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Religious
Studies
“The unexamined life is not worth living” – Socrates
Curriculum intent: To develop pupils’ religious literacy, by grasping the origin of key beliefs in major faiths and how these are interpreted (Theology), enabling the students to explore philosophical questions about what it means to be human (Philosophy) and understand the diversity of lived religious belief and how this impacts on behaviour (Social Sciences).
Religious Studies deals with people and ideas, developing thinking skills which are needed for any academic subject. Pupils develop the ability to find information, use a variety of enquiring techniques, ask and consider challenging philosophical questions and empathize with alternative viewpoints. Religious Studies also provides an opportunity for pupils to explore their own beliefs and gain great understanding about the world we live in and the other people we share it with.
The Ancient Greek philosopher, Socrates, considered the investigation of life’s most ultimate questions as a pastime worth dying for. As a teacher he was a maverick: he never asked his students to write a word but he did expect them to think deeply and question everything. His commitment to moving beyond superficial understanding, led to his pupils becoming the rebels of their day. Their refusal to accept laws without questioning them meant their mentor Socrates was considered a rabble-rouser. He was eventually charged with corruption and rebellion. Socrates ultimately considered the study of religion, philosophy and ethics worth dying for. He refused to compromise his belief in questions and as such, opted for a lethal hemlock poison, rather than imprisonment.
The study of RS at King Edward VI Handsworth is designed to encourage students to live the examined life. Students apply the three hermeneutical ‘lenses’ of Theology, Philosophy and Social Science to a variety of different topics. In RS classrooms, students will develop the questioning habit, as they explore such topics as the meaning of life, the nature of morality and the origin of the world. Whilst the RS department does not expect the same level of dedication as Socrates, it will expect students to open their minds to a range of views! It is only through the examination of a wide range of perspectives, that students will begin to be sure of their own views.
Aims:
- Develop life-long learners with intellectual curiosity and a passion for understanding the world
- Develop deep thinkers who can confidently evaluate complex religious, moral and philosophical questions
- Develop an enquiring, critical and reflective approach to the study of religion
- Empower students to recognise the important and distinctive features of religious expression, and to recognise the diversity inherent in faith traditions
- Enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world and to contribute to social and community cohesion
- Recognise the holistic development of the child, encouraging them to reflect upon and express elements of our common humanity
- Empower all students to express their personal theology (or atheology!) in a developed way
Curriculum and Assessment Maps
Year 7
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 7
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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What is religion? (Social Sciences) What is religion and what is its function in society? What are worldviews and how do we look at the world through different ‘lenses’? Why believe in God? (Theology) Investigations into arguments for and against the existence of God Worldviews studied: Theism, Atheism, Agnosticism Why does God have so many names? (Theology) Examining the concept of God from different religious viewpoints Religions studied: Christianity (Trinity), Islam (Tawhid), Hinduism (Trimurti), Sikhism, Judaism Why might religious leaders be inspirational in the 21st century? (Theology/Social Sciences) Investigating the life and work of a religious leader and evaluating evidence on their effectiveness. Religions studied: Christianity, Islam, Sikhism, Buddhism, Judaism |
Why is the covenant important in understanding Judaism? (Theology, Social Sciences) Introduction to Judaism Concepts of law (mitzvot) and covenant Key stories – Abraham’s sacrifice The influence of Jewish beliefs on practice – kashrut laws, Brit Milah, Bar Mitzvah, Shabbat, Orthodox and Reform How do Creation Myths shape what it means to be human? (Philosophy) What is a myth? Investigation into concepts of literal and universal truth Analysis of Creation myths Religions/worldviews studied: Christianity, Judaism, Islam, Sikhism, Buddhism, Hinduism, Humanism |
