Ealing Borough Council Democratic Services Officer Town Hall Mwim Chellah New Broadway Direct Line: 020 8825 6588 London W5 2BY Email: [email protected]
STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION (SACRE) AGENDA
Venue: The Atrium - Perceval House (ground floor) Date: Thursday, 13 June 2019 at 19:00
COMMITTEE MEMBERS
EALING COUNCIL Councillors Mahmood (Chair), Ball, Byrne, Dhami, Millican, Midha, Raza, Rooney and Sahota.
CHURCH OF ENGLAND GROUP Rev. Karen Greenidge, Rev. Canon Mark Poulson, Dr Peter Hounsell and Mr Graham Marriner.
TEACHERS’ ASSOCIATIONS GROUP Mr Kris Bolt, Mr Glenn Burchell (NASUWT) and Dr Liz Day.
GROUPS REPRESENTING OTHER RELIGIOUS DENOMINATIONS Ms Kath Richardson (Chair of Group) (Humanist), Ms Kim Burke (Roman Catholic), Mrs Jaswant Kaur Bola (Sikh Missionary Society), Mr S K Dhanda (Sri Guru Ravi Dasia Sabha), Mr Luxman Dissanayake (Buddhist), Dr Marianne Izen (Jewish), Mrs Barjinder Lall (Ramgarhia Sabha), Rev. Susan McCoan (United Reformed Church), Mr Kasim Minhas (Islam), Ms Marion McNeill (Free Church Federal Council),
Page 1 of 76 Mr Simon Motz (Liberal Jewish), Mr Oliver Murphy (West London Humanists and Secularists), Mrs P Pank (Ramgarhia Sabha), Mr Rabindra Pathak (Hindu), Ms Nadine Sayir (Baha’i), Mr Naif Sheikh (Discover Islam).
1 Apologies for Absence
2 Declarations of Interest
3 Matters to be Considered in Private
4 Minutes To approve as a correct record the minutes of the meeting held on 27th February 2019.
Draft Minutes of the Meeting held on 27th February 2019 3 - 10
5 Item 5 - REPORT - Faith Make-up of Ealing Maintained Schools 11 - 18 Without Faith Designation 6 Item 6 - REPORT -NASACRE Briefing 19 - 40
7 Item 7 - REPORT - Ealing Agreed Syllabus consultation May 41 - 76 2019 8 Date of Next Meeting
The next meeting will be held on 31st October 2019.
Paul Najsarek, Chief Executive, 31st May 2019.
Page 2 of 76 STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION Wednesday, 27th February 2019 at 7.00pm
PRESENT: LOCAL AUTHORITY GROUP Councillors: Tariq Mahmood (Chair of SACRE), Theresa Byrne, Jon Ball, Shahbaz Ahmed, Aysha Raza and David Millican. Councillor Sarah Rooney attended as a substitute for Councillor Mohinder Midha. CHURCH OF ENGLAND GROUP None present.
TEACHERS’ ASSOCIATIONS GROUP Dr Elizabeth Day (NAHT), Mr Glenn Burchell (NASUWT) RELIGIOUS DENOMINATIONS OTHER THAN THE CHURCH OF ENGLAND Ms. Marion McNeill (Free Church Federal Council), Revd. Susan McCoan (United Reformed Church), Dr Marianne Izen (Jewish), Mr Rabindra Pathak (Hindu Faith), Mr Oliver Murphy (West London Humanists and Secularists), Mr Jahed Ahmed (Discover Islam), Ms Nadine Sayir (Baha’i), Ms Kim Burke (Roman Catholic) and Mr Kasim Minhas (Sunni Islam). ALSO PRESENT Angela Doherty (SACRE Lead/Principal Adviser - School Effectiveness), Mirela Temo (NQT and Ethnic Minority Achievement Adviser), Oomar Mulbocus (Community Prevent Officer) and Cornelia Harding (Democratic Services Officer).
The Chair welcomed everyone and invited members present to introduce themselves.
1. APOLOGIES FOR ABSENCE (Agenda Item 1)
Apologies for absence were received from Councillors Mohinder Midha, Kamaljit Dhindsa and Mohammed Aslam as well as from Ms Kathleen Richardson (Chair of groups representing other religious denominations) (Humanist) and Mrs Barjinder Lall (Ramgarhia Sabha). The Chair noted the absence of Lesley Prior LBE SACRE Consultant. Angela informed the meeting that Lesley had conveyed her best wishes to them for the work of Ealing SACRE. Members were invited to send written notes of goodwill to Lesley and several of them did so. The Chair welcomed Kasim Minhas from Central Jamia Masjid (Sunni Mosque), Southall and Jahed Ahmed from Discover Islam.
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 1
Page 3 of 76 2. DECLARATIONS OF INTEREST (Agenda Item 2) None.
3. MATTERS TO BE CONSIDERED IN PRIVATE (Agenda Item 3) None.
4. MINUTES (Agenda Item 4) • Councillor Shahbaz Ahmed noted that his apologies for absence had not been recorded in the minutes of the last SACRE meeting.
• It was discussed and then agreed that on the first page of the minutes of the 31.10.2018 meeting, it should be made clear what Items 8 and 9 as stated thereon referred to. Namely, Item 8 was a Revision of the SACRE Constitution. This Item was still being deferred as Lesley Prior was still not available. Item 9 in the 31.10.2018 minutes was a reference to the Commission on Religious Education Report and this item was on the agenda for the present meeting as Item 7.
• It was noted that one of the bullet points under Agenda Item 6 of the 31.10.2018 minutes was an incomplete sentence. It was proposed and agreed that the sentence be completed with the words is varied. So, the sentence should now read: Dairy Meadow Primary School (DMPS) served over 420 pupils whose parental religious affiliation is varied.
RESOLVED: That, subject to the above amendments, the minutes of the meeting held on 31 October 2018 be agreed and signed as a true and correct record.
MATTERS ARISING from the 31.10.2018 minutes
• Briefing on the Determination Application Form for Ealing SACRE (Agenda item 7)
With respect to the sentence Suggested that the application form could provide in its first page more precise information about what schools need to provide, as the experience was that schools often provided too many unnecessary documents on page three of the minutes, Members noted that there had been a long conversation about confidentiality at the last meeting concerning schools’ governing board minutes.
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 2
Page 4 of 76 MATTERS ARISING from the 31.10.2018 minutes continued Angela informed the meeting that it was proposed that the new forms for schools, contained within this meeting’s report on Revised Documentation for Determination Applications (this meeting’s Agenda Item 5), would be updated to say schools only need to provide the relevant section of the governing board minutes.
• Annual Report 2017-2018 (Agenda Item 8)
With respect to the Council Members’ enquiry about SACRE’s authority to visit schools that had not been applying for determinations, Angela reported that SACRE does have a role in monitoring therefore there is no reason at this stage to say SACRE Members cannot carry out such visits to schools.
5. REVISED DETERMINATION DOCUMENTATION REPORT (Agenda item 5)
The Chair asked Angela Doherty to introduce her report on the Revised Documentation for Determination Applications. Angela thanked Marianne Izen and Oliver Murphy for their contributions to this report, in particular, in providing information to go with visits before a determination decision is made.
Angela said that schools would get a complete pack comprising a diagram of the process and a letter. Schools will be informed of a decision within 10 days. There was an example of the form for Maintained Schools on pages 15 to 17 of the agenda pack. Angela informed the meeting that the legal requirement was for schools to hold collective worship. Therefore, the monitoring of this should be the function of any SACRE visits. Any considerations about the teaching of Religious Education within schools on such visits would be additional information as it was not a required aspect of the determination renewal visit.
Angela said schools would be given a clear explanation about the [determination] process, the application form and Information about the visit.
Marianne Izen said the list of questions on pages 19-20 of the agenda pack was intended to provide examples of questions SACRE members may ask if they visit a school. It was not an exhaustive list. Oliver Murphy said the information on pages 18 to 20 had originally started out as a briefing note for SACRE members and had now become information for schools.
Angela went on to refer to the information on pages 23 -24 – Applying for a Determination: Academies and Free Schools. She said this information had been taken from the Religious Education Council of England & Wales. Free schools and Academies should now apply directly to the DfE for a determination. Within the Ealing borough, Angela was aware that Featherstone had had some problems with submitting their form to the DfE. Angela noted that it was now the Education and Standards Funding Agency portal that the form should to submitted to. The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 3
Page 5 of 76 RESOLVED: That the Ealing SACRE: - agree the updated determination application form for maintained schools and - receive the updated determination application for academies.
6. LIST OF DETERMINATIONS AND MAINTAINED SCHOOLS UPDATE (Agenda Item 6)
Angela informed the Committee that pages 25 to 28 of the agenda pack should form part of Agenda Item 6 rather than Agenda Item 5.
On page 25 – Ealing SACRE: Schools granted determinations – Angela advised that the only school whose determination was due to expire this year was Hambrough Primary in the autumn term. A letter would be sent to Hambrough in the spring term 2019. On page 26, the note next to the entry for Blair Peach Primary could now be removed as they had renewed their determination. The note next to the entry for Dormers Wells (Infants, Junior and High Schools) should read Letter to be sent in the autumn 2019 and not spring 2019. On page 27, Angela informed the Committee that there was a school missing – Wood End Infant – for which there was no determination in place.
A member from the Religious Denominations other than the Church of England Group wanted to know how much time should elapse before a school is followed up about renewing their determination. Angela said the statutory requirement was for schools to hold acts of collective worship and that it was not a legal requirement for them to ask for a determination. A determination lasts for 5 years. A member noted that the Committee was assuming in all trust that all schools (which did not already have a determination) are offering worship of a wholly Christian character. The Committee had no way of knowing for sure and the question was raised whether it was SACRE’s role to check. Angela said SACRE had a role to monitor the teaching of Religious Education (RE). As such they could ask for schools’ collective worship policy. This step would have to be a decision of the SACRE membership.
Another member noted that there was a RE and Reflection Monitoring form for schools to complete in this regard, however this was a tick list and had to be taken on trust. The Committee was informed that this self-evaluation form was sent to every school. At present over half of Ealing schools do complete the form. Nora Leonard, the previous SACRE Adviser, had done very good work with SACRE explaining about collective worship and reflection.
Some members persisted with the question of who monitors schools. Dr. Elizabeth Day said that SACRE does. She said she had missed the last meeting, however, prior to that, there had hardly been any meeting at which there had not been some sort of report on the monitoring of collective worship. Dr Day noted that recent changes at Ealing Council may have had an impact on this function.
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 4
Page 6 of 76 It was reiterated that the form is voluntary however schools were aware that it is in their interests to apply for a determination if they need it. Angela offered that as part of a general gatekeeping notice, a new form could be sent to schools asking them to confirm they were providing collective worship of a wholly or mainly Christian character. Angela noted that there were very few schools in Ealing where the largest group of students is Christian.
The member who had raised the issue initially wanted to make clear that he was not questioning the integrity of schools, just whether there were adequate processes in place.
Councillor Millican observed that several schools where students of a Christian background were a minority have applied for a determination therefore the SACRE’s role had been fulfilled where those schools were concerned.
Oliver Murphy enquired whether SACRE could have access to the data about the religious make-up of Ealing schools. Angela said that yes, this was possible. Oliver went on to suggest that in that case perhaps a more targeted letter could be sent to say ‘we are aware that this is your (religious) make-up, can you confirm that this is what you are doing – i.e. collective worship of a wholly or mainly Christian character.
Dr Day suggested that perhaps a report could be included in the agenda for the next meeting, detailing the faith make-up of all the schools, per school, that the SACRE is responsible for monitoring.
Angela referred to pages 33 and 35 of the report. She said this data may be useful for the SACRE constitution. At the moment, the SACRE constitution and the Ealing 2011 census do match up. Angela clarified that the 2011 census figures were for the Ealing population at large. The data provided compared these 2011 figures with the 2018 religious population data for Ealing Schools.
RESOLVED: i) That the Ealing SACRE: - note the updated list of schools with determinations and the list of Ealing maintained schools within the remit of SACRE; and - note the comparative data on the 2011 Census factsheet outlining the distribution of religions in Ealing and the table outlining the distribution of religions in Ealing schools. ii) That officers: - provide a report detailing the faith make-up of all the schools, per school, that the Ealing SACRE is responsible for monitoring for the next meeting.
7. COMMISSION ON RELIGIOUS EDUCATION REPORT Sept 2018 – DfE Response (Agenda Item 7)
This Item had been deferred from the previous meeting (Item 9 from the agenda for 31.10.2018 meeting).
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 5
Page 7 of 76 Angela referred to statements made in the Damian Green letter which was a response to the report and recommendations of the Commission on Religious Education (REC). Angela pointed out that a very high number of students in Ealing Schools take Religious Studies (RS) GCSE. Furthermore, in six out of eight non-faith schools all students take RS GCSE. Therefore, low take up of RS GCSE is not an issue in Ealing.
The Chair asked why the REC had been disappointed with the Secretary of State’s response. Angela’s reply was that was because he had not really addressed the recommendations of the report but had presented government policy on teacher recruitment and subject knowledge courses in relation to RE. Angela said the RE syllabus in the LBE does cover world views.
Dr Day said that as a member of SACRE, she wanted to comment that it was worth noting that the Secretary of State had not agreed to 12 hours of contact time on RE for trainee primary school teachers. This recommended aspect of primary Initial Teacher Education (ITE) was the bare minimum compared to other subjects.
