Archived decisions
Item 7, Appendix 1
Results of on-line questionnaire for primary schools to evaluate the implementation of the agreed syllabus Living Difference
Development |
Yes |
No | |||
2a) Has a member of the school attended an `Implementing the Agreed Syllabus (IAS)' course? |
73.5% |
25.7% | |||
2b) Has the school received alternative support on the implementation of the agreed syllabus from the HIAS RE team, instead of attending the IAS course? |
25.7% |
62.5% | |||
2c) Has the school received further support from the HIAS RE team beyond attending the IAS course? |
46.3% |
50.7% | |||
Development |
Strongly agree |
Agree |
Neither agree nor disagree |
Disagree |
Strongly disagree |
2d) All teaching staff are familiar with the requirements of the agreed syllabus Living Difference |
25.7% |
59.6% |
7.4% |
6.6% |
0% |
2e) Units of work have been established to meet the requirements of the agreed syllabus Living Difference |
42.6% |
44.1% |
9.6% |
2.9% |
0% |
2f) All staff now teach according to the required methodology for teaching and learning |
30.1% |
50.0% |
17.6% |
1.5% |
0% |
2g) Assessment opportunities are in place in accordance with the required methodology |
16.9% |
46.3% |
26.5% |
9.6% |
0% |
2h) Levelling of pupils' work takes place using the levels of attainment identified in Living Difference |
11.0% |
33.8% |
36.0% |
16.2% |
1.5% |
2i) Pupils are aware of how their work is being assessed |
4.4% |
20.6% |
47.8% |
24.3% |
2.2% |
2j) Pupils are involved in assessing and levelling their own work |
2.9% |
13.2% |
40.4% |
38.2% |
4.4% |
2k) The school liaises with others across key stages to ensure continuity and progression in pupils' learning in RE |
9.6% |
36.0% |
21.3% |
30.1% |
2.2% |
Improvement |
Strongly agree |
Agree |
Neither agree nor disagree |
Disagree |
Strongly disagree |
3a) There is evidence of enquiry into appropriate concepts |
23.5% |
64.0% |
8.1% |
3.7% |
0% |
3b) There is evidence of contextualising the concepts within religious beliefs and practices |
22.8% |
63.2% |
10.3% |
2.2% |
0% |
3c) there is evidence of evaluation from both within (an appreciation of the importance of the key concepts to believers) and from without (pupils weighing up and expressing their own opinions about the significance of the concepts) |
17.6% |
54.4% |
24.3% |
2.9% |
0% |
3d) There is evidence of communication of responses to key concepts based on pupils' own experiences |
22.8% |
60.3% |
14.0% |
1.5% |
0% |
3e) There is evidence of application of pupils' responses to different situations in their own and others' lives |
15.4% |
70.6% |
11.8% |
1.5% |
0% |
3f) There is evidence of the above resulting in improvements in pupils' engagement in RE |
18.4% |
41.9% |
35.6% |
3.7% |
0.7% |
3g) There is evidence of the above resulting in improvements in challenge for pupils in RE |
14.0% |
47.8% |
33.8% |
2.2% |
0.7% |
3h) There is evidence of the above resulting in improvements in progression in pupils' achievement in RE |
11.8% |
44.1% |
39.0% |
2.9% |
0.7% |
Attainment |
Strongly agree |
Agree |
Neither agree nor disagree |
Disagree |
Strongly disagree |
4a) There is evidence of teachers regularly and accurately assessing and levelling pupils' attainment |
5.1% |
35.3% |
44.9% |
12.5% |
1.5% |
4b) There is evidence of assessment informing planning and provision |
4.4% |
44.1% |
41.2% |
9.6% |
0% |
4c) There is evidence of improvement in attainment as pupils progress through a key stage, as a result of implementing Living Difference |
5.1% |
34.6% |
50.0% |
8.8% |
0.7% |
4d) There is evidence of pupils' attainment in RE comparing favourably with their performance in other subjects, as a result of implementing Living Difference |
6.6% |
34.6% |
50.7% |
5.1% |
0.7% |
