Highcross Road, Poulton-le-Fylde, Lancs, FY68BE
01253 883019

Religion, Ethics & Philosophy


Our intent is to provide an academic REP curriculum that enables students to have the skills and knowledge to engage in respectful dialogue about religious, philosophical and ethical issues.

Names of staff, roles & contact details

Mrs S Wild
Subject Leader for REP

Mrs S Cuthbertson
Teacher of REP

Mrs E Dawber
Teacher of REP


Year 7What do we mean by religion and world views? (thematic)Caused or chance? (Christianity and Humanism)Judaism: More than 'family, food and festivals'?Faith and Justice: How should we treat our 'neighbours'? (Christianity)What unites the Islamic community?What is the ChurchWhat do Hindus learn about God through celebrating festivals?
Community and belonging
Signs, symbols and expressions of belief
Fields of enquiry
Ideas about God
Use of symbolic language
Genesis and ways of interpreting the Bible
Ideas about the origins of the Universe
Stewardship and Laudato Si
Beliefs about God and the Covenant Shabbat
Moses & the Exodus
Home & family
Judaism in the UK
Beliefs about Jesus
Parables: 'The Good Samaritan' and 'The Sheep and the Goats'
Lent and sacrifice
Responses to poverty and injustice
Liberation Theology
The Five Pillars of Islam
Beliefs about God
The Qur'an
The Ummah
Attitudes to wealth
Signs and symbols
The worldwide Church
Church buildings and worship
Baptism and Eucharist
Beliefs about God and the deities
Avatars: Rama
Worship in the home and mandir
The Ramayana
Year 8Chosen People? (Judaism)Who was Jesus?Where do Muslims seek guidance? (Islam)Why might the existence of evil and suffering be a problem for theists? (Christianity and Judaism)Do we need to suffer? (Buddhism)What beliefs are central to Christianity?How might faith inspire people? (thematic)
Torah and covenant
Noah, Abraham, Moses, Jacob
Yom Kippur
Diaspora and diversity in modern Judaism
Messianic hopes
Birth narratives
Advent and Christmas
Responses to Jesus at the time
Responses to Jesus today
Who is Jesus to Christians, Muslims and atheists?
The Life of the Prophet Muhammed
Hadith and Sunnah
Worship and the Mosque
Diversity in the Ummah
The 'problem' of evil
The Holocaust
Responses to the Holocaust
The 4 Noble Truths
The 8 fold Path of Meditation
The 3 refuges
The Sangha
The Apostles and Nicene Creeds
The Trinity
Biblical miracles, modern day healings and religious phenomenon
Easter and the belief in resurrection
Pascal's Wager
Anne Frank
Sophie Scholl
Fr. Maximilian Kolbe
Dietrich Bonhoeffer
Year 9What does it mean to be human? (Christianity and Humanism)Does religion equal extremism? (thematic)Does religion encourage equalityWhat is faith? (Christianity)
Beliefs about the soul
Humanism and secularism
Conscience and making moral decisions
Interpretations of the Bible
Evolution and the distinction between humans and animals
Sanctity of human life
Extremism and dialogue
Eschatological beliefs and apocalyptic ideas
Ahimsa in Buddhism and Jainism: Can you be an extremist pacifist?
Quakers and non violent protest
Self defence and fighting for justice
Sikhism: What does the kirpan symbolise?
Christian attitudes to war
The Just War Theory
Lesser Jihad
What are justifications for a Holy War
Can there ever be a peaceful world? (reconciliation, Corrymela and inter faith dialogue)
Guru Nanak
The Gurus
Langar and Sewa
Religious experiences
Job, Jonah
St. Paul and the early church conversion
Martin Luther King
Monastic life in the modern world
Kierkegaard: Leap of Faith


Year 10What happens when we die?The influence of religion on literature and the arts
Why do people fear death?
What do different people believe happens after death?
Final judgement in Christianity and Islam, ideas about heaven and hell
Beliefs about the Devil (Christianity and Islam)
Day of the dead
Does it matter if we behave morally?
Islamic funeral rites
Non-religious beliefs about death: Humanist beliefs and funerals
The influence of the Bible on symbolism and metaphor
Shakespeare and religion
The King James Bible
The impact of Empire and encounter
The Theosophists
Religion and art
Gospel music and grime
Year 11Religion, Science and TechnologyWhat do we mean by human rights?
Religious ideas about sanctity of life
Medical Ethics: IVF and embryology, abortion, euthanasia and the right to die
Animal rights
The impact of developments in technology on the future of what it means to be human
Religion and science: is there conflict?
What rights should all people have? What responsibilities should come with those rights?
Religious attitudes towards the treatment of criminals and the death penalty
What is genocide?
Hotel Rwanda: How does Paul's concept of 'family' and 'neighbour' change over time?
What are the long term impacts of conflict?
Can the human race learn to get along better?


Year 10 (90)Christian Beliefs, Teachings and PracticesPhilosophy and EthicsChristian Beliefs, Teachings and Practices
Nature of God / TrinityCreationRelationships and familiesEvil and SufferingJesusCelebrationsSalvationEschatological beliefs
Islamic Beliefs, Teachings and PracticesRevision and Exams
Nature of AllahProphet hoodSunni and Shia (Differences in core beliefs)Holy BooksAngelsPredestinationLife after deathForms of worship
Year 11 (60)Christian Beliefs, Teachings and PracticesIslamic Beliefs, Teachings and PracticesChristian beliefs, Teachings and PracticesPhilosophy and Ethics
Worship and SacramentsPrayerPilgrimageFive Pillars
10 Obligatory acts
Special days and festivals
JihadThe role of the church in the local community and living practicesMissionThe Existence of God
Philosophy and EthicsChristian Beliefs, Teachings and PracticesPhilosophy and EthicsRevision and exam practice
Equality (relationships and families)The role of the church in the wider worldReligion, Peace and ConflictDialogue between religious and non-religious beliefs and attitudes

Some of the content and/or sequencing in schemes of learning during the academic year 20/21 and academic year 21/22, may differ due to the extended periods of remote learning and other Covid-related disruptions to regular learning.

How and when is my child assessed?

The main focus for assessment in KS3 is the acquisition and application of knowledge. The assessment system used has 2 strands:


Has the student gained an adequate knowledge of this topic?

Assessed using multiple-choice testing.

This identifies gaps and misconceptions in knowledge. This form of assessment provides all pupils with the opportunity to demonstrate their learning in REP without the constraints of having to write at length.


Assessment tasks are set to help pupils develop the writing style and critical thinking skills – feedback is given according to the Lancashire Bands.

In KS3, students will have end of unit assessments at least once a term, usually more often, where they will receive feedback according to the Lancashire Bands and how they can improve.

In KS4, students will have regular checks of understanding and knowledge, although these will be marked with a focus on extended writing and not give a grade for CORE REP.

In KS4 for GCSE RS, students are regularly assessed, including key word tests and retrieval quizzes each lesson. Exam style questions are completed at least once a fortnight, although these are not always given an exam grade, but will always have feedback on how to improve. End of unit exams and whole school exams, will be given a grade and feedback on how to improve.

We would encourage you to consider and respond to questions concerning the meaning and purpose of life, questions of morality and identity in our multifaith and multicultural society. REP lessons at Baines School will provide plenty of opportunity for this type of dialogue and reflection, and will allow your child to explore their own beliefs and opinions. The most important thing we would invite you to consider is to keep an open mind on the subject of religion and its impact on life.


For homework and research tasks:

Baines School ILC has a wealth of resources.