Angela said that while RE is a mandatory subject, the syllabus is locally agreed by each local authority. There are opportunities for local authorities to provide CPD support for teachers and also for a teacher not to agree to teach RE. The proposed new OFSTED framework has a big emphasis on the curriculum, so this could be an opportunity to raise the profile of RE within primary schools. She suggested that SACRE members look at some of the recommendations in the REC report and consider whether they wished to incorporate any within Ealing.
Councillor Raza asked how SACRE would go about implementing the twelve hours. Dr Day replied that proceeding through NASACRE would be the first step in the process.
Angela clarified that the recommendation could be made to Initial teacher training providers such as the PGCE. Those in school-based training could already be getting twelve hours contact time.
RESOLVED: Ealing SACRE to promote the twelve hours ITE contact time through NASACRE.
8. SACRE Syllabus Renewal (Agenda Item 8)
Angela Doherty presented her report on Reviewing the Ealing agreed syllabus for RE. The syllabus was last agreed in 2014. Angela said there was a consultation underway to find out what schools felt about the current syllabus and whether it still meets their needs. In considering whether to amend or refresh the current syllabus, the current Ealing RE syllabus could be compared with others that had been refreshed more recently, such as that for Newham Authority.
Angela wanted to sound out members’ feelings about participating in a group to renew the syllabus. Members said they wanted the title of the syllabus to still be “Sowing the Seeds of
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 6
Page 8 of 76 the Future.” Angela said that members should also consider whether they needed external assistance in carrying out this review.
A member noted that there was no mention of Catholic social teaching in the syllabus or of the Church of England social theology. The member felt the syllabus should be broadened out from liberation theology, in particular, for Key Stage 3 and Key Stage 4.
Another member said the curriculum should have something on tolerance, particularly in view of the rise of antisemitism.
Oliver Murphy said only 15% of the Ealing population professed no belief; nonetheless, this was a higher figure than for some religions. His view was that measures should be in place to engage young people who did not have a religious background in moral teaching.
The persons who had been in the participating groups for syllabus reviews in January 2011 and July 2014 were noted on pages 100 and 101 of the agenda papers.
Dr. Marianne Izen wanted to know the timeframe for the review.
Angela said it should be done by the autumn term and that SACRE should aim to have it signed off by Cabinet by the end of the year.
The Chair asked if it was known what neighbouring boroughs were doing. Angela said some boroughs had had different providers come in and present on the syllabus they could offer. However, it should be noted that this gave the impression of being a selling exercise.
Dr. Izen pointed out that the syllabus was primarily an education document and not a religious document. Angela suggested that perhaps a group with RE expertise could review the syllabus. Oliver Murphy said that a central point would be needed to submit views.
The Chair said there was also the option to buy a ready-made syllabus. Angela agreed that yes, this was possible, and some authorities had done so jointly.
The current LBE syllabus had been drawn up in 2009 and re-vamped in 2014. It was now time to have it reviewed professionally.
Angela went on to say that depending on when consultations were received back from schools, the Committee could compare with syllabi from other local authorities. Members requested to see the Newham syllabus in order to facilitate intelligent comments.
RESOLVED: That the Ealing SACRE:
(i) consult with schools on the current agreed syllabus and proposed changes (ii) form a working group to review the agreed syllabus.
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 7
Page 9 of 76 9. DATE OF THE NEXT MEETING The next meeting will be held on Thursday 13th June 2019. Dr Marianne Izen informed the Committee that she will not be able to make the next meeting. The meeting ended at 8:23pm.
Cllr Tariq Mahmood, Chair.
The minutes should be read in conjunction with the agenda for the meeting. They are subject to approval and signature at the next meeting of this Committee. Page 8
Page 10 of 76 Report for: ACTION/INFORMATION
Item Number: 5
Contains Confidential NO or Exempt Information
Title Report on faith make-up of all Ealing maintained schools without a faith designation Responsible Officer(s) Julie Lewis, Director Learning Standards, School Partnerships Author(s) Angela Doherty (LA SACRE lead) Portfolio(s) Cllr Yvonne Johnson For Consideration By SACRE Date to be Considered Thursday 13th June 2019 Implementation Date if Not Called In Affected Wards All Keywords/Index SACRE
Purpose of Report:
The purpose of the report is to provide an overview of the faith make-up of Ealing maintained schools without a faith designation.
Members may wish to refer to the comparison with Ealing census data provided in the February 2019 meeting (page 33-35 of the agenda pack)
1. Recommendations
SACRE members to note and agree follow up in relation to application for determinations for collective worship.
2. Reason for Decision and Options Considered
3. Key Implications
4. Financial
a) Financial impact on the budget (mandatory)
N/A
1
Page 11 of 76 5. Legal Legal implications should include confirmation that the Council has the power to take the actions proposed, and clarification of any restrictions on that power. Mention any relevant Government, or other guidance and how the proposals address that guidance.
Religious Education and Collective Worship Circular 1/94 31 January 1994
6. Value For Money N/A
7. Sustainability Impact Appraisal N/A
8. Risk Management Identify any potential risks associated with the options and the proposed course of action; if none, say so. Please keep to one paragraph.
None
9. Community Safety None
10. Links to the 3 Key Priorities for the Borough If none, say so. Please keep to one paragraph.
The council’s administration has three key priorities for Ealing. They are: • Good, genuinely affordable homes • Opportunities and living incomes • A healthy and great place
None
11. Equalities, Human Rights and Community Cohesion None
12. Staffing/Workforce and Accommodation implications: If none, say so. Please keep to one paragraph. None
13. Property and Assets If the report does not involve property, please state that there are no property implications.
None
14. Any other implications: Anything else that seems appropriate, including impact on front line services and Area implications. Please keep to one paragraph.
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15. Consultation N/A
16. Timetable for Implementation N/a
17. Appendices None
18. Background Information
SACRE agenda and minutes
Religious Education and Collective Worship Circular 1/94 31 January 1994
Decision type: Urgency item?
Report no.: Report author and contact for queries: Angela Doherty, ELP Quality & Partnerships Lead 11-19 [email protected]
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Page 14 of 76 Percentage of pupils of each religion by school, May 2018 Christian
School Buddhist Hindu Jewish Muslim Sikh Religion* Other NoReligion Unclassified total Pupils All Christian (unspecified) Christian Baptist England of Church Catholic Orthodox Witness Jehovah's Methodist DayAdventist Seventh Christian* Other Total Christian Brentside High School 28% 5% 1% 0% 0% 0% 34% 1% 9% 0% 39% 4% 1% 12% 1% 1421 Elthorne Park High School 35% 0% 35% 1% 2% 0% 17% 2% 1% 37% 4% 1275 Greenford High School 16% 0% 0% 5% 0% 1% 22% 0% 15% 44% 13% 1% 5% 0% 1737 Northolt High School 19% 1% 8% 3% 0% 0% 30% 1% 8% 25% 3% 1% 10% 22% 736 The Ellen Wilkinson School for Girls 5% 0% 3% 6% 1% 1% 0% 1% 16% 1% 10% 0% 58% 1% 1% 7% 6% 1300 Villiers High School 23% 23% 0% 18% 0% 33% 20% 2% 1% 3% 1269 High Schools Total 21.8% 0.1% 0.6% 12.7% 0.6% 0.2% 0.1% 0.1% 0.1% 36.2% 0.5% 8.3% 0.2% 33.7% 7.4% 1.1% 8.4% 4.3% 18813 Allenby Primary School 12% 12%1%11% 56%14%1%4% 273 Beaconsfield Primary School 6% 15% 1% 21% 20% 41% 17% 0% 0% 343 Berrymede Infant School 20% 20% 1% 0% 70% 2% 0% 6% 246 Berrymede Junior School 22% 22% 0% 71% 1% 1% 5% 1% 372 Blair Peach Primary School 3% 4% 0% 7% 30% 45% 17% 0% 509 Clifton Primary School 8% 8% 12% 43% 37% 0% 471 Coston Primary School 28% 28% 1% 14% 40% 6% 2% 7% 4% 436 Dairy Meadow Primary School 13% 2% 15% 0% 14% 38% 29% 0% 3% 480 Derwentwater Primary School 17% 0% 10% 1% 1% 1% 29% 0% 1% 53% 1% 0% 14% 0% 621 Downe Manor Primary School 23% 4% 27% 2% 9% 41% 6% 1% 13% 0% 425 Drayton Green Primary School 15% 0% 1% 9% 1% 0% 0% 26% 4% 45% 0% 2% 19% 3% 386 Durdan’s Park Primary School 2% 2% 24% 29% 37% 6% 2% 1% 494 East Acton Primary School 12% 10% 2% 23% 0% 1% 62% 7% 6% 303 Featherstone Primary School 8% 8% 0% 14% 33% 44% 1% 0% 708 Fielding Primary School 38% 38% 1% 3% 1% 15% 1% 1% 39% 2% 945 Gifford Primary School 16% 0% 10% 1% 1% 0% 29% 1% 6% 50% 4% 0% 9% 0% 935 Grange Primary School 26% 4% 0% 30% 3% 4% 1% 25% 1% 3% 34% 0% 871 Greenwood Primary School 41% 41% 1% 18% 23% 2% 6% 9% 0% 621 Hambrough Primary School 18% 0% 18% 0% 29% 24% 27% 1% 1% 518 Havelock Primary School 6% 6% 11% 36% 35% 10% 1% 0% 449 Hobbayne Primary School 20% 14% 2% 36% 1% 4% 1% 29% 2% 2% 26% 0% 675 Horsenden Primary School 12% 0% 0% 17% 2% 0% 0% 0% 32% 2% 20% 34% 1% 1% 6% 4% 918 John Perryn Primary School 24% 24% 1% 1% 0% 57% 0% 4% 12% 437 Lady Margaret Primary School 9% 9% 0% 24% 0% 35% 28% 2% 1% 1% 679 Little Ealing Primary School 18% 14% 9% 41% 1% 5% 1% 11% 0% 1% 37% 4% 685 Mayfield Primary School 36% 36% 7% 32% 2% 1% 23% 1% 382
Ealing Schools Research and Data Team Page 15 of 76 Source - May background data provided by schools, Summer 2018 Percentage of pupils of each religion by school, May 2018 Christian
School Buddhist Hindu Jewish Muslim Sikh Religion* Other NoReligion Unclassified total Pupils All Christian (unspecified) Christian Baptist England of Church Catholic Orthodox Witness Jehovah's Methodist DayAdventist Seventh Christian* Other Total Christian Montpelier Primary School 12% 1% 8% 3% 1% 24% 1% 7% 1% 35% 2% 1% 28% 674 North Ealing Primary School 19% 0% 2% 7% 2% 0% 0% 31% 2% 5% 1% 25% 3% 1% 24% 7% 710 North Primary School 9% 9% 0% 29% 38% 22% 0% 1% 414 Oaklands Primary School 33% 33% 1% 2% 25% 1% 4% 25% 8% 517 Oldfield Primary School 39% 39% 1% 9% 35% 2% 5% 9% 418 Perivale Primary School 8% 5% 13% 2% 33% 46% 2% 1% 4% 461 Petts Hill Primary School 15% 11% 1% 27% 2% 15% 34% 4% 5% 14% 255 Ravenor Primary School 12% 3% 10% 1% 0% 26% 1% 14% 38% 8% 13% 0% 673 Selborne Primary School 33% 0% 34% 1% 6% 48% 0% 2% 8% 0% 605 Southfield Primary School 37% 37% 0% 1% 0% 34% 1% 19% 7% 467 St. John’s Primary School 31% 31% 1% 3% 50% 2% 1% 12% 467 St. Mark’s Primary School 17% 0% 7% 18% 2% 1% 0% 1% 46% 1% 1% 0% 15% 3% 0% 32% 1% 491 Stanhope Primary School 32% 32% 2% 18% 33% 8% 2% 4% 1% 501 Three Bridges Primary School 12% 1% 7% 1% 0% 21% 0% 7% 49% 14% 0% 8% 2% 440 Tudor Primary School 4% 4% 7% 17% 0% 47% 27% 0% 1% 456 Vicar’s Green County Primary School 22% 22% 2% 27% 0% 40% 1% 3% 5% 1% 440 Viking Primary School 16% 5% 21% 2% 4% 47% 4% 3% 19% 240 West Acton Primary School 13% 4% 0% 0% 18% 4% 3% 48% 0% 2% 25% 661 West Twyford Primary School 22% 0% 0% 13% 0% 1% 1% 1% 39% 1% 3% 49% 0% 1% 8% 397 Willow Tree Primary School 23% 23% 2% 9% 0% 36% 2% 8% 20% 0% 662 Wolf Fields Primary School 15% 15% 14% 32% 27% 2% 2% 9% 392 Wood End Infant School 19% 14% 3% 36% 1% 19% 23% 1% 0% 12% 7% 301 Primary Schools Total 18.4% 0.1% 1.3% 16.0% 0.8% 0.1% 0.1% 0.0% 0.1% 36.8% 0.8% 9.0% 0.1% 30.6% 8.6% 1.6% 11.0% 1.5% 34118 Ealing Total 19.6% 0.1% 1.0% 14.6% 0.7% 0.1% 0.1% 0.0% 0.1% 36.3% 0.7% 8.7% 0.1% 31.7% 8.2% 1.5% 10.0% 2.8% 54515 * Less than 15 pupils across all schools - see detailed breakdowns for further details **Dual roll pupils are shown against both schools but only counted once in totals.
