Religion Ethics and Philosophy is the subject through which students will be enabled to understand how major world religions and worldviews are lived out locally and globally and how they impact society, culture and the wider world.  It introduces students to the Big Questions about meaning and purpose and encourages them to reflect critically and responsibly on their own spiritual, philosophical and ethical convictions. REP equips students with cultural capital, allowing them to understand wider cultural references which they will encounter throughout their lives - both in the working world and beyond - and sparks a sense of awe and wonder in the face of the diversity of faith, belief, world-view and human experience. At BCCS, the REP curriculum intends to develop this religious literacy, so that it is grounded in a multi-disciplinary understanding of the subject. By understanding the different disciplines, students see religion and worldviews through different lenses, and gain a stronger understanding of the well-established academic traditions including theology, philosophy and human sciences, in which the subject is rooted. Our approach to teaching and learning ensures that no student is left behind. 

The theological lens encourages students to ask questions that believers would ask and consider the influence of sources of religious wisdom or authority on behaviour, as well as the multiple interpretations and historical contexts of these sources.  The philosophical lens encourages students to explore questions and answers raised through considering the nature of knowledge, existence and morality and to develop the skills of critical reasoning, critical thinking, dialogue, discussion and debate.  The human sciences lens requires students to ask questions that people who study lived reality or phenomena would ask, to think like a psychologist, anthropologist or sociologist and explore questions and answers raised in relation to the impact of religions and worldviews on people and their lives.

The REP curriculum at BCCS provides a core body of knowledge to be investigated as students are exposed to the contrasting worldviews of Buddhism and Eastern thought, Humanism and other atheistic worldviews, alongside Abrahamic thought which gives students an understanding of the breadth of philosophical discussion as well as the cultural capital required to discuss important ideas with knowledge and confidence. As students join us from over 50 diverse primaries, the KS3 curriculum assumes no prior knowledge about any specific religion or worldview, but also avoids repetition of content that many year 6 students may have already covered. The nature of the school as a Church of England non-selective Academy as well as a cohort that reflects the diverse nature of the city makes BCCS a unique place to teach REP. This has led to the study of Christianity at A Level and the introduction of Islam alongside Christianity at GCSE. We also have amazing opportunities to engage with the local faith communities. However, we are firm in the belief that our students should be exposed to a full range of world views as this reflects the city and world in which they live.

The curriculum develops the eight key concepts of: 

• God
• Creation
• Life After Death
• Practices
• Sacred texts
• People
• Ethics and Society
• Soul

The curriculum is selected and ordered to secure knowledge of these concepts and these concepts are developed through Key Stages 3-5.

Key Stage 3 has been ordered so that year 7 students have the opportunity to be introduced to the key concepts through knowledge of the central concepts of God nd belief, Christian and Hindu creation stories, specific religious ethical teachings and stories, the narrative of Jesus’ life and the 5 pillars of Islam. Students are encouraged to develop their knowledge through examination of ancient texts, including understanding of historical context, as well as developing their analytical and critical thought. These explorations will enable them to develop their personal understanding of their place in the world and their own approach to the eight key concepts. This will also allow cross-curricular knowledge such as the analysis of texts and understanding of the historical context of Jesus. In Year 8 these ideas are developed by constant application of these concepts to the overarching theme of social justice. The students will develop knowledge of Christian attitudes towards justice, the work of John Wesley, Mother Teresa and John Wesley, the origins, beliefs and practices of the Rastafari faith, and origins, beliefs and practice of Tibetan Buddhism. Students are encouraged to develop their knowledge by analysing and evaluating the consequences of the different actions and teachings they explore, which will include textual analysis and interpretation. Students will develop their personal knowledge by reflecting on what their own reaction is to the social injustices we explore, and what they would feel empowered to do in the face of social injustice. Interdisciplinary knowledge is encouraged through the link with the study of the slave trade in History, and the geography of Tibet. In Year 9 students develop disciplinary knowledge of the classical arguments for the existence of God, the Christian approach to sexual ethics, religious and non-religious attitudes towards the environment, the Jewish response to the events of the Holocaust and the causes of some types of extremism - both religious and non-religious. Their knowledge is developed in each lesson as they are able to describe and explain key religious teachings and practices, use scripture to support explanations and evaluate religious and non-religious beliefs and views. This encourages students to develop their personal knowledge of their world and the influences on their views, as well as their understanding of their answers to big questions such as ‘Is there a God?’. 

