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| Call for 'post-9/11' RE teaching | Call for 'post-9/11' RE teaching |
| (about 7 hours later) | |
| RE teachers must provide children with a more sophisticated understanding of the subject in a post-11 September world, Ofsted says. | RE teachers must provide children with a more sophisticated understanding of the subject in a post-11 September world, Ofsted says. |
| After a five-year inspection of RE classes which began in the year of the attacks on the US, Ofsted says rote learning of RE is no longer adequate. | After a five-year inspection of RE classes which began in the year of the attacks on the US, Ofsted says rote learning of RE is no longer adequate. |
| It says teachers should include ways in which religion is not always a force for good. | It says teachers should include ways in which religion is not always a force for good. |
| Throughout the UK, increasing numbers of pupils are opting to study RE. | Throughout the UK, increasing numbers of pupils are opting to study RE. |
| 'Standard responses' | 'Standard responses' |
| Ofsted says in general it is being taught better. In many schools, religion is linked with contemporary religious and moral issues, such as whether the war in Iraq was morally justified. | Ofsted says in general it is being taught better. In many schools, religion is linked with contemporary religious and moral issues, such as whether the war in Iraq was morally justified. |
| But all too often, say the inspectors, the exam system encourages "standard, mechanistic responses" running the risk of "trivialising significant religious issues". | But all too often, say the inspectors, the exam system encourages "standard, mechanistic responses" running the risk of "trivialising significant religious issues". |
| It says students are often denied the profound understanding they need of the impact of religion on society. | It says students are often denied the profound understanding they need of the impact of religion on society. |
| This has raised people's awareness of religion and raised the importance of considering religion's role in society Miriam Rosen, Ofsted | This has raised people's awareness of religion and raised the importance of considering religion's role in society Miriam Rosen, Ofsted |
| "Religion is much more in the media than it has been in recent years" says Ofsted's Director of Education, Miriam Rosen, "and this is, of course, because of events like the bombings in London in July 2005 and the New York incident back in 2001. | "Religion is much more in the media than it has been in recent years" says Ofsted's Director of Education, Miriam Rosen, "and this is, of course, because of events like the bombings in London in July 2005 and the New York incident back in 2001. |
| "This has raised people's awareness of religion and raised the importance of considering religion's role in society, and the impact of it." | "This has raised people's awareness of religion and raised the importance of considering religion's role in society, and the impact of it." |
| One of the most radical suggestions in Ofsted's report is that religion should be taught warts and all. The inspectors called on teachers not to shy away from controversy, but to accept in their classes that religion could be a force for bad as well as for good. | One of the most radical suggestions in Ofsted's report is that religion should be taught warts and all. The inspectors called on teachers not to shy away from controversy, but to accept in their classes that religion could be a force for bad as well as for good. |
| "Pupils should be taught that religion is complex," says the report, "and should be given the opportunity to explore that ambiguity." | "Pupils should be taught that religion is complex," says the report, "and should be given the opportunity to explore that ambiguity." |
| 'Solve issues themselves' | 'Solve issues themselves' |
| Angus Dawson, RE teacher at Royal Manor Arts College in Portland, has long found that pupils enjoy the ambiguity of religion, enjoying the "struggle between ideas" where there are often no right answers. | Angus Dawson, RE teacher at Royal Manor Arts College in Portland, has long found that pupils enjoy the ambiguity of religion, enjoying the "struggle between ideas" where there are often no right answers. |
| "We embrace the idea that religious ideas lead to conflict," said Mr Dawson. "The skills we teach (pupils) allow them to unpack the ambiguity and tension between ideas in a clear and straightforward way and to solve the issues for themselves." | "We embrace the idea that religious ideas lead to conflict," said Mr Dawson. "The skills we teach (pupils) allow them to unpack the ambiguity and tension between ideas in a clear and straightforward way and to solve the issues for themselves." |
| But that level of achievement is too rare says Ofsted, whose report applies to voluntary-aided schools (so not the bulk of Roman Catholic and Church of England schools). | But that level of achievement is too rare says Ofsted, whose report applies to voluntary-aided schools (so not the bulk of Roman Catholic and Church of England schools). |
| Miriam Rosen said: "They're not really concentrating on teaching about the role of religion in society and it's contribution towards community cohesion. The very best are, but this is not consistently done." | Miriam Rosen said: "They're not really concentrating on teaching about the role of religion in society and it's contribution towards community cohesion. The very best are, but this is not consistently done." |
| Ofsted says attempts to raise standards are hindered by no curriculum | Ofsted says attempts to raise standards are hindered by no curriculum |
| RE has long suffered a lack of specialist teachers, but Ofsted focuses on weakness in how progress is assessed, and the way the curriculum is planned, for the inadequacies in the subject. | RE has long suffered a lack of specialist teachers, but Ofsted focuses on weakness in how progress is assessed, and the way the curriculum is planned, for the inadequacies in the subject. |
| It says that lessons often fail to build on prior learning. There is no national curriculum in RE. | It says that lessons often fail to build on prior learning. There is no national curriculum in RE. |
| Instead, all 151 local authorities are responsible for developing their own locally agreed syllabus. Ofsted says that hinders attempts to raise standards in RE, and consistency, across the country. | Instead, all 151 local authorities are responsible for developing their own locally agreed syllabus. Ofsted says that hinders attempts to raise standards in RE, and consistency, across the country. |
| And those improvements are overdue. Ofsted says only a quarter of schools - albeit on its fairly small sample - were recorded as producing "good" achievement or better in pupils. One in eight were failing to produce even "adequate" achievement. |