What Is My Vision

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 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

VISION 2 How can I support and develop learning? a) How do I help pupils make progress? 2 LEARNING b) How do I help pupils make progress through assessment? 4 c) How do I help promote pupils’ personal development? 6 3 How can I support and develop teaching standards? a) through planning? 8 TEACHING b) through monitoring? 9 4 How can I ensure my School/Department meets the statutory requirements for RE? a) School Policy Statement/ Department Handbook 10 POLICY b) Literacy 14 c) ICT 16 d) Equal Opportunities 18 e) Reporting 20 f) SEN/Gifted & Able 21 g) Citizenship, PSHE & RE 22 5 What can I do to raise the status of RE? 24 ER… 6 Is there anything else I can do? 25 OTHER 7 Bibliography 26 STUFF 8 Acknowledgements 28 Appendix I KS2 – KS3 transfer document

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 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 Pett Chair of SACRE Head of RE, Chosen Hill School

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 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 Get more inspiration from Take a step back. Look at the Think about how pupils learn. Secondary: Look closely at purpose of RE. Take time to other sources, e.g. bigger picture – think about Look at some of the different exam board aims and write down your aims for RE. your long-term vision for RE. ways of teaching RE. Michael objectives. Read the aims for RE in the . A Teacher’s Handbook of Try reading RE Futures Grimmitt’s book Pedagogies Agreed Syllabus (p5-6) to RE CEM (CEM). Look in the of RE describes 8 different compare and see if you are Bibliography for other approaches to helping pupils . Are you REady? & At the Note, however, that these going in the right direction. suggestions. learn in RE. Heart Langtree probably do not match the This is also necessary for aims for RE in the Agreed School Policy Statement & . Primary Co-Ordinator’s Syllabus. Think about what Department Handbook. Handbook Bastide difference this might make to your teaching. . Delivering & Managing Effective RE Vale/Wright.

(See Bibliography for details.)

Formulating school RE aims: After your reflection, devise Make sure RE statement is Rewrite these aims in a pupil- Make sure pupils’ document Gather pupil responses on the your own school statement for explicitly focussed on RE friendly format; display around is also parent-friendly. good things about RE. Add your school policy documents expectations and not just classroom /Department and Encourage pupils to make some to pupil/parent or Department Handbook, etc. generic aims, e.g. “to explore stick in pupil books. sure their parents see the statement. questions of meaning and statement. how religions have dealt with these questions”.

Implementing aims: Use staff meetings or In planning: In lessons: Use a variety of approaches Evaluate and review lessons Department meetings to make to make sure aims are met. to see how far they met the sure colleagues are clear Make sure that all lessons are Have aims displayed in aims. What can you do to about aims. Discuss them on contributing towards the classrooms/Department. improve? a regular basis. overall aims. Refer to them during lessons.

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 Use the Summary of Key Stage Look at available text Contact local resource Identify further training needs. Inform Syllabus requirements overviews to gauge areas of books on topic to gain centres for further SACRE and RE Consultant at RE Co- for your key stage, strength and weakness in your basic understanding. information. Make use of ordinators’ (primary) or especially learning own and colleagues’ knowledge. School Library Service to Gloucestershire RE Teachers’ outcomes. (See Agreed Syllabus KS2 p35 borrow relevant resources. Association (GRETA - secondary) KS3 p42) meetings. Contact other Secondary: Check exam board colleagues/schools with relevant syllabus. expertise.

Developing pupils’ understanding and key skills - planning stage: Make sure that you are Gather information from previous Look at Agreed Syllabus Plan units of study and Make sure tasks require and enable not simply revisiting school where appropriate. (See for previous Key Stage, lessons with clear intended pupils to use and process information what pupils have Appendix I for transfer of or school documents for outcomes, based on and ideas rather than simply already done. information between KS2 & KS3.) previous year groups. Agreed Syllabus, building recording them. (KS3 teachers, read on what has been done PcfRE Resource Summer 2000 – before. article on task setting.)

Developing pupils’ skills in RE – active strategies: Be familiar with the key skills required for Develop tasks which require pupils Try some of these, which are Analyse: pupils to be able to draw meaning from to use these skills. adapted from the Non-Statutory - sort out pictures of religious their learning: Get ideas from: Guidance p30: artefacts and symbols, matching . investigate . Non-Statutory Guidance p30 Investigate: them to the correct faith/festival . analyse . schemes of work in Non-  highlight important information - watch a video; write the . interpret Statutory Guidance. on a handout; advertising copy – the key . evaluate . Try other sources, e.g.  use a number of resources to message in 30 words; . empathise . AtoZ Active Learning select information, such as - identify similarities and . reflect Strategies CEM texts or ICT resources; differences between practices of . synthesise . QCA Exemplification of  prepare questions for a visitor different faiths, giving reasons for . apply Standards and/or for each other; them; e.g. ways believers treat . express  use various resources to write holy books. See page16 of the Agreed Syllabus. “This is your life…” book for Martin Luther King or Gandhi.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 2 Synthesise: Evaluate: Empathise: Empathise (Secondary):

- make connections within and - diamond ranking statements - use role play and freeze frame; - specialist discussion groups: e.g. between faiths, e.g. read selection according to what pupils think, discussion about abortion: of prayers from different Christian what a Christian, Jew, Muslim - drama/mime activities; viewpoints include pregnant denominations, or from different etc might think; woman, parent(s), doctor, foetus, - write captions to pictures; world religions; come to conclusions Christian. All those taking the - give pupils evidence and ask a about similarities or differences; - get pupils to close their eyes woman’s part get together to question requiring them to and imagine a story you tell discuss feelings/ thoughts; all - design a menu for an inter-faith make a judgement, e.g. Did them (guided visualisation); parents likewise, etc. Then one gathering, showing what pupils have Jesus deserve to be executed? from each group – now an expert learned about diet in different Is belief in life after death - hot seat – answer questions in in their views – gather together to religions. necessary for a fulfilled life? the role of another person. discuss from that viewpoint. Pupils must refer to different points of view.

