Religious Education Policy

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Religious Education Policy"

Transcription

1 Nacton CEVC Primary School Nacton Village Ipswich IP10 0EU (01473) Version 6 Chair of Governors: Signed: Mrs Melanie Munday Chair of Curriculum Group: Signed: Mrs Helen Butler Date authorised: Approval minuted: 3 March 2016 Date of next review: Spring Term 2017

2 Version 6 1 Purpose and Rationale Religious Education is concerned with developing an understanding of religious and ethical beliefs and practices, and their importance and influence throughout communities and cultures. Religious Education is concerned with teaching children about religion, not instructing them in a particular faith. Nacton CEVC Primary School has a strong Christian commitment through its own ethos, regular assemblies and daily Acts of Worship. The policy will Provide a corporate statement of purpose. Ensure that each child has an entitlement to Religious Education. Provide, in conjunction with the school s Long Term Plans, the Agreed Syllabus for Religious Education in Suffolk Schools and the Early Learning Goals for Foundation Stage. 2 Aims and Objectives The aims in teaching Religious Education are: To develop the children s knowledge and understanding of a selection of major world faiths, and address the fundamental questions in life. To enable children to develop a sound knowledge not only of Christianity but also of other world religions. Provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. Develop pupils knowledge and understanding of Christianity, other principal religions and world-views, which offer answers to such questions. To develop an understanding of religious beliefs, teachings, practices, forms of expression and the influence of religion on individuals, families, communities and cultures. To learn from the diversity of different religions, beliefs, values and traditions whilst affirming their own faith or search for meaning. Encourage pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. Encourage pupils to develop their sense of identity and belonging and enable them to flourish individually within their communities, as citizens in a pluralistic society and global community. Page 2 of 11

3 Version 6 Enable pupils to develop respect and sensitivity to others, in particular those with different faiths and beliefs, and to combat prejudice and negative discrimination. 3 Attitudes in Religious Education While knowledge, skills and understanding are central to religious education, it is also vital that pupils are encouraged to develop positive attitudes to their learning and to the beliefs and values of others. The following four attitudes are essential for good learning in religious education and need to be consistently developed at each key stage: Self-awareness in religious education. To feel confident about their own beliefs and identity, sharing ideas and opinions without fear of embarrassment or ridicule. To develop a realistic, positive sense of their own religious, moral and spiritual ideas. To recognise their own uniqueness as human beings and affirming their selfworth. To become increasingly sensitive to the impact of their ideas and behaviour on other people. Respect for all in religious education. To listen and develop a willingness to learn from others, even where the views of others are different from their own. To value difference and diversity for the common good. To appreciate that some views are not inclusive and considering the issues that this raises for individuals and for society. To recognise and acknowledge their own bias. To be sensitive to the feelings and ideas of others. Open-mindedness in religious education. To be willing to learn and gain new understanding. To engage in argument about religious, moral or spiritual questions, while being able to disagree reasonably and respectfully and without belittling or abusing others. To be willing to go beyond surface impressions. Page 3 of 11

4 Version 6 To distinguish between opinions, viewpoints and beliefs in connection with issues of conviction and faith. Appreciation and wonder in religious education. To develop the capacity to respond to questions of meaning and purpose. To appreciate the sense of wonder at the world in which they live. To recognise that some knowledge is bounded by mystery. To develop their imagination and curiosity. 4 The Legal Position of Religious Education Primary legislation passed with regard to religious education between 1944 and 1993, including the 1988 Education Reform Act, was consolidated by the Education Act 1996, the School Standards and Framework Act 1998 and the Education Act The DCSF (now DFE) publication Religious education in English schools: Nonstatutory guidance 2010, offers an interpretation of the legislation. The legal requirements are that religious education must be provided for all registered pupils in full time education except those withdrawn at their parents request [section 80(1)(a) of the Education Act 2002]. The law relating to religious education for pupils who are not yet in Key Stage 1 is different from that relating to subjects of the national curriculum. As religious education must be taught to all registered pupils at the school, it includes pupils in reception classes, but not those in nursery classes or play groups [80(2)(a)]. In voluntary controlled schools with a religious character RE is to be provided in accordance with the locally agreed syllabus, or, if any parent so requests, in accordance with the school s trust deed, or in accordance with the beliefs or denomination specified in the designation of the school [section 3 of Schedule 19 to the School Standards and Framework Act 1998]. The headteacher, along with the governing body and the local authority, is responsible for the provision of religious education in voluntary controlled schools. 5 Teaching Methods We base our teaching and learning style in RE on the key principle that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to think about their own views and values in relation to the themes and topics studied in the RE curriculum. Page 4 of 11

