Religious Education in UK: Wales
Background
Religious Education (RE) in Wales should be taught in all state funded schools as part of the compulsory curriculum for all registered pupils aged from 5 to 16 (though this could include children who are 4 if they are in the Reception class). It is also compulsory for pupils in schools from ages 16 to 18. Unlike other curriculum subjects there is no National Curriculum for RE. The RE curriculum is determined in a number of ways:
For community schools (those managed by their Local Authority and funded via them) the RE curriculum is determined by a Standing Advisory Council on Religious Education (SACRE). There is one SACRE for each Local Authority. This curriculum known as an Agreed Syllabus is then compulsory for all state schools in the Local Authority (LA). A SACRE may decide to adopt the Agreed Syllabus from another LA if it so wished or write its own.
Nearly all SACRE’s in Wales have formulated their Agreed Syllabus based on an exemplar framework. See the National exemplar framework for religious education for 3 to 19-year-olds in Wales.
The legal requirements for the teaching of RE ensure than up to the age of 14, pupils should encounter teaching about Christian traditions as well as a range of other major world religions (this is usually interpreted from the 1988 Education Act of Parliament to mean Buddhism, Hinduism, Islam, Judaism and Sikhism) as well as ethics, philosophy and morals.
From 14 to 16 many pupils sit an examination course for the General Certificate in Secondary Education (GCSE). This can either be a full course (10% of curriculum time is suggested) or a Half Course (5% of curriculum time is suggested) though these time guidelines are not always observed.
For schools with a religious foundation the religious community is more heavily involved with the writing of the curriculum. Most of these schools focus on a range of different faiths and beliefs in RE.
Independent schools (schools which are not supported financially by the state) are allowed to choose any of the RE curricula that are available from the SACREs or religious bodies, or to devise their own programmes of study.
Religious Education (RE) in Wales should be taught in all state funded schools as part of the compulsory curriculum for all registered pupils aged from 5 to 16 (though this could include children who are 4 if they are in the Reception class). It is also compulsory for pupils in schools from ages 16 to 18. Unlike other curriculum subjects there is no National Curriculum for RE. The RE curriculum is determined in a number of ways:
For community schools (those managed by their Local Authority and funded via them) the RE curriculum is determined by a Standing Advisory Council on Religious Education (SACRE). There is one SACRE for each Local Authority. This curriculum known as an Agreed Syllabus is then compulsory for all state schools in the Local Authority (LA). A SACRE may decide to adopt the Agreed Syllabus from another LA if it so wished or write its own.
Nearly all SACRE’s in Wales have formulated their Agreed Syllabus based on an exemplar framework. See the National exemplar framework for religious education for 3 to 19-year-olds in Wales.
The legal requirements for the teaching of RE ensure than up to the age of 14, pupils should encounter teaching about Christian traditions as well as a range of other major world religions (this is usually interpreted from the 1988 Education Act of Parliament to mean Buddhism, Hinduism, Islam, Judaism and Sikhism) as well as ethics, philosophy and morals.
From 14 to 16 many pupils sit an examination course for the General Certificate in Secondary Education (GCSE). This can either be a full course (10% of curriculum time is suggested) or a Half Course (5% of curriculum time is suggested) though these time guidelines are not always observed.
For schools with a religious foundation the religious community is more heavily involved with the writing of the curriculum. Most of these schools focus on a range of different faiths and beliefs in RE.
Independent schools (schools which are not supported financially by the state) are allowed to choose any of the RE curricula that are available from the SACREs or religious bodies, or to devise their own programmes of study.
Estyn – (the inspection body for the education sector) reported on the Religious Education in Primary (Key Stage 2) and Secondary (Key Stage 3) schools in September 2018.
The report was written in response to a request for advice from the Welsh Government in the Minister’s annual remit letter to Estyn for 2017-2018. The report covers standards in religious education at key stage 2 and key stage 3, and participation and engagement in learning. It also considers the factors that affect standards, including curriculum planning, teaching, assessment, leadership and improving quality. It does not cover religious education in denominational, independent or special schools. The report was written in response to a request for advice from the Welsh Government in the Minister’s annual remit letter to Estyn for 2017-2018.