Are religious believers more likely to care for the planet? (Theology/Social Sciences) Examination of environmental problems and the religious and Humanist responses to these issues. Investigation into how religious teachings may motivate environmental action. Religions/worldviews studied: Christianity, Judaism, Islam, Sikhism, Hinduism, Buddhism, Humanism
Why is celebrating and remembering important? (Theology/Social Sciences) Investigation of why we celebrate/why celebrations are important Reflecting on the importance of stories behind religious festivals, particularly Diwali Religion studied: Hinduism |
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Assessment Pieces Written Piece: Why believe in God? |
Assessment Pieces Jewish practices assessment: ‘Modern Jews should forget the old laws and live as they please’. |
Assessment Pieces Summer exam |
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Key vocabulary |
Worldview, Atheism/Atheist, Agnosticism/Agnostic Theism/Theist Omnibenevolent, Omnipotent, Monotheism/Monotheist, Polytheism/Polytheist Tawhid, Trinity, Trimurti, Waheguru |
Covenant, Mitzvot, Ten Commandments, Kosher, Treyfah, Kashrut Laws, Brit Milah, Orthodox, Reform, Bar/Bat Mitzvah, Shabbat Creation, Universal Truth, Literal Truth, Myth |
Stewardship/Khalifah, Creation, Eden, Interdependence. Diwali, Navaratri, Rama, Sita |
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Outside the taught curriculum |
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Suggested reading |
BBC Religion and Ethics website |
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Year 8
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 8
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
|
· Accurate use of religious vocabulary · Explaining diverse viewpoints · Supporting arguments with Scripture · Interpreting philosophical views · Evaluating |
What does it mean to say that God became human? (Theology)
Was Jesus the prophesied Messiah? Why is the Incarnation important to Christians? How did Jesus use parables to teach about the Kingdom of God? What do Jesus’ miracles tell us about the nature of God? Was Jesus a rebel or a revolutionary? What are the similarities and differences between the Crucifixion narratives? The meaning of Jesus’ Crucifixion for Christians – why did Jesus have to die? Religion studied: Christianity
Why is Islam the way it is? (Theology/Social Sciences) What was life like for Bedouins? Why were Makkah and Madinah significant? What were the key cultural and religious practices in pre-Islamic Arabia? What was the role of women in pre-Islamic Arabia? Did pre-Islamic Arabia need to change? How did Islam begin? What contributions have Islamic scholars made? Religion studied: Islam |
Why are religions so diverse? (Theology/Social Sciences)
One God or many? Hindu Dharma How did the Buddha challenge Indian Philosophy? How did Guru Nanak challenge Indian philosophy? How did the British Empire shape Dharmic faiths? How did Dr. Ambedkar influence the Dharmic traditions? How did the 8th century prophets challenge religion in Israel? How did Martin Luther change Christianity? Why are there so many Christian denominations? How did Quakerism change Christianity? Religions studied: Christianity, Judaism, Islam, Sikhi, Hindu Dharma, Buddhism Is prayer meaningful in the 21st century (Theology) What are the different types of prayer? What are the similarities and differences between prayer in the Abrahamic religions? Court case debate: Is prayer meaningful and valuable in the 21st century? Religions/worldviews studied: Christianity, Judaism, Islam, Hindu Dharma, Sikhi, Buddhism, Atheism
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To what extent can an individual challenge injustice?
(Theology/Social Sciences) Where can justice and injustice occur? What are the Christian and Islamic teachings on justice? How have these teachings motivated individuals to tackle injustice? What was Gandhi’s response to injustice in India? How did Oscar Romero respond to injustice in Latin America? Is capital punishment just? What are my own views on injustice? Religions studied: Christianity, Sikhi, Hindu Dharma, Islam
To what extent are religions reflected in culture and society? (Social sciences) Examination of how religious symbolism is represented in art, literature, film and architecture. Religion studied: Christianity |
| Assessment Pieces:
Assessment on the Christianity and Islam units: focus on the skill of explaining |
Assessment Pieces
Assessment on ‘why are religions so diverse?’ and ‘Is prayer meaningful in the 21st century?’ Focus on skills of analysis and explanation |
Assessment Pieces
Summer exam |
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Key vocabulary
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Messiah, Incarnation, Kingdom of God, Parables, Miracles, Atonement.
