Religious Studies


 Proverbs ch. 28 vs. 18 - “Where there is no vision, the people perish” בְּאֵין חָזוֹן יִפָּרַע עָם

Everyone has beliefs – even the person who says, “I don’t believe in anything.” In light of this our study of religion at MGS includes enabling and equipping students to realise and understand what their beliefs are, to be able to state those beliefs clearly and to reflect on them critically. This is done partly by considering the beliefs of others objectively, but also empathetically and respectfully. There is no attempt to force any beliefs on students or manipulate students in any way in terms of their belief.

Everyone has a philosophy and way of life, even though they may be unaware of it or unable to articulate it. In light of this our study of religion includes enabling students to reflect on their behaviours, motivations and values. This is done by considering the cultures, rituals and rules of those with different religious mores and with those with secular mores. Ethical issues are also considered from a variety of perspectives.

Understanding history, contemporary life in Britain and world affairs will be greatly enhanced by this study. Social cohesion, mutual respect and avoidance of conflict can only come from understanding others, and this is the prime motivation for this study at MGS.

Departmental Staff

Miss E Alloy Head of Department
Mr N Amin Teacher of RS
Miss E Kaye Teacher of RS and Sociology

In RS we examine many aspects of the main world religions – Christianity; Judaism; Islam; Hinduism; Buddhism and Sikhism, and some new religious movements and atheism. Also, major ethical issues are considered as well as philosophical questions to do with the nature of belief and knowledge, belief in God and meaning/purpose in life with belief in the afterlife. The relationship between Science and Religion is studied.

RS is an academic subject and emphasis is placed on examination success and the development of skills for that success. These skills include: factual learning; interpretation and understanding; comparing and contrasting; evaluation. 

Key stage 3:

Year 7 will cover the following broad topic areas which will be explored from a range of religious and non-religious perspectives:

  • Personal identity
  • Religious Expression
  • The existence of God
  • Rules for living

Year 8 will cover the following broad topic areas which will be explored from a range of religious and non-religious perspectives:

  • Is there life after death?
  • Why do we suffer?
  • Religious figureheads
  • War, peace and justice
  • Who was Jesus?

No person is simply a rational mind. People are also emotional and spiritual beings, and these areas of life are not neglected in our study of religion. In fact, as well as the development of students’ academic faculties, students are encouraged to consider the development of their characters and personalities, skills in relating to others and meaning and purpose in their lives. All this is just as important as their mental development.

RS is interesting and relevant partly because it encompasses and overlaps with so many other areas of study – Art, English Literature, Ethics, Geography, History, Linguistics, Music, Philosophy, Politics, Psychology, Science, Sociology and Textual Criticism. As an examination subject it can lead to many careers and professions, providing the knowledge, skills and understanding necessary for: business; charity work; the civil service; film; journalism; law; local government; medicine/nursing; music; performing arts; retail; social work; teaching (many subjects not just RS); the travel industry and many others. In fact any job that involves dealing with people and understanding them or evaluating arguments or points of view.

In pursuing all these aims we use film, music, good quality textbooks, debate, display, discussion, the teaching and use of literacy skills, (including writing evaluative answers and essays), some visiting speakers and some visits.

Further information about the specification can be obtained by accessing the AQA website:HERE