Ethics / Content / 1016 / 3c60b497-b6dd-4c95-bda2-5a6241f82bfc

Ethics

Subject vision / Content / 1034 / d383f57c-a5da-4014-8e09-c79abc2f59b6

Subject vision

In the Ethics department we believe children need to understand the beliefs and practices of the religions and worldviews which not only shape their history and culture, but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values so that they can respect the religious and cultural differences of others and contribute to a cohesive and compassionate society. We want to inspire curiosity in the world we live in, but also ensure that students can see certain issues through diverse worldviews. Our curriculum is outlined chronologically, to allow students to make sense of the context, as well as to provide important prerequisite knowledge, necessary to access the key concepts across the Abrahamic faiths. Although our curriculum is arranged chronologically, we pre-select and explicitly teach key themes that run throughout KS3 up to GCSE and are constantly revisited such as justice, morality and the nature of God and humans to name just a few.

We hope to equip students with the skills to challenge and evaluate other perspectives whilst being able to interpret the meaning and symbolism of religious texts and abstract concepts. Most importantly, we want to instill in GW students, the capacity to be religiously literate, and to use academic rigor to debate ethical issues that confront society today.

Our duty to educate children on the importance of tolerance, equality and celebration of diversity also supplements the current focus of Glenmoor and Winton to supply our students with the tools to champion diversity and inclusion as well as to always speak to one another with compassion.

Year 7 / App / 1035 / 2c2f4d91-c8f3-46be-90ab-bdd58b18c40d

Year 7

Autumn

Origins of Abrahamic faiths

This unit welcomes students to GW and takes a chronological approach to the story of the Abrahamic faiths. The unit also has a short introduction to worldviews and religion in our local area which helps students to reflect on their own context and personal knowledge. At the end of the unit, we want students to be able to articulate the story of the Abrahamic faiths from Adam through to Prophet Muhammad. Students should be aware of the three Abrahamic faiths and know that although the narrative has a lot of similarities, there are also key differences (i.e. those shown by the Ibrahim in Arabia lesson). We want students to be fluent in key words such as omni words, covenant, Genesis and Exodus and to be able to describe key events and people, as well as explain the importance of these for believers.

Spring

Judaism

To understand ‘Judaism’ as a lived religion. Students will have a key grasp of Jewish practices e.g. keeping Kosher, Shabbat- but will also be able to coherently link this to scripture and the narrative of the Israelites. Students will not lose sight of the narrative but be able to view it comparatively to the Christian Old Testament.

Summer

Life of Jesus/Christianity

To study Christianity through a historical and sociological lens: how has Christianity developed over the course of the last 2000 years; how has it been influenced by the cultures it has grown in and how has it influenced the cultures it is in.

Enquiry unit

This unit finishes off students’ first year of ethics at GW with a unit to review and explore some of the themes that have arisen throughout the year. This will help prepare students for year 8 ethics, as well as inspiring curiosity and engagement into the subject, with an opportunity to explore some of the ‘big questions’ of philosophy such as the problem of evil.

At the end of the lessons, students will be more confident on the topics that have been revised in the lesson (e.g. prophets, nature of God) and have discussed the ‘big question’ of the lesson. Students should have an understanding of the different answers to this question, how this links to the concept of worldviews, and may have formed their own opinion of the questions.

Year 8

Autumn

Buddhism

To introduce students to an Eastern religion (the only one studied). Students will not have encountered concepts like karma, samsara or impermanence in Ethics at GW. Students will have a good grounding of the religion as why it is often referred to as a nontheistic religion. We will reflect on how Buddhist concepts have influenced popular British culture.

Spring

Islam/ Islam in the UK

The aim of this course is not only introduce the students to Islam and its key beliefs, teachings and practices but to also give students a wider perspective of the world and to deepen their understanding of other faiths. Teaching Islam beliefs and teachings to Year 8 students, particularly within the Eduqas exam framework, provides a critical foundation for fostering religious literacy, cultural understanding, and mutual respect in an increasingly diverse world. By exploring the core aspects of Islam, such as the Five Pillars, the life of Prophet Muhammad, and key Islamic practices, students develop a deeper appreciation for one of the world's major religions. This knowledge not only broadens their global perspective but also equips them with the ability to engage thoughtfully and empathetically with people from different backgrounds. Furthermore, this curriculum aligns with Eduqas's commitment to promoting critical thinking, encouraging students to reflect on and compare various religious beliefs and ethical teachings, ultimately nurturing well-rounded, informed citizens who are prepared to participate in a multicultural society.