5 Version 6 We enable children to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences at religious festivals such as Easter, Diwali, Passover etc. to develop their religious thinking. We organize visits to local places of worship and invite representatives of local religious groups to come into school and talk to the children. Children carry out research into religious topics. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children discuss religious and moral issues in whole class and working individually or in groups. They also use computers to aid research. We recognise the fact that all classes in our school have children of widely differing abilities, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways, for example, by: setting common tasks which are open-ended and can have a variety of responses; setting tasks of increasing difficulty, (we do not expect all children to complete all tasks); providing resources of different complexity, adapted to the ability of the child; using teaching assistants to support the work of individuals or groups of children. 6 Curriculum Time Both Key Stages will receive between 30 and 39 hours of Religious Education per year. 7 Curriculum Planning in Religious Education We plan our religious education curriculum in accordance with the Suffolk LA s Agreed Syllabus for Religious Education in Suffolk (2012): We ensure that the topics studied in religious education build upon prior learning. We offer opportunities for children of all abilities to develop their skills and knowledge in each unit, and we ensure that the planned progression built into the scheme of work offers the children an increasing challenge as they move through the school. We carry out the curriculum planning in religious education in three phases (long-, medium- and short-term). The long-term plan maps the religious education topics studied in each term during each key stage. The Suffolk Scheme for RE documents offers question topics for each unit, which have to be developed into clear medium- Page 5 of 11

6 Version 6 term planning linked as far as possible to the topic for each year group. The class teacher then uses the same scheme to plan specific short term lessons. In Key Stage 2 we place an increasing emphasis on independent study of religious themes and topics. Our medium-term plans give details of each unit of work for each term. The RE subject leader keeps and reviews these plans on a regular basis. The class teacher writes the plans for each lesson and lists the specific learning skills and objectives for that lesson. S/he keeps these individual plans and is able to discuss them on an informal basis with the RE subject leader if required. Early Years Foundation Stage: will study a range of beliefs and religions, in particular focussing on celebrations in different religions as they occur in real time. Years 1-2: will study Christianity, Judaism and Islam. Years 3 4: will study Christianity/ Humanism/ Topic work on world religions, including Sikhism/ Celebrations in faiths/islam/judaism/hinduism. Years 5 6: will study Christianity including inspirational people/ Islam/Buddhism/ Humanism/ Inspirational people from different faiths/ Hinduism/ Sikhism/ Judaism/ Pictures that inspire from various religions/ Christianity the meaning of faith. Early Years Foundation Stage The Early Years Foundation Stage describes the phase of a child s education from birth to the end of the reception year at five. It is statutory for all registered pupils on the school roll to receive religious education in accordance with the locally agreed syllabus, including those pupils in reception classes. The statutory requirement does not extend to nursery classes in maintained schools. However, the programme of study includes much to commend it in terms of preparing younger children to meet the early learning goals employed in curriculum guidance for the foundation stage (QCA, 2000). It would thus form a valuable part of the educational experience of children throughout the foundation stage. The contribution of religious education to the early learning goals The early learning goals set out what most children should achieve by the end of the foundation stage. The six areas of learning identified in these are: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development. Page 6 of 11

7 Version 6 Religious education can enrich children s experience and understanding by making an active contribution to the planning and teaching of most of these areas. Some knowledge of religions, beliefs and cultures is vital to achieve some of the early learning goals. Religious education has a particularly important contribution to make to: personal, social and emotional development; communication and literacy; knowledge and understanding of the world. In order to support continuity and progression the programme of study for the foundation stage has been organised into the two attainment targets, learning about and learning from religion. It is recognised that foundation stage practitioners organise learning experiences around the early learning goals, and the programme of study is set out in line with the early learning goals in the guidance papers. Contribution of religious education to the teaching of other subjects Literacy Religious education contributes significantly to the teaching of Literacy in our school by actively promoting the skills of reading, writing, speaking and listening. Our teaching approach is an ideal vehicle for some strands of RE, and is integrated into other topics in a philosophical format in order to promote thinking skills and improve speaking and listening. We also encourage the children to write their responses and ideas and record information. Information and communication technology (ICT) We use ICT where appropriate in religious education. The children find, select and analyse information, using the internet and CD ROMs. They also use ICT to review, modify and evaluate their work and to improve its presentation. Personal, social and health education (PSHE and SEAL) and citizenship We teach the children about the values and moral beliefs that underpin individual choices of behaviour. In general, by promoting tolerance and understanding of other people, we enable children to appreciate what it means to be positive members of our pluralistic society. Our links with schools in other countries provide a real opportunity for the Nacton pupils to connect with people of different culture and faith, e.g. Link with the Katha School in India. Spiritual, moral, social and cultural development Children consider and respond to questions concerning the meaning and purpose of life. We help them to recognise the difference between right and wrong through the study of moral and ethical questions. We enhance their social development by helping them to build a sense of identity in a multicultural society. Children explore issues of religious faith and values and are able to understand their own place in society. Teaching religious education to children with special needs Page 7 of 11

