Recently, I wrote a first response to the Commission on RE Interim Report (see <here>). My final paragraph was this:
I would love to see the Commissioners sit down, with all their expertise, experience, knowledge and understanding of religion and belief, and set out a knowledge based curriculum, that teachers then help develop into Key Stage standards of attainment. I honestly think this is the best thing we could do for the students in our care.
I have also written about ED Hirsch before in a series of blogs (see <here>), and it seemed like perfect timing when a video appeared online of him discussing how to develop a list of core knowledge. This is what I believe the RE community needs to do.
Hirsch begins by explaining that within society, there exists a cultural, competency and language gap - and that if this is not addressed, it is reinforced through the education system. This is true in RE, evidenced frequently in the media - many people simply do not posses even basic religious knowledge.
In many of Hirsch's books, he sets out lists of knowledge that need to be learnt at different ages. He explains in these books that an initial list was created, studying current culture and trends - what do students need to know to engage with the culture that surrounds them? These books were created in the 1980's, but have since been reviewed. Hirsch acknowledged that the knowledge required for 'cultural literacy' does change.
In this video, he explains further how a consensus was found. His initial, researched, lists were then taken to conferences of between 150 and 200 teachers and other involved in education. The delegates were then able to allocate knowledge to different age groups, and (perhaps crucially) substitute content if they felt it was appropriate to do so. The delegates needed to feel fully engaged with the process. It was also important to have the antagonists involved in this process, Hirsch makes clear.
He explains that it was important people realised there was no "political axe to grind", and he said people did so quite quickly. It is natural for people to want to equalise educational opportunity... everyone believes in this, but this was an attempt to actually do something in a concerted way. People bought in.
One interesting thing that he makes clear is that he wanted to focus his knowledge based curriculum in elementary (primary) schools. Students can then arrive in high (secondary) school, with a vast amount of knowledge and 'cultural literacy'. Imagine the possibilities.
Implications for RE / CoRE
Someone has got to start this job off. Someone, or a group of people, need to come up with a body of knowledge that they believe is useful in RE, matched to different Key Stage or year group expectations.
This may well include provisional knowledge, which we know is an over simplification (but appropriate for certain age groups), it might include contested knowledge, it might not include everything we would ideally want for a 'religiously literate' person. Some religious people may not fully agree with what is included about their faith, those with particular interests such as history, religion and art, sociology, philosophy etc may not get everything they feel should be included. I think that's okay.
I quite like the subject content document that the DfE published for the new Religious Studies GCSEs (see <here>). It was initially published, put out for consultation, and refined. It may not be perfect, but it is the closest we have to a list of core knowledge for RE.
Huge thanks to Laura McInerney for asking the question; I hope the Commission take on board this idea for the RE community.
Watch the video (8 mins) here: http://developingexperts.com/cpds/12