Summary of 'Living Differences - The Agreed syllabus for Hampshire, Portsmouth and Southampton by John Hammond in World Religions in Education 2008/9. (pdf).
"Living Difference, 2006, shows local creativity to be very much alive and well. Its 800 pages comprising a distinctive learning model, extensive guidance and numerous worked up examples of schemes and lessons are also likely to be a significant influence on the review and writing of new syllabuses."
Available from http://www.multiverse.ac.uk/ViewArticle2.aspx?ContentId=15358 - email: clive.erricker@btopenworld.com
Monday, November 9, 2009
Agreed Syllabus - Issues for Church schools
The National Society.org website is from the Church of England discusses Agreed Syllabus Issues for Church schools.
More about RE from the National Society.
An agreed syllabus is produced by a Local Education Authority to provide the basis for the teaching of religious education in all maintained schools within its area that do not have provision for denominational religious education. It should be used in all schools that do not have a religious character and in voluntary controlled and foundation schools that do have one, unless the parents have asked for denominational religious education. It is therefore a key document for most Anglican voluntary controlled and foundation schools. It is also potentially an important resource for Anglican voluntary aided schools.
Where it is required to be used, the agreed syllabus should have the same status as National Curriculum documents have for other subjects.
The voluntary aided Church school has, with advice from the diocese, to decide whether to follow the broad guidelines of the Agreed Syllabus and supplement it with distinctively Christian material, or to draw up their own syllabus again with support and advice from the diocese.
The arguments used by some dioceses and voluntary aided schools for following the broad guidelines of the LEA agreed syllabus are:
it helps in-service training in RE to work with other teachers from all types of school; pupils will go to a secondary school, in all probability not a voluntary aided Church of England/Church in Wales school, and need to have followed the agreed syllabus at Key Stage 1 and Key Stage 2 to ensure progression. the diocese is likely to have had a major input into the agreed syllabus and feel, therefore, it is a good platform upon which to build; advice from government curriculum agencies is usually based upon the needs of agreed syllabuses.
Guidance
Agreed syllabuses vary in quality and the support they offer to teachers. Generally, however, the guidance is aimed specifically at the syllabuses and relates directly to schemes of work and levels of attainment. Church schools may wish to follow these but if their syllabus varies significantly, it will not be possible to use the LEA advice in these areas.
There are many dioceses that produce a supplement to the agreed syllabus. This supplement will contain mainly Christian material for Key Stages 1 and 2. Some dioceses have produced a syllabus but it is not a statutory requirement that is to be followed by voluntary aided primary schools. It is support and guidance to voluntary aided schools, telling them, in effect what the DBE believes to be appropriate RE in a Church school context.
Challenging areas
These vary depending upon the syllabus. Some are very clear, document how to measure progress, and provide helpful guidance on teaching strategies. Others are not so helpful and teachers may need additional support.
Because the syllabus is specific to a particular LEA there could be problems when a child changes from one LEA to another. This has been obviated by the degree of convergence that exists between many agreed syllabuses. The work undertaken by QCA to produce model syllabuses from which LEAs could develop their local version has helped in this area. The model syllabus documents were published in 1994 and are available from the QCA. QCA has also published non-statutory guidance on levels of attainment and schemes of work which schools may find supportive (see qca.gov.uk and dfes.gov.uk). Further consistency would be ensured if the DfES and QCA decide to go ahead and produce a National Framework for Religious Education. A feasibility study has been undertaken by QCA, the results of which can be found on their web site (see http://www.qca.org.uk/news/press/20030226.asp).
Main areas of difficulty have not generally surrounded the content, at least not in recent years. If there are areas of contention they usually relate to the amount of time spent on non-Christian faiths, and concerns by members that their religion is appropriately presented. A further issue that can arise is a difference of educational philosophy i.e. should the teaching of RE be systemic, thematic or a mixture of both?
The last of these can, of course, be an issue in any school, including voluntary aided schools.
