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Top tips for using sacred texts in the classroom: a pedagogical approach

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Suggested planning and resources for LKS2 (not yet complete)

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Suggested planning and resources for LKS2 (not yet complete)

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Would you find it useful to have the remaining KS2 units planned?

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Religious Education LKS2 planning and resourcing V2

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Pupil Religion and World views Passport KS1 & KS2 template

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Pupil Religion and World views Passport KS1 & KS2 template

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Do adapt the template. For example you could add the key questions and key vocabulary to RAG rate for each unit.

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Luton's Pupil-Worldview-Passport Template KS1 & 2

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Welcome to The Teacher Manual

This non-statutory resource has been developed to support teachers in delivering high-quality RE that is rooted in our agreed syllabus, while also addressing previously identified challenges—such as the inclusion of key tenets of the Christian faith and issues around repetition and resourcing.

The manual builds on the existing curriculum map offered in the syllabus and offers:

Medium-term planning in a familiar grid format

Key questions and activity suggestions

Clear links to recommended resources

Whether you're refining existing units or starting from scratch, this manual is designed to be flexible, practical, and supportive. While knowledge organisers and cumulative quizzes are not included at this stage, the planning and resources aim to provide a strong foundation for confident and coherent RE teaching.

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Key Principles for a knowledge-rich RE curriculum 

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Key Principles for a knowledge-rich RE curriculum 

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Succinct guidance on how to plan your school's knowledge-rich RE curriculum, based on Luton's Locally Agreed Syllabus.

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Introduction - Principles and steps for designing your school's RE curriculum CH

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Special School RE network guidance for meeting the needs of pupils with SEND

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Special School RE network guidance for meeting the needs of pupils with SEND

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RE in special schools and for pupils with SEND CH

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It's not definitive - do add to it!

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Useful  RE resources to support your curriculum

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Mini Guides to religions for Primary teachers with Dos and Donts 2021

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Bahai Knowledge for teachers REOnline by CSG

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What do humanists believe? What do they value? What are their goals and ambitions and what motivates them? Here you will find resources to support an introduction to the humanist approach to life, on the shared beliefs and values humanists hold, on humanist organisations, and on how people discover the word ‘humanist’ applies to them.

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Pupil Religion & Worldview passport (editable) 

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Pupil Religion & Worldview passport (editable) 

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Contact:

Kay Kokabi,

RE Network Lead,

KXK@LutonSFC.ac.uk

Clare Hodgson,

Senior Teaching & Learning Consultant, LBC

clare.hodgson@luton.gov.uk

Luton SACRE

Patricia Hyman,

Clerk to the Luton SACRE

Patricia.Hyman@luton.gov.uk

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5 Keys Into RE - Anne Krisman

A new inclusive way of planning for teachers of RE in special schools
Anne Krisman, Little Heath School, London Borough of Redbridge, 2013 This approach was joint first prize winner of the NATRE-Hockerill Award for Innovation in RE Teaching, 2011 http://www.hockerillfoundation.org.uk/Prize2.aspx During a lesson on '99 Names for Allah' an autistic Hindu boy, when asked to give a new name for God, chose 'The Key'. It became clear that he was choosing a name that linked with himself, and his own sense of being locked away from others. In the same way as the 5Ks of Sikhism define the identity of a Sikh, the 5Ks of RE are the bridge between a child with special needs and a theme in RE.
In this article, I will explore a new way of planning Religious Education for pupils with special needs in English and Welsh schools, presenting a simple structure that help bonds our pupils' distinctive life experiences and understandings to the study of religion and human experience.

The distinctive life experiences of pupils with special needs

A visitor to my classroom, within a special school for pupils with autism and general learning difficulties, carried out a guided meditation within my RE lesson. The children had to imagine they were in a huge bubble, floating above the world. At the end of the reflection, they were asked to talk about what they had experienced. All the class shared stories about people they had died who they had loved, about fathers they did not see any more, or family living in Pakistan.

This is reflected by one sixth former with communication difficulties, Miriam, who comes into each RE lesson carrying the loss of her uncle, who died three years ago. Each theme is a springboard for her to talk about her uncle, who she explains, "Is in Heaven....still."

When a group of pupils with moderate learning difficulties was told the parable of the Prodigal Son and asked to say what was lost in the story, many viewed it as a story about a broken family, as the mother is not mentioned in the text. When asked for the most important person in the story, one pupil stated, "It's the mother, because she has died and has left her spirit in the heart of her sons."

In order for pupils with special needs to access Religious Education, we have to understand what is distinctive about their life experiences and to mould what we teach to them. This means that we need to respond to their deep spiritual understanding of love and loss. Jerome Bruner's work is relevant here; 'we begin where the learner is, and we create interest in a subject by rendering it 'worth knowing' (1977, 31).

Issues in RE for children with special needs

Teachers working with children with special needs within English and Welsh special schools have few tailor-made resources and plans available in RE. There is no clear vision about what should be taught to children working at P (performance) levels, the assessment tool for use with those pupils who make progress both below and within the early levels of the National Curriculum (below level 1 - most seven year olds are expected to achieve level 2).

Schemes such as EQUALS adapt mainstream schemes of work, such as the QCA units, seeing these as their frame of reference. Most Agreed Syllabuses state that RE should be taught in special schools, "as far as is practicable" (1988, Section 71/7), but often just suggest that their units should be differentiated, with few guidelines on how to do this. Other authorities suggest that special schools often teach the content of the curriculum at a Key Stage below the actual age of the learners and that this should apply to the Agreed Syllabus.

As there is no conceptual framework available, it is common for teachers in special schools to attempt wide and varied sensory elements within RE. A Judaism theme could involve spinning a dreidel, touching or eating matzah, and wearing a kippah. These disparate experiences, while offering positive sensory opportunities, do not truly extend understanding of what it means to be a believer in a particular religion, because they are out of context.

Some teachers overlap Personal Social and Health Education 'caring, loving and sharing' activities into special needs RE, missing out on the distinctive elements of RE as a subject and the opportunities for spiritual development and the growth in skills that it offers.

A way forward for planning RE

I would like to suggest a new structure for planning Religious Education for children with special needs.

The 'Five Keys Into RE' planning grid and materials put the child as central (in the same way as 'The Gift to the Child' resources) and create authentic RE learning experiences that spring from the child's needs. They develop themes in the document 'Growing in RE' (2008), recognising that children with special needs work more slowly and may need more time to discover the deeper meaning of RE. Therefore the focus is on the pure essence of what should be taught and experienced, not on differentiating mainstream concepts that may not have meaning for special school pupils. Emphasis is given to sensory and creative activities, but within an authentic RE context and with clear faith markers.

'Learning about RE', such as the symbols of beliefs, is not sidelined but given meaning by the 5 Keys structure, so teachers are clear what needs to be taught and how.

What is most important is that the 5 Keys approach gives a simple guiding structure that can be taken by teachers and used to develop their own schemes of work and resources. The aim is to provide a profound form of RE that goes beyond mere access. There should be a relationship between the child and the theme.