Reflect: Interpret: Apply: Express:

- use music to explore feelings/ - talk about greetings cards, e.g. - study the key features of a - use variety of creative media to thoughts; baptism, festivals etc. place of worship, then design a get across ideas studied, or new personal responses to issues - stilling & guided visualisation; - explain meaning of an artefact church/mosque/synagogue etc raised in lessons, e.g. talk about or picture or symbol for your town; how some religious believers - use Amnesty International symbol of have shrines in their houses to candle and barbed wire; write poems - e.g give pupils the words of a - think about what religious show what is important to them; inspired by this image; or use baptism service & ask them to teachings might mean in ask pupils to think about what examples of injustice today – pupils explain Christian beliefs about today’s world, e.g. read some would be on their shrine at home; to write a prayer for the 21st Century; baptism; or give them the prophetic denunciations of pupils could draw a design, or - imagine a world with no more pain, words of the ketubah & ask injustice and write a sermon as even take photos in their rooms sadness or death – write a them to explain Jewish beliefs if Amos, for example, returned at home; meditation expressing reactions to about marriage; or words of a to the UK in the 21st C; this, or on the difficulty of living in requiem etc; this world; - read dilemma/case study: ask - give pupils a range of different what Jesus might do in these Expressing is about articulating - think about the potential in an prayers from different faiths – circumstances; what might a matters of deep concern. Clearly it unborn child – write a letter to one pupils should explain the Hindu/ Buddhist/ Muslim etc would not be appropriate to force (try reading Fergal Keane’s Letter to beliefs expressed and be able do? pupils to do this, but opportunities Daniel). say how these believers might should be given for it. behave in the light of their beliefs.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 3 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 Be clear about what it is you need to Remember that not all aspects of Look at the school assessment policy Agreed Syllabus : assess and why you are assessing RE can be assessed. You are not and devise an RE assessment policy it. assessing pupil’s own beliefs and statement in light of this, taking  Glos Agreed Syllabus (p13-15/ 65- values, but you can assess skills account of Agreed Syllabus and Non- 68) Remember there are 2 aspects of such as ability to reflect, interpret, Statutory Guidance advice. RE: evaluate and ask deeper questions.  Glos Non-Statutory Guidance (p 22- 27) i) Knowledge and understanding about religion (AT1) Devise assessment tasks at the  Help with assessment in (KS1/KS2) For further information see Glos beginning and end of key stages to RE (Glos 1998) ii) Drawing meaning from learning Agreed Syllabus p 65 and Non- have an idea of progress pupils have about religions for pupils’ own lives Statutory Guidance p 25. made. and in other helpful documents such as : (AT2) – this requires skills such as reflection, interpretation, application,  Teacher’s Handbook of RE (CEM) expression. Note: Glos SACRE has produced a  British Journal of RE 23.1 p 45f See Glos Agreed Syllabus p 6,21 unit of study for Y7, based on Unit 4 (CEM) and Non-Statutory Guidance p 29. of the Agreed Syllabus – Religion This document p 2-3. Today: Issues within & between  Exemplification of Standards in RE faiths. This is designed to help (QCA) The most effective activities enable teachers gain a baseline assessment pupils to do both of these – not one as pupils arrive at their school.  Are you REady? Graham Langtree or the other.  Delivering and managing effective RE in the secondary school (Chris Wright/Isobel Vale)

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 4 For teachers: Make sure that assessment is Use a variety of methods for gaining information Look at the level statements (Agreed Use assessment to inform not something which is "tagged about pupils’ learning e.g: Syllabus p 65f) when planning tasks to your lesson planning. Are on" to the end of a unit of work make sure they are pitched correctly and there any areas which are but is integral to it. Remember  observing pupils as they work and interact are challenging yet achievable. Work out not clear and need that all normal classroom with their peers and adults; assessment criteria using the levels. revisiting? activities are assessment opportunities  listening to pupils as they describe their work and reasoning to others; Look at Exemplification of Standards in  questioning, especially the use of open RE (QCA) for examples of tasks and Good assessment starts with questions which allow for a range of teachers’ evaluation of standards good planning and clear responses; achieved. intended learning outcomes.  setting tasks which require the planned use of specific skills; Build up your own portfolio of examples  use of a variety of forms of communication - and use to identify standards with drawing, artefacts, actions, role play, as well colleagues as short and extended writing;

 discussion of words, images and ideas.

