A02c Checklist for people who manage, plan, teach and support RE
- What implications do the school’s ethos, values and aims have for the provision of RE?
For example, the school’s specialist status, religious character, or the nature of the school’s community.
- What about the school’s overall curriculum priorities?
Are statutory requirements for RE being met?
Is RE’s contribution in terms of raising standards and achievement being taken into account?
- Will RE be taught separately, be combined with other subjects, or both?
- Will RE be taught every week, term or year in the key stage?
Is the programme of study required by the agreed syllabus properly met?
Is the provision evaluated as part of the school’s self-evaluation process?
- What about curriculum design?
Does the RE curriculum ensure an appropriate balance between RE-led units, whether systematic or thematic, and cross-curricular units?
- How will the organisation of the RE curriculum be adapted to suit individual pupils with different abilities and needs?
For example, the needs of the most able pupils can be met by accelerating their learning, and the needs of less high-achieving pupils can be met by reinforcement techniques.
- How will the design of the RE curriculum help pupils to make a smooth transfer from one key stage to the next and to make steady progress within a key stage?
For example, through the provision of bridging units to support transition from key stage 2 to 3.
- What about curriculum enrichment?
What might need to be added to the RE curriculum to enrich pupils’ learning in terms of, for example, fieldwork, Learning Outside the Classroom (LOtC), and special focus days?