Home

      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

      Peer mentoring

      Model answers

      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

      Independent learning

      Peer/Self-Assessment

      Mind mapping

      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

      Individualised planning

      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.

 

SACRE

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