school improvement plan 2012 2013 by dOKeRm1

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									 St Margaret’s Academy

School Improvement Plan

        2012-2013


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                                     Healthy       Achieving
                         Active                                Included
               Safe                                                       Respected
Nurtured                                                                              Responsible

                                  Successful         Confident
                                   Learner           Individual
                                  Responsible Effective
                                    Citizen   Contributor
    Learning                                                                     Culture
      and               Vision                                                     and
    Teaching             and                                   People             Ethos
                      Leadership        Partnership




                                               2
With West Lothian Council we are Striving for Excellence –
Working with and for our community to improve the quality of education



VALUES

We are striving for excellence in:

1       Focusing on our customers’ needs

2       Being honest, open and accountable

3       Providing equality of opportunities                              AIMS

4       Investing in employees                                           West Lothian Council aims to:

5       Making best use of our resources                                 A      Develop a quality management culture

6       Working in partnership                                           B      Give priority to policy development and strategic
        planning

                                                                         C      Assure quality and set targets

                                                                         D      Put in place systems for consulting customers and
                                                                                staff

                                                                         E      Provide quality learning opportunity to tackle
                                                                                disadvantage

                                                                         F      Ensure best value

                                                                         G      Invest in high quality staff development



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Factors Influencing the Improvement Plan

School factors
    Supporting learning
    Partnership with parents
    Developing through ‘This is Our Faith’ the Catholic identity of the school
    Curriculum design and implementation

Education Authority factors
    Policy on Raising Attainment
    Assessment and Reporting

National factors
    Education Scotland Advice notes for developing CfE
    CfE- Developing the Senior Phase
    Qualifications development and implementation schedule
    This if Our Faith (SCES, 2011)
   
Terms and Codes used in the Plan:
Term or Code                  Meaning
DM                            Departmental meeting
ELT                           Extended Leadership team
IDL                           Inter-disciplinary learning
SEAMS                         Self evaluation at St Margaret’s
BGE                           Broad General Education
PS                            Pupil Support
SLT                           Senior Leadership Team
SCES                          Scottish Catholic Education Service
Es and Os                     Experiences and Outcomes
VSE                           Validated Self Evaluation

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Statement of Values
We, the community of St Margaret’s Academy,
with the help of God’s grace,
will be a school of
justice, wisdom, integrity and compassion

And so:

      We will always value and respect each other, as we teach and learn, in the way Jesus taught us.
      We will celebrate and give thanks for each other, especially in prayer and in the Eucharist.
      We will support everyone in need of help, in the spirit of St Margaret.
      We will create a happy, peaceful and joyful school community, where all will be welcome.
      We will help each other as we journey to our full potential.

St Margaret’s Academy, Statement of School Aims

To ensure the highest level of attainment and achievement across the curriculum for the young person.

To maintain a high standard of teaching and promote effective learning, enabling young people to enjoy their education
and to develop positive attitudes towards learning, in accordance with the purposes A Curriculum for Excellence.

To provide effective support systems to meet the needs of all young people which promote personal, social and spiritual
development and underpin academic achievement.

To provide a welcoming, peaceful, joyful and happy environment, which actively develops confidence, self esteem and
respect for religious, cultural and social diversity.

To provide high quality leadership at all levels.

To promote positive links with all parts of the local community, reaching out to, and working with, our neighbours in a
strong spirit of mutual respect.

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                                                                          St Margaret’s Academy                                               Curriculum Framework
                                                                         Strategic Curriculum Plan




                                                                                                                                                                                                                                               Experiences & Outcomes
                                                                                                                                           Totality of Curriculum
                                                                                                                                                                    Learning &Teaching


                                                                                                                                                                                                       Support Purpose of


                                                                                                                                                                                                                            Personal Support
Session      Area of Development                                                 Objectives




                                                                                                                                                                                         Entitlement


                                                                                                                                                                                                       Principles
                                                                                                                                                                                                       Learning
                                                                                                                                  Vision
                                       To continue to develop and implement the new curriculum particularly in S3.                *        *                         *                   *             *          *          *                       *
             Curriculum design         To develop the curriculum at transition points particularly into the Senior Phase.
                                       To review the balance of knowledge and skills based learning in the curriculum.
   2012-13




                                       To evaluate the work of the school using the quality indicators 1.1; 2.1; 5.1; 5.3 ; 5.9   *        *                        *                    *             *         *          *                        *
             Self evaluation           and develop a VSE approach.
                                       To use ‘Shining the Light of Christ in the Catholic School’ as an evaluative tool.
                                       To review the Catholicity of the school.

