CHECKLIST FOR MONITORING AND EVALUATING RE PROVISION

 

• Have RE curriculum decisions been based on the principles of effective planning?
  Has there been sound application of these principles?
• Can the parental right of withdrawal be accommodated, where necessary?
  Does the model of curriculum delivery take into account how provision might be adapted?
• Do pupils value and recognise the contribution RE makes to their understanding of different communities and ways of life, and to the concept of diversity?
• Do pupils have real opportunities to explore and gain first-hand experience of religious and cultural diversity?
• Does the school help pupils to deepen their understanding
  – of their own beliefs and values?
  – of other people’s?
• Does RE provide a context to build relationships with the local communities – including those groups with whom it is more difficult to forge links?
• Within the school, does RE provide a voice for religious and other minority groups?
  Does it develop a culture of mutual understanding and respect?
• Does the school treat religion and belief seriously?
  Does it model ways of building respect?
• Does the school know enough about the diversity of religion and ethical perspectives within the local community?
  Does it explore ways of making links with those communities?
• In a largely mono-cultural school, how well is RE working to foster a broader awareness of cultural and religious diversity?