The 5 Keys grid takes five Key categories to help the teacher to focus their planning:

Each key has a question for the teacher. Here are the keys with clarification in italics.

Connection - What links can we make with our pupils' lives?
It is important to bond the pupil with the religious theme. Pupils with special needs have faced difficulty, struggle and loss in their lives and achieve often against tremendous odds. These themes are found in religion. To create a bridge, (a concept from the Warwick Religions Project), between the religious theme and the child means that the learning will be deeper. For example, work on the story of Diwali could begin with the idea that 'sometimes we go away but it is good to be back home'. This Key here would link many pupils' experience of respite care and their strong daily experience of getting on the school transport to go home with the story of Rama returning from exile.
Knowledge - What is at the burning core of the faith?
Special school pupils can take longer to process information. Rather than over-burdening the child with extraneous information, we need to look right into the heart of the religious theme and see exactly what knowledge what needs to be taught. It could be simply that Jesus loved everyone, especially if they were poor or unhappy, or that Sikhs have special teachers called gurus. This Key states that by cutting out peripheral information, but going straight to the core, we teach what is central and powerful.
Senses - What sensory elements are in the religion?
Special school pupils learn through their senses. This Key encourages teachers to look at a wide range of authentic sensory experiences that link with the theme. This could mean within a theme on Jewish prayer, listening to niggun melody, with repetitive sounds, or wrapping around with a large tallit.
Symbols - What are the symbols that are the most accessible?
Symbols are an important way of conveying the spirituality of the religion studied. They can be held, like a brass ik onkar, made the focus of art work, such as rubbing over a stencil of an om with crayon and adding glitter to make it beautiful, or experienced, such as using a hoop to symbolise a kara, and travelling around it again and again by walking or in a wheelchair. This would show the eternity of God. This Key therefore sees symbols as an encapsulation of the religion itself.
Values - What are the values in the religion that speak to us?
Pupils with special needs may have many difficulties but often like to help. They are aware of others helping them in their lives and the importance of saying thank you. This Key makes values central, so a unit on the life of the Buddha could focus on the importance of patience, using a Jataka story. This links with pupils needing to wait for help with their work, or waiting for the school transport to come at the end of the day.
The second column is Focus and here the Key question is answered by pointers to activities. Here is the Key question and Focus for 'How and Why do Hindus Celebrate Diwali?'

Connection What links we can make with our pupils' lives?

We love to see light in the darkness.Sometimes we go away but it is good to come back home. We celebrate goodness in the world and want to get rid of evil.

Connection What links we can make with our pupils' lives?

We love to see light in the darkness.Sometimes we go away but it is good to come back home.

We celebrate goodness in the world and want to get rid of evil.

Print out a picture found using 'Light + shining' search on Google. Use firework or 'light' colours, e.g., yellow and orange, to crayon onto paper and then cover with black.

Scratch away to reveal light. Add picture on to this with PVA glue.

Experience someone in the class going away and waving to everyone, and then the happiness when they return. Two types of Indian music, one contemplative, one lively.

Look at pictures of the Diwali story and decide who is the baddie and who is good and kind? (Ravana). Look for clues in pictures. What things is it bad to do? What things are good?

Finally, in the third column, teaching and learning experiences are given.

Transforming RE for children within special schools

This way of planning is presented as a way of transforming RE for children within special schools.

It uses the strengths of children with special needs, for example, their sensory awareness and values, to develop 5 Keys into RE.

It rejects a deficit model of RE for children with special needs, seeing them as having valuable life experience which enables them to access the themes of 'real RE'.

It uses the 5 Keys to develop appropriate creative RE work for the pupils, which is not superficial but gets to the heart of religion and human experience.

It can be used smoothly across the key stages, with learning experiences varied in their level of difficulty according to pupils' needs.

It has been used to give pupils access to Jainism, Humanism and the Baha'i faith, which have been rarely taught within special schools.

Each key can be used as an assessment opportunity when evaluating the units.

There are more opportunities for innovation in how to present each section of the unit. Each key could have its own rituals and routines, a particular symbol always shown with a piece of music that connected with it, a values story always told while sitting on a particular rug or piece of material. This would give the unit an internal cohesion and the rituals that autistic pupils, for example, would respond to.

The structure enables teachers to return to the units, but to set more challenging experiences, where appropriate. For example, in a 'unity RE curriculum', all pupils in the school could explore Sikh Gurus, or Easter, or Buddhist beliefs, but with differentiated activities. This would unite the school in common values and create links across age ranges and ability groups.

Some personal reflections on planning a theme using the 5 Keys Approach

The Little Heath School RE teachers initially reflected on the 5 Keys of 'What Does it Mean to be a Sikh?' It was clear that to understand a different culture, the pupils first needed to connect with the theme and to realise that they had special objects that were of value to them. In one Year 7 class, a group of pupils with autism and other complex needs, each had their own particular comforts and rituals, whether it was carrying around a dog-eared catalogue, the colour pink, Bollywood music, a special toy to chew, or sitting on a certain chair in the room.

By discussing and identifying these 'comforts', the RE teachers realised that they were beginning to understand the pupils more fully as individuals. Some of the pupils' interests were then photographed, e.g., the very old catalogue that one boy carried around, and the class were shown the photos, with many reacting to the images and showing they linked them to their friends. This made the staff realise how well some pupils noticed each other.

It was only after this that pupils moved on to exploring objects special to Sikhs, such as the kara, carefully passing them around the group. The class also moved around in a circle to Sikh kirtan devotional music, to show the symbol of the kara. While listening to a recitation of Waheguru, the Sikh name for God, the children decorated an I k Onkar symbol. They were completely hushed. When one pupil was given small Ik Onkar symbols to decorate his large Ik Onkar 'One God' symbol, despite his needs, he carefully made sure they were the right way up. Staff were surprised that the pupils concentrated for half an hour on their art work.

Exploring and Responding to Sikhism - What did Guru Gobind Singh teach Sikhs?'

Here, the work was carried out with 14 year old children with general learning difficulties. The aim was to connect the pupils to the life of Guru Gobind Singh by linking them with the 5Ks of Sikhism. Pupils chose their five most important elements in their lives before watching a video about the Sikh symbols. This included family and friends, but also interests and obsessions such as James Bond, wrestling and hats. Children were happy to share their identity and as always, the staff learnt more about them from their simple lists.

After writing the lists, the pupils watched online clips from the BBC about the 5Ks. One boy, after watching the films, said, "Sikhs say their hair is God's silk". The teacher and support assistants in the room were surprised at this spiritual comment. We then realised that he had misheard a phrase in the film - that Sikhs believe long hair is God's will. However, his own extraordinary interpretation showed that he understood the meaning of uncut hair on a symbolic level.

Pupils listened to Guru Gobind Singh's words about equality, which were at the burning core of the religion, 'Know Ye the Human Race as One' and there was a discussion about what this meant. One Somali girl was able to movingly share her own beliefs of everyone being equal and was able to connect her life experience with the difficult lives of the children in a similar school in India.

