Teacher Standards for Religious Education: Exemplification, Exercises of English

Download Teacher Standards for Religious Education: Exemplification and more Exercises English in PDF only on Docsity! DFE Teacher standards 2013: An RE exemplification This RE exemplification is designed as a support tool to help individuals interpret the DfE standards in relation to RE. It is in no sense statutory but is intended as guidance for self audit or professional development. It has been produced jointly by NATRE and the REC. Section 1 Teacher standards RE exemplification Se t h ig h e xp e ct at io n s w h ic h in sp ir e , m o ti va te a n d ch al le n ge p u p ils  establish a safe and stimulating environment for pupils, rooted in mutual respect  ensure that adults and pupils are aware that it is their role to explore and evaluate beliefs and the impact they may have on those who hold them. but not to pass judgement on the validity of an individual’s beliefs (unless views expressed are offensive or disrespectful to others)  ensure RE classrooms provide both safe and challenging spaces, in which pupils' religions and beliefs are respected, whilst at the same time offering opportunity for rigorous critical enquiry  set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions  demonstrate awareness that pupils may often have the ability to achieve above the level they achieve in other subjects if they are allowed to express their insight and understanding in a variety of ways (e.g. creatively and orally as well as in writing).  give pupils opportunities to explore complex concepts and questions.  demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.  be aware of own assumptions and beliefs, including that no one is ‘neutral’ or entirely objective when it comes to such matters.  demonstrate appropriate openness about own beliefs and opinions, exercising professional judgement (informed by principles in the RE Council Code of Conduct for Teachers of RE) as to when this is appropriate and when it is not P ro m o te g o o d p ro gr e ss a n d o u tc o m e s b y p u p ils  be accountable for pupils’ attainment, progress and outcomes  demonstrate understanding of school tracking systems, using data to plan individualised support for pupils and aiming for them to make good or outstanding progress within each stage.  be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these  plan work that takes account of pupils' prior knowledge (e.g. their home religious/belief background) so that all make good progress, whatever their individual starting point, and understand next steps for improvement  guide pupils to reflect on the progress they have made and their emerging needs  demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching  develop pupils as active learners using AfL techniques so they take ownership of their own progress.  encourage pupils to take a responsible and conscientious attitude to their own work and study.  ensure pupils understand the relevance of RE in the wider community, the world of work and their personal development. See also RE Quality Mark Section A ‘Learners and Learning” D e m o n st ra te g o o d s u b je ct a n d c u rr ic u lu m k n o w le d ge  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings  have a clear sense of the purpose of RE and how this relates to pedagogical approaches  develop a plan for own professional development which takes account of own starting point in relation to subject knowledge and the steps by which expertise is broadened and deepened  demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship  demonstrate awareness of changes and new developments in RE by accessing authoritative online resources such as RE:ONLINE, the NATRE/RE Today websites and the REC PD Portal  demonstrate awareness of recent research (e.g. by reading British Journal of Religious Education, Journal of Beliefs and Values, RE Today and/or attending conferences linking research and classroom practice)  where appropriate develop links with a local HEI or ITE institute (e.g. to engage in RE action research projects)  demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject  share with pupils correct versions of RE specific vocabulary, including that there is sometimes more than one spelling of key vocabulary. See also REQM Section B: Teachers and Teaching P la n a n d t e ac h w e ll- st ru ct u re d le ss o n s  impart knowledge and develop understanding through effective use of lesson time  recognise that employing a range of teaching approaches is more likely to engage students than a single approach.  plan work that allows pupils to challenge and reflect on ideas using thinking skills and enquiry strategies and challenging questioning (all examples of the wide range of strategies that are particularly valuable in RE)  ensure that the structure of lessons is not over complicated and is structured to maximise pupil progress  promote a love of learning and children’s intellectual curiosity  teach RE that engages and pupils consider of relevance to the world they live in and make use of local, national and international events, including those raising ethical and philosophical issues, to help pupils understand the relevance of their learning  set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired  set homework tasks that link work in RE to the real world e.g. by using surveys and interviews  show awareness of role Learning Outside the Classroom can play in pupils' learning in RE e.g. by organising visits to places of religious or spiritual significance and by ensuring the curriculum includes encounters (whether electronic or face to face) with visitors from different religions and worldviews  reflect systematically on the effectiveness of lessons and approaches to teaching  make good use of assessment for learning to establish how effective learning has been, and be prepared to adapt planning in response  use pupil surveys as a source of evidence for assessing the impact of lessons, alongside other evidence of pupil achievement  contribute to the design and provision of an engaging curriculum within the relevant subject area(s).  co-operate with colleagues in developing resources and planning, drawing on the best ideas in the school  demonstrate awareness of examples of good practice locally and nationally and apply them in regular curriculum reviews. Ensure that appropriate opportunities for links with other subjects are taken up (e.g. Spirited Arts project linking RE with work in art or music, WW1 poetry being studied in English linked with learning about concepts of 'a just war' in RE)  when creating a curriculum or pupil resources regularly check that they are up to date, accurate and reflect diversity, including. reference to information offered by religion and worldview communities. See also REQM Section B: Teachers and Teaching