With pupils: Prepare and share your marking Outline assessment criteria in accessible Devise a pupil friendly RE marking policy Involve pupils in their own scheme with pupils. language when setting a task : e.g. for a task and stick it in exercise books. For self-assessment – this is exploring a faith story requiring empathy and example A-E for effort, 1-5 for particularly useful for AT2 – understanding: achievement (linked to RE levels learning from religion. statements). Make sure they know what Let pupils know how the work You will be given marks for 1 means for each task. will be assessed and how they can gain and lose marks - this i) Telling the story as though you were there – Specific tasks will require their own helps them know how they can including your hopes, fears, thoughts, feelings; specified assessment criteria. These improve. need to be made explicit to pupils. ii) Explaining why….e.g. the men were prepared to die for their guru. List and display key RE skills in suitable language and refer to them when giving pupils feedback.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 5 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 Plan activities that enable Provide opportunities to listen Encourage pupils to explore Include activities which require by spiritual development. pupils to express their inner to and value the feelings and deeper questions and help quiet and reflection. For feelings, beliefs and ideas. beliefs of others. Encourage them recognise that some example. when discussing Think about a spiritually E.g. Explore prayers to identify respect and understanding. questions can only be answered Easter, listen to a story of a developed person. What what others feel and believe and Enable pupils to reflect on their with beliefs. person who gave their life for characteristics do they show? encourage pupils to write their own beliefs and values in light of others, spend some silent time Think about these in relation to own. their learning. E.g. have a question box in the thinking about what this person your pupils. Are these good classroom in which pupil’s ‘big’ felt/believed, in pairs talk about goals? questions can be placed as they what they themselves think is arise. Take out from time and important enough to die for and Use strategies which ensure Always aim to address pupil’s Wall of wisdom: pupils’ time and explore answers – from identify what they think Jesus that each pupil is listened to – inner feelings, beliefs and inspirational thoughts, pupils and from religions. died for. attitudes. Try to make teaching e.g. sentence starters, questions observations, insights are Identify ‘fundamental questions’ engage both heart and mind. or dilemmas explored in a recorded and displayed. which religions try to answer e.g. variety of paired, small group or where do people/animals go Plan activities so that pupils circle settings – reorganised when they die? Why do some Use strategies such as ‘stilling’ always make the link between regularly. people do terrible things? What and ‘guided visualisation’ (See what they are learning in RE is God like? Mary Stone: Bibliography) with their own lives

Ideas to support pupils’ moral development: Be clear about what you mean Plan activities which use Help pupils identify feelings With older pupils explore how Explore human nature and by moral development. religious teachings to explore which motivate action e.g. moral decisions are made. human potential - good and right and wrong; why we need anger; hatred; greed; envy; love; evil; pain & suffering; joy & hope, Look at some definitions e.g. rules; why people do wrong joy; compassion; gratitude. One Relate to actual case studies e.g. speculate on a possible (sin). E.g. work related to way in would be through a which require a moral judgement future for the human race – Moral development is religious moral laws: - Ten theme on ‘Temptation’. – how to behave, matters of life utopia or dystopia? concerned with pupil’s ability to Commandments (Judaism/ and death, destruction of the make judgements about how to Christianity); Explore possible responses e.g. environment. behave and act and the self-control. reasons for such behaviour 5 Precepts (Buddhism) Use Decisions and Dilemmas (CEM) Ofsted 1994 or the Islands Game (in Looking Inward, Looking Outward and Christianity in Today’s World, published John Murray, 1998.)

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 6 Ideas to support pupils’ social development: Be clear about what you mean Plan activities which help pupils Explore religious teaching on Enable all pupils to contribute Enable pupils to evaluate by social development. think about the value of social issues and attitudes to discussion and debates. drama /presentations in a commitment in building good (care of the vulnerable - the Use a “voucher discussion”. constructive manner e.g. Give relationships (e.g. by means of young; the old, the sick etc) and During a discussion give each criteria for assessment. Explain exploring the teaching of the consider how these might apply pupil three vouchers to allow that the audience will be asked Look at some definitions e.g. world faiths on love; family; today. them to make three to help assess drama / The acquisition of skills and friendship; community, work). contributions – this can presentations in order to learn personal qualities necessary for encourage some and limit from each other and accept individual to live and function others! criticism and praise. effectively in society. 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.

Ideas to support pupils’ cultural development: Be clear about what you mean Encourage children to see the Talk about how symbols and Look at pictures which show Get in the habit of always saying by cultural development. worth of themselves, their artefacts are used to express how Jesus is depicted in ‘some Christians believe…’; family, religion and culture identity – who we are and what different cultures e.g. African ‘some Jews say…’; ‘some we believe in. E.g. talk about Jesus, Asian Jesus (See Jesus Muslims try to…’ etc when E.g. badges, scarves, uniforms Worldwide pack and notes from talking about religious beliefs There are two aspects of cultural people choose to wear and why; CEM). Talk about why this is. and practices. This is helping development. It concerns both Explore questions such as ‘Who make links with religious clothing pupils be aware of diversity am I?’ a) ‘aesthetic culture’ – and artefacts (e.g. 5 Ks of within religions. strengthening and developing an See CEM’s RE in Practice Sikhism) appreciation of such things as ‘Finding the real me’ – for art, music, dance, literature etc practical ideas for the Use a range of stories from See the page on Equal classroom. different cultural traditions Opportunities in this document. b) ‘Multi-culture’ - appreciating e.g. Buddhist Jataka tales; (p 18-19) and valuing different cultural parables from the Bible, perspectives. traditional Hindu stories etc. NB: Make sure your teaching RE has a particular contribution recognises the value of different to make to (b). personalities (such as introvert/extrovert). Don’t demand extrovert responses from introverts.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 7 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 term This is your responsibility as subject Read the planning paragraph on the Make sure that this planning produces You should be able to provide a leader. appropriate page in the Agreed a balanced programme which reflects rationale for the way you have Syllabus e.g. the age, maturity and needs of the organised the RE curriculum. The long-term plan will show when the Reception - KS1 p 23 pupils. study units are to be taught throughout the key stage. KS2 p 31 KS3 p 39

Medium term

This is planning how each of the study Decide on a planning format – e.g. Identify assessment opportunities by Look at the ideas highlighted in the units will be taught and is the your own school planners or the RE underlining appropriate activities during Non-Statutory Guidance; check time responsibility of the subject leader in planners shown in the Gloucestershire the course of the unit. allocated in long term planning (e.g. 6 consultation with teachers. Non-Statutory Guidance. weeks); use suggestions and own Make sure that assessment is built into ideas to plan how you will teach the Look at QCA schemes of work, they the planning. Knowing what the key unit. Make sure both Attainment may also be useful. NB: these do not assessment tasks are will help give Targets are met and skills are being meet the Glos Agreed Syllabus direction to units of study and lessons. developed. requirements directly, although the layout may prove helpful.

