.
Students are further encouraged to reflect on their own beliefs, rights, and responsibilities. Students broaden and deepen their knowledge of religious, philosophical and ethical principles as they begin to explore a greater variety of religious beliefs, teachings and practices. Through the exploration of how Eastern Religions are derived, along with their varying beliefs and practices, students are encouraged to consider ‘What is the Hindu understanding of God?’ and ‘Can Buddhism solve the problem of suffering?’.
Units of learning:
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Islam: What is the impact of disagreements?
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Islam: Why do all religions have rules?
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Hinduism: What is the Hindu understanding of God?
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Hinduism and Jainism: How different are eastern religious beliefs and practices?
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Buddhism: Can there be an end to suffering?
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Buddhism: Is Buddhism a religion or philosophy?
| Autumn | Spring | Summer |
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What is the impact of disagreements? Why do religions have rules? |
Is there only one God? How different are Eastern and Western Religious Practices? |
Can there be an end to suffering? Is Buddhism a religion or philosophy? |
| Assessment | ||
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2 x summative assessments (ext. writing and end of unit assessment.) 1 x Formative Assessment |
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Each unit across year 8 consists of a range of formative and summative assessments by way of quizzes, short-knowledge tests and extended writing tasks throughout the academic year. Home learning is allocated in line with the school home learning policy and shared on Teams. It may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify and extend it.
Year 9
In Year 9, students finish their study of Eastern Religions before then investigating different religious and philosophical theories about the existence of God and the nature of reality. Through studying and evaluating each theory, students will gain a greater understanding of religious belief whilst enabling them to question and explore their own beliefs about the world around them.
Students will then move onto studying, assessing and critically evaluating the concept of morality from religious and non-religious perspectives through the lens of both ancient and modern philosophical approaches. Building upon their learning from the previous units, students will explore how religious believers might consider a course of action as either moral or immoral when faced with an ethical dilemma.
Units of learning:
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Sikhism: Which are the most important sources of wisdom?
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Sikhism: Does what we wear create our identity?
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Philosophy: How do we know what is reality?
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Ethics: What is applied ethics?
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Religion in Contemporary Society: Does the media treat religion fairly?
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Religion in Contemporary Society: Will religion continue to evolve?
| Autumn | Spring | Summer |
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Which are the most important sources of wisdom? Does clothing create our identity? |
How can we know what is true? What is Applied Ethics? |
Does the media treat religion fairly? Will religion continue to evolve? |
| Assessment | ||
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2 x summative assessments (ext. writing and end of unit assessment.) 1 x Formative Assessment |
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Each unit across year 9 consists of a range of formative and summative assessments by way of quizzes, short-knowledge tests and extended writing tasks throughout the academic year. Home learning is allocated in line with the school home learning policy and shared on Teams. It may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify and extend it.
Key Stage 4
Through the study of a compulsory CORE Philosophy and Ethics provision, students are given the opportunity to apply conceptual knowledge of religion and worldviews into real life ethical issues through the exploration of concepts such as religion and conflict, medicine and the state.
Students who choose the GCSE as a preference follow the WJEC/Eduqas – Religious Studies specification. Students study the beliefs, teachings and practices of Christianity and Sikhism, in addition to key theme which include; relationships, life and death, human rights and good and evil to reflect the diversity of the cohort within the school.
Core
All Year 10 and 11 study CORE Philosophy and Ethics. It provides students with a platform to develop their awareness of the philosophical, ethical and religious issues that affect people in the global community and in the contemporary British society; preparing students for the wider world and giving them the knowledge and skills to be ethically minded, responsible, citizens. In line with the London Borough of Harrow Locally Agreed Syllabus students have one lesson a week.
