Julia Ipgrave (WRERU) writes...

Comments received on the proposed RE reforms Julia Ipgrave (WRERU):

I very much welcome the proposals for the reform of RE GCSE and A Level - those who have negotiated their way through the diversity of views and complexity of issues that gather round this subject to arrive at this new model are certainly to be congratulated! To my thinking it goes a long way to answering frequently expressed concerns about the low level of religious literacy in our society at the very time when religion is gaining new prominence in public discourse and policy.

 The creators of the new model have felicitously stepped over the common (but circular) argument that because so many young people today are unfamiliar with religion and religious traditions they should be taught something else in RE, to offer those very young people (alongside their religious peers) the chance to acquire the deeper understanding of at least two of the world's great religious traditions needed to comprehend human history, the roots of modern society, the large majority of the world's population and significant proportion of our own whose worldviews are shaped by adherence to a religious tradition. The requirement that two religions be studied, each receiving a minimum of 25% of curriculum time, means young people grounded in a faith tradition will benefit from serious engagement with a faith other than their own and greater understanding of its adherents without diminishing the importance given to their own faith in their religious education.

The proposed GCSE and A level should also give new academic seriousness and status to the subject which will earn it respect at Higher Education and education policy levels - the knowledge content and skills required of the students mean it will not be possible to dismiss it as a 'soft' subject.

The 50% focus on two religions will provide the necessary background for an informed analysis of the different manifestations of and responses to religion in our society today as well as for philosophical interpretations and critiques of religion. It is good to see introductions to the various religions related disciplines (sociology and philosophy of religion and scriptural studies) included in the proposals. It is also worth flagging up for those who might be concerned that internal diversity of religions and non-religious views are given recognition and space in the new offer. Should reforms in RE curriculum be matched by a rigorous programme of development and training for RE teachers then the result should be that no young person should feel excluded by the reformed provision but all should be fed.