Guidance for the leadership and teaching of RE in Leeds ...



GuidanceLeadership and Teaching of REJanuary 2019Table of Contents TOC \o "1-3" \h \z \u Guidance for the leadership and teaching of RE in Leeds Diocesan Schools PAGEREF _Toc534290318 \h 31Introduction: The Purpose of this document PAGEREF _Toc534290319 \h 32The Aims and Purpose of RE PAGEREF _Toc534290320 \h 33RE and the Law PAGEREF _Toc534290321 \h 43.1RE is for all pupils…………………………………………………………………………………………………………….. PAGEREF _Toc534290322 \h 43.2Which syllabus?.................................................................................................................... PAGEREF _Toc534290323 \h 43.3Right of Withdrawal (Suggested policy wording)……………………………………………………………… PAGEREF _Toc534290324 \h 53.4Time allocation and Curriculum Balance………………………………………………………………………….. PAGEREF _Toc534290325 \h 53.5Understanding Christianity………………………………………………………………………………………………. PAGEREF _Toc534290326 \h 64Policy PAGEREF _Toc534290327 \h 65The Contribution of RE PAGEREF _Toc534290328 \h 65.1Spiritual Moral, Social and Cultural Development……………………………………………………………. PAGEREF _Toc534290329 \h 65.2Contribution of RE to Community Cohesion…………………………………………………………………….. PAGEREF _Toc534290330 \h 75.3Contribution of RE to personal development and well-being…………………………………………… PAGEREF _Toc534290331 \h 75.4Contribution of RE to other subjects………………………………………………………………………………… PAGEREF _Toc534290332 \h 76Developing staff expertise PAGEREF _Toc534290333 \h 86.1Roles and Responsibilities for RE……………………………………………………………………………………… PAGEREF _Toc534290334 \h 86.2Working with the Diocesan Education Team……………………………………………………………………. PAGEREF _Toc534290335 \h 97Monitoring Standards in Teaching and Learning in RE …………………………………………………… PAGEREF _Toc534290336 \h 108How do you plan?….... PAGEREF _Toc534290337 \h 109Evidence of good RE PAGEREF _Toc534290338 \h 1010Assessment PAGEREF _Toc534290339 \h 1011Tracking PAGEREF _Toc534290340 \h 1112Contribution of RE to SIAMS strands PAGEREF _Toc534290341 \h 1113Resources PAGEREF _Toc534290342 \h 12Guidance for the leadership and teaching of RE in Leeds Diocesan SchoolsIntroduction: The Purpose of this documentThis document is intended to serve as a reference document to assist the organisation and teaching of RE across our family of primary schools in the Anglican Diocese of Leeds. It will not be exhaustive, but hopefully it will give some useful pointers to a Headteacher, a new RE Coordinator and to school staff teaching RE. The Aims and Purpose of REWhat is RE for? It is worth taking time to consider the answer to this question as the answers will inform the direction in which the subject is taken in your school. Unless teachers are clear why they teach RE, there is likely to be a confused approach that is at best piecemeal and at worst, seeking to proselytise. As a church school, your first ‘port of call’ is the Church of England Statement of Entitlement (a copy of which can be downloaded from: ) It sets out clearly the aims and purposes of RE. Further information can be found in the Leeds/York Diocesan Syllabus which states:The principal aim of RE is to enable pupils to hold balanced and informed conversations about religion and belief …This principal aim incorporates the following aims of Religious Education in Church schools:To enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage. To enable pupils to know and understand about other major world religions and non-religious worldviews, their impact on society, culture and the wider world, enabling pupils to express ideas and insights. To contribute to the development of pupils’ own spiritual/philosophical convictions, exploring and enriching their own beliefs and values. Appropriate to their age at the end of their education in Church schools, the expectation is that all pupils are religiously literate and as a minimum pupils are able to: Give a theologically informed and thoughtful account of Christianity as a living and diverse faith.Show an informed and respectful attitude to religions and non-religious worldviews in their search for God and meaning. Engage in meaningful and informed dialogue with those of other faiths and none. Reflect critically and responsibly on their own spiritual, philosophical and ethical convictions. RE and the LawFor full details regarding this, refer to your Locally Agreed Syllabus (VC and foundation schools) or to the Diocesan Syllabus. The following is a quote from the Leeds and York Diocesan Syllabus 2017. RE is for all pupilsEvery pupil has an entitlement to Religious Education. RE is a necessary part of a ‘broad and balanced curriculum’ and must be provided for all registered pupils in state-funded schools in England, including those in the sixth form, unless withdrawn by their parents (or withdrawing themselves if they are aged 18 or over).This requirement does not apply for children below compulsory school age (although there are many examples of good practice of RE in nursery classes). The ‘basic’ school curriculum includes the National Curriculum, RE, Relationships and Sex Education. In Church schools RE has the status of a core subject. Religious Education is also compulsory in academies and free schools, using the syllabus as set out in their funding agreements.Which syllabus?Religious Education in Voluntary Controlled (VC) and Foundation schools Voluntary