Ealing Schools Research and Data Team Page 16 of 76 Source - May background data provided by schools, Summer 2018 Ealing maintained schools with no faith designation: Determinations and largest religion groups for SACRE June 2019 Total % of 2 2nd largest Determination Renewal date Religion Highest % Religion highest % religions Maintained primary schools 1 Allenby Primary School Yes Spring 2020 Muslim 56% Sikh 14% 70% 2 Beaconsfield Primary and Nursery School Expired Muslim 41% Christian 21% 62% 3 Berrymede Infant School No Muslim 70% Christian 20% 90% 4 Berrymede Junior School No Muslim 71% Christian 22% 93% 5 Blair Peach Primary School Yes Autumn 2022 Muslim 45% Hindu 30% 75% 6 Clifton Primary School Yes Summer 2021 Muslim 43% Sikh 37% 80% 7 Coston Primary School No Muslim 40% Christian 28% 68% 8 Dairy Meadow Primary School Yes Autumn 2023 Muslim 38% Sikh 29% 67% 9 Derwentwater Primary School No Muslim 53% Christian 29% 82% 10 Downe Manor Primary School No Muslim 41% Christian 27% 68% 11 Drayton Green Primary School No Muslim 45% Christian 26% 71% 12 Durdans Park Primary School Yes Summer 2021 Sikh 37% Muslim 29% 66% 13 East Acton Primary School No Muslim 62% Christian 23% 85% 14 Featherstone Primary and Nursery School Yes Summer 2020 Sikh 44% Muslim 33% 77% 15 Fielding Primary School No No religion 39% Christian 38% 77% 16 Gifford Primary School No Muslim 50% Christian 29% 79% 17 Grange Primary School No No religion 34% Christian 30% 64% 18 Greenwood Primary School No Christian 41% Muslim 23% 64% 19 Hambrough Primary School Yes Autumn 2019 Hindu 29% Sikh 27% 56% 20 Havelock Primary School and Nursery Yes Autumn 2021 Muslim 36% Sikh 35% 71% 21 Hobbayne Primary School No Christian 36% No religion 26% 62% 22 Horsenden Primary School No Muslim 34% Christian 32% 66% 23 John Perryn Primary School No Muslim 57% Christian 24% 81% 24 Lady Margaret Primary School Yes Autumn 2020 Muslim 35% Sikh 28% 63% 25 Little Ealing Primary School No Christian 41% No religion 37% 78% 26 Mayfield Primary School No Christian 36% Muslim 32% 68% 27 Montpelier Primary School No Muslim 35% No religion 28% 63% 28 North Ealing Primary School No Christian 31% Muslim 25% 56% 29 North Primary School Expired Muslim 38% Hindu 29% 67% Muslim & 25% 30 Oaklands Primary School No Christian 33% No religion (each) 58% 31 Oldfield Primary School No Christian 39% Muslim 35% 74% 32 Perivale Primary School No Muslim 46% Hindu 33% 79% 33 Petts Hill Primary School No Muslim 34% Christian 27% 61% 34 Ravenor Primary School No Muslim 38% Christian 26% 64% 35 Selborne Primary School No Muslim 48% Christian 38% 86% 36 Southfield Primary School No Christian 37% Muslim 34% 71% 37 St John's Primary School No Muslim 50% Christian 31% 81% 38 St Mark's Primary School No Christian 46% No religion 32% 78% 39 Stanhope Primary School Yes Summer 2020 Muslim 33% Christian 32% 65% 40 Three Bridges Primary School Yes Spring 2021 Muslim 49% Christian 21% 70% 41 Tudor Primary School Yes Autumn 2022 Muslim 47% Sikh 27% 74% 42 Vicar's Green Primary School No Muslim 40% Hindu 27% 67% 43 Viking Primary School No Muslim 47% Christian 21% 68% 44 West Acton Primary School No Muslim 48% No religion 25% 73% 45 West Twyford Primary School No Muslim 49% Christian 39% 88% 45 Willow Tree Primary School No Muslim 36% Christian 23% 59% 47 Wolf Fields Primary School Yes Spring 2022 Muslim 32% Sikh 27% 59% 48 Wood End Infant School No Christian 36% Muslim 23% 59% 26% of maintained primary schools have % determinations as of May determinations 2019 % religions as of May 2018
Maintained high schools 1 Brentside High School No Muslim 39% Christian 34% 73% 2 Elthorne Park High School No No religion 37% Christian 35% 72% 3 Greenford High School No Muslim 44% Christian 22% 66% 4 Northolt High School No Christian 30% Muslim 25% 55% 5 The Ellen Wilkinson School for Girls No Muslim 58% Christian 16% 74% 6 Villiers High School Yes Summer 2023 Muslim 33% Christian 23% 56% 14% of maintained high schools have a % determinations as of May determination 2019 % religions as of May 2018
Page 17 of 76
Page 18 of 76 Report for: ACTION/ INFORMATION
Item Number: 6
Contains Confidential NO or Exempt Information
Title NASACRE briefing Responsible Officer(s) Julie Lewis, Director Learning Standards, School Partnerships Author(s) Angela Doherty (LA SACRE lead) Portfolio(s) Cllr Yvonne Johnson For Consideration By SACRE Date to be Considered Thursday 13th June 2019 Implementation Date if Not Called In Affected Wards All Keywords/Index SACRE
Purpose of Report:
The NASACRE briefing provides the latest information from the National Association of SACREs including items on the Agreed Syllabus Conference, compliance with the teaching of RE (DfE letter), SACRE funding. There will be a verbal update on the NASACRE conference held on 22nd May 2019.
1. Recommendations
SACRE members to note and agree any follow up actions.
2. Reason for Decision and Options Considered
3. Key Implications
4. Financial
a) Financial impact on the budget (mandatory)
N/A
5. Legal Legal implications should include confirmation that the Council has the power to take the actions proposed, and clarification of any restrictions on that power.
1
Page 19 of 76 Mention any relevant Government, or other guidance and how the proposals address that guidance.
Religious Education and Collective Worship Circular 1/94 31 January 1994
6. Value For Money N/A
7. Sustainability Impact Appraisal N/A
8. Risk Management Identify any potential risks associated with the options and the proposed course of action; if none, say so. Please keep to one paragraph.
None
9. Community Safety None
10. Links to the 3 Key Priorities for the Borough If none, say so. Please keep to one paragraph.
The council’s administration has three key priorities for Ealing. They are: • Good, genuinely affordable homes • Opportunities and living incomes • A healthy and great place
None
11. Equalities, Human Rights and Community Cohesion None
12. Staffing/Workforce and Accommodation implications: If none, say so. Please keep to one paragraph. None
13. Property and Assets If the report does not involve property, please state that there are no property implications.
None
14. Any other implications: Anything else that seems appropriate, including impact on front line services and Area implications. Please keep to one paragraph.
15. Consultation N/A
2
Page 20 of 76
16. Timetable for Implementation N/a
17. Appendices None
18. Background Information
SACRE agenda and minutes
Religious Education and Collective Worship Circular 1/94 31 January 1994
Decision type: Urgency item?
Report no.: Report author and contact for queries: Angela Doherty, ELP Quality & Partnerships Lead 11-19 [email protected]
3
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Page 22 of 76 28/05/2019 SACRE briefing 22
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Latest news and updates from NASACRE View this email in your browser
SACRE BRIEFING Issue: 22
This issue includes:
Welcome from the vice chair In defence of the locally determined Agreed Syllabus Conference NASACRE 2019 Conference & AGM – 22 May 2019 Benefits of NASACRE Membership DfE Letter on School Compliance in RE National Recommendation on SACRE Funding Are you looking to build Capacity? SACRE ‘Buddy’ Systems Opinion – ‘…there arose in Egypt a new king who did not know Joseph…’ National RE Ambassadors AREIAC Conference 1st – 2nd July 2019 EFTRE Conference Innovative Spaces of RE for Real: analysing and showcasing new ways of learning - request for participants Message from Culham St Gabriel’s Trust: LANRW Pilot Project Primary RE 1000: A valuable opportunity for SACREs to nominate schools for this NATRE RE-improvement project Page 23 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 1/12 28/05/2019 SACRE briefing 22 Agreed Syllabi Subscribe Past Issues Translate SACRE Governor Training REQM / SACRE links Items for your Summer Term SACRE meeting
Welcome from the Vice Chair
In this turbulent political climate, the national focus may not be on religious education judging by this response from Nick Gibb (Minister of State at the DfE) to the question of the implications of the recommendations of the CoRE Religion and Worldviews: the way forward, for the consideration of his Department:
‘My Right Hon. friend, the Secretary of State, decided that accepting the Commission’s main proposals would be incompatible with his commitment to make no changes to the curriculum, other than those already announced, during the remaining lifetime of this Parliament.’
NASACRE has already responded to the CoRE report’s recommendations in a previous Briefing, but we remain optimistic as a national body in advising SACREs to continue to promote good quality religious education through principled local democracy. We are encouraged that new Agreed Syllabi continue to be produced and we are pleased to learn that the Royal Borough of Greenwich is launching their new syllabus this month, with Devon, Torbay and Plymouth planning to launch theirs in June. The prevalence of good religious education throughout the country, supporting all learners, is welcomed.
Please could I further encourage those SACREs which are not now full members of NASACRE to consider joining if they have not already done so? There are examples in this newsletter - which is regularly sent to all SACREs - of assistance and guidance that NASACRE is able to offer its members. We are only as strong as our membership.
Robert Morgan – Vice Chair
In defence of the locally determined Agreed Syllabus Conference
A short article by Vice Chair, Robert Morgan, in defence of some comments found on social media, which misunderstand the role of SACREs and Agreed Syllabus Conferences in the design and promotion of religious education syllabi. Page 24 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 2/12 28/05/2019 SACRE briefing 22
Subscribe Past Issues Translate NASACRE 2019 Conference & AGM - 22 May 2019
Cohesive Communities and Effective Partnerships; RE near and far (local, national, global)
The 2019 annual NASACRE conference and AGM will be held in Manchester on Wednesday 22 May at the DoubleTree by Hilton, 1 Piccadilly Place, 1 Auburn Street, Manchester M1 3DG. Coffee and tea will be served from 10.30. We will start at 11.00 and close by 16.15.
Directions: as you exit Manchester Piccadilly Rail Station by W H Smith, you will see a protected walk-way across a main road (mind the trams!). Cross there and follow the path forward and to your right. Follow it round, and you will see a porch on your right; enter the hotel there through the restaurant, or you can walk around the building and enter through the main entrance. It is about a two-minute walk from the station.
There will be elections for specific roles on the NASACRE Executive. When putting candidates forward for election, SACREs must complete a nomination form with a 75-word bio of their candidates (who do not address members on the day) together with 100 words on the suitability of those nominees for the Exec roles. Forms must be returned at the latest by Friday 17 May.
Conference bookings are open; please check our conference page for more detail as it becomes available.
Benefits of NASACRE Membership
We are delighted to have so many fully paid-up member SACREs. This helps us to continue to provide the range of support we offer. All SACREs are affiliated to NASACRE. But do you know what being a fully paid-up member of NASACRE offers?
Special ‘members only’ sections of the NASACRE website, which include useful information such as withdrawal from RE and information for new SACRE members (see example from one LA here) Support and advice on issues around non-compliance and funding Opportunity to take part in the annual NASACRE conference and other joint conferences at lower cost.
Page 25 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 3/12 28/05/2019 SACRE briefing 22
SubscribeDfE LPastet Issuester on School Compliance in RE Translate
Neil Lawson from the Curriculum Unit of the Department for Education has written to our Chair, Paul Smalley, setting out the expectations of the government with regards to school compliance in RE, covering:
The requirement to teach RE (including what is expected from academies and free schools Advice about the application of the agreed syllabus, and whether qualifications can be stipulated as part of that How to handle reports of a school not meeting its duty to teach RE
It is extremely useful to have these aspects set out in writing, and we hope that this will help SACREs to be proactive in challenging schools of all types to provide the very best RE.
National Recommendation on SACRE Funding
We were shocked at the results of our recent survey about how little of the Central Services School Block (CSSB) is being used by Local Authorities on SACRE business. Many SACREs are allocated far less than 1%. We have discussed these figures with the DfE and are now setting out a national recommendation.
The government’s guidance is clear:
An LA should fund and support a SACRE and an ASC satisfactorily in line with the duty to constitute or convene each of these bodies and to enable them effectively to carry out their functions.
(Religious Education in English schools: Non‑statutory guidance 2010, page 11)
The following can be reasonably expected to be funded from the CSSB:
a clerk a professional officer who has expertise in RE curriculum design; a publicly accessible place to meet; the reasonable expenses of members; publishing the agreed syllabus and other SACRE materials (including agendas and minutes), most usually on the LA website. NASACRE subscription and AGM attendance
The national recommendation is that an LA should allocate at least 2% of the CSSB to SACRE in order that SACRE can carry out its statutory duties.
Page 26 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 4/12 28/05/2019 SACRE briefing 22 We advise each SACRE to look up what your LA’s CSSB is here. Work out whether Subscribe Past Issues Translate your LA is allocating 2% to SACRE. If it is not, write to the LA, explaining what the national recommendation is and asking when the LA is likely to fund SACRE adequately. Note that, in a year in which an Agreed Syllabus review is needed, it is likely to require much more than 2% of the CSSB if the review is to be done properly.
Are you looking to build Capacity
Some SACREs are finding it helpful to approach their local Inter Faith Network (IFN) for Group A representatives.
