PowerPoint Presentation
The Religious Education Quality MarkRecognising outstanding
learning in Religious Education
Stephanie CrossleyREQM Mark AssessorLead teacher REQM Eastern
Project
Discuss with a partner -
One thing you would like to improve in RE in your school
One thing you think you do really well in RE in your schoolWhat
is the REQM?Evidence of the impact of the REQM on schoolsThe
different levels of REQM and how to get themHow to apply and the
process
In this seminar:
Why an RE Quality Mark?How would it be if ..The quality of the
RE in your school was celebrated and acknowledged?You could see how
to take the next steps to develop RE in your school?You could
become even more excited and inspired to achieve great things in
RE?Your learners could take their learning in RE to new
heights?
Its the chance to celebrate great RE. We know that when it is
well done, learners engage with the big ideas about being human.
They get the chance to explore their own and others beliefs, their
values and ways of living which are important to them3The REQM has
been set up to:raise the profile of religious education in
schoolscelebrate a commitment to excellence in religious
educationenable dissemination of quality RE through
networkingprovide a framework for measuring, planning and
developing the quality of RE teaching and learningencourage schools
to increase the range and quality of teaching and learning in
religious educationto improve standardsdevelop pedagogies which
have impact on whole school improvementprovide a structure and
framework for dioceses and SACREs to map high quality religious
educationaddress the findings of Transforming RE relating to
enquiry based learning
RAISE, celebrate, enable. Provide, encourage, develop (not
examine and inspect) Outstanding RE is now acknowledged, celebrated
and publicised. So if you know your learners have great experiences
in RE, theRE Quality Markwill give you national recognition for the
work you do.
4
Over 200 schools have now gained the award!The REQM PrinciplesTo
celebrate high quality learning in RETo be robust, yet light
touchTo focus on what learners are sayingTo draw on the best, most
imaginative principles of great learning in RETo share good
practice
RE makes a powerful contribution to young peoples learning. It
provides themwith the chance to explore the big ideas of religion
and belief and to think about what matters in their own lives.Good
RE supports the development of the whole child. It also has a
significant contribution to make to whole school improvement. With
the renewed focus from Ofsted on the spiritual, moral, social and
cultural development for all pupils, it is more important than ever
that RE is recognised and celebrated.
6What is the REQM looking for?RE which is enjoyed by learners,
which helps them thrive and succeed and which has an impact on
wider school outcomes
The REQM recognises high quality RE, particularly those schools
which are providing their learners with authentic experiences and
contributing to whole school outcomes.
7A schools evidence needs to showThat a high quality curriculum
is in place it is planned around big ideas and questions Learners
have the chance to ask questions about religions and beliefsThat
learners are making good progressThat learners report exceptional
levels of engagement and enjoyment of their REThat the RE takes the
lead on innovation in the schoolThat the RE leaders are continually
learning
The Eastern Region REQM projectFunded by Keswick Hall TrustSeven
Schools in East Anglia mentored to apply for the REQMResearch on
how they found the process and what they gained from it
At the start of the process what were your biggest concerns or
barriers that you felt that you would have to overcome? Were the
concerns about the criteria or the process?Time was a big issue
(i.e. having enough of it to do the paperwork justice). Main
concerns were more related to the process than the criteria
themselves
The time needed to gather the evidence
A mixture of both
That the evidence would be easy to produce
Having enough evidence
When you first looked at the criteria were you able to identify
one or more particular areas from the REQM criteria that you wished
to improve as a result of going through the process? Teachers CPD
Wider impact of RE, ways to share good practice and foster
linksLinks with other schools. Links with ParentsWider impact of RE
across school More trips
Describe what you hoped to gain from the process of applying for
the REQM (other than the award!)
For RE to be given a higher status and recognition by both
staff, students and parents.
Transition of new leadership, working on future
developments.
