Leadership

Religious Education At Key Stage 2 And Key Stage 3

This Estyn report covers standards in religious education at key stage 2 and key stage 3, and participation and engagement in learning. It also considers the factors that affect standards, including curriculum planning, teaching, assessment, leadership and improving quality.

Around 15% of maintained schools in Wales have a religious character and teach ‘denominational education’ as a particular form of religious education. Denominational education does not follow the locally agreed syllabus, but instead follows a syllabus determined by the individual school or group of schools with a particular religious character.

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      string(408) "... Plans:Art and Design Project 1: Drawing Shadows (Key Stages 1 and 2)    Art and Design Project 2: Kaleidoscopes (Key Stage 2)Light and Dark Religious Education (RE) Project Plans:RE Project 1: Hanukkah (Key Stages 1 and 2)    RE Project 2: Diwali (Key Stages 1 and 2)Non-subscribers ..."
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      string(5537) "for one day. Miraculously, the oil burned for eight days,  thus the eight days of Hanukkah.The most important Hanukkah ritual is the candle  lighting. Jews light candles in a special candleholder called a  ‘menorah’ or a ‘hanakkiah’. Each night, one more candle is added. The  middle candle, called the ‘shamash’, is used to light each of the other  candles and it is lit every night. Therefore, on the first night of  Hanukkah, two candles are lit (the shamash and the candle for the first  night) and on the last night there are nine lit candles.DiwaliLooking at the celebration of Diwali is a common  introduction to Hindu beliefs and practices at Key Stage 2. Telling the  story of Rama and Sita is a useful starting point to help pupils  understand why lights are an important focal point in all Diwali  celebrations. The festival of Diwali has existed from time immemorial,  ever since man became aware of truth and untruth, darkness and light,  death and immortality. Diwali (or alternatively Deepawali, Deepavali or  Divali) is the Festival of Light. Hindus celebrate it all over the  world.The true meaning of Diwali can be expressed as  being to bring light where darkness prevails, truth where untruth  prevails, to bring life where death prevails, to brighten our  surroundings, to illuminate our minds. Deepavali in Sanskrit means ‘row  of lighted lamps’ and is 																							one  of the most important Hindu festivals. It falls on the Amavasya of the  month of Kartik every year in the Hindu calendar. By the English or  Western calendar this festival generally occurs over a period that  covers the last week of October to the first half of the month of  November.The festival signifies the triumph of light over  darkness, good over evil, justice over injustice and intelligence over  ignorance. The goddess worshipped at Diwali is Mother Lakshmi or Lakshmi  Mata. Lakshmi Mata is the goddess of light, wealth and beauty and is  also associated with prosperity, luck, riches, abundance, financial well  being and generosity. In statues and artwork Lakshmi Mata is portrayed  wearing gold and lotus flowers either sitting on a lotus, standing on  one, wearing lotus blossoms in her hair and on her gown, or holding a  lotus blossom which to many Hindus symbolises fertility, spiritual power  and purity.At Diwali it is not surprising to see elaborate  preparations being made to welcome the goddess into the homes of  devotees. Though it is titled as being a festival, it is one with a  difference, since at the heart of the festival is a very significant  religious observance as Lakshmi Mata is honoured and worshipped in the  form of pujas, singing bhajans and with the chanting of mantras.Did you know?A rainbow is an arch formed by light refracted by  drops of water diffused in the air. You can see it when you have the sun  behind your back and you look at the rain. In the brightest or primary  bow, often the only one seen, the colours are arranged with the red  outside. Above the perfect bow is a secondary bow, in which the colours  are arranged in 																							reverse  order; this bow is dimmer, because of a double reflection within the  drops. When the sunlight enters a raindrop it is refracted, or bent, and  reflected from the drop in such a way that the light appears as a  spectrum of colours. The colours can be seen, however, only when the  angle of reflection between the Sun, the drop of water and the  observer’s line of vision is between 40 and 42 degrees.Existing subscribers to Project-Based Learning Resources, download all Project Plans and activities from the links below.Light and Dark Literacy Project Plans:Literacy Project 1: Light Stories (Key Stages 1 and 2)    Literacy Project 2: Rainbow Rhymes (Key Stage 1)    Literacy Project 3: The Vocabulary of Light (Key Stage 2)Light and Dark Numeracy Project PlansNumeracy Project 1: Count the Lights (Key Stage 1)    Numeracy Project 2: Speeding Light (Key Stage 2+)Light and Dark Science Project Plans:Science Project 1: Sources of Light (Key Stages 1 and 2)    Science Project 2: Why Can’t We See in the Dark? (Key Stage 2)																							    Science Project 3: Coloured Shadows (Key Stages 1 and 2)    Science Project 4: Photosynthesis (Key Stages 1 and 2)    Science Project 5: Through the Pinhole… (Key Stage 2)Light and Dark History Project Plan:History Project 1: The History of Light (Key Stage 2)Light and Dark Art and Design Project Plans:Art and Design Project 1: Drawing Shadows (Key Stages 1 and 2)    Art and Design Project 2: Kaleidoscopes (Key Stage 2)Light and Dark Religious Education (RE) Project Plans:RE Project 1: Hanukkah (Key Stages 1 and 2)    RE Project 2: Diwali (Key Stages 1 and 2)Non-subscribers:Click hereto subscribe to the Creative Teaching and Learning service and gain access to these resource packs.Purchase the above project plans by subject for £10.00 each (incl. VAT – simply follow the links above), or alternatively, purchase the entire pack for a one-off fee of £48.00 – saving you a total of £12.00."
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Creative Teaching & Learning

