Many thanks to member Orlaith Payne, University of Strathclyde for sending us this amazing ‘cheat sheet’ of professional learning resources and guides. We know CLPL can be hard in Religious Education which is why we offer bespoke CLPL
Broad General Education
| CFE Layout | Curriculum Layout – Whatever their age and stage, all children in Scotland follow the same general programme of learning. This is called Scotland’s Curriculum for Excellence (CfE). This aims to help children develop, at their own pace, so they can learn what they need to know and be able to do, as adults. Although the word ‘curriculum’ suggests something very rigid, CfE is actually pretty wide and very flexible, with the idea that it will fit around each child. | cfe_layout_1909_E.pdf (npfs.org.uk) |
| RME Es and Os | Experiences and outcomes (often called Es&Os) are a set of clear and concise statements about children’s learning and progression in each curriculum area. They are used to help plan learning and to assess progress. | Religious and moral education: Experiences and outcomes |
| RME Benchmarks | Benchmarks have been developed to provide clarity on the national standards expected within each curriculum area at each level. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers’ and other practitioners’ professional judgements. | rmebenchmarkspdf.pdf (education.gov.scot) |
| Getting it Right for Every Child (GIRFEC) | Getting it right for every child (GIRFEC) is our commitment to provide all children, young people and their families with the right support at the right time. This is so that every child and young person in Scotland can reach their full potential. | https://www.gov.scot/policies/girfec/ |
| Health and Wellbeing Indicators (SHANARRI) | Using the GIRFEC principles, the approach to considering children’s wellbeing should be rights-based, strengths-based, holistic and adaptable enough to take account of stage of development and the complexity of each child or young person’s individual life circumstances. | https://www.gov.scot/policies/girfec/wellbeing-indicators-shanarri/ |
| Opening up great learning in RME – Education Scotland | Great Learning in RME can be the means by which learners find their place in society, and it is through Great Learning that learners might even transform society, towards a future world which is the best possible place for all to live. Great Learning matters because it is where education comes alive. | https://education.gov.scot/media/d2jooygh/rme25-ougl.pdf |
| Scottish Teachers Association of RME (STARME) | We are the national body representing Teachers of RME and associated subjects across Scotland. We aim to be a voice for the subject, inspire excellence and encourage professional growth. | https://starme.co.uk/ |
N3 and N4 RMPS
| SQA Course Specification N3 | This explains the overall structure of the Course at N3, including its purpose and aims and information on the skills, knowledge and understanding that will be developed. | file:///C:/Users/cib22150/Downloads/CfE_CourseSpec_N3_RMPS_ReligiousMoralPhilosophicalStudies.pdf |
| SQA Unit Support Notes for N3 | These provide advice and guidance for teachers/lecturers on learning, teaching and assessment within the Course and its Units at N3. | DRAFT (31/032/10) (sqa.org.uk) |
| SQA Course Specification N4 | This explains the overall structure of the Course at N4, including its purpose and aims and information on the skills, knowledge and understanding that will be developed. | file:///C:/Users/cib22150/Downloads/CfE_CourseSpec_N4_RMPS_ReligiousMoralPhilosophicalStudies.pdf |
| SQA Unit Support Notes for N4 | These provide advice and guidance for teachers/lecturers on learning, teaching and assessment within the Course and its Units at N4. | file:///C:/Users/cib22150/Downloads/CfE_CourseUnitSupportNotes_N4_RMPS_ReligiousMoralPhilosophicalStudies.pdf |
| Added Value Unit Specification N4 | These define the mandatory requirements for the Added Value Unit, including the Outcomes and Assessment Standards and include information on the assessment method to be used and the conditions of assessment. | file:///C:/Users/cib22150/Downloads/CfE_Unit_N4_RMPS_AddedValueUnit.pdf |
| Helpful clips | BBC resources for N4 RMPS | National 4 Religious, moral and philosophical studies – BBC Bitesize |
National 5
| N5 RMPS in a nutshell | National Parent Forum of Scotland offers National 5 RMPS explained in easy terms for both parents and students. | N5_rmps_E1.pdf (npfs.org.uk) |
| SQA Course Specification for National 5 | Explains the structure of the course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed. | file:///C:/Users/cib22150/Downloads/RMPSCourseSpecN5.pdf |
| SQA Past Papers National 5 | Illustrates the standard, structure and requirements of the question papers candidates will sit (includes marking instructions) | SQA – NQ – Past papers and marking instructions |
| Course Report for 2024 | Provides information on the performance of candidates – which is useful to teachers, lecturers and assessors in their preparation of candidates for future assessment. | 2024-n5-course-report-rmps.pdf |
| Understanding Standards National 5 Question Paper | Understanding Standards materials explain the national standards required in SQA assessments, with real examples. Using these materials can help you prepare your learners for N5 Question Paper. | SQA – Understanding Standards: Question paper |
| Understanding Standards National 5 Assignment | Understanding Standards materials explain the national standards required in SQA assessments, with real examples. Using these materials can help you prepare your learners for N5 Assignment. | SQA – Understanding Standards: Assignment |
