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Getting started – support for reflection and engagement religious and moral education

Getting started – support for reflection and engagement religious and moral education. What changes have been made since the publication of the draft RME framework? Overall, feedback was positive but important changes have been made. What was said?. What was done:.

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Getting started – support for reflection and engagement religious and moral education

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  1. Getting started – support for reflection and engagement religious and moral education

  2. What changes have been made since the publication of the draft RME framework? Overall, feedback was positive but important changes have been made. What was said? What was done: Key issues now woven into experiences and outcomes more clearly and further explanations paper has been produced. Balance of religious and non-faith content has been adjusted. The term is now 'world religions selected for study' within need to respond to local context. Clarified in principles and practice. Experiences and outcomes now more exploratory and reflective and less content-based and include philosophical enquiry. Scottish references reduced and placed within explanatory context. All taxonomy reviewed and adjusted where necessary to better reflect progression. • The messages of the cover paper were not fully reflected in the experiences and outcomes. • Not enough account was taken of views independent of religious belief. • Objection to the use of the term 'other world religions’. • Apparent prioritising of Christianity. • Perceived omission of a personal search dimension. • Overemphasis on the Scottish dimension. • Some concerns about progression between levels.

  3. Reflecting on the principles and practice in RME What are the key messages in relation to: • the place of RME in the Scottish curriculum? • the value of RME to learning in modern Scotland? • the place of Christianity? • world religions selected for study? • viewpoints independent of religious belief? • developing beliefs and values? • learning and teaching?

  4. How are the experiences and outcomes structured in RME? The RME experiences and outcomes have been organised into: • Christianity • World religions selected for study • Development of beliefs and values. The lines of development are: • Beliefs • Values and issues • Practices and traditions.

  5. Experiences and outcomes in RME • Why do some statements cross more than one level? These describe learning which needs to be revisited, applied in new contexts and deepened over a more extended period. • Why is there a dotted line between third and fourth level? This is to demonstrate the close relationship and likely overlap between the two levels. Fourth level will provide the depth of experiences based on prior learning from third level.

  6. Getting started in RME:some questions for discussion • Building on your current practice, what are the implications for what and how you teach? • How will you ensure the needs of all learners are met? • Which experiences and outcomes could you link within RME, across other curriculum areas and the world of work, to provide a coherent experience for learners? • What partnerships will you build on and develop, both within your establishment and the wider community, to engage learners in the RME experiences and outcomes? • How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?

  7. Where do you go from here? The journey may be different for everyone, but you may wish to consider some first steps towards change, for example: • identifying and sharing effective practice • identifying and prioritising professional development needs • experimenting with learning and teaching approaches.

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