Religious education (RE) actively promotes the values of truth, justice, respect for all and care of the environment. It places specific emphasis on children valuing themselves and others, the role of family and the community in religious belief and activity, the celebration of diversity in society through understanding similarities and differences, and human stewardship of the earth. Religious education also recognises the changing nature of society, including changes in religious practice and expression and the influence of religion in the local, national and global community.

RE develops children’s knowledge and understanding of Christianity, other religions, other religious traditions and other belief systems. Religious education encourages children to learn from different religious beliefs, values and traditions whilst exploring their own beliefs and questions of meaning. It helps children to develop personally and socially and to make reasoned and informed judgements on religious, moral and social issues, preparing them for life in a plural society. It has a leading role in contributing to children’s spiritual, moral, social and cultural development.

Children can be given a stronger sense of their own identity and their place in the world around them if they learn about religious and ethical teaching. For newly arrived children this is not just at a personal level but also in understanding how the wider community in which they now live has developed and how it functions religiously, socially, politically and culturally. Learning that people in Britain value them, their opinions, feelings, experiences and their religious and cultural heritage helps to encourage new arrivals to develop a sense of social cohesion and social responsibility towards others.

Under the Education Act 1996 schools must provide RE for all registered pupils, although parents can choose to withdraw their children. Schools, other than voluntary-aided schools and those of a religious character, must teach religious education according to the locally agreed syllabus. Each agreed syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain.

It is important that parents of newly arrived children understand that RE does not seek to urge religious beliefs or to compromise the integrity of their own beliefs by promoting one religion over another. It is also important that they understand the difference between religious education and collective worship. Most newly arrived children integrate into RE classes and enjoy lessons.

Religious education: the non-statutory national framework

The framework (published by QCA in October 2004) sets out standards for learning and attainment and exemplifies the contribution of religious education to the school curriculum. The framework highlights the significant contribution religious education makes to children’s spiritual, moral, social and cultural development and its important role in preparing them for life in a diverse society.

During the foundation stage children ‘begin to know about their own cultures and beliefs and those of others’ (Curriculum guidance for the foundation stage: early learning goal, page 98). The framework offers a number of examples of how this might be achieved through the different areas of learning. During key stage 1 children learn about Christianity and at least one other religion, and at key stage 2 about Christianity and at least two other religions.

The RE curriculum should reflect changes in the local community. For example, if a school has a large number of Christian-heritage new arrivals from Ethiopia, schools might want to include a study of Ethiopian Orthodox Christianity. Many locally agreed syllabuses seek to reflect the diversity of faiths and beliefs in their local community.

Differences in religious practice

It is important that the school’s curriculum reflects sensitively and accurately the religious diversity in the school or locality.

Within national groups, as well as within faith groups, religious practice can vary considerably. For example, the majority of Somalis are observant Muslims, although not all fast at Ramadan. Although Kosovan Albanians identify themselves as Muslim, those from urban areas generally have a secular outlook, consuming forbidden (haram) foods and alcohol, although few eat pork. Kosovan Albanians who have come from rural areas may be more observant. Some RE textbooks do not reflect these differences in lifestyle, religious practice and interpretation, focusing on the most observant within a faith group. Children from secular homes can be made to feel different because of this. It is essential to help children understand that there are significant similarities and differences within and between religions.

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RE schemes of work

The DfES/QCA RE schemes of work can be adapted to reflect changes in the local community. It is essential to note that the existing schemes of work do not match the programmes of study in the non-statutory national framework. The current schemes will be revised to take greater account of the framework.

Several of the key stage 1 and key stage 2 RE units are suitable for adaptation:

• Unit RA ‘What are harvest festivals?’
• Unit 1A ‘What does it mean to belong?’ - Generic
• Unit 1D ‘Beliefs and practice’ - Generic
• Unit 2C ‘Celebrations’ - Generic
• Unit 2D ‘Visiting a place of worship’ - Generic
• Unit 3A ‘What do signs and symbols mean in religion?’
• Unit 3E ‘What is faith and what difference does it make?’
• Unit 4D ‘What religions are represented in our neighbourhood?’
• Unit 6A ‘Worship and community’ - Generic
• Unit 6C ‘Why are sacred texts important?’ - Generic
• Unit 6F ‘How do people express their faith through the arts?’