| Achieve | To gain insight into learning materials available to support pupils whilst improving on your own subject knowledge. | To sign up (Teacher account) https://achieve.hashtag-learning.co.uk |
| Class notes | Laura Crichton, an RME teacher, has written books to aid N5, Higher and Adv Higher. They are only a fiver each and have come highly recommended from the RME Connections FB page. | https://www.amazon.co.uk/s?k=Enlightened+RMPS&i=stripbooks&crid=1V7E3NZ3W2PYI&sprefix=enlightened+rmps%2Cstripbooks%2C72&ref=nb_sb_noss |
Higher RMPS
| Higher RMPS in a nutshell | National Parent Forum of Scotland offers Higher RMPS explained in easy terms for both parents and students. | nutshells_highers_RMPS_E.pdf (npfs.org.uk) |
| SQA Course Specification Higher | Explains the structure of the course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed. | HigherCourseSpecRMPS.pdf |
| SQA Past Papers Higher | Illustrates the standard, structure and requirements of the question papers candidates will sit (includes marking instructions) | SQA – NQ – Past papers and marking instructions |
| Course Report for 2024 | Provides information on the performance of candidates – which is useful to teachers, lecturers and assessors in their preparation of candidates for future assessment. | 2024-h-course-report-rmps.pdf |
| Understanding Standards Higher Question Paper | Understanding Standards materials explain the national standards required in SQA assessments, with real examples. Using these materials can help you prepare your learners for Higher Question Papers. | SQA – Understanding Standards: Question paper |
| Understanding Standards Higher Assignment | Understanding Standards materials explain the national standards required in SQA assessments, with real examples. Using these materials can help you prepare your learners for Higher Assignment. | SQA – Understanding Standards: Assignment |
| Achieve | To gain insight into learning materials available to support pupils whilst improving on your own subject knowledge. | To sign up (Teacher account) https://achieve.hashtag-learning.co.uk |
| Class notes | Laura Crichton, an RME teacher, has written books to aid N5, Higher and Adv Higher. They are only a fiver each and have come highly recommended from the RME Connections FB page. | https://www.amazon.co.uk/s?k=Enlightened+RMPS&i=stripbooks&crid=1V7E3NZ3W2PYI&sprefix=enlightened+rmps%2Cstripbooks%2C72&ref=nb_sb_noss |
Other RME based Awards
| Religious, Beliefs and Values award | The Award encourages learners to explore and reflect on their personal faith or values, and to deepen their understanding of this through practical engagement in local, national or global communities. | Religion, Belief and Values SCQF level 3, 4, 5 and 6 – SQA |
| Teaching in a school with no Highers/N5s | If no certificated classes are offered, some RME teachers offer freestanding units for level 5,6 and 7 depending on the students in their classes. or: If there are students who are not going to sit the exam, these can be used to gain SCQF tariff points for further study (e.g. due to ill health, bereavement etc) | Freestanding Religious, Moral and Philosophical Studies units – SQA |
| Scottish Studies | The Scottish Studies Award provides opportunities for learners to develop their knowledge and understanding of Scotland – its people, languages (such as Scots and Gaelic), society, culture, natural environment and heritage – and to make connections across the curriculum. | Scottish Studies SCQF level 2, 3, 4, 5 and 6 – SQA |
| SQA Awards | SQA Awards are practice-based work qualifications for specific sectors, providing skills and recognition for a diverse range of learners. | https://www.sqa.org.uk/sqa/41280.html |
| Wider Achievement Awards | Learners gain life skills through wider achievement awards and the SQA have been working with other organisations to enhance learning. The resources and programme activities could provide learners with opportunities to generate evidence for assessment standards. | Delivering Wider Achievement – SQA |
| Amazing Things | Produced by the Awards Network, Amazing Things highlights opportunities and potential of youth awards to support and recognise the achievements of young people. | AmazingThings4edition.pdf (sqa.org.uk) |
Online Courses
| ‘We all have mental health’: an introduction for teachers | This course provides teachers with an introduction to mental health; equip them with the skills and knowledge to recognise and respond to a pupil who is experiencing a mental health problem; and lead a conversation about positive mental health. | samh.org.uk/about-mental-health/elearning-for-teachers Log in (it is simply so they can see what Local Authority you are in and how their resources are being accessed) and it’s a one hour course with a certificate at the end |
| LGBT Time for Inclusive Education | Stage 1 covers the National Framework for LGBT Inclusive Education in Scotland. It provides the principles behind this area of work, including its place within current educational policy and national guidance. It also: introduces the LGBT Inclusive Education Learning Themes covers Child Protection and Safeguarding advises where this work can sit within Scotland’s Curriculum Stage 1 of ‘Delivering LGBT Inclusive Education’ consists of an E-Learning module which can be completed by teachers individually. The Stage 2 Curriculum Development input is an in-person training that covers the practical elements of LGBT Inclusive Education, particularly teaching and learning. Teachers will work together to begin planning an LGBT inclusive curriculum that is tailored to their school setting so you could set this up on your probationary year. | Introduction to LGBT Inclusive Education (Stage 1) – LGBT Inclusive Education | National Platform (lgbteducation.scot) Need to register first and it’s a one hour to one and a half hours course with a certificate at the end. In registering, it will ask for your GTC number. |
