Content Revisited: the ‘non-negotiables’!

A month ago I focused on the issue of ‘content’ in RE. I said I would return to the topic. Since then GCSE has got in the way. The two issues are not inseparable. One of the aspects of the GCSE proposals which could be improved is greater transparency about what constitutes appropriate content for an RE curriculum.

The previous blog can be found here: When ‘content’ seems to be the hardest word! – https://reonline.org.uk/blog/when-content-seems-to-be-the-hardest-word/

That previous blog explored why in RE we seem to shy away from a key issue – what do we want teachers to teach – how should we go about defining the content of the RE curriculum?

Non-negotiables! – once again I am grateful to Mary Myatt for a ‘killer term’. Mary has challenged us to set out ‘the non-negotiables’ when it comes to defining the core content of the RE curriculum.

The notion seems to echo Tim Oates’ oft quoted clarion call: Pupils need to learn:‘fewer things in greater depth so they really master fundamental concepts in the subject. The goal is to: ‘secure deep learning in the central concepts and ideas in the subject’.

So what are these fundamental concepts, those key central concepts and ideas in RE; the ‘non-negotiables’?

The 2004 non-statutory National Framework for RE (the one before the current one) did set out some possible fundamental concepts: beliefs, teaching and sources; practices and ways of life; forms of expression; identity and belonging; meaning, purpose and value; values and commitments. 10 years on from that Framework where might we go in terms of re-thinking those ‘central concepts and ideas in the subject’?

I would offer SIX concepts as the ‘non-negotiables’ of the RE curriculum and invite comments. These would be some of the core ideas/questions that I would want pupils to become increasing competent at understanding. As pupils develop their subject understanding I would hope they would be increasingly confident in explaining that these are the core ideas and questions of the subject.

1.Understanding what we mean by the concept of religion – this seems fundamental but strangely absent from some discussions. What do we mean by ‘religion’? How does it relate to ideas like faith, sacred, superstition, magic, spirituality? What is the difference between a religious and non-religious person? What are the different dimensions of religion (Smart)?

2.Understanding the key questions that underpin the religious quest – recognising and exploring key questions about meaning, purpose and the nature of reality; the problems of suffering, death and evil; the nature of spirituality; questions about the nature of happiness and the good life.

3.Understanding how the features of particular religions or beliefs fit together – if you take particular religions or beliefs how do their various features fit together? What are the key beliefs and concepts of each religion or belief studied? How do the beliefs, practices, teaching, values, and institutions etc. of any religion or belief link to one another? This is about developing a systematic understanding of religions – how many and which religions/beliefs you study is secondary to this core idea of understanding things systematically.

4.Understanding the ‘language of religion’– this is challenging but crucial. Pupils need to understand that religions use the languages of imagery, myth, ritual, symbol, metaphor to express ideas; understanding that the languages of religion and science are different.

5.Understanding the lived reality of religion and belief in the modern world – recognising the wide variety of ways of being religious or non-religious in the modern world; the ways in which religion impacts on the lives of individuals and communities; the different ways in which people experience religion; the impact on religion of living in a secular age. How do different religions and beliefs respond to the challenges of life in the modern world?

6.Understanding that religion is highly diverse and controversial – that there are many different ways of making sense of religion; that different religions offer different views of the world; that there are wide differences within each religion; that different people within a religion have very different ways of being religious and different religious identities.

So these, for me, on a cold grey day in early December, would be the six areas of understanding that would underpin the ‘content’ of RE. These would be the ‘non-negotiables’:

• Understanding what we mean by the concept of religion
• Understanding the key questions that underpin the religious quest
• Understanding how the features of particular religions or beliefs fit together
• Understanding the ‘language of religion’
• Understanding the lived reality of religion and belief in the modern world
• Understanding that religion is highly diverse and controversial

A dose of realism – translating these into a coherent curriculum which matches the learning needs of pupils at each key stage is a further exercise. The value of the idea of ‘fundamental concepts in a subject’ is that it helps define the landscape and begins the process of translating the core purpose of the subject into a coherent curriculum. It should help the teacher to keep on track and understand what the subject is fundamentally about …… help pupils ‘own’ their  learning in RE.

AND one last paradoxical non-negotiable:

• The whole process is up for negotiation ….. with the pupils. We start with the questions they are asking – the skill of the teachers is in helping the pupils to find bridges between their questions and the ‘fundamental concepts of the subject’!!!

COMMENTS WELCOME!