NATRE: Voices of Faith and belief in schools

http://timabbott.co.uk/2014/01/29/2054/

http://www.natre.org.uk/uploads/Free%20Resources/Voices%20of%20faith%20and%20belief%20in%20schools.pdf

Voices of Faith and belief in schools

NATRE: Guidance and code of conduct

NATRE, has released an update to its guidance for religious visitors to schools which can be downloaded here.

As an organisation working with schools in the Colchester area we adopt this guidance as a standard for the way we work with the schools we serve. It recognises both the significant benefit that visitors representing faith or belief groups (whether religious or not) can bring to schools as well as the responsibility of these groups to work in an educational and inclusive way. The guidance can be summarised by this question:

If a member of another religion or belief visited my child’s school and contributed in the same way as I have done, would I, as a parent, be happy with the education given?

The guidance covers:

• Principles and good practice
• Code of Conduct
• Schools’ responsibilities
• The three main contexts where visitors might contribute to school life
• The basics of communicating effectively with children and young people

It concludes:

Much wonderful RE, and many inspiring acts of collective worship or assemblies, result from the visit of a person willing to share his or her faith or belief. From the point of view of NATRE, schools are encouraged to welcome these visitors whenever possible, and communities of faith and belief are encouraged to contribute to the curriculum and collective worship some of the treasures of their living beliefs.

Voices of faith and belief in schools, Guidance and a Code of Conduct

http://www.natre.org.uk/uploads/Free%20Resources/Voices%20of%20faith%20and%20belief%20in%20schools.pdf

Voices of faith and belief in schools

Guidance and a Code of Conduct

THE DFE GOVERNORS' HANDBOOK, REVISED AND RELEASED ON 11.9.14

http://www.nga.org.uk/getattachment/Guidance/Legislation,policies-and-procedures/Government-advice-and-guidance/Governors-Guide-to-the-Law/Governors_Handbook_Sept2014.pdf.aspx

THE DFE GOVERNORS' HANDBOOK, REVISED AND RELEASED ON 11.9.14

USEFUL NEW TEXT FROM THE DFE GOVERNORS' HANDBOOK, REVISED AND RELEASED ON 11.9.14

3.1.2 Religious education

All state-funded schools must teach religious education. Maintained schools without a religious character should follow the syllabus agreed by the local Standing Advisory Council on Religious Education (SACRE).

Voluntary aided schools with a religious character should provide RE in accordance with the trust deed or religious designation of the school, unless parents request the locally agreed syllabus.

Foundation schools and voluntary controlled schools with a religious character should follow the locally agreed syllabus, unless parents request RE in accordance with the trust deed or religious designation of the school.

Religious education is also compulsory in faith and non-faith academies and free schools as set out in their funding agreements.


3.1.3 Collective worship


All maintained schools without a religious character must provide a daily act of broadly Christian collective worship for their pupils. In community schools and non-faith foundation schools, the head teacher is responsible for arranging this after consulting the 46

governing body. In voluntary aided schools, voluntary controlled schools and foundation schools with a religious character, the governing body is responsible for arranging collective worship in accordance with the trust deed or religious designation of the school after consulting the head teacher.

In some maintained schools without a religious character, the family backgrounds of some or all pupils may lead the head teacher and governing body to conclude that broadly Christian collective worship is not appropriate. The head teacher can apply to the local SACRE to have the broadly Christian requirement disapplied and replaced by collective worship distinctive of another faith and should consult the governing body before doing so.

Academies and free schools without a religious character must also provide a daily act of broadly Christian collective worship by virtue of their funding agreement. An academy or free school wishing to have the broadly Christian requirement disapplied and replaced by collective worship distinctive of another faith should apply to the Secretary of State via the EFA.
previous version of the doc
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/270398/Governors-Handbook-January-2014.pdf

NATRE: Global learning and RE

http://globaldimension.org.uk/glp/page/10716

Global learning and RE

Engaging with different religions and worldviews, considering identity and diversity, looking at sources of wisdom such as religious texts, and asking challenging questions are all at the heart of Religious Education (RE) and can contribute to global learning in schools.

RE provides opportunities for pupils to pursue enquiries into the impact of religious teaching on the actions of believers from different religions and worldviews, for example through studying the work of individuals, communities and charitable organisations. Important skills in RE include the ability to evaluate critically, to question and learn from other people’s points of view, and to agree and disagree respectfully, for example through undertaking dialogue with people from other religions, cultures and places, and identifying similarities, differences and questions from the ideas discussed.

