Recognising outstanding learning in Religious E ducation Stephanie Crossley REQM Mark Assessor Lead teacher REQM Eastern Project Discuss with a partner One thing you would like to improve in RE in your school ID: 582649
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The Religious Education Quality Mark
Recognising outstanding learning in Religious EducationStephanie 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 schoolSlide2
What 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 processIn this seminar:Slide3
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?Slide4
The REQM has been set up to:
raise the profile of religious education in schools celebrate 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 education to improve standardsdevelop pedagogies which have impact on whole school improvement
provide
a structure and framework for dioceses and SACREs to map high quality religious education
address
the findings of Transforming RE relating to enquiry based learningSlide5
Over 200 schools have now gained the award!Slide6
The REQM Principles
To 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 practiceSlide7
What 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 outcomesSlide8
A school’s evidence needs to show…
That 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 learningSlide9
The Eastern Region REQM project
Funded 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 itSlide10
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 themselvesThe time needed to gather the evidenceA mixture of bothThat the evidence would be easy to produce
Having enough evidenceSlide11
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 tripsSlide12
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 improvementStatus 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
schoolSlide13
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?Slide14
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
doThe 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 networksWhat impact has this process had on RE in your school?Slide15
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 SIAMSGreat 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?Slide16
Yes, definitely – said by everyone
Will you continue to use the REQM framework to develop your department?Slide17
REQM
Five StrandsLearners and LearningTeachers and teachingCurriculumSubject LeadershipContinuing Professional DevelopmentSlide18
Listening to Learners
Learner Questionnaire Example What 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 communities What could make your learning in RE even better? Is there anything else you would like to say?Slide19
A 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 thinking
A4 Learners
connect their learning in religious education with other curriculum areas and the local community
A3. 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 GoldSlide20
Naomi
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 Slide21
What you want to learn
Find 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 Death
Do you become
an angel when you die. How did angels evolve?
What
do I think heaven or paradise looks like?Slide22
P4C
When 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 God’s love for humankind Choosing
to follow your
beliefs
Rebirth
and fresh starts
Superstition
The
soul
Life
after death Guardian angels . Slide23
‘Heavenly Angels’ discussing their views on heaven while painting itSlide24
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 nationally
Inte
rnal monitoring shows the teaching of religious education in most lessons is good
The
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 goodSlide25
C 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 Slide26
D2 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 agenda
D2. The subject leader is embedding high quality structures to ensure education sustainability for the subjectD Subject leadership
D
4
. The RE subject leader knows about and implements new directions in education in relation to teaching and learning in RESlide27
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 plan
E CPDSlide28
Find someone who teaches in a similar school to you
Look 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 sheets
Walk around and get ideas!Slide29
The Process 1
Schools will contact REQM administrator and register their interest in applying for the RE Quality Mark using the proforma on the website. You don’t 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 applySlide30
Process 2
Assessor 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. Slide31
Process 3
Visit 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) Slide32
Process 4
Assessor asks school to complete an evaluation of the process and to send photographs if possible. Congratulatory email plus award and banner.Slide33
www.reqm.org
Slide34
Research and resources on the REQM website
Find under
‘Research and Case Studies
’
and
‘News’ (REQM conferences) tabsSlide35
What happens next?
Annual REQM conferenceThe opportunity to do some classroom based research, with financial support for the school and linking with a universitySlide36
Any
questions?
stephanie@inspireandenquire.co.uk
www.inspireandenquire.co.uk