8 Version 6 In our school we teach RE to all children, whatever their ability. The teaching of RE is a vital part of our school curriculum policy, which states that we provide a broad and balanced education for all our children. We take into account the targets set for individual children in their Individual Education Plans (IEPs). 8 Assessment and Recording Attainment Targets in Religious Education The key aims for religious education are reflected in the two attainment targets. 9 Attainment Targets Attainment Target 1 Learning about religion is concerned with: enquiry into, and investigation of, the nature of religion, its beliefs, teachings and sources, practices and ways of life, and forms of expression; the skills of interpretation, analysis and explanation; developing an understanding of ultimate questions and ethical issues; knowledge and understanding of individual religions and how they relate to each other; the study of the nature and characteristics of religion; communication of knowledge and understanding using specialist vocabulary. Attainment Target 2 Learning from religion is concerned with: developing pupils ability to reflect on and respond to their own and others experiences; pupils skills of application, interpretation and evaluation of what they learn; pupils developing and communicating their own ideas, in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments. In the foundation stage, children are expected to meet the early learning goals in Curriculum Guidance for the Foundation Stage (QCA, 2000) but the descriptions for level 1 will give guidance on their progress in religious education. 10 Assessing Attainment at the End of a Key Stage The two attainment targets, learning about religion and learning from religion are closely related and neither should be taught in isolation. Therefore, assessment needs to take place in relation to both attainment targets. Page 8 of 11

9 Version 6 It is important to note that not all aspects of religious education can be assessed. For example, pupils may express personal views and ideas that, although integral to teaching and learning, would not be appropriate for formal assessment. Level Descriptions for Religious Education Level 1 Attainment Target 1 Pupils use some religious words and phrases to recognise and name features of religious life and practice. They can recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. Attainment Target 2 Pupils talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Level 2 Attainment Target 1 Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Attainment Target 2 Pupils ask, and respond sensitively to, questions about their own and others experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. Level 3 Attainment Target 1 Pupils use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression. Attainment Target 2 Pupils identify what influences them, making links between aspects of their own and others experiences. They ask important questions about religion and beliefs, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. Page 9 of 11

10 Version 6 Level 4 Attainment Target 1 Pupils use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. They make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people s lives. They suggest meanings for a range of forms of religious expression. Attainment Target 2 Pupils raise, and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. They apply their ideas to their own and other people s lives. They describe what inspires and influences themselves and others. We assess children s work in religious education by making informal judgements as we observe them during lessons. We mark a piece of work once it has been completed and we comment as necessary. The New Suffolk Scheme encourages Subject Co-ordinators to level the work against a grid covering Learning About and Learning From areas of study. 11 Continuity A two year cycle focusing on a range of topics specified in the Agreed Syllabus ensures a full coverage of the curriculum. See section Resources We have resources in our school to be able to teach all our religious education teaching units after a recent investment. We keep resources (DVDs, book, artefacts, lesson plans) in a central location for each religion. This encourages teachers to widen their use of the resources through better contact with them. The school library has a supply of RE topic books to support children s individual research. 13 Monitoring and Review The RE subject leader is responsible for monitoring the standards of the children s work and the quality of teaching in religious education. She/he is also responsible for supporting colleagues in the teaching of religious education, for being informed about current developments in the subject, and for providing a strategic lead and direction for the subject in the school. Page 10 of 11

11 Version 6 14 Development Plan The Religious Education Co-ordinator will need to: Build resources in all faiths appropriate to Key Stage, including pictorial representations. Establish the use of attainment targets as part of reporting to parents. 15 Document History Version Date Comments Issue 1 March 98 DW/TD Draft 1A 31/03/03 Converted to new format with minor editorial changes. No substantive changes. Issue 2 30/06/04 Updated with minor changes. J. Williamson. Issue 3 06/06/08 Updated to include Humanism as in rewritten SACRE syllabus. Issue 4 07/03/12 Rewritten in line with the revised SACRE and Early Years Foundation Stage. Issue 5 05/03/15 References to SACRE updated. Minor changes pending more thorough review. Issue 6 03/03/16 No changes. SACRE agreed syllabus unchanged. Page 11 of 11

Religious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007)

Religious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007) Religious education Programme of study (non-statutory) for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority

More information

Devon Agreed Syllabus for Religious Education 2014

Devon Agreed Syllabus for Religious Education 2014 Devon Agreed Syllabus for Religious Education 2014 In collaboration with Torbay and Plymouth Dedication This syllabus is dedicated to the memory of Terence Copley; Professor of Religious Education at the

More information

Religious education. Programme of study (non-statutory) for key stage 4. (This is an extract from The National Curriculum 2007)

Religious education. Programme of study (non-statutory) for key stage 4. (This is an extract from The National Curriculum 2007) Religious education Programme of study (non-statutory) for key stage 4 and years 12 and 13 (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority

More information

EVERY CHILD MATTERS RELIGIOUS EDUCATION. The Devon, Plymouth and Torbay Agreed Syllabus 2007

EVERY CHILD MATTERS RELIGIOUS EDUCATION. The Devon, Plymouth and Torbay Agreed Syllabus 2007 EVERY CHILD MATTERS in RELIGIOUS EDUCATION The Devon, Plymouth and Torbay Agreed Syllabus 2007 FOREWORD A new Agreed Syllabus is always a landmark event in RE at a local level. Every Child Matters in RE

More information

LAR: Use artefacts, stories and music to learn about religious celebrations.

LAR: Use artefacts, stories and music to learn about religious celebrations. LAR=Learning About Religion Key skills grid for Nursery LFR- Learning From Religion questions about religion and culture. Use artefacts, stories and music to learn about important Use artefacts and stories

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

Revelation. Life in Jesus. (The Way, The Truth and The Life, Teacher Book, CTS Religious Education)

Revelation. Life in Jesus. (The Way, The Truth and The Life, Teacher Book, CTS Religious Education) Religion Policy Committee Name: Curriculum Date of Approval: Validity Date: 2012-2015 Person responsible: RE Leader / Worship Leader Purpose Our primary focus... should be revelation. God is always the

More information

learning and growing through challenging r.e. The Buckinghamshire Agreed Syllabus for Religious Education 2011-16

learning and growing through challenging r.e. The Buckinghamshire Agreed Syllabus for Religious Education 2011-16 learning and growing through challenging r.e. The Buckinghamshire Agreed Syllabus for Religious Education 2011-16 1 A model for Religious Education 2 How we behave affects other people and the world we

More information

www.discoveryschemeofwork.com

www.discoveryschemeofwork.com The Pan Berkshire Agreed Syllabus for Religious Education and Discovery RE www.discoveryschemeofwork.com Copyright of this document is the property of Jan Lever Education Consultancy and Training Ltd.

More information

St Joseph s Catholic Primary School

St Joseph s Catholic Primary School St Joseph s Catholic Primary School CRC Article 29(goals of education) Education must develop every child s personality, talents and abilities to the full. It must encourage the child s respect for human

More information

Religious education. The non-statutory national framework

Religious education. The non-statutory national framework Religious education The non-statutory national framework The non-statutory national framework for religious education has been prepared by the Qualifications and Curriculum Authority on behalf of the Secretary

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

The Diocese of Hallam

The Diocese of Hallam The Diocese of Hallam SECTION 48 INSPECTION REPORT THE CATHOLIC LIFE OF THE SCHOOL AND RELIGIOUS EDUCATION ST BERNARD S CATHOLIC HIGH SCHOOL ROTHERHAM School URN 06963 Name of Chair of Governors Monsignor

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

Unit 5: KS2 Key Theme: Religion and the Individual Year 4 Spring Term

Unit 5: KS2 Key Theme: Religion and the Individual Year 4 Spring Term Unit 5: KS2 Key Theme: Religion and the Individual Year 4 Spring Term ABOUT THIS UNIT: Work in this unit will enable children to explore aspects of, Christianity and Islam and to discover what is expected

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

More information

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification TITLE: Religion here and now YEAR GROUP: 5 or 6 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 29/05/2009 Lat Blaylock / Nottingham City and County SACRE / Units of Work

More information

Citizenship education in Northern Ireland, Wales, Scotland and England

Citizenship education in Northern Ireland, Wales, Scotland and England Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy

More information

Unit: What does it mean to belong to a religion?

