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A National Collaboration for Success by the National Centre of Religious Education for Wales

One of the most exciting challenges in Welsh education right now is making sure every learner has access to high-quality teaching in Religion, Values and Ethics (RVE) and Religious Studies (RS), no matter what background their teacher comes from.

That’s why I’m delighted to be leading a new project from the National Centre of Religious Education for Wales (NCREW), working in partnership with Philosophy, Ethics & Religion at Bangor University, and with generous support from Culham St Gabriel’s. The project, called ‘GCSE RS Success: Enhancing Teachers’ RS Specialism in Wales’, is all about building confident, knowledgeable, and creative educators.

Across Wales, many teachers are being asked to deliver GCSE RS without having studied religious studies, theology, philosophy, or ethics themselves. With the new WJEC GCSE RS specification beginning in autumn 2025 – bringing fresh assessment structures and deeper thematic content – the need for specialist support has never been greater.

Our aim with this project is simple: to provide a supportive, subject-rich professional development programme that helps teachers with specialisms in other areas teach RS with confidence and clarity. By bridging the gap between curriculum expectations and classroom delivery, we want learners across Wales to thrive in their understanding of religion, ethics, values, and worldviews.

The course is also designed to live out the values of the Curriculum for Wales itself, encouraging ethical, informed citizenship and learning that connects to real-world issues. We want to show that RS and RVE are not marginal subjects, but vital areas that develop empathy, critical thinking and global understanding.

Our hopes are ambitious but grounded. We want to build a sustainable network of skilled, confident GCSE RS educators who can take ownership of their teaching and inspire learners. Our vision is for a ripple effect; where empowered teachers go on to support colleagues in their schools and regions, and where Religious Studies (and by extension, RVE) is no longer seen as a ‘gap-fill’ subject, but as an enriching, vital part of the curriculum and a significant area of study for our times.

Who’s taking part?

The response we received was truly inspiring. We had so many thoughtful and creative applications, and we were delighted to accept a cohort of passionate, forward-thinking teachers from across Wales. Their commitment to professional learning development and enthusiasm for RS and RVE really stood out.

Each teacher has been paired with an experienced mentor, and together they form a vibrant and supportive learning community. Throughout the year, they’ll be working with academic specialists, practising teachers, and representatives from religious and cultural communities, bringing together a rich blend of expertise and perspectives.

Beyond the classroom

This project isn’t just about supporting teachers, it’s part of a much wider conversation. It speaks to issues of teacher agency, subject equity and curriculum reform, while also addressing national concerns about teacher supply in the humanities.

RS and RVE matter because they are where some of life’s biggest questions are explored – questions of identity, belief, diversity, and freedom. At a time when our society is grappling with these very issues, I believe it’s vital that teachers feel equipped to guide their learners with both confidence and compassion.

That’s why participants in the project will be engaging in:

• Online professional learning workshops
• Subject knowledge enhancement sessions
• Assessment deep-dives
• Pedagogical forums exploring religion and worldviews in Wales today
• Access to an online repository of resources

Looking ahead

If you’re a teacher interested in RS, or part of a school looking to strengthen your RVE and/or RS provision, we’d love to connect with you. This project is more than just professional development, it is a support network for educators who care deeply about values, understanding, and the futures of young people.

The new GCSE specification will bring its challenges, but it also brings huge opportunities. Together, we can make sure that every teacher feels confident stepping into the classroom, and every learner has access to the very best RS education.
And we’re just getting started.

Find out more:

Email: ncrew@bangor.ac.uk
Instagram: @ncrewales & @philosophybangor
Facebook: NCREW & Philosophy, Ethics & Religion, and Politics, Bangor

Photovoice is a method that builds understanding by encouraging dialogue through photographic images taken by participants, offering a powerful way to explore identity, faith, and daily life. By centring discussions around personal photographs, it creates space for meaningful conversations that are accessible and inclusive.

