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Philosophy, Religion and Ethics - Year 7

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 Philosophy, Religion and Ethics for Year 7 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.

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, they have three lessons per fortnight

What characteristics does a successful student have in this subject?

Successful students will be inquisitive and enjoy asking questions. They will enjoy completing work that supports these skills

What are the key concepts students will study at this level?

  • Who Am I?
  • God for all faiths or none?
  • Christian Justice
  • Islam
  • Rites of Passage

What will students learn at this level?

Autumn Term 1

Who Am I?:

  • What is philosophy?
  • What do I believe?
  • Ultimate questions
  • Multi-culture
  • Christian, Muslim and Sikh practice

Autumn Term 2

God for all faiths or none?:

  • Who is God?
  • What are His qualities?
  • Christian God
  • Hindu God
  • Atheist
  • Faith

Spring Term

Christian Justice:

  • Christian justice
  • What is love?
  • The Good Samaritan
  • The prodigal son
  • Christianity today


  • Muhammad
  • A good role model?
  • The five pillars
  • Islam and the world
  • Jihad

Summer Term

Rites of Passage:

  • Milestones
  • Baby
  • Commitment
  • Adulthood
  • Death

What skills will students develop at this level?

  • Analytical skills
  • Evaluative skills
  • Communication
  • Team Work
  • Group work
  • Pair and individual work

How will students learn at this level?

  • Taught lessons and power-points
  • Practising different written skills
  • Discussion
  • Peer and teacher assessment
  • Group, pair and individual work
  • Homework that encourages and extends learning

How will students’ learning be assessed at this level?

Year 7 students will have x3 assessments throughout the year.

They are given a question relating to their learning and they are required to write an essay style answer giving for, against and their own opinion. This is starting to then develop the skills they use throughout KS3 and are essential for KS4.

When do key assessments take place?

X 1 assessment per term

How can parents/carers support students’ learning?

  • https://www.thegrid.org.uk/learning/re/sacre/
  • Review the above to understand what is taught in PRE lessons.
  • Offer support with homework
  • Encourage students to read around the subject areas, including daily news and watching current affairs programmes 

What equipment do students need for this subject?

Essential school equipment

How does this subject link to other subjects?

  • English – accurate writing skills
  • Art – drawing / creative skills
  • Geography – looking at the geographical placement of religions
  • History – historical background of the religion is often essential

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?

  • Philosophy Club
  • Assemblies

What sort of careers can this subject lead to?

  • Teacher
  • Any religious vocation
  • Social Work
  • Police
  • Doctor / Nurse (Ethics topics)
  • Law

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?