Light and Dark Cross Curriculum Project

10 Feb 2012

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      string(5831) "11Vol 5.1School Leadership Todaywww.teachingtimes.comTrendsCurriculumchangesThe Government launched its review of the National Curriculum in January2011, with the aim of improving the educational outcomes for children andgiving teachers greater freedom over how to teach.On 7 February 2013, the Secretary of State for Education announced apublic consultation on the draft National Curriculum which ran until 16 April 2013. Thisbrief summarises the changes to the curriculum and the responses of the main subjectassociations to the National Curriculum consultation proposals.Changes to the Primary Curriculum:The existing primary curriculum for England in mathematics and science is not asdemanding as in other countries, the review explained. 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At Key Stage 2, the history curriculum will be expanded to include earlyBritons and settlers, and relations between England, Wales, Scotland and France.Changes to the Secondary Curriculum:KS3 EnglishReading still focuses on literature over non-fiction.In writing, there is an increased focus on non-fiction/functional skills/formal typesof writing over creative writing.What is currently called ‘Speaking and listening’ has been replaced with ‘SpokenEnglish’ in the draft programme of study.There is a new, fourth area – ‘Grammar and vocabulary’.KS4 EnglishAs in the KS3 draft, there is a focus on practical writing skills – non-fiction/functionalskills/formal.KS3 ScienceThe students should build up an extended specialist vocabulary to showunderstanding of scientific processes as well as communicating scientific ideas.An increased emphasis on peer feedback and co-construction of learning, fosteredby well-planned discussion sessions (using discussions in science lessons is a usefulstrategy to develop and refine scientific ideas).Students should apply mathematical knowledge to their understanding of science,and more complex concepts, calculations and equations are to be introducedearlier in the proposed national curriculum.KS4 ScienceThe proposed science curriculum at KS4 separates the programmes of study intobiology, chemistry and physics. 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More emphasis on maths in context and across othersubject areas than before.HistoryThere is a very British-focused curriculum, with an emphasis on understanding thechronology and story of Britain.Only an outline of World and European History will be included.Pupils will consolidate their knowledge by creating their own narratives andaccounts of the main events.Each key stage, especially 2-3, follows on from each other like a jigsaw.GeographyGeography knowledge should be consolidated and built on through each school■■■■■■■■■■■■■■■■■■■■■■13Vol 5.1School Leadership Todaywww.teachingtimes.comTrendsCurriculumchangesstage – more places, areas and landforms.Much more focus on retaining facts.Students will study specific areas in Africa and Asia.There is an emphasis on map skills throughout the key stages.All state schools (including primary) must teach religious education to pupils at everykey stage and sex education to pupils in secondary education. 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Leadership

