Why Religious Education (RE) should be a part of the National Curriculum

RE plays a vital role in helping students make sense of the multicultural society we live in. Yet, its provision across schools remains a postcode lottery, often undervalued and an afterthought, as Ofsted identified in its 2023 annual report [1]. While I was initially sceptical of calls to include RE in the National Curriculum, I am now convinced that it is the only way to ensure equitable, high quality RE for all.

As a Trust Lead for RE, I see firsthand the disparities between schools, even within a MAT that values the subject. A lack of specialist teachers is a persistent challenge, with only 51% of secondary lessons taught by specialists due to insufficient government funding for teacher training. Although teacher bursaries have recently been reinstated, years without them has left a significant gap. Teachers with other specialisms lack the confidence to deliver RE effectively, leading to superficial teaching and a deficit of religious literacy [2]. This carries societal risks.

We have seen an obvious rise in divisive narratives and political extremist ideology, amplified by propaganda on platforms like Tik Tok, which is having a profound effect on our young people, perpetuating stereotypes and exacerbating ignorance. High quality RE equips children with critical thinking and ethical awareness that enables them to navigate an increasingly diverse society. As Chine McDonald aptly states, ‘[studying] theology and religious studies [is the superpower needed] to open our eyes up to the variety of different beliefs and worldviews that exist in our world’. [3]

Another key reason for my advocation is the absence of an agreed body of learning for RE. Local Agreed Syllabi (LAS), created by over a hundred Standing Advisory Councils on Religious Education (SACREs) working in isolation, vary significantly in depth and quality. Many are underfunded and are unable to fulfil their statutory duties. Some LAS are outdated and religious representation on SACREs can sometimes lead to vested interests undermining a balanced view. Ofsted’s ‘Deep and Meaningful?’ report highlighted this inconsistency and the need for clearer guidance [4].

With a National Curriculum in place, schools can focus on supporting teachers with specialist training to implement and adapt it to reflect their local context, using centralised resources. SACREs, freed from the burden of creating LAS, could provide schools with guidance on local case studies and resources to complement the national framework [5], preserving their valuable community specific insight.

The National Content Standard for RE, developed by the Religious Education Council [6], is a strong starting point, eliminating many of the issues that face the subject by ensuring every child is entitled to robust, academically rigorous RE, while holding schools accountable to a clear benchmark.

However, embedding RE into the National Curriculum is not without challenges. A key concern for me is who will determine its content. Historically, governments have provided limited support for RE and there is a risk that political agendas could skew its focus. To avoid this, while input from faith communities, academics and policy makers is important, the voice of teachers at the coalface must be central. Practitioners are uniquely positioned to translate curriculum frameworks into meaningful lessons. They understand better than anyone the realities of the classroom – what engages students, addresses misconceptions and meets diverse needs. Teachers must at the heart of decision making to ensure the curriculum is effective, practical and objective.

To conclude, the structural issues facing RE leave little alternative but to include it in the National Curriculum. This would raise standards and ensure they every child has access to the RE they deserve. By addressing the challenges head on and empowering teachers, we can unlock RE’s transformative potential: inspiring young people to engage meaningfully with the complex, pluralistic world around them.

[1] The annual report of His Majesty’s Chief Inspector of Education, Children’s Services and Skills 2023/24 – GOV.UK

[2] Why RE matters – Theos Think Tank – Understanding faith. Enriching society.

[3] Chine McDonald: Superpower to see other viewpoints  

[4] Deep and meaningful? The religious education subject report – GOV.UK

[5] A National RE Curriculum with a Local Touch – RE with Mrs McGee

[6] National content standard for Religious education in England