Philosophy, Religion and Ethics
As a department, we aim to develop students' critical thinking skills and their ability to question the motivations and reasoning of the decisions we make. We aim to educate students about different cultures and belief structures, in order for students to have a broader understanding of worldviews and the justification for different worldviews outside of their own. We aim for our classrooms to be a place where diversity is celebrated and genuine tolerance for other worldviews and beliefs is fostered. This will help to develop students' abilities to ask questions of the world around them, thus helping to mould global citizens who are willing to take action and speak to improve the world around them.
Our approach to the subject means students develop their own analytical skills by looking at a range of different Philosophical, Religious and Ethical issues and discussion points, as well as a range of contemporary debates in order to reach their own conclusions, developed through considering different worldviews and different understandings of the world.
Philosophy, Religion and Ethics at Glyn School is rooted in the development of 4 learning elements:
Knowledge and understanding of different worldviews
Critical thinking
Personal Reflection
Genuine tolerance
| Head of PRE | Ms L Baxter L.Baxter@glynschool.org |
Why study this subject?
Glyn PRE offers in-depth study of numerous different worldviews, some of which may challenge your own approach and understanding of the world. You will foster an understanding of other people’s viewpoints and why they arrive at the conclusions that they do, thus developing your ability to empathise with worldviews that are not necessarily your own. The critical thinking and application skills developed in this subject are vital transferable skills for both other subjects and for application in the wider world. These skills are developed gradually as you progress through the GCSE and A Level courses available, in which you will continue to debate key Philosophical, Religious and Ethical questions.
Is it right for me?
PRE is a fast-paced subject that looks at both historical worldviews, as well as ever-changing approaches to ethical issues. If you enjoy debating, learning about different cultures and finding answers to questions that don’t have a right or wrong answer, then this subject is a perfect fit for you
Year 7 sequence of lessons
Half Term 1 and 2 - How and why do we make moral decisions?
In this unit, we explored the process of making moral decisions and the factors that influence them. We also questioned the existence of evil, the concept of God commanding moral actions, and the consequences of immoral actions. By analysing these topics, we gained a deeper understanding of how morality shapes our behaviour and impacts our lives and communities. Ultimately, we learned that making ethical choices requires careful consideration of various factors and a commitment to promoting the well-being of ourselves and others.
Half Term 3 and 4 - Why do prejudice and discrimination exist if they lead to immoral actions?
This unit examined prejudice and discrimination and their link to immoral actions. We delved into the underlying reasons why people discriminate and the reasons why individuals are not treated equally. Additionally, we discussed the concept of social justice and its importance in creating a fair and equitable society.
Half Term 5 and 6 - Is there life after death?
This unit explores the concept of life after death by delving into its meaning and examining how religion, faith and beliefs shape our views. It considers whether there is an afterlife and what that might entail, including the potential for a heaven or a hell. Through this exploration, it seeks to understand the ways in which people across different cultures and traditions have grappled with questions about mortality and the possibility of continued existence beyond death.
Year 8 sequence of lessons
Half Term 1 and 2 - Is it reasonable to believe in the existence of God?
This unit examines the rationality of believing in God's existence. It investigates the plausibility of key theories like the big bang and evolution that challenge the idea of a divine being. Additionally, it also analyses the future of religion, especially in the face of scientific advances. Ultimately, the debate over God's existence remains unresolved, with compelling points and counterpoints on both sides.
Half Term 3 and 4 - How can decision-making impact the way we see the world?
This unit explores the influence of decision-making on our worldview, specifically in relation to how humanity cares for the environment and animals. Our beliefs and values also impact our actions towards these issues, proving the importance of critical self-reflection. Additionally, the question of whether children should be raised in a religious environment is considered. Engaging in meaningful discussions about influences on our worldview and decision-making can lead us towards a more compassionate and sustainable future.
Half Term 5 and 6 - How should criminals be treated if all lives have the same value?
This unit delves into the impact of our actions on our future regarding the commission of crimes and the concept of forgiveness. Additionally, it explores the meaning of justice and the rationale behind punishments. Finally, the unit also examines how justice can be effectively served in the legal system. Together, these topics help us understand how our choices can shape our fate and how society can promote accountability and fairness in a just manner.