Pre-Islamic Arabia, Jahiliyyah, Risalah (Prophethood), Night of Power |
Sanatana Dharma, Monism, Dualism, Pluralism, Langar, ‘caste system’, Dalits, dukkha, anicca, anatta, re-birth
Supplication, Petition, Adoration, Petition, Confession |
Justice/Injustice, Parable of the Sheep and Goats, Sewa |
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Outside the taught curriculum |
Visit to various local places of worship | ||
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Suggested reading
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BBC Religion and Ethics website, A Little History of Religion by R. Holloway | ||
Year 9
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 9
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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How do religious beliefs impact upon human relationships? (Social Sciences) Different types of Relationships Religion and Children Polygamy Christian attitudes towards homosexuality Marriage Religion and the Elderly Religions studied: Christianity, Judaism, Hinduism Is the concept of God coherent? (Theology/Philosophy) Is it reasonable to believe upon insufficient evidence? Teleological Arguments Cosmological Arguments The Moral Argument The Argument from Religious Experience Religions studied: Christianity, Islam |
Did the Resurrection actually happen? (Theology) What is the Resurrection and why are the Gospel accounts different? Crime scene investigation into the Resurrection of Jesus – what happened to Jesus’ body? What does the Resurrection mean to Christians? Resurrection Art project Religion studied: Christianity Is it reasonable to believe in Life After Death? (Philosophy) Should death be celebrated? Religious and non-religious beliefs about life after death Philosophical arguments about the existence of a soul Religions/worldviews studied: Christianity, Islam, Hinduism, Atheism |
Are responses to the Problem of Evil convincing? (Philosophy) What is evil? The philosophical Problem of Evil and responses to it (Theodicies) Religions/worldviews studied: Christianity, Judaism, Buddhism, Atheism What does it mean to live a ‘good life’? (Social Sciences) Absolutist and Relativist approaches to Ethics Religious Ethics– Divine Command Theory Secular Ethics – Utilitarianism Ethical Egoism Applied Ethics – Organ Donation, Business Ethics Religions studied: Christianity, Islam, Hinduism, Sikhism |
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Assessment Pieces Newspaper report: Christian attitudes towards homosexuality |
Assessment Pieces CSI investigation into the possible explanations for Jesus’ missing body |
Assessment Pieces Summer exam |
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Key vocabulary |
Liberal, Conservative, Fundamentalist, Polygamy, Homosexuality, Teleological, Design, Cosmological, Cause, ‘Goldilocks effect’, Miracle, Numinous Experience, Conversion |
Theodicy, Inconsistent Triad, Moral Evil, Natural Evil, Protest Atheism Resurrection, Synoptic Gospels, Oral Tradition, Eternal Life |
Heaven, Hell, Purgatory, Judgement, Barzakh, Karma, Samsara, Atman, Moksha, Dualism, Materialism Absolutist/Relativist, Divine Command Theory, Utilitarianism, Egoism, Sanctity of Life, Quality of Life |
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Outside the taught curriculum |
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Suggested reading |
GCSE bitesize on Human Relationships, BBC Religion and Ethics website |
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Year 10
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 10 – GCSE
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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Specification: AQA Religious Studies A https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 A01:Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs A02: Analyse and evaluate aspects of religion and belief, including their significance and influence. |
