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RE & ethics
RE & ethics
Introduction to the subject/ethos/mission statement
The purpose of R.E. is not to propagate either religion in general or a particular religion; it is not to nurture or convert. The focus is on students being able to develop and communicate their own views and values by challenging them to ask enquiring questions about the world around them.
Religious Education at Flegg High School represents a local expression of the Norfolk Agreed Syllabus, which accepts that the majority of the pupils come from a non-religious background and that the remainders come from a wide variety of religious experiences.
In line with the Norfolk Agreed Syllabus, a knowledge and understanding of religion as a part of our life, history, culture and experience is gained through a study of Christianity, Buddhism and Sikhism and to a lesser degree Islam and Hinduism. References to other world religions and philosophies are included where possible.
However, the purpose of R.E. is not merely about understanding specific religious beliefs, concepts or traditions.
The purpose is to offer pupils the opportunity to think about their own lives, values, attitudes and beliefs and to give them the opportunity and skills to express themselves in a clear, logical way. In doing so R.E. makes a significant contribution to the social, moral, spiritual and cultural (SMSC) development of our pupils.
In simple terms, R.E. /Ethics helps us think more deeply about what's important in life and helps us to live life to the full.
Meet our department
Mr T. Pull (Subject Leader)
Mr Pull is an RE specialist who is passionate about RE and the positive contribution the subject can make, not only academically but also in terms of social, moral, spiritual and cultural experience.
Mr J. Caley
Mr Caley is an RE specialist whose keen interest in eastern religions was sparked by his travelling experiences. Mr Caley loves anything creative and competitive!
Mr M. Ward
Mr Ward is a history specialist and brings that perspective to the issues we study in RE. He also loves to take every opportunity to link RE to his other passion - Norwich City Football Club!
Learning in R.E.
Teachers give students the chance to explore topics using different teaching methodologies, including active-learning and experiential approaches. Students also have access to a wide range of teaching resources including videos, artefacts, information technology and visits. Schemes of work follow an enquiry approach and are designed
to encourage and develop Personal Learning and Thinking Skills (PLTS).
At Key Stage 3 students follow schemes of work that follow the Norfolk Agreed Syllabus.
At Key Stage 4 all students follow the AQA Philosophy & Ethics GCSE course. This results in two 1 ½ hour examinations at the end of Year 11. There is no coursework. Some students may be entered for the OCR GCSE Entry Level course. This follows the same topics as the GCSE course but results in four pieces of coursework rather than examination.
Intervention and support
The varying needs of students will be catered for through differentiated teaching and assessment. Whilst using the same texts throughout a year group, allowances are made for the differences of interest, aptitude and ability through a range of approaches. The aim is to allow pupils to feel confident that they are all covering the same material and not to feel ill at ease because the material and approach are being adapted to suit the varying levels of ability.
Pupils will regularly be given alternative ways of producing or presenting their work to allow for the preferred method or strength of the individual pupils rather than imposing a set form. At the same time pupils are encouraged to vary the approach so that work does not become repetitive. Set tasks are often varied in ability levels to build the confidence of less able and extend the more able.
Students who are ‘Gifted & Talented’ are defined as:
‘Students who show high levels of insight beyond the obvious and ordinary. They can make sense of and draw meaning from a variety of symbols, metaphors, texts and practices. They can analyse and evaluate different arguments and ways of thinking using a variety of different sources. They can clearly articulate their own views.’
Provision for these students are made in all lessons which include:
Regular use of exemplar materials
Higher order questioning to encourage higher order thinking
Levelled learning objectives
Differentiated problem solving
Differentiated problem solving
Use of Blooms Taxonomy in planning
Use of higher exam questions
Directed grouping to encourage communication
Displays used to model exemplar work
Extension work aimed to stretch pupils
Variation of skills and outcomes
Encouragement of self-analysis
Structured use of ICT; leading/directing presentations
Use of higher level language
Variety of AFL strategies which enable differentiated outcomes
Further support is available on Monday’s afterschool.
Applying your knowledge/career pathways
The knowledge and skills covered in R.E. / Ethics courses are useful for a variety of different career pathways:
Social work & counselling services
Legal and political services
Administration, business and office work
Media, print and publishing
Education and training.
Events and news
In July 2012 the department was awarded the Gold Level of the R.E. Quality Mark (www.reqm.org) in recognition of the quality provision the school provides. In July 2013 Mr Pull, Mr Caley, Will Boothby (Head Boy) and Beth Willoughby (Head Girl) will be attending a ceremony at the House of Lords to celebrate this achievement.
July 2013 – 3 Faiths Forum a London based charity will be coming to Flegg to run workshops with Year 8 about prejudice, integration and interfaith dialogue.
Mr T Pull also serves as a member of Norfolk’s SACRE (Standing Advisory Council for Religious Education) that governs and monitors the quality of R.E. provision in Norfolk schools.
To view the KS3 RE overview please click HERE
To view the KS4 RE overview please click HERE
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