                                       To continue to develop the transition from the BGE to the senior phase.                    *        *                        *                    *                        *          *                       *
             Curriculum development    To continue to embed and develop S3 Profiling from S1 through to S3.
  2013-14




             Development of national   To continue to develop materials and courses to support the national qualifications from   *                                 *                                  *         *          *
             qualifications            National 4 through to Higher level.
                                       To prepare and present the first cohort at National 5 level.
                                       To review and develop the tracking and mentoring programme to support learners in
                                       achieving their highest and best attainment and achievement.



             Curriculum development    To review the CfE learners’ journeys and continue to develop improving progression         *         *                       *                    *             *          *                                  *
                                       pathways.
   2014-15




             Implementation of         To prepare and present the first cohort at Higher level.                                   *                                  *                                                       *
             national qualifications   To analyse standards of attainment (S4) and gauge impact on learners’ attainment and
                                       achievement.


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Informing St. Margaret’s Academy School Improvement Plan 2012-2013

Area of development   Desired outcome                                                                   Informed by
Developing the new    The curriculum enables development of challenge, breadth and application in       SIP Review 2011-12 (Priority 4)
Curriculum            balance with skills development & knowledge building through specialization       Education Scotland Briefing Paper 1
                      up to level 4.
                      Links in learning are developed combining Es and Os from different subjects       SIP Review 2011-12 (Priority 4)
                      and curriculum areas, where pupils understand their relevance and can apply       IDL Faculty Audit & cross match to e’s & o’s
                      their knowledge                                                                   (June 2012)
                      The pathways programme is developed through to Senior Phase transition and        SIP Review 2011-12 (Priority 4)
                      meets the principles of CfE in particular enabling study to greater depth.        Pupil Consultation (December11&February 12)
                                                                                                        Pathways programme choices audit (June 12)
                      Pupils in S3 are ready to progress to National qualifications at appropriate      Formative & Summative assessment evidence
                      levels at the transition stage into S4.                                           S3 Profile
                                                                                                        Reporting to Parents
                      Consistent approaches to assessment are applied and used to improve               Faculty Reviews
                      standards and raise attainment. Evidence of learning is validated, reliable and   SEAMS programme 2012-13
                      proportionate.                                                                    Moderation evidence gained through collaborated
                                                                                                        working groups
                                                                                                        BTC 5
                                                                                                        WL Assessment Working Group Guidelines
                                                                                                        St. Margaret’s Academy Cluster plan 2012-13
                      The structure of the school day maximizes effectiveness of curriculum             School Community Consultation Feedback
                      planning, and incorporates provision for PSE and RE. The high level               High level Curriculum Maps-Draft models
                      curriculum map is utilized to meet the principles of design for CfE.              Learner Journey exemplars.

                      The extent of achieving the Broad General Education for all pupils is             Education Scotland – Self Evaluation of the
                      measured in terms of progression, achievement, CfE capacities, IDL,               Curriculum Theme 3, 2011
                      personalization & choice.                                                         SIP Review 2011-12 (Priority 4)
                                                                                                        Faculty S&Q Reports 2011-12
                                                                                                        S3 Profile
                                                                                                        IDL Audit (June 2012)

Self Evaluation       The improvement plan takes account of local and national priorities and the       St. Margaret’s Academy Mission Statement
                      school’s needs as a community of faith and learning.                              Shining the Light of Christ in the Catholic School
                                                                                                        (SCES, 2009)
                                                                                                        SIP Review 2011-12 (Priority 2)
                      The overall quality of learners’ achievements is recognised and improving         S3 Profile
                      where learners develop skills and attitudes which will help them become fully     Liturgical calendar
                      formed people of faith, prepared to take their place in the life of the           SCES website information 2012
                      community.



