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?