The re council s new national curriculum framework for re
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The RE Council’s new national curriculum framework for RE. How did we get here? What is the new framework? Why does it matter? How will it work? Lat Blaylock. Why do we need a new Framework for RE?. 1994: Model Syllabuses for RE 2004: National Framework for RE

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The RE Council’s new national curriculum framework for RE

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The re council s new national curriculum framework for re

The RE Council’s new national curriculum framework for RE

How did we get here?

What is the new framework?

Why does it matter?

How will it work?

Lat Blaylock


Why do we need a new framework for re

Why do we need a new Framework for RE?

  • 1994: Model Syllabuses for RE

  • 2004: National Framework for RE

  • 2008 / 10: New Secondary Curriculum / New Primary Curriculum (never made legal)

  • 2013/14: a new DfE National Curriculum – leaving RE out of the review


What advantages does this offer

What advantages does this offer?

  • A parallel document to the new DfE National Curriculum

  • The wide consultation with RE Council members and many hundreds of stakeholders

  • The chance to update our view of RE in line with evidence (HMI, research, teacher reportage, varied syllabuses)

  • A moment to take account of the wider general changing landscape in education (Academies, Freeschools, curriculum reform, idea of global examples of excellence)


What does the new framework for re offer

What does the new Framework for RE offer?

  • A fresh statement of RE’s purpose

  • Three clear aims for RE

  • Some fresh emphases:

    • On integrated teaching (no longer 2ATs)

    • On RE as ‘find out’, explore, discover, enquire

    • On RE as being reasonable about religion (ideas not feelings)

    • On sources of wisdom and authority

    • On religious community and traditions

    • On non-religious worldviews, including humanism and others

  • Lots of balanced examples of practice which will flow from the aims

  • A progression picture for 5-14s

  • EYFS and 14-19 curriculum descriptions


Three aims for re

Three aims for RE


Some examples of how this works in practice

Some examples of how this works in practice


Some examples of how this works in practice1

Some examples of how this works in practice


Mr gove says

Mr Gove says:

“All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society.

RE’s place on the curriculum will be strong if its role and importance are communicated effectively and widely understood. RE in England compares favourably with equivalent curricula in high performing jurisdictions around the world, but this reputation can only be maintained with a rigorous model of RE.

This RE curriculum framework and the RE Review of which it is part provides for such a model. It has the endorsement of a very wide range of professional organisations and bodies representing faiths and other worldviews. I hope the document will be useful to all those seeking to provide RE of the highest quality for young people in our schools.”


The re council s new national curriculum framework for re

This is the role of the teacher of RE

Carry this many bricks, and you can hardly see where you’re going

The new REC national curriculum framework may take a few bricks out of your eyeline


The re council s new national curriculum framework for re

John Keast

A truckload of typically stubborn and resourceful teachers of RE


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