Photovoice in Liverpool: A Collaborative Initiative

In Liverpool, photovoice is going to be used in classrooms and community spaces to equip teachers, community leaders, and local residents with tools to engage in interfaith dialogue. The project is a collaboration between several schools and organisations, including:

• Kuumba Imani Millennium Centre
• Interfaith Photovoice®
• Archbishop Blanch School
• King David School
• Belvedere Academy
• National Museums Liverpool

Our partners are embedding photovoice activities into their school curricula and community programmes to promote understanding of different worldviews and support people to grow in confidence as they speak about their own lived experiences.
The initiative has two main strands:

1. School-Based Training: Teachers are trained to facilitate photovoice discussions in classrooms, helping pupils explore their own identities and learn about others.
2. Community-Based Training: Local leaders, creatives, and activists are trained to host workshops in community settings, extending the reach beyond formal education.

Both groups will contribute to a public photography exhibition, offering decision-makers a window into the lived experiences and concerns of participants.

Challenges and Successes

Like all projects, this one has had teething issues: the first surprise we encountered was the recruitment – we thought that the community participants would be much harder to recruit for than it ended up being! We’ve ended up with far more (double) the number of participants than we expected. So, that difficult process went from being a challenge to a boon. However, finding a suitable training period for schoolteachers also proved unexpectedly difficult. Different school commitments, religious holidays, have required a lot more work converting their interest in the programme into a reality. Thankfully, the schools that were interested in our project were really committed to making the project work, and they have been relentlessly adaptable and willing to work together with us to make it possible to deliver the training. Moreover, our partners at Interfaith Photovoice® have been in lock step with us and simultaneously been rolling with the punches. It’s been imperative to the development of the project to remain flexible and open to finding solutions which benefit everyone involved. We’re really pleased we’re in the strong position that we find ourselves.

Responding to Local Needs

The project gains added significance in light of recent events in Merseyside. Lately, there’s been a lot more attention placed on how schools and community spaces can open up conversations designed to deepen understanding and interpersonal connection. Locally, strong and community relations have been the cornerstone for wider civic conversations around religion and identity for a long time. Photovoice contributes to these conversations by promoting interreligious literacy and strengthening community relations. It encourages curiosity and empathy, helping participants to connect across differences and to build a foundation for friendship and community.

Our initiative aims to serve as a model for how interfaith engagement can catalyse positive social action. By highlighting areas of public life that need attention, and giving voice to diverse perspectives, photovoice fosters deeper connections and community cohesion.

You can track our progress at @kuumba_imani and @interfaithphotovoice

From Walsall to Shropshire: A Shift in Context and Challenge

When I worked in Walsall, I was surrounded by a vibrant network: diverse classrooms, a dedicated team of four, and a wealth of voices and perspectives. Collaboration came naturally. But when I moved to rural Shropshire three years ago, I knew things would be different.
Leading as a Department of One: Building Equity from the Ground Up
Now, I’m a department of one in a small trust of one secondary and three primary schools. A quick glance at the census data reveals what I’ve come to see firsthand: our area lacks the diversity found in many other parts of Britain. Without intentional exposure and thoughtful curriculum planning, this can lead to misconceptions and even prejudice in the classroom.

Determined to stay connected and make a difference, I joined Shropshire SACRE, where I now serve as vice chair. I also founded the Local Groups Shropshire Gateway Hub, a space for educators to come together with humility and honesty; to share ideas, admit when we don’t know something, and support one another in our shared mission to provide equitable Religion and Worldviews education.
Curriculum as a Catalyst: Designing for Inclusion and Impact
As I reflected on how I could make the biggest impact as a leader, one answer stood out: curriculum.

By bringing together Religious Education (RE) leads from across the area, we’ve begun to critically examine our curricula; identifying gaps, challenging assumptions, and striving to build rigorous, inclusive programmes that help students grow into respectful, globally-minded citizens. I’m passionate about inspiring students to continue their RE journey into Key Stage 5 and beyond, and I believe that starts with excellent curriculum design.

