Non-statutory national framework for RE, 2004

Local syllabuses and the national framework

In October 2004, the Department for Education and Skills (DfES), together with the Qualifications and Curriculum Authority (QCA), published a non-statutory national framework for religious education in England. The document is primarily for the Standing Advisory Councils on Religious Education (SACREs) and Agreed Syllabus Conferences (ASCs) in each Local Education Authority (LEA), but it will clearly be influential as LEAs review their local syllabuses and publishers produce new text books for the subject.

The framework contains a statement about the importance of RE as a part of a young person's educational entitlement. Click here to read the statement of importance >>

The full framework can be downloaded as a pdf file
www.qca.org.uk/9817.html

The short section in the framework on using ICT in RE is available here >>

The legal document for use in your school remains the locally agreed syllabus, unless yours is a voluntary aided or special agreement school, in which case your RE will be arranged according to the faith tradition indicated in the trust deeds.

Nevertheless, the new framework, alongside your syllabus, may be useful in promoting RE in your school. Here are six ideas:

First, use your local syllabus and the national framework to promote the subject within school, with headteachers, senior managers and colleagues.

According to the Foreword, signed by Charles Clarke (the then Secretary of State for Education and Skills) and Ken Boston (Chief Executive, QCA), the framework defines and defends the knowledge, skills and understanding that is the entitlement of every pupil.

At the same time, it lends support for locally agreed syllabuses, as the framework is designed to be flexible enough to give syllabus providers 'the scope and creativity to enhance teaching and learning in RE.'

We can therefore say, unequivocally, that RE is an entitlement for all pupils, regardless of their faith or belief and that, without it, they will not receive a balanced education that informs them about the role and significance of religion in the modern world and the important beliefs and values that shape it. In short, their spiritual, moral, social and cultural development will be hindered. In fact, the framework shows how RE contributes to pupils' spiritual, moral, social and cultural development, how it promotes citizenship, PSHE and key skills, including thinking skills. Your agreed syllabus may do likewise.

Second, the framework provides the RE leader with a vision and a manifesto for development.

There is plenty in the document to which teachers and their pupils may aspire. I would use the statement about attitudes in RE on page 13 as a basis for this. There is something similar in every agreed syllabus. Simply put - let us aspire to build programmes of study in RE which enable pupils to grow in (a) self-awareness (b) respect for all (c) open-mindedness and (d) appreciation and wonder.

You may also want to put the developing skill of clear thinking alongside these attitudes in your vision, so that pupils are encouraged to make reasoned judgements about what, for example, is worthy of respect and what is not. The framework also shows how RE contributes to pupils' use of language and ICT - this is an area for development in many schools, so could provide helpful pointers. See link above for the short section in the framework on using ICT in RE.

Third, the framework provides ideas to enthuse pupils.

The quotes from children are a good starter - why not put a few on subject literature, on classroom or corridor walls, on an RE brochure or .. Even better, get your own pupils to write their own - once you've got them interested, of course!

Fourth, the framework provides ideas to raise the RE profile with visitors, parents and governors.

RE is a subject for ALL pupils, there should be no need for any parent to opt their child out. The statement on the importance of RE is one which can be used in meetings with different groups of adults, and could be distilled into a series of statements to accompany uplifting or provocative pictures and displayed on posters, on a school website, or as headers on reports or merit messages to parents.

Fifth, the framework could be used as a scaffold to structure learning in RE.

The framework, in line with most recent agreed syllabuses, provides a valuable checklist of knowledge, understanding and skills against which you can consider the effectiveness of your provision. The level descriptors provide a tool for evaluating pupils' learning. The framework sets a useful tone for each key stage. If you read the blurb down the side of the key stage pages you will get a good flavour for what pupils will be learning about and doing.

Sixth, test out the level statements in the framework>>

Your agreed syllabus may well be providing you with a clear idea of progression in RE, so you might be reluctant to change to a new version. When comparing with the framework's levels, bear the following points in mind:

1. is there clear progression from one level to the next?
2. is each level statement clear about what pupils must do?
3. what is the RE focus for pupils' learning?