RELIGIOUS EDUCATION IN THE NEW CURRICULUM 1. WHAT ARE WE TRYING TO ACHIEVE IN RE?

Transcription

1 RELIGIOUS EDUCATION IN THE NEW CURRICULUM THE PURPOSE OF THE GUIDANCE The purpse f this guidance is t supprt thse with curriculum respnsibility fr RE t use the nn statutry Natinal Curriculum Framewrk fr RE (NCFRE) in designing their curriculum. Effective curriculum design needs a visin abut the verall shape and purpse f the prject in rder t cnstruct a cherent and prgressive pattern f learning. Once the design has been cmpleted it can be used by teachers t develp mre detailed planning in ways that fit in with the statutry requirement in different cntexts ( cntent/uplads/2015/03/re_review_summary- Curriculum- Framewrk.pdf) such as the syllabus prduced by lcal agreed syllabus cnferences, diceses and academy trusts. Bxed text (this bx will appear prminently at the side f the first paragraph) The RE curriculum is set lcally, nt natinally. Bradly speaking, it is set fr cmmunity and vluntary cntrlled schls by lcal agreed syllabus cnferences, advised by lcal SACREs, and by gverning bdies in the case f academies, free schls and vluntary aided schls. 1. WHAT ARE WE TRYING TO ACHIEVE IN RE? The Natinal Curriculum Framewrk fr RE (NCFRE) ( cntent/uplads/2015/03/re_review_summary- Curriculum- Framewrk.pdf) cntained a statement f the purpse f study and general verviews r summaries fr the subject, fr pupils aged The summaries and key stage requirements 1 prvide the brad starting pint fr this guidance n curriculum design. The NCFRE des nt include detailed guidance abut the cntent f the RE curriculum. What fllws prvides guidance abut pssible ways f identifying the cntent fr each key stage and exemplifying ways in which this cntent might be translated int the design f the curriculum. The apprach which fllws will prvide ideas fr develping a well- designed curriculum cmpatible with the prpsals in the NCFRE. The intentin is t: 1 The NCFRE uses the wrd 'requirements' t dente thse elements f curriculum cntent which are the basic essentials f a brad, balanced and cherent RE curriculum. Althugh they are nt requirements in the statutry sense, they are cnsidered vital in any prgramme that prmtes religius literacy. 1

2 prvide the building blcks f a well- designed curriculum, giving a cherent structure and ratinale fr each element included prvide a cmmn apprach t curriculum design, which means ideas can be shared easily by different schls. prvide ideas which are cmpatible with the guidance in the NCFRE. The questin f which religins and nn- religius wrldviews t include at each key stage has been left utside the scpe f this dcument, since this is a chice made by agreed syllabus cnferences, schls r ther curriculum designers, within the cntext f the legal requirements. The questin f pedaggical appraches t RE is als left utside the scpe f this dcument. This will be a matter fr curriculum designers and schls t determine. Different pedaggies culd be used fr different units as apprpriate. (see re/) 2

3 2. HOW DO WE ORGANISE LEARNING? WHAT MIGHT A WELL- DESIGNED CURRICULUM FOR RE LOOK LIKE? In this sectin, three principles f design are ffered, relating t: Clarity f purpse Balanced areas f enquiry Prgressin in pupils learning Design Principle 1: Being clear abut the purpse f RE An effective RE curriculum is designed arund a set f aims and purpses shared by the teaching team and the schl's leadership, and bradly acceptable t, and supprted by, parents and students. Taking time t ensure that the ratinale fr the subject is clearly understd can underpin effective planning. In the NCFRE, the purpse f RE is expressed in the purpse statement and the three aims, namely that in rder t be religiusly literate, all pupils: knw abut and understand a range f religins and wrldviews 2 ; express ideas and insights abut the nature, significance and impact f religins and wrldviews; gain and deply the skills needed t engage seriusly with religins and wrldviews. Design Principle 2: Balancing areas f enquiry/cntent An effective RE curriculum will incrprate a balanced and cherent suite f enquiries/cntent, built arund the key areas f knwledge and understanding that lie at the heart f the subject. As pupils mve thrugh the RE curriculum they shuld gain greater understanding and cmmand f this cre subject matter f religius educatin. In these guidelines three different areas f enquiry/cntent are prpsed as a basis fr a well- designed curriculum: Investigating the nature f religin and belief e.g. 2 The phrase 'religins and wrldviews' is used in this dcument t refer t Christianity, ther principal religins represented in Britain, smaller religius cmmunities and nn-religius wrldviews such as Humanism. The phrase is meant t be inclusive, and its precise meaning depends n the cntext in which it ccurs e.g. in terms f belief, practice r identity. 3

