Religious education (RE) has been described as ‘an uneasy coalition of several disciplines in undisciplined competition with each other’ (Chater and Erricker, 2012). It has been criticised in recent years for a lack of clear purpose, for confused and confusing curriculum design, and for a student experience identifiable by its lack of parity across the country (Ofsted, 2013) (APPG, 2013) (Dinham and Shaw, 2015). A series of professional conversations with colleagues about this lack of consistency and clarity led to a collaborative research project that aimed to provide better support for teachers through a clear and consistent approach to scaffolding curriculum in RE. The driving purpose of this work was not simply to ensure that teachers feel more confident about teaching the subject, but also to ensure that students would be better able to develop secure religious literacy. Although there is debate about what the phrase ‘religious literacy’ means, it is widely accepted that g
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
