Religious Education (RE)
Head of Department: Mr D J Haslam
Members of staff: Mrs H Murray and Mrs C Cunningham
We seek to engage students on a personal journey via the RE & Philosophy curriculum. Our mission is to empower the students to build their own authentic world view to become fully actualised individuals and active citizens. The department's work and ethos contributes to the promotion of the pupils' spiritual, moral, social and cultural development:
- Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people's feelings and values.
- Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible.
- Use of imagination and creativity in their learning.
- Willingness to reflect on their experiences.
- Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives.
- Understanding of the consequences of their actions.
- Interest in investigating, and offering reasoned views about moral and ethical issues.
- Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
- Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively.
- Interest in, and understanding of, the way communities and societies function at a variety of levels.
- Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage.
- Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
In the classroom the emphasis is on group work, discussion, negotiated objectives, self and peer assessment. Within the constraints of our school environment, students engage in a variety of learning activities. We believe this approach facilitates personalised learning and allows for the development of genuine independent learning skills. The use of questioning and discussion to clarify understanding is a positive feature of most lessons.
All learning groups respond well to questioning and students are keen to ask questions of their own. Students are challenged, often beyond a level that might be expected for that particular age group. Our students thrive on this challenge.