The law
The major reference that covers the agreed syllabus was originally part of the Education Act 1944. It can now be found in the Education Act 1996 Part V, Chapter 3, section 375 and in Schedule 31 of the same Act.
In some schools governors and teachers are unclear about whether they should be using the local agreed syllabus or not. Its legal status depends on two factors:
The school's category; Whether or not the school has a religious character as defined in The Designation of Schools having a Religious Character (England) Order 1999. In a voluntary aided school with a religious character, a syllabus that reflects the religious character of the school should normally be used. In a voluntary controlled school or a Foundation school with a religious character, parents may request such denominational religious education for their children.
In all schools without a religious character and in voluntary controlled schools and foundation schools that have such a character but where no request has been received from the parents, the agreed syllabus of the LEA should be used.
See also School Standards and Framework Act 1998 Chapter VI section 69 and 71.
FAQs
Do the diocese and voluntary aided schools need to pay attention to the agreed syllabus?
Yes and No. voluntary aided schools, in law, need pay no attention to the agreed syllabus. It is, however, always helpful to keep in mind what the requirements of the agreed syllabus are as it will affect in-service provision, progression etc. Also the diocese will have been involved in the creation and review of the syllabus and may well recommend that voluntary aided schools follow the general lines of the syllabus. There should, however, be additional Christian material produced by the school or the diocese for use in voluntary aided schools. RE in the aided school should be in accord with the foundation of the school. There is no direct legal force behind a diocesan syllabus for religious education. There is, however an indirect one. Most Anglican voluntary aided schools operate on a trust deed that makes it clear that, if there should be a dispute about the interpretation of the deed, then the Diocesan Bishop will decide the issue. Governors of voluntary aided schools must ensure that they provide religious education in accordance with the teachings of the Anglican Church. Should there be a complaint about the content of the religious education taught in the school the diocesan bishop would have to decide whether the complaint was justified or not. In this he would normally seek advice from the Diocesan Board of Education. If the bishop has indicated publicly that he endorses the diocesan syllabus, it must be assumed that he would use the syllabus as a basis for his decision about whether the religious education in the school conforms to Anglican teaching. The introduction to such syllabuses signed by the diocesan bishop commending the syllabus to schools is, therefore, more than a matter of politeness or marketing. It is a key indicator to the schools of the diocese of the importance of the document.
Do we have to use the agreed syllabus?
This depends on two factors. The school's category. A voluntary aided school with a religious character should normally use a syllabus which reflects the religious character of the school. Parents in voluntary controlled schools and foundation schools with a religious character may request denominational religious education for their children. (see 'The law' above)
Can the LEA reject the syllabus?
Strictly speaking there is no provision for a reference back to the Conference if the LEA rejects the work of the Conference. The Secretary of State has the power to intervene and set up a separate consultative process but this had never been invoked. The LEA officer or clerk to the Conference, acting as RE Adviser, would normally keep the LEA well informed to avoid any such problems.
More about RE from the National Society.
An agreed syllabus is produced by a Local Education Authority to provide the basis for the teaching of religious education in all maintained schools within its area that do not have provision for denominational religious education. It should be used in all schools that do not have a religious character and in voluntary controlled and foundation schools that do have one, unless the parents have asked for denominational religious education. It is therefore a key document for most Anglican voluntary controlled and foundation schools. It is also potentially an important resource for Anglican voluntary aided schools.
Where it is required to be used, the agreed syllabus should have the same status as National Curriculum documents have for other subjects.
The voluntary aided Church school has, with advice from the diocese, to decide whether to follow the broad guidelines of the Agreed Syllabus and supplement it with distinctively Christian material, or to draw up their own syllabus again with support and advice from the diocese.