A more able group heard the story of soldier Bhai Khanayya, who gave water to his enemies on the battlefield. This illustrated Sikh values "None is my enemy, none a stranger. All human beings are my friend." (Guru Granth Sahib). The class was then asked to create a new guru, using a sheet that tested their own ability to express values and key knowledge.

One 14 year old pupil with moderate learning difficulties, Rowan, chose a male guru. He stated that the guru must care about God and that the guru must never swear.

Given the sentence starter, 'When the guru meets someone from another religion.....' Rowan added, "he helps them."

Asked to give three special words for the guru, Rowan wrote, "God In Us".

Here Rowan misinterpreted the task, with the teacher expecting three unlinked descriptive words - but through his difficulties in reading, he provided something more spiritual, distilled and pure in terms of Sikh philosophy.

He finally created his guru's promise to the Sikhs, "I will always be there to help you."

Rowan, therefore, despite his difficulties in learning, has managed to understand the 'burning core' of Sikhism and what Guru Gobind Singh taught. This was helped by the 5 Keys structure.

Summary

I have described here some insights into how the 5 Keys approach has inspired some powerful work and responses from a range of pupils with special needs. The clarity of the approach means that teachers clearly understand what needs to be taught and why. This focus enables pupils to understand the heart of RE - if we know what we are communicating, the message is strong.

It is no accident that the approach also inspires many spiritual moments and insights. This is because the technique - bonding the pupil with the theme - means that we put our pupils at the centre of what we teach in RE. An emphasis on human values and creativity brings out the inner world of our special pupils and helps them to deal with life's difficulties with hope and resilience.

References

Bruner, J. S. (1977). The Process of Education, Harvard University Press.

Grimmitt, M., Grove, J., Hull, J., Spencer, L. (1991) A Gift to the Child: Religious Education in the Primary School, Simon & Schuster Education.

Krisman, A., (2008) Growing in RE, RE Today Services.

Krisman, A., (1997) Speak from the Heart (Farmington Fellowship dissertation).

Schools Standards and Framework Act (1998).
akrisman@lheath.net

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5 Keys Into RE - Anne Krisman - RE:ONLINE

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Anne Krisman, Little Heath School, London Borough of Redbridge, 2013 This approach was joint first prize winner of the NATRE-Hockerill Award for Innovation in RE Teaching, 2011 http://www.hockerillfoundation.org.uk/Prize2.aspx During a lesson on '99 Names for Allah' an autistic Hindu boy, when asked to give a new name for God, chose 'The Key'.

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The engagement model (replacing P scales 1-4)

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The engagement model (replacing P scales 1-4)

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Introduction

About this guidance

This guidance sets out the statutory requirements for using the engagement model to assess pupils who are working below the standard of the national curriculum assessments and not engaged in subject-specific study at key stage 2 (KS2). It describes best practice on how to use the engagement model, to support teachers and staff involved in assessing the progress of these pupils and can be used by schools from September 2020. Schools will be required to use the engagement model from the academic year 2021 to 2022 onwards.

Although assessment at the end of key stage 1 (KS1) is no longer statutory, we still encourage schools to use the engagement model, where appropriate, to assess pupils in KS1 to understand their progress and inform conversations with their parents. Further, it remains statutory for schools to use the engagement model to set attainment targets for pupils in KS1 and KS2.

The engagement model assessment arrangements apply to maintained schools, maintained special schools, academies, free schools, pupil referral units, hospital schools and Ministry of Defence schools. They are not mandatory for non-maintained or independent schools.

Who is this publication for?

This guidance is for:

Main principles

The engagement model is an assessment tool that helps schools meet their duties in supporting pupils who are working below the level of the national curriculum and who are not engaged in subject-specific study.

The model has 5 areas: exploration, realisation, anticipation, persistence, and initiation.

Engagement identifies and celebrates all pupils' progress, including linear and lateral progress, the consolidation and maintenance of knowledge, skills and concepts and the prevention or slowing of a decline in pupils' performance, whilst recognising that a minority of pupils may have a regressive condition.

Engagement can help schools reflect on how well the bespoke curriculum they offer to their pupils is helping them progress. It will not necessarily replace a school's existing plans, assessments and reporting systems, but adds value to them by helping schools assess pupils' progress from a different angle.

Effective use of the engagement model is based on regular observational assessment and reflective pedagogy. Assessments should be conducted by someone who knows the pupil well so that schools are able to identify existing educational barriers.

Progress through each of the 5 areas of engagement should be measured by identifying how established the pupil is against each of the areas of engagement. This will differ for each pupil according to their profile of needs as set out in their Education, Health and Care (EHC) plan.

The model combines a formative and summative assessment approach. It should be used to assess pupils' progress and development regularly throughout the year. This enables a continuous cycle of 'assess, plan, do and review' to take place, which enables the pupils' achievements and progress to be measured over time.

Schools are not required to submit data to the Department for Education (DfE) about the achievements and progress of each pupil. However, schools must report which primary-aged pupils are being assessed using the engagement model at KS2.

Schools can use the engagement model across all key stages, including for pupils attending secondary schools, as the principles of engagement are equally relevant to pupils of all ages. However, there is no statutory requirement to do so, and in key stages 3 and 4 and in post-16 education, schools and colleges should ensure there is an emphasis on how their pupils' acquired skills are preparing them for adulthood.

The model can also be used as a tool for assessing why pupils who are currently working below the level of the national curriculum, but are engaged in subject-specific study, may have begun to plateau or regress in their anticipated development outcomes.

What is the engagement model?

The engagement model is an assessment tool to help schools support pupils who are working below the level of the national curriculum and not engaged in subject-specific study.

The engagement model was adapted from the 7 aspects of engagement, which were devised by Professor Barry Carpenter in the DfE-funded Complex Learning Disabilities and Difficulties project in 2011. The engagement model was developed with the support of an expert group involving members of the Rochford Review and using the evidence from an evaluation of the 7 aspects carried out in 2018.

The model recognises that engagement is multi-dimensional and breaks it down into 5 areas that allow teachers to assess:

how well their pupils are being engaged in developing new skills, knowledge, and concepts in the school's curriculum

how effective the special educational provision is in empowering their pupils to progress against the agreed outcomes in their EHC plans and how effectively pupils are engaging with and making progress against these plans

pupils' achievements and progress across the 4 areas of need in the special educational needs and disability (SEND) code of practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs

The engagement model:

The engagement model does not:

provide the curriculum for pupils who are not engaged in subject-specific study

provide the teaching tools and strategies that a school should use for pupils who are not engaged in subject-specific study

replace a school's existing planning, assessment and reporting systems

Who should be assessed using the engagement model?

We encourage the use of the engagement model for pupils at KS1 who are working below the standard of the national curriculum assessments and not engaged in subject-specific study. This can be used alongside the pre-key stage 1 standards.

The engagement model must be used to assess pupils in KS2 who are working below the standard of the national curriculum assessments and not engaged in subject-specific study. Subject-specific study occurs where a pupil can demonstrate recognisable and specific skills, knowledge and understanding in English language comprehension and reading, English writing and mathematics. The pre-key stage standards must be used for statutory assessment at the end of KS2 for pupils who are working below the standard of the national curriculum assessments and engaged in subject-specific study.