Short term

These are the actual lesson plans, Lesson plans should set out what will See the Non-Statutory Guidance (p28) Remember – use a variety of strategies which will be the responsibility of each be done in the lesson to enable the for an overview of lesson planning. to engage and to develop skills – see p teacher of RE. intended learning outcomes to be met. 29 Non-Statutory Guidance, p 2-3 in Many good texts are available. Use the this document and Bibliography. Diocesan Resources Centre etc. for a variety of resources.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 8 3 b)HOW CAN I RAISE STANDARDS THROUGH MONITORING?

At each staff meeting/ Department As a school/Department, agree for Encourage colleagues to visit each Video some lessons – your own, or meeting, ask colleagues to bring along Subject Leader to take in books from a other’s classes. Make sure colleagues borrowed from other schools. As a two books – one from a pupil who is colleague’s class, having given two are able to see you on an off day too! staff/ Department, watch and comment. doing well, one from a pupil they are weeks’ warning. Have a quick look Have lunch together to chat about Share issues arising as a team to help worried about in RE. Cover one year and note any positive issues arising, good ideas and ask for advice. improve teaching and learning. Agree group per meeting. Discuss how and plus any key weaknesses. Discuss Organise INSET time to discuss issues on what constitutes best practice. why these pupils are progressing so with colleague. Share ideas. Do this like these further. differently. Look for ways of helping. every term/half term. Share strategies with each other.

In staff meetings or as a Department, Annually review lesson plans and Give pupils a copy of the aims for RE Look at p5 in the Non-Statutory go through worksheets, textbooks and schemes of work. Look at a variety of at your school (e.g. to Y6 or Y11 Guidance for advice on review. other resources used. Aim to do this lesson plan templates, including ideas students before they leave/go on study on a termly basis. Discuss strengths from Gloucestershire Non-Statutory leave) and ask for responses to a and weaknesses, allowing opportunity Guidance. Evaluate strengths and questionnaire about how RE has for suggestions for improvement. weaknesses. Even if this doesn’t end contributed to their understanding and Enrol help of suitable students to help up with a change to your current personal development. Consider as a redesign the improved school format, it should allow important school/ Department whether these materials, using computer design planning requirements to be reinforced comments raise any key areas for packages to enhance and clarify among staff / Department. action and improvement. worksheets etc.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 9 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 5 Contribution to SMSC (personal development/values Religious Education development) These must be based on the Agreed Syllabus. It may be Link to whole school SMSC policy statement – also note necessary to make it clear that Collective Worship is distinct Agreed Syllabus 2000 p 5 from RE – assembly time does not constitute curriculum time. 6 Content and approach : 2 School statement about the place of RE in the Religions taught (see Agreed Syllabus p 8 / Non-Statutory curriculum (rationale) Guidance p8) Refer to Gloucestershire Agreed Syllabus 2000 p 1 & 5 as Approach (thematic/systematic approach to teaching religions; starting points for discussion. This offers a good opportunity refer to R/KS1 p 23/ KS2 p 31/ Non-Statutory Guidance p8). 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. 7 Scheme of work outline (key stage overview) Reference showing at a glance when units are taught, which 4 Attainment targets religions are taught, and identifying Agreed Syllabus Study Should be taken from Agreed Syllabus and explained in a way Unit references). everyone can understand.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 10 8 Methodology Comments on issues to do with inclusion /Special educational

How do we teach? Outline of teaching and learning strategies. needs /differentiation. Make reference to development of skills and attitudes (see 11 Withdrawal Agreed Syllabus p 16/17 & Non-Statutory Guidance p 29). Statement of right of parents to withdraw their children and 9 Assessment teachers to withdraw from teaching RE – expressed in positive

Brief statement summarising how school makes use of intended way. learning outcomes and levels statements to recognise and report 12 Further references on pupils’ progress in RE. Gloucestershire Agreed Syllabus 2000 and Non-Statutory Guidance 2000 RE co-ordinator job description School policy statements for: Collective Worship; SMSC; 10 Equal opportunities Special Educational Needs; Assessment; PSHE/Citizenship.

A sentence summarising the school commitment to valuing the opinions, beliefs and practices of all, and handling minority groups and opinions with sensitivity;

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 11 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: . Make reference to legal requirements and Agreed . Aims of RE: Syllabus requirements . Must be based on the Agreed Syllabus but indicating school . Resources priorities . Funding; areas requiring development etc. . 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

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 12 3 Programmes of work 5 Departmental policy statements: e.g. . Key stage 3 Spiritual, Moral, Social and Cultural development Key stage overview: reference showing at a glance when units (SMSC) are taught, which religions are taught, and identifying Agreed Raising achievement (including boys’ achievement; most Syllabus Study Unit references able; SEN; A*-C) Detailed unit plans for year 7, 8, 9. Marking, assessment, recording and reporting . Key Stage 4 Differentiation (matching work to pupils needs) Key stage overview for core non-exam RE, short course, full Teaching and learning styles course: reference showing at a glance when units are taught, RE and ICT which religions are taught, and identifying Agreed Syllabus study RE, PSHE and Citizenship unit/ exam specification references Equal Opportunities Detailed unit plans for year 10 and 11. Parental withdrawal from RE . Post 16 Overview for core RE and examination courses. 6 Appendices: Detailed plans for year 12 and 13 Examination results, performance analysis reports; 4 Department development/improvement plan Records of staff inset; departmental meetings

