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Diocese

‘Diocese’ refers to the geographical territory in which a bishop exercises oversight. The Church in Wales is divided into six dioceses each with its own cathedral in which is housed the cathedra (the bishop’s ‘chair’ or ‘throne’).

Home Education Religion, Values and Ethics Guidance Designing your Curriculum Guidance

Designing your Curriculum Guidance

Introduction

The legal requirement for Religion, Values and Ethics (RVE)

The purpose of the Church in Wales supporting guidance for RVE

Audience

Agreed syllabus

RVE within the Curriculum for Wales

Spiritual development in Church in Wales Schools

One of the features of the four purposes of the curriculum is that learners will be supported to develop as healthy, confident individuals, ready to live fulfilling lives as valued members of society. statements of what matters and RVE has many valuable and distinctive contributions to make. The statements of what matters are set out in the What Matters Code and include the key concepts for each Area.

In the context of RVE, spiritual development is concerned with our natural ability to look for, express and understand what is important in life, and to question who we are and why we are here. Spiritual development may or may not involve religion.

We say: Church in Wales education teams have a clear framework through which schools can enable all pupils to further their spiritual development.

The approach to spirituality in Church in Wales schools should focus on four aspects: self, others, beauty and questions about something beyond the ordinary. This is more fully explained in the framework below.

Self: Spiritual learners become increasingly aware of the concept of self, being aware of the inner person and the way that this shapes an individual’s perception of themselves as a unique human being.

Spiritual learners reflect on the relationship that they have with their sese of being a unique person.

Others: Spiritual learners become increasingy aware of the concept of others, showing a growing empathy, concern and compassion for how to treat others.

Spiritual learners reflect on how their values and principles affect their relationships with others.

Beauty: Spiritual learners become increasingly aware of the concept of a physical and creative world, developing a growing relationship with beauty through the ability to respond emotionally to experiences of the wonder of the natural world and the results of human creativity.

Spiritual learners explore their understanding of beauty and the effect this has on their perception of and relationship with the world.

Beyond: Spiritual learners become increasingly aware of the concept of the beyond, developing a growing relationship with the transcendental and the ability to explore experiences beyond the everyday.

Spiritual learners search for meaning in their very existence and for their pace in the greater scheme of things.

The connecting idea between these four aspects is “relationships”. We describe a relationship with ourselves, we talk about self-identity, we talk of knowing ourselves. We describe a relationship with others, some of whom we know and others whom we have never met. This wider connection deepens our humanity. We describe a relationship with beauty, we talk of stunning views and music that moves us and it is important that when learners are given these experiences, they explore these for themselves to find their own point of meaning and significance. We describe a relationship with the beyond, the intangible. We develop a growing awareness of our place in the world and that life has a process.

These four aspects are not mutually exclusive: they intertwine and overlap each other. The concept of a relationship implies that an emotional response is involved and at the heart of this is love. As they explore their spirituality, learners may or not mention God but for Christians, God should be apparent in each aspect.

Ultimately, spirituality is the act of being fully human by revealing ourselves, our relationships with others, with beauty and the beyond and doing so through love. (1)

Designing your curriculum for RVE

Time allocation for RVE in Church in Wales schools

RVE and the four purposes

At the heart of the Curriculum for Wales are the four purposes, which are the key drivers for curriculum design and, as such, should be the focus of all curriculum development. The four purposes set out the aspirations for all learners.

By the age of 16, they should be:

ambitious, capable learners, ready to learn throughout their lives
enterprising, creative contributors, ready to play a full part in life and work
ethical, informed citizens of Wales and the world
healthy, confident individuals, ready to lead fulfilling lives as valued members of society

We say: The Church in Wales Statement on Education outlines a vision for education and learners in their schools that clearly align with the aspirations of the four purposes.

In the Humanities Area, the statements of what matters contribute to realising the four purposes of the curriculum.