Pupils assessed using the engagement model are usually described as having severe or profound and multiple learning difficulties. This means they have serious cognitive impairments and learning difficulties, which lead to significant delays in reaching developmental milestones. They operate at very early stages of cognitive, physical, social and emotional development. In addition, these pupils are likely to experience at least one or more of the following:

Some of these pupils may use technology to communicate or to control and affect the world around them. They may require a high level of adult support, are likely to need sensory stimulation and a curriculum that is broken into small steps and personalised in a way that is specific to their needs. Some pupils communicate by gesture, eye pointing, use of symbols or by simple language, whilst other pupils are ambulant.

Using engagement as the focus of statutory assessment for pupils who are not engaged in subject-specific study helps to ensure that they are developing the right skills and concepts in their physical, social, emotional and cognitive development. This can help them progress on to subject-specific study, when they feel confident enough to do so. The school's curriculum will determine whether the pupil is ready to move onto subject-specific study.

How schools should use the engagement model

The engagement model should be used in conjunction with a school's existing planning, assessment and recording systems to provide a flexible, holistic assessment of pupils not engaged in subject-specific study. It also helps schools ensure that they have high-quality teaching, pedagogy and appropriate special educational needs provision in place for their pupils.

Schools are required to:

use the engagement model to assess pupils who are working below the standard of national curriculum assessments and not engaged in subject-specific study at the end of KS2

report to DfE which pupils are assessed using the engagement model for KS2 - schools are not required to submit any other data to DfE about the progress of these pupils

use the engagement model to set attainment targets for pupils who are working below the standard of national curriculum assessments and not engaged in subject-specific study at the end of KS1 and KS2 by way of specifying the achievements and progress of that pupil in the 5 areas of engagement

ensure that evidence relating to pupils' achievements and progress is reported as part of the end of year academic report, which schools must provide to parents, as outlined in The Education (Pupil Information) Regulations 2005 and paragraph 6.64 of the SEND code of practice

Schools will have autonomy over how they implement the engagement model, and have the freedom to decide:

The areas of engagement

The engagement model has 5 areas of engagement, these are:

Each of the 5 areas are interrelated and should be used when assessing pupils who are not engaged in subject-specific study. Each area can provide a focus on how well pupils are achieving a specific outcome or individual development target as set out in their EHC plans or high-needs funding agreements.

The 5 areas are not hierarchical, so there is no expectation that pupils need to demonstrate progress in all 5 areas. Instead, each of the areas represent what is necessary for pupils to fully engage in their development and reach their full potential. The areas also provide the scaffolding to enable pupils to become independent in developing a new skill or concept.

Exploration

This shows whether a pupil can build on their initial reaction to a new stimulus or activity - for example, whether they display more than an involuntary or startled reaction to the activity. Additionally, the pupil may be interested in and curious about the stimulus or activity - for example, they may notice it or reach out to it.

Exploration becomes more established when the pupil is still responsive to the same stimulus or activity when it is presented in different contexts or environments - for example, a different time of day, a different place or with different people.

Exploration is important in identifying which stimuli or activities interest the pupil and motivate them to pay attention and investigate them further, so that they can develop new knowledge and skills.

Realisation

This shows how the pupil interacts with a new stimulus or activity or discovers a new aspect of a familiar stimulus or activity. They will display behaviours that show they want more control of the stimulus or activity - for example, by stopping it or trying to make changes to it. The pupil will often show what familiar adults consider to be 'surprise', 'excitement', 'delight', 'amazement' or 'fear'.

Realisation becomes more established when the pupil uses the newly developed skills or knowledge in new ways and in different contexts or environments. This is important as it can keep the pupil excited in their education and prevents an activity from becoming routine.

Anticipation

This shows how much the pupil predicts, expects or associates a stimulus or activity with an event. They may anticipate that a familiar activity is about to start or finish by interpreting cues or prompts such as auditory (what they hear), tactile (what they feel) and visual (what they see).

Anticipation becomes more established when the pupil shows awareness that a familiar activity is about to start or finish, even when cues and prompts are reduced.

Anticipation is important in measuring the pupil's understanding of cause and effect - for example, if they do this, then something will happen. This prepares the brain and helps with the pupil's memory and sequencing.

Persistence

This shows whether the pupil can sustain their attention in a stimulus or activity for long enough that they can actively try to find out more and interact with it.

Persistence becomes more established when the pupil shows a determined effort to interact with the stimulus or activity. They will do this by showing intentional changes, such as in their gaze, posture and hand movement.

Persistence is important so that the pupil maintains an activity long enough to develop, reinforce, and apply their skills or knowledge so they can achieve their desired outcome.

Initiation

This shows how much, and the different ways, a pupil investigates a stimulus or activity to bring about a desired outcome. The pupil will act spontaneously and independently during a familiar activity without waiting for direction.

Initiation becomes more established when the pupil shows they understand how to create an impact on their environment to achieve a desired outcome.

Initiation is important to establish how well the pupil is developing independence, which is required for more advanced progression.

Using the engagement model to assess pupils

The above diagram shows how to use the engagement model to assess pupil progress. Below is a transcript of the text within it:

How to use the engagement model to assess pupil progress

Setting targets

What are the pupils' targets across the 4 areas of need as outlined in their EHC plan?

Are they realistic and appropriate?

Have the parents/carers been involved in setting the targets?

Plan

Is the pupil's curriculum sufficiently broad and balanced, motivating, personalised and aligned to their learning outcomes and targets in their EHC plan?

What teaching strategies and learning environments need to be put in place to help the pupil meet these targets?

Working together

Are the teaching staff working together with a multi-agency team to:

Set targets for the pupil

Plan their personalised curriculum

Conduct observations

Identify the special educational provision needed to increase pupil engagement and moderate assessments outcomes

Are senior leaders supporting targets settings and moderations?

Does the school have partnerships with other schools to assist with moderation and CPD?

Observe

Has a baseline assessment been conducted to identify what the pupil's achievement against the target looks like at the beginning?

How much is the pupil engaged in achieving the target through each of the 5 areas? What does this look like in different contexts/environments?

What adaptations have been made to the specialist education provision and how does this affect their engagement?

Assess, evaluate and moderate

How much progress did the pupil make against the target through each of the 5 areas?

How much support did they need?

How can the pupil consolidate the learning in different contexts?

Is the teaching environment suitable? Is additional challenge needed?

Is any special educational provision needed to improve the pupil's engagement?

Do any changes need to be made to the personalised curriculum and pedagogy for the pupil?

Along with the school's other assessment systems, how does the assessment information help provide evidence of progress against the target?

Effective use of the engagement model

Effective use of the engagement model is based on regular observational assessment and reflective pedagogy. Observational assessment is central to understanding what the pupil knows and what they can do. It is the most reliable way of building up an accurate picture of the pupil's progress.

