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Philosophy, Religion and Ethics - Year 9

Mathematics - Year 7

Click here to return to our Philosophy, Religion and Ethics curriculum overview

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.

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

What are the key concepts students will study at this level?

  • A Life for a life – capital punishment
  • Buddhism
  • Do Animals have Rights?
  • Miracles
  • Where does the Universe come from?

What will students learn at this level?

Autumn Term 1

A Life for a life:

  • What is capital punishment?
  • The aims of capital punishment
  • Case studies
  • Christian attitudes
  • Buddhist attitudes

Autumn Term 2

Buddhism:

  • Who was the Buddha?
  • Four noble truths
  • Five precepts
  • Eight fold path
  • Buddhist Monks

Spring Term 1

Do Animals have Rights?:

  • How are animals different to humans?
  • Is it right to kill animals for food?
  • Animal Testing
  • Battery Farming
  • Leather
  • Religious Slaughter

Spring Term 2

Miracles:

  • What is a miracle?
  • Evidence for miracles
  • Jesus – the man of miracles
  • FBI case study
  • David Hume

Summer Term

Where does the Universe come from?:

  • What a wonderful world
  • Different explanations for the creation of the world
  • Cosmological Argument
  • The Big Bang
  • Christian Creation

What skills will students develop at this level?

  • Analytical skills
  • Evaluative skills
  • Communication
  • Team Work
  • Group work
  • Pair and individual work

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?

https://www.thegrid.org.uk/learning/re/sacre/

  • 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?

https://www.thegrid.org.uk/learning/re/sacre/

True tube

BBC news

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

Philosophy Club

Assemblies

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?