RELIGIOUS EDUCATION - STRATEGY

National Strategies: Local Outworking

Religious Education is locally determined rather than national prescribed. RE in community and controlled schools must be delivered in line with the Locally Agreed Syllabus. In aided schools it is the governors who decided in relation to the school’s trust deeds. The Anglican Dioceses of Canterbury and Rochester (for its Kent schools) recommend that their aided schools draw on the Kent Agreed Syllabus for RE. It is within this context that RE needs to be aware of and respond appropriately to national strategies and priorities.

The Secondary National Strategy for school improvement

This strategy, is part of the government’s reform programme for transforming secondary education in line with the Every Child Matters agenda. Its focus is on improving the quality of teaching and learning and improving the effectiveness of management and leadership in schools in order to bring about the best possible outcomes for all learners. RE, whilst being locally determined, is recognised as playing an important part in this national strategy. What makes for high quality teaching and learning and effective management and leadership in other subject areas makes for high quality teaching and learning and effective management and leadership in Re. Applying much that is good within the strategy and relating it to RE teaching and learning will enhance the delivery of the Kent Agreed Syllabus. More information...

The Primary National Strategy: Excellence and Enjoyment

This strategy sets the vision for the future of primary education which focuses on a rich, varied and exciting curriculum that helps pupils achieve and enjoy. It allows schools to take ownership of their curriculum, building on existing strengths and urging creative and innovative ways of teaching and learning. What is creative and innovative in other subject areas is creative and innovative in RE and teachers should draw on much of the good practice to develop their delivery of RE in line with the Kent Agreed Syllabus. More information...

Personalisation

Personalised learning is about tailoring education to individual need, interest and aptitude so as to ensure that every pupil achieves and reaches the highest standards possible, notwithstanding their background or circumstances, and right across the spectrum of achievement. More information...

Assessment for learning

Assessment for learning is assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking or certifying competence. An assessment activity can help learning if it provides information to be used in feedback, by teachers, and by their pupils in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when evidence is actually used to adapt teaching work to meet learning needs.’ (Black et al 2002)

Assessment in RE has been and remains for some a contentious issue. What can, can’t, should, shouldn’t be assessed alongside the practicalities of assessment raise important questions linked to the pedagogy of the subject area. The Kent Agreed Syllabus has within it statutory levels of attainment which should form the basis of expectations, teaching and learning strategies and assessment (of and for learning) opportunities. During the Autumn 2007 a one day course – link to primary and secondary assessment courses needed) for primary and secondary teachers respectively is being held to support and improve assessment practice in RE.