Religious Education in each key given to Religious Education in stage. each key stage. Leaders and governors are failing to Leaders and governors are not Leaders and governors ensure that Leaders and governors ensure ensure that Religious Education is ensuring that Religious Education is Religious Education is comparable to that Religious Education has treated comparably to other core fully comparable to other core other core curriculum subjects, in full parity with core curriculum subjects. curriculum subjects. terms of professional development, curriculum subjects including resourcing, staffing and professional development, accommodation. resourcing, staffing and accommodation. Any additional requirements of the Any additional requirements of the Any additional requirements of the Any additional requirements diocesan Bishop regarding the diocesan Bishop regarding the diocesan Bishop regarding the of the diocesan Bishop Religious Education curriculum are Religious Education curriculum are Religious Education curriculum are regarding the Religious not being implemented. not fully implemented. fully implemented. Education curriculum are embraced and fully implemented. Leaders’ and governors’ Leaders’ and governors’ Leaders’ and governors’ Leaders’ and governors’ of Religious Education is of Religious Education evaluation of Religious Education is a of Religious either ineffective or absent. requires improvement. good reflection of frequent Education is a coherent monitoring, analysis and reflection of rigorous which is informed by monitoring, searching analysis current best practice in Religious and self-challenge is Education. This results in strategic by current best action taken by the school which practice in Religious Education. lead to at least good outcomes in This results in well targeted Religious Education. planning and strategic action taken by the school which lead to outstanding outcomes in Religious Education. The curriculum leader for Religious The curriculum leader for Religious The curriculum leader for Religious The curriculum leader for Education a vision for the Education does not effectively plan Education has a clear vision for Religious Education has an subject and does not plan improvements to teaching and teaching and learning and a good inspiring vision of outstanding improvements to teaching and learning in Religious Education. level of expertise in securing this teaching and learning and a learning in Religious Education. vision. These are used effectively to high level of expertise in improve teaching and learning in securing this vision. These are Religious Education, resulting in used effectively to improve
Religious Education in each key stage. given to Religious Education in each key stage. Leaders and governors are failing to ensure that Religious Education is treated comparably to other core curriculum subjects. Leaders and governors are not ensuring that Religious Education is fully comparable to other core curriculum subjects. Leaders and governors ensure that Religious Education is comparable to other core curriculum subjects, in terms of professional development, resourcing, staffing and accommodation. Leaders and governors ensure that Religious Education has full parity with core curriculum subjects including professional development, resourcing, staffing and accommodation. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are not being implemented. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are not fully implemented. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are fully implemented. Any additional requirements of the diocesan Bishop regarding the Religious Education curriculum are embraced and fully implemented. Leaders’ and governors’ of Religious Education is either ineffective or absent. Leaders’ and governors’ of Religious Education requires improvement. Leaders’ and governors’ of Religious Education is a good reflection of frequent monitoring, analysis and which is informed by current best practice in Religious Education. This results in strategic action taken by the school which lead to at least good outcomes in Religious Education. Leaders’ and governors’ of Religious Education is a coherent reflection of rigorous monitoring, searching analysis and self-challenge is by current best practice in Religious Education. This results in well targeted planning and strategic action taken by the school which lead to outstanding outcomes in Religious Education. The curriculum leader for Religious Education a vision for the subject and does not plan improvements to teaching and learning in Religious Education. The curriculum leader for Religious Education does not effectively plan improvements to teaching and learning in Religious Education. The curriculum leader for Religious Education has a clear vision for teaching and learning and a good level of expertise in securing this vision. These are used effectively to improve teaching and learning in Religious Education, resulting in The curriculum leader for Religious Education has an inspiring vision of outstanding teaching and learning and a high level of expertise in securing this vision. These are used effectively to improve evaluation
section_48_framework_january_2018.docx