Religion, Philosophy & Ethics

Subject leader


David Taubman

Curriculum Intent

At The Turing School, the Religions, Philosophy & Ethics curriculum plays a crucial role in providing students with cultural capital and developing their understanding of different beliefs and values in a diverse world. Our curriculum not only prepares students to appreciate and appraise varied responses to significant human questions but also encourages them to develop their own responses. 

Through systematic enquiry, our curriculum helps students to appreciate the impact of religion and beliefs on individuals, culture, behaviour and national life. As an intellectually challenging and personally enriching subject, RPE prepares students to become successful, confident and respectful young adults who are equipped with the skills and knowledge needed for successful careers in a diverse and globalised world.

Curriculum implementation 

   - 3.1 What does it mean for Christians to believe in God as Trinity? [God]
   - 3.10 What is good and what is challenging about being a Muslim teenager in Britain today? [Iman/ibadah/Akhlaq]
   - 3.2 Should Christians be greener than everyone else? [Creation]
   - 3.11 What is good and what is challenging about being a Jewish teenager in the UK today? [People and the Land]
- Optional unit for schools teaching Judaism at GCSE:
   - 3.3 Why are people good and bad? [Fall]
   - 3.12 How are Sikh teachings on equality and service put into practice today? [God/the Gurus/values/Panth]
   - 3.4 Does the world need prophets today? [People of God]
   - 3.13 What difference does it make to be non-religious in Britain today?
   - 3.5 What do people do when life gets hard? [Wisdom]
   - 3.14 Good, bad; right, wrong: how do I decide?
   - 3.6 Why do Christians believe Jesus was God on Earth? [Incarnation]
   - 3.15 How far does it make a difference if you believe in life after death? Christians, Muslims, Hindus, non-religious worldviews
   - 3.7 What is so radical about Jesus? [Gospel]
   - 3.16 Why is there suffering? Are there any good solutions? Christians, Hindus/Buddhists, non-religious worldviews
   - 3.8 The Buddha: how and why do his experiences and teachings have meaning for people today? [Buddha/dhamma/sangha]
   - 3.17 Should happiness be the purpose of life? Christians, Buddhists, non-religious worldviews
- Optional unit for schools teaching Hinduism at GCSE:
   - 3.9 Why don't Hindus want to be reincarnated and what do they do about it? [Samsara/moksha/Brahman/atman/karma/dharma]
   - 3.18 How can people express the spiritual through the arts? Religious and non-religious worldviews