1. Working with the Agreed Syllabus for Religious Education 2016
Professional Development
led by
Sue Holmes
RE Consultant
supporting ER SACRE
Marilyn Cowling
supporting Hull SACRE
Working with the Agreed Syllabus for Religious Education 2016
Demonstrate access to RE webpages on eRiding website via
reweb.org.uk
Old syllabus link from home page – for short time! 5’

2. Programme for the morning Session 1 Why a new syllabus?
What’s new? What will I recognise?
Introductory tour of new online syllabus
Session 2
What is statutory?
How should I plan?
What about EYFS?
Exemplar units of learning
Now what?? 5’

3. Why a new syllabus? statutory requirement role of the SACRE and ASC
fourth joint syllabus of the Humberside partnership
2011 syllabus has expired and is now effectively illegal; SACRE must review every 5 years
Explain the role of the Standing Advisory Council on RE:
4 groups compose SACRE - LA, unions (teachers), CE, faiths & others
Joint Agreed Syllabus Conference; working partnership of 4 local authorities, keeping best practice from historical ‘Humberside’ syllabus of 1990s
Wide consultation with local schools in 4 LAs and faith groups, North and South bank 5’

4. What you will recognise
Contents menu – different layout
Statutory requirements – with
additions
Enquiry model
Attainment targets:
Learning about…
Learning from…
Contents simplified
Statutory requirements – nationally, the legislation for RE remains unchanged and local breadth / content requirements remain same
Enquiry models highlighted as good practice in Transforming RE (OfSTED) – still relevant
Kept the 2 ATs because they work
Getting Started with World Religions = old yellow Humberside folder revamped! – added to website, plus best of other ‘old’ stuff 5’

5. What’s new? everything is online - no hard copy
Key Content and Areas of Understanding (both statutory) (replace Fields of Enquiry)
fewer Teaching Objectives & Learning Outcomes
End of KS Statements (statutory)
exemplar Units of Learning look different but essentially the same planning model
practical examples of activities from schools
Flexibility to change/add to what’s online
Less is More!! Depth v. shallow coverage
Includes relevant national documents or links to websites so everything is together and cross-referenced
New assessment benchmarks
Regular updates to website – sharing of schools’ planning / recording / ideas and suggestions. Also on REinHull
Includes everything a teacher might need to get started, requires no previous knowledge of RE, but does require subject leader to keep a school overview
10’

6. Supplementary material on http://reinhull.wordpress.com
Supplementary material on

7. www.reweb.org.uk The 2016 Agreed Syllabus for Religious Education
Our 2016 Agreed Syllabus for Religious Education is the result of a collaborative partnership between the Standing Advisory Councils for Religious Education (SACREs) of the four local authorities that comprise the Humberside region, following the similar joint RE syllabuses of 1999, 2005 and 2010. 
Ever since their formation in 1996, the four local authorities (East Riding of Yorkshire, Hull City, North Lincolnshire and North East Lincolnshire) have worked together in support of Religious Education in local schools and are proud to continue this fruitful partnership in the life of the new Agreed Syllabus for
Click link to home page and introductory statements.
Explore how menu works. Quickly open each section of menu to illustrate total content on drop-down list, noticing technical stuff like back buttons etc.
Brief exploration of menu sections ….!
Especially note Statutory sections:
Statutory requirements – quick-to-refer-to overview of schools’ responsibilities
Statutory areas of understanding grid - recognise:
format
AT1 & AT2 columns
examples of contexts in faith columns are removed but assimilated into:
Statutory key content
Statutory progression & attainment
levels have gone - End of KS statements instead
progression ‘steps’ still relevant
TIME TO EXPLORE THE WEBSITE OVER A COFFEE – OVER TO YOU!
30’

8. Statutory requirements
Every state-funded school in England must provide the Basic Curriculum which includes provision for RE for all registered pupils at the school (including all Reception pupils and those in the sixth form) in accordance with Schedule 19 to the School Standards and Framework Act 1998.
The key document in determining the teaching of RE is the locally agreed syllabus. Academies, Free Schools and Voluntary Aided schools may choose to follow their own or a different locally agreed syllabus (with the permission of the SACRE concerned) or devise their own curriculum (which must broadly reflect the requirements of an agreed syllabus).
Maintained special schools and PRUs are required to ensure that as far as practicable, a pupil receives RE according to the locally agreed syllabus.
RE and the Law - pp.4-5 TTG
Re-emphasise there is no change to statutory requirements
Difference between: VA (choose to follow diocesan / other syllabus) VC schools (must follow local agreed syllabus)
Majority of academies (except faith) will follow local agreed syllabus 5’

9. Statutory Areas of Understanding
derived from statutory core RE curriculum
same three themes for KS1- 3
(KS4 follows accredited exam syllabus)
replace old Fields of Enquiry
form the basis for planning
link teaching objectives to both AT1 and AT2
Look at Areas of Understanding in RE
Progression obvious, as same themes run through Key Stages 1 to 3 5’