When a teacher observes a pupil, they should:

clearly plan and structure their observations

try to make sense of the pupil's responses

ensure all members of staff working with the pupil are able to contribute to the observation process

Reflective pedagogy is when teachers and other professionals have a good understanding of how children develop. It is important to enable them to accurately assess the pupil's achievements and progress. Reflective pedagogy involves the use of assessment information to plan relevant and motivating educational experiences for each pupil.

Observing a pupil to identify whether there is a response from them or a change in their behaviour requires skill. This is because it involves identifying small variations in performance and, therefore, good observation is linked to knowing the pupil well. Based on the teacher's knowledge and experience of the pupil, they must be able to establish:

that the pupil's response is intentional and not reflexive, such as a startled reaction

that the pupil's response is a direct result of the stimulus and not a response to the teacher's actions

what qualities of the stimulus led to the pupil's response

that the pupil's response is not due to seizure activity or stereotyped movements

When observing a pupil, teachers may look for subtle nuances of response and behaviour. These might include:

Schools should encourage parents and carers to share their observations of the pupil. This is because the pupil's behaviour may be different at home or in the presence of family members. Their input, as well as contributions from professionals involved with the pupil, is very important.

Schools must ensure regular observations take place, so they are able to see evidence of pupils' improved progress across a range of activities, settings, and staff.

How to conduct the assessments

The curriculum should be sufficiently motivating and stretching to engage pupils in their education and development. Schools should ensure that the means of assessment captures the pupil's interest and is appropriate for their age.

To allow maximum engagement, teachers should set realistic but appropriate success criteria that are specific to the pupil and set out how progress will be monitored against each of the criteria. This should be based on the curriculum used by the school, linking to the pupil's outcomes in their EHC plan, or high-needs funding agreement if the pupil does not have an EHC plan.

Where possible, evidence of the pupil's progress through each of the 5 areas of engagement should be collected in a range of different ways. Observations should be replicated in different environments to identify what works best for the pupil. Equally, one assessment activity can assess the pupil's development through more than one of the 5 areas of engagement.

Good assessment should look at the pupil's development through the 5 areas of engagement individually. However, it should also consider the 5 areas and what they show about the pupil's achievements and progress when viewed together. Insight and evidence gathered from the engagement model assessment can inform the teacher's knowledge of the pupil's development of skills, concepts, knowledge and understanding through the school's curriculum.

The special educational provision provided and the effect this has on the pupil's level of engagement should be recorded. Over time, teachers will be able to chart the success of the special educational provision, any adjustments made and the effect this has on the pupil's engagement.

In instances where the pupil does not engage with a new activity, insight from the assessment can be used to identify the kinds of activities that the pupil engages with more constructively. The findings can be used to indicate starting points to identify ways in which the pupil can engage in new activities.

When to conduct the assessments

There is no specific number of times that the assessments should be conducted. Schools should set their own minimum requirements as to how often the assessments take place, ensuring they are manageable. They should also consider how often is suitable based on the needs of each pupil.

The engagement model should initially be used to identify the pupil's engagement during their highest-interest activity, whether this is at school or home. This will help to establish a baseline of when the pupil is most engaged. The engagement model should then be used in lessons where the pupil is struggling, where there is low interest or where progress has plateaued. This will allow the teacher to reflect upon, trial and implement different ways to increase the pupil's engagement in their education and development.

Schools should make sure that the assessments are conducted regularly throughout the academic year so that they are able to demonstrate whether the pupil is able to sustain the new skills, concepts and knowledge over time, rather than just reflecting a snapshot of one activity or observation. This will enable the gathering of information required to show the pupil's progress towards the outcomes in their EHC plan and reported as part of the annual EHC plan review process.

When deciding how often the assessments should take place, schools should consider:

Who should conduct the assessments?

The assessments should be conducted by an appropriate adult familiar to the pupil so they are able to identify existing educational barriers. This may be the class teacher, teaching assistant or SENCO.

As set out in paragraph 6.36 of the SEND code of practice, teachers are responsible and accountable for their pupils' education and development, including where pupils access support from teaching assistants or specialist staff. Teachers, therefore, have overall responsibility for ensuring that robust evidence is gathered during the assessments and that this is used to plan the appropriate next steps for the pupil's education and development.

Assessment is important as it allows teachers to:

monitor pupils' education and development

evaluate and improve the provision they make for pupils

gain information about pupils' achievements and progress

inform their future planning

The engagement model should not replace a school's existing planning, assessment and reporting system. It should be used in conjunction with the assessment systems that a school is already using. It is a flexible and holistic assessment model and should be used as one of the tools in a school's assessment toolkit.

DfE does not specify what other assessment and reporting systems a school should use or endorse any specific system. Schools should ensure that the assessment of their pupils is supported by a range of strategies that are holistic and personalised according to individual SEND profiles. These assessment criteria and their related curricula will be related to pupils' early developmental skills, such as their functional abilities in the use of vision, hearing, touch, early communication, behaviour and motor skills.

A variety of frameworks for assessing pupils with severe or profound and multiple learning difficulties are available, which schools can use alongside the engagement model if they wish to do so, including Routes for Learning and Quest for Learning.

There are also frameworks which focus on early childhood development, such as the early years foundation stage profile and the early years development journal.

Schools should consider how they use multimedia and technology, including videos, photographs and IT-based hardware and software applications, when conducting and recording observations. These can assist schools with time management and the effectiveness of assessments.

Video recordings and photographs

Video recordings and photographs of a pupil's interactions at different times and in different situations can be a useful observational tool, as they can provide detail of subtle patterns in a pupil's response and behaviour.

Schools can capture small steps in a pupil's achievements and progress in video recordings that might otherwise be missed in a classroom. Video recordings can help support a teacher's assessment of a pupil's development as it may allow them to reflect in more detail at a later stage. This can support schools to identify what behaviours the pupil did and did not demonstrate, whether the intervention was successful and how it might be built upon or altered next time. Such reflective practice is important in enabling teachers to develop a personalised curriculum and pedagogy for each pupil.

Schools should ensure they have all relevant permissions, both parental and legal, to ensure they comply with the Data Protection Act 2018 and the General Data Protection Regulation (GDPR).

Other technology

Schools should consider how they can use other technology and IT solutions in their assessments. These could include:

apps that capture and tag evidence of a pupil's progress, which can be easily retrieved for annotation and teacher assessment

inter-connectivity that enables schools to upload and share bespoke curriculum and assessment frameworks as part of peer-to-peer support

online password-protected sites that facilitate high quality parental engagement by allowing schools and parents to upload and share videos and photographic evidence of pupils' progress

online password-protected sites that enable colleagues to upload information relating to the EHC plans of individual pupils, to ensure their SEND profiles are updated in real time

online analysis of pupil performance from a holistic EHC plan perspective

online password-protected transfer capability so that teachers' records of pupil evidence of progress can be easily moderated

resources and ability to extract and analyse evidence of progress data for incorporating into end of key stage and EHC plan reports

Staff should always ensure that any multimedia and technology methods used reflect and support the school's policy in this area.

