Religious Education in English Schools: non-statutory guidance 2010

Published January 2010 - Religious Education in English Schools: non-statutory guidance 2010 (pdf)


A search for 'humanism' in the above document gives one citation only:-

page 24
Case study: How an ASC might handle breadth and balance within an integrated curriculum 
A Systematic study that looks at one or more religion and nonreligious view in detail, by exploring some of its key concepts, such as beliefs, teaching and sources, or values and commitments. For example, a major unit in Year 5 on Christianity could include a study of how Christian worship and practice reflects the life and teachings of Jesus; or in a Year 9 unit comparing Judaism and Humanism, examples could focus on the beliefs, teachings and sources that motivate them to take social action to improve the world.

A search for 'humanist' in the above document gives one citation only:-

page 21
Case study: SACRE membership 
A SACRE had several vacancies that needed to be filled and decided to carry out a review of membership in partnership with the LA. This brought to attention the fact that there were significant religious communities in the area not currently represented on Group A, that there were no representatives of higher education on Group C, and that the voices of the young people most affected by the SACRE’s work, the pupils, were entirely absent. It was decided that in the interests of inclusion the membership should be expanded to include a Bahá’í representative and through co-option to include young people as well as a Humanist representative and somebody from a nearby university. Formal votes were very rarely necessary, and the SACRE and LA agreed that since the statutory requirement was for each group, not each individual representative, to have a single vote, there was no problem about these additional new members contributing to the decision making process.

A search for 'non-religious' in the above document gives three citations:-


page 8
In summary, religious education for children and young people: 

• provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops pupils knowledge and understanding of Christianity, other principal religions, and religious traditions that examine these questions, fostering personal reflection and spiritual development 
• encourages pupils to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses. This also builds resilience to anti-democratic or extremist narratives

page 13
A SACRE may... co-opt members who are not members of any of the four groups – such co-opted members may provide educational expertise, young peoples’ views or religious and non-religious views that reflect a diverse multi-cultural society.


page 24
Case study: How an ASC might handle breadth and balance within an integrated curriculum
Thematic study that looks at a question, concept or issue and explores it in relation to one or more religions or beliefs, by enquiring into how and why the questions are answered. For example, ... A Year 8 unit on environmental campaigners could look at the religious and non-religious values and commitments that lead some people to take action against roads, runways or the treatment of animals.

A search for 'British Humanist Association' in the above document gives one citation:-

The Religious Education Council All major faith communities and professional RE associations are members of the Religious Education Council of England and Wales (REC) (www.religiouseducationcouncil.org). This body acts as an umbrella group to represent the diverse groups and interests of the subject, and works in partnership with the DCSF. Members include academic and professional associations, along with the main faith communities of faith found in the UK. In addition to Christian denominations, these include Baha’is, Buddhists, Hindus, Jains, Jews, Muslims, Sikhs, Zoroastrians and the British Humanist Association.

A search for 'religion or belief' in the above document gives one citation:-

page 32
Good-practice examples [of creative curriculum planning] include schools providing opportunities for: ... pupils with strong commitments to share their experience in a safe context and see that their religion or belief is valued and respected.

A search for 'religion and belief' in the above document gives sixteen citations. The Equality Act 2006 states that 'belief' means "religious or philosophical belief", but this definition is omitted in the above document.

1. The guidance is intended for:... representatives of religion and belief groups locally and nationally (page 4)
2. The wider context for RE The UK has a rich heritage of culture and diversity. This is continuing today in an era of globalisation and an increasingly interdependent world. Religion and belief for many people forms a crucial part of their culture and identity. (page 6)
3. Religion and beliefs have become more visible in public life locally, nationally and internationally. (page 6)
4. The importance of RE: Religion and beliefs inform our values and are reflected in what we say and how we behave. (page 7)
5. Exploring the concepts of religion and belief and their roles in the spiritual, moral and cultural lives of people in a diverse society helps individuals develop moral awareness and social understanding. (page 7)
6. RE provides opportunities to investigate patterns of diversity of religion and belief and forge links with different groups in the local area. (page 8)
7. a major focus of RE is the study of diversity of religion and belief in the UK and how this influences national life. (page 8)
8. RE involves the study of matters of global significance recognising the diversity of religion and belief and its impact on world issues. (page 8)
9. Breadth and depth in RE for all pupils can be achieved if the following are taken into account: .. Pupils should develop understanding of concepts and mastery of skills to make sense of religion and belief, at an appropriate level of challenge for their age. (page 23)
10. Building on the statutory requirements, it is recommended that there should be a wide ranging study of religion and belief across the key stages as a whole.(page 23)
11. By offering a balance of all three [systematic, thematic and cross-curricular studies], RE syllabuses can promote pupils' understanding of the different impacts that religion and belief have on individuals and communities and enhance pupils' awareness of the kinds of questions raised by religion and ethics and how different religions answer them. (page 24)
12. The responsibilities of governors and headteachers... teachers are aware of RE’s contribution in developing pupils’ understanding of religion and belief and its impact as part of the duty to promote community cohesion (page 26)
13. Checklist for governors and headteachers ... Are teachers aware of RE’s contribution to developing pupils’ understanding of religion and belief and its impact as part of the duty to promote community cohesion? (page 30)
14. Religion and belief communities: Members of religions and belief organisations can make a real contribution to RE both locally and nationally. (page 37)
15. Checklist for monitoring and evaluating RE provision: Does the school treat religion and belief seriously? Does it model ways of building respect?
16. dfd Checklist for planning RE post 14 ..Do the pupils have opportunities to:.... .develop their own values and attitudes so that they can recognise their rights and responsibilities in light of their learning about religion and belief?

A search for 'religions and belief' in the above document gives six citations:-

1. The LA wanted to develop RE’s contribution to community cohesion and encouraged this by supporting events for pupils such as a ‘Beliefs and the environment’ week, a young people’s SACRE and a ‘Religions and beliefs in our area’ website. (page 19)
2. Creative curriculum planning: Many schools have been exploring creative and flexible ways of providing RE. For example, at one school, primary pupils study stories and myths that introduce them to concepts of good and evil, fear, courage, conflict and justice, in ways that are safe, enjoyable and yet exciting. All religions and beliefs provide such stories. (page 32)
3. RE for this age group [RE post 14] should, among other aims, be relevant to pupils’ needs and to the rest of their curriculum, and provide opportunities for pupils to: develop their own values and attitudes in order to recognise their rights and responsibilities in light of their learning about and from religions and beliefs.  (page 35)
4. Members of religions and belief organisations can make a real contribution to RE both locally and nationally. By working with people whose beliefs they may or may not share in an atmosphere of respect and mutual understanding, faith and belief representatives can act as models of community cohesion in action. They may also contribute a greater awareness of inter-religious perspectives, as well as representing their own individual traditions.  (page 37)
5. Learning outside the classroom (LOtC): Local members of religions and belief groups have an enriching contribution to make in hosting visits at local centres, places of worship or sacred spaces.  (page 38)
7. The Toledo guiding principles on teaching about religions and beliefs in public schools. (page 44)

A search for 'faith and belief' in the above document gives one citation:-

1. Religion and belief communities: Members of religions and belief organisations can make a real contribution to RE both locally and nationally. By working with people whose beliefs they may or may not share in an atmosphere of respect and mutual understanding, faith and belief representatives can act as models of community cohesion in action. (page 37)
2. The Qualifications and Curriculum Development Agency (QCDA) (www.qcda.gov.uk) works with the DCSF to develop and deliver the Government¦s policy on qualifications, curriculum and assessment. Core responsibilities for RE include: working with stakeholders and strategic partners, including standing advisory councils on religious education (SACREs) and faith and belief communities, to develop and review the curriculum, so that pupils in every school have access to a high-quality curriculum - this includes receiving SACRE annual reports. (page 42)
3. The LA drew on SACRE expertise by inviting some of its members to give talks to the LA’s workforce on each of the faith and belief traditions represented. (page 19)