Year 9 sequence of lessons
Half Term 1 & 2 - Do we need religion if we have science?
The relationship between science and religion is a complex one and in this unit, we explore the question of whether we need religion if we have science. We examine how scientific discoveries can challenge religious beliefs and whether or not God intends us to explore science. We also discuss the impact of scientific advancements such as cloning, genetic modification, and artificial intelligence and whether these will make the world a better place. Ultimately, the unit encourages critical thinking about the role of both science and religion in shaping our worldview.
Half Term 3 and 4 - Who owns life?
The unit focuses on the debate about the ownership of life, exploring whether it belongs to God or individuals. It also delves into the sanctity of life versus quality of life debate, questioning which should be prioritised. Further, the unit looks at the question of whether individuals should be allowed to make their own choices about their lives. Through examining these topics, students will gain a broad understanding of how different perspectives influence the way people think about the value of life and the ethics of decision-making.
Half Term 5 and 6 - Is religion dangerous?
This unit examines the potential dangers of religion and explores several related topics. We consider whether religions promote life and encourage ethical behaviour or if they can be detrimental to society. Additionally, we look at the role of free will in human behaviour and whether it is responsible for evil actions. Finally, we examine the difference between a cult and a religion and whether certain religious practices can be harmful. Ultimately, this unit aims to prompt critical thinking about the potential dangers and benefits of religion.
Year 10 sequence of lessons
Half Term 1 and 2 - Buddhist beliefs and teachings.
Half Term 3 and 4 - Christian beliefs and teachings.
Half term 5 and 6 - Relationships and families, religion and life, and the existence of God and revelation.
Why we sequence the scheme of work this way
In Year 10, students studying under the AQA exam board explore the beliefs and teachings of Buddhism and Christianity. Through thematic analysis, students examine topics such as relationships and families, religion and life, and the existence of God and revelation, considering how these concepts are understood and applied within each religion. This study provides students with a deeper understanding of the core beliefs of both religions, and encourages them to reflect on their own beliefs and values.
Year 11 sequence of lessons
Half Term 1 and 2 - Buddhist practices
Half Term 3 and 4 - Christian practices
Half Term 5 and 6 - Religion, peace and conflict, religion, crime and punishment, and religion, human rights and social justice.
Why we sequence the scheme of work this way
In our Year 11 class following the AQA exam board, we explore the practices of Buddhism and Christianity, with a focus on thematic subjects such as religion's impact on peace and conflict, crime and punishment, and human rights and social justice. Through the lens of these two religions, we engage with important ethical and philosophical questions, deepening our understanding of the world's diverse religious traditions.
A Level Curriculum
The A Level course we offer utilises the OCR exam board. In our cycle, we provide students with nine lessons, which are further divided into three lessons for each component. This approach allows for a more in-depth understanding of the various topics, giving students ample time to engage in classroom discussions, group activities, and independent learning tasks. Overall, we aim to provide our students with a comprehensive and effective learning experience that prepares them for success in their exams and beyond.
Component 01 - Philosophy of religion
Students study philosophical language and thought, and issues and questions raised by belief:
- Ancient philosophical influences
- The nature of the soul, mind and body
- Arguments about the existence or non-existence of God
- The nature and impact of religious experience
- The challenge for religious belief of the problem of evil
- Ideas about the nature of God
- Issues in religious language.
Component 02 - Religion and Ethics
Students explore key concepts and the works of influential thinkers, ethical theories and their application:
- Normative ethical theories
- The application of ethical theory to two contemporary issues of importance
- Ethical language and thought
- Debates surrounding the significant idea of conscience
- Sexual ethics and the influence on ethical thought of developments in religious beliefs.
Component 03 - Developments in religious thought
Students explore religious thoughts related to Christianity:
- Religious beliefs, values and teachings, their interconnections and how they vary historically and in the contemporary world
- Sources of religious wisdom and authority
- Practices which shape and express religious identity, and how these vary within a tradition
- Significant social and historical developments in theology and religious thought
- Key themes related to the relationship between religion and society.