4 What is religin? What is a wrldview? Hw d beliefs infrm mral chices? What d we knw abut religin and wrldviews in ur lcal cmmunity? Hw can peple find happiness in life? Is there life after death? What is the relatinship between religin and spirituality? Investigating Christianity e.g. What d Christians believe? Why d Christians call Jesus 'Saviur'? What can we find ut abut Christianity by visiting ur lcal church? Hw imprtant are the differences between Christians? Investigating ther religins and wrldviews e.g. Similar types f questin t thse abut Christianity but related t the ther religins and wrldviews specified fr the key stage, including their diversity. These different areas can be studied separately r cmbined int units f wrk which integrate the different enquiry areas/cntent. Fr example: Material n key teachings frm the religins and wrldviews chsen in areas 2 and 3 culd be cmbined in a unit n 'Hw d (chse 2 examples) wrk against injustice and inequality?' A unit n What can we find ut abut religin and belief in ur lcal cmmunity? culd include the religins and wrldviews selected fr study in that key stage but als intrduce pupils t a wider diversity f ther religins and wrldviews A unit frm area 1 n Is there life after death?' wuld draw ideas frm the main religins and wrldviews selected fr study at the key stage as well as ther religins and wrldviews. Design Principle 3: Incrprating a mdel f prgressin An effective RE curriculum builds in clear and visible prgressin, shwing pupils, teachers and parents hw t make prgress in RE. In the NCFRE, the key drivers f prgressin are all related t the three aims, and they are spelt ut in the statements at the start f each key stage. They invlve: extending and deepening knwledge (eg thrugh increasing use f subject- specific vcabulary); asking questins and expressing views (eg with reasning, examples and relevant material). This means that generally thrugh the key stages: 4

5 The study f specific religins and wrldviews shuld becme deeper and mre cmprehensive Vcabulary shuld becme wider, mre abstract and used mre cmpetently Enquiries, cncepts, cntent and surce materials shuld becme mre challenging and cmplex, and cncepts integrated int a cherent narrative in relatin t the matters studied. Pupils shuld becme mre challenging and perceptive in the questins they ask. Pupils' respnses shuld becme mre cmplex and mre clsely identified with the material and surces they are studying. Whatever units are chsen, the sequence f units shuld give a clear sense f a 'learning jurney' within a year, within a key stage and acrss phases. DECIDING HOW TO ORGANISE THE CURRICULUM Thse respnsible fr cnstructing syllabuses can prvide freedm fr individual schls t decide hw t rganise their RE curriculum. They shuld, hwever, advise schls t ensure that prvisin is clearly fcused n an agreed purpse and set f aims, ffers a balanced set f enquiries and identifies clear prgressin utcmes. This sectin interprets the design principles fr the primary and secndary phases. In special schls the curriculum will be designed t take accunt f the particular needs f the pupils cncerned. Guidance fr special schls is available here (LINK 7 TO SPECIAL SCHOOLS GUIDANCE DOC TO BE PRODUCED SPRING 2015). Organising RE in primary schls Schls shuld ensure that tpics are studied in suitable depth and that therefre nt t many tpics are intrduced in a term, a year r a key stage. A cncern raised by Ofsted 3 is that when a schl tries t incrprate t many very shrt tpics, this can tend t fragment pupils learning. Instead, it is pssible t use a variety f mdels f delivery including: sme specific majr RE units taught intensively as a blck ver tw r three weeks a timetabled weekly slt fr discrete RE sme crss- curricular units with RE linked t ther areas f the curriculum e.g. Religin and belief in ur cmmunity linked t wider lcal study Occasinal ff- timetable fcus days n a selected tpic 3 Ofsted (2013) 'Religius educatin: realising the ptential' 5

6 Organising RE in secndary schls Ding few tpics in depth rather than many at a superficial level is als a gd principle fr RE in secndary schls. Schls will als need t cnsider the relatinship between their KS3 curriculum and examinatin specificatins chsen fr study at KS4 and beynd. Where RE is integrated r linked t a wider humanities prvisin r t any ther area f the schl curriculum, it is crucial that the design principles recmmended in these guidelines are taken int accunt t ensure the RE is nt lst in the prcess. Schls may als wish t cnsider additinal activities t enrich the RE prvisin, fr example ff- timetable days n tpics such as Hlcaust Memrial Day. FRAMING UNITS AS ENQUIRY QUESTIONS This guidance uses key questins as the main way f framing units f wrk. Such an apprach is useful in encuraging an enquiry- based apprach t learning. It is nt, hwever, the nly way f framing units f wrk and shuld nt be seen as a required template. If a schl decides t use enquiry questins as the title fr units, the fllwing pints may be helpful. a. The title questins need t be clearly accessible fr the age f the pupils, enabling them t jin in the prcess f deciding what the questin means and hw it might be investigated. b. Each questin shuld fcus simply n the bject f study, aviding unnecessary cmplexity. c. They shuld be big questins that take the pupils t the heart f the subject and are f lng standing significance. d. Sequences f questins shuld enable pupils t see a learning jurney and identify hw any tpic is building n previus learning by advancing their prgress in the subject. e. Questins shuld be rted in the cre beliefs and cmmitments f the main religin(s) r wrldview(s) being studied. 6