| An Education in Religion and Worldviews | This course explores how this curriculum remains relevant for the twenty-first century. It is aimed at all those interested in the purpose and content of religious education in schools. | An education in Religion and Worldviews | OpenLearn – Open University 3 hours study – free course |
| Introducing the Philosophy of Religion | Introducing the philosophy of religion, Timothy Chappell, Professor of Philosophy, asks what the words ‘God’ and ‘religion’ mean, and what it means to ask philosophical questions about them. | Introducing the philosophy of religion | OpenLearn – Open University 12 hours study – free course |
| Religious diversity – rethinking religion | The course will introduce you to issues and skills necessary for better understanding and interacting with religiously-motivated people in today’s world. It will explore some religious places and practices and will give more confidence to interact with contemporary religious diversity in an informed way. | Religious diversity: rethinking religion | OpenLearn – Open University 12 hours study – free course |
| Diversity in religion – Islam | You will look at Islam in particular, considering the diversity of Muslim attitudes to same-sex relationships. This will focus mainly on relationships between men because Muslim legal experts did not pay nearly as much attention to lesbian sex and did not prescribe specific punishments for it. | Diversity in religion: Islam | OpenLearn – Open University 1 hour study – free course |
| Exploring the boundaries between religion and culture | This course engages with questions about the relationship between religion and culture. Are they different things or synonyms that emphasise different ways of looking at the same phenomena? The course uses ‘either/or or both/and’ to point to those possibilities for understanding how religion and culture relate to each other. | Exploring the boundaries between religion and culture | OpenLearn – Open University 1 hour study – free course |
| Why not ‘World Religions’? | The idea that there are five or six ‘major’ or ‘world’ religions is so common that it seems natural to us today. What makes something a ‘World Religion’? Why do we group some religions in this way? You’ll explore these questions in this free course. You’ll also look at the potential issues with classifying religions like this and why scholars are increasingly moving away from talking about ‘World Religions’ | Why not ‘World Religions’? | OpenLearn – Open University 1 hour study – free course |
| Introducing Philosophy | Ever wondered what it would be like to study philosophy? This free course, Introducing philosophy, will introduce you to the teaching methods employed and the types of activities and assignments you would be asked to undertake should you wish to study philosophy and the human situation. | Introducing philosophy | OpenLearn – Open University 8 hours study – free course |
| Philosophy: the nature of persons | What is a person? This free course, Philosophy: the nature of persons, examines this philosophical question concerning the nature of personhood. You will examine whether a ‘person’ is the same as a ‘human being’, and look at whether it is our free will that in the end defines us as a ‘person’. | Philosophy: the nature of persons | OpenLearn – Open University 15 hours study – free course |
| Professional relationships with young people | This free course, Professional relationships with young people, explores different approaches in developing relationships and working practices which can inform work with young people | Professional relationships with young people | OpenLearn – Open University 8 hours study – free course |
| Exploring Educational Leadership | This free course, Exploring educational leadership, provides an overview of the field of educational leadership and management. You will explore: the relationships between management and leadership; the scope of the field; different world views that underpin educational leadership research and practice; and some key concepts such as agency, power and authority and context. You will consider some differences between concepts, models and theories and be introduced to some questions that will help you evaluate different educational leadership theories and models. | Exploring educational leadership | OpenLearn – Open University 4 hours study – free course |
| Learning to teach: becoming a reflective practitioner. | As a beginner teacher you will encounter many contradictions and challenges in school; you will learn to teach in a particular context but will need to be able to transfer your learning to new contexts. Critical reflection will help you to do this. This free course explores the different models of critical reflection, knowledge of which will help you to structure your practice and evaluate whether you are reflecting and therefore learning effectively. | Learning to teach: becoming a reflective practitioner | OpenLearn – Open University 5 hours study – free course |
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