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 13 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 Read short paragraphs and Display key vocabulary around Use appropriate material for Secondary: discuss the content. Ask the the classroom. Use bright SEN pupils e.g. provide writing Provide pupils with the pupils to summarise the colours and a clear font in lower frames. GCSE/A-level opportunity to read aloud in paragraph into a couple of case. Ask pupils to swap their class from text books/sheets. sentences. essays. Provide them with a QCA Glossary gives phonetic Ensure that texts used are mark scheme and ask them to pronunciation. Recent research suggests that suited to their ability. mark and comment on the drawing a line around the word essay. Pupils must then mark in black can help pupils begin to the essays and feed back identify the shape of words. positive features and areas for This can help later recognition improvement. Writing Create worksheets with as well as alerting them to Develop research skills using mistakes. Pupils could also be asked to commonly misspelt words and a variety of resources: CD extract the original plan from Give pupils a few minutes use word searches to reinforce ROMs, internet, OHP, when books are returned to each other’s essay in order to the spelling of subject specific textbooks, newspapers etc. develop essay-writing skills. correct spelling errors in a language. Draw attention to these words Encourage pupils to extract spelling log book/back of during lessons and emphasise and summarise essential exercise books. Note that this achieves a difficult spellings. Ask pupils to information. literacy objective but not RE keep a glossary of key words. Test all pupils on common objectives. It should only be errors at the end of each term. used to reinforce work done which meets RE aims.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 14 Speaking Plan frequent discussions Create opportunities for all Try back to back responses. Ask pupils to research and within the context of a focused pupils to participate orally and Pupils sit back to back and present a topic using OHP Encourage pupils to use task. Ask the pupils to report respond to other pupils’ write down their thoughts from and/or other resources. difficult/unusual subject back on the partner’s point of contributions e.g. circle point of view of e.g. the father specific vocabulary without view/contribution. discussion: divide class into two in the Prodigal Son. Pass the fear of embarrassment when circles, one inside the other, paper to the other pupil taking Encourage pupils to act the discussing a topic e.g. pupils facing each other. The pupils in role of the son. Write their role of the teacher in leading are to be given the vocabulary one circle direct an argument for thoughts and feelings as they class discussions and to incorporate into small group an issue to the pupil facing them meet again. brainstorming on the board. work, then use them in class in the other circle. This pupil presentation of a topic. then responds with an argument against the issue. The circles Use voucher discussions – then rotate and repeat the See QCA Language for limit each pupil to three process using different Learning in KS3. contributions: all must arguments. contribute and must consider Also, AREIAC (Association of their contributions carefully Listening RE Inspectors, Advisors and before making them. Consultants) Literacy in RE: Give pupils points/ questions Briefing Paper 3 July 2000. to focus on when using music and stories in teaching, then Give pupils different roles to share responses in a play, e.g. for and against class/small group discussion. euthanasia. After explaining something to a class, ask pupils to re-iterate the point in their own words.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 15 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 Remember, ICT should be used: Remember, ICT should not be used:: See Using ICT in RE leaflet, produced statement on ICT & RE. Use the ideas by BECTa and QCA, June 2000. This on this page to help formulate a policy . if it helps pupils to achieve the RE . if you can achieve the learning leaflet is available online at statement and to consider ways of learning objectives of a lesson; objectives of the lesson more http://vtc.ngfl.gov.uk/re improving the use of ICT in RE. easily or more effectively in . if it improves the quality and another way; enjoyment of teaching and learning; . only as a motivator; Other useful sites include http://becta.org.uk/ . if it makes teaching more effective; . where ICT detracts from the RE being taught; http://www.theresite.org.uk . if it helps pupils in their understanding and use of ICT. . if there is no reflection on the use http://re-xs.ucsm.ac.uk of ICT in the lesson.

The BECTa leaflet suggests a process BECTa see ICT as contributing to: Investigate software available: Manage “paperwork” using ICT. E.g. of . asking and answering questions to . ask ICT department for catalogues . catalogue resources . evaluating your situation promote knowledge & and other ideas; understanding; . write schemes of work . drawing up the plan to incorporate . use web sites such as the St ICT . exploring decisions on religious, Gabriel’s site; . use the disk version of the Glos social or moral issues and their Agreed Syllabus to fit into your . implementing use of ICT in consequences; . contact local schools; schemes of work scheme of work . assessing and evaluating sources; . look at publishers’ catalogues, e.g. . write lesson plans and store them . monitoring and review of impact Nelson Thornes have a website on disk, or on an accessible drive if of ICT on pupils’ knowledge, . understanding, analysing and called NEXUS delivering RE networked. understanding and skills. evaluating interpretations and resources for KS4; arguments; . make sure your RE governor is . organising and communicating aware of your needs and ask for information and ideas; help in finding suitable resources.

. communicating with faith communities, organisations and experts.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 16 Using ICT with pupils: Use skills acquired in ICT lessons to Access religious websites to down load Use developing skills to create an Pupils could create questionnaires for word-process work. Use graphic information pertinent to the study unit interesting and colourful RE document, peers to complete. Use databases and programs to create pictures and being taught. Use this information to which highlights the importance of RE spreadsheets to record the data illustrations of key religious aspects. produce posters and info-packs about within your school. Pupils can take gathered. Use knowledge of clip-art to download the religion being studied. digital photos and scan images to pictures of sacred buildings. 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.

Ensure that the pupils are familiar with Encourage more advanced students to Send e-mails to local church leaders, or Set up an e-mail dialogue between your different RE software your school has. help create an RE website for your other religious leaders in the community pupils and those of another school with Make time to show these to the pupils school. Include the comments and to invite them in. different religious backgrounds. For and explore with them good ways in sample of pupils’ work. This could be information on how this has been used which they can be used. Encourage achieved as an after school RE club. at KS2 between a predominantly the pupils to take responsibility for RE Muslim school and a Roman Catholic within their school. Find out if they Encourage parents to be involved in school, contact Julia Ipgrave, Uplands have seen any good RE software. this. Junior School, Melbourne Road, Highfields, Leicester LE2 0DR e-mail: [email protected]

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 17 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 Make sure RE teaching Make link with SENCO and Consider the reasons for Good RE is promoting Equal Equal Opportunities in relation supports these aims. Make Learning Support Department promoting equal opportunities, Opportunities if it is developing to gender, race/ethnicity, sure your own teaching style to help you recognise the such as anti-racism. Discuss understanding to counter religion and ability. Read (and and approaches reflect the range of needs of the pupils with colleagues and pupils to prejudice, and if it develops contribute to) school Equal attitudes, values and behaviour you teach. explore the idea that it goes attitudes such as respect and Opportunities statement. you are intending to promote. beyond “political correctness”. sensitivity. Does your RE do this?

Acknowledge the diversity Bring out in lessons that we all Be aware of faith backgrounds Grimmitt’s “constructivist” Secondary: Allow for within religions, both through look at issues from our own of pupils, both with regard to pedagogy for RE (see consideration of questions of studying different responses viewpoint and cultural sensitivity when dealing with Pedagogies of RE - in truth. Relativism is one within a faith community and perspective – we have our own key issues and also in order to bibliography) allows for the response to the differences by contextualising comments: prior assumptions. Enable use the abilities and student responses to concepts between religions, but it is not “Some Christians believe…” pupils to recognise this. Use understanding of pupils within to be as valid as the responses the only (nor necessarily the an example, such as how we the lessons. of faith traditions, resulting in right) one. Two major view the role of women, or the opportunities for critical approaches to this issue are importance of religion. Where Bear in mind that their views evaluation of faith community realist and anti-realist views do we get our ideas? Have we may not represent the views of views of concepts. This may of truth. reached these through careful their faith community. not suit all RE teachers, but it thought or just received them is an approach to consider See Peter Vardy The Puzzle of (See Robert Jackson’s rd wholesale? alongside other strategies. God 3 edition, chapter 2 for Warwick Project) an introduction.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 18 Gender Issues: Are you aware of the different One pattern of learning follows Descriptive: describe the Do your lessons cover a range Set tasks which allow students learning styles preferred by the stages of scene, explain the facts, the of different learning styles in some options for their boys and girls? Some sequence/ steps in an action; order to meet as many responses. Perhaps they may research suggests girls can be  Describe different learning preferences present their answer in a better at reflective work, Reflective: explain the feeling, as there are in your class? different format, or use the whereas boys are good at  Reflect consequences, result, material in different ways. speculative work. for/against/ unknown.  Speculate Speculative: draw conclusions, Clearly this cannot be done Tasks can be structured to present ideas, speculate on every lesson, but over the unit follow this pattern. Since most possibilities. of study (e.g. 6 lessons) all pupils will be better at one of pupils should have had an these areas than the others, E.g. D. What criticisms did opportunity which suits their make sure all pupils have the Jesus make of some religious learning needs. opportunity to develop each leaders? area – ensure they don’t stop at the one they find easiest! R. How might the religious people have felt after hearing Jesus’ words? Why?

S. What criticisms might Jesus make of Christians today?

Ability Issues: Discuss School/ Department Use the framework for For GCSE examination groups, Use CATs scores (where Make sure tasks allow for policy on differentiation. Note assessment expectations look into provision of Certificates available) – analyse profiles of higher level responses. Try the different ways of given in Non-Statutory of Achievement. If none is individual pupils and classes. extending the more able e.g. differentiating work. (See Guidance: available for your syllabus, Ensure range of teaching for Secondary schools, setting SEN pages in this document; produce school accreditation styles to give all the up an Ethics Debating Society p 21. “Most pupils will be able to…” certificate. opportunity to learn. “Some pupils will not have made so much progress…”

“Some pupils will have made more progress…”

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 19 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 Primary: Make sure that Produce a list of good RE Ask for a staff/ department Ensure that you can with your school’s policy on somewhere on the annual statements that teachers can meeting to allow you to speak adequately justify any reporting. Any reporting done school report, RE has a space use when they are reporting on to the staff about the kind of comments made about your for RE must fit into the for comment, and ensure that RE. Make sure that there is a comments you would like to pupils in RE at parent currently used policy for all members of staff are balance of comments about the see written in the pupils’ report evenings. This will require reporting. reporting on RE. pupils’ attitudes as well as key under RE. Have OHTs ready clear record keeping skills, covering the two to display some appropriate throughout the year. Attainment Targets, learning comments. Add any that the about and learning from. staff may suggest.