Unit: What does it mean to belong to a religion? Unit: What does it mean to belong to a religion? About this unit This unit is intended to allow pupils to explore commitment, belonging and identity within religion. It also gives them the opportunity

More information

The Diocese of Hallam Section 48 Report. The Catholic Life of the School and Religious Education. St Joseph s Catholic Primary School, Retford

The Diocese of Hallam Section 48 Report. The Catholic Life of the School and Religious Education. St Joseph s Catholic Primary School, Retford The Diocese of Hallam Section 48 Report The Catholic Life of the School and Religious Education St Joseph s Catholic Primary School, Retford Diocese of Hallam SECTION 48 INSPECTION REPORT THE CATHOLIC

More information

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY INTRODUCTION This policy was drawn up by the Senior Management Team after full consultation with the staff, and using

More information

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design Gedney Church End and Lutton St. Nicholas Federated Primary Schools Policy for the Teaching of Art and Design Contents: Introduction Expectations in Key Stage 1 Expectations in Key Stage 2 Aims Teaching

More information

a curriculum for excellence

a curriculum for excellence a curriculum for excellence building the curriculum 1 the contribution of curriculum areas RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS a curriculum for excellence building the curriculum 3 18 (1) the contribution

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

Greenleaf Primary School Inspection report

Greenleaf Primary School Inspection report Greenleaf Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 03054 Waltham Forest 308204 78 November 2007 Andrew Matthews This

More information

HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY

HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY Opening Statement HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY At Holy Trinity Pewley Down School the provision for children with SEN is an integral part of our school ethos. It is based on a

More information

MATERIALS USED TO TEACH ABOUT WORLD RELIGIONS IN SCHOOLS IN ENGLAND

MATERIALS USED TO TEACH ABOUT WORLD RELIGIONS IN SCHOOLS IN ENGLAND Research Brief DCSF-RB197 January 2010 ISBN 978 1 84775 634 3 MATERIALS USED TO TEACH ABOUT WORLD RELIGIONS IN SCHOOLS IN ENGLAND Robert Jackson, Julia Ipgrave, Mary Hayward, Paul Hopkins, Nigel Fancourt,

More information

King Charles C of E Primary School. Homework

King Charles C of E Primary School. Homework King Charles C of E Primary School Homework Agreed at Summer Term Meeting 2012 To be reviewed Summer Term 2014 Signed.. Chair of Governors Page 1 of 5 1 Introduction 1.1 Homework is anything children do

More information

Practical Guidelines to Support the Provision, Monitoring and Evaluation of Collective Worship for Church of England Schools

Practical Guidelines to Support the Provision, Monitoring and Evaluation of Collective Worship for Church of England Schools Practical Guidelines to Support the Provision, Monitoring and Evaluation of Collective Worship for Church of England Schools Worship: the feeling or expression of reverence Text in Blue is suggested wording

More information

Healthy Eating Policy

Healthy Eating Policy Healthy Eating Policy 1. CONTEXT This is a small school. The pupils come from a mixture of private and local authority housing in the area and generally show attainment that matches the expected levels

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

ALL SAINTS' C.E. (C) PRIMARY SCHOOL, ALREWAS. Curriculum Policy Statement for Religious Education. Believe to Achieve

ALL SAINTS' C.E. (C) PRIMARY SCHOOL, ALREWAS. Curriculum Policy Statement for Religious Education. Believe to Achieve ALL SAINTS' C.E. (C) PRIMARY SCHOOL, ALREWAS. Curriculum Policy Statement for Religious Education Believe to Achieve Mission Statement To provide quality education for our children in a happy, secure Christian

More information

The National Curriculum

The National Curriculum The National Curriculum Handbook for primary teachers in England www.nc.uk.net Key stages 1 and 2 Jointly published by Department for Education and Employment Sanctuary Buildings Great Smith Street London

More information

Supplementary guidance: collective worship in nondenominational. schools. September 2013 estyn.gov.wales

Supplementary guidance: collective worship in nondenominational. schools. September 2013 estyn.gov.wales Supplementary guidance: collective worship in nondenominational schools September 2013 estyn.gov.wales The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn

More information

PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC

PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC INTRODUCTION AND SUBJECT DEFINITION This will be a short statement that outlines the place of Music within the curriculum and how it supports the whole

More information

Reflecting on Religion. The Medway Agreed Syllabus for Religious Education. Medway Council Education Department

Reflecting on Religion. The Medway Agreed Syllabus for Religious Education. Medway Council Education Department Reflecting on Religion The Medway Agreed Syllabus for Religious Education Medway Council Education Department Acknowledgements Medway Standing Advisory Council on Religious Education (SACRE) and the Agreed

More information

WHOLE SCHOOL THEMES. Understanding of the consequences of their behaviour and actions.

