RE – realising the potential Alan Brine HMI National Lead for RE AREIAC Northern Conference Nov 2013.

RE – realising the potential

Alan Brine HMI

National Lead for RE

AREIAC Northern Conference

Nov 2013

Gove receives the 2013 RE report

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A successful launch

I can't remember ever hearing the NAHT, OFSTED, a national working group leader and a secondary head of department essentially all agree.


The political message

RE matters and needs to realise its potential

At its best it has a real impact on young people’s lives

It’s not good enough in too many schools

We need to know why and take action

The neglect of successive governments and the collateral damage by this Government need to be reversed


Ofsted Triennial RE Report: Headlines

Across Key Stages 1-3 progress and teaching in RE is not good enough in 6 out of 10 schools

Better at KS4 – BUT issues with GCSE

Too many pupils leaving schools with low levels of religious literacy

Weaknesses reduce ability of RE to contribute to pupils’ broader learning and personal development


But don’t be under any illusions

Times have changed

We cannot ignore the wider policy landscape

We cannot wait for anyone else to do anything – no white chargers

And we are beginning to get it right:

New models of networking – doing it for ourselves

Emerging new leaders who are technology savvy

A new energy around innovation and creativity


The eight barriers to success

low standards

weak teaching

curriculum design problems

confusion about the purpose

weaknesses in leadership and management

weaknesses in GCSE

gaps in training

the impact of recent changes in education policy.


But good news

RE Council RE Review – Gove sign in

All Party Parliamentary Group set in in 2012

Strengthened community sense in the RE world

SMSC higher up agenda

RE Quality Mark/RE Ambassadors/ Learn,Teach,Lead,

Innovation in academies – scope for networking


What is getting in the way in primary?

Status – rhetoric v reality

PPA /timetabling issue

Teacher confidence and expertise

Curriculum fragmentation and isolation

Confused purpose


What is getting in the way in secondary?

Misconceptions about the ‘Ofsted’ lesson

Uncertainties about KS3 curriculum

GCSE specifications and provision

Non-specialist issue

Lack of challenge

Increasingly patchy provision


Religious literacy involves:

informed responses to ultimate questions

understanding the beliefs, practices, values and ways of life of religions and non-religious world views

understanding of the nature of religious language

understanding the diversity of religion and belief in the contemporary world

understanding of impact that religion and belief can have on individuals and society.


Pupils rarely developing their skills of enquiry into religion:

Pupils’ understanding was fragmented and they made few connections between different aspects of their learning in RE.

Pupils’ ability to make meaningful links between ‘learning about’ and ‘learning from’ religion was very limited.


But……

A key quote

‘RE should be primarily concerned with helping pupils to make sense of the world of religion and belief…..

….too often teachers thought they could bring depth to pupils’ learning by inviting them to reflect on or write introspectively about their experience rather than rigorously investigate and evaluate religion and belief’ para 20/21


And another

A key factor preventing RE from realising its potential was the tension between, on the one hand, the academic goal of extending and deepening pupils’ ability to make sense of religion and belief, and, on the other, the wider goal of contributing towards their overall personal development. Teachers will struggle to plan and teach the subject while this tension remains unresolved. Para 23


The Department for Education (DfE)should:

review the current statutory arrangements for RE

Improve GCSE examination specifications

ensure that the provision for religious education is monitored more closely


The DfE should work in partnership with the professional associations for RE to:

clarify the aims and purposes of RE and how these might be translated into high-quality planning, teaching and assessment

improve the provision for training in RE, both nationally and locally.


Local authorities, SACREs and agreed syllabus conferences, should:

improve resources for SACREs to provide schools with high-quality guidance and support

review expectations about RE to match pupils’ needs

work in partnership with local schools and academies to build supportive networks to share best practice.


All schools should:

ensure RE has a stronger focus on deepening pupils’ understanding of the nature, diversity and impact of religion and belief in the contemporary world

improve lesson planning so teaching has a stronger focus on what pupils need to learn and engages their interest.


Primary schools should:

raise the status of RE and strengthen the quality of subject leadership

increase opportunities for pupils to work independently, make links with other subjects and tackle more challenging tasks.


Secondary schools should:

ensure GCSE enables pupils to reflect and deepen their understanding of religion and belief

ensure that the curriculum for RE has greater coherence and continuity

Ensure changes in RE provision are carefully evaluated in terms of their impact on learning


RE – realising the potential Alan Brine HMI National Lead for RE AREIAC Northern Conference Nov 2013.

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