- Academic Results 2017
- Teaching Departments
- Art and Design
- Classical Civilisation
- Classical Greek
- Design and Technology
- English as an Additional Language
- Modern Foreign Languages
- Physical Education
- Religious Studies
- Junior Science
- Destination of Leavers
- Learning Support
- Monmouth Science Initiative
- Revision Guide
- Exam Information
RS has an important contribution to make to the Spiritual, Moral, Social and Cultural development of pupils. By studying religions and learning from them, pupils can examine various moral frameworks so that the fundamental questions of human existence can be considered. However, the purpose of RS is not to convert, but to educate and to give boys the opportunity to consider and explore the Christian faith for themselves.
Quality RS occurs when we relate the beliefs, concepts and values of the world faiths expressed through such things as their scriptures, worship, practices to shared human experience.
The Christian Education Movement argues thus:
“If RE is successful, its fruits will be evident not only in terms of knowledge, or even understanding or skills, though these will certainly be in evidence, but in attitudes. The religiously educated pupil will have reached at least an awareness of a set of beliefs and values by which he or she lives, while respecting the beliefs and values of those who have reached different conclusions. Such a pupil will also remain open to the possibility of further illumination, from whatever source, in a continuing search.” (CEM, The Agreed Syllabus for Religious Education, p.3.)
If Monmouth School for Boys is able to produce such pupils, RS will have made a significant contribution to the education and to the lives of those boys who have passed through the Department.
Years 7 - 9
The study of the six major World Religions makes up a core component of the RS course, alongside the other secular worldviews. One of the main objectives of both the school and the department is to give boys the opportunity to consider and explore faith for themselves. RS has an important contribution to make to the spiritual, moral, social and cultural development of pupils. By studying religions, pupils can examine various moral frameworks so that the fundamental questions of human existence can be considered. At all times we attempt to create a balance between ‘learning about’ and ‘learning from’ religions.
The course begins by asking ‘Who is God?’ Looking through the lens of the different world religions, the students learn about the different aspects of the divine. The learning objective is to address the similarities and differences of the nature of God between the different religions. For example, the Creator God in the Christian Trinitarian tradition is juxtaposed against the Trimurti of the Hindu Brahman. The course explores in more depth the religious traditions, worship and practice, of Hinduism, Buddhism and Sikhism. The approach is narrative-based. The Hindu module reveals moral actions and consequences in the epic poem, the Ramayana. The Buddhist module focuses upon the life of Prince Siddhartha and his progress towards enlightenment. The Sikhism module allows the students to discover the contextual difficulties that practising religion in a growing secular society presents. It is hoped that by the end of the course the students will be familiar with, and able to differentiate between, the key beliefs and traditions of Hinduism, Buddhism and Sikhism, ready to explore the Judaeo-Christian tradition in Year 8. A world religions trip to Cardiff takes place in the summer term.
Pupils first study the Old Testament and the ancient history of the Jewish race, focusing on the key themes of Covenant, Law and Prophecy. Modern Jewish practices and beliefs are considered in conjunction with the Biblical stories. They then move on to a study of the New Testament story, with particular emphasis on the life and teachings of Jesus Christ, the growth of the Church, and modern Christian practice. Crucial to the pupils’ understanding is the way in Christianity grew out of Judaism and the links between the two faiths. In both elements of the course, there is a strong emphasis on making the Bible relevant to a 21st century audience. A trip to local churches/chapels takes place in the summer term.
In Year 9, we broaden the spectrum to consider the whole concept of what it means to believe and how belief affects behaviour. Both religious and secular ‘faiths’ are considered, including Islam, Nazism and Consumerism. We also devote time to some contemporary moral issues such as Crime and Punishment, Islamophobia and Anti-Semitism. By the time boys make their subject choices for GCSE, therefore, they will have studied elements of the six main world religions, and will also have had the opportunity to consider some crucial philosophical, moral and spiritual questions. An education visit to a mosque and a synagogue takes place in the Lent term.
Head of Department: R.L.Wynne
The GCSE course is based around the study of Christianity. However, the ‘specification does not presuppose faith and is designed to be accessible to persons of any religious persuasion or none’ . Rather it gives pupils the opportunity to engage with the world’s largest religion and consider its role in history and shaping the world we encounter today.
