How to read the new TradeStation 2000i performance report

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County primary school, South-west) Although surveys of this kind have their limitations, an interesting and positive picture begins to emerge. If I am going to develop guidelines for teacher assessment of pupils in REÐ and this is something I really ought to doÐ then I will need time to discuss and plan with colleagues. (County primary school, South-east) Time and money came out very strongly as key needs for the schools. A large majority of the RE coordinators who responded are enjoying their role, are extending their skills and knowledge and are finding that in most cases their work is beginning to bear fruit in both the developing understanding of RE among their colleagues and in the increased amount of RE actually being taught in their schools.

Its concern is that children should understand religion, that is to see it from the inside, to stand in other people’s shoes. The quality of empathy is therefore of central importance to this approach. In addition to this there is a conviction too that the study of religion in this way should spark off in children questions of meaning which they ask themselves. In this way, pupils not only learn about religion but also learn from it. Replies 6 and 7 would fit broadly into this approach. THE AIMS OF RELIGIOUS EDUCATION 35 How did this variety of views come about?

THE AIMS OF RELIGIOUS EDUCATION 35 How did this variety of views come about? It is very important that RE coordinators are very clear about the aims and purposes of RE, partly so that they can lead the development of appropriate RE in their schools and partly because they may have to spend time negotiating with colleagues their views on and attitudes towards RE. Here a short historical view might bring clarity to the different approaches. Further details of some of the legal milestones will appear in Chapters 3 and 6.

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