WHOLE SCHOOL THEMES. Understanding of the consequences of their behaviour and actions. WHOLE SCHOOL THEMES Giving Nation is a fantastic vehicle for supporting your delivery of SMSC across an entire year group. Through running student-led social action young people research, design & deliver

More information

The National Curriculum. Handbook for secondary teachers in England www.nc.uk.net

The National Curriculum. Handbook for secondary teachers in England www.nc.uk.net The National Curriculum Handbook for secondary teachers in England www.nc.uk.net Key stages 3 and 4 Revised 2004 Jointly published by Department for Education and Skills Sanctuary Buildings Great Smith

More information

In LIFE SKILLS it is intended to promote learning through the following aims :

In LIFE SKILLS it is intended to promote learning through the following aims : Subject Policy for: LIFE SKILLS In LIFE SKILLS it is intended to promote learning through the following aims : PROVIDING OPPORTUNITES FOR PUPILS WHICH ARE TAILORED TO THEIR NEEDS PROVIDING PUPILS WITH

More information

Policy for Assessment Recording & Reporting

Policy for Assessment Recording & Reporting Lead Andrew Payne Date of completion January 2014 Date of adoption by Governors March 2014 Date to be reviewed January 2018 Grove Park School Policy for Assessment Recording & Reporting 1 ASSESSMENT, RECORDING

More information

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy

Somerset Progressive School Planning, Assessment, Recording & Celebration Policy Number: ED/CU/35SPS Originator: Jason Goddard Issue Number: 4 Authoriser: Amanda Morgan-Taylor Issue Date: 1/07/2014 Service Type: Somerset Progressive School Next Review Due: 1/07/2015 Location: Educational

More information

THE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description

THE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description THE CHERWELL SCHOOL A Centre of Opportunity Subject Leader for Business Job Description Responsible to: Faculty Leader for Economics, Business and Enterprise Responsible for: The provision of a full learning

More information

PSHE at key stages 1 4 Guidance on assessment, recording and reporting

PSHE at key stages 1 4 Guidance on assessment, recording and reporting PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this

More information

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification TITLE: Religions in our community: What can we find out by comparing two places of worship in our community? YEAR GROUP: Y 3 and 4 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

More information

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2. JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description

More information

Materials used to teach about World Religions in Schools

Materials used to teach about World Religions in Schools Materials used to teach about World Religions in Schools Executive summary Introduction This study was commissioned by the Department for Children, Schools and Families (DCSF) and carried out during the

More information

Beliefs and actions in the world: Can Christian Aid and Islamic Relief change the world? Year 5 / 6. Title:

Beliefs and actions in the world: Can Christian Aid and Islamic Relief change the world? Year 5 / 6. Title: These t hr ee Nottingham City and County RE Guidance 2009 Title: Beliefs and actions in the world: Can Christian Aid and Islamic Relief change the world? Year 5 / 6 Non statutory guidance for the Nottingham

More information

Al-Furqan Community College

Al-Furqan Community College Al-Furqan Community College DCSF registration number 330/6084 Unique Reference Number (URN) 103592 Inspection number 353839 Inspection dates 26 27 May 2010 Reporting inspector Michèle Messaoudi Published:

More information

Unit KS2: What do Hindu Stories teach us? Resources. Vocabulary In this unit children will have an opportunity to use words and phrases related to: -

Unit KS2: What do Hindu Stories teach us? Resources. Vocabulary In this unit children will have an opportunity to use words and phrases related to: - Unit KS2: What do Hindu Stories teach us? About this unit: This unit could be the second section of work pupils will have covered on Hinduism but if taught as part of a rolling programme it could also

More information

JOB PROFILE For a Special Education Needs Coordinator (SENCO)

JOB PROFILE For a Special Education Needs Coordinator (SENCO) SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery CE Primary School. Assessment, Recording and Reporting Policy Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

A religious education unit for ages 9 to 11 Beliefs and actions in the world: Can Christian Aid and Islamic Relief change the world?

A religious education unit for ages 9 to 11 Beliefs and actions in the world: Can Christian Aid and Islamic Relief change the world? A religious education unit for ages 9 to 11 Beliefs and actions in the world: Can Christian Aid and Islamic Relief change the world? Christian Aid: Resources for teachers This religious education (RE)

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

Methodist Voluntary Controlled Junior and Infant School; with Communication Resource

Methodist Voluntary Controlled Junior and Infant School; with Communication Resource School report Methodist Voluntary Controlled Junior and Infant School; with Communication Resource Field Lane, Thornes, Wakefield, West Yorkshire, WF2 7RU Inspection dates 9 10 July 2013 Overall effectiveness

More information

Assessment, Recording and Reporting

Assessment, Recording and Reporting Assessment, Recording and Reporting Rationale: Daiglen School Persevere and Excel Assessment, recording and reporting are central to the development of learning and are part of good primary school practice.

