Religious Education in England A short History

Religious Education in England

A short History

Paul Hopkins

In this seminar I will...Look at RE in England (not the whole UK)

Look at the historical background

Examine the relationship between “church” and state

Discuss the place of RE and how it is organised and supported

Look at the new National Framework for RE

Offer some aims and purposes for RE

Origins

First schools founded by the church e.g. Canterbury 598 or St.Peter’s York, 625

1833 first government grant for schools (1847 for Roman Catholic schools)

1870 education act, board schools later county schools

1902 allowed schools to be paid for locally

“RE” exists as scripture and is very confessional

The historical background I

The 1944 Act

The 1944 act made the state the main provider of secondary schools.

The church still funded many primary though this reduces as the century goes on

Religious Instruction is made a compulsory part of the curriculum

The 1944 act gave support for the training of and provision of classroom materials for religion teachers.

The historical background II

“There is, I think, a general recognition that even if parents themselves have in the course of life encountered difficulties that have led them into doubts and hesitations they do desire that their children shall have a grounding in the principles of the Christian faith as it ought to be practiced in this country”

Secretary of Education, 1944

The 1950s -1960s

Religious Instruction / Knowledge was still often confessional and the curriculum almost exclusively Christian in nature

Ironically RI / RK was the only compulsory subject - but also the only one that parents could withdraw their pupils from!

Immigration from former colonies brought multi-faith communities to the UK

The amount of time given to RE varied across the country and their is a shortage of specialist teachers

Church attendance is dropping and a growth of secularism attacks RI / RK teaching as “irrelevant”

The historical background III

“Too often in the past we have tried to hand out theological answers to children before they had time to think about the questions. In discussions based on their life and experience the fundamental questions become real. It then appears that religion in general and Christianity in particular are not as irrelevant as thought and that committal to a way of life is essential to human experience”

LEA syllabus, 1966

The 1970s and early 1980s

Continued immigration changes the “nominal” Christian nature of many inner city communities and “world religions” start to appear on syllabuses

A report “the 4th R” [1970] argues for Religious Education not Religious Instruction, for county advisers and for a minimum of 2 hours a week for the subject

A rejection of confessional RE and an interest in phenomenology, of objectivity and of a critical approach

The historical background IV

“If RE teachers could adapt the attitude of a shopkeeper with wares in the window which they are anxious for customers to examine, appreciate and even “try on” but not feel any obligation to buy then many of the educational problems associated with RE would disappear.”

Michael Grimmitt, 1978

The Education reform act 1988

RE continues to be compulsory (alongside 10 others) but is not part of the new National Curriculum

Introduces the term “religious education” as the subject name.

RE is to be determined locally (everything else is determined nationally) and the Standing Advisory Councils on RE are set up

The “Christian” lobby [Anglican bishops in the upper chamber of parliament] hijack the act to enforce Christianity as the “core” of RE teaching

The historical background V

The 1988 education act requires all syllabuses to reflect the fact that religious traditions in the UK are in the main Christian while taking account of the teachings and practices of the other principle religions in the UK

Religious Education in schools should seek to develop pupil’s knowledge, understanding and awareness of Christianity as the predominant religion in the UK and the other principle religions represented in the country; to encourage respect for those holding different beliefs and to help pupils spiritual, moral, cultural and social development.

The 1990s to the present

• RE is now seen as multi-faith [the “big 6” and wider] “religion and belief”

• A range of new pedagogical ideas are challenging classroom practice

• The subject is strong in research terms at university and with the Farmington Trust, there are currently 7 professors of Religious Education.

• Support given means that Religious Education in the 5-11 sector sees steady improvement

• The introduction of “new” (Short Course) examinations is very effective in stimulating teachers for 14-16 age group and leads to a growth in the take-up of RE post 16 [see http://www.gcsere.org.uk]

• The model syllabuses were introduced to guide curriculum development and introduced the terms “learning about” and “learning from” and an 8 level assessment scale (similar to tother subjects) is introduced

• Circular 1/94 [currently under revision] determines the ‘ground rules’ for RE and paves the way for the development of a framework

• RE is charged working within the wider framework to promote community cohesion and the prevent strategies

The historical background VI

Yet even in a time when the tattered remains of an ancient interpretative system are all that is left to most people, it is clear that religious experience still appears with extraordinary frequency

BJRE, Vol 16, Number 1

RE is to develop pupils’ knowledge, understanding and awareness of Christianity, as the pre-dominant religion in the UK and the other principle religions represented in the country; to encourage respect for those holding different beliefs; and to promote spiritual, moral, cultural and moral development.

