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A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION© GLOUCESTERSHIRE LEA

Contents

FOREWORD PAGE

1 What is my vision? What am I aiming for in RE? 1

2 How can I support and develop learning?a) How do I help pupils make progress? 2b) How do I help pupils make progress through assessment? 4c) How do I help promote pupils’ personal development? 6

3 How can I support and develop teaching standards?a) through planning? 8b) through monitoring? 9

4 How can I ensure my School/Department meets the statutory requirements for RE?a) School Policy Statement/ Department Handbook 10b) Literacy 14c) ICT 16d) Equal Opportunities 18e) Reporting 20f) SEN/Gifted & Able 21g) Citizenship, PSHE & RE 22

5 What can I do to raise the status of RE? 246 Is there anything else I can do? 257 Bibliography 268 Acknowledgements 28Appendix I KS2 – KS3 transfer document


VISIONLEARNING

TEACHING

POLICY

ER… OTHER STUFF

FOREWORD

In 1998 the Teacher Training Agency produced Standards for Subject Leaders. The Association of RE Inspectors, Advisors and Consultants (AREIAC) applied these standards to RE subject leadership. AREAIC published Effective Subject Leadership in Religious Education in 1999. It is a rather daunting document. Gloucestershire SACRE decided to produce a handbook of practical ideas in order for teachers in Gloucestershire to be able to implement the standards set out by AREIAC. The RE Subject Leader’s Handbook is the result.

Subtitled At least 200 tips for RE Subject Leaders, it is full of ideas you can use to help improve the delivery and management of RE in your school. The ideas are here to give examples of good practice and can obviously be adapted to your specific situation. Some sections imply a stepwise progression, e.g. How can I support and develop teaching through planning? Others give a selection of discrete ideas from which you can take any congenial suggestions, e.g. What can I do to raise the status of RE?

Gloucestershire SACRE is committed to improving learning and teaching of RE in the county. We hope that this Handbook will help you continue to develop RE in your school.

Stephen PettChair of SACREHead of RE, Chosen Hill School


1 WHAT IS MY VISION? WHAT AM I AIMING FOR IN RE?

How about trying all/some of the following?

Reflecting on aims:Think about the fundamental purpose of RE. Take time to write down your aims for RE. Read the aims for RE in the Agreed Syllabus (p5-6) to compare and see if you are going in the right direction. This is also necessary for School Policy Statement & Department Handbook.

Get more inspiration from other sources, e.g.

A Teacher’s Handbook of RE CEM

Are you REady? & At the Heart Langtree

Primary Co-Ordinator’s Handbook Bastide

Delivering & Managing Effective RE Vale/Wright.

(See Bibliography for details.)

Take a step back. Look at the bigger picture – think about your long-term vision for RE. Try reading RE Futures (CEM). Look in the Bibliography for other suggestions.

Think about how pupils learn. Look at some of the different ways of teaching RE. Michael Grimmitt’s book Pedagogies of RE describes 8 different approaches to helping pupils learn in RE.

Secondary: Look closely at exam board aims and objectives.

Note, however, that these probably do not match the aims for RE in the Agreed Syllabus. Think about what difference this might make to your teaching.

Formulating school RE aims:After your reflection, devise your own school statement for your school policy documents or Department Handbook, etc.

Make sure RE statement is explicitly focussed on RE expectations and not just generic aims, e.g. “to explore questions of meaning and how religions have dealt with these questions”.

Rewrite these aims in a pupil-friendly format; display around classroom /Department and stick in pupil books.

Make sure pupils’ document is also parent-friendly. Encourage pupils to make sure their parents see the statement.

Gather pupil responses on the good things about RE. Add some to pupil/parent statement.

Implementing aims:Use staff meetings or Department meetings to make sure colleagues are clear about aims. Discuss them on a regular basis.

In planning:

Make sure that all lessons are contributing towards the overall aims.

In lessons:

Have aims displayed in classrooms/Department. Refer to them during lessons.

Use a variety of approaches to make sure aims are met.

Evaluate and review lessons to see how far they met the aims. What can you do to improve?

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION© GLOUCESTERSHIRE LEA 1

2 HOW CAN I SUPPORT AND DEVELOP PUPILS’ LEARNING?

Why not try some/all of the following?

Ensure teachers have appropriate subject knowledge:Look at the Agreed Syllabus requirements for your key stage, especially learning outcomes.

Use the Summary of Key Stage overviews to gauge areas of strength and weakness in your own and colleagues’ knowledge.(See Agreed Syllabus KS2 p35 KS3 p42)Secondary: Check exam board syllabus.

Look at available text books on topic to gain basic understanding.

Contact local resource centres for further information. Make use of School Library Service to borrow relevant resources.

Identify further training needs. Inform SACRE and RE Consultant at RE Co-ordinators’ (primary) or Gloucestershire RE Teachers’ Association (GRETA - secondary) meetings. Contact other colleagues/schools with relevant expertise.

Developing pupils’ understanding and key skills - planning stage:Make sure that you are not simply revisiting what pupils have already done.

Gather information from previous school where appropriate. (See Appendix I for transfer of information between KS2 & KS3.)

Look at Agreed Syllabus for previous Key Stage, or school documents for previous year groups.

Plan units of study and lessons with clear intended outcomes, based on Agreed Syllabus, building on what has been done before.

Make sure tasks require and enable pupils to use and process information and ideas rather than simply recording them. (KS3 teachers, read PcfRE Resource Summer 2000 – article on task setting.)

Developing pupils’ skills in RE – active strategies:Be familiar with the key skills required for pupils to be able to draw meaning from their learning: investigate analyse interpret evaluate empathise reflect synthesise apply expressSee page16 of the Agreed Syllabus.

Develop tasks which require pupils to use these skills.Get ideas from: Non-Statutory Guidance p30 schemes of work in Non-

Statutory Guidance. Try other sources, e.g. AtoZ Active Learning

Strategies CEM QCA Exemplification of

Standards

Try some of these, which are adapted from the Non-Statutory Guidance p30:Investigate: highlight important information

on a handout; use a number of resources to

select information, such as texts or ICT resources;

prepare questions for a visitor and/or for each other;

use various resources to write “This is your life…” book for Martin Luther King or Gandhi.

Analyse:- sort out pictures of religious

artefacts and symbols, matching them to the correct faith/festival

- watch a video; write the advertising copy – the key message in 30 words;

- identify similarities and differences between practices of different faiths, giving reasons for them; e.g. ways believers treat holy books.

Synthesise: Evaluate: Empathise: Empathise (Secondary):


- make connections within and between faiths, e.g. read selection of prayers from different Christian denominations, or from different world religions; come to conclusions about similarities or differences;

- design a menu for an inter-faith gathering, showing what pupils have learned about diet in different religions.

