The Knowledge and Skills overviews show the specific philosophy and religious studies content students will learn in each unit of study throughout the year. These documents outline both the substantive knowledge (philosophical concepts, religious beliefs, and ethical theories) and the disciplinary skills (reasoned argument, textual analysis, and evaluative thinking) that students will develop. Each unit is broken down to clearly identify what students need to know and what they should be able to do upon completion. Through the systematic development of both knowledge and skills, students build philosophical inquiry, religious literacy, and ethical reasoning appropriate to their stage of learning.
Prejudice and Discrimination
| Unit Progress Criteria |
| Knowledge |
Skills |
- The Equality Act 2010 and how this law operates in the UK.
- Protected characteristics in the UK and how they protect people.
- The murder of Anthony Walker, issues it highlighted and his legacy today.
- The murder of Stephen Lawrence and how the case impacted UK law.
- The American civil rights movement and the role of personal conviction.
- How forgiveness and equality are central to Christian teaching and activism.
- Prejudice in football - How racism, sexism, and homophobia have affected players and campaigns aimed at tackling this.
- Gender stereotypes and their potentially damaging consequences.
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- Define and use all key terms confidently
- To recall protected characteristics in the UK and explain their purpose
- To explain the impact of Stephen Lawrence’s murder on UK law
- To describe the nature of a hate crime and its impact on a community, using case studies
- To give examples of personal convictions and its impact, using case studies
- To describe and evaluate the impact of sporting campaigns aimed at tackling prejudice
- To evaluate the impact of gender stereotypes on young people
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The Problem of Evil
| Unit Progress Criteria |
| Knowledge |
Skills |
- The Problem of Evil and whether or not it disproves the existence of God.
- Religious response to the Problem of Evil -The Fall, The Book of Job, Free Will Defense, Soul-Making Defense and the Problem of Understanding.
- The nature of evil and where it comes from.
- Extreme examples of moral evil – Cases studies highlighting how upbringing and environment may shape people’s actions and choices and the potential role of individuals or God.
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- Define and use all key terms confidently
- Describe and explain the problem of evil for religious believers
- Summarise the story of Job and how this influences the Christian understanding of evil
- Explain the Free Will Defence, The Soul-Making Defence & the Problem of Understanding
- Describe examples of extreme moral evil
- Explain the ‘nature vs’ nurture’ debate, providing examples of each
- Evaluate the claim ‘the existence of evil proves God doesn’t exist’.
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The Ethics War
| Unit Progress Criteria |
| Knowledge |
Skills |
- Types of war - Guerilla, civil, interstate and total war.
- Causes of war - Human rights abuses, religious conflict, competition for territory/resources, and alliances drawing in more nations.
- Geneva Conventions and NATO - International treaties that set rules for humane treatment in war.
- Just War Theory (six conditions).
- Desmond Doss - his approach to pacifism and the military.
- Sophie Scholl - her non-violent fight for freedom and justice.
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- To give and explain various causes of war
- To explain the nature of defensive alliances, including NATO
- To understand the origins and purpose of the Geneva Conventions
- To describe personal responses to war (pacifism, Desmond Doss, Sophie Scholl)
- Explain religious responses to war (just war theory and jihad)
- To justify your own opinion on war
- To evaluate the claim that ‘war is never justified’
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