Information about the IFN, including how to find your local group, can be found here: Inter Faith Network
SACRE 'Buddy' Systems
Is your SACRE particularly strong? Or are you struggling?
There are some great examples across the country of SACREs ‘buddying up’ to support each other. For example, Newham SACRE has formed a partnership with Waltham Forest SACRE:
The two SACREs at their last joint meeting
The two SACREs held an extra joint meeting, bringing together both groups at Walthamstow Town Hall. They looked at their purpose and roles, along with sharing examples of projects run in both areas, supporting interfaith learning and visits to Page 27 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 5/12 28/05/2019 SACRE briefing 22 places of worship. Subscribe Past Issues Translate
“It is amazing how much meeting with others has energised our SACRE. Members enjoyed having the opportunity to talk about their role and, with pride, about our place of worship competition.” Newham SACRE chair, Marie Hardie
Opinion - '...there arose in Egypt a new king who did not know Joseph...'
Michael Metcalf, NASACRE’s treasurer, has written a personal think piece about the role of the Church of England - SACRE Committee B - members over the years.
National RE Ambassadors
The aim of this new 2-year project is to grow the number of school teachers engaged in local RE groups, encourage and equip them in their classroom practice and connect them to high quality local, regional and national RE resources and support, through face-to-face contact.
Naomi Anstice (from Cheshire West and Chester SACRE) is the national leader, supported by a team of 10 regional ambassadors, seeking for ways to support practitioners in their teaching and leading of RE.
Naomi and her team who were appointed last November, are keen for SACREs to get in touch with their regional ambassadors and find out where any SACRE-led local groups / networks are. That way they can point people to their closest group, whatever organisation it comes under. The regional ambassadors have been contacting local SACREs in areas they are targeting during their first term. Since contact details may not be up to date, it would be great if SACRE members could contact their ambassador directly. Local RE events can also be advertised on the regional pages:
For more information about the project, go to: https://www.natre.org.uk/news/latest-news/regional-ambassadors- announced/
To find out about what is happening in your region, go to: https://www.natre.org.uk/about-natre/re-in-your-region/
To discover who your regional ambassador is, go to: https://www.natre.org.uk/about-natre/re-in-your-region/re- ambassadors/
Page 28 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 6/12 28/05/2019 SACRE briefing 22 For more information, do contact Naomi Anstice: [email protected] or on Subscribe Past Issues Translate Twitter @naomianstice
AREIAC Conference 1st - 2nd July 2019
The AREIAC (Association of RE Inspectors, Advisers and Consultants) 2019 conference will take place on 1st and 2nd July in the Village Hotel, Hyde, Manchester:
AREIAC Agents of Change: RE Leadership in A New World
AREIAC has created a great programme that will address many of the current hot topics in our RE world, a line-up of brilliant speakers who will challenge and engage, with plenty of time for debate and discussion. Over the two days, the focus will be on National Development, Curriculum Development and School Leadership as key areas, considering these from a research, academic and classroom basis. Guest speakers include Mary Myatt, Ed Pawson and Richard Kueh and there will be input and updates around the REvitalise project and RE Ambassadors. Check out the draft programme.
Please complete the booking form and return it to [email protected] as soon as possible; there are a limited number of rooms at excellent rates. An invoice will be sent to you for payment.
If you are not already a member of AREIAC, why not check the eligibility criteria and see if you may benefit from joining and taking advantage of member conference rates? You could save up to £30 - reducing your membership fee from £70 to £40! Please advertise this amongst colleagues and teachers.
If you have any queries, contact Gill at [email protected]
EFTRE Conference
The 14th European Forum for Teachers of Religious Education (EFTRE) conference takes place from Wednesday, 28 August to Saturday, September 1st, 2019 in Dublin, Ireland:
Reconciling Realities in Religious Education features keynotes from Ireland, Germany and Morocco, a range of workshops from facilitators from around Europe, together with some local visits.
For more details see the EFTRE website at www.eftre.net or contact [email protected] Page 29 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 7/12 28/05/2019 SACRE briefing 22
Subscribe Past Issues Translate Innovative Spaces of RE for Real: analysing and showcasing new ways of learning - request for participants
A group of London-based universities* is launching a new project to explore and showcase innovative approaches to education about religion and worldviews in schools. This will showcase classroom practice which meets the learning proposed in the new National Entitlement for Religion & Worldviews proposed by the Commission on Religious Education (CoRE) in September 2018.
The project builds on the 2015 report RE for Real – The Future of Teaching and Learning about Religion & Belief which helped lay the ground for the new Entitlement and National Plan.
Those launching this initiative believe there is much brilliant, innovative RE going on already all around the country which is exciting to students, but also some which is patchy and could be extended. The project will highlight key examples and will seek to complement debates about change in policy and practice, with the evidence gathered.
They would like to hear from schools already innovating in their teaching and learning about religion and worldviews.
Please highlight this project with schools in your area. If they would like to be involved in the project, they should complete this short questionnaire.
*Faiths & Civil Society Unit, Goldsmiths, University of London, and the Education for Social Justice research group at London South Bank University
Message from Culham St Gabriel's Trust: LANRW Pilot Project
Culham St Gabriel’s Trust is considering a two-year collaborative project to pilot Recommendation 8 of the CoRE report about SACREs becoming Local Advisory Networks on Religion & Worldviews (LANRWs).
The pilot will seek to trial the Recommendation with a number of SACREs in England who are interested to see if it will enable their SACRE to become more effective in supporting high quality RE.
Claire Clinton from the NASACRE Executive will be heading up the project, and the
Page 30 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 8/12 28/05/2019 SACRE briefing 22 Exec, along with NATRE and the REC are supporting the pilot. More details to come Subscribe Past Issues Translate for those taking part.
Primary RE 1000: A valuable opportunity for SACREs to nominate schools for this NATRE RE-improvement project
Are there Primary schools in your area who rarely engage with SACRE or with RE events? The ‘Primary RE 1000’ project from NATRE is designed to reach these schools with support for better RE. NATRE has received funding for an amazing RE development project called Primary RE 1000. The aim of the project is to benefit ‘hard to reach’ schools so that they are more engaged with RE. We have a list of project activities that will help Primary schools to improve their RE, wherever they are at the moment.
The project has been designed to challenge, support and inspire Primary schools where they need to change and improve the RE opportunities they give to pupils. The schools accepted to join the project will receive:
A digital starter pack to kick start better RE in their schools Over 1000 free-to-use classroom resources Links with a local group of RE teachers to share best practice NATRE membership at a discounted price (£55 for two years, instead of £150!) Opportunities to attend high quality training at a discounted rate
And much more…
What do we need from you? NATRE likes to work in partnership with dozens of SACREs and we extend this invitation to you to join with us. If you can send school names, email contacts and subject leader contacts, then we will invite eligible schools in your area to join the project. The invitation may come from us via SACRE, or directly from yourselves. Would you be willing to list and recommend 20 schools that you think could benefit from Primary RE 1000? If you give us your recommendations, we will check which schools qualify for Primary RE 1000 and get back to you with a personal invite you can send to them. NATRE is very eager to work in partnership with you.
We have a pro-forma for this and if you can please give 20 recommendations (or more!) of schools you think will benefit from Primary RE 1000, that would be great. If you have any questions or queries, please email Insya at [email protected] or you can call her on 0121 458 3313.
Thanks for the help!
Page 31 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 9/12 28/05/2019 SACRE briefing 22 Insya Abdulhussein Subscribe Past Issues Translate Communications Executive Lat Blaylock, National RE adviser
Agreed Syllabi
The following LAs have made their syllabi available for other LAs to explore and use:
In response to the call for sharing of Agreed Syllabi for the information of other LAs, the Cumbria Agreed Syllabus is free and available for all schools to access.
Pennine Learning is due to launch a new syllabus which will cover Kirklees, Leeds and Calderdale in April 2019. They are happy to share, but there would be a cost: contact Alastair Ross [email protected] to discuss.
Nottinghamshire Agreed Syllabus Religious Education for All was produced for the years 2015-2020. This was bought in an electronic format by another authority. Others may also buy through negotiation, in either hard copy with an accompanying CD, or in electronic version. The review will commence in late 2019 or early 2020. More information from Ken [email protected]
The Humber regional syllabus is available freely online at www.reweb.org.uk and is already adopted in other areas, users making a donation towards the improvement of the resources and upkeep of the syllabus website. Please acknowledge your interest with Sue Holmes, Consultant to the East Riding SACRE: [email protected]
If your SACRE is also willing to share a syllabus, please let us know!
SACRE Governor Training
A captivating title is all that was needed to entice some governors to RE training in Cumbria. This year, Cumbria SACRE has put on a new series of evening trainings across the county for governors entitled Do we need Religious Education now more than ever? This has provided opportunity for governors to learn about up-to-date requirements and responsibilities for RE, the national situation, as well as a space to share successes and concerns. The evenings consisted of practical activities and presentation - RE Bingo Icebreaker being a particular hit! In addition, a shorter presentation was made by Cumbria SACRE at the annual governor conference, and SACRE items will forthwith be included in the Cumbria governor newsletter. This training series will be offered again next academic year, as well as training for Page 32 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 10/12 28/05/2019 SACRE briefing 22 governors in Philosophy for Children (P4C). Subscribe Past Issues Translate
During 2019, Cumbria SACRE is one of several major partners planning celebrations for 25 years of Philosophy for Children (P4C) in Cumbria. From small beginnings as an approach for SMSC as part of a project in 1997, the use of P4C has since become a recommended approach within the Cumbria Agreed Syllabus. A small group of RE teachers in Cumbria has also recently been part of a national P4C project Building Understanding and Critical Thinking about Extremism through Enquiry. This has mainly involved schools in the North, including Manchester, Sheffield, Liverpool, Cumbria, along with the London Borough of Newham. For details please contact the Chair of Cumbria SACRE: [email protected]
REQM / SACRE links
Feedback from RE Quality Mark assessments show that a significant number of schools achieving the awards have links to their local SACRE. It is great to see these mutually beneficial partnerships between schools and their SACREs being recognised.
Are any schools in your area thinking of applying for REQM? How might SACRE support this?
We look forward to hearing from Linda Rudge, Manager of the REQM, in our next Briefing with examples of how award holders have been working with their local SACREs.
Items for your Summer Term SACRE meeting
Contact your LA to inform them of the national recommendation on funding SACRE with 2% of your LA’s CSSB. Ensure that your Annual Report has been completed and sent to the DfE and to NASACRE. Contact your new Regional Ambassador to see how you can work together. If you have any good practice to share, please let us know so we can include it in the next Briefing! Continue to take action on non-compliant Secondaries in your area and let the Exec know what you are doing about it. The DfE letter may help. Tell us if schools are not responding to a formal complaint. Email [email protected] with details of any events you are holding, including agreed syllabus launches. Page 33 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 11/12 28/05/2019 SACRE briefing 22 Book places for your members attending our AGM and Conference in Subscribe Past Issues Translate Manchester on 22 May, being very careful to note any dietary requirements! Consider whether your SACRE has any training needs that might be met by using resources on the NASACRE website. If you are a subscribed member, take a look at the ‘members only’ sections of the website, such as our withdrawal advice.
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Page 34 of 76 https://mailchi.mp/8292b1171b7d/6g3v9uvmy6-1332313?e=da7db1e3e7 12/12
Apologia
Religious education is not a national curriculum subject but it must be taught in all state- funded schools as enshrined in the 1988 Education Reform Act. Owing to the Secretary of State for Education having almost no influence in the subject, the curriculum for religious education is to be determined locally by Agreed Syllabus Conferences (ASCs) (Bastide, 2007), formed under Standing Advisory Councils for Religious Education (SACREs). The main focus is that: ‘Every agreed syllabus shall reflect the fact that the religious traditions in Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain.’ (Great Britain. Education Act, 1996, section 375) Local authorities are required to establish a SACRE which, as its chief aim, is to advise the said authority upon matters pertaining to religious education and collective worship. The Education Reform Act states the composition of SACRE members, who may also comprise Agreed Syllabus Conferences, are drawn from: Christian and other faith communities, the Church of England, teachers’ groups and democratically elected councillors. In addition to this role, it can require a local authority to review its agreed syllabus which then necessitates a standing conference to review it. It is called an agreed syllabus because it must be agreed by those with an interest in the teaching of religious education. Let it be clear to those who claim that it is the function of SACREs to convene an agreed syllabus: ‘…to draw up a syllabus the local authority must call a standing conference representing the interested parties; this is very often very similar and sometimes identical in membership to the SACRE but it is not the same as the SACRE – it has been set up for this one highly specific purpose.’ (Bastide, 2007, p.12) The future regarding the role of SACREs has been debated by the Commission on Religious Education’s 2018 report, ‘Religion and worldviews: the way forward’ under recommendation 8, which can be read here: https://www.commissiononre.org.uk/wp-content/uploads/2018/09/Final-Report-of-the- Commission-on-RE.pdf At this moment in time, the role of SACREs and ASCs is still valid. The reason is that the religious education syllabi provided by such organisations is underpinned by democracy. ‘Religious leads’ do not write the syllabus. Local democracy is not anachronistic and local authorities are certainly not in a place to waste public funds. Local democracy works for its people regardless of their religious or faith beliefs. Local democracy’s role in addressing the teaching and learning in religious education is diverse, functioning and relevant in today’s local, national and global sense.