Controlled and Foundation schools should follow the Locally Agreed Syllabus of the authority where the school is located, unless parents request RE in accordance with the trust deed or religious designation of the school. There is much in the Diocesan Syllabus to support schools to achieve excellence in RE and the Dioceses of Leeds and York strongly recommend that schools use the support materials in the Diocesan syllabus as they will complement the locally agreed syllabus. Religious Education in Voluntary Aided (VA) schools In a Voluntary Aided Church of England school, governors are ultimately responsible for the subject and they must ensure that their Religious Education syllabus and provision are in accordance with ‘the rites, practices and beliefs of the Church of England’ and we strongly recommend that they are based on the Leeds and York Diocesan syllabus. Religious Education in an Academy Religious Education is also compulsory in academies and free schools, using the syllabus as set out in their funding agreements. The requirements for Religious Education in an academy with a religious foundation are specified in the funding agreement for that academy.For a VA school that converts to academy status the model funding agreement specifies that an academy with a religious designation must provide RE in accordance with the tenets of the particular faith specified in the designation. This Diocesan Syllabus is recommended to support academies within the Dioceses of Leeds and York to meet the requirements of their funding agreement. Sponsored Academies usually adopt the VA model within their funding agreements, irrespective of whether they were previously VA or VC. Right of Withdrawal (Suggested policy wording)‘RE is an important subject in the children’s learning. It is a major contributor to the ethos of our school. However, we fully recognize the legal right of parents to withdraw their children from all or any part of RE on the grounds of conscience. We do encourage parents to contact the Headteacher if they have any concerns or questions about RE provision and practice at the school.’Managing the right of withdrawal Parents have the right to choose whether or not to withdraw their child from RE without influence from the school, although the school will ensure that parents or carers are informed of this right and are aware of the educational objectives and content of the RE syllabus. In this way, parents can make an informed decision. Where parents have requested that their child is withdrawn, their right will be respected, and where RE is integrated in the curriculum, the school will discuss the arrangements with the parents or carers to explore how the child’s withdrawal can be best accommodated. If pupils are withdrawn from RE, the school has a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises. If neither approach is practicable, outside arrangements can be made to provide the pupil with the kind of RE that the parent wants, and the pupil may be withdrawn from school for a reasonable period of time to allow them to attend this external RE. Outside arrangements for RE are allowed as long as the LA is satisfied that any interference with the pupil’s attendance at school resulting from the withdrawal will affect only the start or end of a school session Time allocation and Curriculum BalanceIn order to deliver the aims and expected standards of the syllabus, the Diocesan Boards of Education for Leeds and York strongly recommend a minimum allocation of curriculum time for RE based upon the law and the Statement of Entitlement from the Church of England Education Office: Schools should aim to be close to 10% of curriculum time for teaching RE, but must be no less than 5%. In practice, this means a starting point of 60 minutes per week for Key Stage 1 and 75 minutes per week for Key Stage 2 and Key Stage 3 RE. Understanding Christianity This is a resource created in collaboration between RE today services and the Church of England as an approach to the teaching of a coherent curriculum about Christianity. The Anglican Diocese of Leeds recommends its use for this element of the RE curriculum. It is NOT a full RE curriculum, nor is it a scheme of work, but it does offer an excellent route into teaching engaging and meaningful RE. Its three stranded approach of ‘Text, Impact and Connections’ across eight core concepts allows for a spiral curriculum that facilitates progression in knowledge and understanding of Christianity as a living faith and that seeks to develop religious literacy. For more information go to or speak to Diane Norton (RE Adviser).PolicyA Model RE policy can be acquired from your Named Adviser as part of the services and resources provided under the Enhanced Services Plan (ESP). If you have not bought into this and would like more details, please speak to the Diocesan Education Team. The Contribution of RESpiritual Moral, Social and Cultural DevelopmentRE contributes to a student’s spiritual development by:-Discussing and reflecting on questions of meaning and truth such as the origins of the universe, good and evil, life after death, beliefs about God and humanity and values such as justice, honesty and truth.Learning about and reflecting on important concepts and experiences such as love, trust, forgiveness, obedience and sacrifice.Valuing relationships and developing a sense of