- diamond ranking statements according to what pupils think, what a Christian, Jew, Muslim etc might think;

- give pupils evidence and ask a question requiring them to make a judgement, e.g. Did Jesus deserve to be executed? Is belief in life after death necessary for a fulfilled life?

Pupils must refer to different points of view.

- use role play and freeze frame;

- drama/mime activities;

- write captions to pictures;

- get pupils to close their eyes and imagine a story you tell them (guided visualisation);

- hot seat – answer questions in the role of another person.

- specialist discussion groups: e.g. discussion about abortion: viewpoints include pregnant woman, parent(s), doctor, foetus, Christian. All those taking the woman’s part get together to discuss feelings/ thoughts; all parents likewise, etc. Then one from each group – now an expert in their views – gather together to discuss from that viewpoint.

Reflect:

- use music to explore feelings/ thoughts;

- stilling & guided visualisation;

- use Amnesty International symbol of candle and barbed wire; write poems inspired by this image; or use examples of injustice today – pupils to write a prayer for the 21st Century; - imagine a world with no more pain, sadness or death – write a meditation expressing reactions to this, or on the difficulty of living in this world;

- think about the potential in an unborn child – write a letter to one (try reading Fergal Keane’s Letter to Daniel).

Interpret:

- talk about greetings cards, e.g. baptism, festivals etc.

- explain meaning of an artefact or picture or symbol

- e.g give pupils the words of a baptism service & ask them to explain Christian beliefs about baptism; or give them the words of the ketubah & ask them to explain Jewish beliefs about marriage; or words of a requiem etc;

- give pupils a range of different prayers from different faiths – pupils should explain the beliefs expressed and be able say how these believers might behave in the light of their beliefs.

Apply:

- study the key features of a place of worship, then design a new church/mosque/synagogue etc for your town;

- think about what religious teachings might mean in today’s world, e.g. read some prophetic denunciations of injustice and write a sermon as if Amos, for example, returned to the UK in the 21st C;

- read dilemma/case study: ask what Jesus might do in these circumstances; what might a Hindu/ Buddhist/ Muslim etc do?

Express:

- use variety of creative media to get across ideas studied, or personal responses to issues raised in lessons, e.g. talk about how some religious believers have shrines in their houses to show what is important to them; ask pupils to think about what would be on their shrine at home; pupils could draw a design, or even take photos in their rooms at home;

Expressing is about articulating matters of deep concern. Clearly it would not be appropriate to force pupils to do this, but opportunities should be given for it.


2 HOW CAN I SUPPORT AND DEVELOP LEARNING?

b) How do I help pupils make progress through assessment?

Why not try all/some of the following?

Getting started:Read guidance on assessing RE in the Agreed Syllabus :

Glos Agreed Syllabus (p13-15/ 65-68)

Glos Non-Statutory Guidance (p 22-27)

Help with assessment in (KS1/KS2) RE (Glos 1998)

and in other helpful documents such as :

Teacher’s Handbook of RE (CEM)

British Journal of RE 23.1 p 45f (CEM)

Exemplification of Standards in RE (QCA)

Are you REady? Graham Langtree

Delivering and managing effective RE in the secondary school (Chris Wright/Isobel Vale)

Be clear about what it is you need to assess and why you are assessing it.

Remember there are 2 aspects of RE:

i) Knowledge and understanding about religion (AT1)

ii) Drawing meaning from learning about religions for pupils’ own lives (AT2) – this requires skills such as reflection, interpretation, application, expression.

See Glos Agreed Syllabus p 6,21 and Non-Statutory Guidance p 29. This document p 2-3.

The most effective activities enable pupils to do both of these – not one or the other.

Remember that not all aspects of RE can be assessed. You are not assessing pupil’s own beliefs and values, but you can assess skills such as ability to reflect, interpret, evaluate and ask deeper questions.

For further information see Glos Agreed Syllabus p 65 and Non-Statutory Guidance p 25.

Look at the school assessment policy and devise an RE assessment policy statement in light of this, taking account of Agreed Syllabus and Non-Statutory Guidance advice.

Devise assessment tasks at the beginning and end of key stages to have an idea of progress pupils have made.

Note: Glos SACRE has produced a unit of study for Y7, based on Unit 4 of the Agreed Syllabus – Religion Today: Issues within & between faiths. This is designed to help teachers gain a baseline assessment as pupils arrive at their school.


For teachers:Make sure that assessment is not something which is "tagged on" to the end of a unit of work but is integral to it. Remember that all normal classroom activities are assessment opportunities

Good assessment starts with good planning and clear intended learning outcomes.

Use a variety of methods for gaining information about pupils’ learning e.g:

observing pupils as they work and interact with their peers and adults;

listening to pupils as they describe their work and reasoning to others;

questioning, especially the use of open questions which allow for a range of responses;

setting tasks which require the planned use of specific skills;

use of a variety of forms of communication - drawing, artefacts, actions, role play, as well as short and extended writing;

discussion of words, images and ideas.

Look at the level statements (Agreed Syllabus p 65f) when planning tasks to make sure they are pitched correctly and are challenging yet achievable. Work out assessment criteria using the levels.

Look at Exemplification of Standards in RE (QCA) for examples of tasks and teachers’ evaluation of standards achieved.

Build up your own portfolio of examples and use to identify standards with colleagues

Use assessment to inform your lesson planning. Are there any areas which are not clear and need revisiting?

With pupils:Prepare and share your marking scheme with pupils.

Let pupils know how the work will be assessed and how they can gain and lose marks - this helps them know how they can improve.

Outline assessment criteria in accessible language when setting a task : e.g. for a task exploring a faith story requiring empathy and understanding:

You will be given marks for

i) Telling the story as though you were there – including your hopes, fears, thoughts, feelings;

ii) Explaining why….e.g. the men were prepared to die for their guru.

Devise a pupil friendly RE marking policy and stick it in exercise books. For example A-E for effort, 1-5 for achievement (linked to RE levels statements). Make sure they know what 1 means for each task.

Specific tasks will require their own specified assessment criteria. These need to be made explicit to pupils.

List and display key RE skills in suitable language and refer to them when giving pupils feedback.

Involve pupils in their own self-assessment – this is particularly useful for AT2 – learning from religion.


2 HOW CAN I SUPPORT AND DEVELOP LEARNING?

c) How do I help pupils make progress in spiritual, moral, social and cultural development?

Ideas to support pupils’ spiritual development:Be clear about what you mean by spiritual development.

Think about a spiritually developed person. What characteristics do they show? Think about these in relation to your pupils. Are these good goals?

Plan activities that enable pupils to express their inner feelings, beliefs and ideas. E.g. Explore prayers to identify what others feel and believe and encourage pupils to write their own.

