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Philosophy and Ethics

Key Stage 3 Summary

Purpose and aims of the Northampton Academy Philosophy curriculum in Years 7-9  

The aims and purposes of philosophy in the Northampton Academy Curriculum are; firstly, to develop the well-educated person. The well-educated person is the student, who is, a successful learner, a confident individual, an effective contributor and a responsible citizen. The second aim of the curriculum is to ensure that students develop; spiritually, morally, socially and culturally.  This means that the curriculum will have the competency skills as part of its underpinning (team work, creative thinking, independence, reflection and resilience) in doing so the curriculum will harmonise the development of the mental physical and spiritual powers. The third aim of the curriculum is to ensure that students are engaged with their learning. This means that the philosophy curriculum ensure that all students will be able to demonstrate the key core values of Northampton Academy– Ambition, Determination and Respect. 

 ‘Philosophy’ in KS3-years 7, 8 and 9 is based on the content knowledge and skills required for GCSE RE. Apart from covering topics that will enable learners to consider and respond to a range of perennial questions related to their own spiritual development, student will also expected to reflect upon core fundamental British values’- tolerance, and the rule of law. 

The curriculum has been divided up into the two key areas assessed at GCSE  

AO1 

Demonstrate knowledge and understanding of religion and belief*, including: 

  • beliefs, practices, and sources of authority 
  • influence on individuals, communities, and societies 
  • similarities and differences within and/or between religions and beliefs 

AO2 

Analyse and evaluate aspects of religion and belief*, including their significance and influence 

* The term ‘belief’ includes religious and non-religious beliefs as appropriate to the subject content requirements 

Year-by-year Northampton Academy ‘Philosophy’ Curriculum  

KS3 

  • Year 7 students will be learning through thematic learning and the competency skills about perennial questions and how they guide humanity in finding a sense of purpose and belonging. They will learn about the importance of identifying and developing leadership skills. They will explore the origin, and the basis for our rules through the theme- Guidelines to live by, living together in harmony, where do we come from and where are we going? 
  • Year 8 builds upon the skills and knowledge gained in year 7. Students continue with thematic learning and will start the term solving a murder mystery, through which they will be introduced to Moral and Ethical dilemmas, the nature of truth, what is the big story told in the bible, sanctity of life, crime and punishment and justice. Students will also embark on a thematic journey of discovery, where they will explore answers to perennial questions: who am I; where are we going; why is it sometimes hard to find God; has Science ditched God; Does suffering makes impossible to believe in God? 
  • Year 9 extends from year 8 and at this stage there is a significant difference in the learning challenges set for students. Students will be introduced to some of the topics they will be expected to learn for GCSE to give a flavour of the expectations, content and skill requirement needed to succeed at GCSE philosophy and beyond.  In year 9 students will learn about issues of relationships (love marriage divorce family etc.), Issues of Human Rights (social justice, human rights, censorship etc.) and or Issues of Good and Evil and Suffering. 

A Mastery Curriculum  

The ambition is for all pupils to achieve the year by year expectations outlined in the curriculum. That is, that all pupils are taught the full content of the curriculum and that with reference to the key performance indicators outlined for each year group, all pupils are taught to achieve these. Mastery means that pupils should be able to recall and apply what they have learnt at another point in the future rather than just at the time they first meet an idea or technique. Achievements through the year contribute to evidence of mastery by the end of the year. Re-visiting a key performance indicator can provide opportunities to:  

  • Demonstrate mastery  
  • Address any gaps in learning  
  • Widen and deepen learning as pupils apply their knowledge and skills in a different context or tackle more complex work.  

Assessment Outcomes: Key Performance Indicators (KPIs) for the ‘Philosophy’ curriculum  

KPIs are a summary of what a student should be able to do by the end of a topic, having been taught the curriculum content, the KPIs are explicitly linked to each of the Philosophy topics.  

Assessment Methodologies  

The KPIs for Philosophy should always be used alongside and referenced to the curriculum statements that led to them and should never treated separately. They should be used to formatively assess the progress in the student’s learning in the curriculum, and to inform teaching in the classroom, or any other interventions.  

Students will be assessed:

  • when marking written work, produced during day-to-day Philosophy activities – as long as the work was carried out under sufficient control that the teacher is confident that it is the students’ own work  
  • by setting specific assessment tasks  
  • by setting end-of-topic tests

 

 

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