Welcome to the Religious Studies Department

Miss H. Case

Religious Studies Teacher

Mr M. Coomer

Head of Religious Studies

Mrs R. Hoyle

Teacher of Religious Studies/LIFE

Mrs J. Trohear

Teacher of History / Religious Studies

Miss H. De Freitas

Teacher of Religious Studies /LIFE and Law, Politics and Society

Year 7: Beliefs, Practice and worship/ prayer

Nature of God; Basic fundamental beliefs; Places of worship and importance of practice eg: prayer/ Pilgrimage.

Religions studied: Christianity; Islam, Hinduism and Buddhism.

Big idea:

  • To look at the fundamental beliefs of each of the religions above.
  • To ensure knowledge and understanding of each and then be able to compare and contrast.
  • To look closely at similarities and differences.

Before we can even begin to tackle the range of social and moral issues such as rights/ responsibilities; discrimination; justice; environment; medical ethics it is essential that we balance these with the need for pupils to develop a sufficient level of knowledge and understanding of the religions studied. We can then explore how these specific beliefs can impact on tackling the moral, social and ethical issues. It is virtually impossible for a pupil to apply religious perspectives if they do not have the depth of knowledge required.

Year 8: Holy Books; authority and interpretation

Christianity; Sikhism and Islam.

Big ideas are based around authority of holy books; what they teach; how they teach; how to apply in practice and reasons for different interpretations.

The second theme is how these Holy Books can impact on moral and social issues such as Justice together with an understanding of the role they play in the everyday lives of religious believers. For example respect for others with different beliefs, social justice, treatment of the vulnerable, treatment of minorities. We case study Desmond Tutu and Maria Christina Gomez.

Thirdly: the impact scripture has on the day to day lives and their use and importance on special occasions. For example the use of the Sikh Holy Book in a Sikh naming ceremony; a Sikh wedding; Sikh sense of identity and issues surrounding death.

Year 9: Community, Worship and Beliefs into practice

Christianity, Judaism and Hinduism

To explore different types of worship.

To explore how scripture shapes worship…liturgical and non-liturgical.

Explore beliefs about what happens to us when we die.

We also look in depth at a number of moral and social issues such as the stages of persecution and racism. What are the responses of religions to atrocities such as the Holocaust? How does religious belief impact?

What are religious responses to inequality by case studying Martin Luther King.

We also look closely at how religious believers respond to the problem of evil given that the nature of God determines that God is all powerful, all knowing and all loving.

Year 10 and 11 Core Non GCSE RL

In KS4 we look at a number of modern moral, social and ethical issues that can affect our lives. Topics covered range from causes of crime to causes of war to debate around Abortion and Euthanasia. Students are encouraged to express their opinions in an appropriate manner; to listen and respect those who differ from them and to evaluate and develop arguments for and against.

RS GCSE

The rationale behind the AQA course is to challenge students with questions about belief, values, purpose of religion and different types of truth. This will help students develop their own attitudes to a range of ethical and moral dilemmas together with an understanding of how religious followers put their beliefs into practice. This also allow students to explore how the nature of religion impacts on the culture of the UK.

Skills needed to complete the course should be embedded in KS3. These will include interpretative skills; comprehension skills; use and purpose of symbolism; disagreement amongst religions.

The course will enhance student’s knowledge of both religious and non-religious attitudes to moral and ethical issues. Build on their ability to construct informed and balanced arguments within a structured written framework. It also promotes self-evaluation of a pupil’s beliefs and moral boundaries.

Topics covered are Christian beliefs and practices; Judaism beliefs and practices; Relationships; Crime and Punishment; Religion and Life; War, Peace and Conflict.

Religious Studies Curriculum

Religious Studies Vocabulary words