Challenging Misconceptions: Why Context Matters in RE

One concern I raised at our hub’s first meeting was the persistence of misconceptions. During the Culham St Gabriel’s Leadership Scholarship programme, we read Justine Ball’s article “Decolonising the Teaching of Jesus in English Primary Schools.” It sparked a powerful conversation. A colleague shared how, during her first year at university, she called her mum and exclaimed, “Mum, why didn’t you ever tell me Jesus wasn’t white?”

This moment stuck with me. Too often, students arrive in Year 7 believing Jesus was a white European man. These misconceptions aren’t always due to poor subject knowledge, these misconceptions often stem from a lack of context. For example, understanding that Jesus was a Palestinian Jew is crucial. We need to create safe spaces where educators can ask questions, acknowledge gaps in their knowledge, and grow together.

Equity in Action: Conversations That Transform Practice

Equity of provision in RE is not optional, it’s essential. We must have open, honest conversations about curriculum and assessment to ensure we’re offering the very best to every pupil. One of the things I love most about the RE community is its openness. No question is too small, and there’s always someone willing to help.

Leadership in RE isn’t about having all the answers. It’s about creating a culture of support and humility. I recently saw this in action at Worcestershire SACRE, through the brilliant Stephen Pett and with Chris Giles as a teacher representative. The atmosphere was electric; everyone had a voice, and everyone was there to lift each other up.
This year, I’ve been incredibly fortunate to have Jane Yates as my mentor. Her knowledge is vast, but what stands out most is her humility. She’s never afraid to say, “I don’t know,” and always points me in the right direction. That’s the kind of leadership we need; leaders who empower others by admitting what they don’t know and helping them find the answers.

If there’s one thing I’ve learned, it’s how much I still have to learn. But I’m grateful to be part of a subject, and a community, where curiosity is celebrated and support is always within reach.

If you’d like to join our hub meetings, we welcome both online and in-person attendees. Keep an eye on the RE Hubs website for updates. We’ll soon be diving into the National Content Standard, using tools like the “Religion and Worldviews” infographic on page 21 of the curriculum writers’ handbook to guide our planning.

Let’s keep learning, leading, and lifting each other up.

We know how busy the academic year can be, so we’ve gathered together key opportunities and events you might want to add to your diary. From Focus Weeks and thought-provoking In Conversation sessions to webinars, conferences and more, there’s plenty coming up to inspire, connect and support you in your work.

Take a look at what’s on the horizon!

Autumn term

Wednesday 10th September: Religion and Worldviews Home Educators Fund Celebration. Sign-up here.

Monday 15th September: Culham St Gabriel’s newsletter. Sign-up here.

Monday 22nd – Sunday 28th September: Grants and Home Education Focus Week. Find out more here.

• Monday 22nd September: “Teaching Sikhi in RE” online report launch. Sign-up here.
• Tuesday 23rd September: “Creating Stronger Funder Applications” grant application masterclass. Sign-up here.
• Thursday 25th September: “How do we Amplify Authentic Voices in Religion and Worldviews Education?” In Conversation session. Sign-up here.

Tuesday 23rd September: Project Grants EOI closing date. Find our more here.

Friday 10th October: Masters and Doctoral application closing date. Find out more here.

Monday 13th October: Culham St Gabriel’s newsletter.

Wednesday 22nd October: RE:ONLINE A Level Digest. Sign up here!

Monday 10th November – Sunday 16th November: Interfaith Focus Week.

• Thursday 13th November: In Conversation session.

Tuesday 18th November: Religion and Worldviews Home Educators Fund closes to large grant applications.

Monday 8th December: Culham St Gabriel’s newsletter.

Wednesday 10th December: RE:ONLINE A Level Digest.

Spring term

Tuesday 6th January: Project Grants EOI closing date.

Monday 12th January: Culham St Gabriel’s newsletter.

Friday 16th January: Leadership Scholarship Programme opens for applications.

Friday 23rd January: Masters and Doctoral application closing date.

Wednesday 11th February: RE:ONLINE A Level Digest.