Results of on-line questionnaire for secondary schools to evaluate the implementation of the agreed syllabus Living Difference
Development |
Yes |
No | |||
2a) Has a member of the RE department attended an `Implementing the Agreed Syllabus (IAS)' course? |
89.3% |
10.7% | |||
2b) Has the school received alternative support on the implementation of the agreed syllabus from the HIAS RE team, instead of attending the IAS course? |
64.3% |
32.1% | |||
2c) Has the school received further support from the HIAS RE team beyond attending the IAS course? |
92.9% |
7.1% | |||
Development |
Strongly agree |
Agree |
Neither agree nor disagree |
Disagree |
Strongly disagree |
2d) All teaching staff are familiar with the requirements of the agreed syllabus Living Difference |
39.3% |
53.6% |
3.6% |
0% |
3.6% |
2e) Units of work have been established to meet the requirements of the agreed syllabus Living Difference |
46.4% |
42.9% |
10.7% |
0% |
0% |
2f) All staff now teach according to the required methodology for teaching and learning |
35.7% |
50.0% |
10.7% |
3.6% |
0% |
2g) Students are aware of the methodology for teaching and learning |
17.9% |
39.3% |
14.3% |
25.0% |
3.6% |
2h) Assessments are in place in accordance with the required methodology |
25.0% |
46.4% |
25.0% |
0% |
0% |
2i) Levelling of students' work takes place using the levels of attainment identified in Living Difference |
32.1% |
50.0% |
14.3% |
3.6% |
0% |
2j) Students are aware of how their work is being assessed |
46.4% |
50.0% |
0% |
0% |
3.6% |
2k) The school liaises with others across key stages to ensure continuity and progression in pupils'/students' learning in RE |
14.3% |
35.7% |
17.9% |
28.6% |
3.6% |
Improvement |
Strongly agree |
Agree |
Neither agree nor disagree |
Disagree |
Strongly disagree |
3a) There is evidence of enquiry into appropriate concepts |
46.4% |
50.0% |
3.6% |
0% |
0% |
3b) There is evidence of contextualising the concepts that raises important issues |
46.4% |
50.0% |
3.6% |
0% |
0% |
3c) there is evidence of evaluation from both within (an appreciation of believers' interpretations of key concepts) and from without (weighing up the implications of the key concept) |
42.9% |
50.0% |
7.1% |
0% |
0% |
3d) There is evidence of communication of informed responses to key concepts based on students' own opinions |
46.4% |
50.0% |
3.6% |
0% |
0% |
3e) There is evidence of application of students' opinions to examples of how concepts affect their own lives and those of others |
42.9% |
50.0% |
7.1% |
0% |
0% |
3f) There is evidence of the above resulting in improvements in students' engagement in RE |
25.0% |
53.6% |
17.9% |
3.6% |
0% |
3g) There is evidence of the above resulting in improvements in challenge for students in RE |
42.9% |
35.7% |
17.9% |
0% |
0% |
3h) There is evidence of the above resulting in improvements in progression in students' achievement in RE |
17.9% |
50.0% |
28.6% |
3.6% |
0% |
Attainment |
Strongly agree |
Agree |
Neither agree nor disagree |
Disagree |
Strongly disagree |
4a) There is evidence of students being able to accurately assess and level their own attainment |
14.3% |
53.6% |
28.6% |
3.6% |
0% |
4b) There is evidence of students being able to identify how to improve their attainment |
10.7% |
85.7% |
3.6% |
0% |
0% |
4c) There is evidence of students being able to identify how to answer evaluative questions by focusing on appropriate key concepts to improve their attainment |
35.7% |
42.9% |
21.4% |
0% |
0% |
4d) There is evidence of improvement in attainment as students progress through a key stage, as a result of implementing Living Difference |
7.1% |
42.9% |
50.0% |
0% |
0% |
4e) There is evidence of improvement in students' attainment in relation to performance in certified courses (eg GCSE), as a result of implementing Living Difference |
7.1% |
17.9% |
42.9% |
28.6% |
3.6% |