A better understanding of how RE is delivered, challenge, areas
of improvement
Status for the subject, affirmation for our good work and a
clear way forward.
Raising the profile of RE in school, recognising the excellent
work in RE across the school
The assessment process instantly reminded other staff of the
department, it was mentioned in staff briefing meetings. Governors
have been involved in the process so that they understand the REQM
mark and it's significance. The assessment has raised the profile
here. Children were informed during assembly and tutor time of the
good news so again it raised the profile of the department.
For my colleague and I it was lovely to have our work recognised
by an external assessor, the praise we received meant we both left
school Thursday with big wide smiles. We felt reinvigorated with
the subject aims and objectives.
What impact has this process had on RE in your school?
It has been a challenging but worthwhile process. It has
encouraged me to think through the specific criteria for REQM and
start to make changes where necessary. I would recommend to other
teachers provided they are willing to put in the time. It does
provide the challenge of thinking through so much of what we do
The two key benefits I've perceived from this is strengthening
links BETWEEN schools and the enhancing of quality WITHIN
schools.
The superbly clear criteria gave academic challenge and rigour
within a crowded curriculum and allowed those of us who are
passionate about the subject to prove it's worth.
I have been more confident in running local networks
What impact has this process had on RE in your school?
We intend to have a piece in the newspaper and our school
magazine so the profile of the school and the department will be
celebrated in the wider community.
Good for OFSTED and SIAMS
Great for recording good practice. Continuing this now with a
Good Practice Folder
Pupil surveys identified good practice but also highlighted
areas we wanted to improve.
Has made us more forward and outward looking
I did it because I wanted to find out if were any good or
not!What impact has this process had on RE in your school?
Yes, definitely said by everyone
Will you continue to use the REQM framework to develop your
department?
REQM Five StrandsLearners and LearningTeachers and
teachingCurriculumSubject LeadershipContinuing Professional
Development
Effective Planning and Progress, Engaging Learners, Using Higher
Order Thinking and Understanding Religious Concepts, Engaging with
the wider community, Creating an engaging learning environment,
Contributing to SMSC and Spiritual Development, Assessing and
Sharing Success Cross Curricular Working, Quality of Teaching,
Enthusiastic and Effective Subject Leadership, Engaging with
stakeholders, Receiving and Leading CPD17Listening to
LearnersLearner Questionnaire ExampleWhat do you like learning
about other people and their beliefs about life? Do you have the
chance to say what you believe?What kind of important questions do
you ask in RE?How do you know what to do to improve your work in
RE?Do you have the chance to show what you know through art, drama
or other creative ways?Can you talk about the last visitor you had
in RE?Do you go on visits, use artefacts or stories or art to
explore ideas in RE?Do you get the chance to explore local,
national and global communitiesWhat could make your learning in RE
even better?Is there anything else you would like to say?
Do you think your students could talk confidently about these?
Virtually all evidence for the criteria are triangulated with what
learners are saying.So the learner questionnaires and interviews
are crucial!
18A Learners and Learning
A6. Learners use higher order questions confidentlyA3 Learners
connect their learning in religious education with other curriculum
areas and the global community.
A5. Religious education provides challenging tasks and
opportunities for deeper thinking and embedded use of higher order
thinkingA4 Learners connect their learning in religious education
with other curriculum areas and the local communityA3. Learners are
responding to big questions and are beginning to shape their own
learning.A3 Learners connect their learning in religious education
with other curriculum areas and the national community.Examples of
some of the criteria and how they progress from Bronze to GoldNaomi
Anstice Frodsham Manor House Primary School, Cheshire
A project on developing pupil ownership of a unit of work in RE
whilst developing enquiry and higher order problem solving with an
able Year 6 class.
Pupils were given the unit title and then had to develop their
own aims and learning methods which would meet the needs of the
whole class.
