Support for Reflection
and Engagement
Religious Education in Roman Catholic
Schools
Front page of RME website to go here
What changes have been made since the draft framework?
Feedback was “overwhelmingly positive”
What was said?
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Don’t use ‘I know’ and
‘I understand’ within the same
outcome
Clarification of some technical
language required
Exemplification of the Emmaus
Approach required
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Clarification of links between
Catholic Catechism and
experiences and outcomes
Clarification on age and stage
teaching of Other World
Religions
Strategically managed
programme of CPD required
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What was done:
Two experiences and outcomes edited - I am
familiar with, I know and I understand now
used to illustrate the increasing depth of
engagement
Clarification of technical language included in
Supplementary Guidance, This is our Faith
Exemplification contained in Supplementary
Guidance and plans for case studies to be
uploaded onto LTS website –CPD activities to
be structured
Contained in Supplementary Guidance, This is
our Faith
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Principles and Practice and experiences and
outcomes framework now give clearer
guidance on this.
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Range of CPD requirements identified
Reflecting on the Principles and Practice Paper in RERC
• What additional support materials are mentioned
as essential in helping you implement this
framework and in what ways will they support
teaching and learning?
• In what ways can the Principles and Practice Paper
inform your teaching of RERC to take it forward
within a Curriculum for Excellence?
• What are the key features of assessment ?
• Why are the sections of the Principles and Practice
Paper phrased as questions?
How are the experiences and outcomes structured in RERC ?
There are 8 organisers:
•Mystery of God
•Signs of God
•In the Image of God
•Word of God
•Revealed Truth of God
•Hours of God
•Son of God
•Reign of God
Getting started: some questions for discussion
In light of advice on RERC learning and teaching
approaches and the outcomes and experiences framework:
1. Building on your current practice what are the
implications for what and how you currently teach?
2. How will you ensure the needs of all learners are met?
3. Which experiences and outcomes within Religious
Education and across other curricular areas could
you link to provide a coherent experience for learners?
4. Who would you liaise with both within the school and
the wider community?
5. How might you approach curriculum planning using
the Experiences and Outcomes in your school/
department?
Getting started: reflecting on the RERC framework
1. In what ways can the RERC experiences and outcomes
provide opportunities for children and young people to
develop an understanding of how their learning will help
them in their future lives?
2. Consider how you would deliver specific experiences and
outcomes in your class or school?
3. How will you identify and share good practice –how could
Glow assist with this?
4. What professional development is required to support
your implementation of the RERC experiences and
outcomes?