The findings and recommendations in the report drew on evidence from 47 schools and 22 SACREs. This included:
Main Findings
In religious education lessons, most pupils engage well with a wide range of fundamental human and religious questions that focus on the search for meaning, significance and value in life. They discuss important questions with interest and enthusiasm. Many pupils offer considered reasons for their opinions and listen to the views of others respectfully. In the majority of schools, pupils express their personal responses confidently. They use their knowledge of different religions to make appropriate comparisons between their own lives and those of others. Most pupils respond positively to the opportunities that they have to take part in a wide range of interesting debates.
Many pupils have a secure understanding of the beliefs and practices of different religions. They have a sound knowledge of Christianity and Islam in particular along with a basic knowledge of at least two other religions. Many pupils consolidate and extend their literacy and thinking and reasoning skills well in religious education lessons. Too few pupils, at key stage 3 in particular, apply their information and communication technology (ICT) skills effectively within religious education lessons.
Many pupils have a positive attitude towards religious education lessons and contribute with interest to group and class discussions. The majority of key stage 3 pupils understand how religious education supports them to become informed global citizens and feel that this helps them to contribute well in their local community. They are also aware of the issues facing many parts of the world today and feel that their religious education helps them to understand and respect the similarities and differences between people. As they mature, the majority of pupils recognise how this knowledge will benefit them in their adult life and that it will help them in their future careers. In many schools, religious education lessons help pupils to become ethical, informed citizens of Wales and the world.
The quality of teachers’ feedback to pupils in key stage 2 and key stage 3 is variable. In lessons in both key stages, most teachers provide pupils with suitable oral feedback on their work. At key stage 3, many teachers’ written feedback helps pupils’ progress. Written feedback for pupils at key stage 2 is helpful in a few schools. In key stage 2, only a very few teachers use any standardised material to assist them to make judgements on pupils’ achievement in religious education. Staff in only a very few primary schools liaise with other schools to moderate their judgements or use Welsh Government exemplar material to assist them.
Standards
In many schools surveyed, standards of religious education are good. In key stage 2, most pupils make good progress in developing their religious education skills and knowledge, although a minority of more able pupils do not make appropriate progress in line with their ability. In key stage 3, most pupils make good progress in lessons and achieve standards in line with their age and ability. However, a minority of schools often repeat work covered at key stage 2, and as a result pupils do not always make sufficient progress in improving their skills and knowledge.
Leadership
Leadership of religious education from headteachers and subject leaders is good overall in the majority of schools. In many primary and nearly all secondary schools, subject leaders regularly monitor that teachers are covering the agreed syllabus. However, at key stage 2, they rarely evaluate the quality of pupils’ learning in religious education and, as a result, leaders do not have a secure awareness of pupils’ standards. Nearly all secondary schools undertake an annual self-evaluation for religious education. In a minority of these schools, leaders focus on a narrow range of evidence and do not consider standards of teaching and learning well enough.
In most schools, teachers have very limited access to professional learning for religious education. Local authorities and regional consortia offer very little specialist professional learning in religious education for teachers or subject leaders. Only a few primary schools and a minority of secondary schools receive support and challenge specifically for religious education from local authorities or regional consortia. Where there are regular meetings for secondary school subject leaders to share resources and develop schemes of work, teachers find that these help them to improve practice in their school.
Most headteachers are aware of the local SACRE but are unsure of its role and purpose. A few SACREs provide schools with a list of approved places of worship to visit. In only a minority of secondary schools are religious education teachers involved in any recent or meaningful school-to-school working that support improvements in teaching and learning in the subject.
There is very little transition work between secondary schools and their partner primary schools relating to religious education. As a result, pupils often repeat religious education topics and skills in secondary schools. In most schools, leaders have considered changes to the teaching of religious education in light of Successful Futures (Donaldson, 2015), although only a minority have made changes to their curriculum so far.
