In Religious Education pupils investigate the changing world and how we relate to it, as well as trying to make sense of it.

Our aim is to develop our pupils’ religious literacy as well as introducing them to a wide variety of perspectives for them to then reflect on and analyse. We wish to develop deep thinkers who are armed with the skills and knowledge required to live in Britain today.

Key Stage 3

Religious Education is taught following the locally agreed SACRE syllabus which was updated in 2017 with Miss Tomlinson being part of the working party. At least 50% of the time is spent studying Christianity and its’ impact on us and British law, with the remainder introducing pupils to the other five major world faiths as well as non-religious stances. Through a range of activities such as thinking skills, philosophy for children, role play, debates and mysteries, we consider a variety of religious beliefs and behaviours. In Year 7 our focus in on the Abrahamic faiths of Judaism Christianity and Islam whilst in Year 8 we build on this as well as introducing Hinduism, Sikhism and atheism.

Key Stage 4

All pupils receive one core lesson at Key Stage 4 which incorporates our RE, Citizenship and PSHE curriculum. These lessons are designed to develop pupils and prepare them for the wider world. There is no formal GCSE qualification but these lessons provide opportunity for reflection, philosophical debate and development of analytical skills. Topics reinforce learning for those on the GCSE course as well as ensuring our students are ready to be active citizens when they leave our school. We cover topics such as: Life Skills, Crime and Punishment, Drug Awareness, Medical Ethics and Relationships. Lessons are designed to be informative, challenging and engaging.

GCSE Religious Studies

Pupils who opt for GCSE RE have five lessons over two weeks. We follow the EDUQAS Route A Buddhism option.`

To gain depth of understanding the course involves visits to various places of worship as well as charities such as Wigan & Leigh Hospice and The Brick. There are also opportunities to interview members of different faiths and gain experiences that may otherwise not be available.

Year 9 focuses on Buddhism where we explore the life of Buddha, The Dharma, The Sangha and Buddhist devotion. We visit the Buddhist centre in Ulverston to supplement this. Year 10 explores Christianity in depth: The Nature of God, Life of Jesus, The Church and Devotion are all featured here. Year 11 involves the study of Philosophy and Ethics where we consider Buddhist, Christian and other views on Relationships, Matters of Life and Death, Good and Evil as well as Human Rights.

The exam is 100% written over three examinations sat at the end of year 11. 1hr on Christianity, 1hr on Buddhism and 2hrs on Religion, Philosophy & Ethics.

We are proud of our record of our GCSE results which see us consistently outperform the national averages and a high proportion of students go on to study a related subject.

Head of RE Miss H Tomlinson (

Religious Studies

Religious Studies Department Vision

We aim to provide pupils with the opportunities, expertise and structure to enable them to fully engage with our subject in Hindley High School, the local community and wider society. We seek to give them memorable, challenging learning opportunities which inspire and foster an interest in religion, spirituality, ethics and morality. We endeavour to simultaneously increase knowledge, understanding, evaluation and analysis skills as well as space for personal reflection and development. Overall we wish to encourage respectful, informed, questioning students who are fully prepared to embrace today’s diverse global society.

RE specific skills help to build pupils’ competency and promotes their independence skills, particularly through strategies of assessing and evaluating similar concepts. A core component of Religious Education is oracy and communication which are routinely practised as part of debate activities. The philosophy and topical elements of our course raise the need for critical enquiry, highlight the relevance of our subject and reinforce the need for quality RE in preparation for life in the modern world.