Planning for inclusion

Religious education can make a significant contribution to inclusion, particularly in its focus on promoting respect for all. The framework contains many references to the role of religious education in challenging stereotypical views and appreciating, positively, differences in others. Religious education has a lead role in combating prejudice and negative discrimination.

The school’s curriculum is the starting point for planning teaching that that meets the specific needs of newly arrived children. In planning an RE curriculum that meets the needs of newly arrived children, schools need to consider three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges
• responding to pupils' diverse learning needs
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Setting suitable learning challenges

Schools and locally agreed RE syllabuses set out what most pupils should be taught at each key stage, but teachers should teach the knowledge, skills and understanding in ways that suit their pupils' abilities. For some groups of newly arrived children this may mean choosing work from earlier (or, less frequently, later) key stages.

A similarly flexible approach will be needed to take account of any gaps in children’s learning resulting from missed or interrupted schooling. A small number of children arriving in the UK may not have received any previous schooling or their education may have been interrupted because of war. The 'Children with little or no prior education' area provides guidance on this.

Responding to pupils' diverse learning needs

When planning, teachers should set high expectations and provide opportunities for all children to learn and achieve. Children bring to school different experiences, interests and strengths that will influence the way in which they learn.

Children from different faith groups can enrich the teaching of RE in schools. They may talk about different festivals or lend their teachers artefacts and photographs. However, some children may be reticent about talking about their religious practice and background. They might not wish to feel different from their peers. They might also be embarrassed about popular perceptions of those from their faith group. Their religious practice might differ from that portrayed in a textbook or by a teacher. It is vital that children are able to talk where appropriate about their beliefs in a supportive, respectful atmosphere without fear of embarrassment or ridicule.

It is important to understand that some children may wish to put their experiences behind them and might feel uncomfortable if required to draw on recent traumatic events as part of their learning in school, especially if past experiences have involved religious persecution. Drawing on a child’s personal experience requires appropriate professional judgement and sensitivity. Even work in RE that does not appear to be directly related to the experiences of the child may raise difficult issues.

RE lessons should draw on examples from the UK and other countries including, if appropriate, the countries of origin of newly arrived children.

Prior private conversations with children will ensure that they are willing to make contributions.

Teachers are expected to plan their approaches to teaching and learning so that all children can take part in lessons. This will include the planning of work that is accessible for children learning English as an additional language as well as work that extends their language skills.

Teachers will need to plan appropriately challenging work for those whose ability and understanding of RE concepts are in advance of their language skills. This may mean children using their first language in RE lessons. Engagement and access to RE can be impeded if a child’s first language is not supported appropriately. The 'English as an additional language' area of this website provides guidance on this.

The Ofsted report Managing the Ethnic Minority Achievement Grant: good practice in primary schools (2004) gives a number of examples of good classroom practice and case studies. This includes a range of activities that takes place both within and outside school that celebrate cultural diversity.

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Overcoming potential barriers to learning and assessment for individuals and groups of pupils

A minority of children will have particular learning and assessment requirements which, if not addressed, could create barriers to learning. For children newly arrived from overseas these are most often linked to progress in learning English as an additional language.

Access and engagement in RE: teaching pupils for whom English is an additional language suggests strategies to help teachers provide access for pupils at different points of learning English. It is important to support them to develop both their understanding and use of the English language and to enhance their learning in RE lessons. Although this guidance applies the principles of the key stage 3 national strategy to the teaching and learning of RE for EAL pupils, much of it is equally applicable to primary teachers.

Parental concerns

Some parents, both those born in the UK and those who are newly arrived, misunderstand religious education in schools. Often parental concerns reflect their experiences in their home country, where religious education may instruct children in the practices of a particular faith.

Some may confuse religious education with religious instruction, perhaps concerned that their children will be encouraged to become Christians. Parents may not wish their children to learn about faiths other than their own. Parents might also be concerned that their children might be misinformed about their own faith.