In most schools, leaders have a secure understanding of their role and responsibilities under the Prevent duty (HM Government, 2015) relating to the Counter-Terrorism and Security Act 2015 (Great Britain, 2015). Many leaders recognise how important religious education is in contributing to this agenda. In a few schools, leaders do not fully understand these responsibilities. Many schools need advice on how to address sensitive issues with pupils and how to deal with parental concerns on visiting places of worship.
The full inspection report can be accessed at www.estyn.gov.wales/thematic-reports/religious-education-key-stage-2-and-key-stage-3.
The report was written in response to a request for advice from the Welsh Government in the Minister’s annual remit letter to Estyn for 2017-2018. The report covers standards in religious education at key stage 2 and key stage 3, and participation and engagement in learning. It also considers the factors that affect standards, including curriculum planning, teaching, assessment, leadership and improving quality. It does not cover religious education in denominational, independent or special schools. The report was written in response to a request for advice from the Welsh Government in the Minister’s annual remit letter to Estyn for 2017-2018.
The findings and recommendations in the report drew on evidence from 47 schools and 22 SACREs. This included:
- Visits to 12 primary schools and 9 secondary schools
- Telephone interviews with leaders in 7 primary schools and 5 secondary schools
- Information from 13 primary school inspections in autumn term 2017 where religious education was the additional thematic focus
- Questionnaire responses from 22 SACREs
Main Findings
In religious education lessons, most pupils engage well with a wide range of fundamental human and religious questions that focus on the search for meaning, significance and value in life. They discuss important questions with interest and enthusiasm. Many pupils offer considered reasons for their opinions and listen to the views of others respectfully. In the majority of schools, pupils express their personal responses confidently. They use their knowledge of different religions to make appropriate comparisons between their own lives and those of others. Most pupils respond positively to the opportunities that they have to take part in a wide range of interesting debates.
Many pupils have a secure understanding of the beliefs and practices of different religions. They have a sound knowledge of Christianity and Islam in particular along with a basic knowledge of at least two other religions. Many pupils consolidate and extend their literacy and thinking and reasoning skills well in religious education lessons. Too few pupils, at key stage 3 in particular, apply their information and communication technology (ICT) skills effectively within religious education lessons.
Many pupils have a positive attitude towards religious education lessons and contribute with interest to group and class discussions. The majority of key stage 3 pupils understand how religious education supports them to become informed global citizens and feel that this helps them to contribute well in their local community. They are also aware of the issues facing many parts of the world today and feel that their religious education helps them to understand and respect the similarities and differences between people. As they mature, the majority of pupils recognise how this knowledge will benefit them in their adult life and that it will help them in their future careers. In many schools, religious education lessons help pupils to become ethical, informed citizens of Wales and the world.
The quality of teachers’ feedback to pupils in key stage 2 and key stage 3 is variable. In lessons in both key stages, most teachers provide pupils with suitable oral feedback on their work. At key stage 3, many teachers’ written feedback helps pupils’ progress. Written feedback for pupils at key stage 2 is helpful in a few schools. In key stage 2, only a very few teachers use any standardised material to assist them to make judgements on pupils’ achievement in religious education. Staff in only a very few primary schools liaise with other schools to moderate their judgements or use Welsh Government exemplar material to assist them.
Standards
In many schools surveyed, standards of religious education are good. In key stage 2, most pupils make good progress in developing their religious education skills and knowledge, although a minority of more able pupils do not make appropriate progress in line with their ability. In key stage 3, most pupils make good progress in lessons and achieve standards in line with their age and ability. However, a minority of schools often repeat work covered at key stage 2, and as a result pupils do not always make sufficient progress in improving their skills and knowledge.