belonging.Considering how religions and beliefs regard the value and purpose of human beings, the importance of the environment and the significance of emotions such as love, anger, joy, jealousy, happiness and pain.Developing their own ideas and views on religious and spiritual issues.RE contributes to moral development by:-Enabling students to value themselves and others. Exploring the influence of family, friends and other sources on moral choices.Considering what is of ultimate value both to students and people within religious traditions.Developing an understanding in religion of the key values and moral choices.Considering ethical issues especially justice which promotes racial and religious respect.Exploring the influence of family, friends and media on moral choices and how society is influenced by teachings and guidance from religions and beliefs.Reflecting on the importance of rights and responsibilities and developing a sense of conscience.RE contributes to a student’s social development by:-Considering how religious and other beliefs lead to particular actions and concerns.Reflecting on the importance of friendship and positive relationships.Investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions.RE contributes to a student’s cultural development by:-Encountering people, stories, artefacts and resources from differing cultures.Promoting respect for all, combating prejudice and discrimination.Challenging stereotypes of religion and beliefs.Developing opportunities to develop an understanding of Christianity as a worldwide, multi-cultural faith that has an impact on the lives of millions of people.Contribution of RE to Community CohesionRE contributes to Community Cohesion by:-Providing a key context in which to develop students’ understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination in:The school communityThe community within which the school is locatedThe UK communityThe Global community(A note on Extremism: This is something that is clearly not part of any British value. The Prevent Duty is clear that extremism of all kinds should be tackled. Extremism is not a new topic in education, but schools have a relatively new statutory duty to pay “due regard to the need to prevent people from being drawn into terrorism”.)Contribution of RE to personal development and well-being RE plays an important role in preparing pupils for adult life, employment and lifelong learning. It helps children and young people become successful learners, confident individuals and responsible citizens. It gives them the knowledge, skills and understanding to discern and value truth and goodness, strengthening their capacity for making moral judgements and for evaluating different types of commitment to make positive and healthy choices.Contribution of RE to other subjectsRE can also make an important contribution to students’ use of language by enabling them to:-Acquire and develop a specialist vocabularyCommunicate their ideas with clarity.Listen and respond to the views and ideas of others.Be inspired by the power and beauty of language.Write in different styles such as poetry, diaries and extended writing.Highlight their own ideas and those of othersRE can contribute to a wide range of subjects like art, music, drama or dance as a vehicle for the exploration of philosophical, spiritual and ethical issues. In a wider sense, RE enables children and young people to grow in confidence and maturity as they learn about others and are given the freedom and safe space to express opinions. In this way, RE can facilitate pupil voice and develop communication skills and oracy through debate and discussion.Developing staff expertise To demonstrate the subject’s comparable status with other core curriculum areas in both staffing and resourcing, it should be a priority in Church schools to build up staff expertise in RE specifically but not exclusively, working towards:At least one member of staff having specialist RE training or qualifications. All staff teaching RE having access to appropriate professional development.All teaching staff and governors having an understanding of the distinctive role and purpose of RE within church schools. A governing body which monitors standards in RE effectively.There is a range of training available to develop staff expertise with RE, either through the Diocesan Course Programme, through the Enhanced Service plan or through bespoke courses. Contact the RE Adviser for more information: diane.norton@leeds.Roles and Responsibilities for REThe role of the Headteacher To ensure that the statutory requirements and the recommendations from the Church of England Statement for Entitlement are met To discuss curriculum delivery with the RE Subject Leader To ensure the implementation of the RE policy To keep the RE Subject Leader and other staff up-to-date on recent relevant changes in government policy The role of the Subject Leader To drive improvements in RE by annual action planning and monitoring of the subject To review and update the RE policy and scheme of work regularly, in line with statutory guidance To implement the school’s RE policy and scheme of work, ensuring that an engaging, high-quality RE curriculum is being delivered throughout the school To monitor and evaluate teaching and learning, planning, and pupils’ work in RE To feedback to SLT & Governors to inform