Subject lead: Mrs Whitsey
The Weavers’ Ethics Curriculum is designed and centred on our students and our core values of striving for success by focusing on learning. We recognise the importance of inclusive, powerful knowledge, which can help students develop acquire a better understanding of the role that different religions and cultures play in today’s pluralistic world. Our planning enables students to apply, compare and contrast some of the world’s major beliefs – both religious and secular- to some of the ‘Big Issues’ they face on a day to day basis. The Humanities team has developed the Ethics Curriculum to spark and nurture our students’ interest and enthusiasm for religious beliefs as well as develop tolerance and understanding of other viewpoints and cultures by viewing them from an ethical and moral perspective and specifically, how studying these issues can help shape and develop us as people. We believe that the ethics curriculum and the knowledge acquired through studying will provide a crucial aspect of students’ development that will contribute significantly towards developing them into successful and responsible citizens who contribute positively to the world both within and beyond school.
In the first half term, students will develop an understanding of three of the six main world religions: Judaism, Christianity and Islam. Students will learn when and where these religions started, key beliefs e.g. 10 commandments, 5 pillars or miracles and concepts of the religion They will also learn about the role of Jesus, Eid and the Book of Exodus. In the second half term, students will gain an understanding of three more main world religions: Sikhism, Buddhism and Hinduism. Students will learn when and where these religions started, key beliefs e.g. enlightenment, polytheism and concepts of the religion. They will also learn about the importance of Holi, Gurus, and life of Buddhist Monks.
|Judaism Christianity Islam||Hinduism Buddhism Sikhism||How do religions commemorate? A comparison of different festivals||Good vs. Evil. A comparison of different beliefs about a ‘good life’|
In Year 8 students will study Creation myths and religious views and how our relationship with the planet has changed and religious responses to these challenges. We will explore a variety of views about what happens when we die and build upon the Year 7 learning of ‘what makes a good life’. Year 8 ends with a study of the ‘Big Questions’ and a more philosophical approach to different views.
|Is it ‘our’ world? A study of key origin and creation stories from key religions and myths.||Is death really the end? To explore a variety of religious and secular ideas about what happens to us when we die.||What are life’s ‘ultimate’ questions? To identify and explore some of the BIG questions such as ‘are we alone in the universe’?|
Year 9 students will focus on ‘What has religion done for us?’ which has a study of the 10 commandments and the link of modern laws. We will then look at whether humans have the right ‘to play God’ through examining issues such as animal welfare and abortion. Year 9 ends with a study on challenging prejudice and discrimination.
|What has religion ever done for us? To explore how religion continues to impact our society||Should people play God? To use ethical and moral issues to encourage debate about whether we should really play God||How can we identify and challenge prejudice and discrimination? Using situational and moral dilemmas we will study the Human Rights Act and discuss the responsibilities that go with it.|
At key stage 4, ethics is taught within PSHE lessons.
The aims and objectives of this course are to enable students to:
● develop their knowledge and understanding of religions and non-religious beliefs, such as
atheism and humanism
● develop their knowledge and understanding of religious beliefs, teachings, and sources of
wisdom and authority, including through their reading of key religious texts, other texts,
and scriptures of the religions they are studying
● develop their ability to construct well-argued, well-informed, balanced and structured
arguments, demonstrating their depth and breadth of understanding of the subject
● engage with questions of belief, value, meaning, purpose, truth, and their influence on
● reflect on and develop their own values, beliefs and attitudes in the light of what they
have learnt and will contribute to their preparation for adult life in a pluralistic society and
● demonstrate knowledge and understanding of key sources of wisdom and authority
including scripture and/or sacred texts, where appropriate, which support contemporary
● understand the influence of religion, belief and non- belief on individuals, communities and societies
● understand significant common and divergent views between and/or within beliefs
● apply knowledge and understanding in order to analyse questions related to religious/non-religious beliefs and values
● construct well-informed and balanced arguments on matters concerned with religious/ non-religious beliefs and values.