Introducing the Agreed Syllabus for Religious Education 2016 Professional Development led by Sue Holmes RE Consultant supporting ER SACRE sueholmes@email.com 07931 700851 Marilyn Cowling supporting Hull SACRE mossmother@hotmail.co.uk 07764 577064 Introducing the Agreed Syllabus for Religious Education 2016 www.reweb.org.uk Demonstrate access to RE webpages on eRiding website via reweb.org.uk Old syllabus link from home page – for short time!

The 2016 Agreed Syllabus for Religious Education Our 2016 Agreed Syllabus for Religious Education is the result of a collaborative partnership between the Standing Advisory Councils for Religious Education (SACREs) of the four local authorities that comprise the Humberside region, following the similar joint RE syllabuses of 1999, 2005 and 2010.  Ever since their formation in 1996, the four local authorities (East Riding of Yorkshire, Hull City, North Lincolnshire and North East Lincolnshire) have worked together in support of Religious Education in local schools and are proud to continue this fruitful partnership in the life of the new Agreed Syllabus for 2016-2021. Click link to home page and introductory statements. Explore how menu works. Quickly open each section of menu to illustrate total content on drop-down list - back buttons etc. Especially note Statutory sections: Statutory requirements – quick-to-refer-to overview of schools’ responsibilities Statutory areas of understanding grid - recognise: format AT1 & AT2 columns examples of contexts in faith columns are removed but assimilated into: Statutory key content Statutory progression & attainment levels have gone - End of KS statements instead progression ‘steps’ still relevant

Why a new syllabus? statutory requirement role of the SACRE and ASC fourth joint syllabus of the Humberside partnership 2011 syllabus has expired and is now effectively illegal; SACRE must review every 5 years Explain the role of the Standing Advisory Council on RE: 4 groups compose SACRE - LA, unions (teachers), CE, faiths & others joint Agreed Syllabus Conference; working partnership of 4 local authorities, keeping best practice from historical ‘Humberside’ syllabus of 1990s Wide consultation with local schools in 4 LAs and faith groups, North and South bank

What you will recognise Contents menu – different layout Statutory requirements – with additions Enquiry model Attainment targets: Learning about… Learning from… Contents simplified Statutory requirements – nationally, the legislation for RE remains unchanged and local breadth / content requirements remain same Enquiry models highlighted as good practice in Transforming RE (OfSTED) – still relevant Kept the 2 ATs because they work Getting Started with World Religions = old yellow Humberside folder revamped! – on website, plus best of other ‘old’ stuff

What’s new? everything is online - no hard copy Key Content and Areas of Understanding (statutory) fewer Teaching Objectives & Learning Outcomes End of KS Statements (statutory) exemplar Units of Learning look different but essentially the same planning model practical examples of activities from schools Flexibility to change/add to what’s online Less is More!! Depth v. shallow coverage Includes relevant national documents or links to websites so everything is together and cross-referenced New assessment benchmarks Regular updates to website – sharing of schools’ planning / recording / ideas and suggestions Includes everything a teacher might need to get started, requires no previous knowledge of RE, but does require subject leader to keep a school overview

Statutory requirements Every state-funded school in England must provide the Basic Curriculum which includes provision for RE for all registered pupils at the school (including all Reception pupils and those in the sixth form) in accordance with Schedule 19 to the School Standards and Framework Act 1998. The key document in determining the teaching of RE is the locally agreed syllabus. Academies, Free Schools and Voluntary Aided schools may choose to follow their own or a different locally agreed syllabus (with the permission of the SACRE concerned) or devise their own curriculum (which must broadly reflect the requirements of an agreed syllabus). Maintained special schools and PRUs are required to ensure that as far as practicable, a pupil receives RE according to the locally agreed syllabus. RE and the Law - pp. 4-5 TTG Re-emphasise there is no change to statutory requirements Difference between: VA (choose to follow diocesan / other syllabus) VC schools (must follow local agreed syllabus) Majority of academies (except faith) will follow local agreed syllabus

