2. If I Were…. Choose one noun to help describe something about yourself to your partner. They will then introduce you to the group. A Colour I would be……. Because….. An Animal… A Food….. A Vehicle…. A Tree…… A Piece of Furniture…. E.g. If I were a vehicle I would be a yellow Ferrari because I am always rushing about, busy, busy, never sitting still and I am of a sunny disposition (usually!)

3. 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.

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. Teachers’ Standards 2 : 1 Set high expectations which inspire, motivate and challenge pupils. Establish a safe and stimulating environment for pupils, rooted in mutual respect. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

6. 2. Promote good progress and outcomes by pupils. 3. Demonstrate good subject and curriculum knowledge. 5. Adapt teaching to respond to the strengths and needs of all pupils. 7. Manage behaviour effectively to ensure a good and safe learning environment. Teachers’ Standards 3 :

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

8. What is RE? http://www.natre.org.uk/explore/video.php?id=47 In your group look at the cards True/False/Not a main purpose of RE? Green/Red /Amber

9. 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.

10. 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.

11. 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.

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

13. 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.

14. 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.

15. 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. RE was 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. ATs were recommended that survived in 2010: - AT1 Learning about Religions (later the ‘s’ was dropped) - AT2 Learning from Religion A Short History of RE 3

16. 2010 - Date Main provision for RE RE has again been left outside the new national curriculum but remains statutory. RE remains under local control and the SACRE must ensure that they provide a “fit for purpose” Agreed Syllabus for local schools based on statutory requirements. Academies are required to teach RE and may choose to use the locally AS. Alternatively the Academy Sponsor can choose an alternative AS (but it must fit statutory requirements) The Religious Education Council (REC) has taken on the role of producing a new National Non-Statutory Framework for RE that will follow the format of the new NC to help SACREs, Academies etc. It will be launched in October 2013. Shifts in RE in this period The past 3 years have been a time of crisis for RE. The REC, NATRE and other RE organisations have fought to ensure RE does not lose its place in education but also that it is regarded as a challenging educational subject. A Short History of RE 4

17. What is your own experience of RE ?

18. LP

19. 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. http://www.natre.org.uk/explore/video.php?id=49

20. The Statutory Framework for RE  All maintained schools must provide RE for all registered pupils.  The key document is the Locally Agreed Syllabus.  DFE 2010 RE Guidance: “Effective RE can play a key part in promoting inter-faith understanding and dialogue and can address the prejudice brought about by a shallow knowledge of world religions and provides pupils with a safe forum for the discussion of controversial issues.”

21. The Non-Statutory National Framework for Religious Education RE:  Provokes challenging questions;  Encourages pupils to explore their own beliefs;  Enables pupils to build their sense of identity and belonging;  Teaches pupils to develop respect for others;  Promotes pupils to consider their responsibilities.

22. What is the statutory framework for RE?  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.

23. What RE syllabus is taught?

24. Agreed Syllabus for RE SACRE- a Standing Advisory Council for RE 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.

25. EYFS No statutory requirement for/entitlement to RE in Nursery Schools or nursery classes. However… EYFS Framework has many links with personal, community, religious and cultural identity and promotes exploring and celebrating religious diversity as well as developing associated skills and attitudes.

26. EYFS cont…  In EYFS curriculum: RE topics featured in Agreed Syllabuses are selected for their ability to be explored within an holistic curriculum and a locality, local community and parent-linked context.  Emphasis is placed on experiences and opportunities for first-hand and active learning.  Contribution is made to the 7 Areas of Learning The three prime areas: - communication and language - physical development - personal, social and emotional development And the four specific areas: - literacy - mathematics - understanding the world - expressive arts and design.

27. Religious Education Essential Knowledge (Fields of Enquiry/Areas of Learning in which pupils need to be engaged)  Beliefs, teachings and sources;  Practices and ways of life;  Forms of expressing meaning;  Identity, diversity and belonging;  Meaning, purpose and truth;  Values and commitments.

28. Statutory role of the teacher not to preach/indoctrinate

29. Trainees are expected to:  respect the social, cultural, linguistic, religious and ethnic backgrounds of all pupils;  treat pupils consistently, with respect and consideration;  demonstrate and promote positive values, attitudes and behaviour that they expect from their pupils.

32. Subject knowledge audit... 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). For Presentation in Session 3

33. Beginning your subject knowledge audit... Allocations: 6 52 4 3 1 See BAQTS Y1 Course Booklet Appendix 4 – Group presentations for further guidance

34. 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.

35. 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

36. 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.