1. Changes to the Curriculum and the place of RE Mick Waters Director of Curriculum QCA NASACRE conference 04 May 2006

2. the curriculum the place of RE the role of SACREs Outline

3. ‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

4. the universal element based on five outcomes the unique elements local authority issues school cluster potential individual school characteristics the school as ‘broker’ of flexibility time space people to entire planned learning experience the community ‘signs up’ The curriculum for the Future

5. Curriculum Aim The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens Successful learners who make progress and achieve Responsible Citizens who make a positive contribution to society Aim Confident Individuals who lead safe and healthy lives Five outcomes Enjoy and achieve Safe Healthy Participation Economically active What are we trying to achieve? Developing individuals… To do To know and understand To be Knowledge and Understanding Big Ideas that shape the world Chronology, conflict, scientific method, etc. Personal Development Attitudes and dispositions, determined, adaptable, learning to learn Whole Curriculum Skills, Knowledge and Attributes Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development The curriculum as the entire planned learning experience Components Location Lessons Events Environment Routines Extended Hours Out of school Learning Approaches A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation How to organise learning? Areas of Learning Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social National Curriculum Assessment fit for purpose Building a more open relationship between learner and teacher Clear learning intentions shared with pupils Understood, shared/negotiated success criteria Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self assessment Peer and self evaluation of learning Taking risks for learning Testing Individual target setting Using error positively Assessment * To make learning and teaching more effective * So that learners understand quality and how to improve * How well are we achieving our aim? To secure… Increased EET Accountability and measures Civic participation Healthy Lifestyle Choices Behaviour and attendance Attainment and improved standards MfL Sci ICT DT Hist RE Geog Music PE Art Eng Ma Cit/PS The ‘big picture’ of the curriculum Working draft (April 06) Succ Whole

6. Out of School Outcome Implication Experience Subject & Theme School Council Citizenship Contribution Government Social Studies Charity Efforts Citizenship Respect Famous philanthropists History, Science Common Good Tending plants Science History War Sacrifice Faith principles Religious Education Concept of returns Statistics Investment Caring for creatures Science Local community challenge Citizenship Team Sport Physical education Team Project: performance Drama, Music Anti-litter, pollution Science, Citizenship Community Art Sculpture Communication English, ICT Jobs Routines Five outcomes… Participation

7. WHEN? Time is allocated according to learning need WHAT? Learning activities are selected to promote the aims of the curriculum and to maximise learners’ progress THE LEARNER Learning activities are arranged to help all learners meet the curriculum aims and achieve well WHERE? Learning takes place in a range of contexts and settings HOW? Methods and approaches fit the needs of learners and the ways in which people learn WHO? A range of people are involved in providing learning experiences The Blueprint for a World Class Curriculum The needs of the learner are central to the curriculum. The blueprint explores the dimensions that allow the curriculum to focus on the learners’ needs, meet its overall aims and ensure the highest achievement for all.

8. prototype … pilot … trials … research and analysis with schools D & R • structural partnerships  NCSL  DfES … Innovation Unit  GTC  Ofsted  SS & AT  TDA  LAs  LSCs  Employers and Business  Childhood agencies • contagious professionalism

18. still growing as option at GCSE and A Level examples of growth in teaching but…assessment and differentiation …resourcing is an issue in some schools QCA wants to help build strength …for example in KS3 review Current position of RE

19. Non-statutory framework document • widespread national consultation • accepted by… • all participating faith groups • Local Authorities • stakeholders and partners

20. early years to aged 19 RE schemes of work • wide consultation • non-statutory • underpin and illustrate the national framework • examples of how RE could be implemented • on line in June

21. Some challenges • learning about religion as a subject • learning from religion • young people’s changing allegiance with faith traditions • collective worship • the place of content and knowledge

22. Ways forward • value of self evaluation instrument • developing, established or advanced • critical friend • five key dimensions for SACRE • monitoring and improving standards • partnership, LA and others • the effectiveness of local syllabus • quality of collective worship • contribution to social and racial harmony

28. sleeping partners uncritical lovers hostile witnesses critical friends The role of SACRE locally

29. ask for time at head teacher meetings talk at governor conferences talk with local community leaders have a presence at ‘parent conferences’ talk to employers organisations encourage involvement in other subject communities send Annual Report to QCA grapple with ‘big issues’ What should SACREs do now?