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Seminar for Governors and SACRE Members On Thursday 11 July 2013 At The Canalside, Bridgwater New materials for Somerset SACRE’s Agreed Syllabus and SACRE.

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Presentation on theme: "Seminar for Governors and SACRE Members On Thursday 11 July 2013 At The Canalside, Bridgwater New materials for Somerset SACRE’s Agreed Syllabus and SACRE."— Presentation transcript:

1 Seminar for Governors and SACRE Members On Thursday 11 July 2013 At The Canalside, Bridgwater New materials for Somerset SACRE’s Agreed Syllabus and SACRE websites SOMERSET STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION (SACRE) 1

2 Introduction & Aims to update delegates on current initiatives undertaken by Somerset SACRE especially the Somerset Agreed Syllabus: Awareness, Mystery and Value (AMV); to explore ideas for promoting high quality RE in different curriculum contexts; to experience at first hand teaching and learning ideas in RE; to explore ideas for planning high quality acts of collective worship in different settings ; to learn how governors, headteachers and SACRE members can support schools in relation to spiritual, moral, social and cultural development. 2

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 : A. Christian and Other Religious Denominations; B. The Church of England; C. Teachers’ Associations; D. The Local Authority. The SACRE is required to o review the Agreed RE Syllabus within five years of its implementation; o provide advice on methods of teaching, teaching materials, teacher training o monitor the delivery of the agreed syllabus and collective worship o Produce an annual report on the exercise of its functions. 3

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6 Collective Worship: new guidance from Somerset SACRE

7 Key Checkpoints for Governors & Headteachers 1. Is there a daily act of collective worship? If not, why not? 2. Do we keep any records of acts of collective worship? 3. How is the collective worship organised? (Where, when, who, what?) 4. Are most acts of collective worship ‘broadly Christian’? 5. How do we distinguish between collective worship and assembly?

8 6. Do we know what we mean by collective as opposed to corporate worship? 7. Do we have policies on collective worship and spiritual development? How do they reflect the aims, ethos and (religious) character of the school? 8. Do we know what we mean by spiritual development? 9. How does the act of collective worship contribute to pupils’ spiritual (as well as their moral, social and cultural) development? 10. Is parents’ right to withdraw their children from collective worship included in the school prospectus? Key Checkpoints for Governors & Headteachers

9 11. How are pupils and parents involved in the collective worship programme? 13. Are there pupils in the school who belong to religious communities for whom an alternative to ‘broadly Christian’ collective worship should be made available? 14. How do we know if our provision of collective worship is successful? 15. How can we improve collective worship further? Key Checkpoints for Governors & Headteachers

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11 Navigating the AMV Website 11

12 Distinctively Local 12

13 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. 13

14 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. 14

15 New Schemes of Learning 15

16 RE: Key Checkpoints for Governors & Headteachers 1. Do all pupils make progress in RE? 2. Is RE well led and effectively managed? 3. Is there effective self-evaluation of standards and quality in RE? 4. Are those teaching RE suitably qualified and trained in the subject? Do they have regular and effective opportunities for CPD? 5. Are teachers aware of RE’s contribution to developing pupils’ understanding of religion and belief and its impact on society? 6. Where appropriate, do pupils have opportunities to take courses leading to an accredited qualification in the subject? 7. Do parents know about the RE curriculum and the right of withdrawal? 8. Are teachers aware that they do not have to teach RE? 9. 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? 10. Where there are insufficient teachers in a school who are prepared to teach RE, does the headteacher ensure that pupils receive their RE entitlement ? 16

17 Checklist for Managing the Right of Withdrawal 1. 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? 2. Does the school ensure that the nature, objectives and content of RE are shared with parents? 3. Are parents or carers notified about plans for RE as part of the curriculum for the coming session for their child’s class? 4. Does the school have a procedure in place for parents or carers who want to withdraw children from RE? 5. Does the organisation of the curriculum allow parents to exercise the right of withdrawal? 6. What practical implications arise from a request by parents to withdraw a child from RE and how might they be addressed? 7. Are all those who teach RE aware of the school’s procedures? 8. Are all teachers aware of their own right not to have to teach RE? 17

18 Contacts James Mitchell-Cassell Clerk to Somerset SACRE, Business Support, County Hall, Taunton TA1 4DY e-mail: web: AMV Adviser: Dave Francis e:

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