- Primary pupils should learn about Christianity and the other five world religions -
• Thinking about responses to ethical questions
• Studying traditional religions, such as those from African countries or from China – where appropriate.The programme of learning covers the study of Christianity and the five principal religions – Buddhism, Islam, Judaism, Sikhism and Hinduism. It also recommends that pupils should be given the chance to learn about other religious traditions such as the Baha’i faith, Jainism, and Zoroastrianism, along with secular world views, like humanism, where appropriate.
[the term 'where appropriate' does appear in the 2010 guidelines "The study of religion should be based on the legal requirements and provide an appropriate balance between and within Christianity, other principal religions, and, where appropriate other religious traditions and worldviews, across the key stages as a whole, making appropriate links with other parts of the curriculum and its cross-curricular dimensions."]
Schools Minister Diana Johnson said:“In 21st century Britain, it is vital that young people develop a good understanding of other people’s beliefs, faiths and religions. This means learning about Christianity and other religions like Islam, Hinduism and Judaism, but also considering other secular beliefs such as humanism and atheism.
[atheism is NOT mentioned in the 2010 guidance]
Our society has never been so diverse, and good Religious Education plays an important role in helping to keep this country a tolerant and inclusive place to live.
“RE goes much further than just helping children understand why different people believe different things: it also gives them the chance to ask questions about their own beliefs and spirituality, and provokes challenging ethical questions.“RE can also make important contributions to other parts of the school curriculum such as citizenship, Personal, Social, Health and Economic (PSHE) education and history. Through our RE action plan, we’re working hard to make sure this subject is as good as it can be. We know our efforts in improving RE provision and getting young people engaged are working – with 72,000 more pupils taking a GCSE in the subject in 2009 than in 2000.“It is absolutely right that the RE curriculum remains something that is developed at a local level by local authorities in partnerships with schools and local faith groups, so it stays relevant and meets the need of pupils and parents in the community. We’re confident that through our new, more flexible and less prescriptive primary curriculum – which encourages teachers to make good links between subjects – schools will be able to take RE teaching and learning to the next level.”Updated guidance on RE provision for primary and secondary schools and local authorities was also published today to support the delivery of good RE in schools in England. The guidance was produced in consultation with faith groups, RE professional bodies, representatives of the Standing Advisory Council for Religious Education (SACRE) and partners within the Religious Education Council.The guidance to all schools was updated to take into account significant changes in types of schools and the curriculum, and to set out the Government’s views on the importance of RE in the early 21st century. It reflects the multi-ethnic and multi-faith nature of our society and the Government’s emphasis on community cohesion, which schools have a new duty to promote.
It also includes:• A greater emphasis on personalising learning to help pupils to better develop socially and emotionally as well as in their studies
• Information on how different types of schools – from Academies to voluntary aided faith schools – should provide RE
• More guidance on how to link RE to other subjects in line with the new, more flexible and coherent primary and secondary curriculum
• Case studies and practical information on how teachers can work with local faith groups and can use RE to support community cohesion.
Brian Gates, Chair RE Council of England & Wales said:
“There is much here in both the RE Guidance and programme of learning that warrants welcome across the entire RE community: from across the Christian churches; from the range of other faith communities, and the traditions behind them, that enrich this country; from those who affirm a common humanity, but not religious beliefs; and from those who teach and learn in schools, advisers and inspectors, teacher educators and trainers, and their specialist associations.
“The challenge is highlighted of how to guarantee that the classroom experience of RE is of high quality for each child and young person in every school and academy.”Oona Stannard, Chief Executive Catholic Education Service for England and Wales said:“We welcome the publication of this Non-Statutory Guidance on Religious Education (RE) as a clear statement of the importance of RE as a subject in its own right as well as a statutory requirement in the school curriculum for all pupils.“Too often it seems that curriculum discussions dwell on a narrow range of subjects to the exclusion of RE. The reality is that RE is vital with much knowledge and intrinsic value to offer young people. Through RE they learn not only about religion and belief and to probe the bigger questions of life, but also about the importance of faith in the lives of others. It helps to promote community cohesion and fosters the development of many skills as pupils both learn about and from religion, applying what they have learnt.“This new Non-Statutory Guidance alerts us to legal requirements as well as to rights and responsibilities. It depicts the role of SACREs well, reminding local authorities of their resourcing obligation. It also offers advice on good practice.”