http://www.nasacre.org.uk Page 1
Page 35 of 76 NASACRE is open to supporting the CoRE recommendations that seek to make religious education an entitlement for all pupils in all our schools. We want to see all SACREs functioning well across the country, ensuring that: “RE remains a vital academic subject for education in the 21st century. Studying RE gives young people the knowledge, understanding and motivation they need to understand important aspects of human experience, including the religious, spiritual, and moral. It gives insights into the arts, literature, history, and contemporary local and global social and political issues. It provides them with a space in the curriculum to reflect on their own worldview and to engage with others whose worldview may be different.” (CoRE, 2017, p. 1)
Robert Morgan Vice chair of NASACRE March 2019
References Bastide, D. (2007). Teaching religious education 4-11. 2nd edn. Abingdon: Routledge. Commission on RE (2017) Interim report, executive summary, religious education for all. [Online]. Available at: https://www.commissiononre.org.uk/wp- content/uploads/2017/09/Executive-Summary-FINAL.pdf (Accessed: 12 March 2019). Commission on RE (2018) Religion and Worldviews: the way forward. A national plan for RE. (Online]. Available at: https://www.commissiononre.org.uk/wp- content/uploads/2018/09/Final-Report-of-the-Commission-on-RE.pdf (Accessed: 12 March 2019). Great Britain. Education Act 1996: Elizabeth II. Chapter 3 (1996) Agreed Syllabuses, Section 375. London: The Stationery Office.
http://www.nasacre.org.uk Page 2
Page 36 of 76 Department for Education Curriculum Policy Division 2nd Floor Sanctuary Buildings London SW1 3BT
Tel: 0370 000 2288 Paul Smalley www.gov.uk/dfe Chair, NASACRE Email enquiry form: www.education.gov.uk/contactus/dfe Date: 22 March 2019
Dear Paul Compliance with the duty to teach Religious Education
As discussed when we last met, I have spoken to a few representatives of SACREs over recent months about what can be done about schools that are failing to meet their obligations to teach RE – whether that is in accordance with an Agreed Syllabus or, in the case of academies and free schools, in line with their funding agreements.
I thought it might be helpful if I set out what we expect of state funded schools and the steps to follow if these expectations aren’t met.
The requirement to teach RE
SACRE members will be familiar with the requirements on maintained schools, including the duty on those without a religious designation and voluntary controlled schools to follow the local Agreed Syllabus.
Under the terms of their Funding Agreement with the Secretary of State, all academies (including free schools) must provide RE for all their registered pupils from age 5 to 18, except for those whose parents exercise the right of withdrawal. Each academy’s funding agreement should be published on its website, but can also be found on DfE’s ‘Compare Schools’ website (once you’ve found the school, select the ‘workforce and finance’ option and scroll down to the funding agreement. The requirement to teach RE is set out in the ‘supplementary funding agreement’ for each school and also in newer ‘master funding agreements’ at multi-academy trust level).
Generally speaking, academies with a religious designation (except ex-voluntary controlled schools) must teach within the tenets of the faith specified in their designation. They may, in addition, provide RE that is in line with a locally agreed syllabus and teach about other faiths if they choose. Academies with no religious designation must teach RE that ‘reflects that the religious traditions in Great Britain are, in the main, Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain’. Academies are free to follow a locally agreed syllabus if they choose to.
Unlike an agreed syllabus, funding agreements do not provide further detail of the RE to be taught. However, we would expect that all schools provide pupils with a curriculum that is high quality and promotes progression through the key stages, including in RE. The non-
Page 37 of 76 statutory guidance for RE (2010) also states that head teachers should ensure that ‘the subject is well led and effectively managed, and that standards and achievement in RE, and the quality of the provision, are subject to regular and effective self-evaluation.’
Agreed syllabuses and requiring schools to teach an accredited qualification
The issue of requiring schools to teach an accredited Religious Studies qualification is one that has come up recently and, if this is a requirement of an agreed syllabus, it’s important that wording is carefully chosen. For example, I’ve seen variations of the following text in agreed syllabuses: ‘It is a legal requirement and an entitlement that all students (other than those withdrawn by parental request) study RE at Key Stage 4 through an accredited course….’.
This wording implies that it is a legal requirement to teach a RS qualification – whereas, in my view, the law does not directly state this ie. legislation doesn’t specifically require schools to teach RS. Neither does it require each agreed syllabus to specify that schools must teach a full or short course RS GCSE or other accredited qualification. However, the law does require relevant schools to follow the agreed syllabus. So, if an area’s syllabus says that an accredited RS qualification must be taught, then a school may be in breach of that statutory duty (ie. to follow the agreed syllabus) if it doesn’t do so.
It is also the case that, if a school is required by the agreed syllabus to teach a RS qualification at key stage 4, and enters its pupils for this at the end of Year 10, it should still be teaching RE in Year 11. Otherwise, it does not meet the duty to provide RE as part of its curriculum to ‘all registered pupils at the school’.
Handling reports that a school is not meeting its duty to teach RE
Where a school appears to be failing to meet its obligations – either to comply with the agreed syllabus or to meet funding agreement requirements to teach RE – we would expect the LA or SACRE to follow this up; and to refer the case to DfE if it cannot be resolved locally.
I’d recommend starting by contacting the school, outlining details of concerns and asking for comments. This allows the school an opportunity to correct misconceptions, provide clarifying information, or to resolve an issue. I’m also aware of cases where an LA officer or SACRE member has visited a school to discuss an issue in person to help them assess whether it is complying with the agreed syllabus.
If talking to the school hasn’t resolved the issue, the LA or SACRE should refer the case or any queries to my team via [email protected] , providing details of the issue and with copies of any related correspondence or emails between them and the school.
I hope that this is helpful.
Best wishes
Neil Lawson
2 Page 38 of 76 FEEDBACK FROM NASACRE MANCHESTER 22nd MAY 2019
It was an excellent, thought-provoking conference. SACREs supporting the creation of effective communities and partnerships, was the hallmark message of the day. “A school rooted in its community can be a force for common good” (Jenny Sinclair, founder, “Together for the Common Good” http://togetherforthecommongood.co.uk/). And, can we be diverse and cohesive at the same time? Professor Julian Stern, 2019 led the current thinking and research on this and quoted Jonathan Sacks who said it requires an attitude of seeing an area as ‘the home we build together’ (Sacks 2007).
There were two key-note speakers and with time for questions: “Cohesive Communities and Effective Partnerships – RE near and far” (Peter Bull, Alsop High School Liverpool) and “Uncertainty and Mortality: Two Stubborn Particulars of RE for Cohesive Communities” (Julian Stern, York St John University: see Appendix 1). Workshops followed lunch, concluding with a “Question Time” panel where members responded to questions posted during the day. Finally, there was the AGM - which I did not stay to. Informal networking over lunch also provided opportunity to learn from others and hear examples of good practice. In addition, on a shared table-top display at the back of the room, there samples of curricula documents and collective worship guidance from approximately twelve SACREs, which were useful to look through.
Having checked with Angela Doherty, Quality and Partnerships Lead 11-19, before I went, two areas I wanted to explore were how SACREs monitor quality of RE and Collective Worship and advice on reviewing a RE curriculum and assessment. Below are my findings based on round table conversations in workshops and over lunch, as well as looking at documents available.
How other SACREs monitor quality of RE and Collective Worship in schools: • There was a breadth of practice evident ranging from a few SACREs where no monitoring currently occurs; some where SACRE members made visits to schools with an agreed remit, often going into an assembly and only a few SACREs seemed to systematically monitor in any way. The consensus view seemed to be that Ofsted like schools’ self-assessment with evidence in school to support a RE coordinator’s or a head’s assessment – and this helps to give SACREs a gauge when visiting schools. • One chair of a SACRE regularly reviews schools’ websites as a way to monitor. She contacts schools by telephone where compliance with statutory requirements is not evident. She told me that it is a ‘gentle nudging’ role she plays and is usually well- received. She does not have the time or systems in place to promote or praise schools where good practice is evident on their website. • During an Ofsted inspection in early May, scrutiny of RE teaching became a key issue in a large community secondary in Liverpool – as the headteacher of the school had focussed on SMSC to promote cohesion and subsumed RE teaching into PSHE lessons. Teacher knowledge to teach RE was considered not strong enough. • Lack of money and therefore funding for RE subject leaders was evident in a number of areas causing concern to SACREs on the quality of RE teaching in schools – and not knowing what to do. A growing concern voiced was assistants, not teachers teaching RE in some schools. • An example of outstanding practice of RE teaching noted by Ofsted in a CofE primary was used to provide half day training sessions at the school for RE teachers and leaders and members of the SACRE in the area. It was a cost-effective way of training and, according the part-time, one-day a week LA consultant, was highly successful.
Advice gleaned on reviewing a RE curriculum and assessment • The general consensus of advice gleaned was to limit unnecessary change, ensure feedback from schools on how well an existing syllabus is working in an area and make changes depending on perceived need, gaps and so on. • Look at and consider other curricula and assessment from neighbouring areas. • Assessment was generally felt needed to be more explicit in RE curricula and key leaders in schools consulted in reviewing a system.
At Ealing SACRE on 13th June, I will share a simple but excellent model that was presented by Julian Stern as an effective way to understand the subject-matter of RE. It may help us as we consider the review of Ealing’s Curriculum and Assessment.
Elizabeth Day Page 39 of 76 Vice-Chair Ealing SACRE
Bibliography
Logan, D C (2009) ‘Known Knowns, Known Unknowns, Unknown Unknowns and the Propagation of Scientific Enquiry’, Journal Od Experimental Botany, 60:3. pp 712-714.
Sacks, J (2007) The Home We Build Together: Recreating Society; London: Continuum.
Stern, L J (2018a) Teaching Religious Education: Researchers in the Classroom: Second Edition; London: Bloomsbury.
Stern, L J (2018b) A Philosophy of Schooling: Care and Curiosity in Community; London: Palgrave.
Appendix 1
Conclusions extract from Professor Julian Stern’s paper and talk, “Uncertainty and Mortality: Two Stubborn Particulars of RE for Cohesive Communities”.
In our ‘post-secular’ world, we are pushed to recognise the value of the diverse insights gained from religious traditions, not least, insights into our mortality. We need to allow for uncertainty, if we are to recognise value in different traditions. RE necessarily recognises the inherent uncertainty that can drive curiosity and care for the full range of traditions studied. So, in conclusion, I want to emphasise four insights:
• Uncertainty (the first stubborn particular of education) drives curiosity in and beyond RE. It is characteristic of ‘C’ and ‘D’ learning (from a model presented, two quadrants showing C: research driven by curiosity of unknowns to find results within a range of known possibilities and D: an unknown unknown, as in unexpected results, accidental discoveries such as the accidental ‘discovery’ of penicillin by Alexander Fleming. But it also includes the profoundly mysterious or ineffable).
• Care in community drives RE’s encounter with mortality (the second stubborn particular of education). Death as a topic in education should encourage ‘C’ and ‘D’ learning.
• Communities are disagreeable and filled with conflict (the first stubborn particular of communities), and we build them together (the second stubborn particular of communities). Both of these features are exemplified by SACREs.
• Without RE, I think it would be much harder to care and be curious in and about community. RE is a subject saturated in uncertainty and mortality.
Page 40 of 76 Report for: ACTION/INFORMATION
Item Number: 7
Contains Confidential NO or Exempt Information
Title Report on the consultation with schools on the Ealing Agreed Syllabus for RE: May 2019 Responsible Officer(s) Julie Lewis, Director Learning Standards, School Partnerships Author(s) Angela Doherty (LA SACRE lead) Portfolio(s) Cllr Yvonne Johnson For Consideration By SACRE Date to be Considered Thursday 13th June 2019 Implementation Date if To be confirmed Not Called In Affected Wards All Keywords/Index SACRE
Purpose of Report:
The purpose of the report is to provide information on the consultation with schools on the review of the Ealing Agreed Syllabus for RE in order to agree the next steps in implementing the review. The review of the Agreed syllabus takes place every 5 years and was last completed in July 2014.
Members may wish to refer to the Ealing Agreed Syllabus provided in the February 2019 meeting.
1. Recommendations
SACRE members to agree the next steps to review the Agreed syllabus:
• the appointment of an expert adviser to work with schools and SACRE members to draft a new format and to produce the new draft syllabus • identify the SACRE members who wish to be involved in the writing group • the timescale for the completion of the draft • the timescale to convene an Agreed Syllabus Conference to agree the syllabus
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Page 41 of 76 2. Reason for Decision and Options Considered
It is a statutory requirement to review the Agreed Syllabus for Religious Education every five years.
3. Key Implications
4. Financial
a) Financial impact on the budget (mandatory)
The approved (revenue or capital) budget contains £ xxx in 20xx/xx for e.g. park improvements
Year 1(state year ) Year 2(state year ) Year 3(state year ) Capital Capital Capital £000 £000 £000 Addition
Reduction (-)
Year 1(state year ) Year 2(state year ) Year 3(state year ) *Revenue Revenue Revenue £000 £000 £000 Addition
Reduction £5000 (-)
* Revenue figures need to be shown as incremental / year on year to the budget
State in approx 50 words (3-4 lines), if new funds are being sought or if the proposal relates to existing budgets; state how much will be spent from which business unit and in which department, if none, say none. The financial impact, if any, should be shown over a minimum of 3 years.