Use strategies which ensure that each pupil is listened to – e.g. sentence starters, questions or dilemmas explored in a variety of paired, small group or circle settings – reorganised regularly.

Provide opportunities to listen to and value the feelings and beliefs of others. Encourage respect and understanding. Enable pupils to reflect on their own beliefs and values in light of their learning.

Encourage pupils to explore deeper questions and help them recognise that some questions can only be answered with beliefs.

E.g. have a question box in the classroom in which pupil’s ‘big’ questions can be placed as they arise. Take out from time and time and explore answers – from pupils and from religions. Identify ‘fundamental questions’ which religions try to answer e.g. where do people/animals go when they die? Why do some people do terrible things? What is God like?

Include activities which require quiet and reflection. For example. when discussing Easter, listen to a story of a person who gave their life for others, spend some silent time thinking about what this person felt/believed, in pairs talk about what they themselves think is important enough to die for and identify what they think Jesus died for.

Use strategies such as ‘stilling’ and ‘guided visualisation’ (See Mary Stone: Bibliography)

Always aim to address pupil’s inner feelings, beliefs and attitudes. Try to make teaching engage both heart and mind.

Plan activities so that pupils always make the link between what they are learning in RE with their own lives

Wall of wisdom: pupils’ inspirational thoughts, observations, insights are recorded and displayed.

Ideas to support pupils’ moral development:Be clear about what you mean by moral development.

Look at some definitions e.g.

Moral development is concerned with pupil’s ability to make judgements about how to behave and act and the reasons for such behaviour Ofsted 1994

Plan activities which use religious teachings to explore right and wrong; why we need rules; why people do wrong (sin). E.g. work related to religious moral laws: - Ten Commandments (Judaism/ Christianity);

5 Precepts (Buddhism)

Help pupils identify feelings which motivate action e.g. anger; hatred; greed; envy; love; joy; compassion; gratitude. One way in would be through a theme on ‘Temptation’.

Explore possible responses e.g. self-control.

With older pupils explore how moral decisions are made.

Relate to actual case studies which require a moral judgement – how to behave, matters of life and death, destruction of the environment.

Use Decisions and Dilemmas (CEM) or the Islands Game (in Looking Inward, Looking Outward and Christianity in Today’s World, published John Murray, 1998.)

Explore human nature and human potential - good and evil; pain & suffering; joy & hope, e.g. speculate on a possible future for the human race – utopia or dystopia?


Ideas to support pupils’ social development:Be clear about what you mean by social development.

Look at some definitions e.g.

The acquisition of skills and personal qualities necessary for individual to live and function effectively in society.

Plan activities which help pupils think about the value of commitment in building good relationships (e.g. by means of exploring the teaching of the world faiths on love; family; friendship; community, work).

Explore religious teaching on social issues and attitudes (care of the vulnerable - the young; the old, the sick etc) and consider how these might apply today.

Enable all pupils to contribute to discussion and debates. Use a “voucher discussion”. During a discussion give each pupil three vouchers to allow them to make three contributions – this can encourage some and limit others!

For group discussion - collect cards from each pupil with their views on. Small groups receive a number of anonymous cards and pupils have to sort/rank /discuss what is written.

Enable pupils to evaluate drama /presentations in a constructive manner e.g. Give criteria for assessment. Explain that the audience will be asked to help assess drama / presentations in order to learn from each other and accept criticism and praise.

Ideas to support pupils’ cultural development:Be clear about what you mean by cultural development.

There are two aspects of cultural development. It concerns both

a) ‘aesthetic culture’ – strengthening and developing an appreciation of such things as art, music, dance, literature etc

b) ‘Multi-culture’ - appreciating and valuing different cultural perspectives.

RE has a particular contribution to make to (b).

Encourage children to see the worth of themselves, their family, religion and culture

E.g.

Explore questions such as ‘Who am I?’

See CEM’s RE in Practice ‘Finding the real me’ – for practical ideas for the classroom.

NB: Make sure your teaching recognises the value of different personalities (such as introvert/extrovert). Don’t demand extrovert responses from introverts.

Talk about how symbols and artefacts are used to express identity – who we are and what we believe in. E.g. talk about badges, scarves, uniforms people choose to wear and why; make links with religious clothing and artefacts (e.g. 5 Ks of Sikhism)

Look at pictures which show how Jesus is depicted in different cultures e.g. African Jesus, Asian Jesus (See Jesus Worldwide pack and notes from CEM). Talk about why this is.

Use a range of stories from different cultural traditions e.g. Buddhist Jataka tales; parables from the Bible, traditional Hindu stories etc.

Get in the habit of always saying ‘some Christians believe…’; ‘some Jews say…’; ‘some Muslims try to…’ etc when talking about religious beliefs and practices. This is helping pupils be aware of diversity within religions.

See the page on Equal Opportunities in this document. (p 18-19)


3 a) HOW CAN I SUPPORT AND DEVELOP TEACHING STANDARDS THROUGH PLANNING?

Note – All planning must start with Gloucestershire Agreed Syllabus except for external exam courses.

Long termThis is your responsibility as subject leader.

The long-term plan will show when the study units are to be taught throughout the key stage.

Read the planning paragraph on the appropriate page in the Agreed Syllabus e.g.

Reception - KS1 p 23KS2 p 31KS3 p 39

Make sure that this planning produces a balanced programme which reflects the age, maturity and needs of the pupils.

You should be able to provide a rationale for the way you have organised the RE curriculum.

Medium termThis is planning how each of the study units will be taught and is the responsibility of the subject leader in consultation with teachers.

Decide on a planning format – e.g. your own school planners or the RE planners shown in the Gloucestershire Non-Statutory Guidance.

Look at QCA schemes of work, they may also be useful. NB: these do not meet the Glos Agreed Syllabus requirements directly, although the layout may prove helpful.

Identify assessment opportunities by underlining appropriate activities during the course of the unit.

Make sure that assessment is built into the planning. Knowing what the key assessment tasks are will help give direction to units of study and lessons.

Look at the ideas highlighted in the Non-Statutory Guidance; check time allocated in long term planning (e.g. 6 weeks); use suggestions and own ideas to plan how you will teach the unit. Make sure both Attainment Targets are met and skills are being developed.

Short termThese are the actual lesson plans, which will be the responsibility of each teacher of RE.

Lesson plans should set out what will be done in the lesson to enable the intended learning outcomes to be met.

See the Non-Statutory Guidance (p28) for an overview of lesson planning.

Many good texts are available. Use the Diocesan Resources Centre etc. for a variety of resources.

Remember – use a variety of strategies to engage and to develop skills – see p 29 Non-Statutory Guidance, p 2-3 in this document and Bibliography.


3 b) HOW CAN I RAISE STANDARDS THROUGH MONITORING?