The arguments used by some dioceses and voluntary aided schools for following the broad guidelines of the LEA agreed syllabus are:
it helps in-service training in RE to work with other teachers from all types of school; pupils will go to a secondary school, in all probability not a voluntary aided Church of England/Church in Wales school, and need to have followed the agreed syllabus at Key Stage 1 and Key Stage 2 to ensure progression. the diocese is likely to have had a major input into the agreed syllabus and feel, therefore, it is a good platform upon which to build; advice from government curriculum agencies is usually based upon the needs of agreed syllabuses.
Guidance
Agreed syllabuses vary in quality and the support they offer to teachers. Generally, however, the guidance is aimed specifically at the syllabuses and relates directly to schemes of work and levels of attainment. Church schools may wish to follow these but if their syllabus varies significantly, it will not be possible to use the LEA advice in these areas.
There are many dioceses that produce a supplement to the agreed syllabus. This supplement will contain mainly Christian material for Key Stages 1 and 2. Some dioceses have produced a syllabus but it is not a statutory requirement that is to be followed by voluntary aided primary schools. It is support and guidance to voluntary aided schools, telling them, in effect what the DBE believes to be appropriate RE in a Church school context.
Challenging areas
These vary depending upon the syllabus. Some are very clear, document how to measure progress, and provide helpful guidance on teaching strategies. Others are not so helpful and teachers may need additional support.
Because the syllabus is specific to a particular LEA there could be problems when a child changes from one LEA to another. This has been obviated by the degree of convergence that exists between many agreed syllabuses. The work undertaken by QCA to produce model syllabuses from which LEAs could develop their local version has helped in this area. The model syllabus documents were published in 1994 and are available from the QCA. QCA has also published non-statutory guidance on levels of attainment and schemes of work which schools may find supportive (see qca.gov.uk and dfes.gov.uk). Further consistency would be ensured if the DfES and QCA decide to go ahead and produce a National Framework for Religious Education. A feasibility study has been undertaken by QCA, the results of which can be found on their web site (see http://www.qca.org.uk/news/press/20030226.asp).
Main areas of difficulty have not generally surrounded the content, at least not in recent years. If there are areas of contention they usually relate to the amount of time spent on non-Christian faiths, and concerns by members that their religion is appropriately presented. A further issue that can arise is a difference of educational philosophy i.e. should the teaching of RE be systemic, thematic or a mixture of both?
The last of these can, of course, be an issue in any school, including voluntary aided schools.
The law
The major reference that covers the agreed syllabus was originally part of the Education Act 1944. It can now be found in the Education Act 1996 Part V, Chapter 3, section 375 and in Schedule 31 of the same Act.
In some schools governors and teachers are unclear about whether they should be using the local agreed syllabus or not. Its legal status depends on two factors:
The school's category; Whether or not the school has a religious character as defined in The Designation of Schools having a Religious Character (England) Order 1999. In a voluntary aided school with a religious character, a syllabus that reflects the religious character of the school should normally be used. In a voluntary controlled school or a Foundation school with a religious character, parents may request such denominational religious education for their children.
In all schools without a religious character and in voluntary controlled schools and foundation schools that have such a character but where no request has been received from the parents, the agreed syllabus of the LEA should be used.
See also School Standards and Framework Act 1998 Chapter VI section 69 and 71.
FAQs
Do the diocese and voluntary aided schools need to pay attention to the agreed syllabus?
