1. What is the curriculum rationale in Religion, Ethics and Philosophy?

Intent: purpose and values of Religion, Ethics & Philosophy

Religious Studies includes the study of religious and non-religious cultures and traditions from across the world. The discipline connects with the study of Ethics and Philosophy, addressing some of the most fundamental ultimate and moral questions.

We study religion, by embedding factual and cultural knowledge about faith, tradition and belief, whilst supporting students in the development of sensitive, empathetic and personal knowledge. Our students will develop knowledge of skills related to the complex disciplines of theology, ethics and philosophy through a rigorous thematic curriculum.

We aim to teach students about the origins and nature of religious and non-religious traditions. Students will develop factual and specific knowledge of the beliefs and practices of world traditions and faiths, with specific emphasis on the major world faiths and world views In lessons, we aim to combine substantive and disciplinary knowledge, so students can apply their knowledge of Religion, Ethics and Philosophy to debates, discussions, textual analysis, and extended writing, making sense of their own beliefs, values and opinions, and acquiring thoughtful personal knowledge.

Religion, Ethics and Philosophy ultimately prepares students to live in a diverse and multi-faith modern Britain, teaching them to show respect, cultural sensitivity and understanding of faith and practices. The discipline encourages pupils to see the value of the ‘faith into action’ approach, and students are given the guidance and tools to contend with issues in faith, even if they are deeply complex, sensitive, and controversial.

At Wilmslow High School we resist and oppose an ethnocentric curriculum, by teaching about a broad and diverse range of world faiths, promoting inclusivity of minority beliefs. We also promote the values of tolerance to other faiths and beliefs, encouraging cultural sensitivity, challenging bigotry, prejudice, antisemitism and Islamophobia.

We believe that the Religion, Ethics and Philosophy curriculum builds cultural capital and we promote the value of studying Religion, Ethics and Philosophy outside the classroom, visiting places of worship, and seeing faith in action. We deliver powerful and complex knowledge, that many students would struggle to contextualise independently, allowing them to understand deeply sensitive debates on issues such as jihad, euthanasia and caste. We also develop students’ knowledge of the Israel-Palestine conflict and the Partition of India, and our study of the Holocaust, following the principles of the Holocaust Education Trust, empowering students with powerful and moral knowledge of genocide and the lessons from it.

2. What is the 'big picture' in Religion, Ethics & Philosophy?

The ‘big picture’ outlines how the Big Ideas and areas of knowledge of each subject fit together:

At Wilmslow High School students from years 7 to 11 are introduced to the Big Ideas that underpin the study of Religion, Ethics and Philosophy:

• Belief, practices and belonging in major world faiths
• Understanding others and showing tolerance
• Realising my own values: ethical values
• Philosophical thinking: world views

There are four key areas of knowledge which are necessary to become a subject expert in Religion, Ethics & Philosophy:

1. Conceptual understanding: That our students build declarative knowledge (knowing that) in particular of key concepts such as:
   • Community and devotion
   • Why do we suffer
   • Medical ethics

2. Procedural fluency: That our students build procedural knowledge (knowing how to):
   • Debate and discuss
   • Analyse texts
   • Produce reflective extended writing
3. Personal knowledge: students’ presuppositions and values. The ‘lens’ through which they see the world, or personal worldview

4. Interdisciplinary knowledge: students understand that Religion, Ethics and Philosophy draws on the methods, processes and modes of enquiry of a range of disciplines including Theology, Social Sciences, Philosophy, History and the creative arts

3. What does knowledge look like in Religion, Ethics & Philosophy?

4. What do we teach and when?