Responses to the National Curriculum consultation

4 Jun 2013

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      string(384) "... in 2018. In 2019, 35.3% of teaching hours at Key Stage 3 were spent teaching non EBacc subjects, including arts subjects, design and technology, religious education and physical education. At Key Stage 4 this decreased to 32.2%. These figures are slightly lower than in 2018. In 2019, a ..."
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      string(4847) "The data shows that male classroom teachers received an average salary of £37,885 compared with £36,985 for their female peers. And for headteachers, the average salary for men was £77,362, compared with £68,870 for women.Male teachers made up less than a quarter of the total headcount in schools – there were 121,356, which was 24.2 per cent of all teachers.For headteachers, a higher proportion were men (32.7 per cent, a headcount of 7,335), while for classroom teachers it was 23.1 per cent (99,124). This is similar to previous years.Main Findings:In 2019, the average FTE salary for all teachers in state-funded schools was £40,537 per annum – an increase of over £1,000 compared with 2018. The average FTE salary for all full and part-time classroom teachers in all state funded schools was £37,192. Salaries are higher for leadership teachers (excluding headteachers), the average salary in 2019 being £54,911. The average salary for a headteacher was £71,655 in 2019.Average salaries are higher for male teachers across all grades:For male classroom teachers the average salary was £37,885 compared to £36,985 for female. For headteachers the average salary for males was £77,362 compared to £68,870 for females.Average salaries vary by type of school: The average salary of a nursery and primary classroom teacher was £35,673 The average salary of a secondary classroom teacher was £38,674 The average salary of a special school classroom teacher was £37,638. Average salaries for classroom and other leadership teachers are higher on average in LA maintained schools than academies. The average salary for headteachers is however, higher in academies than in LA maintained schools.Of the teachers who qualified in 2018, 85.4% are still in service one year after qualification. This retention rate is slightly higher than the previous year when the one-year retention rate was 85.1%.  In general, one-year retention rates have declined slightly in each year since 2011, with this year being the first increase.Of the teachers who qualified in 2014, 67.4% are still in service after 5 years. This is lower than the five-year retention rate seen in the previous year, when the figure was 68.0%. Of the 96.8% of teachers for whom we hold qualifications data, the majority (98.8%) hold qualifications at degree level or higher – this includes those with a first degree or higher, a Bachelor of Education degree or a Postgraduate Certificate of Education. There were 1,721 teachers holding a non-UK qualification, 0.4% of the total.In 2019, 64.7% of teaching hours at Key Stage 3 were spent teaching the English Baccalaureate (EBacc) subjects of mathematics and English, all sciences (including computer science), history, geography and all modern languages. At Key Stage 4 this rose to 67.8%.In total, 68.8% of all secondary teachers taught at least one EBacc subject, with 87.8% of all hours taught in EBacc subjects being taught by a teacher with a relevant post A level qualification. For the individual EBacc subjects, the majority of hours taught are taught by a teacher who holds a relevant post A level qualification in the subject they are teaching. The exception to this is computing, where in 2019 47.3% of hours were taught by a teacher with a relevant post A level qualification, the same as in 2018. In 2019, 35.3% of teaching hours at Key Stage 3 were spent teaching non EBacc subjects, including arts subjects, design and technology, religious education and physical education. At Key Stage 4 this decreased to 32.2%. These figures are slightly lower than in 2018. In 2019, a third of all teachers (166,426) were aged between 30 and 39. Only 5.2% were under 25 (26,290) and 2.6% over 60 (12,933).The headcount of male teachers in all state-funded schools was 121,356 which was 24.2% of all teachers. For headteachers, a higher proportion were male (32.7%, a headcount of 7,335), while for classroom teachers it was 23.1% (99,124). This is similar to previous years.There were 66,039 teachers, or 14.3% of all teachers who described themselves as being in a minority ethnic group* (where ethnicity information had been provided). This is up from 11.2% of all teachers in 2010.Between 2011 and 2019 the percentage of teachers taking sickness absence has fallen from 55.8% to 54.0% in 2018/19. The teacher sickness absence rate in 2018/19 was 4.1 days per teacher, an increase from  4.0 in 2017/18.Of those teachers taking sickness absence, the average number of days taken has fallen, from an average of 8.2 days in 2010/11 to 7.5 days in 2018/19.Link: School Workforce in England"
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Leadership

