1. Why has QCA (in partnership with the DfES) developed a national non-statutory framework?

2. Is the framework statutory for local authorities, ie does it replace local agreed syllabuses?

3. Who has been involved in developing the framework?

4. What are the aims of the framework?

5. Who is the framework for?

6. Will faith schools have to follow the framework?

7. Why is the framework set out in the house style of national curriculum subjects?

8. What about religious education at the foundation stage?

9. Why write 14–19 as a continuum?

10. What does QCA hope the framework will do?

Why has QCA (in partnership with the DfES) developed a national non-statutory framework?

The remit for QCA to produce a national non-statutory framework for religious education was from the Secretary of State following a series of consultative meetings, run by the DfES, with faith communities. The feasibility study produced by QCA in 2002 had echoed strong support for a national framework for religious education, mirroring the format of national curriculum subjects. QCA was given until the end of the spring term 2004 to produce a national framework with the intention of consulting on the framework in the summer term.

Is the framework statutory for local authorities, ie does it replace local agreed syllabuses?

The remit from the Secretary of State was to produce a national non-statutory framework that would act as a model for local authorities, SACREs, agreed syllabus conferences and other syllabus providers. In the future, consideration may be given to producing a national syllabus. The framework has been deliberately written so that, were it considered desirable to have a national agreed syllabus, minimal change would be required

Who has been involved in developing the framework?

The steering group, which provided advice and support throughout the development of the framework, largely consisted of the faith communities represented at the seminar chaired by the Secretary of State in October 2003. This steering group included the major Christian denominations, a wide range of other religious communities and other interested groups in religious education and the major religious education associations. A writing group consisted of a smaller group, plus representatives from QCA and the DfES.In developing the framework, close attention was given to a number of local agreed syllabuses.

What are the aims of the framework?

The framework aims to improve the quality of learning in religious education for all pupils. It seeks to do this by establishing a clear rationale for the subject and by stating clearly how religious education contributes to the wider picture of learning. The main characteristics of the framework are: · providing guidance on religious education for ages 3 to 19 · deliberately using programmes of study and an eight-level scale for key stages 1 to 3, as reflected in the national curriculum subjects · establishing a religious education entitlement for 14- to 19-year-olds · stating the contribution of religious education to the early learning goals in the foundation stage · emphasising the distinctive contribution of religious education to pupils' spiritual, moral, social and cultural development · recognising the important contribution religious education makes to the inclusion agenda, particularly in combating prejudice and negative discrimination.

Who is the framework for?

The framework is for local authorities, SACRE and agreed syllabus conferences. The framework is of interest to teachers, faith communities, governors, higher education providers and others with an active interest in religious education. Ultimately, the framework is designed to support pupils' learning and raise standards in religious education.

Will faith schools have to follow the framework?

Faith schools are free to make their own arrangements, but QCA hopes they will choose to use the framework as a basis for their own provision.The framework has been developed with the active support of faith communities.

Why is the framework set out in the house style of national curriculum subjects?

This was done to give parity of esteem to religious education with national curriculum subjects. Also, it was felt that producing a framework rooted in programmes of study, and an accompanying eight-level scale, would provide greater clarity on standards and expectations in religious education.

What about religious education at the foundation stage?

The framework has been written in terms of the contribution of the subject to the early learning goals, with a focus on exemplifying how religious education might enrich the different learning goals.

Why write 14–19 as a continuum?

It was felt important to develop the framework alongside national developments in 14–19. QCA is aware that there are different legal contexts for religious education pre- and post-16 and celebrates the growth in pupils having their work in religious education accredited through national qualification at ages 16 and 19. It was therefore considered right that this part of the framework should be written as a continuum focusing on entitlement and accreditation.

What does QCA hope the framework for religious education will do?

The central goal is to improve pupils' learning. Evidence from both QCA and Ofsted indicates that, while religious education has genuine strengths, there are also significant weaknesses in the subject. The framework seeks to provide clarity, at a national level, on the purposes of religious education and its important contribution to pupils' learning. The framework seeks to establish national standards in the subject, to balance knowledge and understanding with important skills and to provide a national context for the subject.