the SEF & SDP where appropriate. To ensure that the teaching of RE is fully inclusive To keep up-to-date with, and enable other members of staff to be aware of, any new developments relating to this curriculum area To attend appropriate courses that will enhance the Subject Leader's role and RE in the school generally, as well as informing other staff of INSET opportunities and arranging/delivering INSET within the school To extend and update resources as and when necessary, in line with the school's budget arrangements and ensure resources are accessible and well maintained To provide and organise a range of enrichment opportunities in RE, including out-of-school trips Job Description/Job Specification - (A link to your RE Coordinator’s Job description/specification could be included here.)The role of the class teacher To implement the school’s RE policy and scheme of work, teaching an engaging, high-quality RE curriculum which follows the legal requirements To follow school planning and assessment procedures To plan for a range of abilities and ensure that the teaching of RE is fully inclusive To report annually to parents about achievement in RE The role of governors Governing bodies must ensure that RE is provided as part of the school's basic curriculum, following the appropriate syllabus. The link governor for RE links with the subject leader 2 or 3 times a year to monitor effectiveness of the policy put into practice. Working with the Diocesan Education TeamOne function of Diocesan Boards of Education (DBEs) as set out in the DBE measure is to promote, or assist in the promotion of, RE in schools in the diocese. This can be fulfilled by: Offering high quality training to all schools throughout the diocese so that provision for RE is effective and promotes religious literacy.Offering an Enhanced Service Plan by which schools can access training and regular adviser visits to support all aspects of school leadership including RE.Providing a named adviser for each school as the first point of contact to the Diocese.Monitoring the quality of RE in church schools.Monitoring Standards in Teaching and Learning in RE - Useful tools for the monitoring of RE within the school are; analysis of assessment data, lesson observations, work sampling and pupil interviews. This information will feed into the Church school self-evaluation process (SIAMS). The RE Adviser can help with further tools and advice.Where there is good RE, children’s learning in RE is monitored regularly by the Subject Leader in line with the school monitoring plan, through monitoring planning, observing lessons and evaluating outcomes. The named governor responsible for RE meets regularly with the Subject Leader in order to review progress. How do you plan?Planning for RE should be in line with your overall school Long Term plan, taking into account how much time you have available; who will be teaching it (i.e will it be the classroom teacher, or a designated individual like the RE Coordinator?); what does your syllabus say about time allocation for Christianity, other faiths and worldviews and thematic units?; you may also need to consider provision for mixed classes. Your RE Adviser can assist with this and is able to share examples of how other schools have planned. The key is to ensure the correct balance of Christianity and other faiths and worldviews. In a Church school, this should be two-thirds Christianity. In practice, this usually means that in a six half term year four will be given over to Christianity, one to another world faith and one to a thematic unit. Evidence of good REThere is no one right way to do this, but as a starting point schools should consider the purpose of any system used and that all teachers understand that purpose. Providing evidence of good teaching and learning in RE requires a multi-faceted approach as different methods reveal different things. A class book enables a teacher to show the learning journey of the class and allows for the recording of discussion led learning or more active tasks. All of which are vital to good RE. A reflection journal enables the child to record more personal responses and an exercise book allows the teacher to see individual progress in learning over time. Speak to your Named Adviser for examples of where these have been used to good effect.AssessmentHow RE is assessed depends on the assessment policy of the school and it should be assessed in the same way as other foundation subjects. A good SIAMS judgement requires that there is robust and rigorous assessment in place for RE. For advice on this, speak to the RE Adviser or to your Named Adviser. The Diocesan Education Team have a bank of examples which we could share. The first step with RE assessment is to consider what are the outcomes expected at the end of the phase or Key Stage? This information can be found in the syllabus being followed. Units of work should be planned with these outcomes in mind and activities chosen that enable evidence to be collected of where pupils have fulfilled the outcomes. Using the outcomes as the standard, pupils can then be judged to be working towards…, meeting… or exceeding them. The Leeds Diocese education team have a variety of tools to help you with this. There are also some networking sessions and courses where these are discussed. Ask for further details.Assessment does not