Religious Education
| Staff Members |
Mr S Melton and Miss J Harris |
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Humanities Head of Faculty: Mr I Hagger |
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| Prior Learning |
At KS1 and 2 the aim was for students to:
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| Key Stage 3 |
From the moment that humans could communicate, they began questioning their existence. Why are we here? How did the Earth come to be? What started as rock paintings or verbal traditions, has now developed into over 10,000 distinct religions. It is believed that 84% of the world’s population are affiliated to some form of faith which shapes and instructs their lives. Religion, and people’s interpretation of it, unites and divides communities, encourages tolerance and can breed confrontation, is the home of charity and a haven for terrorism. The study of RE is both important and relevant to understanding lives and cultures in the 21st century.
Our curriculum is designed around the following big questions that are explored within the context of the six major world religions:
Assessment at Key Stage Three Students will undergo formal assessment twice a year during whole school knowledge weeks. Within lessons students will frequently be assessed using high frequency/low stakes activities.
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| Key Stage 4 |
Our Key Stage 4 curriculum follows the AQA GCSE Religious Studies (specification A)
Students study the beliefs and practices of both Judaism and Christianity as well as looking at four key themes.
Themes include:
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Useful websites and resources |
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Possible areas of future Studies |
The skills and knowledge gained by studying RE enable students to access a variety of further studies. |
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Possible future careers |
Teacher / Higher Education Lecturer Advice worker Counsellor Community development worker Chaplin Police Officer Youth Worker International aid / development worker |
RE at Hadleigh High School is part of a broad and balanced curriculum that allows students to understand and frame the world around them, the people they will meet through life, and different approaches to the world. This includes non-religious views as well as religious views. It follows the agreed RE syllabus for Suffolk, and is designed and taught to be inclusive for all students. It is a legal requirement that it be taught. However, since 1944 parents have had the right to withdraw their students from RE or parts of the RE curriculum on the grounds that they wish to provide their own RE. The parent then becomes legally responsible for this provision.