Religious Studies

Religious Studies contributes to the spiritual, moral, social and cultural development of pupils at Falcons School for Girls. Throughout their time here, the girls will have immersed themselves in the beliefs, traditions, culture and customs of Christianity, Judaism, Islam, Hinduism, Buddhism and Sikhism. We aim to develop an understanding that each individual is unique and may have different beliefs which must be respected and nurtured as part of our school community.

Religious Studies lessons provide the opportunity for the girls to explore debate, create projects, research, question and learn about their role in the wider community by promoting mutual respect and tolerance.

Throughout the year, we explore different religious festivals and celebrations, visit places of worship, study artefacts and invite people that represent different religions to visit, lead assemblies, hold workshops and offer question and answer time to the pupils.

Religious Studies, along with cross-curricular links to PSHEE and the Fundamental British Values, allows Falcons girls to recognise and appreciate the diversity, similarities and differences between religious and cultural beliefs and customs of citizens in the UK and the wider world. They will consider their own beliefs and those of others in order to communicate their thoughts and ideas while respectfully listening to their peers.

Welcome to Falcons School for Girls

Reception Places

We still have a few places remaining for Reception in September 2021. Wraparound care is available from 7:30am to 6:00pm 50 weeks a year. To make an enquiry, please contact us using the details below.


Admissions to Falcons School for Girls

For admissions information or to arrange a private tour, please click here or contact admissions@falconsgirls.co.uk and we will get back to you shortly.


Rated ‘Excellent’ by ISI in March 2020

“Pupils display exceptional attitudes towards learning”

“Pupils are highly proficient communicators for their age”

Click here to read the full ISI report