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RE Curriculum information from the Qualifications and Curriculum Development Agency (QCDA)
The QCDA states strongly the importance of religious education:
In primary education: "Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops children's knowledge and understanding of the nature of religion and belief including Christianity, principal religions, other religious traditions and world views."
At Key Stage 3 and 4: "Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils' knowledge and understanding of Christianity, other principal religions, other religious traditions, and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances awareness and understanding of religions and beliefs, teachings, practices and forms of expression, and of the influence of religion on individuals, families, communities and cultures."
3.1 RE in the new Primary curriculum
In 2008 the Secretary of State invited Sir Jim Rose to conduct an independent review of the primary curriculum with the support of the (then) QCA. Following the publication of this review and extensive consultation the new primary curriculum was published in 2010; it is planned to become statutory in 2011.
The Programme of Learning contains information on:
Essential Knowledge:
beliefs, teachings and sources; practices and ways of life; forms of expressing meaning; identity, diversity and belonging; meaning, purpose and truth; values and commitments.
Key Skills children need to learn in order to make progress:
Identify questions and define enquiries; using a range of methods, media and sources; carry out and develop enquiries by gathering, comparing, interpreting and analysing a range of information, ideas and viewpoints; present findings, suggest interpretations, express ideas and feelings and develop arguments; use empathy, critical thought and reflection to evaluate their learning and how it might apply to their own and others' lives.
Cross Curricular Studies which provide opportunities for:
children to develop and apply their literacy, numeracy and ICT skills; personal, emotional, spiritual, moral, social and cultural development; enhancing children's understanding of religions and beliefs through making links to other areas of learning and to wider issues of interest and importance.
Breadth of learning:
where the religions drawn on should include Christianity in each of the early, middle and later phases and at least two other principal religions should be included during primary education as a whole. To ensure that all children's background and experiences are taken into account, it is recommended that there are opportunities to study other religious traditions and secular world views where appropriate. A religious community with a significant local presence could also form a context for learning. Further, it is recognised that an understanding of key ideas can also be promoted through themed studies, experiences of dialogue between and within beliefs, and visits to or encounters with people of a variety of religions and beliefs. Lastly, that children should learn to use appropriate specialist vocabulary.
Curriculum Progression:
Six 'descriptor' statements are provided for each of the Early, Middle and Later stages of primary education to help with the identification and demonstration of progression.
Further information on RE can be found at:
curriculum.qcda.gov.uk/new-primary-curriculum/areas-of-learning/religious-education/index.aspx
The new primary curriculum proposes religious education alongside six areas of learning: understanding the arts; understanding English, communication and languages; historical, geographical and social understanding; mathematical understanding; understanding physical development, health and well being; scientific and technological understanding.
Information on the whole primary curriculum is at:
curriculum.qcda.gov.uk/new-primary-curriculum/
where you can find sections (text and video examples) on:
Aims, values and purposes;
Essentials for learning and life;
Areas of learning;
Designing your curriculum;
Assessment;
Case studies;
Curriculum tools;
A short guide may be found at:
3.2 The Secondary curriculum
The National Curriculum for England at Key Stages 3 and 4 was first published by the (then) QCA in 2007; implementation started in September 2008.
Full details for all subjects are at:
curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/index.aspx
3.2.1 RE at Key Stages 3 and 4
The Programmes of study cover five areas:
Importance
Key concepts
Beliefs, teachings and sources;
Practices and ways of life;
Expressing meaning;
Identity, diversity and belonging;
Meaning, purpose and truth;
Values and commitments.
Key processes
Learning about religion;
Learning from religion
Range and content
At Key Stage 3, the study of RE should include:
Christianity;
at least two other principal religions;
a religious community of local significance, where appropriate;
a secular world view, where appropriate.
All can be taught through the following themes:
beliefs and concepts;
authority;
religion and science;
expressing spirituality;
ethics and relationships;
rights and responsibilities;
global issues;
interfaith dialogue
At Key Stage 4, the study of RE should include one or more of:
opportunities to study Christianity, either directly as a religion or indirectly through philosophical or ethical issues, or both;
opportunities to study one or more other principal religions, either directly as religions or indirectly through philosophical or ethical issues, or both;
opportunities to study a range of philosophical and ethical issues that are of relevance to young people's experience or aspirations and that make reference to some religious and philosophical traditions.
Curriculum opportunities
At Key Stage 3, the curriculum should provide opportunities for pupils to:
encounter people from different religious, cultural and philosophical groups, able to express a range of convictions;
visit places of major religious significance;
use ICT to enhance understanding of religion;
discuss, question and evaluate important issues;
reflect upon and carefully evaluate their own and others' beliefs;
use a range of forms of expression to communicate their ideas and responses;
explore the connections between RE and other subject areas.
At Key Stage 4, the curriculum should provide opportunities for students to:
access the sources, images and sounds that are key to their study, using texts and ICT as appropriate;
discuss, explore and question concepts, images and practices;
visit places of worship, inter-faith centres or other centres, observing or taking part in worship or rituals, as appropriate;
discuss, reflect on and develop arguments about philosophical and ethical issues;
engage in community projects, dialogue or social action, reflecting on its importance for themselves and others;
encounter people from different religious, cultural and philosophical groups, able to express a range of convictions on religious and moral issues;
evaluate concepts, practices and issues;
use a range of forms of expression to communicate their ideas and responses, including exploring and recording how their thoughts, feelings and experiences have changed;
explore the connections between RE and other subject areas
The full text for Key Stage 3 may be found at:
curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/religious-education/index.aspx
And for Key Stage 4 at:
curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-4/religious-education/index.aspx
3.3 Analysis of SACRE Reports
The most recent publication, in August 2007, was of the reports made in 2006.
It can be accessed at:
www.qcda.gov.uk/libraryAssets/media/QCA-07-3253_RE_SACRE_2006.pdf