Statutory areas of understanding derived from statutory core RE curriculum same three themes for KS1- 3 (KS4 follow accredited exam syllabus) replace old Fields of Enquiry form the basis for planning link teaching objectives to both AT1 and AT2 Look at Areas of Understanding in RE Progression obvious, as same themes run through Key Stages 1 to 3 5’

How to plan from the Agreed Syllabus consider: enquiry at the heart of learning time allocation p.18 TTG pedagogy key content exemplar planning model progression and attainment Look at How to Plan from the agreed Syllabus section: exemplar planning template – follow one cycle of learning Teachers plan to visit each stage a number of times within a unit, asking new Qs each time Full term unit - block time, integrate with rest of curriculum? Pedagogy section and web links Assumption that breadth of content/learning takes account of what has gone before (including in EYFS) Continuous progression through all key stages building on skills, knowledge and understanding

Exemplar units of learning termly - three per year group incorporate Areas of Understanding and End of KS Statements, providing ideas for challenge and development follow a learning cycle provide a model for schools to adapt to their own curriculum Look at: programme of units (KS1, KS2) unit of learning Emphasise that units of learning are EXEMPLAR only – Areas of Understanding, Key Content and End of Key Stage Statements are the statutory bits; remember the ‘overlays’ for Christmas and Easter! Schools may adapt units for their own curriculum, or write their own using the statutory elements Key Content for each faith selected for study, provides the basic essentials but do not limit any other aspects you may choose to cover – essential planning for subject leaders, once faiths are chosen

Progression Check out Assessing RE How can you evidence pupils’ progress using End of Key Stage Statements? pp. 57-75 TTG School recording and reporting formats? Moderating work?

RE in the EYFS updated to reflect revised EYFS Framework (2013) non-statutory until children enter Reception class in the academic year they attain 5 years EYFS programme provides an essential foundation for KS1 RE pp. 52-53 TTG Updated in line with national documentation re EYFS 10’

Inclusion Check out the SEN section (2013) how does the ‘Burning Core / 5 Keys’ approach relate to your RE practice? pp. 20-23 TTG SEN and five keys offers good practice for all learners for all teachers to refer to; something else you will recognise!

Being aware! SMSC, BV and Prevent Although British values must not just be left to RE in schools, RE is an important subject for the promotion of British values The requirement to promote BV can be found here: The first paragraph makes very clear that British values are not isolated from the rest of the curriculum. Their promotion is part of SMSC and a way of strengthening a school’s SMSC provision. ‘Actively promoting’ British values includes challenging pupils, parents and staff who express opinions contrary to fundamental British values Prevent is a government counter-terrorism strategy See refs in TTG 10’

What to do next raise awareness and discusses changes with colleagues plan to fully implement in September identify training needs draw up an RE Action Plan Any questions? How may we help you?

Effective subject leaders RE Action Plan Development Plan - p.13 TTG Staff meeting Share with governors Look at syllabus Guidance section for support Review policies Discuss in staff meeting - additional materials on http://reinhull.wordpress.com to help with dissemination – sign up for updates Introduction: Purpose & Aims section particularly useful to underpin the value of RE; see other aspects such as SMSC and British values Use Guidance section – outlines responsibilities for all groups. Has some checklists to download/support

Your RE policy Check out REinHull for a model RE policy Consider (number of) faiths chosen to study pp. 14-15 TTG RE Aims and Purposes - pp. 2-3 TTG

Stay in touch!  Marilyn Cowling tel: 07764 577064 Sue Holmes Could include, as cluster training days or twilight staff meetings: Better teaching & learning in RE Planning units of learning In-class coaching and lesson planning (e.g. bespoke NQTs, HLTAs) Assessing RE RE subject review (REQM) Writing an RE action plan Visits, visitors and artefacts Things are still changing –rapidly!! Work is not finished, more changes on the horizon and there may be things that SACRE has to do/change for RE in the next 5 years before the next full syllabus review (??) In the next year/two: Curriculum review, and RE will be reviewed with it – separately if necessary; REC Commission to look at the place of RE over next 2 years E Bac will be further developed – RE may yet be included (100+ MPS and 110,000 people signed up at beginning May 2011 – worthy of debate) Teacher Training – number of RE students still under review (April 2011)