At each staff meeting/ Department meeting, ask colleagues to bring along two books – one from a pupil who is doing well, one from a pupil they are worried about in RE. Cover one year group per meeting. Discuss how and why these pupils are progressing so differently. Look for ways of helping. Share strategies with each other.

As a school/Department, agree for Subject Leader to take in books from a colleague’s class, having given two weeks’ warning. Have a quick look and note any positive issues arising, plus any key weaknesses. Discuss with colleague. Share ideas. Do this every term/half term.

Encourage colleagues to visit each other’s classes. Make sure colleagues are able to see you on an off day too! Have lunch together to chat about good ideas and ask for advice. Organise INSET time to discuss issues like these further.

Video some lessons – your own, or borrowed from other schools. As a staff/ Department, watch and comment. Share issues arising as a team to help improve teaching and learning. Agree on what constitutes best practice.

In staff meetings or as a Department, go through worksheets, textbooks and other resources used. Aim to do this on a termly basis. Discuss strengths and weaknesses, allowing opportunity for suggestions for improvement. Enrol help of suitable students to help redesign the improved school materials, using computer design packages to enhance and clarify worksheets etc.

Annually review lesson plans and schemes of work. Look at a variety of lesson plan templates, including ideas from Gloucestershire Non-Statutory Guidance. Evaluate strengths and weaknesses. Even if this doesn’t end up with a change to your current format, it should allow important planning requirements to be reinforced among staff / Department.

Give pupils a copy of the aims for RE at your school (e.g. to Y6 or Y11 students before they leave/go on study leave) and ask for responses to a questionnaire about how RE has contributed to their understanding and personal development. Consider as a school/ Department whether these comments raise any key areas for action and improvement.

Look at p5 in the Non-Statutory Guidance for advice on review.


4 a) RELIGIOUS EDUCATION POLICY STATEMENT FRAMEWORK FOR A GLOUCESTERSHIRE PRIMARY SCHOOL

Many schools will have a standard framework for curriculum policy statements which can easily be adapted to include the following:

1 Legal requirements and time allocation for Religious Education

These must be based on the Agreed Syllabus. It may be necessary to make it clear that Collective Worship is distinct from RE – assembly time does not constitute curriculum time.

2 School statement about the place of RE in the curriculum (rationale)

Refer to Gloucestershire Agreed Syllabus 2000 p 1 & 5 as starting points for discussion. This offers a good opportunity for helping colleagues understand what RE is and what it is not.

3 Aims

Must be based on the Agreed Syllabus but should indicate school priorities.

4 Attainment targets

Should be taken from Agreed Syllabus and explained in a way everyone can understand.

5 Contribution to SMSC (personal development/values development) Link to whole school SMSC policy statement – also note Agreed Syllabus 2000 p 5

6 Content and approach :

Religions taught (see Agreed Syllabus p 8 / Non-Statutory Guidance p8)Approach (thematic/systematic approach to teaching religions; refer to R/KS1 p 23/ KS2 p 31/ Non-Statutory Guidance p8).


7 Scheme of work outline (key stage overview)Reference showing at a glance when units are taught, which religions are taught, and identifying Agreed Syllabus Study Unit references).

8 Methodology

How do we teach? Outline of teaching and learning strategies. Make reference to development of skills and attitudes (see Agreed Syllabus p 16/17 & Non-Statutory Guidance p 29).

9 Assessment

Brief statement summarising how school makes use of intended learning outcomes and levels statements to recognise and report on pupils’ progress in RE.

10 Equal opportunities

A sentence summarising the school commitment to valuing the opinions, beliefs and practices of all, and handling minority groups and opinions with sensitivity;Comments on issues to do with inclusion /Special educational needs /differentiation.

11 Withdrawal

Statement of right of parents to withdraw their children and teachers to withdraw from teaching RE – expressed in positive way.

12 Further references

Gloucestershire Agreed Syllabus 2000 and Non-Statutory Guidance 2000RE co-ordinator job descriptionSchool policy statements for: Collective Worship; SMSC; Special Educational Needs; Assessment; PSHE/Citizenship.


RELIGIOUS EDUCATION IN SECONDARY SCHOOLS

DEPARTMENTAL HANDBOOK OUTLINE

The handbook is a working document for the department and should also be available for the guidance and information of staff, governors, parents, inspection teams

and other interested parties. This is a suggested outline for Gloucestershire Secondary School RE Departmental Handbooks


1 Introduction: Aims of RE:

Must be based on the Agreed Syllabus but indicating school priorities

School statement about the place of RE in the curriculum (rationale)

Refer to Gloucestershire Agreed Syllabus 2000 p 1 & 5 as starting points for discussion. This offers a good opportunity for helping colleagues understand what RE is and what it is not.

Syllabus:

Agreed Syllabus/Trust Deed & examination board for KS4/Post 16

2 The Department Staff Subject leader, subject teachers, qualifications,

experience Accommodation Curriculum time Make reference to legal requirements and

Agreed Syllabus requirements Resources Funding; areas requiring development etc.

3 Programmes of work Key stage 3

Key stage overview: reference showing at a glance when units are taught, which religions are taught, and identifying Agreed Syllabus Study Unit referencesDetailed unit plans for year 7, 8, 9.

Key Stage 4Key stage overview for core non-exam RE, short course, full course: reference showing at a glance when units are taught, which religions are taught, and identifying Agreed Syllabus study unit/ exam specification referencesDetailed unit plans for year 10 and 11.

Post 16Overview for core RE and examination courses.Detailed plans for year 12 and 13

4 Department development/improvement plan

5 Departmental policy statements: e.g.Spiritual, Moral, Social and Cultural development (SMSC)Raising achievement (including boys’ achievement; most able; SEN; A*-C)Marking, assessment, recording and reportingDifferentiation (matching work to pupils

needs)Teaching and learning stylesRE and ICTRE, PSHE and CitizenshipEqual OpportunitiesParental withdrawal from RE

6 Appendices: Examination results, performance analysis reports;Records of staff inset; departmental meetings

4 HOW CAN MY DEPARTMENT/SCHOOL MEET THE STATUTORY REQUIREMENTS IN RE?

b) LITERACY

“ Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding.”

(Key Stage 3 literacy project)

Why not try some/all of the following:

Ensure that all RE teaching staff are aware of literacy requirements, have access to relevant documentation, and know who the literacy co-ordinator is.

Reading

Provide pupils with the opportunity to read aloud in class from text books/sheets.

Read short paragraphs and discuss the content. Ask the pupils to summarise the paragraph into a couple of sentences.

QCA Glossary gives phonetic pronunciation.

Display key vocabulary around the classroom. Use bright colours and a clear font in lower case.

Recent research suggests that drawing a line around the word in black can help pupils begin to identify the shape of words. This can help later recognition as well as alerting them to mistakes.