Monday 2nd March – Sunday 8th March: Stories Focus Week.

• Thursday 5th March: In Conversation session.

Monday 9th March: Culham St Gabriel’s newsletter.

Wednesday 25th March: RE:ONLINE A Level Digest.

Friday 27th March: Leadership Scholarship Programme application closing date.

Summer term

Monday 13th April: Culham St Gabriel’s newsletter.

Friday 1st May: Masters and Doctoral application closing date.

Monday 11th May: Culham St Gabriel’s newsletter.

Wednesday 13th May: RE:ONLINE A Level Digest.

Monday 18th May – Sunday 24th May: Ways of Knowing Focus Week.

Tuesday 19th May: In Conversation session.

Monday 8th June: Culham St Gabriel’s newsletter.

Wednesday 8th July: RE:ONLINE A Level Digest.

Monday 13th July: Culham St Gabriel’s newsletter.

BONUS event! Friday 9th and Saturday 10th October 2026: RExChange 

I had spent most of the morning speaking with and listening to different adults working within the school and also with some of the children. It had been a busy morning and I had gathered lots of information to support the school in moving forward. It was now my penultimate meeting and a small group of children aged 8-11 were packed into a corner of the headteacher’s office. They were about to talk about religious education and what they enjoyed about it. The children had obviously been ‘cherry-picked- as each child was able to talk about their learning and some of the experiences they had had. Just before finishing, I decided to ask them why they thought we did RE in schools. One of the younger boys raised his hand. ‘What’s good is that even if you don’t believe in a religion, you find it comfortable to learn about other religions.’

He didn’t elaborate on this statement, but I understood exactly what he was trying to say. He was sharing that he didn’t follow an organised religion or worldview, but he could see there was real value in learning about what different people believed, even though they may be different to his own beliefs. I was amazed by his wisdom and from someone so young. This is what makes this job so brilliant!

Originally, my role was created because the CEO of our trust wanted someone to spend some time focusing on the trust’s responsibilities towards their church schools that had recently been raised by our local diocese. This perhaps explains the dual aspects of this role.

A developing role

So it was that in September 2018, I started working on a part-time basis as the ‘Christian Distinctiveness MAT Lead’. Even with this title, I was also given the responsibility for overseeing and raising standards in RE for all primary schools. This was alongside being fully responsible for a Year 3/4 class in the school I was still teaching in. In fact, for the first three years, I was teaching every morning with an HLTA teaching in the afternoons so I could do my new role. It was a tricky balance.

My first year was spent finding my feet. I visited our seven church schools, trying to prepare them for SIAMS as best I could. The whole thing was still new to me, but I did have 10 hours a week to work out what a SIAMS inspection would look like and what schools would need in place to demonstrate their church school distinctiveness.

Within six months, our first church school had had its SIAMS inspection with an ‘excellent’ grading. I couldn’t accept much of an accolade for this, but I had offered some guidance where I felt it was appropriate.

By 2019 there were eight church schools in my trust and soon, there was a second SIAMS inspection, with a ‘good’ outcome. I could safely say that I had managed to support this school more closely (even taking on the mantle of foundation governor for a year) so I was happy to accept some thanks here.

In March 2020, my involvement changed quite a bit. I ended up teaching Year 6 in my school (something I hadn’t done before), but I was also planning RE work for children in Years 2-5 within the trust, who were now learning at home. At this point, RE still didn’t feature in my role title, but it was a big part of what I was doing.

Support and challenge

By September 2021, I started to explore other RE avenues to support and challenge me in my role, something I fully recommend to others.

