Curriculum Intent: Our curriculum will allow learners to engage with some of the greatest thinkers in history, from ancient philosophers to 20th century moralists. We will study stories that challenge their preconceived notions of life, identity and the world they inhabit. We will present learners with a diverse range of religious beliefs important in a historical and modern context. Our hope is to give learners the contextual knowledge and skills to analyse debates, events and ideas from that have philosophical, religious and ethical roots. We will support learners to ask deep questions and give them the vocabulary to form their own answers to the most persistent, complex and important questions in life.
Assessment: Assessments will either be based on baseline progress, quizzes or scenario work.
| Topics (Term 1-6) | Content Learnt | High Performing students will: |
| Terms 1 and 2 Philosophy | Myths e.g. Persephone and Hades. What is Philosophy? What is science? What is philosophy for? Why is Philosophy important? The boat of Theseus (thought experiment) If you replace every part of a boat over, is it the same boat? Big question Descartes – What is the experience of being human (cogito ergo sum)? Ring of Gyges (thought experiment) morality and proving we live in society. Big questions Jean Jacques Rousseau – How does society work (the social contract)? Connections between literary fiction and philosophy and religion. How to construct an argument. Valid and invalid arguments. | |
| Terms 3 and 4 Religion (areas may extend over more than one lesson) | Who am I? Why are people religious, non-religious? Exploring religions Looking for answers – religious, agnostic and atheist views Reviewing and comparing creation stories | |
| Terms 5 and 6 Ethics | What are morals and ethics? Exploring famous moral and ethical dilemmas (the trolley problem). Are rich people responsible for the poor? Is society responsible for the poor? The philosophy of charity? Is being charitable selfless? Small and big charitable gestures (link social contract and collective versus individual). How religious and non-religious groups support the philosophy of charity? Local connection: Hailsham Food Bank (relative and absolute poverty). |
Parental right of withdrawal from RE
This was first granted in 1944 when curricular RE was called ‘Religious Instruction’ and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad and exploring a range of religious and non-religious worldviews. In the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own RE. This provision will be the parents’ responsibility. Students aged 18 or over have the right to withdraw themselves from RE. Parents also have the right to withdraw their child from part of RE, and can do so without giving any explanation. If you wish to withdraw your child from RE lessons at Hailsham Academy, please contact the office to confirm your request: