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Religious Studies


 

Subject Leader:  Miss Elizabeth Edwards 

In Religious Studies,  our intent is to provide a stimulating, varied and enriching learning experience to prepare students for life in a culturally diverse modern world.   We aim to encourage enthusiastic interest in the study of other people’s beliefs, while developing further their understanding of their own beliefs.   We promote mutual respect, tolerance and understanding across different cultures and communities.  To this end, pupils study the major world faiths as well as having the opportunity to explore alternative world views.   

By the end of KS3, we aim to have developed pupils’ ability to speak and write about the basic concepts of religion as well as having looked in more detail at three of the major world religions. 

By the end of KS4 as well as developing their knowledge of the different world religions and alternative world views, the pupils will have developed the understanding to  consider the influence of these beliefs on the lives of adherents and apply beliefs and teachings to a range of ethical and philosophical issues.   

For those who are studying the subject for GCSE, they will also have developed a detailed knowledge and understand of the religious beliefs, teachings, practices, and sources of wisdom and authority in Christianity and Islam.  They will have become informed about common and divergent views within traditions in the way beliefs and teachings are understood and expressed.  They will have developed their understanding by an issues-based approach to the study of religious, philosophical and ethical studies in the modern world. 

Year 7 and 8  

Content  

Aspects of Christianity, Islam and Sikhism are studied, as well as looking at why people believe or don’t believe in a god, and how religion is practised at key points in a person’s life, through rites of passage. 

Assessment  

Students are assessed three times a year, with the skills of knowledge, understanding and evaluation being covered. 

Homework  

Various tasks are set for homework, with one major piece of work being set each term, often involving research into the area being studied. 

How Parents and Carers Can Support  

  • Encourage your daughter to learn more about their own beliefs as members of a religion or to understand why they don’t have a religion. 
  • Encourage your daughter to be able to explain to others what they believe in and what they don’t believe in. 

Additional Support Available/Useful Links  

Reading is famous for its Abbey, now in ruins, but worth a visit.  There are many places of worship throughout the area, some of which are open regularly.   

Otherwise, the following tours of religious buildings are useful: 

Reading List  

  • The Holy books of the different world religions 
  • Fiction such as ‘The Chronicles of Narnia’ by C.S. Lewis 
  • Biographies of people influenced by their faith 

Year 9, 10 and 11 (Core) 

Content 

During this time, there is the opportunity to investigate Buddhism before going on to look at various themes, such as Right and Wrong, War and Pacifism, Relationships.  Students are encouraged to develop their own thoughts about these issues and critically evaluate the views of others, through various means such as discussions, videos, and internet research. 

Assessment / Homework 

There is no formal assessment or homework for those not doing GCSE.  

How Parents and Carers Can Support  

  • As in KS3, encourage your daughter to understand and explore their own beliefs. 
  • Encourage your daughter to explore and talk about religious issues which are in the news etc. 

Year 9, 10 and 11 GCSE 

Exam board and syllabus code: Eduqas Religious Studies Route A 

Content  

There are three papers which are taught over the three years of the course.  The first paper studied is on the beliefs, teachings and practices of Islam.  This is followed by studying the beliefs, teachings and practices of Christianity.  The final component (which is 50% of the qualification) is on religious, philosophical and ethical studies in the Modern World, looking at Issues of Relationships, Life and Death, Good and Evil and Human Rights. 

Assessment  

The skills of knowledge understanding and evaluation are tested regularly, with three papers in the final examination 

  • Component 1:  Religious, Philosophical and Ethical Studies in the Modern World 
  • Component 2:  Study of Christianity 
  • Component 3:  Study of a World Faith (in our case, Islam) 

Homework  

Homework is set every fortnight, giving students the opportunity to consolidate lesson work, research topics, or develop skills of answering questions. 

How Parents and Carers Can Support  

  • As in KS3, encourage your daughter to understand and explore their own beliefs. 
  • Encourage your daughter to explore and talk about religious issues which are in the news etc.
  • Encourage your daughter to complete all homework tasks thoroughly and revisit the syllabus content regularly. 
  • Additional Support Available/Useful Links  

The examination board, Eduqas, has a website with  many resources, including knowledge organisers and blended learning 

  • GCSE Pod 
  • Seneca 
  • BBC Bitesize 
  • Textbooks and Revision guides 

Religious Education & Right of Withdrawal
At Reading Girls' School Religious Education (RE) is a valued part of our curriculum. It provides pupils with the opportunity to explore different world views, beliefs, and values, helping to promote respect, understanding, and reflection. RE is taught in accordance with the locally agreed syllabus, and we aim to ensure it is inclusive and relevant to all pupils, regardless of their faith background.

Right to Withdraw
Parents/carers have the legal right to withdraw their child from all or part of Religious Education lessons.
If you wish to exercise this right, please contact the Principal in writing to discuss your request. While you are not required to give a reason, we are happy to discuss any concerns or provide further information about our RE provision. We respect and uphold your right to make this choice.

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