I signed up to anything that might support me;

• NATRE membership was essential, getting the magazine and resources three times a year and accessing the website.
• Back in 2018, I started attending my local Learn Teach Lead RE (LTLRE) meeting which was run by two teachers – primary and secondary. It just so happened that the primary teacher was moving on and so I asked if I could take her place, which opened up lots more opportunities for me, including training, conferences and RE contacts.
• A Farmington scholarship on ‘Teaching Christianity through Art’ allowed me to explore the wealth of artwork available online to support teachers in using the Understanding Christianity resource. Next time, I hope to research visual imagery and artwork to support the teaching of other religions and worldviews.
• The Shared Space project. The University of Bristol and NATRE worked in partnership to investigate the claim that RE promotes warmer community relations through knowledge exchange. Teachers from across the phases worked with academics, developing our subject knowledge and going on to create a unit of work and lessons with lived examples, real and imagined, to introduce pupils to different branches of Islam with the enquiry question, ‘What does it mean to be a Muslim in Britain today?’ The unit challenges stereotyping and the idea that ‘all Muslims’ are the same and also supported pupils to enter into meaningful dialogue around diversity within worldviews. You can find the resources here.

A full time role

I was ready to make the move to full time advisory work, but initially this proved difficult. I was keen to keep the RE role within my trust and many of the advisory roles on offer were full time.
In May 2024, I was resigned to spend another year doing my split role, this time teaching within a Year 5/6 class with children I had taught in Year 3/4. It was just as we were reaching the end of Term 5, the point of no return, that my CEO emailed me to say that the local diocese wanted to offer me a seconded role three days a week as a school advisor. I sat up and sent an immediate reply of yes, desperately wanting to add my favourite catchphrase, ‘Does Carmen Miranda wear fruit!’

I have been doing this role since September 2024, both roles work in tandem as the diocese is keen to work more closely with RE and Christian Distinctiveness leads, and my trust is keen to work more closely with the diocese. It was because of this that I was able to enjoy the experience I first started with along with so many other interesting and exciting experiences. And long may it continue!

“Go for it, it will be good for you”, “It sounds right up your street.” “It will help put RE on the map in our area.” “You can do it you’ve got the right attitude.” “Do it – you know you want to.” They all said when I first discussed the Culham St. Gabriel’s Leadership Programme. And guess what? They were all correct! As I come close to the end of year 1 of the programme, I have begun to reflect on the last year.

I was not successful during my first application to join the programme but received some outstanding feedback and action points. I spent the next year actioning the points and reapplied the following year, this time being successful. The first highlight came quickly afterwards when I was introduced to the person who was going to be my mentor during the first year. His guidance, support and encouragement has made an incredible difference to my confidence.

The second highlight followed early in the Autumn Term, when my peers and I met for the first time with Fiona. Admittedly it was online via Teams but the building blocks were in place for a supportive network and community. I’m honoured to call all them my friends and colleagues. The WhatsApp group has been a constant source of support and means of sharing our ideas. The regular Community of Practice Meetings followed with a range of topics discussed, which we could implement into our own teaching practice and networks.

The next big milestone for me was the face-to-face meeting in London. This was a big turning point for me when I could finally put “imposter syndrome” to bed for good. For a long time, I had struggled to recognise myself as a RE Specialist especially as my degree was in Business and Finance. The face-to-face meeting along with my peers and Fiona and Kathryn from CSTG was both welcoming, friendly and supportive. I instantly felt at home and comfortable with the members of my cohort and was amazed to find myself amongst people who thought and talked about our subject in the same way and were passionate about the role of RE in our schools. These were people I wanted to be with. I returned to Cheshire later that evening with a new drive and renewed passion for my role as a RE leader.

The Research Reading Group sessions started at the end of the Spring Term and this was the part of the programme I thought was going to be the hardest. It was some time since I had last read a scholarly journal article and at first, I found myself having to look words up in a dictionary. I regained confidence when I found out that I was not the only one reaching for a dictionary. The articles provoked some enjoyable discussions and the insights gained have fed directly into my teaching practice and pedagogy.
Other opportunities along the journey have included:

• Writing opportunities including blogs and a RE Today article.
• Collaborative working opportunities including drafting a chapter for a book being edited by an academic from Edge Hill University,
• Sharing and testing resources in the classroom
• Working alongside other RE Hub leaders to develop our local and regional hubs
• Delivering a presentation at a National Conference later in the Summer
  The Leadership Programme has far exceeded my expectations and has helped me to develop myself and my role as a leader. I look forward to being able to continue my journey in year 2 and the opportunities I am sure it will bring.

