RE – Realising the Potential

RE – Realising the Potential

Alan Brine: National Lead for RE

Oldham SACRE Conference

September 2013

A new syllabus, a new opportunity

Thinking, Enquiry, Creativity, Response

Oldham Agreed

Syllabus 2013

Add presentation title to master slide | 2

Initial response

Opportunity to improve and raise profile of RE

Focus on enquiry (pg 5)

Contribution to SMSC (pg 12)

Sustains community cohesion (pg 14)

Strong literacy/numeracy links (pg 7)


Linking RE to local priorities

Oldham Council works for community cohesion and respect for all, for high standards in learning for every child and for a better education service where thoughtfulness, understanding and community are highly valued. Pg 3

The census of 2011 gives teachers of RE important information about the local population’s diversity. All teachers of RE, and all pupils, should use this information in suitable ways to build a realistic picture of our local area. Pg 15


Ofsted Triennial RE Report: Headlines

Across Key Stages 1-3 progress and teaching in RE is not good enough in 6 out of 10 schools

Better at KS4 – BUT issues with GCSE

Too many pupils leaving schools with low levels of knowledge and understanding of religion

Weak progress reduces ability of RE to contribute to pupils’ learning and personal development


The bigger picture

Government neglect of RE

EBacc and changes to SC - down by 28%

Fears about provision in secondary – time/staffing

Undermining of SACREs – academisation/cuts

End of QCDA and exclusion from NC review

ITT and CPD weakened

Shift in culture around statutory statusAdd presentation title to master slide | 6

But good news

RE Council to publish RE Review in October

All Party Parliamentary Group set in in 2012

Strengthened community sense in the RE world

SMSC higher up agenda

RE Quality Mark/RE Ambassadors

Innovation in academies – scope for networking

National Association of Teachers of RE – JOIN!!!!!Add presentation title to master slide | 7

Discuss with a biblical twist

In your school:

What are the positive things going on which provide good seed ground for implementing the new agreed syllabus?

Where are the rocky bits which might get in the way?


What is getting in the way in primary?

Status – rhetoric v reality

PPA issue

Teacher confidence and expertise

Curriculum fragmentation and isolation

Confused purpose

Uncertainties around enquiry


What is getting in the way in secondary?

Misconceptions about the ‘Ofsted’ lesson

Key Stage 3-4 continuity and progression

Non-specialist issue

Lack of challenge

Patchy provision


So what is enquiry? With thanks to David Leat

A process of thinking driven by curiosity, hunches and questions – it is not routine

Can be independent or supported; formal or informal; individual or collaborative

Fed by other perspectives and voices opening us up to being changed

Learners assume as much responsibility as possible

It can be troublesome!


Why is enquiry important in RE?

RE should:

be about asking open questions

explore issues about the truth, meaning and value of religion

go beyond the factual

allow for different perspectives

value and help promote the views of pupils

be relevant to the pupils


Enquiry in your syllabus (KS2)

Investigate the evidence of religion in Oldham, Britain and the wider world.

Seek answers to questions about how significant figures in religions and beliefs have demonstrated their beliefs and values.

Find out about and debate the purposes and functions of key artefacts, places, symbols and symbolic language associated with the religions and beliefs studied.

Discuss their own and others’ views of religious truth and belief, expressing their own ideas.


Effective enquiry ……thanks to David Leat


Creating a need to know

Asking questions

Using evidence

and experien

ce

Making sense of

our evidence

Reflecting on

learning

Successful enquiry……..

is not age limited

requires sustained learning

allows enough time for pupils to gather information and draw conclusions before asking them to reflect on or apply their learning

regularly invites pupils to reconsider their initial thinking and extend their enquiry as they begin to see new levels of possibility

places the emphasis on ‘impersonal evaluation’


Successful enquiries ……………….

use big questions to generate enquiry

build in reflection and experiential learning

use enquiry to investigate religions

promote questioning and discussion

use digital technology to support enquiry

build skills of debate, discussion and argument Add presentation title to master slide | 16

Enquiry – barriers to success

Not capitalising on a good start

Rushing too quickly to ‘learn from’ religion

Not taking risks or looking for ‘happy ending’

Losing the focus of the enquiry

Not giving pupils enough time to process their findings and extend their enquiry

Focusing too much on the product of the enquiry rather than the process


How can our new AS drive improvement?

Help teachers develop a clearer sense of the heart of RE

Provide the basis for staff training and shared planning

Encourage experimentation and innovation

Raise the level of challenge and promote sustained learning

Allow pupils’ own concerns, questions and interests to come to the fore

Make RE more exciting for teachers

Promote cross-curricular learning and literacy skillsAdd presentation title to master slide | 18

RE – Realising the Potential

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