Key Stage 4 has been ordered to make sure the eight concepts are developed in line with what is required at GCSE level. The exam board sequencing has been adapted to make sure that students develop their knowledge of key concepts such as God before we look at how these beliefs are put into practise or how these ideas impact ethical attitudes. We have chosen to study Christianity and Islam as a reflection of our cohort and these religions’ impact on the 21st century world. 

At Key Stage 5 we offer an A Level in Religious Studies based on a study of Christianity. The eight key concepts continue to be our focus as students develop their disciplinary knowledge of various different scholars and new sources of wisdom and authority. The units of Philosophy, Ethics and Developments in Christian Thought give the students a sound basis in the history of Western philosophical discourse and encourage them to engage critically with the various schools of thought from rationalism to empiricism as well as exploring modern social issues such as gender and society and secularisation. 


Religious Studies Curriculum

Teachers of REP strive so that our students can: 

• Describe accurately what they learn, including key words and ideas. 
• Explain different world views, using keywords and examples. 
• Analyse different perspectives by looking at their impacts and philosophical/ethical strengths and weaknesses. 
• Evaluate what they study in order to reach their own justified conclusions and ideas. 

Teachers use the ‘Remember, Review, Renew’ at the beginning of lessons, here students are encouraged to recall knowledge from previous years, revisit their last learning and actively engage in new ideas and deep questions. All plenaries are differentiated to include thinking hard statements as well as knowledge recall and analysis. Advanced literacy is modelled and supported in all forms of written work from the first Y7 base-line assessment. This includes specific support for our SEN cohort. 

Students are constantly encouraged to develop listening and discussion skills through the use of the Listening Ladder and formal debating language. We ask the students to ‘disagree well’. Teachers employ the use of Think Pair Share and students are given the opportunity to lead and score formal debates to encourage active engagement with what we are learning. 

Upon entry we use a baseline assessment of key skills in order to judge the range of ability in each class and begin to differentiate accordingly. The impact of this for the students is that they are more likely to be supported and stretched in their learning. 

At KS3 reporting on progress/RfL/Effort and Homework enables us as a department to track students who need extra support. The results of this for the students are that they will be identified and supported in their learning needs. Every lesson begins with a ‘Remembering’ of relevant knowledge from the previous year, and a ‘Review’ of knowledge from the last lesson. Every summative assessment will also include a requirement of this knowledge. These assessments will be followed by a feedback lesson in which their personal feedback is used to help them improve their work and develop their thinking in one of the key ‘Ways of Knowing’ - Theological, Philosophical and Social Sciences. PP and SEN students also receive extra support through live marking, with a focus on literacy skills. 

At KS4 fine reporting on projected grades against teacher target grades ensure we have high standards and identify ‘gap’ students. This matters because the students will receive the targeted support they need to succeed. Exam Board information such as Examiner’s Reports have been used to inform the guidance that students receive and the skills of description, explanation, analysis and evaluation are formatively assessed on a regular basis. Every lesson begins with a ‘Remembering’ of relevant knowledge from the previous year, and ‘Review’ of knowledge from the last lesson. Every summative assessment will also include a requirement of this knowledge. These assessments will be followed by a feedback lesson in which their personal feedback is used to help them improve their work and develop their thinking in one of the key ‘Ways of Knowing’ - Theological, Philosophical and Social Sciences. PP and SEN students also receive extra support through live marking, with a focus on literacy skills. 

