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! 5’

Programme for the morning Session 1 Why a new syllabus? What’s new? What will I recognise? Introductory tour of new online syllabus Session 2 What is statutory? How should I plan? What about EYFS? Exemplar units of learning Now what?? 5’

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 5’

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! – soon to be added to website, plus best of other ‘old’ stuff 5’

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 10’

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, noticing technical stuff like back buttons etc. Brief exploration of menu sections ….! 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 TIME TO EXPLORE THE WEBSITE OVER A COFFEE – OVER TO YOU! 30’

10’

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 5’

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 - suggest printing off template for planning Highlight model for learning; teachers expected to 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 Don’t forget!: SEN and five keys offers good practice for all learners for all teachers to refer to; something else you will recognise! 10’

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’

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: relevant programme of units (KS1, KS2) – notice follow-through from previous programme of ‘units of work’ – best practice remains! relevant examples of a unit of learning for one term including adaptations for different faiths 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 – Areas of Understanding, Key Content and End of Key Stage Statements Key Content for an overview of each faith selected for study, these pages provide the basic essentials but do not limit any other aspects you may choose to cover– essential for planning for subject leaders, once faiths are chosen 10’

What to do next raise awareness and discusses changes with colleagues plan to fully implement by September identify your training needs draw up an RE action plan with your subject leader Any questions? Can we help you? Plan actions needed before summer break – introduce first unit at beginning of Autumn Term - no ‘one year’s grace’! Additional materials on http://reinhull.wordpress.com to help with dissemination – sign up for updates Open discussion as to next steps – pair/share / whole group discussion POST-ITS 15’ including paired discussion time

Stay in touch!  Marilyn Cowling tel: 07764 577064 Sue Holmes Future needs on evaluation sheets please – indicate desired / likely follow up 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) Watch this space and keep in touch! We’re here to help! Let us know if anything on reweb is not working as it should Come to FREE Network meetings to be updated! 10’

Feeling confident about next steps… Programme for the afternoon Session 3 – effective subject leaders leading a team of one! development planning reviewing your RE policy Session 4 - progression and attainment achieving depth in learning RE and inclusion models of assessment Feeling confident about next steps… 5’

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’

Effective subject leaders Begin to make your RE Action Plan Development Plan - p.13 TTG Staff meeting Share with governors Review policies Look at syllabus Guidance section for support Discuss in staff meeting this term - additional materials on http://reinhull.wordpress.com to help with dissemination – sign up for updates Review policies as they come up for review/renewal in the next year/so – Introduction: Purpose & Aims section particularly useful to underpin the value of RE; see other aspects such as SMSC and British values Share with governors where and when opportunity arises Use Guidance section – outlines responsibilities for all groups. Has some checklists to download/support. Discuss own Action Plan – what’s to do? (pair/share / whole group discussion) e.g: Unit planning for trial units in Summer Term Specific content (e.g. stories) to cover in trial units 30’ POST-ITS

Your RE policy Check out REinHull for our updated model RE policy consider (number of) faiths chosen to study pp.14-15 TTG RE Aims and Purposes - pp.2-3 TTG Discuss what needs to be an outline policy Check it against your own and identify what needs changing over a cuppa! 10’

20’

Inclusion Check out the SEN section (2013) how does / might the Burning Core / 5 Keys approach relate to your school’s RE practice? pp.20-23 TTG 10’

Progression Check out Assessing RE Click on an appropriate set of End of Key Stage Statements How can you evidence pupils’ progress using these statements? pp. 57-75 TTG Plan assessment tasks for trial units in Summer Term? School recording and reporting formats? Sharing of work? 20’

Feelings and Feedback How are you doing? What else needs to be done? Who else can help? Forward thinking… Good luck! 10’