Draw attention to these words during lessons and emphasise difficult spellings. Ask pupils to keep a glossary of key words.

Use appropriate material for SEN pupils e.g. provide writing frames.

Ensure that texts used are suited to their ability.

Secondary:

GCSE/A-level

Ask pupils to swap their essays. Provide them with a mark scheme and ask them to mark and comment on the essay. Pupils must then mark the essays and feed back positive features and areas for improvement.

Pupils could also be asked to extract the original plan from each other’s essay in order to develop essay-writing skills.

Writing

Give pupils a few minutes when books are returned to correct spelling errors in a spelling log book/back of exercise books.

Test all pupils on common errors at the end of each term.

Create worksheets with commonly misspelt words and use word searches to reinforce the spelling of subject specific language.

Note that this achieves a literacy objective but not RE objectives. It should only be used to reinforce work done which meets RE aims.

Develop research skills using a variety of resources: CD ROMs, internet, OHP, textbooks, newspapers etc. Encourage pupils to extract and summarise essential information.

Speaking

Encourage pupils to use difficult/unusual subject specific vocabulary without fear of embarrassment when discussing a topic e.g. pupils are to be given the vocabulary to incorporate into small group work, then use them in class presentation of a topic.

Plan frequent discussions within the context of a focused task. Ask the pupils to report back on the partner’s point of view/contribution.

Create opportunities for all pupils to participate orally and respond to other pupils’ contributions e.g. circle discussion: divide class into two circles, one inside the other, facing each other. The pupils in one circle direct an argument for an issue to the pupil facing them in the other circle. This pupil then responds with an argument against the issue. The circles then rotate and repeat the process using different arguments.

Try back to back responses. Pupils sit back to back and write down their thoughts from point of view of e.g. the father in the Prodigal Son. Pass the paper to the other pupil taking role of the son. Write their thoughts and feelings as they meet again.

Use voucher discussions – limit each pupil to three contributions: all must contribute and must consider their contributions carefully before making them.

Give pupils different roles to play, e.g. for and against euthanasia.

Ask pupils to research and present a topic using OHP and/or other resources.

Encourage pupils to act the role of the teacher in leading class discussions and brainstorming on the board.

See QCA Language for Learning in KS3.

Also, AREIAC (Association of RE Inspectors, Advisors and Consultants) Literacy in RE: Briefing Paper 3 July 2000.

Listening

Give pupils points/ questions to focus on when using music and stories in teaching, then share responses in a class/small group discussion.

After explaining something to a class, ask pupils to re-iterate the point in their own words.

HOW CAN I ENSURE MY DEPARTMENT/SCHOOL MEET THE STATUTORY REQUIREMENTS FOR RE?

c) ICT

Why not try all/some of the following?

Make sure your school has a policy statement on ICT & RE. Use the ideas on this page to help formulate a policy statement and to consider ways of improving the use of ICT in RE.

Remember, ICT should be used:

if it helps pupils to achieve the RE learning objectives of a lesson;

if it improves the quality and enjoyment of teaching and learning;

if it makes teaching more effective;

if it helps pupils in their understanding and use of ICT.

Remember, ICT should not be used::

if you can achieve the learning objectives of the lesson more easily or more effectively in another way;

only as a motivator;

where ICT detracts from the RE being taught;

if there is no reflection on the use of ICT in the lesson.

See Using ICT in RE leaflet, produced by BECTa and QCA, June 2000. This leaflet is available online at http://vtc.ngfl.gov.uk/re

Other useful sites include http://becta.org.uk/

http://www.theresite.org.uk

http://re-xs.ucsm.ac.uk

The BECTa leaflet suggests a process of

evaluating your situation

drawing up the plan to incorporate ICT

implementing use of ICT in scheme of work

monitoring and review of impact of ICT on pupils’ knowledge, understanding and skills.

BECTa see ICT as contributing to:

asking and answering questions to promote knowledge & understanding;

exploring decisions on religious, social or moral issues and their consequences;

assessing and evaluating sources;

understanding, analysing and evaluating interpretations and arguments;

organising and communicating information and ideas;

communicating with faith communities, organisations and experts.

Investigate software available:

ask ICT department for catalogues and other ideas;

use web sites such as the St Gabriel’s site;

contact local schools;

look at publishers’ catalogues, e.g. Nelson Thornes have a website called NEXUS delivering RE resources for KS4;

make sure your RE governor is aware of your needs and ask for help in finding suitable resources.

Manage “paperwork” using ICT. E.g.

catalogue resources

write schemes of work

use the disk version of the Glos Agreed Syllabus to fit into your schemes of work

write lesson plans and store them on disk, or on an accessible drive if networked.

Using ICT with pupils:Use skills acquired in ICT lessons to word-process work. Use graphic programs to create pictures and illustrations of key religious aspects. Use knowledge of clip-art to download pictures of sacred buildings.

Access religious websites to down load information pertinent to the study unit being taught. Use this information to produce posters and info-packs about the religion being studied.

Use developing skills to create an interesting and colourful RE document, which highlights the importance of RE within your school. Pupils can take digital photos and scan images to produce a word-based document. The children will get a sense of achievement when it is completed, and the document will clearly show how ICT skills are developing across your subject.

Pupils could create questionnaires for peers to complete. Use databases and spreadsheets to record the data gathered.

Ensure that the pupils are familiar with different RE software your school has. Make time to show these to the pupils and explore with them good ways in which they can be used. Encourage the pupils to take responsibility for RE within their school. Find out if they have seen any good RE software.

Encourage more advanced students to help create an RE website for your school. Include the comments and sample of pupils’ work. This could be achieved as an after school RE club.

Encourage parents to be involved in this.

Send e-mails to local church leaders, or other religious leaders in the community to invite them in.

Set up an e-mail dialogue between your pupils and those of another school with different religious backgrounds. For information on how this has been used at KS2 between a predominantly Muslim school and a Roman Catholic school, contact Julia Ipgrave, Uplands Junior School, Melbourne Road, Highfields, Leicester LE2 0DR e-mail: [email protected]

4 HOW CAN I ENSURE MY DEPARTMENT/SCHOOL MEETS THE STATUTORY REQUIREMENTS FOR RE?

d) EQUAL OPPORTUNITIES

How can I ensure teaching and learning promotes equal opportunities for all pupils?Think about what you mean by Equal Opportunities in relation to gender, race/ethnicity, religion and ability. Read (and contribute to) school Equal Opportunities statement.

Make sure RE teaching supports these aims. Make sure your own teaching style and approaches reflect the attitudes, values and behaviour you are intending to promote.

Make link with SENCO and Learning Support Department to help you recognise the range of needs of the pupils you teach.

Consider the reasons for promoting equal opportunities, such as anti-racism. Discuss with colleagues and pupils to explore the idea that it goes beyond “political correctness”.