At KS5 fine reporting on projected grades against teacher target grades ensure we have high  standards and identify ‘gap’ students. This matters because the students will receive the targeted support they need to succeed. Exam Board information such as Examiner’s Reports have been used to inform the guidance that students receive and the skills of description, explanation, analysis and evaluation are formatively assessed on a regular basis. Every lesson begins with a ‘Remembering’ of relevant knowledge from the previous ter or year, and ‘Review’ of knowledge from the last lesson. Key knowledge is assessed on a regular basis and timed essays are introduced at an early stage so that students get used to the deans of the A Level exam. Students are given opportunities to respond to their marked essays and improve. Any student who achieves a grade that two below their target grade will have to rewrite the full essay.

Key Stage 3

By the end of this key stage students will know:

• The essential concept of God and how this theology is seen in the Christian, Muslim, Sikh, Jewish and Buddhist faith. They will have also considered classical philosophical arguments to support God reasons why non-religious people may reject this concept, including arguments from social sciences such as psychology. 
• The essential concept of creation from the theological perspective of Christianity and the Hindu faith, the philosophical arguments that suggest the existence of the world and design suggest an intelligent creator, and the philosophical objections to these ideas. They will also have analysed how these ideas may impact the way in which we treat our environment.
• The essential concept of Life after Death and how early human societies put their beliefs into practice. They will have knowledge of the Buddhist and Hindu concept of Moksha as well as the ideas of reincarnation, rebirth and resurrection. Through this study they will have developed their own personal knowledge of their approach to existence and the afterlife.
• The essential concept of Practices - how religious people may put their beliefs into practice. This will be specifically developed in the study of Christianity, Islam, Judaism, Sikhi and Buddhism. They will have the opportunity to explore how non-religious people also have ceremonies and practices based on their beliefs. 
• The essential concept of sacred texts, why these texts have such importance in Christianity, Judaism, Islam, Buddhism, Sikhi and the Hindu faith. They will have used the interdisciplinary skills to anaylse these texts for divergent meanings and developed their understanding of how historical context can have such a huge impact on the meaning of these texts, especially Biblical texts and how these impact on ethical ideas around sex and the treatment of the environment. 
• The essential concept of important people and how these individuals have such power for believers. The students will analyse how sacred figures such as Jesus, Muhammad, Guru Nanak have huge impact in terms of wisdom and as role models. They will also see how various historical figures have put their faith into action. For example John Wesley, Mother Teresa and Desmond Tutu. By examining these people through the theological and philosophical lenses they will have developed their own personal knowledge around issues such as racism, sexism and abortion. 
• The essential concept of Ethics and Society and how these ideas have their basis in religious and non-religious ways of thinking. They will specifically have knowledge of Christian ethics, based on a study of St Paul and the parables/actions of Jesus, Muslim ethics as expressed through the concept and of ‘Jihad’ and the 5 Pillars, Sikhi ideas around service and equality, Buddhist avoidance of anger and harm and Jewish Commandments and ethical ideas around sex and marriage. Through this study student will develop their personal knowledge of social justice and their attitudes towards sex and environmental ethics. 
• The essential concept of the Soul and how different faiths have different approaches to this idea. Specifically they will be able to explain why the Buddhist faith rejects the concept of a permanent soul. They will also have knowledge of how some religions believe the soul continues after death either through reincarnation or resurrection. Through this they will develop their personal knowledge of how they define and understand their own soul. 