The non-statutory National Curriculum Framework for RE  (2013) produced by the Religious Education Council (REC) shows the links between RE and global learning in its aims, for example:

The curriculum for RE aims to ensure that all pupils:

1. know about and understand a range of religions and worldviews, so that they can identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews
2. express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues
3. gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all.

Additional resources have been provided to give information and examples of how RE can support global learning. These are:

• an overview for Key Stage 2 and a selection of case studies that suggest teaching and learning activities for primary schools:

• • Global learning and RE at Key Stage 2 - Case study 1
  • Global learning and RE at Key Stage 2 - Case study 2
  • Global learning and RE at Key Stage 2 - Case study 3

• an overview for Key Stage 3 and a selection of case studies that suggest teaching and learning activities for secondary schools:

• • Global learning and RE at Key Stage 3 - Case study 1
  • Global learning and RE at Key Stage 3 - Case study 2
  • Global learning and RE at Key Stage 3 - Case study 3

REC: DfE Teacher Standard 2013: An RE Exemplification

http://religiouseducationcouncil.org.uk/media/file/DFE_Teacher_standards_2013.pdf

REC: DfE Teacher Standard 2013: An RE Exemplification

The Professional Development Committee of the RE Council, and NATRE, have jointly published an RE exemplification of the 2013 DfE Teacher standards. This is a support tool to help individual teachers interpret the DfE standards, and could be used for self-audit or in the context of professional development. The exemplification material illustrates the particular RE applications of the general standards, and also refers to further helpful sources of information such as the RE Council’s Code of Conduct and Practice for Teachers of RE, as well as the RE Quality Mark criteria. Though not a statement of a statutory requirement, it is something teachers can use as they wish to support their own development.
Information:
http://religiouseducationcouncil.org.uk/educators/projects/dfe-teacher-standards-2013-an-re-exemplification
Downloadable doc:
http://religiouseducationcouncil.org.uk/media/file/DFE_Teacher_standards_2013.pdf

NATRE: Guidance on RE matters

http://www.natre.org.uk/free.php

NATRE: Guidance on RE matters

A Review of Religious Education in England & Framework Religious Education Council of England and Wales
The RE Review, an initiative of the Religious Education Council of England and Wales, takes account of wider educational aims, including the aims of the new national curriculum. In particular, it embodies respect for the law and the principles of freedom, responsibility and fairness. It demonstrates a commitment to raising expectations and standards of the RE received by all children and young people.
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Academies and RE NATRE
Statement from the DfE about the legal requirement for RE in Academies.
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Complaints protocal for maintained schools NATRE
Complaints protocol for maintained schools - 2013.
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Exam Reform 2013 NATRE
A presentation outlining exam reform 2013.
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Glossary of terms QCDA
A glossary of key terms in Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
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Improving RE through collaboration and outreach Fiona Moss
Improving RE through collaboration and outreach A FREE training conference for specialist leaders in education, lead and leading practitioners and advanced skills teachers in RE This one-day conference will support the development of the senior or middle leader involved in working with individuals or teams in their own and other schools. Using the RE Quality mark as a benchmark for RE professional development and school improvement, delegates will be prepared for REQM assessor accreditation. There will be a focus on the sharing of good practice, group discussion and practical activities.
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Ofsted generic grade descriptors - RE Ofsted
Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools

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Ofsted Grade Descriptors Ofsted
Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools. Useful for all RE subject leaders.
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Ofsted report 2013 - Religious education: realising the potential Ofsted
Ofsted's 2013 'long report' on RE.
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RE & Collective Worship in Academies and Free Schools DfE
A Q&A response from the DfE outlining the position with regard to RE and Collective Worship in Academies and Free Schools.
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Religious education guidance in English schools 2010 DCSF
Non-statutory guidance for RE in English schools, published January 2010. This guidance replaces Circular 1/94 with regard to guidance on RE. Pages 26 - 30 are of particular relevance to schools.
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Schools White Paper 2010 DfE
The Importance of Teaching - the Schools White Paper 2010, published 24 November.
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SMSC - Guidance for Ofsted Inspectors 2012 Ofsted
Subsidiary Guidance issued to Ofsted Inspectors for Section 5 inspections of schools and academies. Includes reference to SMSC and the curriculum.
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Transforming Religious Education Ofsted report 2010 Ofsted
Ofsted's 2010 report on Religious Education based on research in 30 primary and 30 secondary schools over three years.
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Using the 2013 Ofsted report to support RE NATRE
Guidance from NATRE on how to use the 2013 Ofsted Report 'religious education: realising the potential' to support RE.
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Voices of faith and belief in schools NATRE
Guidance and a code of conduct.
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Warwick University Research: Materials to teach about world religions in schools in England. DCSF
The final report of Warwick University's research project for the DCSF, published January 2010.
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NATRE: Ideas for Teaching RE

