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Curriculum Impact Project Religious and Moral Education

Curriculum Impact Project Religious and Moral Education. What is the impact of Curriculum for Excellence on Religious Education in Roman Catholic schools?. Learning Intentions. Gain an overview of the Curriculum Impact Project for RME/RERC and RO.

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Curriculum Impact Project Religious and Moral Education

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  1. Curriculum Impact ProjectReligious and Moral Education What is the impact of Curriculum for Excellence on Religious Education in Roman Catholic schools?

  2. Learning Intentions • Gain an overview of the Curriculum Impact Project for RME/RERC and RO. • Reflect on how the impact review might support improvements in RERC. • Contribute to the review process through discussion, sharing ideas and asking questions. • Consider how you can contribute to the ongoing review process.

  3. What is a Curriculum Impact Project? Aims/purpose: series of projects across all curriculum areas. 2012-13: RME, Creativity and HWB. evaluate progress with the implementation of Curriculum for Excellence. impact on learning and achievement in specific curricular and cross-curricular areas. parental involvement strategy.

  4. subject-specific analysis. evaluation of current practice. based on a range of independent inspection activities. identify emerging innovative and thought-provoking practice. highlighting important areas for development.

  5. What will this impact project be about? How well are children and young people achieving in RME/RERC? How well do schools support children and young people to learn in RME/RERC? How well do schools and local authorities improve the quality of RME/RERC? How well do schools and local authorities take account of national guidance of RO?

  6. Some important principles: The review is part of our agenda “moving forward to effect improvement in a changing environment”. We are not carrying out a “state of the nation” evaluation. The project should have a positive impact on practitioners and learners The final report will include evaluation, exemplification and signposts to improvement. Evaluative fieldwork is not only focus on traditional classroom observations The review must involve capacity building

  7. Specific objectives: Gauge the impact of a changing curriculum on learners’ experiences and achievements. Identify good practice for dissemination Highlight areas for discussion and further development Provide an ongoing contribution to a national professional learning community for RME/RERC and RO.

  8. Gathering evidence Analysis of inspection evidence from the last three years Analysis of relevant SQA attainment data Background reading, literature review etc Professional dialogue with practitioners and relevant stakeholders Visit to a sample of establishments (nursery, primary, secondary and special schools) Capture examples of good practice as case studies, conversations, think pieces and film clips.

  9. Timescale Phase 1: Aug – Dec 2012 Preparatory work and trialling Phase 2: Jan to April 2013 School visits and EA discussions Phase 3: April to June 2013 “ “ “ “ Phase 4: July to September 2013 report launch at SLF and plan follow up activities

  10. Who is involved? Strategic Director of Inspection – Ken Muir Assistant Director – Joan Mackay HMI National Specialist – Patricia Watson Curriculum Review team of HMI, AAs and DOs and new SEO. Lay Members Project Reference Group Local Authorities Schools and nurseries Parents Partners Children and young people

  11. For Discussion: How would you like to see RERC benefit from this Curriculum Impact project? What do you see as the main challenges for this project in relation to RERC?

  12. What are we trying to build on?

  13. Some reflections Apparent gulf between theory and practice identified in research. Need for clarification about what Scotland wants to achieve through RME/RERC and RO. To what extent are teachers aware of the definition of RME in CfE? Is this their view of the aim or are there competing aims? Need to focus the review on messages contained in Principles and Practices documents – that is what we are evaluating.

  14. Analysis of Inspection Evidence March 2011 to April 2012 Some important messages to consider

  15. Nursery and early years centres: 89 inspections Strengths Children benefit from celebrating multi-cultural and religious festivals. A range of resources provide worthwhile opportunities for children to learn about different cultures. Children are developing their understanding of diversity. Staff sensitively take account of children’s family circumstances and backgrounds. Visits to places of worship and visits from community members are relevant contexts for learning. Children are treated fairly and are encouraged to develop respect for others.

  16. Issues/questions: Statutory requirements don’t apply to pre-school CfE early level: 3-18 framework – planning for learning, teaching and assessment. Differences between pre-school nursery classes and stand-alone and independent nurseries. Developing an understanding of fairness through play – strategies for intervention when children find this difficult. Role of parents and wider community.

  17. Primary: 91 inspections Strengths: (ND) Addressing issues of equality and diversity. Good opportunities to develop an understanding of religion and to develop respect for others beliefs and cultures. Programmes are broad - based on moral issues, Christianity and other religions. Development of literacy through RME – writing, listening and talking.

  18. Strengths (D) Introduction of This is Our Faith Gospel values at the heart of the school Children prepared well for the sacraments Children developing their understanding of their own faith Respect and tolerance for other religions and beliefs.

  19. Aspects for development: Ensure the broad general education also includes RME. Develop a systematic approach to developing children’s KU in RME. Ensure progression is clear and sufficiently swift Review how religious understanding is taught and developed across the school.

  20. Secondary: 63 inspections Strengths (ND): Positive contribution to understanding of equality and diversity. Positive learning experiences, good relationships and range of approaches. Effective use of assessment for learning strategies. Use of interesting and motivating speakers to enhance learning.

  21. Young people developing a range of skills in RME. High levels of attainment in national qualifications. Support for young people with additional support needs. Planned learning using Es and Os. Opportunities to apply literacy, numeracy and health and wellbeing. Interdisciplinary learning. Feedback from young people used to improve learning.

  22. Strengths (D) Links with the parish and wider community to enhance learning Planned learning using TIOF and Called to Love. Young people working towards the Caritas Award.

  23. Aspects for Development: Learning sometimes dull and not engaging young people. Insufficient feedback to young people. Tasks and activities not well enough differentiated. Schools not meeting national expectations in relation S5/6.

  24. Planned learning not yet sufficiently rooted in Es and Os. Assessment not well enough planned. Schools not building on prior learning from primary. Lack of rigorous self-evaluation.

  25. Comments/questions/reflections?

  26. Religious Observance Pre-school nursery classes often join attend whole school assemblies. Few stand-alone nurseries plan for RO. In the majority of (ND) primary schools arrangements for RO are recorded as appropriate. Schools often supported by local clergy. A few schools involve members of other faiths. 5% of primary schools did not provide any appropriate arrangements for RO. In almost all (D) primary schools RO is well supported by local parish priests. Observance includes whole school or class assemblies, masses and preparation for the sacraments.

  27. Around 40 % of secondary inspections identified RO as appropriate. In (D) secondary schools RO is frequently linked to the liturgical calendar and is often well supported by local clergy. Specific arrangements made for Muslim young people during Ramadan. Chaplaincy teams support RO in (ND) secondary schools. A few schools involve members of different faiths and people not associated with a particular faith.

  28. School visits: HMI/AA and LM visited each school for a day Discussion based on school’s self-evaluation and context Observations of Learning and Teaching Meetings with pupils, parents and partners who contribute to RME/RO No QI evaluations. Evidence recorded against key questions.

  29. EA Discussions: Policy development, implementation and monitoring. Support/networks, partnership with local Diocese, CPD. Curriculum, BGE, progression P1-S6, Support for TIOF, resources, RofA. Learning, teaching and achievement, QA, cluster working, good practice, notable achievements, moderation arrangements.

  30. General Questions? Please take a few minutes to record any questions and/or comments about what you have heard today and how you might contribute to the review.

  31. Any Questions? Now or later… Patricia Watson, HMI: Patricia.Watson@educationscotland.gsi.gov.uk Tel: 01382 576715

  32. www.educationscotland.gov.uk Transforming lives through learning

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