Circular 1/94, 1994

The National Framework

This is aimed at SACREs when they revise their syllabus (every 5 years) and is as close to national curriculum orders that RE has, “non-statutory guidance for a statutory subject” (QCA website)

To establish an entitlement to RE for all students, this is necessary for their development as adults

To establish standards: expectations for learning and attainment, encourages assessment for learning, and target setting

To promote continuity and coherence: So that RE progresses and develops from age 5 to age 19

To promote public understanding: of the work of RE in schools - not least that it is not moral or social education though it contributes to these

To encourage respect for all: RE’s vital role in preparing pupils for a multi-ethnic / multi-faith / secular society

Where are things going …

There is a strong move to get RE into the National Curriculum, the government has talked about Curriculum Reform in late 2010

There are a growing number of Academies which have a religious focus … these schools can set their own syllabuses to a greater or lesser extent

The New Secondary Curriculum has impacted on how RE is taught and timetabled in some schools … this cross-curricularisation may impact more in the future

The non-implementation of the revised primary curriculum leaves RE in primary schools in an uncertain place

There are moves at a European Level to raise the awareness of religion and inter-cultural education.

The future … ????

Types of schools I

Primary schoolPupils from 4 years to 11

years.

Further EducationColleges for pupils from 16 to 19 (and adults) may be a mix of academic and vocational

Secondary school

Pupils from 11 years to either 16 or 18 years

6th form collegesCollege for pupils 16-19 just academic subjects (mostly these are part of secondary

schools)

Middle schoolPupils from 7 years to 14

years.

‘All through’Pupils from 4 years to 19

years.

Types of schools IICommunity SchoolsMajority of schools under the

authority of the Local Authority

Church SchoolsWhere the church appoints

most of the the governors. May be denominational

Private SchoolsFee paying schools outside of state control. For RE supported by ISRSA,

many of these have a religious foundation

Faith SchoolsSecondary schools with a faith foundation mostly Anglican and Roman Catholic but also Muslim,

Sikh, Jewish

Specialist SchoolsSchools with a specialist

subject foundation. Currently 136 Humanities lead or double

Academies“Independent State schools” can

set own curriculum

The place of RE [5-11 years]

The Basic Curriculum

The National Curriculum

English, Mathematics, Science, IT, Physical Ed.

History, Art, Music, Geog,

Design & Tech,

Religious Education

The place of RE [5-11 years]

The Rose report 20096 areas of learning

QuickTime™ and a decompressor

are needed to see this picture.

The place of RE [11-14 years]

The Curriculum

Art & Design, Citizenship, Design & Tech, English, Geog, History,

ICT, Maths, MFL, Music, PE, Science

The National Curriculum

Careers Ed, Sex Ed, PSHE, Religious Education

The NSCA high

emphasis on skills,

cross-curricular and PLTS.

RE is threatene

d[more later]

The big picture

The place of RE [14-16 years]

The Curriculum

English, Mathematics, Science, IT, Physical Ed, Religious Education

Compulsory Subjects

Optional Subjects

History, Languages, Geography, Economics, Sociology .... many

othersand vocational subjects.

Diplomas

A high emphasis on skills, cross-

curricular and

vocational approaches

Currently 10 (Sept ’09) eventually

17 including Humanities

The place of RE [16-19 years]

The Curriculum

Key Skills (Literacy, Number, Communication and IT) Religious

Education

Compulsory Subjects

Optional Subjects

AS / A2 (academic) including RE, Philosophy, Sociology , GNVQ (vocational), Advanced Diplomas

How is RE organised I

Each school must have a syllabus for Religious Education.

Each schools can develop its own curriculum from

guidance by:

The Standing Advisory Committee on Religious

Education from the Local Authority (local schools)

The local diocese (Church schools)

Any existing syllabus (“state” Schools)

Academies may develop their own syllabus

How RE is organised II

Syllabus

from LEA or other

Scheme of Work

written by school

use published scheme

Supported by

AdviserNATRELocal

Groups

How is RE is supported

The RE classroo

m

RE AdviserAREIAC

Professional Body

NATRE

ExaminationBoards

Government Bodies

Local Support Teacher’s groups

Some Aims for RE I

RE can be an important contributor the personal development of pupils allowing them to develop their own beliefs and values and to consider the thoughtfully those of others

RE can provide an academic and rigourous way of understanding the world(s) in which we live, introducing pupils to the concepts of rituals, ceremonies, symbols and lifestyles (and understood and demonstrated by religious groups alive and past)

Some Aims for RE II

RE can help develop critical thinking and skills of communication and expression,

providing a religious literacy for dealing with questions and experiences

RE can offer pupils a chance to reflect on the ultimate questions of their existence

and to the “answers” given by the religions

stimulate interfaith dialogue and promote an interface between the sacred and the

spiritual

RE: Nature and Aims

RE as induction into community and culture

RE as the liberal study of religion

RE as an agent of “humanisation”

Inspection report 2010 - Transforming Religious Education

Pupils’ achievement in RE in the 94 primary schools visited was broadly similar to that reported in 2007. It was good or outstanding in four out of 10 schools and was inadequate in only one school.

