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Core Philosophy, Religion and Ethics

Mathematics - Year 7

Click here to return to our Philosophy, Religion and Ethics curriculum overview

Below you will find more specific information about the curriculum in Core Philosophy, Religion and Ethics for Year 10 and 11 students, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts              

#1 Beliefs and Practices     #2 Sources of Wisdom    #3 Symbols and Actions     #4 Prayer, Worship and Reflection  

#5 Identity and Belonging     #6 Ultimate Questions     #7 Human Responsibility and Values    #8 Justice and Fairness

Please click here for Subject Key Concepts.

Curriculum Overview for the Year


(Year 10)

Topic / Key Concepts

Specific Knowledge

Specific Skills

Rotation 1 (taught over half the academic year)

Religion, Peace and Conflict – Christianity & Islam


·         Intro to religion, peace and conflict

·         Reasons for war

·         Protests and terrorism

·         Nuclear war and weapons of mass destruction

·         Just and Holy war

·         Pacifism


Key concepts: war, peace, legitimate violence/killing, remembrance, justice, forgiveness, reconciliation, protest, terrorism, retaliation, self-defence, nuclear weapons, weapons of mass destruction, pacifism.


·         Understand war as a way of resolving differences

·         Understand why wars are fought and the variety of attitudes (non / religious) towards the reasons for war

·         Understand terrorism as a means of conflict, and Muslim/Christian attitudes towards violence, violent protest and terrorism

·         Know about different types of weapons of mass destruction, including nuclear weapons and understand the implications of using them and consider some justifications for using them

·         Understand the criteria for a just war and how they should be applied

·         Understand the features of a holy war and consider of religion is a cause of war and violence

·         Consider pacifism as an alternative to conflict; understand religious positions in relation to pacifism


Rotation 2 (taught over half the academic year)

Religion and Life – Christianity & Islam


·         The origins of the universe

·         The origins of human life

·         The value of the world

·         The use and abuse of the environment

·         Pollution

·         The use and abuse of animals

·         Abortion

·         Euthanasia

·         Death and the afterlife


Key concepts: Creation, Big Bang, evolution, stewardship, dominion, responsibility, sustainable development, deforestation, renewable energy, non-renewable resources, environment, pollution, vegetarianism, sanctity of life, quality of life, eternity.


·         Explore religious and non-religious beliefs about the origins of the world; consider similarities and differences; evaluate the compatibility of believing in both ideas

·         Explore the relationship between evolution and creation

·         Understand religious views about the value of the world and the duty of humans to protect it

·         Understand religious beliefs about the use and abuse of the environment including natural resources

·         Explore the problems caused by different types of pollution and religious responses to them

·         Explain religious attitudes to the use and abuse of animals, including animal experimentation

·         Understand the UK law relating to abortion and euthanasia; explore the arguments for and against them; consider religious opinion relating to them

·         Understand religious beliefs about life after death and the impact these beliefs have on the daily life of Christians and Muslims

Useful documents:

Please click here for a PDF of curriculum overview for Year 10.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mrs Wells if you have any questions.

Please click on the questions below to find out more.

How are groups organised?

Classes are mixed ability, randomly assigned.

What characteristics does a successful student have in this subject?

All Year 10 students will have one lesson per week on their timetable, students also have a booklet with interesting articles to read and questions to answer – this will be done during one morning registration with their form tutor.

Year 11 students are on a rotation and have x4 lessons with each teacher – 2 of those rotations are Philosophy modules.

How will students learn at this level?

  • Completing written and practical tasks
  • Discussion
  • Investigation of information

How will students’ learning be assessed at this level?

There is no assessment for Core Philosophy, however in Year 10 some of the skills need for answering exam questions are covered within the topics

When do key assessments take place?


How can parents/carers support students’ learning?

Encourage students to read/watch the news and pay attention to contemporary issues.

What equipment do students need for this subject?

Essential school equipment – students will be provided with an exercise book that will stay in school.

How does this subject link to other subjects?

The skills of investigation and communication can be transferred to all other lessons.

What websites or resources may be helpful to support students’ learning?


What extra-curricular or enrichment opportunities are available for students in this subject at this level?

There will be a Philosophy debating club one lunch time per week, students can attend to discuss contemporary issues.

What sort of careers can this subject lead to?


What does student work look like in this subject at this level?


How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?


How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?


How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?