The funding for the Agreed Syllabus review is included in existing funding allocated to the Ealing Learning Partnership by the Council. The review requires the appointment of an expert adviser for the process as the Council no employs a religious education adviser as in 2014.
*Note all figures presented in this section need to be confirmed by the relevant service Head of Finance or Finance Manager and supported with the reference to Budget Book (Budget Book page, item no).
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If there are no financial implications / impact on the budget say ‘no financial implications’. You can explain the broader financial background in the paragraph below. b) Financial background (optional) State in two paragraphs approx 80 words other relevant financial information.
5. Legal Legal implications should include confirmation that the Council has the power to take the actions proposed, and clarification of any restrictions on that power. Mention any relevant Government, or other guidance and how the proposals address that guidance.
Religious Education and Collective Worship Circular 1/94 31 January 1994
6. Value For Money Please provide brief details and evidence to support an assessment of value for money, including: • Current processes for monitoring and reviewing costs • Internal reviews • Cost indicators and drivers / quality of services delivered • Benchmarking to CIPFA Family and All England • Economy, efficiency and effectiveness
The allocation of funding to the review of the Agreed Syllabus will be benchmarked with other SACREs who have recently completed a similar review.
7. Sustainability Impact Appraisal It is a requirement of the council’s Use of Resources assessment process that you include in this section details of the impact that your report proposals will have on sustainability objectives.
8. Risk Management Identify any potential risks associated with the options and the proposed course of action; if none, say so. Please keep to one paragraph.
None
9. Community Safety None
10. Links to the 3 Key Priorities for the Borough If none, say so. Please keep to one paragraph.
The council’s administration has three key priorities for Ealing. They are: • Good, genuinely affordable homes • Opportunities and living incomes • A healthy and great place
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None
11. Equalities, Human Rights and Community Cohesion None
12. Staffing/Workforce and Accommodation implications: If none, say so. Please keep to one paragraph. None
13. Property and Assets If the report does not involve property, please state that there are no property implications.
None
14. Any other implications: Anything else that seems appropriate, including impact on front line services and Area implications. Please keep to one paragraph.
15. Consultation The consultation took place with the maintained schools without a religious character who are within the remit of the SACRE.
16. Timetable for Implementation
To be completed within the academic year 2019-20.
17. Appendices None
18. Background Information
Religious Education and Collective Worship Circular 1/94 31 January 1994 Ealing Agreed Syllabus for RE Merton Agreed Syllabus for RE Education Inspection framework (From September 2019) Education Inspection framework consultation outcome (May 2019) SACRE agenda and minutes
Decision type: Urgency item? Non-key decision
Report no.: Report author and contact for queries:
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Page 44 of 76 Angela Doherty, ELP Quality & Partnerships Lead 11-19 [email protected]
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Page 46 of 76 Ealing Agreed Syllabus: 2019 review
Report on the consultation with schools on the Ealing Agreed Syllabus for RE: May 2019
Introduction
The current Ealing Agreed syllabus ‘Sowing the seeds of the future’ was developed and reviewed in 2014 from the 2009 syllabus with some further revisions in 2016. The Agreed Syllabus Conference was held in July 2014. https://www.egfl.org.uk/elp-services/teaching-and-learning/curriculum/curriculum-subjects/religious-education-20 Following the recommendation from Ealing SACRE in February 2019, feedback on the current syllabus was gained from schools and a desk top comparison of the Ealing syllabus with another syllabus (Merton) was also completed. https://www2.merton.gov.uk/sacre_agreed_syllabus_2017.pdf Consultation with schools • Primary and secondary RE networks – Spring 2019 • Secondary follow up meeting Spring 2019 • Follow up primary meeting – Summer 1 2019 • Survey of syllabus units – Summer 1 2019
Desktop review • Detailed comparison with Merton Syllabus (2016) (AD) • Unit comparisons: Judaism and Humanism (MI and OM)
Feedback from schools Secondary: RS subject network and follow up meeting – March and April 2019 Feedback from the following schools: Brentside, Ealing Fields, Featherstone High School, Greenford High School, The Ellen Wilkinson School for Girls, Twyford CE High School
Positive • The themes are nice and broad, and cover a wide range of content. We like that there is an existing school-based unit, which offers further flexibility. • Schools have made great efforts to ensure RS SoWs meet the locally agreed syllabus – no major changes needed • Schools are trying to link their current schemes of work (and the Ealing agreed units) to modern day issues, such as knife crime and are also looking at modern religious people, such as Mo Farah. To develop • Link topics to philosophical questions e.g. “Is religion a power for peace or a cause of conflict in the world today?” (Islington p17) This is challenging, and sets the students up for GCSE. • Some recent, contemporary examples and current affairs could be embedded the locally agreed syllabus as it stands – see above. • Add guidance in the syllabus that ensures schools cover any religions they don’t cover at GCSE (many school cover KS3 in Y7 & 8) • Like clear overviews with bullet points (Southwark, Merton) • Include more on the Protestant faith and the history of the Church, which is something we feel our students know little about. Maybe need more Christianity as basis for GCSE. • Adjust the requirement to cover 9 topics – as some people said they feel they have to rush through topics, not allowing adequate depth. • There is reference to “AT1 and AT2” (learning about and learning from religion, respectively). This is still relevant, but the reference to levels (e.g. Level 5) is now redundant. The assessment has become much more in line with GCSE expectations. • Make recommendations for KS3 assessment advice
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Primary: RE primary networks and follow up meeting re Agreed Syllabus (March and May 2019 Feedback from the following schools: Allenby, Blair Peach, Clifton, Coston, Havelock, Hobbayne, Khalsa, North Ealing, Little Ealing, Mayfield, Oaklands, Vicar’s Green, West Acton, Willow Tree, Woodlands Academy
• Positive about the syllabus, but there is a lot of content to cover. • The essential knowledge and skills should be clearer for each topic • Resource provided are very wordy – useful for subject knowledge but less practical for planning • Would like a more succinct summaries of units
When comparing the Ealing and Merton formats: Ealing
• More back ground information provided • More variety • Community based and inclusive, focusing on commonalities • Links are not all working • Some of the vocabulary and concepts in KS1 are too complex
Merton
• Liked the simplicity of the presentation, bullet points easier to follow • A variety of activities suggested but not a realistic amount for full coverage in all areas • More up to date links and range of resources useful • Good teaching activities – great for setting focus questions and further activities • Key vocabulary easy to access – good for pre-teaching for meaning
Recommendations from the primary teacher group Format • Ealing format to be simplified and should include: o key questions o key vocabulary o learning intentions o activities • Provide resources, flipcharts, PowerPoints with working links • Follow the principle of the PSHE slides – have a standard set of opening slides to remind the children why they are studying this unit • Year groups should have a mixture of ‘specific religion’ and ‘thematic’ units
Content
• Make explicit the intention to teach a cohesive set of values that inform all religions • Simplify some of the vocabulary and concepts in KS1 • Keep the distinct units on religions in KS2 (Christianity, Islam, Judaism, Hinduism, Sikhism) • Buddhism and Humanism currently in KS3 – some aspects could be brought into KS2 • Pilgrimages, festivals and religious buildings could be consolidated into an upper key stage 2 unit for comparison across religions • Specific order of teaching could be suggested to reflect festivals celebrated in Ealing • A transition unit for Key Stage 2 to Key Stage 3 would be useful • Suggestions for articles and artefacts linked to faiths
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Survey of time allocation for RE and coverage of Agreed syllabus units in primary schools
Schools were sent a simple survey to indicate the time spent on RE in the Foundation Stage, Key Stage 1 and Key Stage 2 and which of the Agreed syllabus units they used in each year group.
65% (31/48) of SACRE primary schools (maintained schools without a religious designation) returned the form.
Time spent on RE in Ealing primary schools
No specific time 30 mins 30-60 60 mins Allocation N/A no KS Total allocation mins of hours (themed per term / approach) or no half term information Foundation Stage 14 schools 2 schools 3 schools 3 schools 8 schools 1 school 30 (Reception) (47%) (6%) (9%) (9%) (27%) Key Stage 1 2 schools 7 schools 10 schools 5 schools 6 schools 1 school 30 (7%) (23%) (33%) (17%) (20%) Key Stage 2 2 schools 2 schools 12 schools 7 schools 6 schools 2 schools 29 (7%) (7%) (41%) (23%) (21%) About 70% of primary schools (73% in KS1 and 71% in KS2) spend between 30 and 60 minutes per week teaching RE.
Use of Agreed Syllabus units in Ealing primary schools
All AS No AS Some / Integrated in Using Unclear Total units units most AS cross- another units curricular scheme of themes work Foundation 13 schools 2 schools 6 schools 6 schools 3 schools Stage (43%) (7%) (20%) (20%) (10%) 30 (Reception) (1 no FS) Key Stage 1 28 schools 1 school 1 school 1 school 30 (93%) (No KS1) (3%) (3%) Key Stage 2 13 schools 2 schools 15 schools 1 school 29 (45%) (No KS2) (52%) (3%) The vast majority of primary schools responding to the survey use all or most of the Agreed Syllabus units (96% at KS1 and 97% at KS2). In Reception practice is more varied with about half of the schools using a more integrated and thematic approach.
Two further primary schools that did not complete the survey reported that they are using an alternative scheme of work as these provide lesson plans and resources.
Desktop review of Ealing and Merton Agreed syllabuses
A desktop review of the comparative content of each syllabus was completed for Foundation Stage to Key Stage 2 along with a summary of the coverage of the main religions across the Key Stages. There is a lot of commonality across the syllabuses but generally more factual content in the Merton syllabus. Appendices 1 and 2 are annotated with feedback from the primary school group.
Appendix 1: Foundation and p5-14 KS1; Appendix 2: Key Stage 2 p 15-26 Appendix 3: Coverage of religions and world views across key stages p27-29
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Unit reviews
Marianne and Oliver also reviewed the Judaism and Humanism units from each syllabus. A summary of their feedback is given below which reflects some of the feedback from teachers.
Judaism
• Merton’s syllabus is discrete and factual, Ealing’s is more related to experience and impressions which makes them difficult to compare • The Merton syllabus is more defined and, as a consequence, appears more academic. • Ealing includes more references to and comparisons with Islam, Christianity and humanism and the role of cultural identity. • Having more specified detail, Merton’s syllabus seems to cite items that Ealing’s does not, including the importance of practice in the home, rites of passage, the concept and practice of ‘kosher’ • The centrality of Israel as a nation state in Jewish belief, literature, liturgy and aspirations throughout its history does not seem to me to be adequately emphasised in either syllabus.
Humanism
• Merton's, at two pages is clearly more concise when viewed against Ealing's 18-page document. • Merton's is less immediately helpful as it doesn't break down the subject into discreet topics with an accompanying set of issues and help points. • In terms of content, they both need a little bit of updating but they seem to me to be broadly sound. • Unclear in Ealing syllabus if they can opt not to cover Humanism as it is in KS3 and not all units have to be covered • In 2017, Hillingdon revised their Syllabus and eventually agreed to include Humanism as a belief system. All religions and belief systems followed the same summary style format in their document. All include: Ideas of God, Teachings, Response from a believer, Festivals and celebrations, Place of worship
Summary From the feedback gained from schools there is general support for the approach of the current syllabus but the presentation of information needs to be updated. With the new emphasis on the curriculum in Ofsted it is also important that the revised document demonstrates the intent, implementation and impact of the curriculum with particular emphasis on sequencing for learning and progression. https://www.gov.uk/government/publications/school-inspection-handbook-eif https://www.gov.uk/government/consultations/education-inspection-framework-2019-inspecting-the- substance-of-education The information on assessment also needs to be revised. Expert advice has been sought from The Revd. Andrew Williams, Senior Lecturer in Religious Education and Theology, University of Roehampton who will attend the SACRE meeting on Thursday 13th June 2019.
