RE 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 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. Autumn 2007 saw one day courses for primary and secondary teachers respectively to support and improve assessment practice in RE. The CD-Rom ‘Assessing RE: Some Practical Examples’ followed.

Following the new Key Stage 3 Curriculum implementation (from September 2008) which encourages more Project Based Learning and cross-curricular working teachers must remember that assessment for individual subjects e.g. RE must still be undertaken. Projects must fulfill the requirements of the Kent Agreed Syllabus and give pupils the opportunity to show their competency in the RE levels.

As the Rose review of the Primary curriculum encourages a similar approach, and many primary schools are increasingly offering themed weeks and projects this advice also applies to Primary RE co-coordinators. If the RE levels are considered when planning such work opportunities to assess RE become much easier and remember assessment does not have to be written work – be creative!