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Manager or Leader?
Manager – a person responsible for controlling or administering an organization or group of staff. (Oxford English Dictionary)
Leader - Leadership is the behavior that brings the future to the present, by envisioning the possible and persuading others to help you make it a reality. – Matt Barney, founder and CEO, LeaderAmp
Which do you need to be?
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3. Role of the RE subject leader
Teacher
Supporter
Liaison
Ambassador
Motivator
Visionary
Activist
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4. Being a ‘People Person’
RE Subject Leader
SLT
Staff
Parents
Pupils
Local religious communities
Other local RE subject leaders
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5. Enthuse, Empower, Inspire
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6. Enthuse, Empower, Inspire
Why does this have to be here?
What are your memories about RE from your own schooldays?
What do your staff think of RE?
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Empower .
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Diamond 9
Diamond 9 board image
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RE Dos and Don’ts
Do use imaginative, interactive teaching strategies – help pupils to enjoy RE!
Do research topics that you know little about, but don’t expect that you will be able to learn everything.
Do have high expectations of pupils’ achievement in RE.
Do plan for RE to be cross- curricular where this would be beneficial, but don’t contrive tenuous cross-curricular links.
Do ensure RE is high profile. RE work should be on display in classrooms.
Don’t insist that all work is recorded in writing.
Don’t be afraid to discuss difficult topics and questions with pupils even though you will not have all the answers.
Don’t presume a child’s ability in RE is the same as their ability in literacy.
Don’t show preference for one religion over another.
Don’t do too much spoon- feeding of information. Pupils should be allowed to enquire and explore for themselves.
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Planning Helper
Step 1
Key Question
Decide upon the key question that pupils will be exploring within the topic that you are teaching
Step 2
Learning Outcomes
Select or devise relevant learning outcomes linked to your syllabus that pupils should be working towards.
Step 3
Select Specific Content
Decide which content pupils will focus on in order to help them achieve the learning outcomes
Step 4
Assessment
Make the learning outcomes specific to your class and what you intend to teach. Write them as ‘I Can’ statements
Step 5
Teaching and learning activities
Plan engaging, active learning opportunities using imaginative stimuli in order to help pupils meet the ‘I Can’ statements
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11. Information gatherer (& giver outer)
RE:online: watch out for their ‘specials’ in the ‘learning’ section
RE:quest:
Educhurch:
Engaging With Faith Communities:
Hwb: search for Religious Education in the ‘find and use’ section
RE Today:
…and of course
NATRE: please please please please use the films, free resources etc
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Enthuse
Picture of 2 girls using a Bible app
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Learn how to agree and respectfully disagree
Helps pupils form and express opinions
What would things be like if we didn’t have RE?
Superb for thinking skills
Helps pupils see things from other perspectives
Fascinating to find out about ourselves and each other
Can be so lively and taught in so many ways
Can be creative in your organisation and teaching of it
Religion is real and has a real impact on the world
Time to think about the really big issues, ideas and questions in life
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Inspire
Image of pupil/teacher RE conference day in Chichester
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Image of Chinese creation story
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Know
Know where you are
Know where
you’re going
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What am I looking for?
What is going on?
What is working well?
What impact have any new initiatives had?
What needs to be improved?
Where next?
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Audit ideas
Talk to your team
Get pupils’ views (and parents’ views too!)
Planning scrutiny
Check your policy
Analyse any data
Use an audit tool
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Work scrutiny
Is there:
Age-appropriate level work?
Evidence of independent thinking?
Differentiation?
Evidence of learning from and learning about religion?
Curriculum coverage and progression?
Inclusion?
Linked to plans?
Marking?
Targets?
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Learning walk
Evidence of RE in the school
Displays
Use of resources
Observe any new initiatives
Unless there are concerns – general feedback
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Observations
Is there a school cycle?
Demonstration lessons and team teaching give people opportunities to watch you too
Progress, subject knowledge, use of teaching assistants, differentiation…
Active observing - watch the teacher and the pupils, ask pupils what they are learning, whether they are enjoying it, look at their books etc
Feedback – prompt and private, open up a discussion rather than listing, 2 or 3 targets – who writes them?
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What needs changing?
Do you have any inspection targets???
Are you legal???
Organisation of timing for RE – weeks/days/enough time/cross curricular???
Teaching methods – creative/differentiation/ investigative???
Recording???
What else is highlighted by your audit tool???
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23. How can I start to bring about change?
Action plans
Small steps to larger targets
Put timings on (and stick to them as far as possible!)
Explain why change must happen
Get others involved – you can’t change a whole school by yourself
Keep staff focused on the change
Build in time for reflection
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24. Someone who takes care of him/herself
You can get great ideas from:
Local groups
Hubs
Subject organisations – in the case of RE, it’s NATRE
Social media (Save RE on facebook, #rechatuk)
Visiting other schools can be really helpful
Ofsted examples of good practice
But it’s more than just that…
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