The activities described on the left provide effective learning opportunities for pupils to value diversity and challenge racism. They help pupils understand and appreciate aspects of cultural difference, context and change while challenging and extending their perceptions of themselves and other people.

What is the potential in the RE curriculum for valuing diversity and challenging racism?

Religious education (RE) makes a crucial contribution to valuing diversity and challenging racism. It focuses on pupils valuing themselves and others, and on the role of the family and the community in religious belief and activity. RE celebrates diversity in society by helping pupils understand similarities and differences. It promotes self-awareness, respect, open-mindedness, appreciation and wonder. RE also helps pupils develop key skills such as communication, working with others and problem solving.

RE is a curriculum entitlement for all pupils. For community-controlled and foundation schools without a religious character the RE curriculum is established by the local authority (LA) through the agreed syllabus for RE. This syllabus is written by an agreed syllabus conference (made up of teachers, councillors and representatives of local faith communities) and is monitored by the local authority’s Standing Advisory Council on Religious Education (SACRE). In voluntary-aided and foundation schools with a religious character RE is taught according to guidelines from that faith community.

All 150 agreed syllabuses in England must reflect the fact that the religious traditions of Britain are in the main Christian; they must also take into account the teachings and practices of the other principal religions represented in Britain.

QCA has produced a non-statutory national framework for RE. This framework, as well as the QCA/DfES schemes of work for RE, is a starting point for anyone seeking practical ways to value diversity and challenge racism in the classroom.

The national curriculum statutory inclusion statement sets out schools' responsibilities for meeting the needs of all pupils and provides examples of how this can be achieved.

The non-statutory framework for RE includes the following religions:

• Christianity (every key stage)
• Buddhism (some key stages)
• Hinduism (some key stages)
• Islam (some key stages)
• Judaism (some key stages)
• Sikhism (some key stages).

In practice, the RE curriculum in schools varies greatly as few syllabuses are the same in structure, content or expectations, and the syllabuses offer schools much choice about what to cover. The framework provides an eight-level scale of assessment.

All key stages focus on the two attainment targets for RE – learning from religion as well as learning about various religions – although the terminology used varies from syllabus to syllabus.

Agreed syllabuses vary in many ways, including the religions and themes studied at each key stage, but a general statement of RE will include the following.

Foundation stage

As part of their personal, social and emotional development children listen and respond to stories from religious traditions. In communication, language and literacy they have opportunities to take part in celebrations and special events, perhaps using artefacts, music, stories and art from varying cultures. Children’s knowledge and understanding of the world increases as they ask questions about religion, culture and worship and develop attitudes of curiosity and respect. As part of their creative development children can take part in dance, drama and musical and artistic activities based on a religious story or event.

Key stage 1

Learning about stories, people, places and times of special importance, and artefacts and beliefs that are part of modern life and society introduces children to different cultures and religions. Children are encouraged to respond sensitively to all religions, traditions and cultures, using their imagination and sense of wonder. They study two or more faiths including, where appropriate, a secular world view and a religious community with a significant local presence.

Key stage 2

Children continue to learn about the faiths and cultures included in the syllabus through more systematic and thematic work. They investigate beliefs and practices in at least three principal religions, considering different forms of religious expression and learning about similarities and differences within and between religions and beliefs, and the importance of dialogue between them.

Key stage 3

Pupils deepen their understanding of religions, cultures and beliefs in a local, national and global context. Academic study and their own and others’ cultural experiences refine their skills of evaluation and response. Pupils develop an understanding of rights and responsibilities and consider the importance of interfaith dialogue as a response to tensions within and between religions and beliefs.

Key stage 4

Students deepen their analysis of religions and beliefs and of diversity, including the impact of beliefs on individuals, communities and societies at local, national and global levels. The number and range of religions studied vary depending on the school and course. GCSE specifications include:

• the study of religious beliefs, teaching and practices
• applying these beliefs, teaching and practices to a wide range of religious, ethical and social issues (for example human rights, racism and discrimination).
  
  

What are the implications for teaching and learning?

As the RE curriculum is decided locally, the inclusion statement is not statutory. However, teachers and those who decide RE syllabuses are encouraged to use it.

RE has for many years taught pupils about Christianity and the other principal religions represented in Britain. Evidence from the Office for Standards in Education (Ofsted) points to the major contribution RE makes to 'valuing diversity, promoting multicultural understanding and respect, and enhancing pupils' spiritual, moral, social and cultural development'. Much teaching in RE challenges racism and increases pupils’ commitment to an ethnically and religiously diverse society. Examples include learning about and applying the teachings of religious traditions and leaders to real-life situations, and the study of human rights.

Principles to inform teaching and learning

The following principles can help teachers promote a multicultural and anti-racist environment.

Valuing diversity and anti-racism

This should be integral to every school's approach to its work and ethos, and to its teaching of RE.

Avoiding stereotypes of faiths

Each religion has diverse traditions of belief and practice. Each religion is multicultural: its forms (and followers) vary in ethnicity, language, customs and practices in different communities, countries and continents. Many stereotypes of religions are false: Christians are often portrayed as white when in fact most Christians in the world are non-white.

There are differences and distinctions between religions

Valuing diversity is not the same as pretending that these differences do not exist. For example, Christians, Jews and Muslims may learn about Jesus within their religious tradition. These traditions have things in common but disagree on some fundamental points about the significance of Jesus.

Learning from religion

The study of a range of faith traditions should be an interactive experience. Pupils should meet people of different faiths and cultures to develop a respect for people with different beliefs and practices without feeling that their own identity or views are threatened.

Learning from religion allows pupils to explore:

• the historical and current relationship between faiths and cultures
• the ways in which one religion has influenced the development of another religion
• how religions influence each other in contemporary society.

When studying religious beliefs, teachings and practices, pupils should explore:

• the nature of religious differences and similarities
• why religious differences and similarities exist
• the importance and influence of these differences and similarities in a society of diverse religions.

Clear ground rules for discussion are needed when exploring religious differences. Such rules produce a safe and positive environment for RE teaching and learning by helping pupils engage in dialogue while respecting each other.