Materials Used to Teach About World Religions - DCSF/ Warwick Report

[28.01.10]

The DCSF has published the findings of a research project on RE resources undertaken by the Warwick Religions and Education Research Unit.

The project involved a three strand mixed method approach: auditing and reviewing current available RE materials (books, ICT resources and other materials); undertaking qualitative case studies and observational work in schools (10 primary and 10 secondary); and conducting a quantitative survey of RE teachers.

Entitled "Materials Used to Teach About World Religions in Schools", the report sought to answer five main questions:

1. What materials are available to maintained and independent schools for teaching about and learning from world religions?

2. What materials are schools using in practice to develop an understanding of world religions?

3. What is the content/ nature of these materials used by schools and how does this relate to current school regulations - in particular maintained schools' duty to promote community cohesion and the independent school standard to assist pupils in appreciating and respecting their own and other cultures?

4. How are these materials used by teachers in the classroom to enhance learning and to promote community cohesion?

5. What are the key factors for schools to consider when determining which materials should be used to teach world religions?

Key Findings

- There is a wide range of religious education resources to support teaching about the 6 principal religions, particularly for KS1-3.

- At examination level, most publications relate to popular options in the areas of philosophy of religion and ethics, and social issues. Few resources offer in depth study of particular religions (except for Christianity).

- Academic reviewers and faith consultants pointed out a high number of errors and points for criticism in the coverage of religions.

- Much of the material used in RE lessons is generated by the teachers themselves, using a mixture of electronic material, print and other resources, many of which were not specifically produced for RE purposes.

- School responses to the community cohesion agenda are various.

- Learning about other religions is sometimes seen as a lower priority in primary RE than the development of personal values, social values and moral living. In secondary RE, learning about religions again has lower priority and the priorities are more about ultimate questions, the development of critical thinking and positive attitudes towards religions.

The full report can be found at DCSF website: http://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-RR197&

The research brief is also available on the DCSF site: http://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-RB197&

James Robson 28/01/10