One of the things I appreciate most about the RE community is the culture of sharing resources and expertise. Teaching is hard, especially in a non-National Curriculum subject where curricula and schemes of work vary so significantly across the country. The generosity of teachers and advisers across the RE community is incredible and one of the most noticeable ways is through the existence of RE hubs. I have been a member of an RE hub for my entire teaching career, the same hub I now am leading. Across the England and Wales, RE-Hubs.uk lists 182 different hub groups supporting local RE communities, some are specialist primary or secondary groups, and some are cross-phase or even specifically A level focused. Many of these are affiliated to the National Association of teachers of RE (NATRE) who started growing and supporting local groups in the 1990’s! Each offers a rich variety of opportunities for teachers and the wider RE community.

I took over an RE hub in 2024, wanting to offer opportunities for local RE teachers to network, share good practice and support one another, but the journey has not been easy or straightforward.

Challenges

When? Our time is precious. Many of us have full teaching loads, families, lives outside of the classroom and giving up precious minutes after school to attend another meeting is not something everyone is able to commit to, before we even factor in the range of parent’s evenings, open evenings and staff meetings that may clash. Equally, not all schools have the time or budget to allow staff to attend during school hours.

Where? The choice between online, in person or hybrid meetings is difficult. Face-to-face meetings are great, there are so many more networking opportunities and conversations possible and the lure of tea and biscuits is always tempting, but the logistics of travel sometimes prohibit people from attending, especially true of my Lincolnshire hub. Online is potentially more accessible to some, but less enjoyable for others and limits some of the activities that can be undertaken.

What? Then the challenge arises as to what to offer in a meeting. The best hub sessions I have attended have offered tangible information or resources. They are fantastic opportunities to invite in speakers from different schools, from faith communities or experts in the RE community. A particularly memorable example was a session run by Birmingham RE Hub and Dr Rachel Jackson-Royal who had invited Dr Ian Jamison to speak on Hindu Dharma and the complexities of teaching the difference between ‘exam Hinduism’ and the realities of the lived religion.

So, what have a learned?

Attendance – will anyone actually turn up? Despite the imposter syndrome and anxiety kicking in, people have amazingly turned up to the meetings I’ve had. The key is to have things that people want to learn about or discuss. I surveyed my hub contact list for information about what they would like and what would benefit them as a starting point and also if they would be prepared to share a project or expertise they had to contribute to a future meeting.

Ask others – I resisted organising my first meeting for ages because I was so daunted by the idea of leading the hub and feeling underqualified to do so. I attended some training offered by NATRE, which I would definitely recommend. I spoke to a number of more experienced hub leads and found the difficulties I was experiencing were not unique to my area. I also attended some online hub meetings to get some advice and ideas. The one thing I quickly realised was that I didn’t have to do this all on my own. Many of the sessions I have attended included external speakers, members of faith communities, and lecturers and academics from universities. I surveyed the hub group and other colleagues and got plenty of offers for contributions to future meetings. Also showcase resources, articles and opportunities that already exist, don’t assume everyone knows about or has seen them.

Be organised – Plan with plenty of time ahead (I should really heed my own advice on that one!). Book the dates in early and get a plan for each session. Advertise widely – I have attended lots of sessions from other local groups across the country which have been fantastic. I inherited a mailing list, but response is often mixed. It’s worth advertising more widely and welcoming speakers from other hub groups.

Looking for a local hub to join or thinking of setting up your own? Have a look here: https://www.re-hubs.uk/ and https://www.natre.org.uk/about-natre/re-in-your-region/

“What would it feel like if someone restricted how I chose to celebrate my favourite religious festival?”

“How has the faith and belief make-up of my local area changed over time? Why?”

“Can I work to make my school community more welcoming to people who have a different faith or belief to me? What about the area where I live?”