Summer

Philosophy of religion

To introduce students to key debates within the Philosophy of Religion. In particular we will be exploring a number of arguments used to support the existence of God and then examining the criticisms of these arguments. This will introduce students to the ‘Philosophical lens’ and also develop evaluation skills.

Atheism

To articulate the rationale for being an atheist. To gain an insight into why there is a changing demographic in the UK in relation to atheism. To consider how the atheist movement has evolved into Humanism that incorporates morality and other scientific theories.

Year 9

Autumn

Religion and morality

To recap the curriculum from Year 7 so that pupils understand the development of thought within the Abrahamic faiths and how it has led to a rich tapestry of practice and belief within Christianity. To introduce concepts of natural law and situation ethics, which will ground future thought on absolute vs relativist approaches.

Spring

Issues of Life and Death

This theme requires learners to consider religious and non-religious beliefs about the nature of life and death and the origins and value of the universe and human life. Learners are expected to make relevant references to scripture and other sources of authority as well as the beliefs of Humanists and Atheists.

The unit begins by exploring differing perspectives about the origin of the universe and life. Can the world have ‘made itself’, or do we need to look for an external cause? Perhaps the universe has always existed? Learners will then explore religious and non-religious perspectives about the value and sanctity of human life. Why is life valuable and who does life belong to? Is huma life more important than animal? Why? Finally, learners explore beliefs about the afterlife.

Summer

Equality and Human Rights

This unit will give students an opportunity to explore the concept of human rights, and examine religious attitudes and case studies related to the fight for human rights both past and present. Students will learn about key figures from Christianity and Islam who have played an important role in promoting the rights of marginalised communities. Students will also explore the teachings within religion that show the emphasis on equality and the value of human life. They will also understand that there are counter-examples to this, by examining extremist ideologies from both faiths and the diversity of views on topics such as LGBTQ+ rights and censorship.

Year 10

Autumn

Relationships

This relationships unit will give the students a greater understanding into the role and purpose of different genders within religion and consider carefully how they operate within different spheres (public-worship & private-family). It will seek to educate students on the importance of the family as a foundational unit for which religion grows, and in arriving here, will deliberate on the purpose of sexual relationships and discuss the morality of contraceptive methods. By studying the unitive meaning of marriage to religious believers it will also make clear the potential issues associated with promoting homosexuality and condoning divorce/adultery.

Spring

Good and Evil

By the end of this unit, students should have an excellent grasp on what believers deem to be moral and sinful, and how their sources of morality influence this ruling. As well as this, important themes flow throughout such as justice, punishment, mercy, compassion, and law which we apply to the justice system- evaluating how successfully prisoners are ‘punished’ and what makes prison time effective. Within this unit, great emphasis is placed on students honing in on the effect immorality has on the individual, the community and the religion.

Summer

Christianity beliefs

The compulsory nature of this component ensures that learners know and understand the fact that the religious traditions of Great Britain are, in the main, Christian. Learners must know, understand and express common and divergent views and the basis for beliefs, teachings and practices. References to relevant sources of wisdom and authority are expected, including scripture, the Magisterium and the conscience.

Learners are expected to understand the basis for beliefs that Christians share: beliefs about the Nature of God including the doctrine of the Trinity; varied perspectives about how God created the universe and the relationship between Christian beliefs and science; beliefs about the life of Jesus and how this impacts Christian thought today; beliefs about salvation and the various beliefs about afterlife and eschatology.

Year 11

Autumn

Christianity practices

This unit encourages students to reflect on how Christian beliefs influence actions in various ways. Students will study the concept of worship and it’s important that we make it clear to the students that worship encompasses a wide range of activities- not simply being in church or praying. Students will be able to reflect on the influence of belief (even on those who are not practising Christians) through the way it’s influenced British culture. Finally, we want students to be aware that Christianity is constantly evolving and we want to dispel misconceptions e.g. Christianity is declining everywhere or Christian worship is monotonous and structured.

Spring

Islam beliefs

This unit will give students a greater understanding of the core beliefs of Islam. For example, they will explore the Nature of Allah and how this impacts Muslims daily lives. They will also explore the different methods of revelation, how Allah reveals His will to humans through holy books, angels and prophets. Through this unit they will have an understanding of the key beliefs shared by many Muslims, but also explore some of the differences between Sunni and Shia belief.