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

The Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG

The Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG The Priory School Headteachers: Chief Executive Officer: Ms Gill Lamb MA Mr Nick Ware MA Mr Neil Miller BA The Priory Academy Trust Tintagel Road Orpington Kent BR5 4LG Email: office@priory.bromley.sch.uk

More information

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015

More information

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers,

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers, Balmedie Primary School and Nursery Class Aberdeenshire Council 23 August 2011 HM Inspectorate of Education (HMIE) inspects schools in order to let parents 1, children and the local community know whether

More information

Progression in recount

Progression in recount Progression in recount Purpose Recounts (or accounts as they are sometimes called) are the most common kind of texts we encounter and create. Their primary purpose is to retell events. They are the basic

More information

Art and design. Key Stages 2 3. in the National Curriculum for Wales

Art and design. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 Art and design in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills Art and design in the

More information

D I O C E S E O F L E E D S

D I O C E S E O F L E E D S D I O C E S E O F L E E D S DIOCESAN BOARD FOR INSPECTIONS SECTION 48 FINAL REPORT THE CATHOLIC LIFE OF THE SCHOOL AND RELIGIOUS EDUCATION C O R P U S C H R I S T I C A T H O L I C C O L L E G E N e v

More information

Religious education in English schools: Non statutory guidance 2010

Religious education in English schools: Non statutory guidance 2010 Religious education in English schools: Non statutory guidance 2010 Contents 1 Context 4 About this guidance 4 Scope of the guidance 4 Why updated guidance for RE? 4 The wider context for RE 6 2 The importance

More information

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING Policy date: January 2013 Review date: November 2016 ASSESSMENT RECORDING AND REPORTING Assessment is about measuring achievement and attainment,

More information

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011 A report on Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer

More information

Principal Job Description

Principal Job Description Anfield School Anfield International Kindergarten Anfield International Kindergarten & Nursery Principal Job Description RESPONSIBLE TO: The School Board INTRODUCTION: This job description is based on

More information

Provision for Spiritual, Moral, Social and Cultural Education (SMSC)

Provision for Spiritual, Moral, Social and Cultural Education (SMSC) for Spiritual, Moral, Social and Cultural Education (SMSC) Spiritual Education Pupils spiritual development is shown Ability to be reflective about their own beliefs, religious or otherwise, that inform

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction

More information

Arsenal For Everyone Religious Education. World Religions Unit 4D What religions are represented in our neighbourhood?

Arsenal For Everyone Religious Education. World Religions Unit 4D What religions are represented in our neighbourhood? Arsenal For Everyone World Religions Unit 4D What religions are represented in our neighbourhood? World Religions (Teachers Notes) Key Concepts Improve pupils knowledge of religions around the world and

More information

INDEPENDENT SCHOOLS INSPECTORATE

INDEPENDENT SCHOOLS INSPECTORATE INDEPENDENT SCHOOLS INSPECTORATE ST MARY S SCHOOL ASCOT INTERIM INSPECTION INDEPENDENT SCHOOLS INSPECTORATE St Mary s School Ascot Full Name of School DfE Number 868/6002 Registered Charity Number 290286

More information

The Ashwood Academy. Special Educational Needs Policy

The Ashwood Academy. Special Educational Needs Policy The Ashwood Academy Special Educational Needs Policy The Special Needs Coordinator Is Thomas Laugharne. Thomas completed the National Award for Special Educational Needs in 2014 This policy should be viewed

More information

Beliefs and actions in the world. Can Christian Aid and Islamic Relief change the world?

Beliefs and actions in the world. Can Christian Aid and Islamic Relief change the world? RE Unit for Years 5 / 6 Beliefs and actions in the world. Can Christian Aid and Islamic Relief change the world? Tower Hamlets SACRE Support for the Agreed Syllabus This unit is one of a series of examples

More information

We honour God through our actions

We honour God through our actions PRIORY ROMAN CATHOLIC PRIMARY SCHOOL, TORQUAY ADMISSIONS POLICY 2015/16 Torbay LA has a Co-ordinated Scheme for admissions. The purpose of the co-ordinated scheme of admission is to maximise parental preference

More information

Job Description Teacher of Engineering/Design and Technology

Job Description Teacher of Engineering/Design and Technology Job Description Teacher of Engineering/Design and Technology Post title Salary Reporting to Core Purpose Teacher of Engineering/Design and Technology UCL Academy Main Pay Scale M1-M9 (Full Time) Assistant-Principal

More information

Money Workshops & the National Curriculum Q&A

Money Workshops & the National Curriculum Q&A Money Workshops & the National Curriculum Q&A 1) What does The Money Charity currently offer schools and colleges? We offer free financial education workshops to schools and colleges across the UK. We

More information

RUSTENBURG HIGH SCHOOL FOR GIRLS. RELIGION POLICY February 2009

RUSTENBURG HIGH SCHOOL FOR GIRLS. RELIGION POLICY February 2009 RUSTENBURG HIGH SCHOOL FOR GIRLS RELIGION POLICY February 2009 PREAMBLE Rustenburg High School for Girls recognises the particular value of the rich and diverse religious heritage of our school community.

