Key Stage 3 Pestle Analysis
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Does the Key Stage 3 Framework for your subject provide an adequate blueprint for teaching the full scope of the subject? Drawing on your own teaching experience, observations of colleagues and your reading, write a critique of the Framework for your subject at Key Stage Three. What are its strengths and drawbacks, actual or potential?
In evaluating the view of whether or not the Key Stage 3 (KS3) Framework for Religious Education (R.E.) provides a credible guide for teaching R.E. to a full extent, it is crucial to first of all look into the background to the introduction of the Non-Statutory National Framework for R.E. in 2004.
It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and …show more content…
at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers.
The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page
4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text
Does the Key Stage 3 Framework for your subject provide an adequate blueprint for teaching the full scope of the subject? Drawing on your own teaching experience, observations of colleagues and your reading, write a critique of the Framework for your subject at Key Stage Three. What are its strengths and drawbacks, actual or potential?
In evaluating the view of whether or not the Key Stage 3 (KS3) Framework for Religious Education (R.E.) provides a credible guide for teaching R.E. to a full extent, it is crucial to first of all look into the background to the introduction of the Non-Statutory National Framework for R.E. in 2004.
It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and …show more content…
at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers.
The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page
4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text