* Parents and carers have the right to request that their child is withdrawn from all or parts of ethics and philosophy. Requests can be made by contacting the academy at office@tuxford-ac.org.uk
Staff lead: Mrs Brooks
Curriculum intent
Philosophy and ethics at Tuxford Academy allows our students to explore beliefs, morals and ethical issues in a safe, mutually respectful environment. From the start, it enables the reflection and the skills necessary to enhance understanding of a plurality of views and beliefs, on locally, nationally and globally relevant issues. In turn, this enables students to reflect on their own views, as well as giving the opportunity to reflect constructively on the ideologies of others, developing both personally and spiritually.*
Throughout the philosophy and ethics curriculum, students will study the beliefs, teachings and practices of religious and non-religious groups, and, using this knowledge and a varied range of activities provided to develop high levels of empathy, becoming active members of a global community. Lessons demonstrate a sense of respect, tolerance and open-mindedness, through the exploration of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, the family, communities and cultures.
By approaching learning through ‘big’ questions, students are able to explore issues of right and wrong, fundamental questions about existence, differing beliefs about God and what it means to be human. Lessons lend strong support to the pastoral curriculum, exploring many aspects of British values and relationships and sex education. Lessons use independent, student-led discussion and debate to fully foster the verbal confidence skills vital both in the subject and throughout life. This in turn enables students to develop spiritually and morally as well as giving them an opportunity to make sense of their own place in the world. The subject also promotes literacy as students learn to explain and describe their own views, and the views of others, using interpretation of texts to anticipate, describe and explain diverse views.
As students transition from key stage 3 to key stage 4 and beyond, their philosophy and ethics lessons will continue to enable them to express their own ideas, and the ideas of others, but also develop an understanding of appropriately selected worldviews with an increasing level of discernment, based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions.
Key stage 3
| Year | Topic | Knowledge and skills |
| 7 | What is religion? What is it like to be a Hindu in the UK? What is right and wrong? Do the teachings of Jesus stand the test of time? Why believe in God? | Students are introduced to the beliefs, practices and traditions of major religions, with a particular focus on Christianity and Hinduism. They begin to explore ethical questions, consider different worldviews and develop skills in enquiry, discussion and evaluation of religious beliefs and evidence. |
| 8 | Can we live in harmony despite differences What does love mean to Christians? What is it like to be a teenage believer Where can we find wisdom today? Death: is it the end? | Students deepen their understanding of identity, diversity and belief in contemporary society. They explore how religious teachings influence people’s lives, examine sources of wisdom and guidance, and develop the ability to analyse and reflect on philosophical questions about life, death and human relationships. |
| 9 | How does religion help with ethical issues? Where can philosophy and ethics help me in the future? Are religion and science compatible? Does religion make peace or conflict? How can people express spiritualism through the arts? | Students apply religious and philosophical concepts to complex contemporary issues, including ethics, science, conflict and social responsibility. They strengthen their critical thinking, reasoning and evaluative skills, while exploring how philosophy and ethics can support future study, careers and informed participation in society. |
Key stage 3 progress ladder
Our progress ladders show how student thinking and skills typically improve in each subject whereas our learning journeys are an overview that can be used to understand each subject in more detail.
Key stage 4
Qualification type: GCSE
Exam board: OCR
Course code: J625
| Year | Unit | Topic | Knowledge and skills |
| 10 | Christianity | Nature of God; creation; salvation; Jesus Christ; wand orship and pilgrimage. | Students develop detailed knowledge of Christian beliefs, teachings and practices. They learn to interpret sources of wisdom and authority, explain the significance of beliefs and evaluate the influence of Christianity on individuals and communities. |
| 10 | Islam | Nature of Allah; prophethood; life after death; Hajj; and festivals and worship. | Students explore Islamic beliefs and practices, developing their understanding of key religious concepts and how faith shapes the lives of Muslims around the world. They strengthen skills of explanation, interpretation and comparison. |
| 10 | Thematic studies | Relationships and families; and the existence of God and revelation. | Students apply religious teachings and philosophical arguments to contemporary issues. They develop critical thinking, reasoning and evaluative skills while considering a range of religious and non-religious perspectives. |
| 11 | Christianity and Islam consolidation | Review of beliefs, teachings and practices; synoptic links between religions; and examination preparation. | Students deepen their understanding of Christian and Islamic traditions and develop confidence in applying knowledge to examination-style questions. They refine analysis and evaluation skills using evidence from religious teachings. |
| 11 | Thematic studies | Peace and conflict; and human rights and social justice. | Students evaluate complex moral, ethical and philosophical issues through religious and non-religious viewpoints. They develop the ability to construct balanced arguments, justify conclusions and critically assess differing perspectives. |
| 11 | Examination skills | Extended writing; analysis and evaluation; and application of religious teachings. | Students develop exam technique, critical analysis and evaluation skills, enabling them to communicate well-reasoned arguments and supported judgements effectively. |
Key stage 4 assessment information
| Assessment | Topic | Information |
| Paper one | Christianity and Islam: beliefs, teachings and practices. | 1 hour 45 minute written examination. |
| Papers two through to four | Relationships and families; existence of God and revelation; peace and conflict; human rights and social justice. | 1 hour 45 minute written examination. |
Key stage 5
Visit our sixth form philosophy and ethics course information page for more details on our key stage 5 offer.
Careers and future pathways
Philosophy and ethics provides a strong foundation for further study and careers that require critical thinking, communication, analysis and understanding of different perspectives.
| Further study opportunities | Career pathways |
| A level religious studies | Law |
| Philosophy | Teaching |
| Theology and religious studies | Healthcare |
| Law | Social work |
| Politics | Police and criminal justice |
| Sociology | Journalism and media |
| Psychology | Politics and public services |
| Criminology | Human resources |
| Education | Charity and community work |
| Business and management |
