LOOKING FOR ACCURACY, SENSITIVITY, BALANCE AND AUTHENTICITY
Accuracy It is possible (and often necessary, particularly for younger and less able pupils) to summarise beliefs and practices clearly. However, care needs to be taken that resources do not contain over-simplifications or omissions that can lead to distortion. Religious traditions are rarely homogeneous, and they develop and change; the best resources will recognise this.
Sources Look for indications that expert advisers, including academics, faith organisations and faith representatives, have been consulted at all key production stages;
Check whether resources draw on primary sources, which contribute to accurate representation of religious traditions and may foster pupils ' interpretive skills.
Check that provenance and context of quotations, e g from individuals, sacred texts and other documents, is given.
Ensure that publishers and their sources respect the educational purpose of the resource (for example, that they are not trying to convert pupils).
Much of this guidance also applies to websites, which pupils need to be taught to use discriminatingly. Some useful “gateway” websites for teachers include:
Diversity We recommend resources that include authentic authoritative voices and a range of believers. The beliefs and practices of one person, however senior or committed, rarely represent the diversity found within his or her religion.
If the beliefs and practices represented are typical of one section of believers but not of others (for example, on the role of women in Judaism) this should be made clear. If one voice is featured (for example, in an interview) it should be made clear that this is one of many possible perspectives. Ideally a range of voices would be included.
Perspective The viewpoint and credentials of writers and advisers should be made clear (e g, in an author’s preface).
Keeping up-to-date The best resources are revised and updated regularly – even old favourites can be improved so don’t hang on to old stock indefinitely.
Terminology The Qualifications and Curriculum Authority (QCA) publishes a Glossary of Terms explaining religious vocabulary that has been widely circulated and checked. We recommend this glossary to teachers faced with variations, as the definitive source of currently acceptable spellings, definitions and terminology. It can be downloaded from http://www.qca.org.uk/ca/subjects/re/.
Illustrations Has the resource used illustrations sensitively to promote and enhance learning? A range of media, including photographs, videos, artefacts, artists’ impressions, cartoons, and omitted / incomplete / mislabelled / misdescribed images, can also offend and distort.
Assumptions Assumptions underlying some questions and discussion topics can offend some pupils, for example: “What do you think the afterlife / God is like?”; “ Why / how / when did God create the world?”
EXAMPLES OF GOOD PRACTICE IN RESOURCES AND TEACHING
Teaching is, of course, constrained by syllabuses and resources, but wherever possible we suggest:
Looking for and using "Many Hindus believe…" or "Some Hindus believe…" rather than "Hindus believe…"
Looking for and reflecting accurately gender balance, range of practices, ethnicity and cultures within religions – in text and illustrations.
Checking acceptability of terminology to the faith group in question, for example "the Bahá'í Faith", not "Bahá'ísm".
Using original terminology rather than inaccurate translations, for example "dharma" rather than "religion".
Focusing on beliefs and practices which are of real importance in each religious tradition, rather than making all religions conform to one model or theme. For example, festivals are not of equal importance in all religious traditions. Resources should focus on genuinely significant festivals, rather than those that conform to a pre-chosen theme or are easy to illustrate. For example, Hanukah is not a major Jewish festival, though it appears in many primary school resources and syllabuses.
Including religious and spiritual dimensions as well as social and political issues.
Seeking advice from your RE department or one of the specialist organisations listed below when in doubt.
Relating beliefs and practices to the life experience of pupils when possible.
Listening to and valuing pupils of all faiths and none.
Extending and enriching pupils ' experience – making sure they have something to think about and to think with.
WHAT OTHER GUIDANCE IS AVAILABLE ON RELIGIOUS EDUCATION…
on the law on RE?
For most schools the aims and content of RE are determined locally, but RE must meet some basic legal requirements:
the school curriculum should promote the "spiritual, moral, cultural, mental and physical development of pupils";
the agreed syllabus should "reflect the fact that the religious traditions of Great Britain are, in the main, Christian, while taking account of teachings and practices of the other principal religions represented in Great Britain" (Education Act 1996).
Further guidance was given in DfE Circular 1/94 (10/94 in Wales ), for example that "syllabuses must be non-denominational… [and] not be designed to convert pupils or urge a particular religion or religious belief on pupils."
on Agreed Syllabuses? Local Standing Advisory Councils on RE and local RE advisers, the National Association of SACREs and the Association of RE Advisers, Inspectors and Consultants (AREIAC) may be able to help. Though syllabuses vary, and local Agreed Syllabus Conferences make efforts to reflect the range of beliefs found in the local community in their syllabuses, they also have much in common, arising from the legal requirements and (often) QCA guidance.
on the RE curriculum? The QCA and, in Wales , ACCAC are good sources of general (though non-statutory) guidance: see for example QCA’s Religious EducationModel Syllabuses (1994) which offer guidance on content, and QCA’s/DfES ' s non-statutory schemes of work for RE and Non-statutory guidance on RE (2000) which offer practical advice and offer this insight into the nature of RE:
"RE develops pupils’ knowledge and understanding of, and ability to respond to, Christianity and the other principal religions represented in Great Britain . By exploring issues within and across faiths, pupils learn to understand and respect different religions, beliefs, values and traditions (including ethical life stances), and their influence on individuals, societies, communities and cultures.
