The Ofsted report on RE contains a number of recommendations. Many teachers of RE will want to share these with school leaders

Ofsted’s Chief Inspector, Sir Martyn Oliver, said:
“A strong RE curriculum is not only important for pupils’ cultural development, it is a requirement of law and too many schools are not meeting that obligation.”
The report contains a number of recommendations for schools…

A difficult but important read-the OFSTED subject report on RE has been published today. See the link in the NATRE news piece below offering initial thoughts NATRE

Next up in our ‘Meet the Natre Executive’ posts.

Continuing with our series of posts introducing the members of our new NATRE exec. Deborah Weston OBE Saima and Dr R.Royal who hold officer roles within the committee.

Rachel Buckby I'll have a crack! I think a #FoRB flourishing school will be attune to its context in multiple dimensions... so the pupil body, the teaching body, the parents, the wider community, local faith groups... the school will be aware of them and tend towards partnerships #rechatuk

Q12. What further support might teachers need to help them promote and protect FoRB? #REChatUK

Q10. What positive experiences have people had of organisations coming into school to lead workshops on FoRB related issues? #REChatUK

Kathryn Wright There are philosophical Qs about the nature of freedom. Also, if God exists, to what extent are people “free” to believe? As others have said, the census data opens up interesting questions about how free people are to choose their beliefs freely & how they practise. #ReChatUK

Rachel Buckby A better understanding of what it means to be religious or non-religious, a greater awareness of diversity within a belief system and an appreciation for how belief/non-belief can be very fluid over time. #rechatuk

Q7. What outcomes would you expect to see in children and young people who understood and actioned FoRB principles? #REChatUK

On our campaign page you can download a report (and watch an in conversation session) which includes a list of possible learning outcomes that are specifically about FoRB cstg.org.uk/campaigns/prom… #REChatUK

Rachel Buckby I think what’s been really interesting after delving more into what FoRB is and what a violation of it could be, pupils are much more open to questioning things, they are curious about the lived experience of different people and mindful of the importance of FoRB #REChatUK

Rachel Buckby #rechatuk it wasn't until I got to universitythat I learnt of places where people were forced to be my own religion- I thought we were immune I'd never heard of it- I thought it was just other religions- because I'd only heard about it from another religous group.

Kathryn Wright At GCSE this fits in with persecution on the Christianity paper and Human Rights on the Themes paper.
This was a recent lesson ( or two for me) about persecution from my classroom
#ReChatUk

Rachel Buckby We look at in GCSE when looking at examples of persecuted Christians across the world. Open Doors UK have some very informative resources and videos. #rechatuk

This links nicely to our next question... Q3. How can we share violations of FoRB in an age-appropriate way? What examples do people have? #REChatUK

Nikki McGee Joanne Harris Kathryn Wright I also think it’s something we can model well ourselves as teachers e.g. examples where our own opinions or thinking has shifted #rechatuk

Kathryn Wright Also that FORB exists within religions or traditions.

A worldviews approach might particularly lend itself to this because you are amplifying voices within a tradition and not the whole tradition.

So RE teachers provide diversity to exemplify FORB.

#REChatUK

#REChatUk participants tonight seem to agree that there is a very strong relationship between FoRB and RE/RVE! That is great to hear!