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Religious Education, PHSCE and Criminology


Head of RE & Criminology - Mr D Barnes - dbarnes@rbhs.co.uk 

Head of PHSCE - Ms P Hare - phare@rbhs.co.uk            



 Curriculum Intent: The principal aim of RE is to explore what people believe and what difference this makes to how they live, so that pupils can gain knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. 

This syllabus aims to develop students’ knowledge of matters pertaining to religion and belief in the 21st Century world, and offer opportunities for analysis, exploration and critique. This is expressed in the three learning outcomes:


Making sense of beliefs: Knowledge (AO1)

 Identifying and making sense of core religious and non-religious beliefs and concepts; understanding what these beliefs mean within their traditions; recognising how and why sources of authority are used, expressed and interpreted in different ways, and developing skills of interpretation. 

RE knowledge enables young people to be better prepared to work in and engage with the world around them. The ‘knowledge’ aim can be understood as an introduction into the intellectual disciplines that constitute RE: theology, philosophy, ethics, history, and occasionally sociology or psychology.


Understanding the Impact: Understanding (AO1)

 Examining how and why people put their beliefs into action in diverse ways, within their everyday lives, within their communities and the wider world. 

The ‘understanding’ aim refers to the techniques and teaching tools employed by the teacher to help students get under the skin of the knowledge, to see contradictions or problems, to ask questions which stretch their understanding, to make connections and feel confident that they understand both the information itself and why it is worth acquiring.


Making Connections: Evaluation (AO2)

 Evaluating, reflecting on and connecting the beliefs and practices studied; allowing pupils to challenge ideas studied, and the ideas studied to challenge pupils’ thinking; discerning possible connections between these and pupils’ own lives and ways of understanding the world. 

The ‘evaluation’ aim refers to a developing capacity in students to draw their own conclusions, based on what has been learned and explored, and to articulate their own supported views as they grow into adulthood. Their emerging conclusions and commitments may be challenged and may change. The ‘evaluation’ aim describes a young person’s right to evaluate the world around them. 

In this syllabus knowledge and skills are intertwined. Throughout the units the skills of listening, asking questions, discussing, building an argument, empathising, and finding out will be employed constantly to enable understanding. Teachers will develop both knowledge and skills in every lesson.



PSHCE education helps develop the knowledge, skills and attributes pupils need to manage many critical opportunities, challenges and responsibilities they will face as they grow up into adulthood. The programme of study focus’ on the development of young people as individuals, and as members of both families and social and economic communities.

We aim to equip children and young people with the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. PSHCE encourages young people to be enterprising and support them in making effective transitions throughout their life stages.

PSHCE education also enables children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

Pupils are taught core British Values and are given opportunities to understand and participate in the democratic process. They are taught to understand the importance of law and justice in the protection of rights and freedoms in the UK. Pupils are encouraged to develop mutual respect and tolerance of different national, religious, and ethnic identities and pupils investigate how society has changed and how it continues to change in the UK, Europe and Internationally.

Addressing Sexual Violence and Sexual Harassment between children in schools and colleges.

In March 2021, the government launched a review into sexual violence and harassment in schools and colleges. In September 2021 the DFE published guidance for all schools in order to ensure that all children grow up safe from abuse. As a school we are committed to ensuring that all our pupils are protected from harm, that unacceptable behaviour is challenged and that pupils are given a strong knowledge and understanding of what constitutes a positive healthy relationship.

To complement the whole school approach to tackling sexual violence and harassment in schools pupils across all year groups will receive 2 focused workshops which cover the following topics:

  • What is Sexual Harassment and why is it important to challenge it?
  • Unwanted touching – Why is it important to recognise and respect personal boundaries?
  • What is classed as unacceptable behaviour?
  • Exploring Sexual Harassment online
  • How do I report sexual violence and harassment in school?

These messages will continue to be explored and reinforced through PSHE education. The relationship and sex education programme which is delivered in Year 9 and 11 has a strong focus on challenging sexualised language, understanding consent, the importance of respect and communication in relationships, how to recognise grooming and exploitation, and explores acceptable and unacceptable behaviour. Pupils are taught how to recognise these dangers and where and how to seek help and support.

Sexual exploitation, teen relationship abuse and issues around sharing nude images are explored through the personal safety topic in year 10. Online sexual harassment is discussed through the managing risk topic delivered in the summer term of year 7.

PSHE Lessons are an important part of preventative education and we aim to provide a safe space to challenge attitudes that can grow into disrespect and violence. Pupils are given the opportunity to develop the communication skills needed to convey difficult messages, develop empathy and express how they feel. They are taught the importance of speaking out against abuse and given vital information on how to report unacceptable behaviour. It is our aim to equip pupils with the knowledge and skills needed to form positive healthy relationships in adult life free from harm and abuse.


WJEC Level 3 Applied Diploma in CRIMINOLOGY

WJEC Level 3 Applied Diploma in Criminology is a qualification with elements of psychology, law and sociology that complements studies in Humanities.

This is an Applied General qualification.  This means it is designed primarily to support learners progressing to university.  It has been designed to offer exciting and interesting experiences that focus learning for 16–19-year-old learners and adult learners through applied learning, i.e., through the acquisition of knowledge and understanding in purposeful contexts linked to the criminal justice system.  The qualification would support learners’ progression from any study at Level 2, particularly GCSEs in Sociology, Law, Psychology, Citizenship, History and Humanities.