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     The staff has contributed to the school as a community of faith by developing   Shining the Light of Christ in the Catholic School
     professionally and spiritually, building an understanding and use of relevant   (SCES,2009)
     supportive documents.                                                           Values for Life (SCES 2010)
                                                                                     This is our Faith (SCES 2011)
     The focus of self evaluation will be on the formation of the whole person.      Shining the Light of Christ in the Catholic School
     Young people will engage in high quality learning experiences.                  (SCES,2009)
                                                                                     The Journey to Excellence (HMIe 2007)



                      Maintenance of Current Practice- Sustaining Progress

                           Agenda                                                        By Whom
1. To develop a cycle of improvement using the systematic                    SLT
    programme of classroom observation, feedback & self                      PTCs (Curriculum)
    evaluation (SEAMS)
2. Thematic focus for WL Council led Reviews developing a                    Education Officer
    VSA approach-                                                            SLT
    Quality of learners’ experiences and outcomes based
    on ‘This is our Faith’
   Social Studies Faculty review
   Links across learning using IDL
3. Collective commitment to CPD, reflective and shared                       All Staff
    practice. Implementation and launch of CPD hub using                     CPD Co-ordinator
    Glow.                                                                    CPD Devpt post holder
4. Systematic recording of pupil target setting and full                     DHT (Pupil Support)
    involvement in self evaluation (Tracking & Monitoring                    PTCs (Curriculum)
    programme)
5. Ongoing review and development of learning and teaching                   ELT
    in improving the quality of the learner’s experience in
    meeting the needs of all pupils particularly in the delivery
    of the Broad General Education.
6. Continue to develop House identities and opportunities for                DHT (Pupil Support)
    staff to work with the Pupil Support team in a leadership                Pupil Support Team
    role                                                                     Development Post Holders
7. Continue to monitor and improve the quality of the                        DHT (Pupil Support)
    provision for special exam arrangements                                  TLC




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              ESTABLISHMENT: St. Margaret’s Academy                                                                                      DATE: August 2012

Area of Development: Developing the new Curriculum

Priority 1:    To continue to develop and implement the new curriculum
               To develop the curriculum at transition points particularly into the Senior Phase

School’s current position: Course programmes have been implemented in S1 and 2 including review and improvements are ongoing. Pupils have experienced the Broad General
education in S1 and 2 with an element of choice in Languages. Audits have taken place for S3 depth of study programmes to level 4 and faculties are ready to deliver courses. An audit
of pupil choice has identified the range of curricular areas continuing to be studied in depth to level 4. Collaborations between subject areas and faculties have developed a range of
links across the curriculum. This has been collated and mapped to evidence extent. The pathways programme was devised through consultation with staff, pupils and parents in S2, and
this model for development will be replicated for the new S3 moving in to the senior phase. An extensive range of course choices are available for pupils in the senior phase. These
will continue to be revised, refreshed and enhanced based on cohort needs and choices.
          Desired Outcome                      Implementation Process                By whom?             Time Scale       Resources / Costs / Training             Monitoring
                                                     (Actions)                                                                        needs                         by whom ?
   The curriculum enables                Further development of level 4              All Staff         Session 12.13              WL Networks                   PTCs Curriculum
    development of challenge,             experiences and outcomes to                                                            Inset programme
    breadth and application in            provide personalisation and                                                           National CPD events
    balance with skills development       choice taking in to account the
    & knowledge building through          views of learners and staff.
    specialization up to level 4.

   Links in learning are developed       Faculties to widen collaborative           All Staff            August 12               Inset programme                DHT Curriculum
    combining Es and Os from              planning and delivery                      Overview                                      Team teaching                 PTCs Curriculum
    different subjects and                approaches of IDL to the                co-ordinated by
    curriculum areas, where pupils        curriculum. A range of links                 DHT
    understand their relevance and        should be in place between                Curriculum
    can apply their knowledge.            subject areas.