Leadership
Leadership of religious education from headteachers and subject leaders is good overall in the majority of schools. In many primary and nearly all secondary schools, subject leaders regularly monitor that teachers are covering the agreed syllabus. However, at key stage 2, they rarely evaluate the quality of pupils’ learning in religious education and, as a result, leaders do not have a secure awareness of pupils’ standards. Nearly all secondary schools undertake an annual self-evaluation for religious education. In a minority of these schools, leaders focus on a narrow range of evidence and do not consider standards of teaching and learning well enough.
In most schools, teachers have very limited access to professional learning for religious education. Local authorities and regional consortia offer very little specialist professional learning in religious education for teachers or subject leaders. Only a few primary schools and a minority of secondary schools receive support and challenge specifically for religious education from local authorities or regional consortia. Where there are regular meetings for secondary school subject leaders to share resources and develop schemes of work, teachers find that these help them to improve practice in their school.
Most headteachers are aware of the local SACRE but are unsure of its role and purpose. A few SACREs provide schools with a list of approved places of worship to visit. In only a minority of secondary schools are religious education teachers involved in any recent or meaningful school-to-school working that support improvements in teaching and learning in the subject.
There is very little transition work between secondary schools and their partner primary schools relating to religious education. As a result, pupils often repeat religious education topics and skills in secondary schools. In most schools, leaders have considered changes to the teaching of religious education in light of Successful Futures (Donaldson, 2015), although only a minority have made changes to their curriculum so far.
In most schools, leaders have a secure understanding of their role and responsibilities under the Prevent duty (HM Government, 2015) relating to the Counter-Terrorism and Security Act 2015 (Great Britain, 2015). Many leaders recognise how important religious education is in contributing to this agenda. In a few schools, leaders do not fully understand these responsibilities. Many schools need advice on how to address sensitive issues with pupils and how to deal with parental concerns on visiting places of worship.
The full inspection report can be accessed at www.estyn.gov.wales/thematic-reports/religious-education-key-stage-2-and-key-stage-3.
Curriculum Review
Wales education system has recently undergone a curriculum review. The Welsh Government commissioned Professor Donaldson to conduct the review and his findings were published in the report, "Success Futures: independent review of curriculum and assessment arrangements in Wales, February 2015".
68 recommendations were presented to Welsh Government covering issues of purpose and breadth of the curriculum through to pedagogy and assessment. Recommendations relating to Religious Education advises that RE should form part of a wider Humanities area of learning and experience, and should remain a statutory curriculum requirement from reception class (4 / 5 year olds). The education minister, Huw Lewis accepted all 68 recommendations and Welsh Government is currently designing the new curriculum.
For more information see https://beta.gov.wales/new-school-curriculum.
Wales education system has recently undergone a curriculum review. The Welsh Government commissioned Professor Donaldson to conduct the review and his findings were published in the report, "Success Futures: independent review of curriculum and assessment arrangements in Wales, February 2015".
68 recommendations were presented to Welsh Government covering issues of purpose and breadth of the curriculum through to pedagogy and assessment. Recommendations relating to Religious Education advises that RE should form part of a wider Humanities area of learning and experience, and should remain a statutory curriculum requirement from reception class (4 / 5 year olds). The education minister, Huw Lewis accepted all 68 recommendations and Welsh Government is currently designing the new curriculum.
For more information see https://beta.gov.wales/new-school-curriculum.
WASACRE Welsh Association of Standing Advisory Council on Religious Education
Wales is divided into 22 local authorities, each with their own responsibility to organise and run a SACRE (Standing Advisory Council on Religious Education). WASACRE is an umbrella organisation that advises and supports the work of the 22 SACREs. Its website contains relevant information regarding Religious Education in Wales. http://www.wasacre.org.uk/
Wales is divided into 22 local authorities, each with their own responsibility to organise and run a SACRE (Standing Advisory Council on Religious Education). WASACRE is an umbrella organisation that advises and supports the work of the 22 SACREs. Its website contains relevant information regarding Religious Education in Wales. http://www.wasacre.org.uk/
This report was written by Gill Vaisey, the EFTRE representative for Wales - November 2018