The evolution of religious education: A reflective analysis of the latest Curriculum and Assessment Review

Mogra, Imran (2025) The evolution of religious education: A reflective analysis of the latest Curriculum and Assessment Review. BCU Education Journal Magazine. (In Press)

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Abstract

The last time the national curriculum (NC) in England underwent a review was in 2011. It is now over a decade, and so the government in England decided that a comprehensive review of it was due to ensure it remained innovative and effective. Thus, in July 2024, the government commissioned Professor Becky Francis CBE to convene and chair a Panel of experts to conduct the Curriculum and Assessment Review.
On Tuesday 18 March 2025 the curriculum and assessment review interim report, was published (DfE, 2025). The Review was informed by research evidence, data, a wealth of perspectives from experts, stakeholders and the public, including over 7,000 responses to their Call for Evidence and a range of research and polling. This gives it much credibility and seems to have been welcomed in many quarters. The Interim Report presents their initial findings and insights.
In this article, I reflect on and critically analyse some key messages presented in the report, within the wider context of religious education (RE). The reflection considers RE as it was excluded from the previous review (DfE, 2013) and welcomes RE into the future framework.

Item Type:	Article
Dates:	Date Event 1 April 2025 Accepted
Subjects:	CAH20 - historical, philosophical and religious studies > CAH20-02 - philosophy and religious studies > CAH20-02-02 - theology and religious studies CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training
Divisions:	Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Imran Mogra
Date Deposited:	28 Apr 2025 10:14
Last Modified:	28 Apr 2025 10:17
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16301