Theme A: Relationships and families Marriage: Ceremony and beliefs Divorce Sex outside Marriage Homosexuality and Civil Partnerships Cohabitation Role and purpose of the family Contraception and family planning Gender equality Christian beliefs Nature of God The Trinity Christian beliefs about Creation Beliefs about Jesus: Incarnation, Crucifixion, Resurrection, Ascension Beliefs about Life after Death: Heaven, Hell, Purgatory, Judgement and Salvation |
Christian practices Mission and Evangelism Church Growth The sacraments: Baptism and Holy Communion Forms of Christian Worship Prayer Festivals: Christmas and Easter Pilgrimage: Iona and Lourdes Work of the Church in the Local Community: Street Pastors and Food Banks Response of the Worldwide Church: Persecution and Responses to Poverty Theme B: Religion and Life 1 The Origins of the Universe The Origins and Purpose of Human Life The value of the world and how to protect it Pollution |
Theme B: Religion and Life 2 The use and abuse of animals The Origins and Purpose of Human Life Abortion Euthanasia Death and the Afterlife Theme F: Religion, Human Rights and Social Justice Social justice Human rights and responsibilities Equality and freedom of religion Prejudice and discrimination: gender, sexuality, disability and race Attitudes towards wealth Fair pay and the exploitation of the poor Charity and giving money to the poor The responsibilities of those living in poverty NB: Due to a change in curriculum delivery, the current Year 10 students will cover Islamic Beliefs and Practices and Religion, Peace and Conflict in Year 11. |
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Assessment Pieces GCSE style HL questions and assessment pieces on subject material |
Assessment Pieces GCSE style HL questions and assessment pieces on subject matter |
Assessment Pieces Summer exam |
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Key vocabulary |
Marriage, Divorce, Annulment, Civil Partnerships, Contraception, Nuclear Family, Extended Family Trinity, Omnipotent, Omnibenevolent, Just, Incarnation, Crucifixion, Resurrection, Ascension, Salvation, Atonement |
Infant Baptism, Believers’ Baptism, Holy Communion/Eucharist, Sacraments, Liturgical/Informal/Non-Liturgical/Private Worship, Set and Informal Prayers, The Lord’s Prayer, Lourdes, Iona Stewardship, Creation, Evolution, Big Bang |
Sanctity of Life, Quality of Life, Abortion, Euthanasia. Human rights, religious freedom, homophobia, protected characteristics, positive discrimination |
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Outside the taught curriculum |
General RE days are organised for students once a term, on the topics of Medical Ethics, Religion and Society and the Holocaust. This includes a visit from a Holocaust survivor. |
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Suggested reading |
GCSE bitesize on the individual themes studied and Christian beliefs/practices. |
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Year 10 RS Days
Subject Leader: : Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 10 – General RS days
Purpose of the General RS days
If students have not opted to study RS at GCSE level, they will participate in General RS days during Years 10 and 11. There is one General RS day for these year groups per term.
The main purposes of the General RS days are to encourage pupils to engage with philosophical and ethical debates and to develop an awareness of how religion has a significant impact on the world in which we live.
Students should also be aware of differing religious perspectives on certain issues and be able to compare, contrast and evaluate these.
Year 10: Autumn Term
Religion and Society
Religion and the Law Religion and the Media Religion and Economics Religion and Science
Year 10: Spring Term
Religion and Medical Ethics
What is Medical Ethics? Research and presentation into religious views on one aspect of Medical Ethics:
Fertility Treatments Abortion Euthanasia
Cloning
Genetic Engineering/Saviour Siblings
Year 10: Summer Term
Holocaust/The Problem of Evil
What was life like for Jews before the Holocaust?
Speech from a Holocaust survivor (Mindu Hornick)
‘Is it possible to have faith after the Holocaust?’ – research and debate on theodicies
Outside the taught curriculum
It is expected that students will reflect on the issues considered and how religion may impact upon current affairs.
