1. RE – realising the potential Alan Brine HMI National Lead for RE AREIAC Northern Conference Nov 2013

2. Gove receives the 2013 RE report Add presentation title to master slide | 2

3. Observer: Inappropriate picture of the week Add presentation title to master slide | 3

4. Times – inappropriate headline of the week Ofsted orders RE teachers to brush up their Bible Add presentation title to master slide | 4

5. A successful launch I can't remember ever hearing the NAHT, OFSTED, a national working group leader and a secondary head of department essentially all agree. Add presentation title to master slide | 5

6. The political message  RE matters and needs to realise its potential  At its best it has a real impact on young people’s lives  It’s not good enough in too many schools  We need to know why and take action  The neglect of successive governments and the collateral damage by this Government need to be reversed Add presentation title to master slide | 6

7. Ofsted Triennial RE Report: Headlines  Across Key Stages 1-3 progress and teaching in RE is not good enough in 6 out of 10 schools  Better at KS4 – BUT issues with GCSE  Too many pupils leaving schools with low levels of religious literacy  Weaknesses reduce ability of RE to contribute to pupils’ broader learning and personal development Add presentation title to master slide | 7

8. But don’t be under any illusions  Times have changed  We cannot ignore the wider policy landscape  We cannot wait for anyone else to do anything – no white chargers And we are beginning to get it right:  New models of networking – doing it for ourselves  Emerging new leaders who are technology savvy  A new energy around innovation and creativity Add presentation title to master slide | 8

9. The eight barriers to success  low standards  weak teaching  curriculum design problems  confusion about the purpose  weaknesses in leadership and management  weaknesses in GCSE  gaps in training  the impact of recent changes in education policy. Add presentation title to master slide | 9

10. But good news  RE Council RE Review – Gove sign in  All Party Parliamentary Group set in in 2012  Strengthened community sense in the RE world  SMSC higher up agenda  RE Quality Mark/RE Ambassadors/ Learn,Teach,Lead,  Innovation in academies – scope for networking Add presentation title to master slide | 10

11. At Little Heath special school Add presentation title to master slide | 11

12. Redbridge Faith Ambassadors Add presentation title to master slide | 12

13. Broughton, Preston – RE gold quality mark Add presentation title to master slide | 13

14. Thanks to William aged 13 If RE isn’t challenging it’s just learning facts about religion. If you aren’t learning how to question it’s not proper RE - that’s when it gets interesting. Our teacher’s motto is: Don’t just answer the question; question the answer. Add presentation title to master slide | 14

15. What is getting in the way in primary?  Status – rhetoric v reality  PPA /timetabling issue  Teacher confidence and expertise  Curriculum fragmentation and isolation  Confused purpose Add presentation title to master slide | 15

16. What is getting in the way in secondary?  Misconceptions about the ‘Ofsted’ lesson  Uncertainties about KS3 curriculum  GCSE specifications and provision  Non-specialist issue  Lack of challenge  Increasingly patchy provision Add presentation title to master slide | 16

17. Misconceptions about the Ofsted lesson - There is no such thing  Learning objectives communicated mechanistically  Over-complex lesson planning  Over-use of levels to review progress in lessons at the expense of genuine reflection on learning.  Learning driven by too many tasks – delusion about pace  Narrow use of digital technology Add presentation title to master slide | 17

18. Religious literacy involves:  informed responses to ultimate questions  understanding the beliefs, practices, values and ways of life of religions and non-religious world views  understanding of the nature of religious language  understanding the diversity of religion and belief in the contemporary world  understanding of impact that religion and belief can have on individuals and society. Add presentation title to master slide | 18

19.  Pupils rarely developing their skills of enquiry into religion:  Pupils’ understanding was fragmented and they made few connections between different aspects of their learning in RE.  Pupils’ ability to make meaningful links between ‘learning about’ and ‘learning from’ religion was very limited. Add presentation title to master slide | 19 But……

20. A key quote  ‘RE should be primarily concerned with helping pupils to make sense of the world of religion and belief….. ….too often teachers thought they could bring depth to pupils’ learning by inviting them to reflect on or write introspectively about their experience rather than rigorously investigate and evaluate religion and belief’ para 20/21 Add presentation title to master slide | 20

21. And another  A key factor preventing RE from realising its potential was the tension between, on the one hand, the academic goal of extending and deepening pupils’ ability to make sense of religion and belief, and, on the other, the wider goal of contributing towards their overall personal development. Teachers will struggle to plan and teach the subject while this tension remains unresolved. Para 23 Add presentation title to master slide | 21

22. What lies beneath? See article in RE Matters on Reonline site Is RE hampered by chasing:  Relevance?  Cross-curricularlity  Spirituality? Add presentation title to master slide | 22

23. Enquiry: how are we getting on?  More agreed syllabuses are focusing on enquiry  More teachers are using the language of enquiry But:  Rarely embedded in practice in schools  Not yet embedded in subject rationale  More thinking needs to happen to clarify what we mean by……. Add presentation title to master slide | 23

24. ……………………  defining the place of enquiry in RE pedagogy  resolving the enquiry/respect tension  clarifying the breadth and balance of enquiries  establishing an repertoire of approaches to enquiry  clarifying how to sequence enquiries to achieve progression  building enquiry into the way we define progress Add presentation title to master slide | 24

25. Effective enquiry …… Add presentation title to master slide | 25 Engagement and Asking questions Investigation Drawing conclusions Evaluation Reflection and Expression

26. Or an alternative model thanks to David Leat Add presentation title to master slide | 26 Creating a need to know Asking questions Using evidence and experience Making sense of our evidence Reflecting on learning

27. The Department for Education (DfE) should:  review the current statutory arrangements for RE  Improve GCSE examination specifications  ensure that the provision for religious education is monitored more closely Add presentation title to master slide | 27

28. The DfE should work in partnership with the professional associations for RE to:  clarify the aims and purposes of RE and how these might be translated into high-quality planning, teaching and assessment  improve the provision for training in RE, both nationally and locally. Add presentation title to master slide | 28

29. Local authorities, SACREs and agreed syllabus conferences, should:  improve resources for SACREs to provide schools with high-quality guidance and support  review expectations about RE to match pupils’ needs  work in partnership with local schools and academies to build supportive networks to share best practice. Add presentation title to master slide | 29

30. All schools should:  ensure RE has a stronger focus on deepening pupils’ understanding of the nature, diversity and impact of religion and belief in the contemporary world  improve lesson planning so teaching has a stronger focus on what pupils need to learn and engages their interest. Add presentation title to master slide | 30

31. Primary schools should:  raise the status of RE and strengthen the quality of subject leadership  increase opportunities for pupils to work independently, make links with other subjects and tackle more challenging tasks. Add presentation title to master slide | 31

32. Secondary schools should:  ensure GCSE enables pupils to reflect and deepen their understanding of religion and belief  ensure that the curriculum for RE has greater coherence and continuity  Ensure changes in RE provision are carefully evaluated in terms of their impact on learning Add presentation title to master slide | 32