Humanities - Religion, Philosophy & Ethics

Students will learn about a range of contemporary and historical global issues. This is to help students understand that Humanities has a holistic element to the subjects and also to deepen understanding of how the UK and Plymouth links to the wider world such as discovery and reasons of migration, values of tolerance and freedom & how Plymouth has developed into a truly multi-cultural, multi-faith city.

Parents in England have the right to withdraw their children from Religious Education (RE) lessons either entirely or partially, in state funded schools. This right is established by law and schools must comply with such requests. While RE is a compulsory subject, parents can exercise their right to withdraw their child from the lessons.

If you wish to do this, please make an appointment with Mrs Davis (RE subject leader)

Humanities - Religion, Philosophy & Ethics

Intent

Our aim is to equip pupils with the knowledge, understanding, and critical thinking skills to make sense of religious and non-religious worldviews, reflect thoughtfully on questions of meaning and ethics, and live with respect, empathy, and responsibility in a diverse society.

Living in a multi-faith society in the 21st century requires young people to be religiously literate and hold informed conversations about religion and life. The Religion, Philosophy & Ethics (RPE) curriculum is rooted in a religion and worldviews approach, ensuring pupils develop a secure, n and academically rigorous understanding of both religious and non-religious worldviews. Teaching moves beyond viewing religions as fixed systems and instead explores how worldviews are formed, expressed, lived and interpreted by individuals and communities over time. Pupils study religion and worldviews through a range of disciplinary lenses, including theological, philosophical, ethical, social and historical perspectives, enabling them to develop both substantive knowledge and disciplinary understanding. This carefully sequenced approach supports progression, revisits key concepts such as belief, identity, authority, diversity and morality with increasing complexity, and avoids stereotyping by recognising internal diversity within traditions. Our curriculum ensures pupils gain a rich, balanced and academically rigorous understanding rather than a descriptive or superficial overview.

Religion, Philosophy and Ethics provides the opportunity to learn about and learn from the major world faiths and secular belief systems by allowing students to draw on their own experiences and compare them to those of others from different backgrounds. The subject explores the beliefs held by others, while considering the similarities and differences that make our world so diverse. In Religion, Philosophy and Ethics, students have the space to discuss challenging moral and philosophical issues in local, national and global contexts while promoting respect for all. Students will learn and build on their skills in being able to interpret, analyse and evaluate the beliefs of others as well as their own through the study of texts and sources of wisdom. Four major world religions plus the study of philosophy and ethics are investigated within the Religion, Philosophy and Ethics curriculum to ensure students understand the full diversity of belief systems and their influence on believers. During the GCSE course, students focus in greater depth on the study of Christian and Muslim beliefs and practices and the application of these two faiths to a range of ethical issues are taught within each unit. We believe this curriculum can help the school move towards achieving its vision and supporting students in changing our world for the better.

Parents are given information about the RPE curriculum through the school website.  The RPE curriculum is aligned mostly to the Devon and Torbay Agreed Syllabus at Key Stage 3, the Edexcel Full Course Specification B for GCSE and various topics for non- examined Key Stage 4. This allows us to build on the core knowledge taught in KS3, allowing students to extend their skills and powerful knowledge that will support them in achieving success beyond the classroom In order to support students in achieving our vision at Tor Bridge of changing our world for the better, RPE provides a space to answer big questions which encourage students to think critically and evaluate sources of wisdom. They can build on their skills to compare similarities and differences within religions as well as interpreting primary sources (religious texts) and considering the impact of these on the life of individuals.

The curriculum is designed to teach the best that has been thought by providing students with powerful knowledge and skills that can be built on and used beyond the classroom. The ability for Religion, Philosophy and Ethics to promote social cohesion allows students to make well-informed choices in the future and have a respect for all faiths and secular beliefs within our demographic of Plymouth; an ever-growing multi-cultural and multi-faith city. The Religion, Philosophy and Ethics curriculum will broaden students’ horizons and support them on becoming well-equipped to be an effective citizen of modern Britain and will take students beyond their current experience and assist them in being able to explore core beliefs of religious and secular belief systems inside the classroom. Through the careful selection of topics students are well-supported in developing their skills of critical thinking and discussions. There by, becoming religiously literate by being able to articulate different worldviews and religious views on a varied range of ethical, philosophical and theological topics. Driven by the expertise within the department and through professional dialogue we have developed a challenging, broad and balanced curriculum.

Implementation

Students begin their study by studying what it means to be human, ethics and understanding the core beliefs of four major world religions so that they can understand the diversity among and within religions. It introduces students to the skills required for a successful study of Religion, Philosophy and Ethics such as explaining the influence of beliefs on religious believers and evaluating the importance and relevance of these beliefs. These skills are embedded early on so that students can build on these during their study of GCSE Religion, Philosophy and Ethics.

Our Key Stage 3 curriculum is delivered through booklets. Our long-term plans detail the sequence of learning so that staff can visualise the order of content that is to be taught; this also provides consistency across the department. We have regular department meetings which gives us the time and space to discuss how best to teach the content and where links need to be made thus creating activities to support students' thinking and retrieval. Department meetings allow us to discuss the impact of our teaching, discuss any misconceptions and amend our sequential lesson plans and resources where necessary. All lessons start with a “do now” task to retrieve prior learning and understanding. These typically begin with a ‘True or false’ and a multiple-choice question to support SEND and disadvantaged learners and can easily be adjusted to consider misconceptions identified by the classroom teacher.

Home learning tasks give students the opportunity to take their learning beyond the classroom, so that they can master the powerful knowledge and the essential skills for a successful study of the Religion, Philosophy and Ethics curriculum. Home learning tasks at Key Stage 4 are completed through Seneca and exam style questions. Planned revision sessions within our long-term plans also provide opportunities for students’ retrieval of powerful knowledge so that this is truly embedded into their long-term memory. Revision activities and frequent testing through retrieval activities and testing of skills through exam practice questions supports students in remembering knowledge and in being able to apply the skills learnt. Learning for GCSE is enhanced through faith speakers, a visit to Exeter Mosque and churches in year 10, and case studies, providing real-world contexts

Non-examined year 10 students receive one RPE session each fortnight during tutor time. This is delivered through a pre-recorded video to ensure consistent and high-quality provision across the year group.

Pupil progress and curriculum quality are regularly monitored through fortnightly book looks, learning walks, and engagement with student voice, ensuring teaching is effective and learning is meaningful. Together, these processes ensure the curriculum is responsive, inclusive, and continually improving.

Impact

Evidence that the intent of the curriculum has been achieved includes effective application and study of topics and concepts studied which not only supports their wider academic studies but all areas of their life. Students being able to make well-informed choices regarding their future family and work life, and being able to articulate different ideas and views about world affairs will form part of our evidence that this has been successful.

The impact of our curriculum will also be measured through students’ verbal and written application of powerful knowledge and skills through debate, exam practice questions and in being able to evaluate ideas and justify their own opinions and decisions. Question level analysis of individual student and whole cohort performance allows us to identify gaps in knowledge and skills so that we can implement appropriate intervention strategies to support students in closing these gaps. Tracking students’ progress, especially those from a disadvantaged background, will allow us to adapt teaching and intervention so that we close the gap in performance between advantaged and disadvantaged students. Students will go on to choose related A level, degree and FE courses, such as Philosophy and Ethics, Religious Studies, Sociology and Psychology, careers in the uniformed services, health and social care roles and working in media or international development.

KS3 Curriculum Content

In Year 7, students explore big questions about belief and identity. In “Was Jesus a Radical?”, they examine how Jesus challenged social and religious norms. “How Are We Human?” encourages reflection on morality, relationships, and what it means to be human. In “The Buddha Then and Now: Why His Life and Teachings Still Matter Today"? students learn about Buddhist beliefs and practices, discovering how they guide people to live mindfully and compassionately. These units help students think critically, develop empathy, and understand diverse perspectives.

In Year 8, students continue to explore faith, ethics, and human experience. In “How are Sikh teachings on equality and service put into practice today?”,they examine how Sikh values guide daily life and community involvement. “How do Ethics influence the choices that we make?” encourages students to reflect on moral decision-making and the impact of their actions. In “How do Islamic beliefs and practices shape Muslim life?”, students explore key Islamic teachings and how they influence the everyday lives of Muslims. These units help students develop critical thinking, empathy, and an appreciation of diverse worldviews.

How Will I Be Assessed?

Students will be provided with a range of assessments ranging from Low Stake Tests, at the start of every lesson, to develop knowledge recall, midreview and end of unit assessments.

RE is provided for all pupils, and is inclusive and broadminded.

If you wish to do this, please make an appointment with Mrs Davis (RE subject leader)

In Year 9, students explore how beliefs, values, and ideas shape individuals and society. In “What does it mean to live in a multicultural UK?”, they consider the challenges and opportunities of life in a diverse society. “How do we know what is real and right?” introduces students to philosophical thinking, encouraging them to question knowledge, truth, and moral reasoning. In “What Can Religion Teach Us About Peace, Conflict, and the Planet?”, students explore how faith can inspire action for justice, environmental care, and reconciliation. These units help students develop critical thinking, empathy, and the ability to engage thoughtfully with the world around them.

Year 7

Year 8

Year 9

KS4 Curriculum Content

In Years 10 and 11, option students study Edexcel GCSE Religious Studies B, exploring religion and ethics through Christianity and religion, peace, and conflict through Islam. In the Christianity units, they examine moral and ethical issues, including relationships, medical ethics, and the role of religion in guiding decisions. The Islam units focus on beliefs about peace, conflict, and justice, exploring how Islamic teachings influence personal and global actions. These courses encourage students to think critically, evaluate different perspectives, and understand how faith shapes ethical choices and responses to real-world issues.

How Will I Be Assessed?

Students will be provided with a systematic approach to retrieving and interleaving of knowledge through assessments ranging from Low Stake Tests, at the start of every lesson, to develop knowledge recall and retention through to end of unit assessments (which will be similar to GCSE style exams). Extended writing questions to develop their AO2 skills. Students sit mock examinations at the end of yr10, in February of their Yr11 studies.

What Experiences Will I Get From Culture & Values?

Guest speakers from Plymouth Centre for Faith and Cultural diversity and other outside organisations.