Religious Studies

Pupils follow a course that introduces them to philosophical and ethical issues through a study of the some of the key features of the world religions of Judaism, Christianity, Hinduism and Buddhism. They explore the main beliefs that underpin these religions and the practical outcome in approaches to medical ethics and dealing with conflicts.

Exam board: AQA

The GCSE Religious Studies course provides an opportunity to study one of the most fascinating and relevant subjects in the modern curriculum. It also prepares pupils to engage with, evaluate and respond effectively to the personal, national and global issues encountered every day in the media and their personal experience. Pupils are given the chance to examine and explore a wide range of philosophical ideas and ethical controversies, thereby developing their own understanding of life in its fullness.

The course considers the philosophical ideas that form the foundation of human society, a selection of major ethical issues and the significance of religious beliefs in everyday life. Pupils explore different understandings of God, miracles, worship, good and evil and the afterlife. They also analyse various religious, humanist and secular responses to moral problems in the areas of crime & punishment, equality, wealth, human relationships and conflict.

Pupils are encouraged to evaluate a range of religious and non-religious perspectives, with a specific focus on Christianity & Buddhism, as well as reflect on their own ideas about life. They also have the opportunity to debate some of the most fascinating questions raised by humanity in the 21st century and develop their understanding through a range of educational activities including visits and encounters with visiting speakers.

The subject naturally complements a wide range of subjects and develops the skills of analysis, reasoned argument and thoughtful reflection that are highly valued by Universities and modern employers.
Assessment is by means of two exams of 1hr 45mins each.

There is no coursework.

Exam board: OCR

Entry Requirements: None

Religious Studies is highly respected amongst University admissions tutors as it places thinking skills at the heart of study. The course leads directly to Philosophy, Theology & Religious Studies at University as well as to almost any course that requires logical thinking and cogent argument including Law, Business, Medicine and a wide range of Humanities degrees. Future careers are also considerably varied with opportunities presented in education, management, law, business, broadcasting, marketing, medicine and the Civil Service to name just a few. It is an excellent preparation for any career that requires the transferable skills of analysing information, precise evaluation and clear thinking.

There are three components to the course and it is intended that these will be taught by the three members of the department simultaneously, with each delivering the paper connected to their specialist interest.

1 – Philosophy of Religion (H573/01) – candidates will study a variety of philosophical issues including ancient philosophical influences, issues of soul & body, life after death, religious experience, the existence & nature of God, challenges to belief, religious language and 20th century perspectives.

2 – Religion & Ethics (H573/02) – candidates will study the principles & development of ethical theories, applied ethics including medical ethics, ethical language, freewill, conscience and developments in ethical thought.

3 – Developments in Religious Thought (H573/06 Buddhism option) – candidates will study the philosophy and practices of Buddhism as a contrast to the western thought studied in the other two modules. Topics include the life & ideas of the Buddha, the noble truths & eightfold path, meditative practice, different schools of Buddhist thought and modern influences.

In addition to the curriculum lessons all sixth form pupils have the opportunity to attend meetings of the philosophy society, presentations by visiting speakers and external conferences delivered by experts in this field.

Assessment:

Each of the three components in the course is assessed by a 2hr written linear examination, sat at the end of the two year course. Each paper is worth 33.3% and the marks from each paper form a combined total for the A level result.

Entry requirements: None

Philosophy is highly respected amongst University admissions tutors as it places thinking skills at the heart of study. The course leads directly to Philosophy, Theology & Religious Studies at University as well as to almost any course that requires logical thinking and cogent argument including Law, Business, Medicine and a wide range of Humanities degrees. Future careers are also considerably varied with opportunities presented in education, management, law, business, broadcasting, marketing, medicine and the Civil Service to name just a few. It is an excellent preparation for any career that requires the transferable skills of analysing information, precise evaluation and clear thinking.

Part 1 – Themes

Core Theme – [All pupils] Being Human – Pupils explore the nature of the human condition, concepts of freedom, individuality and meaning. This is a wide ranging module looking at ideas and questions from a broad section of cultures, perspectives and understandings of humanity.

Optional Theme – [All pupils] Theories & Problems of Ethics – Pupils explore the principles, which underpin moral action as well as the application of morality in areas of medical technology, environmental issues and the responsibility of wealth.

Optional Theme – [Higher Level Only] Political Philosophy – Pupils examine the nature of the state, government, rights and justice. This includes study of crime and punishment, protest, political ideologies and civic duty.

Part 2 – Prescribed Philosophical Text – Pupils are required to study one text from the IBO list of prescribed philosophical texts.

Part 3 – Internal Assessment – Pupils are required to produce a philosophical analysis of non-philosophical material, to demonstrate their philosophical skills.

Part 4 – Unseen Text [Higher Level Only] – Pupils are required to develop a philosophical response to an unseen text that demonstrates the idea of ‘doing philosophy’, and shows a holistic appreciation of the skills, material and ideas developed throughout the course.

Assessment:

All candidates sit written linear exam papers at the end of the course. Paper 1 involves essay answers which cover each of the themes studied (SL 1hr45, HL 2hr30) and Paper 2 is focused on the prescribed text (1hr). All candidates also complete an Internal Assessment (coursework assignment) and Higher Level candidates have an additional written exam, responding to an unseen text.

At Standard Level (SL) Paper 1 is worth 50% with Paper 2 and the IA worth 25% each. At Higher Level (HL) Paper 1 is worth 40% with Paper 2, Paper 3 and the IA worth 20% each.

At Sixth Form level the Religious Studies and Philosophy society (Skiouros) provides the opportunity for pupils to investigate and debate topics beyond the confines of the exam board specifications with evening meetings in an informal environment. The society is pupil led and recent discussions have included the nature of language, the role of art and the value of exams as a measure of personal achievement!

The department also run evening sessions to assist pupils with the development of their work and to allow short discussions and debates on topics of interest.

The department endeavours to offer much more than a standard classroom curriculum. In addition to the extra-curricular societies there are visits to places and events of interest such as Sixth Form student conferences and lectures at Cambridge and the University of East Anglia. Local sites of significance such as Walsingham are used as part of the educational experience and speakers on topics of contemporary relevance are invited to the school.

Staff members also pursue their own academic interests, researching new areas of significance and attending academic lectures in the field, and these are often interwoven into the development of new specifications and teaching resources.