Involving other professionals in the assessments

Many pupils who are not engaged in subject-specific study will have specific needs which are central to their development and quality of life. Some pupils may have a range of therapeutic needs or require paramedical care. Provision for these needs is an essential element of a school's curriculum and assessment planning. This provision can enhance a pupil's development in many ways, for example by:

Some forms of therapy - for example, speech and language, occupational or physiotherapy - may be necessary to maintain the pupil's physical wellbeing or the development of basic education, health or emotional needs. The nature and extent of the support required for individual pupils and the best ways of providing this must be considered carefully.

Other professionals' insight can be used to improve the design of special educational provision for the pupil. They can identify barriers to engagement for the pupil that a teacher may not be aware of and advise on changes that may improve engagement, and therefore the educational possibilities for the pupil. They can also provide specialist insight into how the pupil is demonstrating engagement through each of the 5 areas.

The sharing of ideas and strategies from different perspectives encourages the enrichment of the pupil's personalised curriculum and pedagogy. Many schools encourage this collaborative, multi-agency approach through:

active support from members of the senior management team

providing time for regular, formal and informal discussions and moderation

joint planning, problem solving and decision making

an understanding of, and respect for, the roles and goals of other professionals

the use of a common, easily understood language

in-service training in teamwork

Recording the assessments

Schools should record the assessments and document evidence from the observations in a way that ensures accuracy and also identifies the pupil's progress. The recording must be manageable to be effective. Therefore schools are given the freedom to determine their own approach to recording methods and formats in line with the requirements of the Data Protection Act 2018.

It is important that a school's records:

recognise the pupil's individual needs

show and celebrate the pupil's success, however minimal

provide evidence of the pupil's responses and achievements

provide ways of comparing the pupil's current responses with past ones in order to show evidence of their achievements

capture information about the quality of the pupil's progress so the complexities and subtle differences of individual responses can be described, interpreted and explained

contain information and evidence that enable decisions to be made concerning the pupil's needs

can be used to inform planning and next steps for pupils, including special educational provision

assist in gathering evidence for reporting the pupil's achievements and progress against their EHC plan as part of the annual review process

assist in compiling evidence as part of end of academic year reporting to the pupil's parents, local authority, and governors

Schools should also ensure their records include relevant contextual information. Regular monitoring and recording of the pupil's responses and progress against their outcomes in their EHC plan can identify areas where they are improving and where progress is not being maintained. This can help build up the profile of the pupil and capture evidence that may help in planning next steps for them. The responses of the pupil may change from lesson to lesson and may be dependent on factors such as:

There is no requirement that observations should be formally recorded, documented or provided to DfE. However, schools may want to have an effective plan in place that enables them to capture information about the engagement process to inform their next steps in teaching and personalised provision.

Schools must also be able to provide evidence to support a dialogue with parents and carers, inspectors, school governors and those engaged in peer review, to ensure robust and effective accountability for assessing the achievements and progress of their pupils. It is recommended that schools use a template, as well as photos and videos, to support assessments and reduce the effect these may have on teacher workload.

A 'setting assessment' policy should outline when it is necessary to record evidence. It should consider how to minimise teacher workload so that schools can focus their efforts on teaching. When evidence is recorded, this should follow the principles and recommendations outlined in the independent report on eliminating unnecessary workload associated with data management.

An effective recording system should also enable moderation to take place within and across schools and settings.

Moderation

Statutory external moderation of observations and assessments made using the engagement model will not be required, however it is good practice for schools to ensure that their assessments using the engagement model are moderated internally, involving all professionals who work with the pupil. This can help build knowledge and understanding of the engagement model and how to use it to assess pupils.

Moderation can help to quality assure teachers' judgements and ensure that professionals working with the pupil are able to conduct accurate and consistent assessments. It also provides opportunity for continuous professional development. This can be valuable for mainstream schools who may have a smaller number of pupils who are not engaged in subject-specific study.

When undertaking moderation, schools should make sure they are not comparing one pupil with another. Instead, the focus of the moderation discussions should be for staff to agree on their interpretation of the progress of each pupil.

Involving parents and carers in the assessments

As outlined in paragraphs 6.64 to 6.71 of the SEND code of practice, schools must provide parents and carers with information about their child's achievements and progress.

Schools should explain to parents and carers how their child is doing and how they can help them make progress. Parents and carers should also be involved in setting out the aspirations and expectations for their child. This dialogue with parents and carers plays an important role in holding schools to account for the education that they provide.

Schools should speak to parents and carers regularly to set clear targets, outcomes and review progress towards them. They should also discuss the activities and support that will help achieve these targets and outcomes, and identify the responsibilities of the parent and the school. The SEND code of practice recommends that schools should meet parents at least 3 times a year. These discussions can build confidence in the actions being taken by the school, and can also strengthen the impact of SEND support by increasing parental engagement in the approaches and teaching strategies that are used.

In addition, as outlined in paragraph 6.64 of the SEND code of practice, as well as The Education (Pupil Information) Regulations 2005, schools must provide an annual report for parents on their child's progress. However, some schools may provide more regular reports for parents on how their child is progressing. Section 5.3 of this guidance outlines how a pupil's progress should be reported.

Parents and carers can also provide essential information on the impact of SEND support outside of school and any changes in the pupil's needs. They can provide insight about their child's interests and development outside of school, particularly in terms of what activities the child highly engages with. This can help to inform the approach to the pupil's assessment, personalised curriculum and pedagogy.

Paragraph 6.67 of the SEND code of practice outlines that these discussions should be led by a teacher with a good knowledge and understanding of the pupil. This will usually be the class teacher, supported by the SENCO. It should provide an opportunity for the parent to share their concerns and agree their aspirations for the pupil, with the teacher.

Engagement can be an important part of this interaction with parents and carers. They can help schools understand when a pupil is at their most engaged, and a discussion of how the pupil is doing at school can be enriched by reference to the engagement model.

Recognising progress and achievement

Progress of pupils not engaged in subject-specific study

Pupils who are not engaged in subject-specific study are likely to be at the earliest stages of development in either one, a combination of, or all of the 4 areas of need as set out in the SEND code of practice.

This means that the assessment of their progress needs to be holistic. Improving pupils' ability to use their senses, such as their hearing and sight, as well as their motor skills and communication, can help to improve pupils' ability to engage in education. This targeted intervention should be incorporated into lesson plans and used by teachers to personalise the curriculum for each pupil.

The engagement model celebrates the different abilities of pupils not engaged in subject-specific study. It enables the collection of qualitative information and evidence that should inform a teacher's assessment of their pupils' evidence of progress in the following areas:

the effective use of their senses, including the use of both near and distant senses and the use of sensory integration

the application of physical (motor) skills to permit active participation in new experiences

states of emotional wellbeing to facilitate sustained motivation to learn

communication and language skills to inform thought processes

The progress of these pupils can often be inconsistent and is dependent on their complex needs and unique starting points. As such, comparing progress amongst pupils is unlikely to be meaningful.

The engagement model does not use a numerical scale or provide a quantitative score. This is because the complex behaviours of pupils not engaged in subject-specific study cannot be adequately described by a single number. Often these pupils do not make progress in a linear way. There may be a period in which the pupil does not gain new concepts or skills, but adapts to apply existing ones to a broader range of contexts. For a pupil with complex needs, this can be a significant development and can demonstrate real evidence of achievement.