Their work had to be purposeful and show a breath of learning
from Learning about and Learning from Religion and Belief as well
as a range of religions
What you want to learnFind out about different angel rolesHow
angels are seen in different religions3d angel art (angel of the
north)Plan an activity about the angels in the Christmas storyFind
out about different angelic roles in Christianity and IslamHow
people express views on angels through songs and musicDo angels
exist? 41% of school leavers believe in angels- what do you think?
Do you think Angels are all good?What do artists want to tell us
about angels in their 2D artwork?Consider your beliefs on an angel
of DeathDo you become an angel when you die. How did angels
evolve?What do I think heaven or paradise looks like?
P4CWhen we die do our souls become angels?
Do we have our own guardian angel?
What do we think about the angel of death?
We recorded and transcribed the P4C and realised we had
discussed the following;
Forgiveness Free will and temptation Heaven and hell Jesus the
Messiah The Apocalypse Gods love for humankind Choosing to follow
your beliefsRebirth and fresh starts Superstition The soul Life
after death Guardian angels
.
Heavenly Angels discussing their views on heaven while painting
it
B Teachers and Teaching
The religious education subject leader shares strategies for the
development of higher order thinking and or enquiries around big
questions with other colleaguesMonitoring internally or externally
gives the judgement on the teaching of religious education as
outstanding.
The subject leader shares high quality pedagogies with other
colleagues, locally or nationallyInternal monitoring shows the
teaching of religious education in most lessons is goodThe
religious education curriculum is planned around key questions
and/or key concepts.Monitoring internally or externally gives the
judgement on the teaching of religious education as goodC
Curriculum
C4 The curriculum draws on local and national resources to
explore religions and beliefsC3 Religious education is drawing on
events in a local, national or global setting to make the
curriculum relevant to learners.C6 Religious education in the
school promotes understanding of local, national and global faith
and belief communities
25D2 The subject leader is an advocate in school for the
importance of religious education D1 Religious education has an
effective leader who has a clear vision for teaching and learning
and has impact on outcomes for the learners. D4. Religious
education makes contributions to the wider school agendaD2. The
subject leader is embedding high quality structures to ensure
education sustainability for the subjectD Subject leadership
D4. The RE subject leader knows about and implements new
directions in education in relation to teaching and learning in
RE
E2 The religious education professionals engage with the
delivery of CPD on religious education to other teachers locally,
nationally or internationally.E4 The CPD of other teachers in the
school is supported by the subject leader using religious education
examples.E3 CPD in religious education supports priorities in the
whole school development planE CPD
Find someone who teaches in a similar school to youLook at the
Learners and Learning criteria togetherWhat evidence could you
provide for these?Write down your ideas on post-it notesPut the
post it notes on the large criteria sheetsWalk around and get
ideas!
The Process 1Schools will contact REQM administrator and
register their interest in applying for the RE Quality Mark using
the proforma on the website.You dont have to specify which level
you are going for when you apply. REQM administrator confirms with
the school the name of the assessor and copies the assessor in.
How to apply
Process 2Assessor makes contact with the school within 2 weeks,
to:Agree a date and time of visit; explain the agenda for the day;
remind the school to highlight the evidence for the criteria;
remind the school to have outcomes of the learner questionnaire
ready.
Process 3Visit for 2 hours by assessor to include:Conversation
with pupils (30 minutes to be completed first). Recommended 8-10
pupils in total, with each year group represented. The subject
leader should be present.Subject leader to present evidence of
criteria (1 hour 15 minutes)Conversation with Senior Leadership
Team member with responsibility for RE (15 minutes maximum)
Process 4Assessor asks school to complete an evaluation of the
process and to send photographs if possible. Congratulatory email
plus award and banner.
www.reqm.org
Research and resources on the REQM websiteFind under Research
and Case Studies and News (REQM conferences) tabs
What happens next?
Annual REQM conference
The opportunity to do some classroom based research, with
financial support for the school and linking with a university
Any questions?
[email protected]
FAQ on website36