Non-statutory guidance on RE in the proposed primary curriculum of 2010

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 though not passed into law.
The coalition government elected in 2010 then ordered a further review of the curriculum. Religious education was not included in the review, so existing arrangements for the subject are to continue.

Nevertheless, there were ideas in Rose’s proposed primary curriculum that many schools have found helpful in designing an RE programme that follows the appropriate locally agreed or other syllabus and fits with the broader aims of the curriculum.

The proposed Programme of Learning for RE contained 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 were provided for each of the Early, Middle and Later stages of primary education to help with the identification and demonstration of progression.

Creative curriculum

The new primary curriculum proposed 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.

Current curriculum arrangements

Until a new curriculum is in place, information on the whole primary curriculum and the different subjects can be found here.