Led by Sue Holmes ERYC Marilyn Cowling Hull

Led by Sue Holmes (ERYC) & Marilyn Cowling (Hull) Sue Holmes: sueholmes@email. com 07931 700851 Marilyn Cowling: marilynccowling@gmail. com 07764 577064 “Is your RE curriculum ‘beautiful’? ” Mary Myatt

All pupils in maintained schools are expected to study the basic curriculum, which includes national curriculum, religious education and ageappropriate relationship and sex education. Academies are expected to offer all pupils a broad curriculum that should be similar in breadth and ambition. School inspection handbook, p. 42, paragraph 172

� Ofsted doesn’t look for… we look at (present tense) � Curriculum � Ofsted is at the core engages teachers in curriculum conversations: “What is your vision for RE, and what are its distinctive sets of knowledge, skills and understanding? ” www. reweb. org. uk

Summary: � The framework focuses on quality of education what children learn through the curriculum - rather than on performance data � Inspections last 2 days with a much greater emphasis on curriculum; up to 4 subjects will be chosen as a focus for deep dives to examine the curriculum – RE may be selected as one of those � Ofsted will look at how the school’s results have been achieved – to see they are the result of broad and rich learning � Ofsted will evaluate how curriculum subjects contribute to pupils’ personal development

216. Provision for the spiritual development of pupils includes developing their � ability to be reflective about their own beliefs (religious or otherwise) and perspective on life - knowledge of, and respect for, different people’s faiths, feelings and values. 219. Provision for the cultural development of pupils includes developing their � ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities - interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.

A new ‘quality of education’ judgement has the curriculum at its heart, replacing the previous ‘quality of teaching, learning and assessment’ judgement. Inspectors will look at intent, implementation and impact in relation to breadth, depth and vision in the curriculum: � Intent - the extent to which the curriculum sets out the knowledge and skills pupils will gain at each key stage � Implementation - the way the selected curriculum is taught and assessed, to support pupils to build their knowledge and to apply that knowledge as skills � Impact - the outcomes pupils achieve as a result of the education they’ve received

gather direct evidence of the quality of education in the school � have ‘curriculum conversations’ about how teachers know their curriculum is having an impact � ask teachers to explain: ü the RE concepts they are planning to teach RE’s ‘Big Picture’ ü how the assessment information they decide to collect informs their curriculum and teaching ü how they are supported to address gaps in their subject knowledge (CPD), so that pupils are not disadvantaged by ineffective teaching �

� Which questions might you be asked about the intent of the RE curriculum? � Which questions might you be asked about the implementation of the RE curriculum? � Which questions might you be asked about the impact of the RE curriculum?

How well does FS 2 & KS 1 set the foundations for RE in KS 2 Does the curriculum enable pupils to build on prior knowledge? How do you ensure that key content is remembered over time? How do you ensure consistency across the school? What factors are most important in motivating your pupils to excel in RE? How is your curriculum designed? How is reading and writing developed in RE?

What is the intention of the RE curriculum in your school? Purpose & aims of RE syllabus How does this contribute to your whole school intent?

The Curriculum as a whole “In Foundation Stage we focus on experiential learning, development of the whole child and whole class creative experiences that lead to deep learning and the embedding of key skills. As the children move further into Key Stage 1, we ensure the retention of the creativity found in Foundation Stage while moving pupils towards the skills needed to increase their knowledge and understanding of the subject. ” The RE Curriculum “In Foundation Stage, RE is experiential, creative and reflective. Children are given time to think, talk about and consider the world around them and the beliefs of others within their community. Through creative opportunities, independent and teacher led tasks, they are able to find out about places of worship and believers. Children are encouraged to use technical vocabulary to share their understanding with their peers and adults working within the classroom. As the children move into Key Stage One, these opportunities for experiential learning continue and RE remains creative and Knowledge rich. The children are given further opportunities to look at religions and non-religious worldviews in increasing depth, building on the knowledge acquired in the Foundation Stage. ”

“The school’s vision and educational aims for religious education are to provide a rigorous academic curriculum that is ambitious, challenging, enriching and inclusive. This is in line with the school’s aim to encourage high aspirations in order to maximise progress and to enable all pupils to experience the joy of success. Our aims and vision for RE also reflect the intent of the locally agreed syllabus which are 'to support pupils' personal search for meaning by engaging enquiry into the question 'what is it to be human? ' through exploring answers offered by religion and belief. Our intent is to provide an academic RE curriculum that enables pupils to hold balanced and informed conversations about religion and worldviews. ”

� How does the curriculum sequence enable pupils to make progress and ensure learning? � What expertise is there among the teachers of RE? What CPD is there for teachers of RE to ensure that they are experts in what they are teaching? � How is assessment used to inform teaching? � How do you know pupils are making progress towards defined end-points? � How does the subject leader know the quality of learning that goes on in RE lessons? What expertise is there amongst the teachers of RE? What CPD is there for teachers of RE to ensure that they are experts in what they are teaching?

IMPLEMENTATION - HOW DOES THE CURRICULUM SEQUENCE ENABLE PUPILS TO MAKE PROGRESS AND ENSURE LEARNING?

IMPLEMENTATION - WHAT EXPERTISE IS THERE AMONGST THE TEACHERS OF RE? WHAT CPD IS THERE TO ENSURE THAT THEY ARE EXPERTS IN WHAT THEY ARE TEACHING?

� How does pupils’ work reflect the subject’s intent? � How have your pupils developed as a result of their RE lessons? � What difference does the RE curriculum make to pupils’ knowledge and understanding of religion and worldviews? � What evidence is there of pupils’ learning?

IMPACT - HOW DOES PUPILS’ WORK REFLECT THE SUBJECT’S INTENT?

Why? In order to provide direction for assessing pupils’ progress in RE, it is important to have an idea of where their learning is going. We need to identify the overarching ideas that pupils should encounter, to enable them to engage with and understand the impact of religion and belief in people’s lives. • Programmes of Study in Agreed Syllabus What? Knowledge and understanding of religious and non-religious worldviews. • Key Content and worldviews Analysis and evaluation of important questions and experiences of life in relation to religious and non-religious worldviews. • Units of Learning and skills ladder How? Plan for short term; medium term; long term • Attainment Targets in the Agreed Syllabus

www. reweb. org. uk

Agreed Syllabus: � Aims & purpose � Areas of understanding /ATs � Enquiry model - based on spiral learning � Key content / Programmes of study � Progressive units of learning School input: � Choice of faiths to suit school community � Local events – REaction, Sanctuary project, RE Hub meetings, Living Faiths, trainings