Religious Education – Summer Term News 2022

In RE this term, we were asked to create a project with an aim to combat Islamophobia. It had to be a captivating project that would appeal to the younger generation. Our group decided that we would make a news report video. We interviewed students, asking their opinions on Islamophobia and what they were going to do to support the abolishment of the growing issue. We had some fantastic responses, including a social media campaign called ‘Stand Up to Islamophobia’ which is active on every social media platform and aims to raise awareness. We thought this was a brilliant idea, considering that many young people have access to social media, therefore would be a great place to gain recognition and make more people aware. We edited our video by adding sounds and special effects to make it more engaging.  We hope it made many more students aware of this important topic.

Written by Sophia H, Yr9.

Police Interview

This term, Year 9s have enjoyed studying ‘Crime & Punishment’ and ‘Islamophobia’. Alongside teaching substantive knowledge, we think it is crucial that we enhance students’ personal development by informing them about career choices that link to RE.

A popular career that RE can be a great stepping stone for, is the police force. A Sergeant from Lancashire Constabulary volunteered his time to answer interview questions from our students. The students submitted their questions via a Microsoft Forms quiz and Miss Brooks categorised this into three categories for the Sergeant. Questions were answered on the following topics:

Year 8: Jewish Holocaust Memorials

This half term as part of the Jewish module, Year 8 have been studying Anti-Semitism. As an example of Anti-Semitism, we have spent three lessons looking at the suffering of the Jews during the Holocaust. We used the Windermere Children case study. As a focus, we explored how Jews became ashamed of their religion as a result of their experiences.

The year 8s were given the project of creating a Holocaust Memorial for Jewish people. They had to use their knowledge of the Jewish religion combined with their knowledge of the Holocaust to make a suitable memorial which would help them feel proud of their religion.

The teachers were blown away with the careful thought and design that was put into the creations. We have some very talented, aspiring architects!

We were so impressed with the memorials, that we wanted everybody to have a chance to see the display of incredible work. We set up a Holocaust Memorial museum which was run by our fabulous team of year 8 curators. This allowed them to see how religious knowledge could benefit them in a career.       Miss Brooks, RE Department

Posted in RE

RE Department News

Year 7s key focus this year is the human enquiry into ‘where do we belong’.

In the current unit, students are studying where it is that Jesus belongs. As a Jew, does he belong to Judaism or Christianity? Does he belong to God?

At the beginning of the year, students learnt that all Abrahamic faiths believe in one God. If you ask your daughter what a religion is called when they believe in one God, they will be able to wow you with some impressive vocabulary!

As we progress through our learning journey, our knowledge on the God of Christianity advances and students have recently been introduced to the concept of the Holy Trinity. 

Student Work by Zainab M

Students enjoyed using their scientific knowledge of H20 to help them understand what Christians believe about God.

Students were shocked to learn that Christians do not really believe that Jesus is God’s son and instead they believe he is a representation of God on earth.

To demonstrate their understanding of the Holy Trinity, students created a piece of art work and explained the symbolism behind their ideas. Celina had the fantastic idea to make 3 masks. Celina demonstrated her explanation by wearing each of the masks, showing that no matter which one she was wearing, she was always still Celina. The masks enabled her to present herself in different ways, like God. We were very impressed with this idea. This is the fantastic abstract thinking we love to see in RE!

Miss Brooks

RE Department

Posted in RE

Soroptimisses – Our Shoe Share Journey

Recently, during Soroptimists we have been working hard on the project ‘Clarks Shoe Share’. ‘Clarks Shoe Share’ is an appeal to collect shoes for African children, young adults and grown ups. Shoe share supplies them all with their own pairs of shoes and others are made into different useful products, including school supplies and clothing.

During the past few weeks we have been collecting  as many shoes as we can. We have collected approximately 85 pairs of shoes, all going to the African adults and children.

During lunch times, we have worked hard at making sure that all of these shoes are wearable for them. These shoes will really help them walk to school and work.

Abigail and Sasha from Year 8 , took the Shoes to Clarks Shoes at Deepdale Retail Park. They will then be taken to Africa to be worn If the shoes aren’t suitable to wear, they will still be put into use and made into useful stationary and products.

Our Soroptimists project was very successful and we would definitely do it again.

Written by Sasha H and Abigail S -Year 8.

Soroptimisses: Back in Action!

We all know that over the past two years, COVID has impacted on education massively, making it difficult to learn properly, especially in Swaziland. Schools were shut and this meant that we couldn’t continue sponsoring our two students, Sazile and Sinethemba. They weren’t able to study or go to school normally and this must have been so difficult for them. With no facilities for online learning, students had to face the extra challenge of learning via a crackly radio at home. However, despite all the unfortunate circumstances, one of our students passed her exams and eventually graduated. This is an outstanding achievement and a demonstration that she shares our Penwortham Girls’ ethos of resilience.  We are all so proud of her for coming this far. Knowing that all the money that we raised for her has helped her to become successful is incredible and so encouraging.  A huge thank you to everyone who made a difference. We can’t wait to see what the future holds for her!

