Girls from year 7 receive a general introduction to major World Religions with a discrete focus on Christianity Buddhism and Sikhism. In year 8 girls develop their understanding of these religions and make an introduction to some philosophical considerations engaging with ethical, moral and spiritual questions.

In line with the Kent Agreed Syllabus and to ensure Religious Education is broad and balanced students study Christianity, Sikhism, Buddhism and Islam.

Personal, Social, Health and Citizenship Education is an important part of the curriculum aimed at enhancing pupils' development as independent individuals. Taking care of their personal well-being assists in their pursuit of academic success as well as preparing them for life in their future careers and as responsible citizens. The curriculum contains lessons on Sex and Relationships Education, Drugs Education, Economic Wellbeing and Citizenship.

Students engage in a number of citizenship based projects such as those aimed to develop their understanding of diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding to those which explore the legal system and different electoral systems used in the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions.


Religious Studies at GCSE. We study AQA Religious Studies specification B. The specification provides opportunities for the thematic studies of religion and religious responses to fundamental questions of life, with reference to major world religions. By evaluating ethical issues, and expressing views using reasoned arguments, pupils can enhance their capacity and desire to make a positive contribution to debates and decisions in society.

In year one students cover Religion and Life Issues. Pupils course study Ethical issues 

Animal Rights

Pupils are taught and apply key teachings from the religions studied and how religious leaders and other

faith members have interpreted these teachings and applied them to life in society today. They will also cover non-religious views on these issues such as for example from the perspective of philosophical enquiry, the law and science

Topics include: Religious beliefs about the status of animals; the extent to which animals are different from humans and their relative value; religious views on animal rights and the means of protecting those rights; religious responses to the preservation of species from extinction; the contemporary use of animals and farming of animals 

Care and Responsibility for the Planet

Topics include: religious and non-religious beliefs about the origins of life; religious and non-religious views about the nature of Planet Earth, religious beliefs about care and responsibility for the planet; conservation, earth summits and international action, problems caused by pollution.

Discrimination and Prejudice. Religious and non-religious views

Topics include

types of prejudice, including religion, race, colour,gender, age, disability, class, lifestyle, looks; the causes and origins of prejudice, concepts of tolerance, justice, harmony and the value of the individual;

attitudes to and effects of prejudice and discrimination and religious believers who have fought

against prejudice

War and Peace. Religious and non-religious views

Topics include

the concepts of peace and justice and the sanctity of life in relation to war and peace; the causes of war; conflict, including examples of recent wars; the reasons why religious believers might go to war; pacifism;

victims of war, organisations which help victims of war, peacekeeping forces, e.g. United Nations, NATO; issues such as terrorism, weapons of mass destruction and nuclear proliferation; arguments for and against nuclear weapons, including proliferation

In year 2 pupils Cover Religion and Morality

Religious and non-religious views for all topics

Religious Attitudes to Rich and Poor in British Society

Topics include

Pupils will investigate religious beliefs and teachings concerning individual wealth and poverty and explanations for the existence of both rich and poor in society. The implications of these beliefs and

teachings in relation to: attitudes towards the rich and the poor; attitudes towards the responsible use of

money; the possible causes and sources of wealth, the possible causes of poverty, debate about who is responsible for the poor and what they should do to care for the poor, including the roles of the state, the community and the family; the role of the lotteries as a source of charity funding and personal wealth.

Religious Attitudes to World Poverty

Religious beliefs and teachings and non-religious views on world poverty; concepts of justice, stewardship and compassion; understanding the problem of poverty in Less Economically Developed Countries ; exploitation, debt, war, unfair trade, corruption, natural disasters, climate; global interdependence and world trade; the work of religious organisations which help to alleviate world poverty;

charities, aid, fair trade and voluntary service; emergency aid and long term aid; sustainable development

Religious Attitudes to Drug Abuse

Religious attitudes to the use of drugs, including medically prescribed, legal and illegal drugs; legally accepted drugs and their effects, including caffeine, alcohol, tobacco; the use of the taxes raised on alcohol and tobacco for medical research and treatment; reasons why illegal drugs may be taken; physical, mental, and social consequences of taking drugs for social and recreational purposes; the effectiveness of methods aimed at reducing drug abuse and rehabilitating users; the law and drugs, including the debate about the classification and legal status of different drugs.

Religious Attitudes to Crime and Punishment

Religious beliefs and teachings concerning human nature, wrong-doing and the punishment of offenders, and repentance and forgiveness. Religious beliefs about law and order; concepts of right and wrong, conscience, duty and responsibility; the debate about the causes of crime including social, environmental and psychological explanations; the different types of crimes, the aims of punishment; the appropriateness of different forms of punishment in achieving the aims of punishment.

In addition the department has organised dedicated RE days for Sixth Form students and is instrumental in constructing the PSHE Citizenship elements of dedicated Focus days for lower Key stage pupils. The focus days aim to enhance the topics covered in PSHE and Citizenship lessons and allow students to gain information from specialist professionals.


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The Folkestone School for Girls

Coolinge Lane

Folkestone, Kent

CT20 3RB United Kingdom


Tel: +44 (0) 1303 251125