Yes and No. voluntary aided schools, in law, need pay no attention to the agreed syllabus. It is, however, always helpful to keep in mind what the requirements of the agreed syllabus are as it will affect in-service provision, progression etc. Also the diocese will have been involved in the creation and review of the syllabus and may well recommend that voluntary aided schools follow the general lines of the syllabus. There should, however, be additional Christian material produced by the school or the diocese for use in voluntary aided schools. RE in the aided school should be in accord with the foundation of the school. There is no direct legal force behind a diocesan syllabus for religious education. There is, however an indirect one. Most Anglican voluntary aided schools operate on a trust deed that makes it clear that, if there should be a dispute about the interpretation of the deed, then the Diocesan Bishop will decide the issue. Governors of voluntary aided schools must ensure that they provide religious education in accordance with the teachings of the Anglican Church. Should there be a complaint about the content of the religious education taught in the school the diocesan bishop would have to decide whether the complaint was justified or not. In this he would normally seek advice from the Diocesan Board of Education. If the bishop has indicated publicly that he endorses the diocesan syllabus, it must be assumed that he would use the syllabus as a basis for his decision about whether the religious education in the school conforms to Anglican teaching. The introduction to such syllabuses signed by the diocesan bishop commending the syllabus to schools is, therefore, more than a matter of politeness or marketing. It is a key indicator to the schools of the diocese of the importance of the document.
Do we have to use the agreed syllabus?
This depends on two factors. The school's category. A voluntary aided school with a religious character should normally use a syllabus which reflects the religious character of the school. Parents in voluntary controlled schools and foundation schools with a religious character may request denominational religious education for their children. (see 'The law' above)
Can the LEA reject the syllabus?
Strictly speaking there is no provision for a reference back to the Conference if the LEA rejects the work of the Conference. The Secretary of State has the power to intervene and set up a separate consultative process but this had never been invoked. The LEA officer or clerk to the Conference, acting as RE Adviser, would normally keep the LEA well informed to avoid any such problems.
Sunday, November 8, 2009
Mark Chater, QCDA on the future of Religious Education in England
From the Qualifications and Curriculum Development Agency (QCDA) website: 'QCDA will be at the heart of England's education system. Our job will be to develop the curriculum, improve and deliver assessments, and review and reform qualifications.
Dr Mark Chater is Curriculum Adviser for Religious Education (RE) at QCDA.
At the British Humanist Association (BHA) SACRE Annual Conference in Conway Hall, London on 7 November 2009, Mark Chater spoke to 40 BHA delegates for an hour (see slides column right):-
Dr Mark Chater is Curriculum Adviser for Religious Education (RE) at QCDA.
At the British Humanist Association (BHA) SACRE Annual Conference in Conway Hall, London on 7 November 2009, Mark Chater spoke to 40 BHA delegates for an hour (see slides column right):-
- 'Religious' & 'Education' are the two words most hated by school children, Mark half joked!
- I hope RE in future will be on the main plate not served up as a side dish'. Mark was referring to RE being a 'National Syllabus' subject with some local input rather than a wholly locally determined syllabus.
- RE will not be a pulpit for any religion or belief.
- Probably by 2020, Religious Education name will be changed by law. The new subject will be equally secular and religious, Mark said.
- some schools have already changed Religious Education to other names eg RE@CT: 'Religion, Ethics And Critical Thinking' by Somervale School at Midsomer Norton in Somerset.
- PPE: Philosophy, Politics and Economics
- RE will not be the only school subject that is an uneasy alliance of topics. 'Science' and 'Design and Technology' are other examples.
- RB: Religion & Belief
is 'Study Humanism ... where appropriate' - a 'paper tiger'?
The generic 'teach Humanism .... where appropriate' term is apparently inserted in many Agreed Syllabus in England.
In the Dorset Agreed Syllabus 2005 the 'where appropriate' terms is used in connection to secular philosophies or Humanism on pages 34 & 40:-
During key stages 2 & 3 ... the pupils should be taught the knowledge, skills and understanding through the following religions, themes, experiences and opportunities: ... the world views of pupils, including, where appropriate, secular philosophies.
Are teachers more likely to exclude studies of secular philosophies because of the 'where appropriate' clause? Or is it just a paper tiger term? Should the study of secular philosophies such as Humanism be mandatory or studied, if appropriate?
When is a secular philosophy such as Humanism ever not appropriate?
In the Dorset Agreed Syllabus 2005 the 'where appropriate' terms is used in connection to secular philosophies or Humanism on pages 34 & 40:-
During key stages 2 & 3 ... the pupils should be taught the knowledge, skills and understanding through the following religions, themes, experiences and opportunities: ... the world views of pupils, including, where appropriate, secular philosophies.