Schools have now opened again in Swaziland, therefore, it is a great honour to announce that we have been able to raise the money to sponsor a new girl’s education. This is thanks to different charity events that have taken place this year, such as the Christmas tombola and the Wham Christmas teacher music video. She is adopted because her father is an alcoholic and her mother suffers from mental health problems so they can’t look after their daughter in a nurturing way. Fisokuhle’s family find it strenuous to meet all her needs. They can only provide the basics to help her survive, such as food and shelter. Fisokhule’s adoptive parents can barely afford to clothe her, let alone fund an education. We have chosen to sponsor this young girl because her story really affected us. It made us realise that we are very lucky to have access to a fantastic education, yet these children have to suffer so much. She is a brilliant student who appears to be quite bright. She has a flawless work ethic as she is always top of the class. In the future, she aspires to be a doctor. If that isn’t possible, she would like to fulfil her dream of being a pilot, which shows great ambition. She is aiming high and has lots of curiosity to explore new avenues. She is going to flourish and we are so excited to see what she can achieve throughout the next couple of years.

Written by Safurah H.

RE Today Magazine

As part of their Hindu studies, year 7 students explore how the caste system has changed over the years. Lat Blaylock, the editor of the RE Today magazine heard about the work we were doing in class and was so impressed he wanted to share it in his magazine! 

Miss Brooks shared some of the work from her class with him and he selected his favourites to be published in the magazine. These students were also selected to be interviewed and their responses have been published alongside Miss Brooks’ interview in the magazine.

Congratulations to students, Florence W, Kaitlyn C and Ruby C!

Miss Brooks

Teacher of RE 

Posted in RE

Soroptimisses Shoe Share

Have you ever grumbled about the traffic on the way to school?

Have you ever moaned because the bus doesn’t get you from your house so you have to walk to the bus stop?

Have you ever pretended to be poorly so you didn’t have to walk to school in the rain?

Well, imagine your journey to school with no shoes on.

Many children in Africa have to walk over 10 miles just to get to school. As you can imagine, this makes access to education nearly impossible for so many children. To make matters worse, majority of African children do not own a pair of shoes. Imagine how difficult this would be and how it would feel if you were in this situation.

By donating a single pair of shoes, you have provided a person with a possibility to make their future hopeful and successful. These shoes will go to Clarks, who will distribute these shoes to children in various parts of Africa.

We previously help to ‘Wrap Up Lancs’ and we collected over 500 old coats and scarves to clothe the homeless. I’m sure we saved many people’s lives that winter. We are hoping that we have achieved the same success again and look forward to counting up the shoes on Friday 1st April.

Posted in RE

Year 10 CaREears: Journalism

One of the most wonderful things about taking Religious Studies at GCSE is all the fascinating careers the subject can lead to. Here at Penwortham Girls, we think it is crucial that students experience first-hand how their knowledge and skills is useful for real life careers.

This term, year 10 have enjoyed stepping into the shoes of journalists to investigate the miracle at Lourdes.

As part of the GCSE SPEC, students must know why Christians go on pilgrimage to Lourdes and what they do there. Before students wrote their final newspaper article, they spent one lesson looking at what pilgrims do in Lourdes today. The documentary ‘Sacred Journeys: Lourdes’ allowed students to follow a group of soldiers on their pilgrimage journey. Watching this video really helped bring the practices alive for students. They then spent a second lesson, analysing blogs and news articles about the miracles which the church claims have taken place at Lourdes.

Students enjoyed making notes using the Cornell-Note Taking method, just like a real-life journalist!

Students then pieced all their knowledge together into a newspaper article. The teachers were blown away with their depth, detail and evaluation skills. It is clear that we have some budding journalists on the course! Have a look at some of these captivating headlines below. They should be very proud of their work.

Miss Brooks, RE Department 

Posted in RE

Sacred Objects

This term, Year 7s have completed their journey on the island. It is an excellent way to introduce Religious Studies at PGHS, as students explore how to establish religious harmony, equality and peace in a multi-faith society.

It was lovely to get to know the students better through a show and tell of their sacred objects. It was a difficult choice of who should appear on the newsletter but the following students stood out from the crowd with their unique objects and fantastic accompanying speeches of how they were sacred. Can you spot each of the student’s object in the pictures?

Maisy M: My beloved amethyst crystal. Every full moon, I cleanse my crystal collection and place them on my window sill so that all the negative energy that has been soaked up by the crystals has gone and they are now full of positive energy. Another reason why this is my sacred object, is because I purchased it whilst I was on holiday with my mum and its very special to me as it is in some way also a souvenir of my holiday. Every day, I hold my crystals and say my positive affirmations to start the day off right. Overall, I love this crystal as it is not just pretty and precious, it is an amazing way to connect to my spiritual side. 

