S4 Core
After defining “belief” pupils learn to identify different types of belief before considering what influences our beliefs. Key questions of life are identified and we look ways in which people have reflected on these in art, literature and film as well as religion, philosophy and science. Pupils can then explore either arguments relating to Existence of God, or the origin of the universe. The unit also requires study of counter-arguments and throughout pupils are given opportunities to offer personal opinions supported by valid reasons, arguments or evidence. The unit is certificated by SQA and Intermediate 1 or 2 (equivalent to N4 & 5).
N4/5 RMPS
Anyone who enjoys thinking about life’s big questions will enjoy studying this RMPS course! Through a study of the things people do and believe, pupils have a chance to explore their own ideas about the meaning of life. What’s real and true? What’s right or wrong?
The RMPS Course is made up of three units. One focuses on Religion, one on Morality and one on Philosophy.
Unit 1 – World Religion
We study the most ancient living major religion in the world today – Hinduism.
Dating back at least 4000 years, Hinduism offers learners an opportunity to explore philosophical ideas about time, space and reality, as well as pressing questions about how people should relate to each other in society.
It is a religion rich in ideas and colourful legends, and through these we find out what Hindus believe about human beings, the supreme reality and the cycle of life.
We ask about the impact of Hindu belief and practice in the world today, and whether they are helpful for people trying to make sense of life.
Unit 2 – Morality and Belief
In this unit the focus is ethical dilemmas encountered in modern medical science, with a particular focus on the nature and value of human life.
We start with a discussion of ideas like “sanctity of life” and “bodily autonomy”. Who gets to decide if we live or die?
We then explore issues in embryo research, from the use of IVF to cloning and genetic selection. What should be allowed? What should be seen as unethical? Pupils will have a chance to analyse and evaluate a range of religious and non-religious responses to these kinds of questions.
We then consider the moral issues raised by care for the dying. Could it ever be right to help a suffering person to die?
Unit 3 – Religious & Philosophical Questions
Who is responsible for the suffering and evil we see in the world around us?
This unit looks at both religious and non-religious responses to this challenging question.
Pupils explore questions about human freewill, and ask if all people are equally able to make decisions about how to act, if at all.
We explore religious responses that suggest there are supernatural forces at work, but also scientific views, which explain the nature of people and the world in terms of physics and biology.
Finally, we ask what is the best response to the problem of suffering and evil? What can we do to make the world a better place?
The Assignment
This is a piece of personal research. With help from the teacher, pupils suggest a question about religion, morality or philosophy (or a combination of these). They might want to ask if it’s morally acceptable to try to make self-conscious robots, or if we should make organ donation compulsory. They could ask how we life and the universe got here, or whether miraculous things really happen. If they’re interested in religion they might want to ask if Buddha’s explanation of life makes sense or if Islam supports violence.
It’s entirely up to pupils, but choosing something they really do wonder about will help them to enjoy this piece of work, and it might even help them to reach some conclusions.
The Assignment is really about skills. Researching, reporting, analysing and concluding will be important features of the report.
To get the National 4 qualification pupils need to pass 3 Unit assessments, and tackle an Assignment. These are marked by teachers, and SQA validates the marking.
For those who go for a qualification at National 5 in S4, there is an exam, and this will have a range of questions based on the units. The exam is worth 80% of the final mark, and the remaining 20% is awarded for the Assignment. Both of these elements are marked by the SQA.
N5/HIGHER RMPS
A bi-level RMPS course is offered in S5&6 with scope for movement between levels depending on performance. Here pupils can build on their work in N4/5 and/or Core classes as they explore further Belief, Morality and Religion.
Pupils study the following three units:
Unit 1 – World Religion
At 29 years old, an Indian prince named Siddartha Gotama realised that wealth and luxury would never offer true satisfaction. After years of study and meditation he finally found 'the middle path' and was became known as the “ Enlightened One” or Buddha. He then spent the rest of his life teaching the principles of Buddhism — called the Dhamma. In this unit, pupils study what he taught about the nature of reality and human beings, the inevitability of suffering, and the ways to overcome it and ultimately achieve enlightenment. Areas studied include the Four Noble Truths, and the Noble Eightfold Path – Buddha’s prescription for overcoming suffering. Pupils will have an opportunity to explore and comment on the value of these teachings, some 2500 years after they were first given.
Unit 2 – Morality and Belief
In this unit the focus is ethical dilemmas encountered in the area of Criminal Justice, with a particular focus on the causes of crime, and views on how best to respond to it. We start with a discussion of what is meant by terms like “criminal”, “legal”, and “moral” before considering the complex reasons behind some forms of crime. We then explore different options in the UK for responding to crime, and we look at a range of ideas about the purpose of punishment. Is it to achieve retribution? Should it be about reformation? Is punishment really about deterrence?
Finally we consider the moral issues raised by the use of Capital Punishment. Is “An eye, for an eye” the only way to secure justice? Are the risks of miscarriage of justice just too high? Should the state be killing people at all?
Unit 3 – Religious & Philosophical Questions
Where did it all come from? Was it made, or did it just happen? What would these possible answers mean for our place in the universe and the meaning of life?
This unit looks at religious, philosophical and scientific responses to these questions.
Pupils explore current scientific theories about the Big Bang expansion of the universe, and the evolution of life on earth from a common ancestor by Natural Selection. These are contrasted with traditional religious creation stories, and we explore different views about how these ought to be understood.
The unit aims to explore not only the polarised views of literalists and materialists, but also those of both scientists and religious believers who don’t see conflict between science and faith as necessary or inevitable.
Pupils studying for a course qualification in RMPS are also required to complete an Assignment. They are expected to select an issue for study, research information and viewpoints on the issue and present a justified conclusion. The write-up showing their findings is carried out under controlled conditions, and submitted to SQA for marking.
Education for All
The department has a particular interest in campaigning for Global education, so every year, pupils in S4&5 core classes participate in the Send My Friend to School Campaign, which involved a study of reasons why many of the world’s children are not in education. The project finishes with the production of messages which are sent to our local MP, with a request to continue to work for education for all. This is a fantastic opportunity for pupil to reflect on how fortunate they are, and to get involved in action that aims to make life better for some of the world’s most impoverished children.
All year groups are also encouraged to take part in fundraising to support our sponsor school in Liberia through the Mary’s Meals schools feeding programme.