Next steps • Report to the June 2019 SACRE meeting and agree how to proceed including the time scale. • Commission external advice to work with schools and SACRE members to draft a new format and to produce the new draft syllabus • Convene an Agreed Syllabus Conference to agree the syllabus
Angela Doherty (ELP Quality & Partnerships lead 11-19) 29/05/19
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Page 50 of 76 Ealing Agreed Syllabus: 2019 review
Appendix 1: Ealing Agreed Syllabus: themes and units: Foundation and Key Stage 1 Themes Foundation Key stage 1 Key stage 2 Key stage 3
Stories that guide Learning from stories (1 and Learning from stories (3) Religion in writing 2) Founders of religion- Buddhism
Answering life questions Christianity Buddhism Judaism Humanism Islam The Baha’i Faith Hinduism Creation stories The Sikh Faith Why do we suffer Beliefs re: Beliefs re: death 1 death 2 Belief and identity Who am I? Special days Initiation practices What belief means to me Signs and symbols Acting ethically How belief affects living: Moral dilemmas 1 Moral moral dilemmas dilemmas 2 Rules for living Humankind and the Caring for our world Seeds of unity 1 Seeds of unity 2 environment Human experience and Special food History of belief in UK 1 History of belief in UK 2 belief Sources of inspiration Precious things Special places Festivals of light Journeys: Modern day leaders pilgrimage Mixed metaphors Special leaders Religious buildings Human experience and Prayer, meditation, and Religion in sound and music spiritual expression The importance of water cultivating the inner life Religion in art
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Key Stage / Stories that Belief and Sources of Humankind & Human Human Ealing themes guide us identity inspiration environment experience & experience & belief spiritual expression Foundation Learning from Who am I? Precious things stories – The Ealing Bible Learning from stories – other Foundation Special stories We are special Special things Our wonderful Special times Special places world Merton
Key Stage 1 Learning from Special days Special places Caring for our Special food The importance stories world of water Ealing Key Stage 1 Christian Bible Belonging Places of Creation Christian faith worship Merton Sacred writing & values Islam Festivals Christian festivals
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Ealing Foundation and KS1 Themes Foundation Key stage 1 Stories that guide Learning from stories (1 and 2) Learning from stories (3)
Answering life questions Belief and identity Who am I? Special days Acting ethically Humankind and the environment Caring for our word Human experience and belief Special food Sources of inspiration Precious things Special places Human experience and spiritual
expression The importance of water
Merton Foundation and KS1
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Foundation Stage: Reception Highlighted: areas to keep – feedback from primary teachers AS themes Ealing unit Merton unit (including learning objectives) Stories that guide F1: Learning from stories 1 Special stories (Fdn Spring 2) p22 • Learning from the Bible • everyone has a favourite story o exploring the nature of stories • some stories are special to religions and o thinking about the meaning of stories worldviews e.g. Bible (Christians) Qur’an o apply learning to a Bible story – story of Noah (Muslims) o Stewardship – looking after the environment o Symbolism of the rainbow • religious groups treat their special books with o The link between stories and festivals – Christmas story great respect F2: Learning from stories 2 • Learning from other traditions o How stories teach important concepts – Guru Nanak and the sacred thread o Learning about right and wrong from stories - Guru Nanak and Bhai Lalo o Feelings of loyalty and exile – Rama and Sita o Festivals and stories – Diwali o Exploring and illustrating a story – Rainbow Serpent – aboriginal dreamtime story Belief and identity F3: Who am I? We are special (Fdn Autumn 1) p19 o Learning about the world though touch • that each person is unique and special o Symbolism of feet and taking a stand • that Christians believe that God loves everyone o Recognising feelings in self and others – music and feelings • we should treat everyone we meet as special o Role of our senses in making choices – Helen Keller story o Identity at home and school – families, names, job roles Special times (Fdn Spring 1) p21 o Signs of belonging – uniform, class names, flags, badges • every person has a ‘birthday’ • Christians celebrate Christmas, the birth of Jesus • celebration is a joyful time • a celebration is often a time to say ‘thank you’
Sources of F4: Precious things Special things (Fdn Summer 2) p24 inspiration o Why objects are precious to individuals – special clothes, special objects • that different things are precious to people for o Feelings and language associated with special objects – Dogger different reasons o Special objects and belief – objects from different beliefs • that memories can be very precious o Using special objects in religious settings – visitor brings objects o Rituals and objects – making a mezuzah • to respect things that are precious to others • it is important to look after precious things
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Page 54 of 76 Ealing Agreed Syllabus: 2019 review Foundation Stage: Reception AS themes Ealing unit Merton unit (including learning objectives) Sources of Ealing – KS1 – special places Special places (Fdn Summer 1 p 23 inspiration • that people have their own special places • that there are religious buildings which are special to certain groups of people such as: Church / Christians Mosque / Muslims Synagogue / Jews Temple / Hindus Gurdwara / Sikhs Humankind & Ealing – KS1 – caring for our world Our wonderful world (Fdn Autumn 2) p20 environment • that people are responsible for the environment of the classroom and the outside world • that living things must be cared for • that many people believe in a God the Creator
Merton – Reception
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Key Stage 1 AS themes Ealing unit Merton unit (including learning objectives) Stories that guide KS1: 3 Learning from stories 3 Sacred writings (Y2 Autumn 2) p35 o Asking questions about a story – non-religious story focusing on a value • the names of some religious books and the religion to o Religious stories and important lessons – ‘Goodnight stories from the which they belong eg, Qur’an- Islam, The Bible- Quran’ Solomon and David, Sulayman- being thankful Christianity o Where does talent come from? – Belief that talents come from God – • that stories often contain inner meanings and David and the Giant Killer – story of David and Goliath messages o Miracle – Hanukah story • that religious books teach people how to live o Story of Zaccheus – saying sorry and feeling sorry, forgiveness o Story of Siddhartha and the swan – Buddhism – not causing harm Creation (Y1 Summer 1) p32 o Points of view – Rama and Sita • the Bible contains the story of Creation • stories and extracts from religious traditions which explore the relationship of people to the natural world • ways in which religious traditions express gratitude for the world’s resources • a practical responsibility towards the natural world
The Christian Bible (Y1 Spring 1, Year 2 Spring 1) 2 units The Bible is the special book for Christians: • Christians read from the Bible which contains both the Old and New Testaments • Christians need the Bible in order to learn about God and how this affects their daily life • The New Testament contains stories about the life of Jesus and stories Jesus told such as: the birth of Jesus Luke 1-2; Jesus and his family go to Jerusalem Luke 2:41-52; Jesus is baptised Luke 3:21; Jesus chooses some special friends Luke 5:11; Jesus and Zacchaeus Luke 15:11-32; Prodigal Son, House on the Rock Luke 6:46-48 and the Good Samaritan Luke 10:25-37
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Key Stage 1 AS themes Ealing unit Merton unit (including learning objectives) Belief and identity KS1: 1 Special days – days and festive seasons that are special or sacred Special times (Fdn Spring 1) p21-see above o Setting time aside for special activities – birthdays, calendars, advent calendar, New Year, Festivals (Y1 Autumn 1) p37 Chinese New Year, Lent, cards for special days • a festival is a time of celebration and explores both o Rules about special days of the week – Christian, Jewish, Muslim sad and happy memories o Festivals and religious stories – birth of Jesus, Krishna’s birthday • there are common elements in most celebrations o Giving thanks -harvest festival and Sukkot (e.g. food, clothes, gifts, cards, family gatherings, o Giving thanks- Eid ul-Fitr saying “thank you”) o Remembering – Remembrance Day • religious and worldview festivals concern significant events from the past showing relevance for the present Christian festivals (Y2 Autumn 2) p30 o Christmas and Easter Christian faith and values (Y2 Spring 2) • God • Christian values • Home life Christianity - The Church (Y1 Summer 2) • the Church is the Christian community • the Church building: objects and symbols in churches • Sunday as a special holy day • worshipping together – Islam (Y1 Spring 2, Y2 Summer 1) • Allah is the Islamic name for God • Islamic values • Guidance • Worship of Allah Belonging (Y1 Autumn 2)
Humankind and KS1: 6 Caring for our world – stewardship of the natural world A lot covered in PSHE Our wonderful world (Fdn Autumn 2) p20 – see above the environment o What is the natural world? My world, our world o Growth – caring for young life – babies, pets, stages of life, moving to next stage o Namaste – the ‘divine spark’, new beginnings, the environment o Origin of the world, Genesis, Big Bang, other creation stories o Charities that support the environment 11
Page 57 of 76 Ealing Agreed Syllabus: 2019 review Key Stage 1 AS themes Ealing unit Merton unit (including learning objectives) Human experience KS1: 4 Special food- food in religion in Merton format and belief o Food for special occasions, food in places of worship, blessing of food o Kwanzaa – African American celebration No specific unit o Langar – Sikhs sharing food at the gurdwara o Christmas – special food for Christmas o Chinese New Year o Passover – Seder meal o Fasting in religion – Lent, Ramadan Sources of KS1: 2 Special places – concept of a ‘sacred space’ Special places (Fdn Summer 1 p 23 – see above inspiration o Idea of a ‘sacred’ space- favourite places, showing respect, rules in sacred spaces, other Places of worship (Y2 summer 2) p36 special places not linked to religion • the reasons why people have special places o Christian places of worship – churches • that some places are special to others o Preparing to visit a place of worship • that religious people have special places that relate o Role of a mosque in Muslim worship to their faith o Inner peace – designing a ‘peace garden’ • what happens inside a place of worship Creating a ‘special place’ in the classroom – reflective corner Christianity – The Church (Y1 summer 2) – see above Human experience KS1: 5 The importance of water and spiritual o Why water is crucial to life in Merton format No specific unit expression o Water and living things – making sure animals, birds and humans have enough water o Cleansing rituals – Christian baptism, Muslim prayer, Hindu bathing in Ganges o Wudu – example of ritual cleansing - visitor to talk about it o Christian baptism – infants and adults o Jewish water rituals
Merton KS1
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Page 58 of 76 Ealing Agreed Syllabus: 2019 review erton Sample unit: Reception – Special things
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Page 59 of 76 Ealing Agreed Syllabus: 2019 review Merton sample unit: KS1: Festivals
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Page 60 of 76 Ealing Agreed Syllabus: 2019 review Appendix 2: Ealing Agreed Syllabus: themes and units – Key Stage 2
Key Stage / Stories that Answering life questions Belief and Acting Humankind Human Sources of Human Ealing guide identity ethically and the experience & inspiration experience themes environment belief & spiritual expression Key Stage 2 Christianity Beliefs re: Initiation Moral Seeds of unity History of Festivals of Prayer Judaism death 1 Practices dilemmas belief light Religion Ealing Islam Signs and Rules for Pilgrimages and art Hinduism symbols living Special The Sikh Faith leaders- Jesus Religious buildings Key Stage 2 Creation and Christian Bible Death and Symbols in The Faith and God (2 units) loss religions Church, arts Merton ASU religion in Christian way Belonging worship & literature of life (2 units) and identity festivals Christian Birth rites Jesus – denominations Marriage early life Judaism (2 rites and units) What is teaching Islam (2 units) faith? Jesus – Hinduism (2 later life units) and Passion ASU: religion all around us ASU Festivals
Ealing – 18 units – not allocated to year groups or terms.
Merton – 22 units plus two additional study units. Units allocated across years and terms. 2 units per term – 24 units.