These are the kinds of questions which children have come up with and explored as part of our Primary Freedom of Religion or Belief (FoRB) Project which now includes an e-Learning course.

Over the last three years, we have been working with RE teachers to think about how learning about FoRB can enrich the teaching of RE.

Speaking as a non-teacher, it was fascinating working with the talented teachers, who we supported to test out approaches in their classrooms to help their children engage with this unfamiliar topic. As part of that process, we produced two reports which you can read here and here and which have formed the basis of the new e-Learning course.

Importantly, teachers found that with some support and using the tools which we produced, that they could develop what we call a ‘FoRB lens’. This lens could then be applied to existing units of work. In other words, it was not necessary to develop whole new units and lesson plans. Rather, using the learning outcomes documents which we developed, they could generate stimulus questions for their children to generate classroom discussion and learning.

We have now turned the learning from those reports into an free, e-Learning course which you can find here. The course provides an introduction to FoRB, and how one might teach this concept in lessons for primary age pupils. Through the course, you learners consider what is meant by FoRB, some principles and recommendations for teaching FoRB in RE and what this might look like in the classroom using the experiences of other primary teachers. Learners will also look at learning outcomes for pupils.
Fundamentally, using a ‘FoRB Lens’ is not about adding lots of new content but instead taking opportunities to look at existing content in RE through a different lens.

We really hope that you enjoy using this course and that you let us know how you get on! It would be fantastic to hear about how you embed the lessons and approaches in your teaching and would love to see the kinds of approaches which you come up with!

One of the most consistent challenges in our field is the sheer disparity in what children experience in Religious Education. We all know the stories: one school where RE is rich, academic, and respected; another where it’s squeezed into collapsed timetable days or confused with PSHE. As someone who works across many schools, I’ve seen both ends of the spectrum — and everything in between. That’s why I believe it’s time to seriously consider a national curriculum for RE in England.

Yes, there are concerns. The biggest one I hear is: “But who decides what goes in it?” It’s a fair question. Religious Education sits in a complex and plural space, and we are rightly cautious about standardising it. But I come back to this one question: Would it raise standards and expectations for young people? And the answer is, without doubt, yes.

At the moment, the fragmented way RE is determined — with each local authority producing its own agreed syllabus or each academy group interpreting the requirements in their own way — creates wildly different experiences. A national curriculum would introduce a benchmark, a common expectation of quality, that all schools and leaders would be held to. That matters not just for teachers, but for leadership teams who too often still see RE as an afterthought (I was once told, “Let’s just map RE across the school and use the curriculum time for PSHE!”).

It is also worth noting that many locally agreed syllabuses today are developed with external expertise and support, often drawing on common frameworks and resources. This collaboration has led to a significant degree of consistency and similarity across these syllabuses nationwide. In many ways, this means we are already part way toward a national curriculum for RE, with shared aims and content emerging organically despite the absence of a formal, centralised document.

In the curriculum work I’m leading across our Trust, we’ve been clear: a strong central curriculum doesn’t restrict good teachers — it empowers them. Where there are passionate and knowledgeable specialists, a well-designed curriculum gives them the freedom to meet key outcomes in ways that reflect their local context and strengths. But — and this is crucial — where subject expertise is limited or non-existent, the same curriculum ensures that every student still receives a high-quality RE education. That’s the offer a national curriculum could make: consistency, without killing creativity.

Would some schools still do better than others? Of course. But right now, the gap between the best and worst provision is too wide. A national curriculum wouldn’t flatten everything out — it would lift the baseline. It’s about making sure everyone gets a good deal, even if not everyone gets the best deal.

I also think a national curriculum could be designed to offer more flexibility than many locally agreed syllabuses do now. If it followed the model of the national curriculum for History — with core knowledge and themes, but freedom in how to teach it — then RE specialists would have even more scope to innovate, not less. And in the long term, we’d see real benefits: more consistent pathways into GCSE and A level, a clearer subject identity, and more students going on to study religion and philosophy at university. That, in turn, grows the pool of future RE teachers — and that’s something we desperately need. Imagine if trainee teachers were trained to teach a curriculum that had been carefully sequenced by national experts, rather than being handed an overwhelming list of every practice in every faith. It would be a game changer for workload, confidence, and subject knowledge.