The course as a whole encourages students to acquire knowledge and develop understanding of beliefs, values and tradition and the influence these have on the world around them.
In Year 10, pupils will have the chance to engage with a unique text in the form of Mark’s Gospel and to consider the figure of Jesus, his life and teaching and continuing global importance.
In Year 11, pupils will be encouraged to identify, investigate and respond to fundamental questions raised by religion and human experience, including the meaning and purpose of life. Religious and other responses to moral issues such as abortion, euthanasia, justice and punishment, conflict, prejudice, the environment and poverty will be considered.
Candidates sit two papers, both at the end of Year 11:
Unit 5 – St. Mark’s Gospel
Unit 2 – Christianity: Ethics
Each paper comprises 50% of the total mark awarded.
There is no coursework requirement.
Religious Studies A level
Why study religious studies?
Religious studies is an engaging, well respected and academically rigorous subject which introduces students to a stimulating range of ethical, philosophical and theological issues. The subject fits well as a complement to other arts and humanities subjects, and as a contrast to science subjects. Throughout the course, students will engage with some of the deep philosophical questions with which mankind has wrestled, as well as examining moral and ethical principles from a variety of standpoints. Through their study of this subject, students will enhance their ability to argue and to communicate, as well as their skills of research, evaluation and analysis.
With religious and ethical issues so often in the news it may not be surprising that the subject is increasingly popular: Research shows that nationally the number of students choosing to study A level Religious Studies has increased more than any arts, humanity or social science subject over the past 10 years. The Russell Group of top universities has also made it clear that religious studies A level provides ‘suitable preparation for University generally’.
Religious studies A level offers excellent opportunities to develop critically informed perspectives on the nature of human experience, perception, belief and society. The skills taught include building arguments, marshalling evidence and examples to support different points of view, and evaluating the strengths and weaknesses of different perspectives. The course content and the skills developed will appeal to anyone interested in big questions about meaning, purpose and reality, and there is a clear focus on lively classroom discussion and debate.
Religious studies provides excellent preparation for a wide variety of arts, humanities, medical and science degrees, as well as leading on to varied career opportunities in law, medicine, journalism, education, academia, civil service and more. In our increasingly globalised world universities and employers place a high premium on critical and well-informed engagement with the beliefs, values and ethical issues around the world.
If you are interested in life’s big questions, if you enjoy lively discussion and debate, and if you want to examine the impact of religion on culture and society, religious studies could certainly be the subject for you.
Monmouth School for Boys and Monmouth School for Girls follow the same specification.
Head of Department: Mrs R L Wynne Lord
Board: OCR A level Syllabus Code: H573
Study of a religion.
Christianity: a focused investigation of different Christian beliefs and practices within the context of their social and historical development. This includes looking at issues such as gender, pluralism and secularism.
Philosophy of Religion.
The influence of Plato, Aristotle and Descartes, debates about the mind and the soul, arguments for and against the existence of God, the nature of religious experience and the problem of evil. Influence of analytic philosophy, uses of analogy and Wittgenstein’s language games.
Introduction to Ethics.
Ethical theories and systems such as Situation Ethics, Natural Law and Utilitarianism, looking at applied how these are applied to a range of issues such as the value and sanctity of human life.
Method of assessment
All by written exam which cover the three topics: Philosophy, Ethics and Christianity.
There is no coursework.
Philosophy A level
Why study Philosophy?
Philosophy A level asks students to think for themselves, to think rationally and to be open-minded. Students develop and refine a range of transferable skills, such as the ability to ask penetrating questions, to analyse and evaluate arguments, and to present their own arguments clearly, logically and with precision.
The course content raises stimulating and challenging questions about what we know of reality, and what we can and cannot know of reality. The nature of human consciousness is questioned, and the role of logic, reason and rationality are interrogated. Grounded in such foundational concerns students then engage with the underlying assumptions found in a range of ethical and philosophical questions about the nature and purpose of human life.
Philosophy is a highly respected academic subject, and at A level standard it sets apart those who are passionate about clear thinking on profound issues. Universities
and employers across the spectrum value the critical independence of mind shown by those who study philosophy, and it forms a core part of the famous PPE degree taken by many leading politicians and business people.