RE encourages pupils to consider questions of meaning and purpose in life. Pupils learn about religious and ethical teaching, enabling them to make reasoned and informed judgements…
RE develops pupils’ skills of enquiry and response. RE encourages pupils to reflect on, analyse and evaluate their beliefs…
RE does not seek to urge religious beliefs on pupils nor compromise the integrity of their own beliefs by promoting one religion over another…"
Look out for the new National Framework for RE, due to be published by the QCA by September 2004.
on the requirements of faith groups? Please consult the faith groups, which can provide recommendations and advice. See below.
WHERE CAN YOU FIND OUT MORE OR ASK FOR ADVICE?
It is not always easy to find people who represent the diversity found within any worldview and who understand what pupils and teachers need, or to know which organisations within different faith groups to contact. The list that follows is of member-organisations of the REC that may be willing to offer authoritative advice, fact-checking and / or visiting speakers. These organisations represent, or can find, members from the diverse elements within their communities; many of them also have education officers or departments that understand the requirements of schools. They should be able to provide assistance and accurate information. Some of these organisations may charge a fee to cover their costs, and it is helpful to provide a SAE with written enquiries.
Bahá’í Faith
Bahá’í Office of Religious and Educational Affairs (BOREA) c/o 27 Rutland Gate, London SW7 1PD. Phone: 020 7584 2566; email:
Judaism
Education Officer, Board of Deputies of British Jews, 6 Bloomsbury Square, London WC1A 2LP. Phone: 020 7543 5421; fax 020 7543 0010; email:
; website: www.bod.org.uk
Buddhism
General Secretary, The Buddhist Society, 58 Eccleston Square, London SW1V 1PH. Phone: 020 7834 5858; fax 020 7976 5238; email:
website: http://www.thebuddhistsociety.org.uk/
Working Group On Sikhs and Education (WORKSE), 32 Elsham Road, London W14 8HB. Email:
Christianity
The Church of England Board of Education, Church House, Great Smith Street, London SW1P 3NZ. Phone 020 7898 1491 or 020 7898 1518 fax:020 7898 1493 email:
or
website: http://www.natsoc.org.uk
Catholic Education Service for England and Wales, 39 Eccleston Square, London SW1V 1BX. Phone: 020 7901 4880; fax: 020 7901 4893; email:
; website: http://www.cesew.org.uk
Free Church Education Unit, 25 Marylebone Road, London NW1 5JR. Phone: 020 7467 3783; email:
General
The RE Directory website is an invaluable source of information and contacts. See www.theredirectory.org.uk
The Association of RE Inspectors, Advisers and Consultants (AREIAC) is a source of potential consultants who could be accessed through the association but would give advice personally. See http://www.areiac.org.uk
National Association of Standing Advisory Councils on RE (NASACRE), Westhill RE Centre, University of Birmingham School of Education, Selly Oak Campus, Birmingham B29 6LL. Phone: 020 7901 4880; fax: 020 7901 4893
Welsh Association of SACREs (WASACRE), 2 Penilys Terrace, Bangor, Gwynedd LL57 2AT. Phone 01248 353121; email:
Welsh National Centre for RE, University of Wales Bangor, Normal Site (Meirion), Bangor, Gwynedd LL57 2PX. Phone: 01248 382956; fax 01248 383954; email:
; website: http://www.bangor.ac.uk/rs/wncre
Shap Working Party on World Religions in Education, PO Box 38580, London SW1P
Stapleford Centre, Education Projects Manager, The Old Lace Mill, Frederick Road, Stapleford, Nottingham NG9 8FN. Phone:0115 939 6270; email: afarnell@stapleford centre.org ; website: www.stapeleford-centre.org
Education Officer, Muslim Educational Trust, 130 Stroud Green Road, London N4 3RZ. Phone: 020 7272 8502; fax: 020 7281 3457; email:
; website: http://www.muslim-ed-trust.org.uk
Education Department, The London Central Mosque Trust & Islamic Cultural Centre, 146 Park Road, London NW8 7RG. Phone: 020 7724 3363; fax: 020 7724 0493; email:
; website: http://www.islamicculturalcentre.co.uk
Inter Faith
The Inter Faith Network for the UK is willing to give advice and contacts on inter faith issues. The Inter Faith Network for the UK, 8A Lower Grosvenor Place, London SW1V 0BY. Phone: 020 7931 7766; email:
; website: www.interfaith.org.uk
The RE Council is a non-governmental organisation which relies on donations and grants from other organisations and individuals. You can donate money by sending a cheque to our office, or by securely transferring money via PayPal to info@recouncil.org.uk.
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