2. Session objectives:  Introduction to the course;  To gain an awareness of the development of RE;  To have an overview of the place of RE in the curriculum;  To learn about the legal requirements and responsibilities of teachers in relation to RE;  To consider personal experiences of RE.

3. Year One Assessment Blogfolio – A Joint Assessment with C/TEL “Providing opportunities to engage collaboratively with technologies and produce digital products to share with wider audiences”. Create and maintain a blogfolio as a reflective journal and multimodal portfolio of work. The submission date is 7 th March 2014. All work must be completed by this date. Refer to the booklet provided by the C/TEL team.

4. Teachers’ Standards: Preamble: Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. What implications does this have for teachers and RE?

5. What is RE? Jot down your own ideas Share your ideas with a partner Share with the group

6. What is RE? In your group look at the cards True/False/Not a main purpose of RE? Green/Red /Amber

7. The Main Purposes of Religious Education Are…. To provide an opportunity for pupils to explore important questions of meaning and value An opportunity for pupils to value their own beliefs, but also gain an awareness and understanding of the beliefs of others To help pupils to develop their ability to express belief and listen to those with different beliefs To be aware of the beliefs and practices of others in the community For pupils to know about the religious traditions, beliefs and practices and understand why they are important to people Knowing that religion is important to many people and understanding how this impacts upon their lives.

8. Other Benefits Are… Developing an awareness of cultural heritage Helping to develop a sense of right and wrong Extending spiritual development Informing pupils so that in time they decide what is important and of value to them. This may or may not affect their decision to follow a religion or not Developing questioning, researching, reasoning skills etc.

9. Religious Education Is Not About… Teaching a religion Teaching Christianity (or any other religion) Instructing children in the religion of the country Knowing the Bible in order to be a good adult.

10. What is RE? http://www.natre.org.uk/explore/video.php?id=47

11. What is your own experience of RE ?

12. LP

13. What is the place of RE in the Primary School Curriculum?  RE is not part of the National Curriculum  RE is a statutory part of the basic curriculum  All registered children from Yr R in maintained primary schools have a statutory entitlement to the basic curriculum.

14. The Statutory Framework for RE  All maintained schools must provide RE for all registered pupils.  The key document is the Locally Agreed Syllabus.  Withdrawal clauses: Parents can withdraw children from RE.  Schools are responsible for withdrawn children unless they are taken to other premises.  RE is inspected by Ofsted in LA schools – Faith Schools also have RE and School Worship inspected by specially trained inspectors.  All parents should receive details of their child’s progress in RE unless their child has been withdrawn.

15. A Short History of RE 1944 to c1960 1944 landmark Education Act. Main provision for RE RE was defined as Religious Instruction (the classroom subject) + school worship. It was to be available to all pupils on a non-denominational basis (faith schools allowed to undertake faith-based teaching). The existing parental and teacher right of withdrawal from the process was maintained. Shifts in RE - moved from being seen as a parallel arm to the Sunday School movement helping to create a society based on Christian values, to a subject in which increasingly pupils were allowed and encouraged to develop their own views in relation to its mainly Christian and biblical content.

16. A Short History of RE 2 1960 to c1970 Shifts in RE – Research suggested that the religious knowledge acquired from RE was confused and that pupils would be better engaging with problem issues or everyday issues they perceived to be relevant as a way of approaching religion. Bible teaching went into steep decline. 1970 to 1988 Shifts in RE - In the 1970s RE moved first to include humanism (controversially) and later to include world religions (uncontroversially). Teaching that assumed or sought to promote a religious (usually Christian) base in pupils became discredited.

17. 1988 to 2004 Main provision for RE RI was re-named RE (the classroom subject). RE was required to teach the principal religions represented in the UK but also required to reflect ‘the fact that religious traditions in the UK are in the main Christian Withdrawal rights were retained. Faith schools still allowed to conduct faith-based teaching. RE was left outside the new national curriculum in something vaguely defined as the ‘basic curriculum’ - the NC + RE. Shifts in RE in this period The 1990s saw the development of the experiential approach, a way of helping the child into an exploration of their inner life/spirituality. 2 ATs were recommended: - AT1 Learning about Religions (later the ‘s’ was dropped;) - AT2 Learning from Religions. A Short History of RE 3

18. 2010 - Date Main provision for RE The DFE issued Non-statutory guidance for schools in 2010. Two ATs were retained (Learning about/Learning From). RE has again been left outside the new national curriculum but remains statutory. RE remains under local control (County Agreed Syllabus). Academies etc. are required to teach RE and may choose to use the locally AS. (Alternatively the Academy Sponsor can choose an alternative AS). A Short History of RE 4

19. The Agreed Syllabus for RE SACRE- a Standing Advisory Council for RE is composed of 4 sub- committees with representatives from:  Church of England;  Other Christian denominations and from other world faiths in the locality;  Teachers;  LA councillors. The SACRE has to call an Agreed Syllabus Conference at least every 5 years to review, produce, or commission, an Agreed Syllabus for RE. The SACRE must meet regularly throughout each academic year and monitor RE and Collective Worship in the LA.

20. What RE syllabus is taught? Locally Agreed Syllabus All LA Community schools, Foundation and Voluntary Controlled schools with a religious character. Academy Sponsor/Trust can choose to follow this or alternative AS. Voluntary Aided schools with a religious character - determined by governors, (advised by aiding body).

21. Statutory role of the teacher Learning about religion Learning from religion not to preach/indoctrinate

22. Trainees are expected to:  respect the social, cultural, linguistic, religious and ethnic backgrounds of all pupils;  treat pupils consistently, with respect and consideration;  not promote any particular belief stance;  challenge racism/prejudice;  avoid referring to “we believe…/they believe…”;  use “some/many Sikhs believe“ rather than “Sikhs believe…”;  demonstrate and promote positive values, attitudes and behaviour that they expect from their pupils.

23. Subject knowledge audit... IslamJudaismBuddhismHinduismSikhismChristianity In groups of about 4 (6 groups) prepare a 5 -10 minute presentation for the rest of the group on your allocated religion. This should be presented in an electronic form for sharing with all members of the group. You should include some pictures, music, a video clip and a key points list. (This will become part of your overall “Blogfolio” assessment). WARNING – SENSITIVITY/RESPECT! For Presentation in Session 3

24. Beginning your subject knowledge audit... Allocations: IslamJudaismBuddhismHinduismSikhismChristianity 6 52 4 3 1

25. Directed tasks: 1.Complete your RE CV to share next week; 2.Locate the RE and Religious Studies shelves in the library; 3.Complete the essential reading; 4.Establish a meeting schedule for planning your group presentation; 5.Reflect on the session and begin work on your Blogfolio.

26. Essential Reading: McCreery E., Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters Chapter 1 Religious Education in English schools: Non- statutory guidance 2010. (https://www.gov.uk/government/publications/rel igious-education-guidance-in-english-schools-non- statutory-guidance-2010)https://www.gov.uk/government/publications/rel igious-education-guidance-in-english-schools-non- statutory-guidance-2010