Philosophy is currently taught to sixth form boys and girls at Monmouth School for Girls.
Head of Department: Dr H Whately
Board: AQA; Specification Code: 7172
- Epistemology: the study of what knowledge is. Issues covered include questions about the existence of the world outside of the human mind, the nature of knowledge itself, and what we can really ever actually ‘know’ of what our senses tell us.
- Moral Philosophy: Engaging critically with ethical theories such as those of Aristotle’s Virtue Ethics, Kant’s Duty-based approach, and Utilitarianism. Issues covered include telling lies, simulated killing in computer games and eating animals.
- Metaphysics of God: Introduction to issues around religious language and arguments for and against the existence of God. Issues covered include ways of ‘proving’ the existence of God, paradoxes such as whether an all-powerful God could create a stone which was too heavy for he/she to pick up, and the role of logic in the use of language.
- Metaphysics of Mind: Alternative views of the mind-body problem, and how they relate to each other. Perspectives covered include dualism, materialism and behaviourism, as well as the issue of philosophical zombies and the uses of theoretical arguments.
Method of assessment
Two three hour written exams:
Paper 1 Epistemology and Moral Philosophy.
Paper 2 Metaphysics and God and Metaphysics of Mind.
The papers contain a combination of 3 mark, 5 mark and 12 marks questions which assess knowledge and understanding, and a 25 mark essay which assesses critical reasoning and evaluative skills in developing arguments.
*Religious Studies or Philosophy?
Religious Studies A level and Philosophy A level do share some content areas, and we would not advise opting for both. Instead we recommend pursuing a qualification in one or other of the subjects. They take distinctively different approaches: Religious Studies emphasizes an understanding and appreciation of religious thought and its contribution to the individual, communities and society. Philosophy, however, emphasizes the ways in which philosophers have identified underlying ideas about the validity of arguments and their premises.
Religious Studies Trips
Year 9 Trip – March 2016
Every year all of Year 9 have the opportunity to visit a mosque and a synagogue before completing a project on prejudice and discrimination. This year after spending time in lessons looking at examples of Islamophobic attitudes and the rise of Anti-Semitism, we were fortunate enough to visit Dar Ul Isra Mosque in Cathays Cardiff and the Cardiff United Synagogue in Cyncoed. The mosque provided a very hands on experience where the boys were able to have a go at writing their names in Arabic and listening to the Quran being read in Arabic then English on mp3 players. At the synagogue, the Rabbi gave the boys a clear understanding of what it meant to be Jewish and what life was like for a 21st century Jew living in Wales. It was an incredibly valuable experience and trips to places of worship remain an important part of the RS curriculum.
Here is a report of this year’s trip by Adam in Year 9:
The trip was very enjoyable and the whole year learned a great amount. We first went to the mosque in Cardiff. It was in the middle of a street and looked like a normal house and not the exotic building with domes and towers that we expected.
The imam was very welcoming and gave us a long talk about Islam and how he felt a belonging to the religion and how it gave him an identity. He also gave us the meaning of Islam and how you follow it. The rest of the visit consisted of several stations and all of us either listening to interesting facts or doing some kind of activity. The favourite activities were calligraphy where we were shown how to write our names in Arabic and the talk on the Qur’an was also very interesting. We also had talks on the history of Islam, key objects of Islam and related things, also a talk on the prophets. That talk was particularly interesting as all of us had seen Islam as a particularly alien religion but it showed links between Christianity which we are all familiar with.
Afterwards we went to the synagogue where we learnt a lot about prejudice and discrimination. The building was in a new and modern estate and the synagogue did not stick out as a place of worship.
The Synagogue was a very modern building in an estate with very high security. It almost felt a little bit uncomfortable with such high amounts of security, the doors all had bolts on them and the whole place looked rather over the top. Much of the talk consisted of accounts of anti-Semitism and most of the time there showed that anti-Semitism was a very current and alive event. The Rabbi talked to us about cases of anti-Semitism that he had faced and how he attempted to deface prejudices. He held coffee mornings and events outside of the synagogue all to show that they were normal people and meant no harm. We were also shown the way in which a service works and he also showed us how songs were sung and how prayers were done.
The day was very enlightening and we found it all very interesting and the trip was very well worth it.
Watch a short video of the day here:
RE is Awesome!