Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for training and Skills (DFES) and the Qualifications and Curriculum say-so (QCA), jointly published the Non-Sta give instructiony depicted object theoretical account for R.E., which simply applies to R.E. provision in England. The history was produced on the actualizeing that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and concur course of rent Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing theme calculatelines for the pedagogics of R.E. It was meant to be used by local concur syllabus conferences for the organic evolution of agree syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the manakin was intended to help prepares to make appropriate colligate between R.E. and other subjects, such(prenominal) as for instance on key concepts like diversity. In this sense the government ap pe ared to be building on their previous efforts to get dressed up a common simulation of curricular aims owing to the particular that the 2000 National Curriculum also contained m both aims for command White (2004). It was hoped that the framework document would help agreed syllabus conferences and schools to envision more efficaciously in the provision of R.E. and towards agreed national standards.In the foreword of the Non-statutory National theoretical account by the indeed Secretary of State for Education and Skills Charles Clarke, the plan of the good mannikin was made explicit. In the first paragraph of the national model Charles Clarke declaredThis non-statutory national modelling has been produced to last those with responsibility for the provision and tint of religious education in maintained schools. It lies at the heart of our policies to forward standards in the learning and teaching of religious education. It sets attainment targets for learning. The manakin because gives local education authorities, Standing Advisory Councils on Religious Education, germane(predicate) authorities with responsibility for schools with a religious character, teachers, schoolchilds, parents, employers and their wider communities a invite and divided perceptiveness of the knowledge and skills that novel people go forth gain at school. It whollyows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also generates a mannikin within which entirely partners in education depose support young people on the road to further learning.This description invents the lading of the architects of the poser to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning throw of R.E. and the ability of R.E. teachers to become more adept in their profession. The manakin it is maintained leave al unitary give cl ear guidance to pupils and assorted educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the manakin depart have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to ready together schemes of work that reflect the social characteristics of their locality.The opening declaration of the Non statutory National material for R.E. does wide define the boundaries and limitations of the publication. At face value one would expect that the national modelling allow work as a rough guide for educational authorities rather than as a strict grave of consecrate to be abided by under all circumstances. The agenda of the textile is clear but how it will actually succeed in have educational grantrs to improve standards in R.E. is vague. Bearing these factors in mind the foretaste is that at Key Stage three the Framework will provi de a blueprint for teaching R.E., but whether this blueprint will dwell the unspoiled scope of R.E. is an bonk that needs to be closely scrutinised in this investigation.A fine analysis of the Non- statutory National Framework is abandoned by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the go under of R.E. at the heart of their activity. Their criticism costs that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the political platform as a whole as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a approximately useful part of a childs education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would need to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum.Without an melodic line that defends a separate place for R.E in a childs education then educational commentators may ask the question why R.E. is non either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is exigent that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the fall in States, where R.E. has been abolished from publ ic sector education. From this perspective, at that placefore, the Non Statutory National Framework does not provide an enough blueprint for teaching R.E.An obvious weakness of the Framework is the fact that as its title describes it is a non statutory Framework. Inevitably then the legal obligationsfor the provision of R.E. is unchanged by this Framework. This factor is a dangerous drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E namely SACREs, ASCs, the board of governors within faith schools, current policies on sustenance and R.E. inspections then it is inevitable that the Framework will not reach its aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who dont agree with its terms and the Framework will be an absolute failure. In rove to reach its challenging goal the Framework should have been an obligatory blueprint not a vo luntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would involve producing a legal document to be followed by R.E. professionals rather than anticipate the cooperation of R.E. providers.Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the contribute of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston statedMany of our SACREs and their concur Syllabus Conferences will need support and training if they are to make full use of the Framework when evolution their raw syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our sacredly diverse society. (Weston 2005)In this education Weston highlights the financial aid that the absence of suitably drug-addicted R.E. teachers, will result in a failure to properly domesticate SACREs and ASCs on the how to effectively produce the new syllabuses, which will bein line with or influenced by the new Framework. A related furbish up is once the SACRE and the ASCs have actually put together their new syllabuses thither will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. Thes e likely problems prove that the Non- Statutory National Framework was designed without considering umteen basic issues. The Framework, therefore, with this evidence of a severe blemish in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum.Further pedantic criticism of the Framework document was given by Felderhof (2004) in the ledger of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of other peoples religious traditions. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision.In fo cussing on the impingement that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of creation very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points book binding the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how more than thought and planning has been dedicated into the produc tion of the Framework. From thisperspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3.Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on scalawags 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much weigh on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this fashion the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was include in the Framework document do es illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers.The impact of the NonStatutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the look R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E. pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has communicate the planning for this series of text books that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupil s to explore secular ideas such as Humanism and Atheism.Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lessonplans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adoptive by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom.On this evidence it is practicable to say that the blueprint for teac hing the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3.In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational military officer for the British Humanist Association (BHA), to an Institute for Public Policy search (IPPR) seminar on Religious Education and the New National Framework, on twentieth January 2004 several doubts were cast on the workability of the new Framework. The document statedMy fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. AndI doubt that a National Framework, however good, could justify REs peculiar and chimerical place in the school curriculum Why should it be autocratic right up to the end of school, though not in colleges? Is there enoug h interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework. Mason M (2004) Religious Education could do better?This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given much more importance than literacy, numeracy and critical thinking. This unfounded outburst of c ontempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subject can be lowered in the curriculum.On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 subsection on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World scenery, which includes lesser know religions and secular ideas, which will take account of the schools religious/ n on-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught theknowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where possible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the procession of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACREs and ASCs all in spite of the guidelines not being irresponsible is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduct ion that the Framework is an adequate resource for teaching R.E.BibliographyAgreed syllabus for Havering (2007) Pathways capital of the United Kingdom Borough of Havering Agreed Syllabus for Religious Education.Draycott P (et al ed) (2005) Think R.E. London Harcourt Education.Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London RoutledgeMason, Marilyn, 2004. Religious Education could do better? Available at (accessed sixth December 2007).QCA, ed, 2004. The Non- Statutory Framework for R.E., London QCA Available at (accessed fifth December 2007).Watson B and Thompson P (2007) The effective teaching of Religious Education London LongmanWeston, Deborah, 2004. News from R.E. Today Magazine PCfRE comment on the ground of the Non-Statutory Framework for RE. Available at (accessed 7th December 2007).White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain Routledge.PASS / FAIL