http://www.natre.org.uk/free.php

Free NATRE resources

10 Beginnings for Foundation Stage RE NATRE
10 flexible sets of learning ideas for children in the 4–5 age group.
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10 Beginnings for RE in the Reception Class NATRE
Here are 10 flexible sets of learning ideas for children in the 4–5 age group. What could your school make more use of from this list? Which ones are you already doing well? And what would be numbers 11–15 if you wrote them? How does each idea connect to Early Learning Goals and to other curriculum areas of learning?
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10 Ideas for better visual learning in RE NATRE
Everyone signs up to the importance of visual learning these days, but there’s a risk that it stops with adding a few illegal pictures from the web to your worksheets. After deciding that visual learning matters, then what? How can the strategies of visual learning enhance RE? Images may add zip, pzazz and vim to tired lessons, but can they also deepen learning, broaden awareness and challenge attitudes? Try these ten ways forward.
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10 Ideas for rubbish RE NATRE
Rubbish RE: The ten worst examples we could find!!
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Warwick University Research: Materials to teach about world religions in schools in England. DCSF
The final report of Warwick University's research project for the DCSF, published January 2010.
View document


The Assessment Foci for APP in RE NATRE
The Assessment Foci for APP in RE.
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Somebody's Elses Shoes NATRE
Case Study: developing a compelling learning experience by Helen Simpson, Plumstead Manor School.
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NATRE : Assessing Pupils' Progress in RE

http://www.natre.org.uk/docstore/RE%20AFs_2010.pdf

The Assessment Foci for APP in RE

NATRE
The Assessment Foci for APP in RE.

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NATRE: Religious education guidance in English schools 2010

http://www.natre.org.uk/docstore/Religious_education_guidance_in_English_sch_2010.pdf

Religious education guidance in English schools 2010

DCSF
Non-statutory guidance for RE in English schools, published January 2010. This guidance replaces Circular 1/94 with regard to guidance on RE. Pages 26 - 30 are of particular relevance to schools.

View document

NATRE: RE & Collective Worship in Academies and Free Schools

http://www.natre.org.uk/docstore/DfE_RE%20&%20CW%20in%20Academies%20&%20FS_Q&A_Dec%202012.pdf

RE & Collective Worship in Academies and Free Schools

DfE
A Q&A response from the DfE outlining the position with regard to RE and Collective Worship in Academies and Free Schools.

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NATRE: Ofsted report 2013 - Religious education: realising the potential

http://www.natre.org.uk/docstore/04-09-13%20Religious%20education-realising%20the%20potential.doc

Ofsted report 2013 - Religious education: realising the potential

Ofsted
Ofsted's 2013 'long report' on RE.

View document

NATRE: Guidelines on teaching RE

http://www.natre.org.uk/free.php

Free NATRE resources

10 Beginnings for Foundation Stage RENATRE
10 flexible sets of learning ideas for children in the 4–5 age group.
View document

10 Beginnings for RE in the Reception ClassNATRE
Here are 10 flexible sets of learning ideas for children in the 4–5 age group. What could your school make more use of from this list? Which ones are you already doing well? And what would be numbers 11–15 if you wrote them? How does each idea connect to Early Learning Goals and to other curriculum areas of learning?
View document

10 Ideas for better visual learning in RENATRE
Everyone signs up to the importance of visual learning these days, but there’s a risk that it stops with adding a few illegal pictures from the web to your worksheets. After deciding that visual learning matters, then what? How can the strategies of visual learning enhance RE? Images may add zip, pzazz and vim to tired lessons, but can they also deepen learning, broaden awareness and challenge attitudes? Try these ten ways forward.
View document

10 Ideas for rubbish RENATRE
Rubbish RE: The ten worst examples we could find!!
View document