Abigail M: My object reminds me that I was born in the NICU. It reminds me of a time when my family and I faced great challenges and came through it all, happy and healthy. It reminds me to remain strong and that life is about growing.  

Hibah V: My sacred object is my very first prayer mat. Not only does it symbolise my religion, but it helps me to communicate with my God.

Olivia H: My christening bracelet is special to me because lots of different relatives bought me the charms for it, I don’t wear it often as I’m so scared of losing it.

Lily S: A bracelet from my older sister. The bracelet is gold with 3 birthstones on it. My birthstone, my sister’s birthstone and my niece’s birthstone. It is special to me because it reminds me of my sister because I don’t see her that much.

Zainab M: My sacred object is a religious book that I bought from Saudi Arabia when I went to Mecca to perform a small pilgrimage called ‘Umrah’. It reminds me of all the Islamic holy sites.

A drum-roll please for the most incredible sacred object show and tell that PGHS has seen to date…

Grace S:  A bible from the Second World War that saved my Great, Great Grandad’s life. It took the impact of a bullet as it was in the chest pocket of his shirt. Without the Bible, he would have died. This reminds me to always be grateful in life and to always have faith when times are tough.

Hearing all the different stories has helped the students relate to the story of a Sikh man who lost his sacred item, the kirpan. Without the show and tell, students would have found it harder to understand why a short sword could be so important to Bilaval.  By taking the time to consider their own sacred objects, they were able to provide thoughtful and empathetic advice.

Miss Brooks,

Religious Studies Teacher

Posted in RE

Spirited Arts Competition: YR 8 – Does God Exist?

The year 8s have just finished studying an ‘Introduction to Philosophy’ unit where they explored a series of ultimate questions. During ‘no pens’ day, students enjoyed debating whether or not our world is special enough to point to the existence of a divine creator. The students even enjoyed using the analogy of Paley’s Watch in their debates.

Students were given the challenge of creating a piece of art work or poem which demonstrates why they believe whether God does or does not exist.  The RE department were blown away by the entries.

1st – Phoebe B
Phoebe clearly and carefully planned how to ensure her work would meet the success criteria and it was her intricately detailed explanation which blew the judges away. She gives a range of evidence which truly goes above and beyond. Quotes from her work that we really liked are, “The bee is also buzzing in a love heart shape and that shows the love that is constantly around us.”
This was followed by, “The tree there with the bird, the hedgehog and the fox, show how much life one single tree can house, this can’t have happened by chance” Overall, we thought this was a clear, first place winner.

2nd – Eva M
All the judges were in awe of the deep messages portrayed by Eva’s poem. Eva is a very talented poet as her stanzas flow together beautifully.  Her work demonstrates dedication and it is evident that a lot of hard work and thought has been put into it.

3rd – Jenna K
Jenna was awarded third place as her work stood out from the crowd. Jenna’s work looks in depth at both aspects of science and religion.  It is clear that she has spent time researching to form a deeper understanding of the different religious links to sentence. Her work finished with a powerful, compassionate statement which fits the idea of choosing ‘solutions not sides.’ “Science cannot prove that God does not exist anymore than religious believers can prove that he does.”

4th – Rosie Y
We picked this as fourth place because Rosie went above and beyond to complete a poem and art work that complements each other.  Her use of imagery helps to portray the deeper meaning of the poem. This piece of work is of a high standard, as she has demonstrated a clear understanding of an A-level theory.

5th – Lily S
This particular piece combines a unique piece of art with a well thought out explanation. The real-life examples added to Lily’s work made it extra meaningful. We loved the missing chunk out of the world in her art work.  This was  a fantastic visual representation of the world’s imperfections.

Miss Brooks
Teacher of Religious Studies

Posted in RE

Year 8 Jewish Holocaust Memorials

This half term, as part of the Jewish module, Year 8 have been studying Anti-Semitism. As an example of Anti-Semitism, we have spent three lessons looking at the suffering of the Jews during the Holocaust. We used the Windermere Children case study. As a focus, we explored how Jews became ashamed of their religion as a result of their experiences.

The year 8s were given the project of creating a Holocaust Memorial for Jewish people. They had to use their knowledge of the Jewish religion, combined with their knowledge of the Holocaust to make a suitable memorial which would help them feel proud of their religion. Their teachers were blown away with the careful thought and design which were put into their creations. We have some very talented, aspiring architects!

Miss Brooks
RE Department

  • Arts Council England - Artsmark Gold
  • Lancashire Socio-economic Equality Badge
  • SMART
  • UNICEF
  • School Mental Health Award
  • Ofsted - Outstanding Provider
  • Arts Council England - Artsmark Gold
  • Lancashire Socio-economic Equality Badge
  • SMART
  • UNICEF
  • School Mental Health Award
  • Ofsted - Outstanding Provider