Diana Johnson today also kicked off the countdown to the introduction of the new primary curriculum in September 2011 by launching the new primary curriculum website at Spring Cottage primary school in Hull.The new website, which includes all of the final programmes of learning along, with practical advice and guidance, will give teachers all the information they need to start planning ahead for the new curriculum.
Editor's Notes
This press notice relates to 'England'
1. Religious Education is a statutory subject in the curriculum of all maintained schools. RE must be taught according to the locally agreed syllabuses (for community schools, voluntary schools and foundation schools without a religious character). Voluntary controlled and foundation schools with a religious character should teach the locally agreed syllabus unless parents request that RE is taught in accordance with the trust deeds and faith of the school. Voluntary aided schools with a religious character should teach RE in accordance with the trust deeds and faith of the school. Academies and Trust schools should provide RE in accordance with their funding agreement or trust deeds.
2. This illustrative programme of learning is offered to support those who design statutory syllabuses, in order to promote consistency and quality in RE, in the context of a coherent curriculum. It is consistent with the secondary RE programmes of study.3. LAs must, however, ensure that their syllabuses are consistent with section 375(3) of the Education Act 1996, which requires the syllabus to reflect that the religious traditions of Great Britain are in the main Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain.4. Schools are not obliged to provide RE to pupils who are under compulsory school age (section 80(2)(a) of the Education Act 2002), although there are many instances of good practice where RE is taught to these pupils. Separate legislative provision on RE is made for maintained special schools. Regulations covering maintained special schools require them to ensure that, as far as practicable, a pupil receives RE.5. This guidance replaces the elements of Circular 1/94 that relate to RE and explains that RE is a distinctive but core part of the basic curriculum for maintained schools in England. It relates to the Secretary of State’s duty to ensure that the curriculum for a maintained school is a balanced and broadly based one which ‘promotes the spiritual, moral, cultural, social, mental and physical development of pupils and of society, and prepares pupils for the opportunities, responsibilities and experiences of later life.’ It also provides checklists, case studies and electronic links to relevant websites for people involved in designing and teaching RE.6. The programme of learning replaces guidance given to primary schools and LAs on RE provision in the RE framework.7. The Government is investing £1m in the RE Action Plan announced two years ago. This came in response to the RE Council’s strategic proposals for the regeneration of RE throughout maintained education, has achieved a number of things:• encouraging and enabling the disparate strands of the extended RE community to work more closely together through the agency of the RE CouncilThis press notice relates to 'England'
1. Religious Education is a statutory subject in the curriculum of all maintained schools. RE must be taught according to the locally agreed syllabuses (for community schools, voluntary schools and foundation schools without a religious character). Voluntary controlled and foundation schools with a religious character should teach the locally agreed syllabus unless parents request that RE is taught in accordance with the trust deeds and faith of the school. Voluntary aided schools with a religious character should teach RE in accordance with the trust deeds and faith of the school. Academies and Trust schools should provide RE in accordance with their funding agreement or trust deeds.
• strengthening of practical support for RE teachers by the National Associating for Teachers of RE (NATRE)
• improving recruitment and training of faith community representatives on SACRE’s
• scrutiny of available resources and their use in teaching world religions in primary and secondary schools.8. The primary curriculum consultation findings for RE showed that:• just over seven in ten respondents (71 per cent) believed that 'Why is this area of learning important’ captures the significance of this area of learning
• Nearly two thirds of respondents (65 per cent) felt that ‘Essential knowledge’ captures the big ideas of what children need to learn in this area of learning at primary school
• Three in five respondents (60 per cent) agreed that ‘Breadth of learning’ covers a sufficient range of content and experiences in religious education.9. The full consultation report can be found here:http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=QCDA/09/435510. The independent review of the primary curriculum, the first in ten years, was led by educational expert Sir Jim Rose and began in spring 2008. During the review, he listened to thousands of teachers, children and parents and met with education specialists. He looked at what is already happening in good schools to bring learning to life. And he looked at what other successful countries are doing with their national curricula. In April 2009 Sir Jim Rose published the findings of his review and made a series of recommendations to modernise the curriculum for 21st century pupils. Ed Balls, Secretary of State for Children, Schools and Families, accepted all of the recommendations which can be found online athttp://www.dcsf.gov.uk/primarycurriculumreview .
Contact Details
Public Enquiries 0870 000 2288, info@dcsf.gsi.gov.uk
Public Enquiries 0870 000 2288, info@dcsf.gsi.gov.uk
Press Notice 2010/0027
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