Good RE is promoting Equal Opportunities if it is developing understanding to counter prejudice, and if it develops attitudes such as respect and sensitivity. Does your RE do this?

Acknowledge the diversity within religions, both through studying different responses within a faith community and by contextualising comments: “Some Christians believe…”

Bring out in lessons that we all look at issues from our own viewpoint and cultural perspective – we have our own prior assumptions. Enable pupils to recognise this. Use an example, such as how we view the role of women, or the importance of religion. Where do we get our ideas? Have we reached these through careful thought or just received them wholesale?

Be aware of faith backgrounds of pupils, both with regard to sensitivity when dealing with key issues and also in order to use the abilities and understanding of pupils within the lessons.

Bear in mind that their views may not represent the views of their faith community.

(See Robert Jackson’s Warwick Project)

Grimmitt’s “constructivist” pedagogy for RE (see Pedagogies of RE - in bibliography) allows for the student responses to concepts to be as valid as the responses of faith traditions, resulting in opportunities for critical evaluation of faith community views of concepts. This may not suit all RE teachers, but it is an approach to consider alongside other strategies.

Secondary: Allow for consideration of questions of truth. Relativism is one response to the differences between religions, but it is not the only (nor necessarily the right) one. Two major approaches to this issue are realist and anti-realist views of truth.

See Peter Vardy The Puzzle of God 3rd edition, chapter 2 for an introduction.

Gender Issues:Are you aware of the different learning styles preferred by boys and girls? Some research suggests girls can be better at reflective work, whereas boys are good at speculative work.

One pattern of learning follows the stages of

Describe

Reflect

Speculate

Tasks can be structured to follow this pattern. Since most pupils will be better at one of these areas than the others, make sure all pupils have the opportunity to develop each area – ensure they don’t stop at the one they find easiest!

Descriptive: describe the scene, explain the facts, the sequence/ steps in an action;

Reflective: explain the feeling, consequences, result, for/against/ unknown.

Speculative: draw conclusions, present ideas, speculate on possibilities.

E.g. D. What criticisms did Jesus make of some religious leaders?

R. How might the religious people have felt after hearing Jesus’ words? Why?

S. What criticisms might Jesus make of Christians today?

Do your lessons cover a range of different learning styles in order to meet as many different learning preferences as there are in your class?

Clearly this cannot be done every lesson, but over the unit of study (e.g. 6 lessons) all pupils should have had an opportunity which suits their learning needs.

Set tasks which allow students some options for their responses. Perhaps they may present their answer in a different format, or use the material in different ways.

Ability Issues:Discuss School/ Department policy on differentiation. Note the different ways of differentiating work. (See SEN pages in this document; p 21.

Use the framework for assessment expectations given in Non-Statutory Guidance:

“Most pupils will be able to…”

“Some pupils will not have made so much progress…”

“Some pupils will have made more progress…”

For GCSE examination groups, look into provision of Certificates of Achievement. If none is available for your syllabus, produce school accreditation certificate.

Use CATs scores (where available) – analyse profiles of individual pupils and classes. Ensure range of teaching styles to give all the opportunity to learn.

Make sure tasks allow for higher level responses. Try extending the more able e.g. for Secondary schools, setting up an Ethics Debating Society

4 HOW CAN I ENSURE MY DEPARTMENT/SCHOOL MEETS THE STATUTORY REQUIREMENTS FOR RE?

e) WITHIN THE CONTEXT OF REPORTING


Make sure you are familiar with your school’s policy on reporting. Any reporting done for RE must fit into the currently used policy for reporting.

Primary: Make sure that somewhere on the annual school report, RE has a space for comment, and ensure that all members of staff are reporting on RE.

Produce a list of good RE statements that teachers can use when they are reporting on RE. Make sure that there is a balance of comments about the pupils’ attitudes as well as key skills, covering the two Attainment Targets, learning about and learning from.

Ask for a staff/ department meeting to allow you to speak to the staff about the kind of comments you would like to see written in the pupils’ report under RE. Have OHTs ready to display some appropriate comments. Add any that the staff may suggest.

Ensure that you can adequately justify any comments made about your pupils in RE at parent evenings. This will require clear record keeping throughout the year.

Discuss with the staff what criteria you are going to use when reporting on a pupil’s RE progress. It may not be appropriate for your school to comment on the spiritual development of the pupils in your class/school. You will, however, need to discuss what does go on the report.

How much space is there on the school report? Is there enough space for a good comment to be written? If there is not, discuss layout of report. Primary: negotiate with the Head/deputy head teacher for a larger portion of the report for written comments. Remember that RE is a foundation subject and should be taken seriously.

Remind the teachers (Primary) or tutors (Secondary) that they can refer any parents to you if they need any aspect of the RE report explained. This will make life a lot more comfortable during parents evening for all concerned, and then give you an opportunity to discuss the policy for RE and RE reporting in your school. This is better than a parent withdrawing a child!

For parent evenings have ready evidence of pupils’ work to back up points you wish to make.

If the pupil attends the parent evening, ask for their contributions: “How are you finding RE this year?” “What do you think are your strengths and weaknesses?” etc. Remember this time is provided as a means of helping them.

The Agreed Syllabus recommends the use of the QCA 8 Levels of Attainment, although it is not a requirement. If a school decides not to use the scale, other appropriate ways of reporting each pupil’s progress should be put in place.

4 f) HOW CAN I ENSURE THAT THE SPECIAL NEEDS OF PUPILS ARE MET?


Make sure that all RE teaching staff have a copy of the SEN register. Highlight the names of the pupils they teach and ensure staff have copies of the up-to-date review forms, statements or Individual Education Plans.

Write a quick reference list of SEN pupils in each class, and any specific details or targets. Place this somewhere prominent e.g. in planning book. Refer to it when planning lessons. Does your planning show differentiated tasks, which extend and move on higher and lower achievers?

Keep in contact with the school SENCO. Make sure all staff/Department members feel that they can seek advice from the SENCO. Use the SENCO/SEN link during staff/Department meetings to provide information about pupils and implementing teaching and learning strategies.

Every term, collect examples of the work of special needs pupils. Look through this carefully and identify areas of concern/weakness/success. Feed back findings to staff and discuss how existing materials are being utilised. How can the teaching of SEN be improved?

Try to ascertain which pupils are especially gifted. When planning work, consider how you can extend these pupils’ learning. Use the expectations in the unit planners of the Agreed Syllabus to extend able pupils and gauge what should be expected of others.

Reflect on your own teaching. Is it suitable for all pupils? Do you adequately differentiate for all pupils? Do you show this clearly on your planning?

Include SEN issues on staff/ department meeting agendas when discussing RE.

Produce simple target forms for SEN pupils to stick in their books. Set SMART targets on regular basis.

