Religious Education in the New Curriculum: New Curriculum
Guidance
Presenters’ Script
Thank you for presenting the new curriculum materials on behalf of the REC.
You can use this script in conjunction with the PowerPoint or Pdf to help with
your presentation. Notes have been provided for each slide where appropriate.
1. Introduction and welcome
2. Why curriculum design guidance is needed
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There is a wide variety of types of RE in community schools,
academies, free schools and schools with a religious character
The guidance is intended for ASLs, individual teachers, advisers and
ITE tutors
There is a shared recognition that RE long and medium term planning
has the capacity to improve
The guidance has been written by experts in the EAG and is offered in
the spirit of dialogue and collaboration
3. Teach a Person to Fish
The guidance is capacity building. It is not a complete syllabus; it is the building
block. It is designed to add to understanding of curriculum design and empower
teachers.
4. NCFRE Curriculum Design Guidance.
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It all started with the NCFRE
There is a need to interpret it for different RE contexts
Enquiry-based learning raises standards and increases pupil learning
when done well
5. Three Aims of RE
6. Types of unit
- Nature of religion and belief
- Christianity
- Other religions and world views, one per key stage
RE in the New Curriculum, Presenters’ Script
7. Design Principles
- Clarity of purpose
- Ensure balance
- Build in progression
8. EYFS
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Understanding the world
Stories, poems, prayers and songs
Festivals and celebrations
Artefacts, places of worship and visits
Videos
Ideas and questions
9. KS1
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Nature of Religion and Belief
Christianity
At least one other religion or world view
Depth/ breadth – fewer things can lead to greater depth
10. KS2
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Value of religion and belief
Christianity
At least two other religions or world views
Depth/ breadth – fewer things can lead to greater depth
11. KS3
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Nature of religion and belief
Christianity
At least one other religion or world view
Depth/ breadth – fewer things can lead to greater depth
12. Enquiry – Framing units as enquiry questions
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Why it matters to get it right
Enquiry is not always done well
RE in the New Curriculum, Presenters’ Script
13. Accessibility of question
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Focus on object of study
Big, longstanding questions
Sequences for progression
Core beliefs and practices
Extract from the Guidance:
This guidance uses key questions as the main way of framing units of work.
Such an approach is useful in encouraging an enquiry-based approach to
learning. It is not, however, the only way of framing units of work and should
not be seen as a required template.
If a school decides to use enquiry questions as the title for units, the following
points may be helpful.
▪ The title questions need to be clearly accessible for the age of the pupils,
enabling them to join in the process of deciding what the question
means and how it might be investigated.
▪ Each question should focus simply on the object of study, avoiding
unnecessary complexity.
▪ They should be ‘big’ questions that take the pupils to the heart of the
subject and are of long standing significance.
▪ Sequences of questions should enable pupils to see a learning journey and
identify how any topic is building on previous learning by advancing
their progress in the subject.
Questions should be rooted in the core beliefs and commitments of the
main religion(s) or worldview(s) being studied.
14. Changes? – What’s new?
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Focus on knowledge, understanding and wisdom
Importance of religious and philosophical literacy
Focus on design
Flexibility of contexts
Fewer things, greater depth
Beyond levels
15. What’s the same?
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Partnership of RE professionals
16. Watch this space – What’s next?
- Guidance on assessment and progression beyond levels
RE in the New Curriculum, Presenters’ Script