Key Stage 4

By the end of this Key Stage students will know:

• Substantive knowledge of the divergent beliefs about the nature of God in Christianity and Allah in Islam and non-religious objections to these beliefs, including the different roles of the three parts of the Trinity and the concept of Tawhid and how this impacts the lives of believers.
• Substantive knowledge of the divergent beliefs about creation in Christianity including the role of the Word and how this impacts the lives of believers. This will include literal and metaphorical understanding of creation stories in Genesis and non-religious approaches to creation. 
• Substantive knowledge of divergent beliefs in Muslim and Christian eschatology, how these belief compare and non-religious objections to the concept of life after death. This will include ideas around salvation, judgment, resurrection and how these beliefs impact the lives of believers. 
• Substantive knowledge of the divergent ways worship and prayer are viewed in different denominations of Christianity and Islam as well as comparison of the different faiths. This will include different interpretations of the symbolism of the eucharist and the different festival in Sunni and Shi’a Islam. 
• Substantive knowledge of the divergent approaches to sacred texts in Christianity and Islam including understanding of the nature of the Bible as a collection of various sources and the difference between Shi’a and Sunni Muslims in terms of who is able to interpret the full meaning of the Qur’an. Hermeneutic study will include authorship, historical context, various interpretations and how these will affect the life of a believer.
• Substantive knowledge of key people in Christianity, Islam and non-religious thought. This will include the concepts of prophethood, Messiahship and various historical figures including St Paul, Thomas Aquinas, Al-Ghazali and Abu Bakr (for example), as well as more modern case studies in terms of the impact of belief on people’s lives.
• Substantive knowledge of how religious and non-religious ethical systems (such utilitarianism and situation ethics) will impact views and actions in relation to issues such as sexual relationships, gender equality, environmental ethics, crime and war. 
• Substantive knowledge of divergent Christian and Muslim beliefs about the soul, as well as non-religious views on the concept. This will include an understanding of how the concept relates to eschatology, judgment and creation as well as how this belief will impact the life of a believer. 

Disciplinary knowledge requirements include interpretation, critical analysis, hermeneutics and source analysis. Through this study students will develop their personal knowledge through the conclusions they reach.

Key Stage 5

The A Level is divided into three sections; Philosophy, Ethics and Developments in Christian Thought. All of the eight concepts (God, Creation, Life After Death, Practices, Sacred texts, People, Ethics and Society, Soul) are involved in all three sections but at a far deeper level that includes philosophers and schools of thought from ancient Greece right through the Enlightenment to 21st century feminism, and students are encouraged to make these synoptic links. For example in the Philosophy section students will study the classical arguments for God’s existence such as the Cosmological argument, including versions from Thomas Aquinas, Gottfried Leibniz and Richard Swinburne as well as objections from David Hume and Bertrand Russell, amongst others. They will learn how to apply different philosophical approaches such as empiricism, rationalism, cognitivism, naturalism and pragmatism. By the end of this key stage students will have knowledge of in-depth philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They will also  be able to explain the history of philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion. Students will have knowledge of how religion and ethics is characterised by the study of ethical language and thought. They will be able to apply various ethical theories to issues of importance; namely euthanasia, business ethics, and sexual ethics. Students will be able to explain various developments in religious thought, including an opportunity for the systematic study of Christianity. This will include the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority such as Humanae Vitae and Mulieris Dignitatem. Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues such as secularisation and feminism.

Disciplinary knowledge requirements include interpretation, critical analysis, hermeneutics and source analysis in order to reach fully justified conclusions in relation to all the issues studied. Through this study students will develop their personal knowledge through the conclusions they reach.

At all key stages, we aim for students to be: 