Discuss with the staff what How much space is there on Remind the teachers (Primary) For parent evenings have The Agreed Syllabus criteria you are going to use the school report? Is there or tutors (Secondary) that they ready evidence of pupils’ work recommends the use of the when reporting on a pupil’s enough space for a good can refer any parents to you if to back up points you wish to QCA 8 Levels of Attainment, RE progress. It may not be comment to be written? If they need any aspect of the RE make. although it is not a appropriate for your school to there is not, discuss layout of report explained. This will make requirement. If a school comment on the spiritual report. Primary: negotiate life a lot more comfortable decides not to use the scale, development of the pupils in with the Head/deputy head during parents evening for all other appropriate ways of If the pupil attends the parent your class/school. You will, teacher for a larger portion of concerned, and then give you an reporting each pupil’s progress evening, ask for their however, need to discuss the report for written opportunity to discuss the policy should be put in place. contributions: “How are you what does go on the report. comments. Remember that for RE and RE reporting in your finding RE this year?” “What RE is a foundation subject and school. This is better than a do you think are your strengths should be taken seriously. parent withdrawing a child! and weaknesses?” etc. Remember this time is provided as a means of helping them.

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 20 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 Write a quick reference list of SEN pupils in each Keep in contact with the school SENCO. Make sure the SEN register. Highlight the names of the pupils class, and any specific details or targets. Place this all staff/Department members feel that they can seek they teach and ensure staff have copies of the up-to- somewhere prominent e.g. in planning book. Refer to advice from the SENCO. Use the SENCO/SEN link date review forms, statements or Individual Education it when planning lessons. Does your planning show during staff/Department meetings to provide Plans. differentiated tasks, which extend and move on higher information about pupils and implementing teaching and lower achievers? and learning strategies.

Every term, collect examples of the work of special Try to ascertain which pupils are especially gifted. Reflect on your own teaching. Is it suitable for all needs pupils. Look through this carefully and identify When planning work, consider how you can extend pupils? Do you adequately differentiate for all pupils? areas of concern/weakness/success. Feed back these pupils’ learning. Use the expectations in the Do you show this clearly on your planning? findings to staff and discuss how existing materials unit planners of the Agreed Syllabus to extend able are being utilised. How can the teaching of SEN be pupils and gauge what should be expected of others. Include SEN issues on staff/ department meeting improved? agendas when discussing RE.

Produce simple target forms for SEN pupils to stick in Some SEN students may find written work difficult but Secondary: Look at school policy for setting/grouping their books. Set SMART targets on regular basis. may make good contributions to oral work in RE. classes. Consider whether it suits your needs Make sure pupils are rewarded for this – that these adequately. Is it best for RE that pupils are in mixed Specific contributions are valued in the subject. Do you have ability groupings? Is setting done on the basis of some method of recording these moments in your literary ability? As Department decide what is Meaningful mark book? Perhaps a key, e.g. 1 = makes frequent preferred setting/grouping arrangement (and why) Assessable valuable contributions, 2 = occasional, 3 = single and see if it is possible to influence school policy. valuable contribution. Relevant

Time-related

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 21 4 g)HOW CAN I ENSURE RE IN MY SCHOOL CONTRIBUTES TO PSHE/CITIZENSHIP REQUIREMENTS?

How about trying some/all of the following?

Getting Started Read the sections on Personal. Social & Health Read the bullet points in the national curriculum Plan your RE to meet the intended learning outcomes Education (PSHE) and Citizenship in the National handbooks for PSHE/Citizenship and pick out those identified in the Agreed Syllabus – but look out for Curriculum 2000 Handbook for your key stage. that link with RE – you will find there are quite a few opportunities to contribute to Citizenship and PSHE areas of overlap. at the same time. You should have this in school, or you can find it on the National Curriculum website www.nc.uk.net For example: Pupils should be taught to You will already be meeting a number of the PSHE/Citizenship objectives. Audit your current . talk and write about their opinions, and explain planning to identify where teaching and learning in RE their views on issues that affect themselves and already meet objectives in the KS1 & 2 guidelines for society (1a); PSHE/Citizenship, or in the national curriculum orders for Citizenship and the non-statutory guidelines for . recognise their worth as individuals….(1b); PSHE in KS3 & 4. . 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).

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 22 Some examples of RE activities which also meet PSHE/Citizenship objectives: KS1 KS2 KS3

In RE pupils learning about Rules for Living (3b) also In RE pupils learn about codes of conduct in the In RE pupils explore issues within and between faiths learn about how rules help them (PSHE/Citizenship teaching of different religions (3b) and talk about (Unit 4) contributing to an understanding of the Objective 2d). rules and laws which govern behaviour diversity of religious identities in the UK and the need (PSHE/Citizenship Objective 2b). for respect and understanding (Citizenship/PSHE In RE pupils learn about how Christians and others Objective 1b). meet in groups for worship (1a) and how they In the RE unit on Religious and daily life (3a) pupils themselves belong to various groups and have to be able to describe how believers draw on In RE pupils explore religious beliefs about change communities (PSHE /Citizenship Objective 2f). their faith to deal with a range of challenges and and death (2c) in relation to rites of passage (PSHE change in everyday life. This requires them to reflect Objective 1d). In RE pupils hear stories from religious traditions (1d) on spiritual and moral issues and use imagination to about what is right and wrong, and think about how understand someone else’s experiences In RE pupils studying ahimsa (non-violence) and the they might recognise what is right and wrong (PSHE/Citizenship Objective 2e). life of Gandhi (3c) reflect on non-violent ways of (PSHE/Citizenship Objective 1a). resolving conflict (Citizenship Objective 1g). In the RE unit on commitment (3c) pupils learn about famous religious people who have put their beliefs Pupils learning about religious beliefs about marriage into practice. This enables them to think about the as part of a unit on Rites of Passage (2c) discuss lives of people living in other places and times, and ethical issues governing relationships (PSHE people with different values and customs Objecgives 3e and 3f). (PSHE/Citizenship Objective 4b). Pupils consider how religious beliefs are put into In RE pupils learn about religious beliefs about practice in everyday life (3b) using imagination to relationships (PSHE/Citizenship Objective 4c). enter into other people’s experiences, expressing and explaining views that are not their own (Citizenship Learning about Christianity, Judaism and Islam Objective 3a). contributes to the study of similarities and differences in religion and culture (PSHE/Citizenship Objective Pupils study a range of religious traditions and 4f). cultures, learning about a range of religious lifestyles and relationships in UK society today (PSHE Objective 3d).