Students engage with topics, such as the value of religion in society, through the lens of comparative religious and non-religious beliefs. Students studying CORE Philosophy and Ethics study the diverse Christian and Islamic responses to ethical and philosophical matters. Some areas of study include arguments for the existence or non-existence of God, the purpose and value of relationships, the extent to which humans have control over life and death decisions and the extent to which humans should intervene in medical matters. Through this course students will enhance their academic understanding of the world religions and be able to apply their substantiative knowledge to real life scenarios or current affairs which they may encounter. Students will also apply their disciplinary knowledge to analyse and evaluate the reliability of arguments presented and thus demonstrate a range of skills including, but not limited to, critical thinking, informed decision making and assessing the credibility of varying points of view.
Key Questions covered include:
- What impact can we have on ‘Our World’?
- What is our duty in tackling social injustice?
- What is the meaning of life?
- Why are relationships important?
- Can Religion and Conflict co-exist?
- Do we have the right to intervene in medical matters?
- To what extent should we trust authority?
- What is the best way to express faith?
Year 10
| Autumn | Spring | Summer |
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Enquiry/Topic Question: What impact can we have on ‘Our World?’ How do believers think creation happened? Are religious theories of creation compatible with scientific theories? What is our place and purpose on the planet? Do we have a duty to care for the planet? How do religious believers tackle climate issues? Should we use animals for our benefit? What are our talents and how should we use them? |
Enquiry/Topic Question: What is our duty in tackling social injustice? What is fair? Why is there social injustice? What is the problem with prejudice and discrimination? Why are people poor? How do religious believers tackle issues of social injustice? Enquiry/Topic Question: What is the meaning of life? What do believers understand about the nature of God? What are the arguments for God’s existence or non-existence? |
Is there evidence of an afterlife? What do believers think happens when we die? Why do believers have funerals? To what extent is the UK a secular country? Enquiry/Topic Question: What is the purpose of relationships? Why do believers consider it a duty to get married? What is the purpose of marriage? Why do some believe same-sex relationships are wrong? Why do some believe divorce is unacceptable? |
| Assessment | ||
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Students will have an end of topic summative assessment for each of the units of work. Students will have a mid term formative assessment for each of the units of work. |
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Year 11
| Autumn | Spring | Summer |
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Enquiry/Topic Question: Can religion and conflict co-exist? What are the causes and consequences of war? What is a true lesser jihad? What is the Just War Theory? Is peace possible? Why might some find it difficult to forgive while others do not? Why do some promote interfaith dialogue to resolve conflict? Is peaceful protest a good alternative to conflict? |
Enquiry/Topic Question: Do we have the right to intervene in medical matters? What is the purpose of life? To what extent does the quality of life contradict the sanctity of life? Why do some believe abortion should be illegal? Do we have the right to end our own lives? Enquiry/Topic Question: To what extent should we trust authority? What are the forms of religious and non-religious authority? |
To what extent does religion rules conflict with secular laws? Can we justify breaking the law? What is the purpose of punishment? Should we bring back the death penalty? Enquiry/Topic Question: What is the best way to express faith? What are the ways in which people show they beleive in God? To what extent has God revealed his existence? What are religious experiences? |
| Assessment | ||
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Students will have an end of topic summative assessment for each of the units of work. Students will have a mid term formative assessment for each of the units of work. |
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GCSE Philosophy & Ethics
Year 10
| Autumn | Spring | Summer |
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Christian beliefs and teachings: What do Christians believe to be the nature of God? What are the arguments for God’s existence? What is the Trinity? What is the difference between creationism and non-literalism? Are religious theories of creation compatible with scientific theories? What do Christians believe to be the nature and purpose of Jesus? What are the key beliefs surrounding Jesus’ life? Why is Jesus said to be the saviour for all humanity? |
Christian Practices: How do Christians remember Jesus’ words and actions today? What is the purpose of festivals? What are the diverse attitudes towards liturgical worship? Why do some prefer to worship at home? What role does evangelism have in the 21st century? Should religious believers try to convert others? To what extent is the UK no longer a Christian country? Issues of Human Rights: What are our rights? Why do religious believers fight for human rights? |
What are the religious responses to extremism? Why might some agree with censorship? Why might some be willing to break the law of the land? What is the difference between absolute and relative poverty? Issues of Life and Death: What is our purpose on the planet? What is the difference between stewardship and dominion? Why might some believe we shouldn’t eat animals? Should humans be able to decide on life and death matters? Is there an afterlife?
