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AREIAC Attainment Working Group

AREIAC Attainment Working Group. Core Group: Dave Francis Fiona Moss Dilwyn Hunt Phil Leivers Ofsted Observer: Alan Brine HMI Contributions from: Jane Chipperton Graham Langtree Bill Moore Mark Chater.

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AREIAC Attainment Working Group

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  1. AREIAC Attainment Working Group Core Group: Dave Francis Fiona Moss Dilwyn Hunt Phil Leivers Ofsted Observer: Alan Brine HMI Contributions from: Jane Chipperton Graham Langtree Bill Moore Mark Chater

  2. The purpose of the project was to take forward some initial informal development work undertaken in 2010 by the QCDA – sponsored Agreed Syllabus collaboration group in response to the 2010 Ofsted report, Transforming Religious Education Context

  3. The QCDA Agreed Syllabus collaborative had started work on the definition of progression with AT2 “Learning from Religion and Belief”. It was clear that further work was needed to encompass wider aspects of planning and assessment.

  4. Provide greater clarity about the place of enquiry skills in RE • Consider ways of reconstructing the current levels of attainment to address weaknesses in planning and assessment. • Provide a context for further realignment of the RE Curriculum in light of the wider review of the National Curriculum, for example in defining progression. Funding from the St Gabriel’s Trust to:-

  5. Would RE be better served with one attainment target or two? • What evidence is there that teachers misunderstand/struggle with “learning from religion”? • Where is the place for “giving reasons” in the levels? • How much personal emotions and feelings should be assessed? • What might an enquiry model in RE look like and how would this relate to assessment and attainment? Discussions in the Group have been interesting!

  6. The skills that pupils need to learn to make progress in RE in relation to the study of religion and belief are:- • Identify and refine questions and develop lines of enquiry, using a range of experiences, methods, media and sources. • Carry out and develop enquiries by experiencing, gathering, comparing, interpreting and analysing a range of stimuli, information, ideas and viewpoints. • Draw together and present findings, offering insights, suggesting interpretations, expressing ideas and responses and developing lines of argument. • Use empathy, reasoning and reflection to evaluate what they have learnt from their enquiries. We drew on the Rose Curriculum model for an enquiry process

  7. As pupils develop the skills of enquiry they should:- • Extend their use of appropriate specialist terminology in making sense of a range of religions and beliefs. • Develop their ability to interpret and make sense of the distinctive language of religion and belief. • Extend their use of a range of creative ways of expressing their ideas and response. • Develop their insights into some of the questions and issues about human life which arise from their study of religion and belief.

  8. Tim Oates, Leader of the National Curriculum Review sees attainment levels as “defective”. • Whilst waiting to see what is proposed, some have suggested that there will be end of year descriptions. • The Group also looked at the Geography Association paper on Core and Essential knowledge.

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