More information

Loughborough Primary School Inspection report

Loughborough Primary School Inspection report Loughborough Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 133584 Lambeth 316158 113 June 008 Sue Rogers This inspection

More information

Religious Education. Teaching Objectives and Learning Outcomes

Religious Education. Teaching Objectives and Learning Outcomes Religious Education Teaching Objectives and Directorate for Quality and Standards in Education Curriculum Management and elearning Department Malta 2012 FORM 1 Religious Education Unit code and title Objective

More information

Level 2 Marketing mandatory knowledge units mapped to Personal Learning and Thinking Skills. Independent Enquiry

Level 2 Marketing mandatory knowledge units mapped to Personal Learning and Thinking Skills. Independent Enquiry Level 2 Marketing matory knowledge units mapped to Personal Learning Thinking Skills This map accompanies the PLTS Guide for practitioners which can be downloaded from www.cfa.uk.com The guide includes:

More information

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER

Calday Grange Grammar School PERSON SPECIFICATION: TEACHER Qualifications 1. Qualified teacher status. a) Commitment to continuing professional development activities Professional Attributes 1. Have high expectations of young people including a commitment to ensuring

More information

LEITH ACADEMY S4 SENIOR SCHOOL HANDBOOK 2015/16

LEITH ACADEMY S4 SENIOR SCHOOL HANDBOOK 2015/16 LEITH ACADEMY S4 SENIOR SCHOOL HANDBOOK 2015/16 Leith Academy Session 2015/16 CONTENTS Item... Page Foreword... 2 Introduction... 3 General Information... 3 Courses... 5 Business Education... 5 Design

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

Assessment of children s educational achievements in early childhood education

Assessment of children s educational achievements in early childhood education Assessment of children s educational achievements in early childhood education purpose pedagogic and managerial of such assessments. This paper outlines the evaluation of a national pilot baseline assessment

More information

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN)

Teaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) Teaching and Learning Together Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) 1 Introduction We are committed to inclusion and will

More information

ARK Oval Primary Academy

ARK Oval Primary Academy ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

Sky Academy Skills Studios Livingston: Curriculum Matrix

Sky Academy Skills Studios Livingston: Curriculum Matrix Sky Academy Skills Studios Livingston: Matrix Sky Academy Skills Studios Topics: summary of topics and curriculum areas 1 Animal Rights = Health and and Science 2 Celebrity Culture = Health and and Social

More information

Duncombe School Special Educational Needs and Inclusion Policy

Duncombe School Special Educational Needs and Inclusion Policy Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review

More information

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal

More information

Review of Christian Education Commission teaching materials

Review of Christian Education Commission teaching materials David Hines Public Relations Officer Secular Education Network Westmere Auckland 1022 June 2015 Review of Christian Education Commission teaching materials Dear David, I have examined the two books that

More information

Halfway Houses Primary School

Halfway Houses Primary School School report Halfway Houses Primary School Southdown Road, Sheerness, Kent, ME12 3BE Inspection dates 30 April 1 May 2013 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires

More information

Head of Business & Social Sciences Job Description. Leadership Spine L1 8

Head of Business & Social Sciences Job Description. Leadership Spine L1 8 Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

More information

BUSINESS MANAGEMENT AND ENTERPRISE PRELIMINARY COURSE. Year 11 and Year 12 syllabus

BUSINESS MANAGEMENT AND ENTERPRISE PRELIMINARY COURSE. Year 11 and Year 12 syllabus BUSINESS MANAGEMENT AND ENTERPRISE PRELIMINARY COURSE Year 11 and Year 12 syllabus IMPORTANT INFORMATION Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewed

More information

Materials used to Teach about World Religions in Schools in England

Materials used to Teach about World Religions in Schools in England Research Report DCSF-RR197 Materials used to Teach about World Religions in Schools in England Robert Jackson, Julia Ipgrave, Mary Hayward, Paul Hopkins, Nigel Fancourt, Mandy Robbins, Leslie Francis and

More information

Brookburn Primary School. Policy for Music

Brookburn Primary School. Policy for Music Brookburn Primary School Policy for Music POLICY FOR MUSIC Document Purpose This document reflects the values and philosophy of Brookburn Primary School in relation to the teaching and learning of Music.

More information

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

This inspection of the school was carried out under section 5 of the Education Act 2005.

This inspection of the school was carried out under section 5 of the Education Act 2005. Cedars Inspection report Unique reference number 131652 Local authority Staffordshire Inspection number 381384 Inspection dates 25 26 April 2012 Lead inspector Janet Thompson HMI This inspection of the

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information