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 23 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 Set up School/Department Get RE written up in school Secondary: Start short-course Secondary: Use exam students to purpose for all RE lessons. Intranet/Internet site. magazine. RE GCSE in KS4. help teach classes lower down the school.

Devise subject/ Department logo Use the school rewards Have one or two major fund- Secondary: Make sure you have Secondary: Display idea: ask and possibly slogan. Use it on all system. Get RE work raising activities per year, with your own “kingdom”, as far as GCSE/A-level students why they have information sheets, letters etc. included in Certificate of religious agencies where possible. Ensure it gives your chosen your subject. Print these as Have subject/ Department stamp Commendation or Merit appropriate, e.g. Christian Aid, subject identity. Have good speech bubbles (emanating from life- produced. Print stickers for assemblies. Get RE CAFOD, TEAR Fund, World display: bright, colourful, posing size digital photos of the speakers?) exceptional work. Get your brand acknowledged in prizegiving Vision etc. Advertise them key questions, easy to read from a and display them around your known! ceremonies. around school, in assemblies, distance, and better than department. with guest speakers before anywhere else in the school. and/or afterwards. Learn from a local primary school! Primary: ask pupils for their comments and display in the same way.

With staff: Make sure senior staff pay Send pupils with excellent If there is not already a If you do have a governor for RE, Secondary: All of above plus … invite attention to the subject by inviting work to senior staff for praise. designated governor, get one to get him/her involved in the staff into Department for “Open Day” them to watch a lesson or two. be linked to your subject. Ask subject/ Department by offering to (30 mins at lunchtime) to show quality her/him to learn about your give an introduction to RE to the of display and inform staff of aims and subject & department with you. Board of Governors (& interested content of RE. Have cakes on offer... parents?).

With parents: Set interesting, creative and Mark exercise books! Send letters home, write Produce information leaflet for Organise World Evening with PTA. rigorous homeworks. messages in distribution at Open Evenings (or Introduce religions via food, music planners/homework diaries use CEM leaflet for KS3-4) etc. Set some thought-provoking /exercise books for good work. activities to convey flavour of RE.

Keep in touch with other local RE Read the annual SACRE report. Take on an ITT student – Join an organisation like RE Contribute to local and national teachers, via GRETA or RE Co- Make sure your senior staff and mentoring can make you go back Today Publications/ PCfRE. RE initiatives such as the ordinators’ meetings, or just with Governors read it too. Contact to first principles. You can take They give a voice to RE teachers National RE Festival and JC2000. nearby schools. Try to organise SACRE if there are particular the opportunity to reassess how and offer support and advice. Participate in local events. trips together, e.g. for exam development issues you have. and why you do things. You can Read their publications. classes. They’re there to serve the also gather some new ideas from interests of RE in the trainee and keep up to date Gloucestershire. Note their with the latest developments in analysis of Ofsted reports in the the RE world. county.

Visit another school with vibrant Read some key RE texts again – Use members of local faith Use RE internet sites. Start with Contact other schools via the RE. Share ideas. such as those by Robert communities in your lessons. www.re-xs.ucsm.ac.uk internet and build up links. Why Jackson, Michael Grimmitt, John Glos SACRE Directory of Faith not try connecting with a school Hull, Brenda Watson, Trevor Communities 2000 gives lots of overseas? Cooling, David Hay etc. names to contact.

Paint your classroom(s). Make Go on a trip e.g. to Birmingham Listen out for “stars” on television them different to other parts of to see a mosque, synagogue and thanking God etc. as they collect the school. Serbian Orthodox church. Enlist awards. Cut out their pictures the services of some PGCE from magazines and make a wall students for the day (e.g. from display with speech bubbles. Chelt & Glos College, or those at Use this to highlight how Birmingham Uni or Westhill important faith is in the lives of College). many prominent people.

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

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA 26 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 above Journal 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

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

Clair Crane, High School for Girls, Gloucester David Crunkhorn, Charlton Kings Junior School, Cheltenham Rosie Marks, Elmbridge Junior School, Gloucester Narda Sestanovic, Maidenhill School, Stonehouse Deborah Shelley, Cirencester Kingshill School Nicola 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.

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?  Christianity (Tick as appropriate)  Judaism  Islam  Other Which religions were studied in years 5 & 6?  Christianity  Judaism  Islam  Other Do you teach  Christianity, Judaism and Islam are - each faith separately (as far as possible) taught separately or  Teaching is by study unit - material - by study unit drawing on material from from each religion introduced as each religion as appropriate? 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)

A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA A HANDBOOK FOR SUBJECT LEADERS IN RELIGIOUS EDUCATION © GLOUCESTERSHIRE LEA Copyright Gloucestershire County Council  2001 all rights reserved Professional Development Consultancy Gloucestershire Advisory Service The Hucclecote Centre, Churchdown Lane, Hucclecote, Gloucester GL3 3QN Tel 01452 427209 Fax 01452 427292

GLOUCESTERSHIRE EDUCATION

ISBN 18-999-17-65-9