Agenda item

The advisor to HSACRE confirmed that the Commission on Religious Education was to identify what changes are needed to promote high quality RE and what changes were needed to ensure this high quality remains.

The advisor to HSACRE noted that there may be a push for more of a nationally agreed syllabus, and that a local syllabus seemed to be more beneficial to the Borough, which had more diversity and different faiths than many other places in the country.

The Committee then considered a number of questions provided by the Commission of Religious Education, and suggested their responses:

What should be included in the scope and content of RE?

The content could be focused on the common themes and spiritual values that connect religions, such as worship, respect, charity and purpose, instead of looking at the differences between them. It was also noted that stories used to put across these values would be a good way to teach children about a religion.

What changes (if any) should there be to the current legal framework for RE?

RE should be made part of the curriculum, as this is currently not the case, but should retain the use of local SACREs within that. The removal of the right to withdraw for pupils and teachers alike would also be beneficial, and instead of PSHE encompassing RE, it should be the other way round.

Should there be a common baseline entitlement for RE which applies to all types of school?

There should be a baseline entitlement that all schools should follow. Geographically schools in Hillingdon would have contrasts with other areas in the country, so there should be a baseline of expectations for teaching, as it cannot be completely different for each area.

How should the development of RE standards, curricula, or syllabuses be best organised?

Encouraging teachers to attend a CPD session to find out what SACRE is about, and a link to teaching and SACREs would be helpful. It was suggested that a list of local worship places, including contact details, could be added as an appendix to the syllabus to ensure people can be put in touch with the correct people should they wish. Faith representatives could also attend schools and be available for teachers if they would like guidance, and RE teachers could be encouraged to attend SACRE meetings too.

Are there changes to primary and secondary teacher education that could improve the delivery of high quality RE?

More training for both sets of teachers would be beneficial, along with a list of contact information for those who wished to find out more, such as community leaders and places of worship. Basic documentation provided by each religion would also be helpful. Teachers should also be advised to use the internet with caution, and they should be directed to trustworthy sites with the correct information. Books donated from places of worship may also be beneficial.

What factors lead to high quality learning and teaching in RE, and what are the main obstacles to this?

Increased subject knowledge is a necessity, but time is an obstacle to this. Training opportunities are also vital, but funding is an issue.

Members noted that interfaith activities and involvement helps, and raising awareness of SACREs was vital. E-Learning is a vital tool for teachers, and RE must tap into this format to get their messages out to a wider audience.