Mandatory RVE makes an important and distinctive contribution to supporting the four purposes by giving learners opportunities to:

engage with and explore ultimate and philosophical questions about the meaning, significance and purpose of life, and about the nature of human thought and of the universe, and the connections between them
undertake enquiries and engage with sources of wisdom and philosophies that encourage them to explore the challenges, opportunities and responses of human beings in the context of their cynefin, locally, in Wales and the wider world, as well as support them in evaluating their own perspectives and those of others
develop and express their own informed viewpoints, which prepares them for lifelong learning in a pluralistic and diverse world
use their knowledge and understanding of both institutional and personal religious and non-religious beliefs and practices to think critically about their own values and about how they might make important social and personal decisions
explore the ways in which religion and non-religious philosophical convictions have influenced human experience throughout history, so that they can make sense of their place in the world, imagine possible futures and create responsible solutions that take in to account the diverse needs and rights of all people
evaluate and use evidence from a range of religious and non-religious sources to engage with ethical and moral issues, past and contemporary, that challenge their knowledge and values. This enables learners to develop an understanding of religion and belief, culture, community, their cynefin, Wales and the wider world now and in the past, which can help to nurture a sense of place and belonging
respond sensitively to religion and non-religious philosophical convictions and explore the beliefs and practices of people in their community, Wales and the wider world, and how these might impact their actions and choices
develop secure values and establish their ethical beliefs and spirituality through the exploration of religion and non-religious philosophical convictions on a range of issues, which can in turn enable them to form positive relationships based upon trust and mutual respect
discuss and reflect on their own perspectives and those of others on a range of issues, which help them to build their mental, emotional and spiritual well-being by developing confidence, resilience and empathy

RVE and the statements of what matters

Before any detailed planning can begin, it is essential for practitioners and school leaders to consider the Humanities statements of what matters, which contribute to learners realising the four purposes of the curriculum.

Practitioners and leaders should also consider the statements of what matters in other Areas where RVE may be able to contribute to learning.

RVE concepts

The statements of what matters in this Area allow learners to explore and critically engage with a broad range of religious and non-religious concepts, which should be carefully considered and underpin curriculum design.

When considering RVE concepts within their curriculum, schools and settings should:

We say: develop an understanding of the discipline and its value, particularly in the context of a Church in Wales school

provide rich contexts for learners to be curious, to explore ultimate questions and to search for an understanding of the human condition, as well as providing opportunities for learners to reflect and to experience awe and wonder, in a range of meaningful real-world contexts
develop rich contexts for enquiry into the concepts of religion, lived religion, worldviews, secularity, spirituality, life stance, identity and culture to develop learners’ well-rounded understanding of religious and non-religious beliefs and practices
provide rich contexts for engaging with concepts of belief, faith, truth, purpose, meaning, knowledge, sources of authority, self, origin, life, death and ultimate reality, which can enable learners to develop an understanding of personal and institutional beliefs about the nature of life and the world around them
develop rich contexts for exploring the concepts of identity, belonging, relationships, community, cynefin, diversity, pluralism and interconnectedness, which can enable learners to gain a sense of self and develop spirituality
explore the concepts of equality, sustainability, tolerance, freedom, prejudice, discrimination, extremism, good and evil, which can give learners an insight into the challenges and opportunities that face societies
reflect the concepts and contexts of religiosity, practice, ritual, tradition, worship, sacredness, symbolism and celebration to develop learners’ understanding of religion and belief
provide rich contexts for exploring the concepts of ethics, morality, justice, responsibilities, authority, humanity, rights, values and social action.

We say: Voluntary aided Church in Wales schools should include the following key concepts of Christianity within their RVE curriculum:

God, Trinity
Creation
Fall
Incarnation
Salvation
The Kingdom of God/The Gospels/Life and Teachings of Jesus
Sacred Texts/The Bible
Expressions of Faith
Identity
Commitment
Community/Worship
Equality and Justice

Many of the above concepts/areas of study will provide a starting point for wider discussion and comparison with other religions and non-religious beliefs and practices. Others will be more suitable for an interdisciplinary or multi-disciplinary approach. Some will need to be taught discretely.

The concepts should not be taught in isolation at any age or stage of development, rather they should be re-visited throughout a learner’s journey and built on progressively as a means of deepening understanding and widening knowledge.

Diversity in RVE

The RVE lens

Learner progression and learning journeys in RVE

Learner progression is an important driver for designing your curriculum. This is reflected in the statements of what matters and in the descriptions of learning for the Humanities, which help to provide more detailed guidance for practitioners.

In order to develop a shared understanding of progression from ages 3 to 16 in relation to RVE within this Area, an example ‘learning journey’ for each sub lens is provided. These learning journeys illustrate how a learner may develop their understanding of concepts in RVE through the various interconnected sub lenses, and may be useful when designing your curriculum, alongside the descriptions of learning for the Humanities. They have taken account of the descriptions of learning and encourage schools and settings to be creative and confident when planning for learner progression in RVE within their curriculum design. The learning journeys do not provide an alternative set of descriptions of learning, nor do they provide specific reference points or criteria for the pace of progression, and should not be used as such. All of the statements of what matters in this Area are reflected across the learning journeys.

