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Viewing archives for REQM

Recently, one of my students gifted me a copy of The Myth of Sisyphus. In an amusing exchange, he said that he considered teachers to have a great deal of similarity with the cursed Greek King (not bad for a year 8). With no conviction to disagree, I of course responded, yet ‘one must imagine Sisyphus happy.’ I then pointed towards the REQM Gold badge icon on the headed letter paper in my hand.

As teachers of RE, we work incredibly hard to plan excellent curriculums and secure good outcomes. Perhaps the task becomes more palatable when accompanied by celebration, recognition, and yes…a badge for your headed letter paper (SLT very much loves the latter). The REQM, from the process to the award itself, is an amazing experience that energizes RE in your school, raises its profile, and bolsters its quality.

However, while completing the annual report for my local SACRE in Oldham (many of us have a few boulders to roll), I noted that only one school had completed the REQM. I thought this was a real shame and on further investigation found that some areas across the UK have a deficit of the quality mark. This is not to say that quality RE is absent in these areas, but that there are barriers to engaging with it. One of these is without a doubt cost. Though the £495 price tag is very fair for what you get, and all teachers can access the quality standards matrix for free, some departments simply don’t have the budget or wider school support to receive such funding. This got me thinking…

Pennine Learning, the advisory team here in West Yorkshire, have previously experimented with an ‘RE Merit’ awarded by Oldham SACRE. An RE Merit recognizes good quality RE, using similar criteria to the REQM Bronze award (in our context, we link closely with the Locally Agreed Syllabus). Departments complete a quality matrix, share curriculum documentation and evidence, and then benefit from an online review or in person school review. Schools who have received the RE merit are encouraged to undertake the REQM, supported by a wealth of evidence and experience. And yes, you guessed it…we commissioned a set of badges to be used on headed letter paper.

From this we have developed a pilot to run this innovation more widely, with an aim of increasing REQM numbers. Where departments gain the RE Merit, we are hopeful that funding for the REQM will become more readily available in their schools.  This has been the case in my most recent visit, where an academy in Oldham commented ‘We are now confident following the support of Jake and the SACRE Merit, that we will work towards REQM.’

SACRE can be an underused tool. Often, the interplay between SACRE and schools is limited to commissioning the Locally Agreed Syllabus and writing reports. But it can do more!

In future Oldham SACRE plan to offer two free spaces a year and involve more SACRE members in the process of reviewing and awarding. Ultimately we want to see more schools sporting the REQM. After all, it is our Sisyphean mission to strive for enhanced religious literacy and a consistently high-quality experience of Religion and Worldviews for all of our students.

I have been connected to the REQM since its inception. One of the co-founders, Jane Brooke, was our local RE adviser, so I had a lucky local connection. My school applied for our first REQM while it was still in its infancy and we were lucky enough to receive the Gold Award. As an SLE in RE I trained as an REQM assessor and have been involved ever since.

We were initially interested as a school because we wanted to explore our next steps for developing our RE. We were inspired to develop learning through drama, and other innovations. Over time I have enjoyed supporting clusters of schools working towards the REQM, sharing good practice and working productively with our local SACRE.

When you look back over 11 years of the REQM, I reflect on the importance of being open to different ideas. We don’t all have the same assessment methods, pedagogy or even subject content when it comes to RE but the REQM has evolved so that different voices count and criteria can be met in different ways. I also reflect on the impact which it has had on my career. Speaking at a conference is normal for me these days, but I doubt without the support of the REQM I would have taken this step. The nurture of the subject lead is also important to the REQM process, it supports, questions, evaluates and develops.

I am convinced the REQM continues to have value in the RE world, and more widely. RE needs to stand alongside the quality marks of other subject areas and to be celebrated. The Evidence Form itself as a tool to help them to design an action plan for their subject areas. Being a teacher assessor also opens up opportunities for subject development and leadership.

As well as meeting other teachers, interviewing children about their learning and experiences of RE is always a delight. They are always so keen to show you what they know. Their experiences are wide, varied as is their passion for the value of the subject in their lives within the wider world.

As a teacher myself I know how worrying an assessor visit can be so I always chat to subject leads and get to know them before the visit. It is also fabulous to be able to give a teacher a well- deserved pat on the back and reassure them that they are doing a fantastic job, and to be able to feedback to SLT. This recognition is so important as being an RE lead is often quite a lonely job and the subject doesn’t always have the status it deserves.

It would be great to see the organisation grow and offer networking events. I love the ‘REQM map’ and would like to see opportunities for schools to be working together locally, for example, REQM Gold schools supporting new subject leads and hosting events. Let us make our communities more aware of RE and its relevance to today’s society.

I would say to those thinking of applying to think of the REQM as a journey. Work towards achieving the very best you can for your school, even if this takes time. Involve your SLT and governing body and keep them informed. I have found REQM to be an exceptionally supportive organisation who are driving standards. Get involved with it to develop your own departments, celebrate your achievements, share ideas with others and open doorways to other career opportunities.

I have been an assessor with the RE Quality Mark since the award began, also serving on the review team. As subject lead I was thrilled when we achieved a Gold Award for my school. I was then so proud to see it renewed under the leadership of our current subject lead. I can say my school knows the REQM quite well!

I was excited when I first found out about the award. I loved the way subject leaders were given national expectations, this was a first. Additionally, the process provided exemplification of high-quality RE. Now I know the award better, I can see this exemplification has been an incredibly useful aspect, not just for those schools going through the quality mark process, but for the RE community generally.

There have been changes over time. These have been driven by the need to ensure the award is rigorous and fit for purpose. When educational thinking, and thinking about Religious Education shifts, the award must being able to adapt too, to reflect it being about excellent practice in the subject.

There have been changes in the leadership and administration of the award but what has not changed is the passion and inspiration to offer an award that recognizes and celebrates the very best in RE.

When I look back over 11 years of the REQM, I reflect on its ongoing importance. It is still valued in the RE community, and among school leaders. One dimension particularly close to my heart is the way the award continues to support and inspire emerging leaders, whether in Primary or Secondary.

While I appreciate the warmth with which teachers of RE view the REQM, I also hugely value the status it has outside the RE world. It speaks more widely of our professionalism, innovation and growth within education. In an individual school, the REQM demonstrates the value of the subject, but in the world of schooling and education more generally, it sends out a wider message of quality and development.

I think what surprises and delights me most, when I reflect on my years of working with colleagues as an assessor, is their determination and perseverance. Some schools face significant challenges and I have worked with many teachers doing everything they can to overcome them. Even in the face of significant setbacks and long-term challenges, the teachers I have encountered in my role never lose faith in the value of what they are doing, it is both humbling and motivating to witness.
I particularly enjoy working with teachers in schools as an assessor. As a school teacher myself, I continue to learn from and be inspired by colleagues in other schools and situations. It broadens my perspective and enriches my own expertise.

To any teachers thinking about applying for an REQM, I would say go for it! The experience will encourage and inspire you, enrich your RE provision and offer the professional and personal enhancement of reflecting critically and constructively on your practice.

If teachers are not sure if their leadership team will support their application, remember that this is a unique way to validate the quality of your RE provision whilst providing staff with complimentary CPD. I am sure the REQM will continue to champion high-quality RE and validate nationally- agreed strong RE provision well into the future.