   The pathways programme is             The Senior pathways                       Curriculum          October 2012           Consultation meetings                   HT
    developed through to Senior           programme is developed using             planning team                                                                DHT Curriculum
    Phase transition and meets the        the high level curriculum map                                                                                       Head of Senior House
    principles of CfE in particular       and in consultation with staff,
    enabling study to greater depth.      pupils and parents.

   Pupils in S3 are ready to             Development and planning for                All Staff          March 2013              Inset programme                 PTCs Curriculum
    progress to National                  National 3, 4 and 5                                                                      WL Networks
    qualifications at the transition      qualifications.                                                                       National CPD events
    stage into S4.

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     Desired Outcome (Priority 1)       Implementation Process (Actions)     By whom?        Time Scale     Resources / Costs / Training      Monitoring
                                                                                                                       needs                  by whom ?
   Consistent approaches to           A moderation approach is used         All Staff     October 2012        Inset programme             PTCs Curriculum
    assessment are applied and used    to plan courses incorporating                                           Faculty meetings
    to improve standards and raise     formative assessment strategies                                         Peer collaboration
    attainment. Evidence of            which inform pupil progress and                                           Cluster plan
    learning is validated, reliable    compliment summative data.
    and proportionate.                 Assessment includes ongoing,
                                       periodic and transition phase
                                       means to inform learners’
                                       progress.

   The structure of the school day    Consultation with all                   SLT         February 2013       Inset programme                  HT
    maximises effectiveness of         stakeholders to review the           Curriculum                     Consultation meetings with           SLT
    curriculum planning, and           school week configuration. New      planning team                          stakeholders
    incorporates provision for PSE     planning tool devised to produce
    and RE. The high level             the school timetable.
    curriculum map is utilised to
    meet the principles of design
    for CfE.

   The extent of achieving the        The self evaluation process              SLT        December 2012   Education Scotland Advice            HT
    Broad General Education for all    considers major aspects of            Curriculum                        & Briefing Papers           DHT Curriculum
    pupils is measured in terms of     curriculum implementation           Planning Team                   Curriculum Planning Team
    progression, achievement, CfE      based on observation, pupil                                                  Report
    capacities, IDL, personalisation   feedback and data as evidence.
    & choice.                          The S3 Pupil Profile is used as a
                                       significant source of progress in
                                       achieving the BGE.

   The self evaluation of the         Follow up reports are produced      Review teams    December 2012   Quality Assurance calendar           SLT
    school and identified desired      after further review of faculties   PTC Faculties                   Follow up Review template
    outcomes are having an impact      from last session. These are
    on the quality of the learners’    included in the school’s self
    experiences as well as their       evaluation calendar. Pupil voice
    attainment and achievements.       is an integral part of the review
                                       process.




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Evaluation (Priority 1-Developing the new Curriculum):                                 Evidence (How do we know?)
(How we monitor & evaluate)                                                            (What would we wish to see?)

The quality of learners’ experiences to level 4 will be evaluated using a range of     The quality of learners’ experiences will be very good evidenced
measures based on classroom observation including the SEAMS programme, LA              through classroom observations, discussions with pupils and examples
themed reviews and Learning Rounds. As well as these, faculties will produce interim   of pupil work that reflect a clear understanding of the learning
updates on progress with improvement plans focusing on curricular development.         intentions based on success criteria that are valid, achievable and
                                                                                       manageable.
                                                                                       A clear statement of strengths, development needs and next steps
                                                                                       will be given based on feedback from the themed reviews, and
                                                                                       included in review reports. A follow up report will record progress
                                                                                       and impact on outcomes for learners.
                                                                                       Teacher/ Learner planners and learning journals will record the
                                                                                       learning experience to level 4 for most pupils.

Links across learning and IDL will be evaluated by mapping through course              Links in learning will be clear and relevant for learners. These will be
programmes and validated using a thematic review.                                      evidenced during classroom observations and through dialogue with
                                                                                       pupils in focus groups.
                                                                                       A mapping exercise will show clear links between the Es and Os to
                                                                                       level 3 of the BGE.
                                                                                       Course planning & content will incorporate IDL, and the thematic
                                                                                       review will demonstrate teachers’ development of linking Es and Os
                                                                                       across the curricular areas.