So yes — a national curriculum for RE might take time. It might take negotiation. But if it raises the floor for all and raises the ceiling for many, then to me, that’s more than worth it.

‘Mrs Richards! We’ve been exploring the big questions today in our class, It’s so much fun,’ a pupil calls out excitedly in the corridor.

‘I’ve been thinking about how God made the world,’ says another.

‘I emailed you my PowerPoint about Humanism, I can’t wait for the next RVE lesson!’

Moments like these remind me why I love teaching Religion, Values and Ethics (RVE). When it’s delivered with passion and creativity, it sparks curiosity and joy in pupils. It gives them the confidence to explore life’s big questions and connect with diverse worldviews. There’s nothing better than hearing, ‘This is my favourite subject,’ or ‘When is our next RVE lesson?’

So how do we bring that spark into every classroom?

I believe it starts with creating a safe and welcoming environment. Pupils need to feel comfortable enough to speak honestly, ask questions, and listen deeply. A respectful environment ensures that everyone’s voice is heard and valued, regardless of background, abilities, or opinions. Differences are embraced and appreciated. This sense of safety encourages pupils to reflect on who they are, what they believe, and how they relate to the world. Learning to respect the right for others to have their own worldview is key, as it helps pupils understand that not everyone sees the world in the same way, and that’s okay. In RVE, this respect for differing worldviews is essential.

One tool I introduced in my school to encourage open dialogue is the ‘Big Question Voting Board.’ This interactive activity presents pupils with a thought-provoking question, and they place a marker under ‘Yes,’ ‘Not sure,’ or ‘No’ to show their stance. This visual representation allows pupils to see a range of opinions, helping them understand that their own views are respected, and that differences are to be expected. It is the starting point for deep discussions and encourages active participation. Pupils also know they can change their marker if their view changes, empowering them to reflect on new information or perspectives.
The Welsh Curriculum places great emphasis on Cynefin—a Welsh word that directly translates as “habitat,” but carries a much deeper meaning. It describes the place where we feel we belong, shaped by our culture, community, environment, and relationships. This concept is embedded throughout the entire curriculum, helping learners reflect on the personal and societal influences that shape their worldviews.

In RVE, Cynefin is explored by helping pupils understand how religion and worldviews influence both personal identity and the communities around them. To bring this to life, schools can invite visitors from diverse religious and non-religious backgrounds, as well as members of the local community, to share their perspectives on the big questions. Visits to religious buildings such as mosques, churches, and mandirs can also be organised, allowing pupils to see how beliefs are not just abstract ideas but lived experiences that shape how people act and interact with the world. These authentic encounters help pupils connect with real people, break down stereotypes, build empathy, and recognise that despite differing worldviews, we all share common hopes, values, and connections. I’ll never forget a pupil, who shared months after a visitor came in, how that conversation had profoundly impacted his thoughts and behaviour for the better, leaving a lasting impression on his daily life.

To create rich experiences, a variety of interactive tools can be used in the classroom, such as storytelling, music, role play, exploring artefacts, and digital tools like Kahoot. Pupils become like detectives, investigating different religious and non-religious worldviews, piecing together information to understand them better. These hands-on activities make learning enjoyable, and when pupils enjoy what they’re learning, it stays with them, sparking a desire to explore more and think even deeper about the world around them.

RVE taps into pupils’ natural curiosity, offering them the space to explore new perspectives and understand themselves and others better. Through empathy, exploration, and reflection, pupils can develop a deeper connection to the world around them. When they realise their thoughts and the thoughts of others matter, true learning begins. By ensuring every pupil feels seen and heard, curiosity is ignited, helping them appreciate and respect diverse worldviews.