Year 11
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 11 – GCSE
|
Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
|
Specification: AQA Religious Studies A https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 A01:Demonstrate knowledge and understanding of religion and beliefs, including: Beliefs, practices and sources of authority Influence on individuals, communities and societies Diversity within and/or between religions and beliefs A02: Analyse and evaluate aspects of religion and belief, including their significance and influence. |
Theme D: Religion, Peace and Conflict Introduction to Religion, Peace and Conflict – Peace, Justice, Forgiveness and Reconciliation Causes of war Terrorism and Violent Protest Nuclear Weapons and WMD Pacifism and Peacemaking Gandhi Religious Responses to the Victims of War Religion and Belief as a Cause of War Religious Attitudes to Forgiveness |
Theme B: Religion and Life The Origins of the Universe The value of the world and how to protect it Use and abuse of the environment Pollution Use and abuse of animals The Origins and Purpose of Human Life Abortion Euthanasia Death and the Afterlife Theme F: Religion, Human Rights and Social Justice Social justice Human rights and responsibilities Equality and freedom of religion Prejudice and discrimination: gender, sexuality, disability and race Attitudes towards wealth Fair pay and the exploitation of the poor Charity and giving money to the poor The responsibilities of those living in poverty |
Revision and preparation for Summer GCSE exams NB: Due to a change in curriculum delivery, the current Year 11 students covered Christian Beliefs and Practices, Hindu Beliefs and Practices and Theme A in Year 10. |
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Assessment Pieces Year 11 Mock examination |
Assessment Pieces March GCSE style paper – Thematic Studies |
Assessment Pieces GCSE examinations in the summer term |
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Key vocabulary |
Peace, Justice, Forgiveness, Reconciliation, Pacifism, Just War, Holy War |
Sanctity of Life, Quality of Life, Abortion, Euthanasia, Stewardship, Creation, Evolution, Big Bang. Human rights, religious freedom, homophobia, protected characteristics, positive discrimination |
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Outside the taught curriculum |
General RE days are organised for students once a term, on the topics of Justice and the Philosophy of Happiness. |
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Suggested reading |
GCSE bitesize on the various themes studied in Year 11. |
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Year 11 RS Days
Subject Leader: : Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 11 – General RS days
Purpose of the General RS days
If students have not opted to study RS at GCSE level, they will participate in General RS days during Years 10 and 11. There is one General RS day for these year groups per term.
The main purposes of the General RS days are to encourage pupils to engage with philosophical and ethical debates and to develop an awareness of how religion has a significant impact on the world in which we live.
Students should also be aware of differing religious perspectives on certain issues and be able to compare, contrast and evaluate these.
Year 11: Autumn Term
Religious Perspectives on Justice
Religion and Human Rights
Research into religious perspectives on the following issues:
Death penalty Exploitation Trafficking Gender equality LGBTQ+ equality
Treatment of refugees Religious persecution
Taking action to promote justice Creative task on justice
Year 11: Spring Term
Philosophical Perspectives on Happiness
What is happiness?
Research and presentation on philosophical perspectives on happiness:
Aristotle Bentham Buddha Seneca Socrates Cynics
Year 12
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 12 – A level
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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WJEC/Eduqas A level Religious Studies https://www.eduqas.co.uk/qualifications/religious-studies/as-a-level/ ï reflect on, select and apply specified knowledge ï understand, interpret and evaluate critically religious concepts, texts and other sources ï account for the influence of social; religious and historical factors on the developments in the study of religions and belief ï identify, investigate and critically analyse questions, arguments, ideas and issues arising from within this component, including the views of scholars and academics ï identify and analyse the nature of connections between the components you have studied ï construct well informed and reasoned arguments substantiated by relevant evidence ï engage in debate in a way that recognises the right of others to hold a different view ï present responses to questions which are clear and coherent ï use specialist language and terminology appropriately. |
Ethics: Ethical thought Divine Command Theory Virtue Theory Ethical Egoism Deontological Ethics Natural Moral Law Teleological Ethics Situation Ethics Utilitarianism Philosophy: Arguments for the Existence of God Inductive and Deductive Arguments (Cosmological, Teleological, Ontological) |
Philosophy: Challenges to Religious Belief The Problem of Evil Religious responses to the problem of evil Religious Experiences The nature of religious experience Mystical experience Challenges to the objectivity and authenticity of religious experience Christianity 1: Religious Figures and Sacred Texts: Birth Narratives Resurrection Narratives The Bible as a Source of Authority in Daily Life Religious Concepts Is God Male? Can God suffer? Trinity Atonement Religious Life Faith and Works (Luther) Key moral principles Community of believers |
