RE – realising the potential Alan Brine HMI National Lead for RE AREIAC Northern Conference Nov...
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Transcript of RE – realising the potential Alan Brine HMI National Lead for RE AREIAC Northern Conference Nov...
RE – realising the potential
Alan Brine HMI
National Lead for RE
AREIAC Northern Conference
Nov 2013
Gove receives the 2013 RE report
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A successful launch
I can't remember ever hearing the NAHT, OFSTED, a national working group leader and a secondary head of department essentially all agree.
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The political message
RE matters and needs to realise its potential
At its best it has a real impact on young people’s lives
It’s not good enough in too many schools
We need to know why and take action
The neglect of successive governments and the collateral damage by this Government need to be reversed
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Ofsted Triennial RE Report: Headlines
Across Key Stages 1-3 progress and teaching in RE is not good enough in 6 out of 10 schools
Better at KS4 – BUT issues with GCSE
Too many pupils leaving schools with low levels of religious literacy
Weaknesses reduce ability of RE to contribute to pupils’ broader learning and personal development
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But don’t be under any illusions
Times have changed
We cannot ignore the wider policy landscape
We cannot wait for anyone else to do anything – no white chargers
And we are beginning to get it right:
New models of networking – doing it for ourselves
Emerging new leaders who are technology savvy
A new energy around innovation and creativity
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The eight barriers to success
low standards
weak teaching
curriculum design problems
confusion about the purpose
weaknesses in leadership and management
weaknesses in GCSE
gaps in training
the impact of recent changes in education policy.
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But good news
RE Council RE Review – Gove sign in
All Party Parliamentary Group set in in 2012
Strengthened community sense in the RE world
SMSC higher up agenda
RE Quality Mark/RE Ambassadors/ Learn,Teach,Lead,
Innovation in academies – scope for networking
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What is getting in the way in primary?
Status – rhetoric v reality
PPA /timetabling issue
Teacher confidence and expertise
Curriculum fragmentation and isolation
Confused purpose
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What is getting in the way in secondary?
Misconceptions about the ‘Ofsted’ lesson
Uncertainties about KS3 curriculum
GCSE specifications and provision
Non-specialist issue
Lack of challenge
Increasingly patchy provision
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Religious literacy involves:
informed responses to ultimate questions
understanding the beliefs, practices, values and ways of life of religions and non-religious world views
understanding of the nature of religious language
understanding the diversity of religion and belief in the contemporary world
understanding of impact that religion and belief can have on individuals and society.
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Pupils rarely developing their skills of enquiry into religion:
Pupils’ understanding was fragmented and they made few connections between different aspects of their learning in RE.
Pupils’ ability to make meaningful links between ‘learning about’ and ‘learning from’ religion was very limited.
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But……
A key quote
‘RE should be primarily concerned with helping pupils to make sense of the world of religion and belief…..
….too often teachers thought they could bring depth to pupils’ learning by inviting them to reflect on or write introspectively about their experience rather than rigorously investigate and evaluate religion and belief’ para 20/21
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And another
A key factor preventing RE from realising its potential was the tension between, on the one hand, the academic goal of extending and deepening pupils’ ability to make sense of religion and belief, and, on the other, the wider goal of contributing towards their overall personal development. Teachers will struggle to plan and teach the subject while this tension remains unresolved. Para 23
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The Department for Education (DfE)should:
review the current statutory arrangements for RE
Improve GCSE examination specifications
ensure that the provision for religious education is monitored more closely
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The DfE should work in partnership with the professional associations for RE to:
clarify the aims and purposes of RE and how these might be translated into high-quality planning, teaching and assessment
improve the provision for training in RE, both nationally and locally.
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Local authorities, SACREs and agreed syllabus conferences, should:
improve resources for SACREs to provide schools with high-quality guidance and support
review expectations about RE to match pupils’ needs
work in partnership with local schools and academies to build supportive networks to share best practice.
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All schools should:
ensure RE has a stronger focus on deepening pupils’ understanding of the nature, diversity and impact of religion and belief in the contemporary world
improve lesson planning so teaching has a stronger focus on what pupils need to learn and engages their interest.
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Primary schools should:
raise the status of RE and strengthen the quality of subject leadership
increase opportunities for pupils to work independently, make links with other subjects and tackle more challenging tasks.
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Secondary schools should:
ensure GCSE enables pupils to reflect and deepen their understanding of religion and belief
ensure that the curriculum for RE has greater coherence and continuity
Ensure changes in RE provision are carefully evaluated in terms of their impact on learning
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