Anne Andrews reported that from across Berkshire and its SACREs, she had received feedback on the Draft Syllabus from Humanists, a Jewish representative, several Free Churches, the Church of England, and the Catholic Church. She had also received feedback from the Hindu, Buddhist and Bahai faith groups. Most of the feedback had been positive.

Amendments had been minor, such as including Christian narrative stories and the Jewish festivals. She also changed some wording slightly on Humanism. In the current draft proposal, Judaism would be taught in Key Stage 1 with Islam in Lower Key Stage 2, with the option that Judaism and Islam could be revisited in Upper Key Stage 2. There had been a suggestion to switch Judaism from Key Stage 1 to Lower Key Stage 2 and place Islam into Key Stage 1 to alternate between Abrahamic and Dharmic faiths.

SACRE members were asked for their views. Barbara Meaney believed that Judaism should be taught first due to it preceding the other Abrahamic religions and that students might develop a basic understanding and then revisit it later on. Thomas Kingsley-Jones (KS3 Teacher representative – Churchmead School) agreed.

Anne Andrews stated that Judaism was not to be taught at Key Stage 3 in the current proposed revision of the Agreed Syllabus; instead, Buddhism, Humanism and Islam would be taught, similar to the current Agreed Syllabus. Thomas Kingsley-Jones commented that Churchmead, like Desborough College, had many feeder schools and that there was no guarantee that those schools had taught Judaism in any depth.

When Anne Andrews asked for her opinion, Shahnaz Din (KS2 Teacher representative – Lowbrook Academy) believed that teaching Islam in Lower Key Stage 2 worked well.

Anne Andrews assured colleagues that other religions could be referred to alongside the core religions being taught.

Following an enquiry from Rachel Beaumont (Church of England representative), Anne Andrews explained that the purpose of the Syllabus was to establish the legal requirements relating to schools, hence the suggestion of linking specific religions to Key Stages so that students would be taught Christianity, Judaism, Islam, Hindu Dharma and Sikhism by the end of Lower Key Stage 2. By Upper Key Stage 2, there would be a clear cut-off point and schools could then revisit the aforementioned religions or introduce Buddhism. She added that the general outlook of the syllabus was that the students should be exposed to Christianity and another religion in every academic year.

After pointing out that only 40% of RBWM schools would be obliged to follow the Agreed Syllabus, Clive Haines wondered if it could be considered ‘a recommendation’ or even if the title might be changed from ‘Agreed Syllabus’. Anne Andrews believed that it was a legal obligation to call it an ‘Agreed Syllabus’. Clive Haines said that he would look into the legality of the title, with Anne Andrews suggesting that she could ask what the general view of the Agreed Syllabus was at the next NASACRE meeting.

ACTIONS:

·       Clive Haines to check the legality of the title for the 'Agreed Syllabus', namely whether it is obligatory.

·       Anne Andrews to ask NASACRE the general view about the title of 'Agreed Syllabus'.

The next iteration of the draft Agreed Syllabus would not be circulated until after a session focussing on Key Stage 3 with other RE advisers on 20^th March 2024. Further feedback would then be sought from SACRE members.