reThinkRE | good quality RE for every young person in every school
Campaign update – November 2013
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Ofsted publishes RE: realising the potential


The launch of the RE Review followed the publication of an Ofsted report ‘Religious Education: Realising the potential’ on October 6th which criticised the levels of RE provision in schools, placing responsibility for improvement with the government. 

While there are excellent examples of RE and professional teachers, we have been warning the Department for Education for some time about the general poor state of the subject in many schools. We now call on the Department for Education to play its part by providing a plan to support the subject review. 
 
“It is now vital that the Department and the Religious Education Council work together in a new way to help put things right. We can do better than this," said John Keast, chair of the REC.

The full Ofsted report can be found here.


RE Review launched in Commons


Stephen Lloyd MP, chair of the All Party Parliamentary Group on RE, led a discussion on the RE Review in a packed meeting room in the House of Commons on October 23.

Representatives from a wide range of interests, including teachers, Standing Advisory Councils on RE (SACREs), and researchers joined MPs in welcoming the new proposals.



Stephen Lloyd MP and Fiona Bruce MP

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New RE review aims to reverse subject’s decline 

The Religious Education Council for England and Wales (REC) has published new guidelines for RE.  The revised teaching framework for RE in schools replaces subject guidance last given in 2004.

The framework has been developed as part of an 18 month long, independently-funded subject review led by the REC, in partnership with professional associations and a wide spectrum of major faith and belief communities. It has been backed by the Secretary of State for Education, Michael Gove.

Key recommendations of the new RE national curriculum framework are:

1. RE syllabuses should now take account of the new framework. It has been designed to work in parallel with the new national curriculum and emphasises high standards, coherence and essential knowledge.

2. Schools should regard the framework as a national benchmark. Local authorities, academies and faith groups have the flexibility to adapt what is taught.  In line with this approach, the review calls for RE specialist teachers to use their greater freedom to devise a curriculum supported by this clear set of standards.

3. Whilst no change to the status of religious education is proposed, as the structures governing RE were settled in 1944, the review calls for open discussion on how best to provide good quality RE locally and nationally in the 21st century.
 
With a new RE teaching framework, children and young people will develop:

• Strong, core knowledge of religions and worldviews through varied experiences, approaches and disciplines including investigative teaching and enquiry

• Written and spoken skills to interpret and make sense of religion and belief, as well as to reflect on and express their own and others' ideas with clarity

• A strong subject understanding: with an increasing ability to respond to religions and worldviews in an informed, rational and insightful way.
 
For the full RE Review report click here.

"An important step"

John Keast, chair of the Religious Education Council of England and Wales said:

“The new framework is an important step in securing the future of RE in our schools. Some schools boast good and outstanding RE yet many cannot. In recent years RE has fallen into a vacuum. Falling back on the safety net of statutory provision is not enough to ensure consistent high standards, strong teaching, adequate examination provision and clarity on what the subject covers. Having a thoroughly reconsidered national Curriculum Framework is a means of changing both practice and attitudes to RE.”

Teachers, school leaders and subject experts participating in the review were united in the view that the new teaching framework cannot, on its own, change a subject. 

The review sets out the need for direct and effective attention to be given to the shortage of properly trained RE teachers in the classroom.  RE teacher training bursaries have been withdrawn and the number of places available to those who want to train as RE teachers has been cut.

“All the elements of good RE provision, from the recruitment of specialist teachers, to their role in the classroom and the training and resources given to them, are underpinned by the structure of locally agreed syllabuses, academy syllabuses and faith school provision, protected by national, statutory arrangements. As the state-funded education landscape changes, it could well be time to look again at how best to provide and support RE, so that teachers are well-trained, pupils are well taught, and the subject remains fit for purpose in schools and society today.”

The ReThinkRE campaign team

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