Minutes:
We received a verbal update regarding professional learning for forthcoming events.
Hayley Jones, Curriculum Partner (SACs and RVE), outlined a comprehensive professional learning offer for the next academic year, which will be promoted through upcoming marketplace events. The programme includes webinars on developing Religion, Values and Ethics (RVE) subject knowledge, network meetings for both primary schools and GCSE Religious Studies teachers, and ongoing support relating to statutory collective worship requirements. While some of these initiatives have experienced declining participation over time, it was noted that recent collective worship survey work could help renew interest. The availability of bespoke support tailored to individual school needs was also highlighted.
A key focus of the professional learning programme is supporting teachers with the new GCSE Religious Studies Non-Examined Assessment (NEA). Network meetings are being used to develop and share resources, particularly as teachers have found the introduction of the NEA challenging. Having completed one cycle of the assessment, teachers are now focusing on the second NEA and refining resources and approaches based on their experiences.
The offer also includes support for developing numeracy skills within RVE and social studies, alongside training on inquiry-based approaches to learning. These approaches align with the Curriculum for Wales and aim to encourage deeper thinking, effective questioning, and the development of learners’ inquiry skills from an early stage. Schools will have opportunities to visit examples of effective practice, observe lessons, review learners’ work, and discuss curriculum approaches with staff and pupils. It was noted that while examples are available in other Gwent authorities, it would be welcomed if more Monmouthshire schools shared their practice to provide local examples for colleagues.
Additional opportunities include visits to schools showcasing effective RVE provision and an overview session aimed at governors, School Improvement Partners (SIPs), and other stakeholders who may have responsibility for monitoring RVE and collective worship. There is also an “Inside Out” training programme focused on resilience, wellbeing, and positive relationships, which links closely with RVE themes.
It was emphasised that the professional learning offer remains flexible and responsive to local authority needs. In addition to scheduled courses, bespoke support to schools is provided, including curriculum design guidance, helping teachers integrate RVE into wider humanities topics, and collaborative planning sessions. Schools were encouraged to request tailored support whenever required.
In response, the Chair welcomed the breadth of the offer but expressed concern that many of the opportunities are based outside Monmouthshire, particularly in Newport and Blaenau Gwent. She suggested that increasing the number of Monmouthshire-based examples and professional learning opportunities would make the provision more relevant and accessible for local schools.
The discussion focused on the GCSE Religious Studies NEA. Teachers have reported significant challenges, particularly in sourcing and preparing appropriate materials for learners. The assessment tasks are not released until only a few months before they must be completed, limiting teachers’ ability to plan in advance.
Concerns were noted about the timing of NEA task release have been raised with Qualifications Wales and WJEC. Teachers would prefer to receive the assessment themes before the summer break so they can prepare for the following academic year.
Despite concerns about workload, it was reported that teachers generally feel more confident now that they have completed one full cycle of the NEA. Although the administrative burden remains substantial, teachers have a clearer understanding of expectations. Feedback so far suggests that the NEA provides learners with a more accessible way to demonstrate their knowledge and skills, and there is optimism that the changes will ultimately benefit both teaching and learning.