Philosophy and Ethics

Philosophy and Ethics

Curriculum Map

Soul Space  >> Holocaust Memorial Day >> Active Citizenship >>

The Philosophy and Ethics curriculum is delivered by a dedicated and passionate team, it brings together the subjects previously taught separately as RE, Citizenship and PSHEE. There is now one coherent programme of study, with more time allocated to enable breadth and depth of topics. There will be an unbiased approach to cover a range of different topics; at no point will students be told this is the best or worst political party, the right or wrong religious view, the right or wrong thing to do.


Topics covered in Years 7-9 include:

  • Who are I?
  • What do I do when my identity is taken away?
  • How do we work together?
  • How do we live together?
  • What is awe and wonder?
  • What different authorities do we have?
  • How do I change when I get older?
  • What career is best for me?
  • What are my rights and responsibilities?
  • What health and sexual risks do I need to be aware of? What is the truth? 

Students will use a wide range of resources including videos, textbooks, newspaper articles, research articles, outside agencies and practical exploration of the world around them. There will be lots of different activities throughout the course, which have been designed to be thought provoking, create discussion, and build upon and enhance functional skills. Supporting many of these lessons are Simon Fenn and Pete Skivington Youth Workers from the Anglican and Baptist traditions. 


Alongside material being taught, students in Years 7-9 will be required to complete a homework project for the autumn and spring term. These projects will be completed in their homework books and handed in at an arranged time with their Philosophy and Ethics teacher. They will be marked and assessed and prizes will be given to those students who have contributed fully to their project.  The full overview of content taught at for each year group is attached. 

The schemes of work take on an AFL (assessment for learning) approach. For example students will often assess their own and each other’s work and use this active discussion to improve their own abilities. 

Throughout the schemes of work there are formative assessment opportunities. These are often small pieces of work or reflection but help the teacher and learner to build up a picture of their own ability. It often involves the learners deciding upon the criteria for success.

In essence all work is designed to enable learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. This will be a constant dialogue with teachers and learners. 

There are also summative assessments where teachers will assess pieces of work and use this data. The aim is that these assessments are reliable and valid –each assessment will be discussed by learners and staff.


In years 10 and 11 ALL students follow the OCR Religious Studies Philosophy and applied Ethics full course. This course looks at topics that we know will engage all including war and peace, equality, abortion, euthanasia, religion and science, wealth and poverty, the end of life and the concepts of the Deity. This full course contributes towards the 8 GCSE’s 


The department has also organised Soul Space. This is where the drama studio is transformed into a space for prayer and reflection. Colourful fabric, lighting and cushions, fill the space with different interactive activities and zones available. Students are encouraged to use the space in a way that best suited them – from being creative artistically to having a time of quiet and thoughtful reflection.

Over the five days, the Soul Space offers all students the chance to access aspects of Christian prayer in an experiential way that a classroom couldn’t provide and encouraged them to think and reflect on their own lives and wider world issues. 

Other Activities

The department plays a prominent role in flexi days.

In Year 7 all students get the opportunity to visit one of the local churches. They become the ‘expert’ in that denomination and return to school to share their experience with the other members off their group in order to create a church of the future.

In Year 8 we offer a trip to London to visit the National Gallery and Parliament, here students get a tour of Parliament, participate in an educational workshop and sit in on the House of Lords or the House of Commons debate. Later in the year we then organise a number of outside speakers to work with the year group on personal, social, health education.

Year 9 flexi days support the Philosophy and Ethics, History and English curriculums with a day focussed upon the events of the Holocaust this might include a visit to Beth Shalom the Holocaust Education Trust or a visit to school from a Holocaust Survivor or a trip to the Jewish Museum.  

Towards the end of Year 10 a futures day is organised the structure of the day provides students with the chance to consider everything that may affect their future including applying for colleges, revision techniques and exam stress busting strategies and keeping yourself sexually healthy. 


In addition to flexi days we also endeavour to organise other visits and speakers including a trip to Norwich Castle and the Anglican Cathedral for Year 7s, speakers from other faiths, careers conventions and outside agencies throughout the year.

In 2013 we took 40 students to Rome as part of our activities week  this was a fantastic 4 days seeing the sighs of the Vatican, the Roman Forum, the Spanish Steps, The Coliseum, The Trevi Fountain and a coach trip to Pompeii. We have also offered a week’s package visiting the historical and religious sights slightly closer to home. 


For information about the Sixth form go to this link:

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