10. How to plan from the Agreed Syllabus
consider:
enquiry at the heart of learning
curriculum time for RE
pedagogy
key content
exemplar planning model
progression and attainment
Look at How to Plan from the Agreed Syllabus section:
Exemplar planning template – follow one cycle of learning - suggest printing off template for planning
Highlight model for learning; teachers expected to plan to visit each stage a number of times within a unit, asking new Qs
Full term unit - block time, integrate with rest of curriculum?
Pedagogy section and web links
Assumption that breadth of content/learning takes account of what has gone before (including in EYFS); continuous progression through all key stages building on skills, knowledge and understanding
Don’t forget!:
SEN and five keys offers good practice for all learners for all teachers to refer to; something else you will recognise!
10’

11. TTG – recommended curriculum timings – but be creative!

12. RE in the EYFS updated to reflect revised EYFS Framework (2013)
non-statutory until children enter Reception class in the academic year they attain 5 years
EYFS programme provides an essential foundation for KS1 RE
pp. 52/53 TTG
Updated in line with national documentation re EYFS
10’

13. Exemplar units of learning
termly - three per year group
incorporate Areas of Understanding and End of KS Statements, providing ideas for challenge and development
follow a learning cycle
provide a model for schools to adapt to their own curriculum
Look at:
relevant programme of units (KS1, KS2) – notice follow-through from previous programme of ‘units of work’ – best practice remains!
relevant examples of a unit of learning for one term including adaptations for different faiths; with ‘overlays’ for Christmas and Easter!
units are EXEMPLAR only – Areas of Understanding, Key Content and End of Key Stage Statements are the statutory bits
Schools may adapt units for their own curriculum, or write their own using AoUs, Key Content and EoKS Statements
Key Content is statutory, giving basic essentials of each faith, but you may choose to cover more – plan for chosen faiths from KC
10’

14. What to do next raise awareness and discuss changes with colleagues
make plans and implement now!
identify your training needs
draw up an RE action plan with your subject leader
Any questions?
Can we help you?
Additional materials posted regularly on
Next steps – pair / share / whole group discussion
POST-ITS
15’ including paired discussion time

15. Stay in touch!  Marilyn Cowling tel: 07764 577064 Sue Holmes
Future needs
Could include, as cluster training days or twilight staff meetings:
Better teaching & learning in RE
Planning units of learning
In-class coaching and lesson planning (e.g. bespoke NQTs, HLTAs)
Assessing RE
RE subject review (REQM)
Writing an RE action plan / Policy + G2G
Visits, visitors and artefacts
Nationally:
REC Commission to look at the place of RE over next 2 years
EBacc will be further developed – RE may yet be included
Teacher Training – number of RE students up for this year
RE & SEN Conference & Hessle Country Park Inn on 6 June 2017
Watch this space and keep in touch! We’re here to help!
Let us know if anything on REweb is not working as it should
Come to FREE termly Network meetings to be updated!
10’

16. Lunch time!

17. Feeling confident about next steps…
Programme for the afternoon
Session 3 – effective subject leaders
leading a team of one!
development planning
reviewing your RE policy
raising the status of RE in your school
Session 4 - progression and attainment
achieving depth in learning
RE and inclusion
models of assessment
Feeling confident about next steps… 5’

18. Leading a team (of one!) Share your vision for RE with colleagues
Construct your curriculum
Plan for progress
Help pupils encounter religion and belief as lived realities
Review pupil progress
Network & keep in touch
10’

19. Development planning
Create your development plan in response to key questions - p.13 TTG
Consider reviewing progress with REQM
Be creative with the time allocated for RE (discrete teaching time, blocked themes, ‘Big RE’ days)
List resources / artefacts available to support learning in RE
What about literacy and RE?
Visits and visitors?
15’

20. Your RE policy Check out REinHull for our updated model RE policy
consider (number of) faiths chosen to study
You can also find help on
Discuss what needs to be in an RE policy
Check it against your own and identify what needs changing
10’

21. Raising the status of RE
raise the profile of RE
Staff meetings
Share with governors
Review policies
Look at syllabus Guidance section for support
10’

22. Being aware! SMSC, BV and Prevent
Although British values must not just be left to RE in schools, RE is an important subject for the promotion of British values
The requirement to promote BV can be found here:
The first paragraph makes very clear that British values are not isolated from the rest of the curriculum. Their promotion is part of SMSC and a way of strengthening a school’s SMSC provision.
‘Actively promoting’ British values includes challenging pupils, parents and staff who express opinions contrary to fundamental British values
Prevent is a government counter-terrorism strategy
See refs in TTG
10’

23. Inclusion Check out the SEN section (2013)
How does / might the Burning Core / 5 Keys approach relate to your school’s RE practice?
pp TTG
10’

24. Progression
Plan for progress; consider the tasks set, no glass ceilings
Key questions to ask: see SOLO taxonomy planning sheet
Check out Assessing RE
Click on an appropriate set of EoKS Statements
How can you evidence pupils’ progress using these statements?
pp TTG
Plan assessment tasks for Autumn / Spring units?
School recording and reporting formats?
Sharing of work?
See REinHull
20’

25. Feelings and Feedback How are you doing? What else needs to be done?
Who else can help?
Forward thinking…
Good luck!
10’

26. Stay in touch!  Marilyn Cowling tel: 07764 577064 Sue Holmes
10’