Agenda item

To receive a verbal update on the planning and preparation for the revision of the RE Local Agreed Syllabus, including the following:

·       A discussion and feedback relating to the current Local Agreed Syllabus.

The purpose of the ASC meetings was to plan and prepare for the new Local RE Agreed Syllabus which was due to be released to schools in September 2026.

The Chair asked members present to provide feedback on the current syllabus and provide any potential suggestions for changes, during which the following was discussed:

·      The RE Advisor to SACRE felt that the sub-group needed to be careful and operate caution, it was felt that there was already a solid syllabus in place and associated units of work that followed the scheme of work for primary schools. Concerns were raised that although changes to the syllabus were required to ensure the syllabus was in line with RE changes, the curriculum had taken a long time to establish, and any drastic changes may prevent teachers from being unable to keep up with the changes.

·      One member raised a concern around the lack of explain and detail relating to world views and it was felt that more involvement was required in the work schemes to relate them more to world views. During the last iteration of the curriculum review it was felt world views was incorporated into the current curriculum. It was felt in reality that experience was that what was being taught was not what would be expected if teaching from a world viewpoint. The Religious Council for England and Wales released information explaining how teaching would views should start with questions and not facts or information, evidence of this had not been seen in schools.

·      Teachers present advised that from an RE point of view, world views and teaching in that specific way was in it’s infancy, ensuring teachers, specifically non-specialist teachers understand the direction described was on-going.

·      SACRE wanted to ensure that the syllabus would include all world views to highlight that all world views were important and valid. It was agreed that more context would be added to the syllabus relating to the world view approach, to assist teachers to make the required adjustment. Work schemes would also be clear that in relation to world views, the starting point should be the questioning.

·      The SEND representative available advised that the current syllabus was felt to be good from a SEND perspective, specifically the inquiry-based approach and content that was provided to non-specialists.

·      Although SEND schools used the agreed syllabus, they had to adapt it to suit SEND children and young people, therefore they would look at RE in a sense setting and how they could use the current Rotherham agreed syllabus to deliver early years foundation stage to key stage two children with SEND requirements.

·      SEND schools faced a challenge when relating the current agreed syllabus to the cognitive ability for SEND children and it could be difficult for SEND children to access the current syllabus. It was suggested that the agreed syllabus should have an early year’s approach to assist with this. Examples were provided of thinking and deeper learning, more inquiry-based questions through early years to assist with bringing deeper learning and a disciplinary approach, more questioning and world views. It was advised that it was very hard for an autistic child to take on someone else’s views and to understand those, however with a more early years type approach it was felt that SEND schools would be supported to fully access the agreed syllabus.

·      Further adaptation of the content within the agreed syllabus would assist SEND schools to use the agreed syllabus better and the production of additional alternative schemes of work for SEND schools would be helpful.

·      Members were keen to talk further to SEND school representatives to gain a better understanding of what SEND schools required resource wise, so SACRE could spend time assisting SEND schools in this area, rather than altering detailed resources for every school in the borough.

·      The SEND representative’s school had changed the name of RE lessons to morals and values, this had re-engaged children and led to a positive change.

·      Members felt that it was important to complete research before beginning the review of the agreed syllabus and asked to find out the number of how many schools within the borough used the agreed syllabus. SACRE had asked CYPS representatives on SACRE to write out to all Head teachers and Subject Leaders previously to find out who used the agreed syllabus.

·      It was also felt by members that the nature of Rotherham’s beliefs had changed significantly since the last review of the agreed syllabus. It was felt that a review of the census would provide SACRE ASC members with a good idea of the current beliefs held across the borough, to allow an analysis of who the audience was for the agreed syllabus.

·      Members present representing secondary schools advised that there was many within the borough that followed the agreed syllabus.

·      It was felt that the majority of primary schools did not used the agreed syllabus, however, the experience of members present was that schools who did not opt to use the agreed syllabus and purchased schemes of work such as RE Today, aligned their purchased schemes as close as possible to the agreed syllabus.

·      A concern was raised by a member as to why the agreed syllabus was being reviewed if there was potentially a low uptake by Rotherham schools, members were advised that the review of the agreed syllabus within five years, from the last syllabus revision, was a statutory requirement for SACRE and the local authority.

·      Some members felt that content of the agreed syllabus was less important that tackling the big world issues, an example was provided of misinformation.

·      Members felt that the focus should be on what updates were required to the syllabus or what further clarification was needed, such as the further focus on world views, rather than spending a large amount of money and time on detailed classroom resources.

·      Rotherham had received funding following the disorder in August 2024, the Together for Tomorrow Project related to RE and creating resources for RE, which may overlap with the agreed syllabus. Although the project was towards the end and the funds had already been allocated, the resources developed could be included within the review of the syllabus.

·      It was felt that work needed to be undertaken to establish how much of a change would be required for the agreed syllabus.

·      It was felt that members needed to reflect on how teachers could be made aware of the wealth of resources available, without being seen as endorsing or promoting an individual commercial product. The local authority was required to be careful to not endorse, promote or advertise a particular commercial product.

Agreed Actions: That SACRE ASC agree that-

1)    More context be added to the agreed syllabus relating to the world view approach and ensure that work schemes would be clearer on world views and questioning as a starting point.

2)    That further adaption of the content within the agreed syllabus is completed to assist SEND schools to use the agreed syllabus better, and additional alternative schemes of work are produced specifically for SEND schools.

3)    That the exact number of schools within the borough that use the agreed syllabus is established.

4)    That the current census is reviewed in order to provide SACRE ASC members with a good idea of the current beliefs held across the borough.

5)    That an update is provided to the sub-group on the activities of the Together for Tomorrow Project, to establish whether any resources developed as part of the project could be included within the review of the agreed syllabus.