Progress for these pupils can also be variable. They may make progress for a period, but then either plateau or lose some of the gains they have made, before progress starts again. These patterns of progress are typical for pupils who are not engaged in subject-specific study. Preventing or slowing a decline in these pupils' performance may also be an appropriate outcome of intervention.

Not all pupils will make progress. As a result of their medical conditions, some pupils may regress in their achievements and progress. This can be temporary, but sometimes it can be lengthy or permanent. In these cases, pupils' recorded progress may decline. For these pupils, existing skills may have priority over the promotion and assessment of new skills. In these instances, the engagement model can highlight the nature of their decreasing abilities and identify ways in which their existing skills can be maintained to compensate for skills that are lost.

When assessing the progress of pupils not engaged in subject-specific study, schools should be mindful that:

not all pupils develop in the same way - their progress is complex and unique and may not develop in a linear way

pupils' responses may vary widely across different times of the day, over different days, with different people and in different settings or contexts

pupils may not easily transfer the skills they have learned in one setting, or by using a particular communication method, to a different setting or a different communication method - they may need to be taught the skill or concept across different settings or contexts or by using different communication methods to ensure they are able to use the skill more widely

the engagement model should be used to capture and celebrate the small lateral steps pupils may make, as well as any linear steps - it should also be used to identify the maintenance of essential skills and concepts for those pupils with regressive conditions

Planning for progression

Planning for progression for pupils not engaged in subject-specific study might focus on:

creating opportunities to practise, consolidate, maintain and generalise skills and concepts

introducing new skills, knowledge and understanding and increasing the breadth of the curriculum content

introducing opportunities to apply skills, knowledge and understanding in new settings and environments

including more age-appropriate activities and resources and a wider range of people and environments

increasing engagement and participation by providing pupils with a variety of support equipment that provides them with the opportunity to take control of their environment, to increase mobility and to develop and use different ways of communicating

introducing a range of teaching methods and styles

providing opportunities for pupils to move away from adult support and towards autonomy in using a new skill

In practice, all of these will be linked. Planning can ensure that different forms of progression relate to and support one another - for example, providing educational opportunities outside pupils' familiar environments can help them apply skills in a range of contexts.

How to measure progress

For all pupils, including those with learning difficulties, progress is about change and development. This could be progress towards a curricular target or an outcome in a pupil's EHC plan.

Progress through each of the 5 areas of engagement should be measured by identifying how established, overall, the pupil is against each area. This will be different for each pupil, according to their profile of needs, as set out in their EHC plan, and their unique starting point.

Pupils not engaged in subject-specific study require a considerable amount of adult support to develop new skills and concepts. To assist in identifying how established the pupil is in a skill, and what their progress is in achieving their EHC plan outcomes, teachers should consider:

how independent the pupil is in the skill and how much prompting and support they require

how accurate, confident and consistent the pupil is in the skill

whether the pupil is able to apply the skill in different contexts - for example, at different times of day, in different environments, with different adults and amongst peers

Schools may want to consider how they will monitor each of their pupil's achievements and progress within their individual EHC plan related targets. As part of this, they should consider whether the timeline set within each target includes specific dates of when improved performance is expected. This is to ensure that if the pupil's evidence of progress is stalling, assessment using the engagement model can be applied in a timely manner to revise the personalised curriculum and pupil-centred pedagogy, as required.

The engagement model can be used as a baseline assessment and as a tool to track and support on-going progress (formative assessment). It also provides evidence that can be used, in conjunction with a school's other assessment information, to help evaluate a pupil's progress towards the targets and outcomes in their EHC plan and the 4 areas of need (summative assessment). This insight can be reported as part of the annual EHC plan review process and to local authorities and governors.

The model also supports positive reporting to parents and carers, as part of the end of academic year reporting process.

How to measure the effectiveness of teaching

It is important for teachers and other professionals to monitor the effects of the planning, teaching and assessment methods used, resources and the pace of lessons on pupil progress and achievement. When reviewing the effectiveness of teaching, staff may find it useful to consider:

the purposes and intended outcomes of the pupil's personalised curriculum and pedagogy provided and if they were met

the range of teaching methods and strategies used, how they varied for individual pupils and the impact they had on the pupil's engagement

whether the educational activities led to progress

whether the special educational provision encouraged the pupil's engagement

if the resources were suitable and helpful

if the physical environment helped

Progress may be recognised when pupils not engaged in subject-specific study:

develop methods of communication from the use of concrete ways (body language and the use of real objects) towards the abstract (pictures, symbols, print, signs, ICT and the spoken word)

develop a range of responses to social interactions with individuals and in groups, from resisting contact with others to tolerance, passive cooperation and supported involvement, to enjoying social interaction and experiences

show the same achievement on more than one occasion

show an ability to maintain, refine, generalise or combine skills over time and in a range of circumstances, situations and settings

transfer skills between different contexts or combine or use skills in different ways

show a reduced need for support in carrying out particular tasks - for example, from another person, technology or individualised equipment

show a reduced need for artificial reinforcement as they become motivated by naturally occurring events or consequences

move from dependence on a secure or predictable routine to a greater degree of autonomy, shown by increased risk-taking and increased confidence

show a reduction in the frequency or severity of behaviour that inhibits attainment and an increase in more appropriate behaviour that encourages progression

show an increased ability to cope - for example, with frustration and failure or with new or challenging opportunities or situations

The above points show that progress of pupils can move in several directions. The significance of progress in any of the above must be recognised and considered when planning pupils' future achievement.

Accountability

What data needs to be submitted

Schools must report which pupils are assessed using the engagement model at the end of KS2. This is so DfE is aware of how many pupils are not engaged in subject-specific study and where they are being educated.

However, schools do not have to submit data about the achievements and progress of each pupil working below the overall standard of the national curriculum assessments and not engaged in subject-specific study. This is because the progress that these pupils make will be personal to them, and it is not possible to meaningfully consider data for these pupils.

Accountability to parents, governors and local authorities

Schools must be able to provide evidence about their pupils' achievements and progress to parents and carers, school governors and local authorities in light of The Education (Pupil Information) Regulations 2005. This progress should be reported as part of pupils' annual EHC plan review and funding meetings and as part of the end of year academic report process. However, schools may want to provide more regular reports for parents on how their child is progressing.

Schools should report pupils' progress in the form of a qualitative narrative. They should use the information gathered from the assessments using the engagement model, alongside evidence gathered from any other assessments used, to provide evidence of pupils' progress against the outcomes in their EHC plan. The narrative should be provided in a format that is accessible, with language that effectively describes the achievements and evidence of progress of the pupils in a positive, inclusive and jargon-free manner.

Governors and local authorities will require a focus on outcomes and will need evidence of a rigorous approach to the monitoring and evaluation of SEND support provided to pupils. They should be able to see that the outcomes in pupils' EHC plans have been meaningfully co-produced and whether they are being met.