Other parents, for example those from former communist countries or from France, might feel that religious education should not be provided in state schools. Parental rights of withdrawal from religious education have existed since 1944 although, in reality, only a tiny minority exercise this right.

Consultation with parents

Many schools discuss religious beliefs and practices with parents and carers when their children enrol in school. Such discussions can allay parental concerns about religious education. Teachers may wish to follow this up with private conversations with parents. As well as religious education there may be other aspects of school life such as nativity plays and Christmas parties that teachers may wish to discuss with parents regarding their children’s participation.

Some schools have produced short translated leaflets about RE and collective worship, explaining what RE is about and the rights that parents have to withdraw their children. Teachers might want to inform parents about the Parents Centre website, where the Learning journey curriculum guides for parents can be downloaded, or to obtain the booklets for parents.

Children may feel different or isolated if their parents withdraw them from RE classes. Alternative provision should try and avoid isolating the child further. It is essential that parents understand that religious education is an open, exploratory subject which does not assume faith or belief.

Care in the use of artefacts and photographs

Many schools use artefacts and photographs in RE teaching. Indeed, these visual resources may make RE more accessible to children beginning to learn English. Artefacts may belong to the school or have been loaned by parents. It is important to be careful in the handling and storage of these artefacts as disrespectful treatment of holy books, artefacts and photographs can cause offence.

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Useful weblinks

Please note: QCA is not responsible for the content of external sites

Teachernet: Collective worship
This area of the Teachernet website offers guidance, a model policy and links to key documents.

DfES: Parents Centre
The DfES produce a number of brochures and leaflets for parents. Most are available in different languages.

DfES: Learning journeys
The three Learning journeys curriculum guides cover the curriculum from key stages 1–3. These give parents information on subjects including RE. They are available in many languages and also in audio cassette, Braille and large print version. The Learning journeys guides have their own orderline: 0800 096 6626.

Hounslow Language Service
This site has a wide range of teaching resources including RE. There is an area for parents which is designed to give them more information about what children learn in RE lessons.

Mantra Lingua
Mantra Lingua produces books, friezes, CDs and teaching packs in dual-language editions.

Mantra Lingua: My life story
This is a dual-language 36-page pack written by U Mahmout and A Thompson. The pack is designed for use by bilingual pupils at different levels and ages to write about their lives. It can also be used for newly arrived children in key stage 2. Topics include: about me, my family tree, my country, my school, feelings about school, events and people, timeline of my life, hopes for the future, and jobs and careers. The book is available in Albanian, Arabic, Bengali, Chinese, Czech, French, Portuguese, Serbo-Croat, Somali, Spanish, Turkish and Urdu.

Mantra Lingua: All kinds of beliefs
This is an introduction to the major religions that reflects the differences both within particular religious communities and between the faiths. The book uses pop-ups, flaps and pull-out tags. A poster folds out to illustrate the major religious festivals. The book is available in Arabic, Bengali, Chinese, Somali and Urdu.

Ofsted: Managing the Ethnic Minority Achievement Grant: good practice in primary schools
This report (2004) includes case studies of schools which manage their Ethnic Minority Achievement Grant (EMAG) funding effectively.

Portsmouth Ethnic Minority Achievement Service (EMAS)
On this site there is a range of resources, guidance to schools and parents, cultural and country information, and case studies. Use the drop-down menu or the ‘search EMAS’ facility to find what you are looking for.

QCA: Respect for all: RE
This area of the QCA website includes lesson plans that RE teachers can use to challenge racism and promote diversity. Its contents are relevant to those teaching children at all key stages.

QCA: Religious education: glossary of terms
The glossary covers the six major traditions in the UK. For each religion the key words are identified with definitions. It is a useful reference tool for teachers and pupils.

QCA: A national framework for religious education
The framework can be downloaded from this site. The guidance is designed to benefit all pupils by improving the quality of teaching and learning in religious education. It is aimed mainly at those with a responsibility for religious education in maintained schools in England.

St Martin's College: Overview of world religions
This site gives a geographical distribution of religion by continent and historical development. It also has accounts by international scholars of individual denominations and religions covering key beliefs, symbols and history.

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