Independent Schools Religious Studies Association
Newsletter and Journal
Contents
Revisions to CE Syllabus & ExaminationJohn
Keast’s address to ISRSA on Assessment in RE
Eamon
Duffy on the future of Theology and Religious Studies
Common
mistakes in the teaching of Hinduism
Thoughts
on RE by a Headmaster
Philosophy
of Religion and Christian ethics
ISRSA Committee & Council
The Latest News in Religious Studies and RE from QCA
John Keast’s Address at the ISRSA Conference
John Keast brought the ISRSA Conference up to date with work undertaken by QCA and the results of surveys which they had commissioned.Monitoring Religious Education
He argued that interim findings of the two year programme of monitoring the impact of the SCAA model syllabuses were very positive, particularly concerning teaching and learning in primary schools. At KS4, although the take-up of the GCSE (short course) in RE had been encouraging there was more non-compliance.SCAA Model Syllabuses
Plans were being made to look at aspects of the SCAA model syllabuses for RE published in 1994, alongside the review of the national curriculum. There was no intention to change the content of the model syllabuses, but there was widespread support for the preparation of further guidance. Working groups were to be convened to draw up proposals for consultation early next year.Analysis of SACRE reports 1998
This was published in August 1998. Only 10 SACRE reports were unaccounted for this year, the best figure for some time. Their format had become more similar (following guidance about writing SACRE reports) which made comparisons easier.Accreditation at Key Stage 4
A seminar was held on February 10 to look at the forms of RE accreditation in use, including LEA certificates and the GCSE (short course). Results of a survey indicated that GCSE (full and short) courses were the preferred methods for accrediting RE, because of their national credibility. The full RS course was more heavily used by aided schools in comparison with county schools (average entry numbers are 113 compared with 30). County schools were taking up the short course in much larger numbers.GCSE RS and RE in 1998
The figures for GCSE (short course) RE showed an increase in entries from 12,244 in 1997 (first exam) to 79,291 in 1998 - a rise of 547 %! The figures for RS full course were 113,381, compared with 118,545 in 1997 - a fall of 4.3 %. This meant total entries were almost 200,000 in 1998 compared with 130,000 in 1997, an overall increase of 54%. Consequently, about one third of pupils were currently entered for GCSE, giving RE a far more secure place at KS4.Teacher Training Agency
Following the regulations issued last year which required students to have a detailed knowledge of the SCAA model syllabuses in order to gain QTS, QCA had prepared a text-only version of them for distribution to colleges, paid for by DfEE. The regulation did not mean that agreed syllabuses and diocesan guidelines had been replaced.Entry Level Qualifications
In April 1998, accreditation of awards as entry level qualifications began. It was hoped that a wide range of awards aimed at learners working below the level of GCSE, GNVQ and NVQ would enter the National Framework of Qualifications. Entry level awards were to be available nationally from September 1998. Entry level status had been given to a Certificate of RE offered by the Christian Theology Trust for teaching in 1998.KEY STAGES 1 AND 2
The changes to the non-core subjects to give schools greater flexibility in the national curriculum for two years from 1998 did not affect RE, which remained a statutory part of the curriculum as before.KEY STAGE 4
Schools were able to set aside aspects of the national curriculum at key stage 4 for wider use of work-related learning. This proposal would not affect RE which remained a statutory part of the key stage 4 curriculum as before.Qualifying for Success - Changes to A Level Qualifications
- The revision of the AS/A level subject cores was currently taking place. From September 2000: all A levels would comprise 6 units (modules); three units at AS level and six units in the full A level, although different specifications would offer a variety of assessment models; The term syllabus would be replaced by specification, thus aligning A levels and GNVQs.
- The weighting of the units would be roughly equivalent and the overall weighting of the AS would be 50 % of the full A level. This was a change from the Dearing recommendations whereby the AS was to be weighted at 40 % and the A2 at 60 %.
- The AS would represent the achievement of students at a midway point in their advanced level studies and would not, therefore, be at the same standard of the current AS which was equivalent to the full A level.
- All full A level qualifications would include a synoptic element; which drew on the candidates' ability to make connections between aspects of the subject.
- Iindividual subjects could make a case for an increase in the weighting to be given to coursework, up to a maximum of 30 %.
- Specifications must indicate which of the six key skills were to be assessed or sign posted in the subject. Sign posting meant that the subject provided opportunities for students to collect evidence of their key skills competence through their advanced level studies. This evidence could then be presented in a key skills portfolio for separate certification.
- The revision of the cores had provided the opportunity to modify their structure slightly so that they more closely resembled the GCSE criteria. They would henceforth be called A/AS level criteria, thus introducing greater consistency across qualifications.
- The necessary revisions to the core were not aimed at a major rethinking of the aims or the knowledge, skills and understanding to be taught and assessed. It was, therefore, felt that the revision process could best be carried out by those who had originally developed the cores. The original panels were reconvened to produce draft criteria and to provide rationales for their recommendations. The drafting process for the revised criteria had been completed and consultation on the revised criteria would take place. A final version would be developed in the light of responses to the consultation and once approved by the Government, the awarding bodies would develop specifications to meet the revised criteria.
- The specifications would be submitted to QCA for approval in the summer of 1999. The approval process should be completed in time for the specifications to be sent to schools by the end of 1999.
Harrow School