Development planning and target setting have, by now, become firmly established aspects of school management processes. And with the development planning process comes the recognition that, to plan effectively for where you're going, you must first know where you are starting from. The importance of 'baselining' is well-known and involves recognising existing strengths and identifying areas for improvement. Doing so means that plans are likely to be more achievable and, because they emerge out of a detailed understanding of current practice, they are realistic and more effective. In terms of our understanding of practice in religious education in Northern Ireland, however, the baseline evidence remains limited and fragmentary. Perhaps the most obvious example being that the subject remains formally exempt from the ETI inspection process. Where churches exercise their right to inspect, no reports are put in the public domain. Where schools request ETI inspectors to obse
The Open College Network, Northern Ireland ( OCN NI ) quietly launched a new Key Stage 4 qualification in Religious Education during the summer of 2016 and already it has generated quite a bit of interest among RE teachers. Around a dozen schools from the Maintained, Controlled and Integrated sectors are piloting the qualification which is designed to provide an alternative for those pupils who are unlikely to access the top range of grades at GCSE level. The specification of the Level 2 qualification includes units in 'Exploring Personal Identity and Faith', 'Prejudice and Reconciliation' and 'Exploring Religious Traditions within Own Community'. These and other units contain content broadly similar to what teachers are already familiar with as part of the NI Core Syllabus. What is particularly innovative is the style of assessment. Rather than examinations, teachers can choose the assessment method they feel is best suited to their students from: a portfoli