School Workforce in England

30 Jun 2020

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Leadership Briefing issue 7.10 (82)"
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      string(5835) "ResourceA SNAPSHOT OF RESPONSES TO THE NATIONAL CURRICULUM CONSULTATIONOriginal DocumentThe Government launched its review of the National Curriculum in January 2011, with the aim of improving the educational outcomes for children and giving teachers greater freedom over how to teach. On 7 February 2013 the Secretary of State for Education announced a public consultation on the draft National Curriculum which ran until 16 April 2013. So what is the feedback so far from the History Association, the PHSE association and numerous other primary associations? This brief provides a summary of the main responses to the National Curriculum consultation proposals.KeywordsNational Curriculum , draft, responses, consultation, associations, changes, key stageSummaryThe Government launched its review of the National Curriculum in January 2011, with the aim of improving the educational outcomes for children and giving teachers greater freedom over how to teach. On 7 February 2013 the Secretary of State for Education announced a public consultation on the draft National Curriculum which ran until 16 April 2013. So what is the feedback so far from the History Association, the PHSE association and numerous other primary associations? This brief provides a summary of the main responses to the National Curriculum consultation proposals.Primary Curriculum changes· The existing primary curriculum for England in mathematics and science is not as demanding as in other countries.· In mathematics there is to be more demanding content in fractions, decimals and percentages.· Calculators and other ICT devices are to be removed to encourage written and mental strategies.· Science will have a stronger focus on the importance of scientific knowledge and a greater emphasis on the core scientific concepts underpinning pupils’ understanding. The mathematical aspects of science are to be strengthened. Primary pupils will be taught about evolution and inheritance.· English programmes of study will require higher standards of literacy. Pupils are expected to develop a stronger command of the written and spoken word, and phonics will be strengthened.· There will be an addition of foreign languages at Key Stage 2: French, German, Italian, Mandarin, Spanish, Latin or Ancient Greek.· The replacement of the current ICT curriculum encompasses a new computing curriculum with a much greater emphasis on practical programming skills.· Pupils in Key Stage 2 are encouraged to design and write programs that accomplish specific goals.· History – At Key Stage 1, pupils are to learn about the lives of significant individuals in Britain’s past. At Key Stage 2 history curriculum is expanded to include: early Britons and settlers; relations between England, Wales, Scotland and France.· All state schools must teach religious education to pupils at every key stage and sex education to pupils in secondary education.· All schools should make provision for personal, social, health and economic education (PSHE).Secondary Curriculum changesKS3 English· Reading – Still a focus on literature over non-fiction.· Writing – increased focus on non-fiction/functional skills/formal types of writing over creative writing· What is currently called “Speaking and listening” has been replaced with “Spoken English” in the draft PoS.· There is a new, fourth area: “Grammar and vocabulary”.KS4 English· As in the KS3 draft, a focus on practical writing skills – non-fiction/functional skills/formal.KS3 Science· The students should build up an extended specialist vocabulary to show understanding of scientific processes as well as communicating scientific ideas.· Peer feedback and co-construction of learning, fostered by well-planned discussion sessions (using discussions in science lessons is a useful strategy to develop and refine scientific ideas).· Numeracy – applying mathematical knowledge to their understanding of science. More complex concepts, calculations and equations are to be introduced earlier in the proposed national curriculum.KS4 Science· The proposed science curriculum at KS4 separates the programmes of study into biology, chemistry and physics. The draft KS4 Science curriculum has a much broader and very detailed range of topics than the current version. The content covered is very specific and generally quite complex.KS3 Maths· No significant changes. More emphasis on maths in context and across other subject areas than before.History· British-focused curriculum – understanding the chronology and story of Britain.· Outline of World and European History.· Pupils will consolidate their knowledge by creating their own narratives and accounts of the main events.· Each Key Stage, especially 2-3, follows on from each other like a jigsaw.Geography· Geography knowledge should be consolidated and built on through each school stage – more places, areas and landforms.· Much more focus will be on retaining facts.· Study of specific areas in Africa and Asia.· Emphasis on map skills is required through the key stages.Main Consultation questions:a) Do you agree that instead of detailed subject-level aims we should free teachers to shape their own curriculum aims based on the content in the programmes of study?b) Do you have any comments on the content set out in the draft programmes of study?c) Does the content set out in the draft programmes of study represent a sufficiently ambitious level of challenge for pupils at each key stage?d) Do you agree that the draft programmes of study provide"
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Leadership

A snapshot of responses to the National Curriculum Consultation

2 May 2013

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