Definitions: Wales (Estyn)

Estyn – Her Majesty’s Inspectorate for Education and Training in Wales - has produced the extremely useful 'Aiming for Excellence in Religious Education'. Whilst its focus is on RE at Key Stages 1 and 2, it does make important points worthy of wider consideration:

It states that very good and good teaching is found where teachers:

• have a good knowledge and clear enthusiasm for the subject;
• adopt a suitable range of strategies, including individual, group and whole-class activities;
• develop pupils’ skills and knowledge through stimulating narrative, good questioning and effective prompts and interventions;
• use an appropriate range of resources to cater for pupils' developing needs and abilities;
• plan effectively to use visitors from, as well as visits to, the immediate and wider locality and community in order to develop pupils' knowledge, understanding and skills;
• plan learning activities that consolidate and develop pupils' communication, mathematical and information technology skills.

In addition, there is a National Exemplary Framework for RE for 3-19 year olds in Wales (published 2008). This document is primarily for local education authorities and agreed syllabus conferences but is useful for teachers too. Download the National Exemplary Framework for RE for 3-19 year olds here >>. It remains the responsibility of Welsh LEAs to adopt an agreed syllabus for community schools, and SACREs are invited adopt or adapt the exemplar
framework when implementing their next (5 yearly) review.

The Framework contains exemplar level descriptions. These are found on pages 22-23 of the Framework. In order to recognise the attainment of pupils working below Level 1, the Framework contains RE Outcomes that align with the Foundation Phase Outcomes 1, 2 and 3.

For those concerned with the teaching of 14 to 19 year olds, there is further guidance. Download the Religious Education Guidance for 14-19 year olds here>>, illustrates through a number of case studies how the three interrelated core skills of:

• engaging with fundamental religious and human questions;
• exploring religious beliefs, teachings and practice(s) and
• expressing personal responses

can be combined to provide stimulating and motivational religious education.