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. It celebrates and explains reasons for diversity in society through understanding similarities and differences. 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 pupils' knowledge and understanding of Christianity, other religions, other religious traditions and other belief systems. Religious education encourages pupils to learn from different religious beliefs, values and traditions while exploring their own beliefs and questions of meaning. It helps pupils 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 pupils' spiritual, moral, social and cultural development.

Pupils 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 pupils 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. QCA, in partnership with the DfES, has produced the non-statutory national framework for RE, which acts as a guide for the agreed-syllabus providers and sets out national standards in the subject.

It is important that parents of newly arrived pupils 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 pupils 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 pupils' spiritual, moral, social and cultural development and its important role in preparing them for life in a diverse society.

Throughout key stage 3, pupils extend their understanding of Christianity and at least two of the other principal religions in a local, national and global context. They deepen their understanding of important beliefs, concepts and issues of truth and authority in religion. They apply their understanding of religious and philosophical beliefs, teachings and practices to a range of ultimate questions and ethical issues, with a focus on self awareness, relationships, rights and responsibilities. They enquire into and explain some personal, philosophical, theological and cultural reasons for similarities and differences in religious beliefs and values, both within and between religions. They interpret religious texts and other sources, recognising both the power and limitations of language and other forms of communication in expressing ideas and beliefs. They reflect on the impact of religion and belief in the world, considering both the importance of interfaith dialogue and the tensions that exist within and between religions and beliefs. They develop their evaluative skills, showing reasoned and balanced viewpoints when considering their own and others' responses to religious, philosophical and spiritual issues.

Ages 4–19 – Throughout this phase, students analyse and interpret a wide range of religious, philosophical and ethical concepts in increasing depth. They investigate issues of diversity within and between religions and the ways in which religion and spirituality are expressed in philosophy, ethics, science and the arts. They expand and balance their evaluations of the impact of religions on individuals, communities and societies, locally, nationally and globally. They understand the importance of dialogue between and among different religions and beliefs. They gain a greater understanding of how religion and belief contribute to community cohesion, recognising the various perceptions people have regarding the roles of religion in the world.

Extracts from Religious education: the non-statutory national framework, DfES/QCA, 2004, pages 28 and 30

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 practising Muslims, although not all fast at Ramadan. Although Kosovan Albanians identify themselves as Muslim, those from urban areas generally have a secular world view, 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. Pupils from secular homes can be made to feel different because of this. It is essential to help pupils 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 are being revised to take greater account of the framework. When they are complete changes will be made in this section to reflect the new schemes.

Several of the key stage 3 RE units are suitable for adaptation:

• Unit 7A 'Where do we look for God?'
• Unit 7B 'What does justice mean to Christians?' 
• Unit 7E 'What are we doing to the environment?'
• Unit 8A 'What does Jesus' incarnation mean for Christians?'
• Unit 8B 'What does the Resurrection of Jesus mean for Christians today?'
• Unit 8C 'Beliefs and practice' (generic)
• Unit 8D 'Beliefs and practice: how do the beliefs of Sikhs affect their actions?'
• Unit 8E 'A visit to a place of worship' (generic)
• Unit 8F 'What makes a gurdwara special to Sikhs?'
• Unit 9A 'Where are we going? Rites of passage'
• Unit 9B 'Where did the universe come from?'
• Unit 9C 'Why do we suffer?'
• Unit 9D 'Why are some places special to religious believers?'

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 pupils. In planning an RE curriculum that meets the needs of newly arrived pupils, 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 pupils 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 pupils' learning resulting from missed or interrupted schooling. A small number of pupils 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 pupils to learn and achieve. Pupils bring to school different experiences, interests and strengths that will influence the way in which they learn.

Pupils 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 pupils 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 different 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 pupils 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 pupils 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 pupil'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 pupil 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 pupils. Prior private conversations with pupils will ensure that they are willing to make contributions.

Teachers are expected to plan their approaches to teaching and learning so that all pupils can take part in lessons. This will include the planning of work that is accessible for pupils 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 pupils using their first language in RE lessons. Engagement and access to RE can be impeded if a pupil'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. The involvement of local religious communities and personnel features in a number of the case studies.

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

A minority of pupils will have particular learning and assessment requirements which, if not addressed, could create barriers to learning. For pupils 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. This guidance applies the principles of the key stage 3 national strategy to the teaching and learning of RE for EAL pupils. Although the guidance is targeted at key stage 3, it contains many useful ideas applicable to older students, including useful information on how to support the early writing of pupils with English as an additional language. It suggests the use of writing frames and vocabulary lists as strategies.

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 pupils 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 Christmas performances, discos and 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. 

Pupils may feel different or isolated if their parents withdraw them from RE classes. Alternative provision should try and avoid isolating the pupil further. It is essential that parents understand that religious education is an open, exploratory subject which does not assume faith or belief but plays an important role in preparing pupils for life in society.

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 pupils beginning to learn English. Artefacts may belong to the school or may 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.

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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