Putting RE into Review
Quality of Learning

• Pupils have a very positive attitude to their learning across all key stages.
• They are eager and enthusiastic learners and respond sensibly and in a mature way to set tasks.
• Relationships between pupils are very good. This was very evident in schools who have pupils from other faiths. These pupils became a 'human resource'. They were encouraged to share their knowledge and the others responded in a sympathetic and understanding manner.
• Similarly, relationships between pupils and staff are very good.
• Pupils are confident in asking relevant and searching questions regarding faith issues. When studying religious festivals they are happy to discuss why, for example Jews and Muslims do not celebrate Christmas. They show a need to know what these people from other faiths do when Christmas comes.
• Many schools utilise people from the local community who come into school to share life experiences with the pupils.
• Continuity in learning within and between lessons is good. It is strong where schools have:
  • effective medium long term planning
  • work which is marked regularly and helpful comments and targets set

Few schools make marking comments relating to set objectives and no schools have level descriptors for pupils attainment.

Quality of Teaching

• In the majority of schools, teachers' planning is detailed and provides good standards.
• In the best lessons teachers plan clear lesson objectives which are shared with the pupils.

Lesson objectives are often included on the black/white board and referred to during the lesson and in the plenary session.

• A good range of resources is used effectively to support learning. All schools have artefact boxes containing resources on the religions studied and these were used widely by staff whose subject knowledge is also very good.
  • e.g. storage of the Quran above all other books and displayed closed rather than open.
  • Before handling the Quran, the pupils were requested to wash their hands.
  • When pupils study Judaism and handle the Torah Scrolls, only small portions of the Scroll are revealed and a yad is used as a pointer stick (Pupils knew why the yad was used).
• Where lessons are well planned, pupils have a range of experiences which enables them to develop skills in:
  • problem solving
  • interpreting different information from a variety of sources both written and electronic
  • use of enquiry and research skills
  • acquiring and using an appropriate religious vocabulary
  • assimilating and developing religious knowledge from a variety of faiths
• In the best practice, suitably differentiated tasks enable pupils to progress at their own level with extension activities planned for more able pupils. Tasks often involve pupils making use of research projects using library and internet facilities.
• The use of carefully planned approaches in teaching and learning, often enabled teaching staff to intervene and support pupils at the appropriate level

Continue: Areas for Development