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Ealing Key Stage 2 Themes Key stage 2
Stories that guide
Answering life questions Christianity Judaism
Islam Hinduism The Sikh Faith Beliefs re: death 1 Belief and identity Initiation practices
Signs and symbols Acting ethically How belief affects living: moral dilemmas Rules for living Humankind and the environment Seeds of unity 1
Human experience and belief History of belief in UK 1
Sources of inspiration Festivals of light Journeys: pilgrimage Special leaders Religious buildings Human experience and spiritual Prayer, meditation, and cultivating expression the inner life Religion in art
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Page 62 of 76 Ealing Agreed Syllabus: 2019 review Merton Key Stage 2
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Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Answering life KS2 1: Belief and practice: Christianity The Christian Bible – contents and structure Y3 Autumn 2 p41 questions o Importance of Jesus in Christianity – Trinity • Old and New Testament o Importance of the Bible to Christians • 66 books containing many types of literature o Church as a place of worship and a • contains stories and examples of different types of literature from community both testaments o Sacraments • what a Bible reference is o The Christian year • there are many different translations o Easter The Bible as the Holy Book of Christians Y5 Autumn 1 p42 • main source for Christian teaching and is respected as God’s Word • has a long history of translation from the earliest manuscripts • is used for public worship and personal devotion The Christian way of life 1 and 2 Y5 Summer 2, Y6 Summer 2 p48 Ways of life: • from the New Testament n in society, past and present • through social responsibility as a community and as an individual • attitudes to personal, social and global issues, considering the teachings of Christianity as expressed for example in: – the Ten Commandments – the Two Great Commandments – the Sermon on the Mount – the Beatitudes. Matthew 5 Christian denominations Y5 Spring 2 o Christianity is a world-wide religion o there are different denominations within Christianity o beliefs, ideas and worship can be expressed in different ways o some aspects of Christian belief are shared between churches and others are not
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Page 64 of 76 Ealing Agreed Syllabus: 2019 review Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Answering life KS2 2: Belief and practice: Hinduism Hinduism: God and sacred writings Y4 Summer 1 p50 questions o Hindu dharma Hindus believe: o Different manifestations of one divinity – o Murugan and Durga Brahman can appear in many forms o the ten ‘avatars’ of Vishnu, especially Krishna and Rama o TriDevi- female manifestations of the divine o stories connected to Rama and Krishna such as Rama’s exile and o Main beliefs of Hinduism return (Ramayana), Childhood of Krishna o Puja Hindus have their own Sacred Writings: o Ahimsa - beliefs and values affect behaviour o Vedas, Bhagavad Gita, Puranas, Thirukkural, Thirumurai and holy ‘do no harm’ epics such as Ramayana and Mahabharata o Karma and moksha Respect for: o God , other people. all forms of life Hinduism: worship, celebrations and values Y6 Spring 1 p51 Hindus worship in the home and in the mandir/kovil (temple): o Puja and Arti (Arathi), role of divine images in worship , symbols: fire, om, lotus flower Hindus celebrate: o Holi, Divali (Deepavali) ,Raksha Bandhan, Navarathri, Dassera and Shivarathri Hindus mark stages in life through special ceremonies such as birth, marriage and initiation ceremonies Values important to Hindus: the importance of the extended family, community, upholding religious values and rituals in the home
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Page 65 of 76 Ealing Agreed Syllabus: 2019 review Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Answering life KS2 3: Belief and practice: Islam Islam: Beliefs and teachings Year 3 Summer 1 questions o Key beliefs of Islam Beliefs and teachings o Origins of Islam o Allah is the Islamic name for God, human beings are the best of his o The Qur’an creation, angels are created by Allah, Shirk – regarding anything as o Pillars of the faith being equal to, or a partner to Allah is forbidden, Allah gives o Muslim prayer guidance through messengers and books, Muhammad, the Seal of o Role of the mosque the Prophets Guidance o how the Qur’an was revealed- final revelation to humanity, the life of the Prophet Muhammad* - the last of the prophets, stories from the Sunnah, Hadith and Sirah Islam: worship, festivals and practices Y5 Autumn 2 The Mosque as a place of worship and learning: o role of the Imam in the community, the call to prayer The Five Pillars: o The Shahadah – Testification, Salah – Prayer, Sawm – Fasting Zakah – Charity, Hajj – Pilgrimage Family and home life: o birth and naming of children, marriage, greetings and respect for elders, teachers and guests, the importance of supporting the rights of parents, relatives, neighbours, the sick and disabled, emulating the characteristics of the Prophet Muhammad Festivals o Eidat Fitr – end of Ramdhan, Eidal Adha – during Hajj
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Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Answering life KS2 4: Belief and practice: Judaism Judaism: God and the Torah Year 3 Spring 1 p55 questions o Abraham in Jewish sacred history Jews beliefs about God o Jewish worship Beliefs about God expressed through: o Jewish beliefs about God o the Shema (mezuzah, tallit, tefillin), the first four of the o Jewish identity Ten Commandments, psalms, songs and prayers, stories o Sukkot from the Tenak o Hanukkah The Torah (the first five books of the Tenakh, known as the Five Books of Moses) contains: o rules, sayings, stories The Torah: its place within Jewish worship and the synagogue: o the Sefer Torah (Torah Scroll), the Ark, ornaments and decorations Judaism within the home and synagogue Y5 Spring 1 p57 The synagogue, the role of the rabbi as teacher, the importance of learning and individual responsibility, the importance of prayer in Jewish worship Festivals and Significant Days: Shabbat, shared meal, family roles, rest from work, opportunities for learning and prayer Pesach (Passover) recalls the events of the Exodus, symbolic foods at the Seder meal, Sukkot, Hanukkah, the importance of the home in Judaism as shown through such aspects as: prayer, learning, dietary laws festivals Commandments (Mitzvot) as a basis for living, Jewish identity, Jews mark stages in life through special ceremonies, bar/bat mitzvah, weddings
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Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Answering life KS2 5: Belief and practice: Sikhism In KS3 in Merton questions o Guru Nanak Sikhism: Community, equality and identity p 87 o Ek Onkar: God in One o Sikh belief: concept of God, 10 Gurus esp Guru o Founding the Khalsa: Guru Gobind Singh Nanak and Guru Gobind Singh, contribution to o Guru Granth Sahib Sikh teaching, Guru Granth Sahib o Sikh Panth o Community and equality within the Gurdwara o Sikh beilefs, values and ethics o Sikh identity and religious commitment: initiation, dos and don’ts, 5 Ks
KS2: 7 Beliefs regarding death Death and loss Y6 Autumn 1 p63 o Feelings and emotions about death, expressing sadness, beliefs about o Life is a journey with a beginning and an end death o in life all people experience loss e.g. moving, o Buddhism – cycle of life and death parting, death, changes o Hinduism and death o most religions have beliefs about life after death o Humanists and death o death can be a time to celebrate a person’s life o Islam and death and share memories o Christianity – the resurrection o grieving is an important stage of accepting and o Judaism – sitting shiva expressing loss o different religions and traditions have their own Consider adding to religion units death rites which communicate different perspectives about death
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Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Belief and KS2: 8 Initiation practices - rites of passage Birth rites Y4 Spring 1 p61 identity o Starting something new - importance of life transition o religious rituals are performed around the time of the birth of a o Rites of passage and associated rituals baby, in a place of worship or within the home o Birth and naming o birth rites are often rich in symbolism which convey the beliefs o Becoming an adult of the religious community Marriage rites Y6 Summer 1 p 62 o Signs of belonging o marriage plays an important role within most religions o Thinking time o that marriage rituals are performed in places of worship, the o Historical origins of rites home and other places KS2: 9 Signs and symbols o that marriage serves different purposes for example: joining of o Difference between a sign and a symbol families, love, creation of children, service to community o Sacred symbols o marriage rites use symbols which have a religious significance o Symbols of identity Symbols in religion Y3 Autumn 1 p59 o Symbolic acts of remembrance o everyday signs and symbols have meaning o Symbolic gestures o the importance of symbols o o Symbolic language different religions have symbols o movements and activities (rituals) can also be symbolic
o different groups may place more emphasis on symbolism Consider adding to religion units o in some religions, colours are symbolic Belonging and identity Y4 Autumn 1 p60 o there are a number of religions in the world to which people belong o that there are different symbols to represent different religions o that believers have different ways of showing they belong to a religion o that religions have different ways of welcoming people into communities, for example: some Christians baptise babies, the symbolism of the Cross and candle used in infant baptism, baptism/ Christening is a sign of welcoming into the church, Jesus was baptised Creation and God Y4 Summer 2 p49 – Holy Trinity, discovering God (Christian perspective)
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Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives) Sources of KS2: 14 Festivals of light Consider adding to religion units The Church, worship, festivals and practice inspiration o Festivals Y3 Spring 2 p45 o Eid-ul- Fitr The Church is: o Diwali o a community of believers from all races and o Christmas nationalities o Hanukkah o expressed in different denominations KS2: 15 Pilgrimage Consider adding to religion units o a focal point for a community Sources of o Special journeys to places of significance Special ceremonies, Places of worship, Worship, The inspiration o Hajj Church’s Year o Lourdes Festivals – additional study unit o Buddhist pilgrimages o celebrations and festivals from any of the o Pilgrim’s progress religions specified within the syllabus KS2: 16 Special leaders: Jesus Consider adding to religion units o Introducing Jesus Jesus: his early life and teaching Y4 Autumn 2 p43 o The Beatitudes Key features in the early life of Jesus: o Jesus in his time o the historical context – Roman Empire, his o Other points of view birth and its meaning, baptism and o What Jesus said about himself temptations, disciples, friends and followers, o Easter – the crucifixion teaching about the kingdom of God through o Easter – the resurrection parables and acts of healing KS2: 17 Religious buildings Jesus: his later life and passion Y6 Spring 2 p 44 o Introduction The events and significance of Holy Week: o Christian church o Palm Sunday, Maundy Thursday, Good Friday o Muslim mosque Easter Sunday, Pentecost o Jewish synagogue Consider adding to religion units o Jesus today – in people’s beliefs, worship, art, o Hindu mandir literature and media presentations o Sikh gurdwara o Buddhist vihara Religion all around us – additional study unit o an urban trail exploring local places of worship Pilgrimage- no separate unit
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Key Stage 2 AS themes Ealing unit Merton unit (including learning objectives)
Human KS2: 18 Prayer and worship No separate unit – covered in religions experience and o Introduction – nature of worship spiritual o A hadith about worship expression o Prayer as worship o The Lord’s Prayer o Preparing for prayer o Meditation o Puja o Shabbat KS2: 6 Spirituality through art – expressing spirituality through art Faith and the arts Y6 Autumn 2 p65 o Let there be light…and dark o art forms can be used to express deep feelings and o Expressions of faith emotions o Symbolism in religious art o people can express their religious faith through o Spiritual aesthetics the arts: art and design, drama, music, dance, o Art, religion and culture literature/poetry o some religious ideas/beliefs are easier to express through the arts o not all religions express themselves through arts in the same way Feedback from primary teachers:
• Currently 18 units • Consolidate into religion units / themed units • Consider adding Buddhism/ Humanism to KS2 – if included 7 religion units and 5 themed units – 12 units for KS2 – one per term • Create a transition unit for KS2-3 – Religion today – key themes to be included – summer term year 6 • Some units cross-over with PSHE – highlight links
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Sample Merton KS2 unit
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Page 72 of 76 Ealing Agreed Syllabus: 2019 review Appendix 3: Ealing Agreed Syllabus: 2019 review: Coverage of religions and worldviews across the key stages Key Stage Christianity Buddhism Hinduism Islam Judaism Sikhism Humanism Other
Foundation Learning from Who am 1? Learning from Learning from Who am 1? Learning from Who am 1? Learning from stage stories: the Precious things stories: stories: Precious things stories: Precious things stories: Bible Noah, Rama and Sita Seven new Guru Nanak Rainbow Christmas Diwali kittens and the scared Serpent Precious things Who am 1? Who am 1? thread Who am 1? Who am I? Precious things Precious things Who am 1? Precious things Precious things Precious things Key Stage Solomon Siddhartha and Rama and Sita – Goodnight Hanukkah story 1 David and the swan points of view stories from the Special days Special days Special days Special days Goliath Special days Quran Sukkot Special food Birthdays etc Chinese New Zaccheus Special days Krishna’s Suleman Special food Langar Year Special days birthday Special days Passover – Harvest festival Christmas, Special food Namaste Eid ul-Fitr Seder meal Big Bang advent, Lent Special food Special food Importance of Special food Special food Remembrance Fasting – water Importance of Kwanzaa Genesis – Importance of Ramadan Ritual washing water creation water – Ganges Importance of Water and Special food water – Wudu living things Christmas Fasting – Lent Importance of water Baptism
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Page 73 of 76 Ealing Agreed Syllabus: 2019 review Key Stage Christianity Buddhism Hinduism Islam Judaism Sikhism Humanism Other
Key Stage Belief & Practice Beliefs regarding Belief & Practice Belief & Practice Belief & Practice Guru Nanak Beliefs regarding Beliefs regarding 2 Christianity death – cycle of Hinduism Islam Judaism Ek Onkar death death Jesus, The Bible, life and death Hindu dharma, Key beliefs of Abraham, Jewish Founding the Rites of passage Rites of passage Church, Rites of passage manifestations of Islam, origins of worship Khalsa: Guru Signs and Signs and Sacraments, The Signs and symbols one divinity, Islam Jewish beliefs Gobind Singh symbols symbols Christian year, Moral dilemmas TriDevi, main The Qur’an about God Guru Granth Moral dilemmas Moral dilemmas Easter Rules for living – beliefs of Pillars of the faith Jewish identity Sahib Rules for living Rules for living Beliefs regarding hurt no living Hinduism, Puja Muslim prayer Sukkot Sikh Panth The golden rule The golden rule death – the thing Ahimsa, Karma Tole of the Hanukkah Sikh beilefs, History of belief Seeds of unity resurrection The golden rule and moksha mosque Beliefs regarding values and ethics in the UK History of belief Rites of passage History of belief in Beliefs regarding Beliefs regarding death – sitting Beliefs regarding Festivals in the UK Signs and the UK death death shiva death Festivals symbols Festivals – Rites of passage Rites of passage Rites of passage Rites of passage Religious Moral dilemmas: Buddhist Signs and Signs and Signs and Signs and buildings – other The Good Pilgrimage – symbols symbols symbols symbols Prayer – other Samaritan Buddhist Moral dilemmas Moral dilemmas Moral dilemmas Moral dilemmas Rules for living – Rules for living Rules for living – Rules for living – Rules for living- 5 10 Religious The golden rule 5 pillars 10 Ks commandments buildings – History of belief The golden rule commandments The golden rule The golden rule Buddhist vihara in the UK History of belief The golden rule History of belief History of belief Prayer Festivals Diwali in the UK History of belief in the UK in UK, Festivals Religious Festivals in the UK Festivals Christmas buildings – Hindi Eid-ul- Fitr Festivals Religious Pilgrimage mandir Pilgrimage – Hajj Hanukkah buildings- Lourdes Prayer – Puja Religious Religious gurdwara Special leaders – buildings- buildings- Jesus mosque synagogue Prayer – daily Religious Prayer – hadith Prayer- Shabbat prayers buildings – church Prayer – Lord’s prayer
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Page 74 of 76 Ealing Agreed Syllabus: 2019 review Key Stage Christianity Buddhism Hinduism Islam Judaism Sikhism Humanism Other
Key Religion in writing Belief & Practice Beliefs about Beliefs about Beliefs about Beliefs about Belief & Practice Belief and Stage 3 – paradise Buddhism death death death death Humanism practice: the Birth of the Gotama, Moral dilemmas Moral dilemmas Moral dilemmas Moral dilemmas Being human Bahai’i faith Christian church renunciation, History of belief History of belief History of belief History of belief Asking the good Manifestations Death and enlightenment in the UK in the UK in the UK in the UK question of God resurrection 8 -fold path Modern day Modern day Modern day Modern day Ethical choice Early history: The Why do we Meditation, leaders leaders leaders leaders The golden rule Bab suffer? practising Mixed Mixed metaphors Mixed metaphors Mixed metaphors Life without Revelation of Job, Buddhism metaphors Religion in sound Religion in sound Religion in sound afterlife Baha’u’llah Beliefs about Buddhist temples Religion in sound and music and music and music Infinite diversity Symbols of belief death Buddha’s legacy and music Creation stories Creation stories Creation stories Beliefs about Progressive Moral dilemmas Founders of Creation stories death revelation History of belief religion: Buddha – Moral dilemmas Living the faith in the UK birth story, life History of belief Beliefs about Modern day changing in the UK death leaders experiences, 3 Modern day Moral dilemmas Mixed metaphors marks of life, leaders Seeds of unity Religion in sound suffering, 8-fold Mixed metaphors History of belief and music path Religion in sound in the UK Creation stories Beliefs about and music Modern day death Creation stories leaders Moral dilemmas Mixed metaphors History of belief in Religion in sound the UK and music Modern day Creation stories leaders Mixed metaphors Religion in sound and music Creation stories
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