Christianity 2: Religious Practices that Shape Religious Identity Baptism Eucharist Christmas Easter Ethics Year 2 work: Meta-ethical theories – Emotivism, Intuitionism, Naturalism Free Will and Determinism (Theological/Psychological/ Philosophical/Scientific) Modern Developments of Natural Moral Law John Finnis’ Modern NML Hoose’s Proportionalism |
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Assessment Pieces Assessed essay – A01 and A02 skills |
Assessment Pieces Assessed essay – A01 and A02 skills |
Assessment Pieces End of year examination |
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Key vocabulary |
Deontological, Teleological, Relativist, Absolutist, Act-centred, Agent-centred |
Cosmological, Teleological, Ontological, Theodicies, Object-related and subject-related challenges Incarnation, Hypostatic Union, Inspiration, Authority, Arianism, Tritheism, Modalism, Christus Victor, Moral Example, Penal Substitution Model |
Transubstantiation, Consubstantiation, Virtualism Predestination, Free Will, Bad faith, Self-actualisation, Compatibilism Basic Goods, Principles of Practical Reasonableness, Common Good Pre-moral evil, Ontic evil, Good act, Right act, value, disvalue, Proportionate reason. |
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Outside the taught curriculum |
Students are encouraged to attend various Philosophy and Ethics Master Classes and Seminars Wider reading is also expected |
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Suggested reading |
Peter Vardy The Puzzle of Ethics, The Puzzle of God and The Puzzle of Evil, Bowie Ethical Studies, Joseph Fletcher Situation Ethics, Aristotle Nichomachean Ethics |
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Year 13
Subject Leader: Dr. E. Clewlow • email: eclewlow@kingedwardvi.bham.sch.uk
Year 12 – A level
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Key Learning Constructs to be developed over the academic year |
Scheme of Learning Autumn Term |
Scheme of Learning Spring Term |
Scheme of Learning Summer Term |
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WJEC/Eduqas A level Religious Studies https://www.eduqas.co.uk/qualifications/religious-studies/as-a-level/ ï reflect on, select and apply specified knowledge ï understand, interpret and evaluate critically religious concepts, texts and other sources ï account for the influence of social; religious and historical factors on the developments in the study of religions and belief ï identify, investigate and critically analyse questions, arguments, ideas and issues arising from within this component, including the views of scholars and academics ï identify and analyse the nature of connections between the components you have studied ï construct well informed and reasoned arguments substantiated by relevant evidence ï engage in debate in a way that recognises the right of others to hold a different view ï present responses to questions which are clear and coherent ï use specialist language and terminology appropriately. |
Ethics: Ethical thought Divine Command Theory Virtue Theory Ethical Egoism Deontological Ethics Natural Moral Law Teleological Ethics Situation Ethics Utilitarianism Philosophy: Arguments for the Existence of God Inductive and Deductive Arguments (Cosmological, Teleological, Ontological) |
Philosophy: Challenges to Religious Belief The Problem of Evil Religious responses to the problem of evil Religious Experiences The nature of religious experience Mystical experience Challenges to the objectivity and authenticity of religious experience Christianity 1: Religious Figures and Sacred Texts: Birth Narratives Resurrection Narratives The Bible as a Source of Authority in Daily Life Religious Concepts Is God Male? Can God suffer? Trinity Atonement Religious Life Faith and Works (Luther) Key moral principles Community of believers |
Christianity 2: Religious Practices that Shape Religious Identity Baptism Eucharist Christmas Easter Ethics Year 2 work: Meta-ethical theories – Emotivism, Intuitionism, Naturalism Free Will and Determinism (Theological/Psychological/ Philosophical/Scientific) Modern Developments of Natural Moral Law John Finnis’ Modern NML Hoose’s Proportionalism |
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Assessment Pieces Assessed essay – A01 and A02 skills |
Assessment Pieces Assessed essay – A01 and A02 skills |
Assessment Pieces End of year examination |
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Key vocabulary |
Deontological, Teleological, Relativist, Absolutist, Act-centred, Agent-centred |
Cosmological, Teleological, Ontological, Theodicies, Object-related and subject-related challenges Incarnation, Hypostatic Union, Inspiration, Authority, Arianism, Tritheism, Modalism, Christus Victor, Moral Example, Penal Substitution Model |
Transubstantiation, Consubstantiation, Virtualism Predestination, Free Will, Bad faith, Self-actualisation, Compatibilism Basic Goods, Principles of Practical Reasonableness, Common Good Pre-moral evil, Ontic evil, Good act, Right act, value, disvalue, Proportionate reason. |
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Outside the taught curriculum |
Students are encouraged to attend various Philosophy and Ethics Master Classes and Seminars Wider reading is also expected |
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Suggested reading |
Peter Vardy The Puzzle of Ethics, The Puzzle of God and The Puzzle of Evil, Bowie Ethical Studies, Joseph Fletcher Situation Ethics, Aristotle Nichomachean Ethics |
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Further information
Staff
- Dr E Clewlow (Head of Department)
- Mrs B Nock
- Miss C Berry (Deputy Head)
Additional information
How can parents help?