The reliance on a narrow curriculum model in primary schools based on RE being delivered in half-termly units taught weekly, often inhibited sustained learning in the subject and limited the opportunities to link the subject to other areas of the curriculum.

There were a number of specific weaknesses in the teaching about Christianity. Many primary and secondary schools visited did not pay sufficient attention to the progressive and systematic investigation of the core beliefs of Christianity.

At Key Stage 2, effective RE extended pupils’ ability to undertake sustained independent enquiries into religion and belief. In the best lessons, pupils were able to take key concepts of the subject, such as ‘belief’ or ‘myth’, develop their own questioning and enquiry, investigate specific examples and relate these to their own ideas. They were able to evaluate different points of view sensibly. In the best cases, pupils at the end of Key Stage 2 showed considerable confidence in handling sophisticated ideas and arguments about matters to do with belief and practice.

How good is RE? Primary I

Inspection report 2010 - Transforming Religious Education

Students’ achievement in RE in the secondary schools visited showed a very mixed picture. It was good or outstanding in 40 of the 89 schools visited but was inadequate in 14 schools.

There has been a continuing rise in the numbers taking GCSE and A- and AS-level examinations in RE. Some concerns remain, however, about the quality of much of the learning that takes place in GCSE short courses.

Most of the secondary schools in the survey with sixth forms did not fully meet the statutory requirement to provide core RE for all students beyond the age of 16.

RE made a positive contribution to key aspects of pupils’ personal development, most notably in relation to the understanding and appreciation of the diverse nature of our society. However, the subjectís contribution to promoting pupils’ spiritual development was often limited.

The contribution of RE to the promotion of community cohesion was a strength of the subject in most of the schools visited. However, there is scope to extend the opportunities within the curriculum to enrich pupils’ learning through greater use of fieldwork and contacts with religious and belief groups in the local community.

How good is RE? Secondary I

How good is RE? Secondary IIInspection report 2010 - Transforming Religious Education

There is uncertainty among many teachers of RE about what they are trying to achieve in the subject resulting in a lack of well-structured and sequenced teaching and learning, substantial weaknesses in the quality of assessment and a limited use of higher order thinking skills to promote greater challenge.

Where RE was most effective, it used a range of enquiry skills such as investigation, interpretation, analysis, evaluation and reflection. However, this use is not yet defined clearly enough or integrated effectively within guidance to schools and, as a result, is not embedded sufficiently into classroom practice.

There were significant inconsistencies in the way humanism and other non- religious beliefs were taught, and some uncertainties about the relationship between fostering respect for pupilsí beliefs and encouraging open, critical, investigative learning in RE.

The revised Key Stage 3 secondary curriculum, introduced in September 2008, was having a negative impact on RE provision in about a third of the 30 secondary schools surveyed in 2008ñ09, particularly in Year 7. Too often the impact of these changes was not being monitored effectively.

How good is RE? Secondary IIIInspection report 2010 - Transforming Religious Education

Where achievement at Key Stage 3 was good, students made increasingly sophisticated use of interpretation, investigation, analysis and evaluation when undertaking enquiries into religion and belief. Through a careful balance and integration of the work across the two areas of attainment, “learning about” and “learning from” religion, they were able to offer their own ideas on what they encountered and to engage with significant issues. In these cases, the students responded enthusiastically to the challenge of the learning and used a range of media to communicate their findings and responses. Their work was of particularly high quality where they were encouraged to think for themselves and to challenge each other’s views when considering beliefs and values, or when exploring the links between belief and practice

In the schools where examination results were good, the students were often given the opportunity to focus on important questions related to religious, philosophical, ethical and social issues

Examined RE at 16

FC+SCresults

from 1999 to 2008

have grown

from 230 to 472k.

I do not believe in God but still enjoy RE. I like learning about other people’s faiths [Glenn, 10]

I think religion is the essence of a person’s life so it’s good to know about everyone’s religion. My religion is the backbone of my life so it interests me how others answer everyday problems and what views and beliefs they have [Farim, 15]

In RE I have learnt about ethics and how to approach moral decisions, I like discussion in RE as this helps me appreciate other people’s views [Jessica, 16]

RE tackles the most important questions in life and so is the most important subject [Jonathan, 12]

I like RE because I like to know why other people believe in their God [Hannah, 9]

RE begins the process of you thinking ... because it adds a deeper dimension to life [Surjit, 14]

Religious Education in England

Thank-you : Questions