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Assessment |
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Students will have an end of topic summative assessment for each of the units of work. Students will have a mid term formative assessment for each of the units of work. |
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Year 11
| Autumn | Spring | Summer |
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Issues of Relationships: What do religious believers consider to be the purpose of sex? Why might some believe sex before marriage is wrong? What are the causes and consequences of adultery? Is there an ideal family? Why do some think same-sex relationships are not in line with what God intended? What happens at a marriage ceremony? Why might some choose divorce as a lesser of two evils? Issues of Good and Evil: Are people born evil? What is the aim of punishement? Why do some choose to be Prison Chaplains? Does the death penalty meet the aims of punishment? Is it possible to forgive? Can God exist alongside evil? What is the problem of Evil?
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Sikhism beliefs and teachings: What do Sikhs believe about the nature of God? What do Sikhs believe to be the purose of humans? Can all people be treated equally? What do Sikhs mean by ‘the oneness of humanity’? What does it mean to be ‘Gurmukh’? What do Sikhs believe happens when we die? How important is the community for spiritual development? What are the vices and virtues a Sikh should follow and avoid? Sikhism Practices: What are the features of a Gurdwara? What is the purpose of a Gurdwara? Why might a Sikh prefer to worship at home? How important is pilgrimage to Sikhs? How do Sikhs join the faith? What is the difference between Khalsa and Non-Khalsa Sikhs? |
What are the five Ks and why do Sikhs wear them? How do Sikhs show devotion to the Gurus? Why do Sikhs celebrate Vaisakhi, Gurpurbs and Diwali? REVISION and Exam Preparation: |
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Assessment |
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Students will have an end of topic summative assessment for each of the units of work. Students will have a mid term formative assessment for each of the units of work. |
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All students who follow this course will be given assessments on a regular basis. Wider reading is always useful. Guidance to which websites, textbooks and revision materials to make use of will be offered throughout the course via Teams or as directed by their classroom teacher.
In the Summer Term of year 10 and Autumn term of year 11, each student will sit a formal, internal mock exam which will assess a range of elements taught throughout the course; in line with the standard of external examinations. Appropriate preparation and revision should be taken seriously, with sufficient planning and organisation, to ensure each student fulfils their potential.
Course Specification:
WJEC Eduqas GCSE Religious Studies Route A: Components 1, 2 & 3
Component 1: Religious, Philosophical and Ethical Studies in the Modern World
Written examination: 2 hours, 50% of qualification
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Theme 1: Issues of Relationships
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Theme 2: Issues of Life and Death
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Theme 3: Issues of Good and Evil
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Theme 4: Issues of Human Rights
Component 2: Study of Christianity
Written examination: 1 hour, 25% of qualification
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Christian Beliefs and Teachings
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Christian Practices
Component 3: Study of Sikhism
Written examination: 1 hour, 25% of qualification
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Sikh Beliefs and Teachings
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Sikh Practices
Examination Board:
Eduqas GCSE Religious Studies, Philosophy and Ethics
Qualification obtained:
GCSE Religious Studies
Useful Reading Material:
Eduqas Route A WJEC Eduqas GCSE (9-1) Religious Studies
My Revision Notes WJEC Eduqas GCSE (9-1) Religious Studies Route A: Covering Christianity, Buddhism, Islam and Judaism
Additional Information
Enrichment
Students are offered a range of extra-curricular opportunities, such as trips to the local Gurdwara and the Houses of Parliament.
Useful Websites
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