1. SOMERSET STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION (SACRE)
Seminar for Governors and SACRE Members
On Tuesday 10 July 2012
At The Canalside, Bridgwater 
New materials for Somerset SACRE’s Agreed Syllabus and SACRE websites

2. Introduction & Aims
to update delegates on current initiatives undertaken by Somerset SACRE especially the Somerset Agreed Syllabus: Awareness, Mystery and Value (AMV);
to learn how to spot and encourage good practice in RE;
to experience at first hand teaching and learning ideas in RE;
to explore ideas for effectively supporting inclusive RE;
to learn how SACRE members and governors can support schools in relation to the Agreed Syllabus for RE.

3. What is SACRE?
Every local authority (LA) is required by law to establish a Standing Advisory Council on Religious Education (SACRE) to advise on matters relating to religious education and collective worship. The SACRE is made up of representatives from :
Christian and Other Religious Denominations;
The Church of England;
Teachers’ Associations;
The Local Authority.
The SACRE is required to
review the Agreed RE Syllabus within five years of its implementation;
provide advice on methods of teaching, teaching materials, teacher training
monitor the delivery of the agreed syllabus and collective worship
Produce an annual report on the exercise of its functions.
SACRE can also co-opt members.
It works in cooperation with local faith communities, especially running course jointly with the Diocese of Bristol, and contributing the national development initiatives run by Ofsted and others.

7. Navigating the AMV Website
Point out statutory and non-statutory; Further guidance is coming. There is a history line so you can retrace your steps. Contact via ‘About Us’.
Look at the headings for Syllabus > Requirements and explain importance for HTs & Governors of the first and second items. More info in a moment...
For faith reps, and subject leaders note Syllabus > Requirements for coverage... and Resources > Code of Conduct.
For subject leaders: Syllabus > programmes of study, standards & assessment. Plus Guidance > Planning guides.

8. Distinctively Local
This syllabus prompts teachers, where appropriate to their school community, to introduce local features as well as those with national or global significance:
People with Bristol / Somerset connections: St. Dunstan (Glastonbury), St. Aldhelm (Frome) and St. Congar (Congresbury), Joseph Alleine and Hannah More; several Bishops of Bath & Wells, George Carey, Thomas Ken; John Wesley; Alfred the Great, William Wilberforce, Mary Carpenter, George Williams, Charles Wilkins, Haile Selassie, Ram Mohun Roy.
Christian Places of Worship: Cathedrals, Churches and Abbeys.
Christian diversity: Anglican, Catholic, Non-conformist and Independent Christian churches.
Religious diversity: synagogues, mosques, temples, Buddhist centres and gurdwaras. Plus, where the school feels it appropriate, minority religious and non-religious traditions, such as Bahá'í and Humanism.
As well as individuals and local communities, schools may choose to illustrate broader investigations with a study of religious art and artefacts in local museums or galleries.
Do you know of any to add?

9. Approaches to RE
Toledo Guiding Principles for Teaching about Religions and Beliefs:
Teaching about religions and beliefs is a major responsibility of schools, but the manner in which this teaching takes place should not undermine or ignore the role of families and religious or belief organizations in transmitting values to successive generations.
Preparation of curricula, textbooks and educational materials for teaching about religions and beliefs should take into account religious and non-religious views in a way that is inclusive, fair, and respectful. Care should be taken to avoid inaccurate or prejudicial material, particularly when this reinforces negative stereotypes.
Pauline Dodds / David Williams to speak about Church schools

10. Appropriate methodologies for AMV
Phenomenological approach, for example:
helping pupils know and understand some specific beliefs and teachings;
developing pupils’ ability to give accounts of the impact of some religious teachings upon believers.
Experiential approach, for example:
starting with either human experience of every day life (at depth) or with human experience of religion as discerned through its ‘experiential’ dimension;
using reflection, stilling, guided fantasy and experiential work to open the creative imagination;
encouraging pupils to build conceptual bridges between their own experiences and some of the central concepts of religion.
Also Section C of the school self-evaluation form for Ofsted.

11. New Schemes of Learning
Also Section C of the school self-evaluation form for Ofsted.

12. Key Checkpoints for Governors & Headteachers
Do all pupils make progress in RE?
Is RE well led and effectively managed?
Is there effective self-evaluation of standards and quality in RE?
Are those teaching RE suitably qualified and trained in the subject? Do they have regular and effective opportunities for CPD?
Are teachers aware of RE’s contribution to developing pupils’ understanding of religion and belief and its impact on society?
Where appropriate, do pupils have opportunities to take courses leading to an accredited qualification in the subject?
Do parents know about the RE curriculum and the right of withdrawal?
Are teachers aware that they do not have to teach RE?
Is RE resourced, staffed and timetabled in a way that means the school can fulfil its legal obligations on RE and pupils can make good progress?
Where there are insufficient teachers in a school who are prepared to teach RE, does the headteacher ensure that pupils receive their RE entitlement?
Also Section C of the school self-evaluation form for Ofsted.

13. Checklist for Managing the Right of Withdrawal
Is the school careful to ensure that RE is of educational value to all pupils, whatever their belief background, thus reducing the likelihood of parent /carer requests for withdrawal?
Does the school ensure that the nature, objectives and content of RE are shared with parents?
Are parents or carers notified about plans for RE as part of the curriculum for the coming session for their child’s class?
Does the school have a procedure in place for parents or carers who want to withdraw children from RE?
Does the organisation of the curriculum allow parents to exercise the right of withdrawal?
What practical implications arise from a request by parents to withdraw a child from RE and how might they be addressed?
Are all those who teach RE aware of the school’s procedures?
Are all teachers aware of their own right not to have to teach RE?

14. Contacts AMV Advisers: Dave Francis e: mayfly@blueyonder.co.uk
Annie Chamberlain /
James Mitchell-Cassell
Clerk to Somerset SACRE,
Children and Young People’s Directorate,
County Hall,
Taunton TA1 4DY
web:
AMV Advisers:
Dave Francis e:
Graham Langtree e: