The secondary curriculum review

Programme of study (non-statutory):
Approach to RE in the review

The non-statutory framework for RE came into place in 2004 following extensive consultation, and it is important that, 2-3 years later, we take RE forward with the consensus that has been achieved.

In the new national curriculum subject orders we have developed a format which promotes consistency and will support coherence across the curriculum. Resources will be based on the complementary ideas and processes from subjects, and examples of how these can be put together for curriculum renewal. For RE to be fully integrated into school provision it needs to take its part in this.

At present RE is out of sync with the cycle of reviews of the national curriculum. SACREs, which are required to review their agreed syllabuses every five years, will mostly have had opportunity to come in line with the framework by 2008-9, just as the new curriculum is being implemented. This would then normally have been the time to review the framework. Given the relevance to RE of Every Child Matters and the Ajegbo review, the framework will begin to look outdated.

We propose to smooth the path so that RE can play its full part in the curriculum alongside the other subjects, by including it in the web platform and by linking to the other parts of the platform, including the personal development/Every Child Matters materials. To help those schools which choose to use it, we propose to offer the framework in an alternative form which is consistent with the other Programmes of Study. This will enable links to be made more easily, especially with key concepts such as diversity, so that agreed syllabus conferences and schools can plan more effectively. The current version of the framework will be presented, with the alternative as an option reached from that page.

This will extend the life of the framework so that it can be brought in line with the other subjects for review purposes. Initial soundings on this approach with the RE Council, PCfRE, NASACRE, AREIAC, and faith communities have proved positive and these groups are supportive of this approach. Although we will not be consulting officially over RE next term, we will put in place a series of meetings to discuss these ideas with a wide range of stakeholders and to ensure that there will be consensus for the way ahead.

Introduction

Religious Education is a statutory subject in the curriculum. There are no statutory programmes of study at national level. In 2004, the Department for Education and Skills and the QCA published a non-statutory national framework for religious education, to be used by local agreed syllabus conferences for the development of agreed syllabuses for RE, and by faith communities for the development of RE programmes in their schools. Schools are legally required to teach RE according to their local agreed syllabus or, in schools with a religious character, according to their governors' policy.

The non-statutory national framework for RE is included in the revised curriculum in two forms:

• The current form, reflecting the structure of the 1999 national curriculum
• A re-presented form, reflecting the structure of the revised secondary curriculum

The content is the same in both versions of the framework. In the re- presented form, headings are the same as the Programmes of Study for other subjects, to enable cross-curricular planning to take place. This re-presentation of the framework is designed to support coherence across subjects and across the curriculum, and to ensure clear progression in the transition between key stages. The re-presentation is currently in draft form and has a restricted distribution.

The re-presented framework follows the same format as the programmes of study for other subjects. It identifies the

key concepts which are at the heart of each subject discipline

key processes which pupils should be able to do to progress in the subject

range and content which outlines the breadth of the subject from which the areas of study should be drawn

curriculum opportunities that pupils should be given to help them engage with and understand the subject. The re-presented form of the framework uses the same text, and has the same non-statutory status, as the original. The table below demonstrates how the text has been re-presented.

In addition the re-presented version of the framework contains explanatory text relating to highlighted words or phrases. These explain the scope of the suggestions in the framework, clarifying phrases and terms, giving examples and additional information. The examples provide clarification, for example on breadth of content, which repeats the recommendations of the non-statutory national framework for Religious education. They also provide examples that are designed to illustrate how an approach could be contextualised. The re-presented version of the framework is provided here on paper, and QCA has developed an electronic version that offers different ways to explore and understand the flexibilities and opportunities available to schools and support effective implementation. The re-presented version is supplemented by supporting guidance that provides help and guidance on how to develop coherent approaches to teaching and learning.

Guidance on developing the religious education curriculum

The supporting guidance for RE makes use of examples and themes in the non-statutory national framework for Religious Education. In each case, examples are taken from experiences, opportunities, themes, skills or attitudes included in the framework. The table below demonstrates how the text, ideas and themes have been re-presented.

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