necessarily have to mean a summative piece of work at the end of every unit. Indeed, some units may not lend themselves to this form of assessment. Instead, more could be made of the formative assessment that is done every lesson. Finding a way to formalise this latter type of assessment gives a much fuller picture of the progress being made by the pupils, rather than just using a summative assessment task which might only be accessible to those with a good level of literacy as a means of demonstrating the success or otherwise of a pupil meeting the outcomes.It is also worthy of note that assessment should be diagnostic and rooted in secure, moderated judgements, otherwise it risks having no validity. With this in mind, a clear moderating process is advised. Again, ask your Named Adviser or the RE adviser for more on this.TrackingAs with assessment, how learning is tracked depends on the school system used for other subjects. As an academic subject, RE should be no different in this respect. A tracking system does allow for progress to be demonstrated. Again, we have examples to share; just ask your adviser.Contribution of RE to SIAMS strands In a church school, RE is a core subject. It is safe to say that RE contributes to EVERY SIAMS strand in some way, thus highlighting its importance in the curriculum. The following quotations from the ‘Schedule’ indicate this. Strand 1: Vision and Leadership – ‘To what extent does the school’s Christian vision shape School policies and Church school development plans? How is priority given to collective worship and to religious education (RE)?’Strand 2: Wisdom, Knowledge and Skills - ‘The school has a clear and secure understanding of spiritual development that is distinguishable from social, moral and cultural development and is shared by staff. Progressively deeper opportunities exist across the curriculum which enable pupils to develop curiosity through questioning that helps them explore and articulate spiritual and ethical issues. Pupils value learning and enjoy questioning, listening and responding creatively across a range of subjects’Strand 3: Character Development: Hope, Aspiration and Courageous Advocacy‘How well does the school’s Christian vision support the character and moral development of all pupils?’ ‘Do leaders make sure all pupils have curriculum opportunities to look beyond themselves, ask ‘big questions’ and think globally about life and develop an understanding of disadvantage, deprivation and the exploitation of the natural world? How effectively has the school explored and engaged in diocesan and other global companion/world church links?’Strand 4: Community and Living Well Together – ‘social and cultural development through the practice of forgiveness and reconciliation that encourages good mental health, and enables all to flourish and live well together. ‘Strand 5: Dignity and Respect - ‘How well does the whole curriculum provide opportunities for all pupils to understand, respect and celebrate difference and diversity?’Strand 6: The impact of collective worship – Whilst RE and Collective worship are different and should not be conflated, they are linked in that RE provides the knowledge and understanding which can underpin collective worship.Strand 7: The effectiveness of religious education - How effective is the school in ensuring pupils flourish through the provision of high quality religious education reflecting the Church of England Statement of Entitlement?’ ‘How effective is the school in ensuring that religious education expresses the school’s Christian vision?’Whilst SIAMS is NOT simply RE, clearly it has much to contribute.ResourcesThe Diocese does have a limited supply of resources with which we can support you, but your adviser and the RE adviser can also point you in the right direction.Artefacts relating to Christianity and other religions.The church community The local Minster/CathedralOther places of worship – Contact the RE Adviser for a list of possible visit venuesParents and relatives who come and share their beliefs and cultures with the children.Possible visitorsHand to Mouthpuppets@.uk Archbishop of York Young Leaders Award archbishopofyorkyouthtrust.co.uk/young-leaders-awardThe Development Education Council or .uk Tanzania Schools Link Projectleeds.education/tanzaniaWalk through the Bible .ukGod and the Big Bang Hannah Malcolm at manchester.Missional Generation ben@missionalgen.co.ukSuggested BiblesThe choice of Bibles will depend on the age group. As with any other literature, they should be age appropriate and offer progression. Some suggestions might include:Bible Story books – Storyteller Bible (Bob Hartman) or The Beginner’s Bible. The Lion Children’s BibleKS2: The Adventure Bible - more designed for Christian families but user friendly and includes background info (age 8 – 12)UKS2: International Children’s Bible – a complete Bible and not a paraphrase but child friendly languageThere is an organisation to which schools can apply to obtain a free set of Bibles: .uk/ - they don’t have a wide selection but if money is really an issue … needs must.Other External ResourcesRE Today .ukNATRE .ukREonline .ukBBC - My life My Religion Further RE resources including a list of useful websites are to be found on the Diocesan website - leeds.education ................
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