7 DESIGNING THE CURRICULUM FOR EARLY YEARS FOUNDATION STAGE "Pupils shuld encunter religins and wrldviews thrugh special peple, bks, times, places and bjects, and by visiting places f wrship. They shuld listen t and talk abut stries. Pupils can be intrduced t subject- specific wrds and use all their senses t explre beliefs, practices and frms f expressin." (NCFRE p16) Whilst n subject in the Early Years Fundatin Stage (EYSF) is usually taught discretely, religius educatin nnetheless has an imprtant rle t play, and is a legal requirement fr all pupils n the schl rll, including all thse in the receptin year. Within the seven strands f the EYFS it is expected that educatinal prgrammes will prvide activities and experiences which will "guide children t make sense f their physical wrld and their cmmunity thrugh pprtunities t explre, bserve and find ut abut peple, places, technlgy and the envirnment." (Statutry Framewrk fr Early Years Fundatin Stage) An RE curriculum fr the Early Years shuld ensure that children have pprtunities t find ut abut aspects f the fllwing frm Christianity and a range f different religins and wrldviews: Stries, pems, prayers and sngs Festivals and celebratins Artefacts and places f wrship, visitrs and vides Their wn ideas and questins abut religin, belief, truth and right and wrng. As all f the strands f the EYFS are interwven, children may share their thughts, ideas and feelings "thrugh a variety f activities in art, music, mvement, dance, rle play and design and technlgy. " Effective RE will cntribute t yung children's understanding f the wrld in which they live and help them t develp a psitive sense f self. 7

8 DESIGNING THE CURRICULUM FOR KEY STAGE 1 "Pupils shuld develp their knwledge and understanding f religins and wrldviews, recgnising their lcal, natinal and glbal cntexts. They shuld use basic subject- specific vcabulary. They shuld raise questins and begin t express their wn views in respnse t the material they learn abut, and in respnse t questins abut their ideas" (NCFRE p18). A balanced curriculum wuld include: a. Learning abut the place f religin and belief in their lcal cmmunity recgnising diversity and the influence f thse religins and wrldviews, and explring questins abut the meaning, purpse and value f life b. Learning abut key features f Christianity (selected frm key beliefs, teaching and values behind celebratins and cmmemratins, patterns f wrship, places f wrship, and stries) explring their significance fr Christians c. Learning abut key features f at least ne ther religin r nn religius wrldview (selected frm key beliefs and, in the case f religin, teaching and values behind celebratins and cmmemratins, patterns f wrship, places f wrship, and stries ) explring their significance fr fllwers f that religin r wrldview. Exemplars f curricula develped fr different schl cntexts will be develped in

9 DESIGNING THE CURRICULUM FOR KEY STAGE 2 "Pupils shuld extend their knwledge and understanding f religins and wrldviews, recgnising their lcal, natinal and glbal cntexts. They shuld be intrduced t an extended range f surces and subject- specific vcabulary. They shuld be encuraged t be curius and t ask increasingly challenging questins abut religin, belief, values and human life. Pupils shuld learn t express their wn ideas in respnse t the material they engage with, identifying relevant infrmatin, selecting examples and giving reasns t supprt their ideas and views" (NCFRE p21). A balanced curriculum wuld include: a. Learning abut the nature f religin and belief explring questins abut the nature, truth, meaning and value f religin and belief Examples This culd include being taught abut: ways in which peple describe their spiritual experience what is meant by belief including study f nn- religius beliefs different ways in which religins use kinds f language t express ideas abut, e.g. Gd, creatin, the afterlife the place f religins and wrldviews in the lcal cmmunity questins such as 'Hw d we knw what is true?' and 'Hw d we knw what is the right thing t d?' b. Learning abut Christianity, fcusing n the way in which beliefs, practices and ways f life link tgether, recgnising diversity f interpretatin. Examples This culd include being taught abut:. the main beliefs f Christians and sme f the different ways in which these are interpreted; the Bible and ther key surces f authrity fr Christians; the life and significance f Jesus as a key figure fr Christians; ways that different grups f Christians and individuals express their beliefs in terms f wrship, celebratins, festivals, places f wrship, petry and art; the influence Christianity has n the way individuals live their lives; the impact f Christianity in the lcal cmmunity and the wider cntemprary wrld. 9