Accountability to Ofsted

The engagement model is designed to align with Ofsted's education inspection framework, particularly in supporting schools in identifying, assessing and meeting the needs of pupils who are not engaged in subject-specific study. This includes assessing whether pupils' outcomes are improving as a result of the different or additional provision made for them.

Ofsted's education inspection framework applies to state-funded and non-maintained special schools' provision and to mainstream schools' provision for pupils with SEND. As detailed in paragraph 309 of Ofsted's school inspection handbook, inspectors will gather and evaluate evidence about:

whether leaders are ambitious for all pupils with SEND

how well leaders identify, assess and meet the needs of pupils with SEND and how well they develop and adapt the curriculum so that it is coherently sequenced to all pupils' needs, starting points and aspirations for the future

how successfully leaders involve parents, carers and other professionals and specialist services in deciding how best to support pupils with SEND

how well leaders include pupils with SEND in all aspects of school life

how well the school assesses the education and development of pupils with SEND and whether pupils' outcomes are improving as a result of the different or additional provision being made for them

how well pupils with SEND are prepared for their next steps in education, employment and training, and their adult lives, including further or higher education and employment, independent living, participating in society and being as healthy as possible

As outlined in paragraph 6.72 of the SEND code of practice, as part of any inspection, Ofsted will expect to see evidence of the pupil's attainment, a focus on outcomes and a rigorous approach to the monitoring and evaluation of any SEND support provided. Ofsted have published more information about their expectations in their framework.

Annex: glossary

Assessment: allows teachers to monitor pupils' progress and development, evaluate and improve the provision they make for pupils, provide information about pupils' achievements and progress and inform their future planning.

Annual review: is the review of an EHC plan, which the local authority must make at a minimum every 12 months.

Curriculum: refers to what pupils need to learn and the academic content they should be taught. It is the vehicle that teachers use to provide opportunities for their pupils to acquire, practise and develop skills, and meet the targets specified in their EHC plans. The curriculum also determines how pupil performance will be assessed and reported, and defines the model of progression for pupils.

Education, health and care plan (EHC plan): an EHC plan details the education, health and social care support that is provided to a child or young person who has SEN or a disability. It is made by the local authority after an EHC needs assessment where it has been determined that an EHC plan is necessary.

Engagement: refers to the degree of attention, motivation, curiosity, interest and optimism that pupils show when they are developing new skills and knowledge. Ensuring that pupils are engaged is essential for them to develop new skills, concepts and knowledge.

Engagement model: is an assessment and attainment target setting tool which schools should use to help support pupils who are not engaged in subject-specific study at the end of key stage 1 and key stage 2.

Formative assessment: takes place during lessons and allows teachers to gauge pupils' attainment, identify what the next steps should be and inform lesson planning.

Holistic assessment: focuses on the pupil as a whole, rather than only focusing on specific elements. A holistic assessment of pupils' progress and development considers all aspects of their individual needs, including how they interrelate with each other and the factors that influence them, and how this affects how they learn. This allows the assessment to capture a fuller picture of pupils' progress and development over a period of time.

Inclusive assessment: recognises all pupils' entitlement to an assessment that respects diversity, enables participation, removes barriers and anticipates and considers a variety of educational needs and preferences.

Independent school: for the purposes of this guidance, an independent school is a school that is not state-funded.

Ofsted: Office for Standards in Education, a non-Ministerial government department established under the Education (Schools) Act 1992 to take responsibility for the inspection of all schools in England. Her Majesty's Inspectors (HMI) form its professional arm.

Pedagogy: is the method and practice of teaching. It encompasses teaching styles, feedback, and assessment and teacher theory. It refers to the way that teachers deliver the content of the curriculum to pupils. Differences in the needs and abilities of pupils, their age and the curriculum content that is being delivered can influence the pedagogical practices a teacher will choose to use. Reflective pedagogy is when teachers have a good understanding of how children develop and use assessment information to plan relevant and motivating educational experiences for each pupil.

Pre-key stage standards: must be used to report assessment outcomes at the end of key stage 2 for pupils who are working below the standard of the national curriculum tests and assessments and engaged in subject-specific study. There are pre-key stage standards in English language comprehension and reading, English writing and mathematics.

Progress: is a judgement about pupils' development over time - for example, how much progress a child or young person has made in getting from 'A to B'. This could be progress towards a curricular target or an objective in an EHC plan.

SEND code of practice: explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

Summative assessment: is used to understand pupil performance at the end of a period of teaching and informs teachers what they have achieved.

Statutory assessment: is an assessment that a headteacher must administer to comply with the law. This includes the early years foundation stage profile, the reception baseline assessment, the phonics screening check, the key stage 2 national curriculum tests and assessments (including the multiplication tables check), and GCSEs.

Subject-specific study: is when pupils can demonstrate recognisable and specific skills, knowledge and understanding in English language comprehension and reading, English writing and mathematics.

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This guidance sets out the statutory requirements for using the engagement model to assess pupils who are working below the standard of the national curriculum assessments and not engaged in subject-specific study at key stage 2 (KS2).

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Editable KO for EYFS

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Dr Ryan Parker's Lesson plans, PowerPoints and resources 

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Dr Ryan Parker's Lesson plans, PowerPoints and resources 

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Two lessons that can be repeated, but with different sacred texts inserted, so that pupils can learn to look behind the text (the context at the time), the hidden meanings within the text, and look 'in front' of the text at the way the text has been interpreted by different people and groups.

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Useful resources to support the development of pupils' religious literacy, critical thinking, oracy and religious knowledge.

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Pupil Religion and World views Passport KS1 & KS2 template

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Pupil Religion and World views Passport KS1 & KS2 template

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Do adapt the template. For example you could add the key questions and key vocabulary to RAG rate for each unit.

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Pupil Religion and World views Passport KS1 & KS2 template

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Pupil Religion and World views Passport KS1 & KS2 template

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Do adapt the template. For example you could add the key questions and key vocabulary to RAG rate for each unit.

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Suggested planning and resourcing for KS1

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Suggested planning and resourcing for KS1

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Religious Education KS1 planning and resourcing V4

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Pupil Religion and World views Passport KS1 & KS2 template

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Pupil Religion and World views Passport KS1 & KS2 template

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Do adapt the template. For example you could add the key questions and key vocabulary to RAG rate for each unit.

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Introducing the different disciplines in Religious Education

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Luton's SACRE Local Agreed Syllabus 2024

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Luton's SACRE Local Agreed Syllabus 2024

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Suggested planning and resources for UKS2

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Suggested planning and resources for UKS2

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Would this be useful?

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The main change in terms of topics and sequencing made from the suggested mapping in the syllabus is that the Spring term 1 and 2 themes have been swapped so that Spring term 1 is now based on the Science and Technology theme, and Spring term 2 God and Faith, in each year group. Some of the lenses have changed too.

Luton SACRE, who commissioned the RE Teacher Manual to be of support and guidance to schools when planning their RE curriculum, would like to know

(a) Any feedback from staff using the EYFS and KS1 material

(b) If there is a demand/need for the suggested planning and resourcing documents for KS2 - or even KS3. Please comment below, or email Patricia.Hyman@luton.gov.uk with any feedback.