The purpose of the WJEC Level 3 Applied Certificate in Criminology is to provide learners with an introduction to criminal justice and to give a context for humanities learning.  Together with other relevant qualifications, such as GCE Law, Psychology and Sociology, it develops the understanding to support entry to higher education courses in the humanities sector.


Click here to view the Curriculum Overview  

RE Key Stage 3 Overview:

We follow the Bolton Agreed Syllabus 2020-25 at Key Stage 3.

The 2020 Bolton Agreed Syllabus has been created for Bolton SACRE and approved by Bolton Council. It provides a syllabus for Religious Education (RE) for Bolton schools. Since 1944, all schools have been required to teach RE to all pupils on roll (except those withdrawn by their parents). RE remains part of the basic curriculum for all pupils.

This syllabus explains the value and purposes of RE for all pupils and specifies for teachers what shall be taught in each age group. It provides a coherent framework for setting high standards of learning in RE and enabling pupils to reach their potential in the subject.  

Year 7 RE: Sikhism and Christianity

Year 8 RE: Buddhism and Christianity

Year 9 RE: Islam and Metaphysics of God


 PSHCE Key Stage 3 Overview

 Year 7 : Health and Wellbeing and Managing Risk

Year 8 : Young People and the Law and First Aid

Year 9 : The Right to Be Me and RSE 

RE Key Stage 4 Overview:

Year 10 GCSE: Edexcel GCSE RS B (1RB0): Religion & Ethics: Christianity (1B) Year 10 GCSE

This area of study comprises a study in depth of Christianity as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically within families, and with regard to matters of life and death. 

There are four sections: Christian Beliefs, Marriage and the Family, Living the Christian Life and Matters of Life and Death.


Year 11 GCSE: Edexcel GCSE RS B (1RB0): Religion, Philosophy & Social Justice: Islam (3C)

This area of study comprises a study in depth of Islam as a lived religion within the United Kingdom and throughout the world, and its beliefs and teachings on life, specifically about the issues of Philosophy of Religion, and issues of equality and social justice. 

There are four sections: Muslim Beliefs, Philosophy of Religion, Living the Muslim Life and Equality. 

PSHCE Key Stage 4 Overview :

 Year 10 RE: Personal Safety, Drugs Education, Emotional Health and Wellbeing and Ethics

Year 11 RE: Focussing on the Future (CEIG), RSE and Government and Politics

  Key Stage 5 Overview: Philosophy

 Year 12: AQA A Level GCE in Philosophy (7172): Epistemology and Metaphysics of God

Students are required to demonstrate knowledge and understanding of the content, including through the use of philosophical analysis (conceptual analysis and argument analysis). They must also be able to analyse and evaluate the philosophical arguments within the subject content to form reasoned judgements.

 Epistemology is the philosophical study of the nature, origin, and limits of human knowledge. The term is derived from the Greek episteme (knowledge) and logos (reason), and accordingly the field is sometimes referred to as the theory of knowledge. Epistemology has a long history within Western philosophy, beginning with the ancient Greeks and continuing to the present. Along with metaphysics, logic, and ethics, it is one of the four main branches of philosophy, and nearly every great philosopher has contributed to it.

 Metaphysics of God is the philosophical study of the concept and nature of God, arguments relating to the existence of God and also religious language. Metaphysics is the branch of philosophy that focuses on the fundamental/ultimate nature of reality. In other words, questions relating to existence such as: what does it mean for something to exist, how might a thing exist and what is this like that exists?  In this instance, God.


Year 13: AQA A Level GCE in Philosophy (7172): Moral Philosophy and Metaphysics of Mind

Students are required to demonstrate knowledge and understanding of the content, including through the use of philosophical analysis (conceptual analysis and argument analysis). They must also be able to analyse and evaluate the philosophical arguments within the subject content to form reasoned judgements.

 Moral philosophy is the branch of philosophy that contemplates what is right and wrong. It explores the nature of morality and examines how people should live their lives in relation to others. Moral philosophy has three branches:

 Meta-Ethics investigates big questions such as, “What is morality?” “What is justice?” “Is there truth?” and “How can I justify my beliefs as better than conflicting beliefs held by others?”

  1. Normative ethics answers the question of what we oughtto do. Normative ethics focuses on providing a framework for deciding what is right and wrong. Three common frameworks are deontology, utilitarianism, and virtue ethics.
  2. Applied ethics addresses specific, practical issues of moral importance such as stealing, telling lies, simulated killing and the treatment of animals. Applied ethics also tackles specific moral challenges that people face daily, such as whether they should lie to help a friend or co-worker.


Metaphysics of Mind is the branch of philosophy that contemplates the somewhat abstract nature of a non-physical and non-extended mind in relation to a physical and extended brain. It explores the nature of consciousness and asks questions such as: ‘what is mind’ and ‘where is mind to be found’? Broadly speaking, Metaphysics of Mind has two main branches:

 Dualism asserts that the mind and body are separate. In the instance of substance dualism this might mean arguing that mind and body are made up of completely different substances, or, in the case of property dualism, asserting that mind and body possess different properties.

  1. Physicalism asserts that the mind and body are one. Physicalists argue that there is nothing beyond the physical world and that all mental activity is nothing more than physical phenomena. However, there are many grey areas between dualism and physicalism and both branches do not always divide neatly into two theories.

Key Stage 5 Overview: Criminology



Year 12: WJEC Level 3 Applied Certificate in Criminology 

 Year 13: WJEC Level 3 Applied Diploma in Criminology