The development of the Senior Phase will be reviewed against the seven principles of   An audit of the high level curriculum map will identify excellent
curricular design for CfE as well as the purpose of the new curriculum.                progress in building capacity and a structure to develop and support
                                                                                       the BGE and Senior Phase.
                                                                                       Learner journeys will demonstrate meeting the entitlements of the
                                                                                       BGE.
                                                                                       The development of the Choice programme will be supported through
                                                                                       a series of trawls, audits and pupil/parent discussion forums.




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Evaluation (Priority 1-Developing the new Curriculum):                                    Evidence (How do we know?)
(How we monitor & evaluate)                                                               (What would we wish to see?)

The S3 Pupil Profile will inform staff and pupils about progression and transition into   Completed S3 Pupil profiles will reflect pupils’ achievements in
the senior phase. A review of learners’ journeys will track and monitor progress so       literacy, numeracy and health & well being; across curricular areas
that options are not closed off.                                                          and include wider achievements in and out-with the school curriculum.
                                                                                          Records of tracking and monitoring meetings will demonstrate the
                                                                                          use of S3 profiles to inform progression pathways into the senior
                                                                                          phase.

The quality assurance role of the PTC Curriculum will encompass an evaluation of          A range of pupils’ work which has been assessed and discussed by
assessment gathering evidence to ensure consistent approaches to moderation of            teachers with agreed success criteria and consistent standards of
pupils’ work.                                                                             quality feedback.



The school day is utilized to enable the high level curriculum map to operate in an       A full high level curriculum map is drawn which enables the
effective manner, maximising choice and progression as well as meeting entitlements       entitlements in the CfE to be met. Through consultation with all
such as PE, RE and the experience of cross cutting themes. An audit of the map will       stakeholders (outcomes of meetings recorded), planning papers have
provide data which will match the criteria against delivery.                              informed next steps and a trail is evident which shows amendments
                                                                                          based on a sound rationale.

The new curriculum will be evaluated using guidelines from Education Scotland and         Each of the principles of curriculum design will be met with high
based on the principles of design with a holistic overview including cross cutting        quality exemplars of each. An overview of the curriculum will be
areas.                                                                                    sought through classroom observation, pupil, parent and staff
                                                                                          discussion.




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Area of Development: Self Evaluation                                                        2012 2013
Priority 2: Showing a commitment to the pursuit for excellence through the development of each person’s unique God-given talents.
    a. Self evaluation of the school against key indicators
    b. The Catholicity of the school using ‘Shining the Light of Christ in the Catholic School’ SCES 2009
School’s current position: The school’s mission statement was reviewed last session with a new revised one encompassing our vision, values and aims. The review of the
positive behaviour, policy which is underway, began with a staff discussion about values, leading to an inset programme with a focus on positive approaches to relationships
including praise and reward strategies, values and a ‘Show Racism the red Card’ project. The RE department led the way in using the Liturgical Calendar and highlighting events,
periods of prayer, and charity work. Learners’ achievements are recognized and celebrated particularly during Assemblies, Awards ceremonies, newsletters, and a range of
media. A pilot group of pupils completed the S3 profile which will be rolled out to all in S3 this session. The RE PT has started to gather and collate information about delivery
of the Es and Os across the curriculum and is undertaking a mapping exercise.
           Desired Outcome                     Implementation Process                 By whom?              Time Scale     Resources / Costs / Training           Monitoring
                                                       (Actions)                                                                       needs                      by whom ?
   The improvement plan takes           The Self Evaluation of the                  All Staff        Session 2012-           Inset programme                      HT
    account of local and national        school against agreed indicators                                 2013            Self Evaluation Planning                 SLT
    priorities and the school’s needs    will include a reflection on the                                                           Team
    as a community of faith and          Catholicity of the school, &                                                            ELT plans
    learning.                            focus on values and faith.                                                            RE Department

   The overall quality of learners’     The liturgical year is used as a       RE Department           December              Inset Programme               DHT Curriculum
    achievements is recognised and       focus and vehicle for raising the     PTCs Curriculum            2012                 RE Department                RE Department
    improving where learners             profile of the community sharing      PTC- Pupil Profile                                   SCES
    develop skills and attitudes         in faith. Opportunities will be
    which will help them become          devised to engage young people
    fully formed people of faith,        in their faith in an active and
    prepared to take their place in      experiential manner. The S3
    the life of the community.           Profile will include
                                         contributions to the school as a
                                         Catholic community.