10 c. Learning abut at least tw ther religins and/r wrldviews, fcusing n the way in which beliefs, practices and ways f life link tgether, recgnising diversity f interpretatin. Examples This culd include being taught abut: the main beliefs f the religin r wrldview and the diversity f ways in which these are interpreted the key surces f authrity within the religin r wrldview study f the life and significance f a key figure(s) in the religin r wrldview ways that different grups and individuals express their beliefs e.g. in the case f a religin, in terms f wrship, celebratins, festivals, places f wrship the influence which the religin r wrldview has n the way individuals live their lives the impact f the religin r wrldview in the lcal cmmunity and the wider cntemprary wrld Exemplars f curricula develped fr different schl cntexts will be develped in

11 DESIGNING THE CURRICULUM FOR KEY STAGE 3 'Students shuld extend and deepen their knwledge and understanding f a range f religins and wrldviews, recgnising their lcal, natinal and glbal cntext. Building n their prir learning, they learn t appreciate religins and wrldviews in systematic ways. They shuld draw n a wide range f subject- specific language cnfidently and flexibly, learning t use the cncepts f religius study t describe the nature f religin. They shuld understand hw beliefs influence the values and lives f individuals and grups, and hw religins and wrldviews have an impact n wider current affairs. They shuld be able t appraise the practices and beliefs they study with increasing discernment based n analysis, interpretatin and evaluatin, develping their capacity t articulate well- reasned psitins' (NCFRE p24). A balanced curriculum wuld include: a. Learning abut the nature f religin and belief, explring questins abut the nature, truth, meaning and value f religin and belief Examples This culd include being taught abut: what is meant by belief including study f nn- religius beliefs the relatinship between beliefs, teaching and ethical issues different ways in which peple describe their spiritual experience the ways in which religins use kinds f language t express ideas abut, e.g. Gd, creatin, the afterlife hw religin and belief may play a vital part in peple's identity the place f religins and wrldviews in the lcal cmmunity the place f mdern media in relatin t religin and belief questins such as 'What d religins and nn religius wrldviews say abut the purpse and destiny f human existence?' b. Learning abut Christianity: in- depth and systematic study f the key thelgical ideas and the diversity f ways in which these are expressed. 11

12 Examples This culd include study f: the key Christian beliefs including Creatin, Fall, Salvatin, Incarnatin, Resurrectin, Redemptin and hw these relate t the cncept f the Trinity hw these beliefs are represented in and the Bible and ther surces f wisdm (including the arts) the differences in interpretatin f these beliefs acrss the diversity f Christianity hw these beliefs impact n the expressin f Christianity in individual and cmmunity life c. Learning abut at least ne ther religin and/r nn religius wrldview: an in- depth and systematic study f the key ideas and beliefs and explring a diversity f ways in which these are expressed. Examples This culd include study f: the key beliefs and ideas f the religin(s) and wrldviews hw these beliefs are represented in religius texts and ther surces f wisdm (including the arts) the differences in interpretatin f these beliefs acrss the diversity f the religin r wrldview hw these beliefs impact n the expressin f the religin r wrldview in individual and cmmunity life Exemplars f curricula develped fr different schl cntexts will be develped in

13 3. HOW DO WE KNOW HOW WELL OUR PUPILS ARE PROGRESSING? A number f mdels f assessment are develping. This sectin (t be cmpleted Spring 2015) will build n emerging practice, making links back t the NCFRE and taking accunt f the fllwing pints: Crss- phase cllabratin acrss subjects and schls is crucial. New appraches t assessment must be mre integrated with changes t curriculum planning Many innvative schls are mving twards a cmmand r cmpetency mdel f assessment using language such as Emerging/Develping/Secure/Exceeding t describe pupils success in relatin t the defined cntent f the curriculum Planning and teaching needs t include clear prgressin bjectives s that pupils and teachers have real wnership f the gals f the learning Sl taxnmy mdels are prving wrthy f further explratin they are adaptable t the needs f different subjects but als ffer a cmmn apprach s gd practice can be shared acrss subjects Blm s taxnmy is useful in helping t extend thinking skills and imprve questining fr assessment but NOT t devise a new set f levels New ways f designing pints systems fr tracking prgress acrss chrts and linked t the 'cmmand' mdel (nt dissimilar t the apprach used in EYFS) are being develped. These have the virtue f being much mre directly related t what pupils are actually learning and are nt reliant n disembdied level statements. The guidance will draw n a number f reprts: 1. The NAHT reprt n Assessment and- media/key- tpics/assessment/assessment- cmmissin- resurces/ 2. Beynd Levels: alternative assessment appraches develped by teaching schls (Natinal Cllege f Teaching and Leadership September 2014) eynd- levels- alternative- assessment- appraches- develped- by- teaching- schls.pdf 13

14 3. The Framewrk fr the Natinal Curriculum A reprt by the Expert Panel fr the NC review Dec CR- Expert_Panel_Reprt.pdf 4. Tim Oates YuTube presentatin n assessment and levels at: q5vrbxfpm0 14