Quick Links

Useful Links

Knights Templar

Contact Us

Philosophy, Religion and Ethics - Year 9

Mathematics - Year 7

Click here to return to our Philosophy, Religion and Ethics curriculum home page

Below you will find more specific information about the curriculum in Philosophy, Religion and Ethics for Year 9 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 Autumn/Spring Term  


Topic / Specific Knowledge

Specific Skills


A Life for life


PRE key concepts:

·         Aims of Punishment in Society

·         Capital Punishment

·         What Christians think about Capital Punishment

·         Buddhism and Islam view on Capital Punishment


Key skills: Compare and evaluate case studies, justice and fairness, human responsibility and values. Beliefs and practices.



Written task – evaluating their knowledge to respond to a discussion question. 

·         Identify and understand the different types of punishment that societies use

·         Describe what punishment is

·         Identify different religious views on Capital Punishments

·         Explain own views on Capital Punishments

·         Evaluate cases of justice and injustice.



PRE key concepts:

·         What is a Miracle

·         Miracles and God

·         Christian view on Miracles

·         Philosophical view on Miracles


Key skills: Ultimate questions, sources of wisdom, reflecting, discussing beliefs and practises.



Evaluate their knowledge to respond to a discussion question arguing their point of view. 

·         Understand the term Miracle

·         Explain the meanings of the qualities of God

·         Identify different religious and non-religious beliefs about miracles

·         Evaluate using own experience as examples on their own point of view on miracles



Topic / Specific Knowledge

Specific Skills




PRE key concepts:

·         Who was the Buddha

·         The Middle Path

·         The Five Precepts

·         Eightfold Path

·         Buddhists Monks


Key skills:

Reflect on whether we can keep these precepts. Express how life could be improved by the four truths. Applying the eightfold path to life today, understand the significance of a Buddhists lifestyle choice.



Evaluate learning and knowledge through multiple choice question quiz. 

·         Describe and assess the four noble truths

·         Explain the key features of Buddhism

·         Describe the five precepts.

·         Investigate the Noble Eightfold Path

·         Describe how a Buddhist monk/nun would live.

·         Evaluate the effectiveness of this way of life


Animals Rights


PRE key concepts:

·         Treatment of Animals

·         Animal Rights vs Human Rights

·         Animal Testing

·         Battery Farming

·         Religious Views on Slaughter


Key skills:

Exploring animal rights and importance of animals, understanding religious key terms such as kosher and halal meat, reflecting why battery farming is a controversial issue, express views and opinions of own related to the treatment of animals.



To compare and evaluate a religious and philosophical view on animal rights.

·         Understand what the law in the UK says about animal testing

·         Describe what animal testing and battery farming is

·         Identify why animals are experimented on

·         Evaluate whether we should use animals for research purposes



Useful documents:

Please click here for a PDF of curriculum overview Autumn Term.
Please click here for a PDF of curriculum overview Spring Term.

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 two 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

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 9 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?


  • 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?


True tube

BBC news

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

Philosophy Club


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?