Specific

Meaningful

Assessable

Relevant

Time-related

Some SEN students may find written work difficult but may make good contributions to oral work in RE. Make sure pupils are rewarded for this – that these contributions are valued in the subject. Do you have some method of recording these moments in your mark book? Perhaps a key, e.g. 1 = makes frequent valuable contributions, 2 = occasional, 3 = single valuable contribution.

Secondary: Look at school policy for setting/grouping classes. Consider whether it suits your needs adequately. Is it best for RE that pupils are in mixed ability groupings? Is setting done on the basis of literary ability? As Department decide what is preferred setting/grouping arrangement (and why) and see if it is possible to influence school policy.

4 g) HOW CAN I ENSURE RE IN MY SCHOOL CONTRIBUTES TO PSHE/CITIZENSHIP REQUIREMENTS?

How about trying some/all of the following?

Getting StartedRead the sections on Personal. Social & Health Education (PSHE) and Citizenship in the National Curriculum 2000 Handbook for your key stage.

You should have this in school, or you can find it on the National Curriculum website www.nc.uk.net

Read the bullet points in the national curriculum handbooks for PSHE/Citizenship and pick out those that link with RE – you will find there are quite a few areas of overlap.

For example: Pupils should be taught to

talk and write about their opinions, and explain their views on issues that affect themselves and society (1a);

recognise their worth as individuals….(1b);

reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences (2e);

think about the lives of people …with different values and customs (4b).

Plan your RE to meet the intended learning outcomes identified in the Agreed Syllabus – but look out for opportunities to contribute to Citizenship and PSHE at the same time.

You will already be meeting a number of the PSHE/Citizenship objectives. Audit your current planning to identify where teaching and learning in RE already meet objectives in the KS1 & 2 guidelines for PSHE/Citizenship, or in the national curriculum orders for Citizenship and the non-statutory guidelines for PSHE in KS3 & 4.

http://www.nc.uk.net/

Some examples of RE activities which also meet PSHE/Citizenship objectives:KS1

In RE pupils learning about Rules for Living (3b) also learn about how rules help them (PSHE/Citizenship Objective 2d).

In RE pupils learn about how Christians and others meet in groups for worship (1a) and how they themselves belong to various groups and communities (PSHE /Citizenship Objective 2f).

In RE pupils hear stories from religious traditions (1d) about what is right and wrong, and think about how they might recognise what is right and wrong (PSHE/Citizenship Objective 1a).

KS2

In RE pupils learn about codes of conduct in the teaching of different religions (3b) and talk about rules and laws which govern behaviour (PSHE/Citizenship Objective 2b).

In the RE unit on Religious and daily life (3a) pupils have to be able to describe how believers draw on their faith to deal with a range of challenges and change in everyday life. This requires them to reflect on spiritual and moral issues and use imagination to understand someone else’s experiences (PSHE/Citizenship Objective 2e).

In the RE unit on commitment (3c) pupils learn about famous religious people who have put their beliefs into practice. This enables them to think about the lives of people living in other places and times, and people with different values and customs (PSHE/Citizenship Objective 4b).

In RE pupils learn about religious beliefs about relationships (PSHE/Citizenship Objective 4c).

Learning about Christianity, Judaism and Islam contributes to the study of similarities and differences in religion and culture (PSHE/Citizenship Objective 4f).

KS3

In RE pupils explore issues within and between faiths (Unit 4) contributing to an understanding of the diversity of religious identities in the UK and the need for respect and understanding (Citizenship/PSHE Objective 1b).

In RE pupils explore religious beliefs about change and death (2c) in relation to rites of passage (PSHE Objective 1d).

In RE pupils studying ahimsa (non-violence) and the life of Gandhi (3c) reflect on non-violent ways of resolving conflict (Citizenship Objective 1g).

Pupils learning about religious beliefs about marriage as part of a unit on Rites of Passage (2c) discuss ethical issues governing relationships (PSHE Objecgives 3e and 3f).

Pupils consider how religious beliefs are put into practice in everyday life (3b) using imagination to enter into other people’s experiences, expressing and explaining views that are not their own (Citizenship Objective 3a).

Pupils study a range of religious traditions and cultures, learning about a range of religious lifestyles and relationships in UK society today (PSHE Objective 3d).

5 WHAT CAN I DO TO RAISE THE STATUS OF RE AT MY SCHOOL?

Why not try some/all of these?

With pupils:Have clear aims and a sense of purpose for all RE lessons.

Set up School/Department Intranet/Internet site.

Get RE written up in school magazine.

Secondary: Start short-course RE GCSE in KS4.

Secondary: Use exam students to help teach classes lower down the school.

Devise subject/ Department logo and possibly slogan. Use it on all information sheets, letters etc. Have subject/ Department stamp produced. Print stickers for exceptional work. Get your brand known!

Use the school rewards system. Get RE work included in Certificate of Commendation or Merit assemblies. Get RE acknowledged in prizegiving ceremonies.

Have one or two major fund-raising activities per year, with religious agencies where appropriate, e.g. Christian Aid, CAFOD, TEAR Fund, World Vision etc. Advertise them around school, in assemblies, with guest speakers before and/or afterwards.

Secondary: Make sure you have your own “kingdom”, as far as possible. Ensure it gives your subject identity. Have good display: bright, colourful, posing key questions, easy to read from a distance, and better than anywhere else in the school. Learn from a local primary school!

Secondary: Display idea: ask GCSE/A-level students why they have chosen your subject. Print these as speech bubbles (emanating from life-size digital photos of the speakers?) and display them around your department.

Primary: ask pupils for their comments and display in the same way.

With staff:Make sure senior staff pay attention to the subject by inviting them to watch a lesson or two.

Send pupils with excellent work to senior staff for praise.

If there is not already a designated governor, get one to be linked to your subject. Ask her/him to learn about your subject & department with you.

If you do have a governor for RE, get him/her involved in the subject/ Department by offering to give an introduction to RE to the Board of Governors (& interested parents?).

Secondary: All of above plus … invite staff into Department for “Open Day” (30 mins at lunchtime) to show quality of display and inform staff of aims and content of RE. Have cakes on offer...

With parents:Set interesting, creative and rigorous homeworks.

Mark exercise books! Send letters home, write messages in planners/homework diaries /exercise books for good work.

Produce information leaflet for distribution at Open Evenings (or use CEM leaflet for KS3-4)

Organise World Evening with PTA. Introduce religions via food, music etc. Set some thought-provoking activities to convey flavour of RE.

6 IS THERE ANYTHING ELSE I CAN DO?


Keep in touch with other local RE teachers, via GRETA or RE Co-ordinators’ meetings, or just with nearby schools. Try to organise trips together, e.g. for exam classes.