   The staff has contributed to the     Awareness raising and                       SLT              October 2012            Inset Programme                      SLT
    school as a community of faith       Professional Learning                   RE Department
    by developing professionally         programme delivered using
    and spiritually, building an         ‘Shining the Light of Christ in
    understanding and use of             the Catholic School’ as an
    relevant supportive documents.       evaluative tool.

   The focus of self evaluation will    Curricular areas will deliver Es         Review Team            February        RE Department supporting           PTC’s Curriculum
    be on the formation of the           and Os using ‘This is Our Faith’                                  2013                     role                     RE Department
    whole person. Young people           through the BGE. A thematic                                                      Co-ordination of Review                 SLT
    will engage in high quality          review will be undertaken.                                                             programme
    learning experiences.
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Evaluation (Priority 2- Self Evaluation):                                               Evidence (How do we know?)
(How we monitor & evaluate)                                                             (What would we wish to see?)

The community of faith and learning will be evaluated using the formal programme of     The quality of learners’ experiences will be very good evidenced
self evaluation – SEAMS, Thematic reviews, learning rounds and analysis of data as      through classroom observations, discussions with pupils and examples
well as pupil voice. This will be supported using ‘Shining the Light of Christ in the   of pupil work that reflect a clear understanding of the learning
Catholic School’ as a self evaluation framework.                                        intentions based on success criteria that are valid, achievable and
                                                                                        manageable.
                                                                                        A clear statement of strengths, development needs and next steps
                                                                                        will be given based on feedback from the themed reviews, and
                                                                                        included in review reports. A follow up report will record progress
                                                                                        and impact on outcomes for learners.
                                                                                        The ‘Shining the Light of Christ in the Catholic School’ document will
                                                                                        provide guidance in developing an evaluative process and framework
                                                                                        and will reflect the quality indicators used in ‘How Good is Our School
                                                                                        3’. The language of the document will be used in forming review
                                                                                        reports.

The use of the Liturgical calendar will provide focus times which will engage the       The St Margaret’s Academy Liturgical Calendar of events will be
community in celebrating faith and implementing opportunities to share and action it.   prominent and deliver very good ‘sharing of faith’ experiences for the
                                                                                        school community. It will engage clergy and the parish as well as the
                                                                                        wider Catholic community. There will be photographs and video
                                                                                        footage of events.
                                                                                        Pupils may record their contributions to the Catholic ethos of the
                                                                                        school in their Pupil Profiles.

PTCs will use relevant SCES documents to inform their faculty improvement plans         The language and tone of relevant SCES documents will be
and their quality assurance programmes. Classroom observations and discussion with      incorporated into faculty improvement plans, quality assurance
focus groups across the school community will be the basis of a review of the           documents and QA calendar. Evidence of our shared values and
Catholicity of the school.                                                              Catholic ethos will be observed and discussed with staff, pupils and
                                                                                        parents.
                                                                                        The inset programme will raise staff awareness and understanding of
                                                                                        the use of ‘Shining the Light of Christ in the Catholic School’ as a QA
                                                                                        support tool.



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Evaluation (Priority 2- Self Evaluation.):                                          Evidence (How do we know?)
(How we monitor & evaluate)                                                         (What would we wish to see?)

The delivery of Religious Education Es and Os will be monitored through classroom   The quality of learners’ experiences will be good and evidenced
observation, and evaluation of programmes of work.                                  through classroom observation and discussion with learners. Teachers
                                                                                    will be supported in delivering these Es and Os by team teaching
                                                                                    from RE specialists. Programmes of work will be shared and
                                                                                    moderated through collaboration between faculties and RE
                                                                                    department staff. ‘This is Our Faith’ will be mapped to show the
                                                                                    extent of Es and Os being delivered across the curriculum.




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