Curriculum Impact Project Religious and Moral Education. What is the impact of Curriculum for Excellence on Religious Education in Roman Catholic schools?. Learning Intentions. Gain an overview of the Curriculum Impact Project for RME/RERC and RO.
Curriculum Impact ProjectReligious and Moral Education
What is the impact of Curriculum for Excellence on Religious Education in Roman Catholic schools?
series of projects across all curriculum areas.
2012-13: RME, Creativity and HWB.
evaluate progress with the implementation of
Curriculum for Excellence.
impact on learning and achievement in specific
curricular and cross-curricular areas.
parental involvement strategy.
evaluation of current practice.
based on a range of independent inspection
identify emerging innovative and
highlighting important areas for development.
How well are children and young people achieving in RME/RERC?
How well do schools support children and young people to learn in RME/RERC?
How well do schools and local authorities improve the quality of RME/RERC?
How well do schools and local authorities take account of national guidance of RO?
The review is part of our agenda “moving forward to effect improvement in a changing environment”.
We are not carrying out a “state of the nation” evaluation.
The project should have a positive impact on practitioners and learners
The final report will include evaluation, exemplification and signposts to improvement.
Evaluative fieldwork is not only focus on traditional classroom observations
The review must involve capacity building
Gauge the impact of a changing curriculum on learners’ experiences and achievements.
Identify good practice for dissemination
Highlight areas for discussion and further development
Provide an ongoing contribution to a national professional learning community for RME/RERC and RO.
Analysis of inspection evidence from the last three years
Analysis of relevant SQA attainment data
Background reading, literature review etc
Professional dialogue with practitioners and relevant stakeholders
Visit to a sample of establishments (nursery, primary, secondary and special schools)
Capture examples of good practice as case studies, conversations, think pieces and film clips.
Phase 1: Aug – Dec 2012 Preparatory work and trialling
Phase 2: Jan to April 2013 School visits and EA discussions
Phase 3: April to June 2013 “ “ “ “
Phase 4: July to September 2013 report launch at SLF and plan follow up activities
Strategic Director of Inspection – Ken Muir
Assistant Director – Joan Mackay
HMI National Specialist – Patricia Watson
Curriculum Review team of HMI, AAs and DOs and new SEO.
Project Reference Group
Schools and nurseries
Children and young people
How would you like to see RERC benefit from this Curriculum Impact project?
What do you see as the main challenges for this project in relation to RERC?
Apparent gulf between theory and practice identified in research.
Need for clarification about what Scotland wants to achieve through RME/RERC and RO.
To what extent are teachers aware of the definition of RME in CfE? Is this their view of the aim or are there competing aims?
Need to focus the review on messages contained in Principles and Practices documents – that is what we are evaluating.
March 2011 to April 2012
Some important messages to consider
Children benefit from celebrating multi-cultural and religious festivals.
A range of resources provide worthwhile opportunities for children to learn about different cultures.
Children are developing their understanding of diversity.
Staff sensitively take account of children’s family circumstances and backgrounds.
Visits to places of worship and visits from community members are relevant contexts for learning.
Children are treated fairly and are encouraged to develop respect for others.
Statutory requirements don’t apply to pre-school
CfE early level: 3-18 framework – planning for learning, teaching and assessment.
Differences between pre-school nursery classes and stand-alone and independent nurseries.
Developing an understanding of fairness through play – strategies for intervention when children find this difficult.
Role of parents and wider community.
Addressing issues of equality and diversity.
Good opportunities to develop an understanding of religion and to develop respect for others beliefs and cultures.
Programmes are broad - based on moral issues, Christianity and other religions.
Development of literacy through RME – writing, listening and talking.
Introduction of This is Our Faith
Gospel values at the heart of the school
Children prepared well for the sacraments
Children developing their understanding of their own faith
Respect and tolerance for other religions and beliefs.
Ensure the broad general education also includes RME.
Develop a systematic approach to developing children’s KU in RME.
Ensure progression is clear and sufficiently swift
Review how religious understanding is taught and developed across
Positive contribution to understanding of equality and diversity.
Positive learning experiences, good relationships and range of approaches.
Effective use of assessment for learning strategies.
Use of interesting and motivating speakers to enhance learning.
High levels of attainment in national qualifications.
Support for young people with additional support needs.
Planned learning using Es and Os.
Opportunities to apply literacy, numeracy and health and wellbeing.
Feedback from young people used to improve learning.
Links with the parish and wider community to enhance learning
Planned learning using TIOF and Called to Love.
Young people working towards the Caritas Award.
Learning sometimes dull and not engaging young people.
Insufficient feedback to young people.
Tasks and activities not well enough differentiated.
Schools not meeting national expectations in relation S5/6.
Assessment not well enough planned.
Schools not building on prior learning from primary.
Lack of rigorous self-evaluation.
Pre-school nursery classes often join attend whole school assemblies.
Few stand-alone nurseries plan for RO.
In the majority of (ND) primary schools arrangements for RO are recorded as appropriate. Schools often supported by local clergy. A few schools involve members of other faiths.
5% of primary schools did not provide any appropriate arrangements for RO.
In almost all (D) primary schools RO is well supported by local parish priests. Observance includes whole school or class assemblies, masses and preparation for the sacraments.
In (D) secondary schools RO is frequently linked to the liturgical calendar and is often well supported by local clergy.
Specific arrangements made for Muslim young people during Ramadan.
Chaplaincy teams support RO in (ND) secondary schools. A few schools involve members of different faiths and people not associated with a particular faith.
HMI/AA and LM visited each school for a day
Discussion based on school’s self-evaluation and context
Observations of Learning and Teaching
Meetings with pupils, parents and partners who contribute to RME/RO
No QI evaluations. Evidence recorded against key questions.
Policy development, implementation and monitoring.
Support/networks, partnership with local Diocese, CPD.
Curriculum, BGE, progression P1-S6, Support for TIOF, resources, RofA.
Learning, teaching and achievement, QA, cluster working, good practice, notable achievements, moderation arrangements.
Please take a few minutes to record any questions and/or comments about what you have heard today and how you might contribute to the review.
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