Read the annual SACRE report. Make sure your senior staff and Governors read it too. Contact SACRE if there are particular development issues you have. They’re there to serve the interests of RE in Gloucestershire. Note their analysis of Ofsted reports in the county.

Take on an ITT student – mentoring can make you go back to first principles. You can take the opportunity to reassess how and why you do things. You can also gather some new ideas from the trainee and keep up to date with the latest developments in the RE world.

Join an organisation like RE Today Publications/ PCfRE. They give a voice to RE teachers and offer support and advice. Read their publications.

Contribute to local and national RE initiatives such as the National RE Festival and JC2000. Participate in local events.

Visit another school with vibrant RE. Share ideas.

Read some key RE texts again – such as those by Robert Jackson, Michael Grimmitt, John Hull, Brenda Watson, Trevor Cooling, David Hay etc.

Use members of local faith communities in your lessons. Glos SACRE Directory of Faith Communities 2000 gives lots of names to contact.

Use RE internet sites. Start with www.re-xs.ucsm.ac.uk

Contact other schools via the internet and build up links. Why not try connecting with a school overseas?

Paint your classroom(s). Make them different to other parts of the school.

Go on a trip e.g. to Birmingham to see a mosque, synagogue and Serbian Orthodox church. Enlist the services of some PGCE students for the day (e.g. from Chelt & Glos College, or those at Birmingham Uni or Westhill College).

Listen out for “stars” on television thanking God etc. as they collect awards. Cut out their pictures from magazines and make a wall display with speech bubbles. Use this to highlight how important faith is in the lives of many prominent people.

http://www.re-xs.ucsm.ac.uk/

7 BIBLIOGRAPHY

Vision:

A Teacher’s Handbook of Religious Education Ed L Blaylock & C Johnson, CEM, (ISBN 1 85100 0992) Are we REady? Developing Quality Religious Education in Primary Schools Graham Langtree RMEP (ISBN 1 85175 059 2) At the Heart: A Practical Guide to Teaching RE (Secondary) Graham Langtree, Stanley Thornes (ISBN 07487 2855 40 Delivering and Managing Effective RE in the Secondary School Isobel Vale and Chris Wright, Courseware, (ISBN 1 898737134) Effective Teaching of RE Brenda Watson, Longman (ISBN 0 582 08707 4) New Methods in RE Teaching Hammond, Hay et al, Oliver & Boyd (ISBN 0 05 004303 X) Pedagogies of Religious Education Ed. Michael Grimmitt, McCrimmon (ISBN 085597621 7) Primary Co-Ordinator’s Handbook D Bastide, Falmer Priorities in RE Ed Brenda Watson, Falmer (ISBN 0 75070 0173) RE Futures Ed T Copley, CEM Religious Education: An Interpretive Approach Robert Jackson, Hodder & Stoughton (ISBN 0340 68870 X) Religious Education in the Secondary School Andrew Wright, David Fulton (ISBN 1 85346 242 X) Utopian Whispers: Moral, Religious and Spiritual Values in Schools John M Hull, RMEP (ISBN 1 85175 157 2)

Learning:

A-Z Active Learning Strategies to support Spiritual and Moral Development J Mackley and P Draycott, CEM Don't just do something, sit there Mary K Stone, RMEP (ISBN 1 85175 105 X) Looking Inwards Looking Outwards Ed Joyce Mackley, CEM (ISBN 1 85100 100 X) RE in Practice: Finding the Real Me Ed J Mackley, CEM REACT: Reflect & Evaluate - Activities for Secondary RE Rosemary Pratt, Sylvia & Barry Sutcliffe, RMEP (ISBN 1 85175 134 3) Shaping the Spirit Guidance from Kent SACRE on SMSC, Kent County Council Values and Visions (Primary focused approaches to spiritual development) Ed Sally Burns/Georgeanne Lamont, Hodder and Stoughton

Magazines, journals, termly publications Published by

RE Today Christian Education Movement, Royal Buildings, Victoria St, Derby. DE1 1GW(Termly subscription magazine - Primary, Secondary, Special) Tel: 01332 296655

www.cem.org.uk

RE in Practice (Primary and Secondary editions) Christian Education Movement, as above(Developing RE series to be published from April 2002)

Resource: Christian Education Movement, as aboveJournal of Professional Council for Religious Education (PCfRE)

British Journal of Religious Education (BJRE) Christian Education Movement, as above

Cracking RE Stapleford House Education Centre, Wesley Place, Stapleford, (Primary – Christianity focus) Nottingham NG8 8DP

Tel: 01159 396270

8 ACKNOWLEDGEMENTS:

The RE Subject Leader Handbook was produced for Gloucestershire SACRE by the following teachers:

Clair Crane, High School for Girls, GloucesterDavid Crunkhorn, Charlton Kings Junior School, CheltenhamRosie Marks, Elmbridge Junior School, GloucesterNarda Sestanovic, Maidenhill School, StonehouseDeborah Shelley, Cirencester Kingshill SchoolNicola Swift, Bishops Cleeve School, Cheltenham

Particular thanks are due to:

Joyce Mackley, RE Today Professional Team, Consultant to Gloucestershire SACRE, for her time and contribution to the Subject Leadership Working Party.

Stephen Pett, Chosen Hill School, Churchdown, for devising, writing and editing the Handbook.

Appendix 1

Gloucestershire SACRE Subject Leadership

Gloucestershire KS2 - KS3 Transfer Information for

RELIGIOUS EDUCATION

This form, designed for use by primary RE co-ordinators, addresses: the need for subject specific information to be passed to secondary

schools to help ensure continuity and progression from KS2 to KS3; the need to keep the administrative work load to a minimum,

remembering that primary colleagues may co-ordinate more than one subject.

From: ............................................................................ (Primary School)

To: ................................................................................ (Secondary School)

Which religions were studied in years 3 & 4?(Tick as appropriate)

Christianity Judaism Islam Other

Which religions were studied in years 5 & 6? Christianity Judaism Islam Other

Do you teach- each faith separately (as far as possible)

or- by study unit drawing on material from

each religion as appropriate?

Christianity, Judaism and Islam are taught separately Teaching is by study unit - material from each religion introduced as appropriate

Names of any pupils who you consider need extra support in RE

Names of pupils who need to be challenged more in RE (most able)

Any children who were withdrawn from RE and why

Samples of RE work done in year 6 Attached To be forwarded Not available

Time spent on RE (per week/per year)


Copyright Gloucestershire County Council 2001

all rights reservedProfessional Development Consultancy

Gloucestershire Advisory ServiceThe Hucclecote Centre,

Churchdown Lane, Hucclecote, Gloucester GL3 3QNTel 01452 427209Fax 01452 427292

GLOUCESTERSHIRE EDUCATION


ISBN 18-999-17-65-9


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