- Discuss your own beliefs and reasons for these with your daughter. Ask questions about moral issues in the news (e.g. Is it ever right to forgive a murderer?)
- Help your daughter to self-assess her exercise book using the assessment booklet
- Visits to local places of worship and exhibitions.
- Television programmes on religious and ethical issues are popular. Encourage your daughter to watch programmes that discuss religious practice or belief, or moral issues. A useful source is often 4thought (3 minutes programme following the Channel 4 news).
- Encouraging your daughter to take advantage of the opportunities available at school.
Where next
Where next?
RS helps us understand other people better, and helps us recognise, develop and express our own values and beliefs. This subject is useful for a variety of career options, in particular those that demand analytical and writing skills (e.g. journalism, law, politics) and the caring professions (e.g. medicine, social care)
RS is a well-respected GCSE and A Level option and an increasing number of our girls are going on to study Theology, Religion and/or Philosophy at University. At A Level RS works well alongside other Humanities, but is particularly popular alongside the sciences as it provides a good underpinning for Medicine due to compulsory Medical Ethics section. It also provides critical thinking and analytic skills that are well suited to careers in Law, Media and Politics.
Although RS is not a facilitating subject (as it is rarely a requirement for particular degree entry) The Russell Group’s ‘Informed Choices’ recognises it as a demanding and highly suitable preparation for university entrance. ‘There are some advanced level subjects, which provide suitable preparation for entry to university generally… Examples of such subjects include Economics, Religious Studies and Welsh.’ (Informed Choices)
20% of those who study PPE, 18% of those who study English and 13% of those who study History at Oxford have RS A Level. Philosophy graduates are popular candidates for a variety of high-powered professions – journalism, research, the civil service, politics, and law.
A recent Times poll revealed that the business world favours philosophy graduates above all others. Barristers or solicitors benefit from training in philosophy as they have been taught to examine and dissect arguments, even cabinet ministers find a philosophic training useful as they seek to master complex ‘briefs’ and to analyse opposing arguments.
What will I gain from a study of Theology?
- The opportunity to study a wide range of subjects using a variety of approaches
- Encounters with people from all faiths and none
- An ability to handle sensitive topics intelligently and with circumspection
- Critical skills and the ability to argue my case
- An appetite for the ‘search for wisdom’
- Integration of intellectual and personal formation
- Challenges to my own prejudices and assumptions
- An in-depth exploration of some of the most important questions I will ever ask
- An appreciation of complexity and paradox in the role of religion in society
Final words from our ex-Head Girl, now studying Medicine at University
‘So glad I took RS, in my other subjects I just learnt things, in RS I learnt how to think’
Opportunities outside of lessons
The Religious Studies department runs a Varied Voices discussion group, where we welcome those of all faiths or none to debate current issues.
Students in year 10 are encouraged to enter the national ‘Spirited Arts’ competition, which involves creating a piece of art work from a choice of themes.
As part of the year 8 ‘Sacred Space’ module, students visit a variety of places of worship.
Since 2016, year 8 girls have participated in the Anne Frank Exhibition, which aims to teach year 7 students about the life and death of Anne Frank, and what we can learn from it.
Useful links