This subject is not offered as a Key Stage 4 Option but we would facilitate completion of a GCSE equivalent in discussion with home schools, where required.

Key Stage 3 – Students undertake a baseline assessment on entry.

At Key Stage 3 Philosophy, Religion and Ethics (P.R.E.) is delivered as part of our Stage not Age approach, with one lesson per week.

At KS4, P.R.E. is delivered via assemblies, educational visits and

focussed learning days.

Should you wish to request that your child does not take part in these lessons please contact your child’s centre leader in the first instance.

Our pedagogy is underpinned by:

• The regular use of live modelling and exemplar texts to demonstrate processes, standards and expectations
• A range of strategies to deepen knowledge so that it is committed to long term memory
• Marking and targeted feedback that informs planning and addresses misconceptions.
• Assessments and timely intervention.
• Using errors as a learning opportunity and building resilience.

All learners are guided to:

• Develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism
• Develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying
• Develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
• Reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life
• Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in society and as part of a global community.

• Baseline testing
• Stage not age approach at KS3
• Personalised learning approach
• Regular verbal and written feedback
• Targeted interventions
• TA support in class
• Wellbeing Wednesday sessions

The Philosophy, Religion and Ethics curriculum helps to develop a wide array of skills which are at the core of many professions. Students are supported by the Careers and Work-Related Learning team to investigate post 16 pathways that incorporate these skills. A selection of the potential future careers include:

• Administrative Coordinator:
  • Salary ranges can vary, typically between £20,000 to £30,000 per year. Higher salaries might be offered for those in supervisory or managerial positions.
• Charity Coordinator:
  • Salaries can vary widely depending on the size and scope of the charity. Ranges from approximately £22,000 to £35,000 per year.
• Child & Youth Worker:
  • Salaries might range from around £18,000 to £30,000 per year, with possible variations based on the specific role, experience, and location.
• Clergyperson:
  • Clergy salaries can vary significantly depending on the denomination, location, and level of responsibility. Salaries might range from around £20,000 to £40,000 or more per year.
• Community Centre Director:
  • Salaries can vary based on the size and funding of the community centre. Typically ranges from £25,000 to £40,000 per year.
• Community Developer:
  • Salaries might range from around £22,000 to £35,000 per year, with variations based on experience and the community’s size and needs.
• Human Rights Advocate/Activist:
  • Salaries for these roles can be variable and might be dependent on whether one is working for a non-profit organization, NGO, or other entities. Salaries might range from £20,000 to £40,000 per year.

These salary approximations are based on industry standards and might differ based on factors such as experience, qualifications, location, specific job responsibilities, and employer structure.

The curriculum includes formal teaching through lessons, assemblies, visiting speakers and extra-curricular activities such as educational visits. We aim to equip all students to think for themselves as they study philosophical, theological and moral issues. We encourage them to be open-minded to other points of view and to identify and challenge misconceptions and prejudice. By building our curriculum around the key elements of the locally agreed syllabus, students will be more aware of the communities in which they live and how they can contribute positively to them. The Philosophy, Religion and Ethics curriculum is planned to enable all students to cumulatively develop skills which develop knowledge, understanding, critical thinking and personal reflection.

The Philosophy, Religion and Ethics curriculum aims to:

• provoke challenging question about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development
• encourage pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives
• enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society
• teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice
• prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.

The Philosophy, Religion and Ethics curriculum aims to:

• provoke challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development
• encourage pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives
• enable pupils to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society
• teach pupils to develop respect for others, including people with different faiths and beliefs, and helps to challenge prejudice
• prompt pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society. It encourages empathy, generosity and compassion.