Religious Studies, Philosophy and Ethics

Subject lead: Miss Islam

Curriculum Intent

At Weavers, all students are offered the opportunity to study belief systems, Philosophy and Ethics. It is our aim to create informed, globalisedindividuals who have a strong grasp of religious literacy. This allows our learners to engage and have meaningful conversations with people who may share different worldviews to us. Therefore, allowing out students to better understand views that are adopted in our pluralistic society. Students deserve access to challenging ideas in a supportive environment; our curriculum encourages pupils to engage with the “Big Questions” of human existence through a debate style format. At Weavers we have adopted a multidisciplinary approach when teaching Religious Studies, Philosophy and Ethics. RSPE is delivered through the lenses of theology, sociology, ethics and philosophy.

Through the study of RSPE, students are equipped to:

Develop critical thinking skills by questioning, analysing, and reflecting on both religious and secular worldviews.

Explore their own beliefs and values while showing empathy, tolerance, and respect for the positions of others.

Gain religious literacy and an appreciation of multicultural Britain, reinforcing fundamental British values such as democracy, mutual respect, and tolerance.

Become informed, active citizens at local, national, and global levels, able to form meaningful relationships across cultural and faith boundaries.

The RSPE curriculum provides students with the time and space to wrestle with complex ideas, building both confidence and independence in thought. It strengthens their written and verbal communication, enabling them to articulate reasoned arguments and informed personal responses.

Ultimately, our intent is to develop not only substantive knowledge of religions and worldviews, but also the disciplinary skills to interpret, question, and evaluate human experience from multiple perspectives. This empowers our students to leave Weavers as thoughtful, open-minded individuals with the wisdom and understanding necessary to thrive in a diverse and interconnected world.

Key Stage 3:

During the first half term, students begin their journey by developing an understanding and appreciation of Worldviews. This involves reflecting on their own perspectives and recognizing that not all worldviews are rooted in religion. We aim for students to appreciate that worldviews are dynamic, shaped by factors such as age, culture, and personal experiences. This concept becomes a recurring theme as they progress through the curriculum, encounteringnew belief systems and ways of life. Later, students engage with fundamental philosophical questions such as “Does God exist?” and “Why is there evil and suffering?”.

Following this, students explore the Abrahamic faiths—Judaism, Christianity, and Islam—studied in chronological order to highlight their historical development and shared features. Through this, students encounter key narratives that underpin core beliefs and teachings within each tradition.

In Year 8, the focus returns to Philosophy, where students tackle profound questions such as “What are the origins of the universe?” and “What are life’s ultimate questions?” These units are designed to encourage students to think like philosophers—challenging ideas, considering alternative explanations, and developing critical thinking, ethical awareness, and debating skills.

Later in Year 8, students revisit worldviews with an in-depth study of Humanism and Sikhism. They examine the principles that form the foundation of Sikhism and explore how beliefs translate into lived experiences. Towards the end of the year, Humanism is studied in greater detail.

In Year 9, students investigate the influence of religion on society and reflect on whether religion remains relevant in the modern world. They are expected to present their views through reasoned, thesis-style arguments. Ethical issues take centre stage in this year, with topics such as abortion, euthanasia, and the death penalty explored under the theme of Religion and Life.

Finally, students examine Religion and Human Rights, where they consider how religious beliefs intersect with concepts of equality, freedom, and justice. This unit challenges students to think ethically about issues such as gender equality, freedom of expression, and discrimination. Students are encouraged to engage in structured debates, evaluate contrasting perspectives, and develop well-reasoned arguments. The aim is to foster empathy, critical thinking, and the ability to articulate informed opinions on complex moral and social questions.

	Autumn Term	Spring Term	Summer Term
Year 7	How do World views shape the way we understand ourselves and others?	How is Abraham important to Judaism, Christianity and Islam?	Is Evil a force or a choice?
Year 8	What are the origins of our Universe?	Life’s Ultimate Question: is life after death real?	How similar or different are Sikhism & Humanism?
Year 9	How does Religion impact Society?	Is all life equally important?	Is everyone treated equally, and what do religions say about justice and fairness?

Please be aware that parents and carers have the right to withdraw their child from all or part of RE lessons.