Are teachers more likely to exclude studies of secular philosophies because of the 'where appropriate' clause? Or is it just a paper tiger term? Should the study of secular philosophies such as Humanism be mandatory or studied, if appropriate?
When is a secular philosophy such as Humanism ever not appropriate?
Youth SACRE
source: Jennie Johnson, Surrey SACRE Humanist Observer said that it was 'wonderful' to see how the 16 children discussed issues including Humanism with the Surrey SACRE.
pdf source
3.2 Surrey Youth SACRE
Surrey Youth SACRE has continued to meet regularly since its inauguration in March 2005.
This exciting innovation has grown to include pupils from a number of schools aged 11-16
representing: Christianity, Judaism, Islam, Hinduism, and Humanist perspectives. The
Surrey Youth SACRE is an ideal forum for ascertaining pupils’ perceptions on their Religious
Education and allows them to explore issues of faith amongst young people living in
Surrey.
This year the Youth SACRE discussed and then met with the statutory Surrey SACRE to
present their views on community cohesion and the development of the Surrey Social
Inclusion Framework. The student responses indicated a deep consideration of the
significance of faith perspectives on social issues and an appreciation of the values of
diversity and equality.
pdf source
3.2 Surrey Youth SACRE
Surrey Youth SACRE has continued to meet regularly since its inauguration in March 2005.
This exciting innovation has grown to include pupils from a number of schools aged 11-16
representing: Christianity, Judaism, Islam, Hinduism, and Humanist perspectives. The
Surrey Youth SACRE is an ideal forum for ascertaining pupils’ perceptions on their Religious
Education and allows them to explore issues of faith amongst young people living in
Surrey.
This year the Youth SACRE discussed and then met with the statutory Surrey SACRE to
present their views on community cohesion and the development of the Surrey Social
Inclusion Framework. The student responses indicated a deep consideration of the
significance of faith perspectives on social issues and an appreciation of the values of
diversity and equality.
Tuesday, November 3, 2009
BHA likes my 'Introduction to Humanism for Schools'
From: Andrew Copson
Yes - see you then. I will print out some copies of your document to share with other reps too.
Andrew Copson
Director, Education and Public Affairs
British Humanist Association (BHA)
1 Gower Street, London WC1E 6HD
www.humanism.org.uk
From: crabsallover
Sent: 03 November 2009 12:56
To: Andrew Copson
Subject: RE: Dorset SACRE - Introduction to Humanism for Schools
Hi Andrew,
>Thanks Chris - that looks good.
Thanks,
fyi latest version:
http://www.data-mind.co.uk/acatalog/Dorset-Humanist-Resources-2009_draft1.doc (9.7MB)
Hope to see you this Saturday at Conway Hall for BHA SACRE reps meeting.
Subject: RE: Dorset SACRE - Introduction to Humananism for Schools
Thanks Chris - that looks good.
Andrew Copson
Sent: 03 November 2009
To: crabsallover
Yes - see you then. I will print out some copies of your document to share with other reps too.
Andrew Copson
Director, Education and Public Affairs
British Humanist Association (BHA)
1 Gower Street, London WC1E 6HD
www.humanism.org.uk
From: crabsallover
Sent: 03 November 2009 12:56
To: Andrew Copson
Subject: RE: Dorset SACRE - Introduction to Humanism for Schools
Hi Andrew,
>Thanks Chris - that looks good.
Thanks,
fyi latest version:
http://www.data-mind.co.uk/acatalog/Dorset-Humanist-Resources-2009_draft1.doc (9.7MB)
Hope to see you this Saturday at Conway Hall for BHA SACRE reps meeting.
Subject: RE: Dorset SACRE - Introduction to Humananism for Schools
Thanks Chris - that looks good.
Andrew Copson
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