• Knowledgeable of different world-views. This will be seen in knowledge-based questions at the end of each unit, including knowledge from prior years. Development will be shown by the accumulated knowledge evident in assessments as students progress, and also in well-supported arguments encouraged by structured debate, which will become more sophisticated as the students progress through Y7, 8, 9 and on into Key Stage 4 and 5. In the classroom we will see students asking questions and using knowledge in discussion. In books we will see accurate explanations of different world-views and glossary tables for each unit. 
• Textually literate. This will be seen in Year 7 study of Jesus and the 5 Pillars. Development will be shown by increased understanding of hermeneutics as students progress through Y7, 8 and 9.  In the classroom we will see original holy texts being examined including their historical context and different interpretations. In books we will see holy texts being referenced and quoted in support of explanations and argument. For example the examination of original text of parables in Y7, Quotes from the Buddha in Y8 and Paul’s letters in Y9. 
• Respectful of different ideas and able to disagree well. This will be seen in listening skills/listening ladder used from the start of Year 7. Development will be shown by increased sophistication of debate and direct response to each other in open discussion in Year 9. In the classroom we will see students asking each other questions and responding directly and respectfully to each other in debate, with the teacher providing sentence starters for how to do this. In books we will see a wide range of world-views explored and analysis of different viewpoints. 
• Understanding of why there are different world-views. This will be seen in the exploration of the context of development views. Development will be shown by increased understanding of how historical context impacts ideas. For example, understanding of Jesus’ context in Y7 in comparison to the writings of St Paul in year 9. In the classroom we will see students showing understanding of the historical and cultural contexts of world-views such as Rastafari and Tibetan Buddhism. In books we will see written work where the teacher has specifically requested and rewarded understanding of context. For example in the students’ analysis of St Paul’s letters in year 9 
• Empathetic. This will be seen in students’ understanding of different global perspectives from tribal beliefs to Jewish reaction to the Holocaust. Development will be shown by comparison of basic understanding of ethical views in Year 7 with understanding of the plight of Tibetan people in Year 8 and analysis of Christian sexual ethics in Year 9. In the classroom we will see students explaining how study of themes such as the Holocaust makes them feel. In books we will see students reacting creatively and sensitively in their written work. For example in students’ written work based on whether or not we should care about Tibetan Buddhism.  
• Analytical. This will be seen in the encouragement of understanding multiple viewpoints in all extended written assessed work as well as structured discussion. Development will be shown by the difference between simple ‘I disagree/agree because…’ written work in Year 7 with sophisticated ‘Although it could be argued that… It is clear that…’/ ‘In conclusion, it is clear that…’ in Year 9 written work. Year 9 work will show a greater appreciation for more varied approaches. In the classroom we will see the students able to explain positive/negative impacts of different viewpoints as well as strengths and weaknesses of different arguments. The teacher will provide guidance for how to speak in a critical but respectful way with each other. In books we will see critical analysis encouraged through sentence starters and key critical language such as ‘persuasive’/’unpersuasive’, ‘strong’/’weak’. This will be recognised/rewarded by teachers. 
• Curious. This will be seen in every starting activity that happens in each lesson. Our ‘Renew’ policy will seek to spark interest in everything we study. Development will be shown by more students involved in extra reading/research, and asking more sophisticated ‘Why?’ questions in Year 9. In the classroom we will see students asking questions about what they study, and asking questions of each other. In books we will see research tasks that offer students freedom and reward for going above and beyond. 
• Engaged with their life-story and that of others. This will be seen in the questions and conversations they have with each other in a classroom environment designed to make students feel safe. Development will be shown by older students feeling able to ask each other more challenging ‘Why?’ questions and being respectful of the answers. In the classroom we will see students being given sentence starters and language to help them ask questions of each other and disagree well. We will see starter activities that ask them to engage with their own culture and experience. In books we will see creative and structured work that demonstrates knowledge of different world views put into practise. For example, year 7 responses to learning about the Shahada. 

Celebrators of diversity. This will be seen in the creation of safe learning environments where students are encouraged, and feel able to express their own beliefs and identities. This will also be shown in the range of topics and ideas we study at KS3, from Humanism to Rastafari, from Christian ethics to Sikhi service. Development will be shown by students’ reactions in discussion and written work, to issues around ethnicity, sexuality, different faiths and social justice as they progress through KS3. For example, by learning about Islam in Year 7 they will be equipped to study/challenge extremist views in Year 9. In the classroom we will see students who are able to engage with each other and ask intelligent questions as well as specific work such as celebration of Tibetan culture in Y8 and engagement with Community Iftar.  In books we will see the full range of religions and world-views represented with students encouraged to write about the value of different faiths and world views, in terms of what we can learn from each other.

Religious Studies Achievements