Summer

Islam practices

Students will deepen their foundational knowledge of the five pillars (learnt in KS3), in addition to new material surrounding the 10 Shia obligatory acts. They will leave with a profound understanding of the link between Muslim belief and the impact this has on their daily lives- pertaining to religious dress, diet, worship and how to navigate relationships. Within this unit, students should begin to feel confident using complex Islamic terminology to solidify their ideas and ultimately will grapple with the question; is it easy to be a Muslim in 21st century Britain? Here we will explore the challenges inherent to being a conservative Muslim and the discrimination still faced by Muslims today and what is being done to combat this. As this is the final unit learners will study in GW, it has an all-encompassing nature as multiple components are brought together for a rich discussion and evaluation of Islamic practices.

Exam board link

Eduqas

Route A

3 exams

Component 1- Ethical issues in a modern world (four units) 120 mins

Component 2- Study of Christianity (beliefs and practices) 60 mins

Component 3- Study of world faith: Islam (beliefs and practices) 60 mins

GCSE Religious Studies | Eduqas

https://www.eduqas.co.uk/qualifications/religious-studies-gcse/#tab_keydocuments

Resources- Eduqas website https://www.eduqas.co.uk/qualifications/religious-studies-gcse/?sub_nav_level=digital-resources#tab_resources

Extracurricular (clubs and trips)

Debate Club (Monday lunchtime)- Mr Compton and Mr Bottomley

Diversity and Inclusion Club- Mr Khetia

Shepton Mallet trip- Year 10 (Link to Good and Evil Unit)

Careers

Unifrog - The universal destinations platform.

Graduate videos https://trs.ac.uk/studying-trs/graduate-videos/

https://www.unifrog.org/student/know-how/direct/what-you-can-do-with-a-degree-in-theology

Learning beyond the classroom and curriculum

Revision Guides

Larger textbook: Be sure to revise only the two religions Christianity and Islam as this links to our lessons.

Slimmer textbook, condensed and focused on our two religions: Eduqas GCSE Religious Studies (9-1): Route A: Christianity, Islam and themes: Amazon.co.uk: Lloyd, Clare: 9781382009522: Books

Revision guide more student driven: My Revision Notes WJEC Eduqas GCSE (9-1) Religious Studies Route A: Covering Christianity, Buddhism, Islam and Judaism: Amazon.co.uk: White, Joy, Craigen, Gavin: 9781510414624: Books

Again, ensure you only revise from two religions – Christianity and Islam. Humanism is important especially for Life and Death topic also.

Make sure that you chose route A rather than route B when selecting revision guides or EDUQAS books online.

Academic Reading

The philosophy book – DK

The Islam Book- Ideas simply explained

Islam- a very short introduction

How Christianity transformed the world- Sharon James

Richard Dawkins- the selfish Gene

The Religions book: Big ideas simply explained by DK

Western Philosophy: An anthology by John Cottingham

God’s grand game by Steven Colbourne

A brief history of time by Stephen Hawkings

Very short introductions- books about the Bible/Qur’an/Abrahamic religions

A little history of religion by Richard Holloway

Background Fiction

Knowledge of Angels by Jill Paton Walsh- Philosophy – proving God’s existence

Sophie’s World by Jostein Gaarder- Philosophy and Ethics

The Sage Train: Philosophy Comes to Life by Nicky Hansell - Philosophy and Ethics

Never Let Me Go by Kazuo Ishiguro- Ethics

We Need To Talk About Kevin by Lionel Shriver- Ethics – free will/Philosophy – problem of evil

Life of Pi by Yann Martel- General

Under the Net by Iris Murdoch- Philosophy

Do Androids Dream Of Electric Sheep? Philip K. Dick- AI philosophy

Atlas Shrugged by Ayn Rand- Philosophy

The Brothers Karamazov by Dostoyevsky – Politics and Philosophy

1984 and Animal Farm by George Orwell- Politics and Philosophy

The Alchemist by Paulo Coelho- General

The Unbearable Lightness of Being by Milan Kundera- General

Night by Elie Wiesel- Holocaust

The Tattooist of Auschwitz- Holocaust

The Poisonwood Bible by Barbara Kingsolver- Christianity

Exam support

Seneca GCSE RS podcast series RS GCSE Podcasts by Seneca (senecalearning.com) https://senecalearning.com/en-GB/blog/rs-gcse-podcasts-by-seneca/

Bitesize study support - BBC Sounds - Bitesize Study Support - Available Episodes https://www.bbc.co.uk/sounds/series/p0f9zymn

Bitesize exam survivors-

https://www.bbc.co.uk/sounds/series/p075n3sf

Ethics

Subject vision

Autumn

Spring

Summer

Autumn

Spring

Summer

Autumn

Spring

Summer

Autumn

Spring

Summer

Autumn

Spring

Summer

Academic Reading

Background Fiction

Other Links (social media, YouTube)

Exam support

Winton

Curriculum

Address

Links