Example learning journey 1: search for meaning and purpose

This learning journey draws mainly from two statements of what matters: ‘Events and human experiences are complex, and are perceived, interpreted and represented in different ways’ and ‘Human societies are complex and diverse, and shaped by human actions and beliefs’. There are connections with other statements of what matters and with other Areas that can also be explored through this sub lens.

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about the ‘deeper questions of life’. At the early stages of learning, learners begin to ask deeper questions about themselves and others, and about the natural world and living things around them (for example, ‘Who am I?’ and ‘Why do things die?), as well as listening to the opinions of others. Further along their journey, they gather and discuss religious and non-religious insights and consider their own and others’ opinions, viewpoints and interpretations with increasing sophistication. Later, issues of truth, meaning, purpose and value can be shared, debated and evaluated as learners engage more deeply with a range of challenging questions on these issues (for example the existence of good and evil, the nature of suffering, the use of wealth). They can recognise that responses to such questions are complex, as well as often partial and inconclusive.

This journey is also about ‘influence, continuity and change’. At the early stages of their learning journey, learners begin to know and express what they like and dislike, what makes them happy and sad, and what their hopes and dreams are for the future, as well as responding to the ideas of others. Further along their journey, they can identify and discuss religious and non-religious insights concerning human feelings and needs, including what influences these and how they are expressed in their own and other people’s lives. Later, learners can come to recognise both continuity and change in responses to questions about meaning and purpose in life, both in their own lives and in society and culture, across time and place. They evaluate relevant contemporary values and ideas of self-worth from religious and non-religious perspectives.

This journey is also about ‘human quests and contributions’. At the early stages of their learning journey, learners begin to show an awareness of the people and the ‘big ideas’ that have shaped their local places and everyday lives. Further along their journey, they imagine and discuss what they may contribute both now and in the future, and increasingly engage with the relationship between aspiration and practice, while considering a variety of contributions from religious and non-religious sources. Later, as learners’ understanding develops, they can make increasingly complex connections between aspects of health and well-being, the needs and demands of the world today and their own search for meaning and purpose.

Example learning journey 2: the natural world and living things

This learning journey draws mainly from two statements of what matters: ‘Our natural world is diverse and dynamic, influenced by processes and human actions’ and ‘Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action’. There are connections with other statements of what matters and with other Areas that can also be explored through this sub lens.

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about ‘care, concern and respect’. At the early stages of their learning journey, learners begin to show care and respect for the natural world and living things around them. Further along their journey, they can identify how and why they and others show care, concern and respect, as well as considering religious and non-religious perspectives. Later, with increasing sophistication, learners can come to raise, and consider critically, ethical questions related to human activity, nature and place; engaging with religious, non-religious responses and their own responses.

This journey is also about ‘awe and wonder’. At the early stages of their learning journey, learners begin to experience awe and wonder in nature, which develops as they explore the world around them, observing and asking questions. Further along their journey, a sense of the complexity of life and its interconnectedness grows, as well as a sense of active responsibility. Later, experiences of awe and wonder are nuanced by deeper and more wide-ranging engagement with others and with place, as well as with the natural world and living things.

This journey is also about ‘responsibility and action’. At the early stages of their learning journey, learners begin to show an awareness of the variety of living things beyond themselves, and that their actions can impact these. Further along their journey, they can come to know religious and non-religious ‘stories’ about local places, the natural world and living things, and how these relate to themselves and others. Through religious and non-religious narratives (for example, about the origins of the world), learners can learn about different philosophies important to our understanding of the world and the place of humans within it. Later, with increasing sophistication, they become able to recognise how values and beliefs are reflected in action, from religious and non-religious perspectives, and how these relate to their own experiences.

This journey is also about ‘place and space’. At the early stages of their learning journey, learners begin to recognise that they are located in place and space, and this has meaning for them. Further along their journey, they recognise that places and spaces around them mean different things to different people, as well as considering places of special significance for religious and non-religious reasons. Later, learners can come to identify and explain various contested places (religious and non-religious), appreciating sensitivities surrounding place. They can understand the complexity of debates and of influences such as identity, authority, values, ethics and considerations of meaning and purpose in life.

Example learning journey 3: values and ethics

This learning journey draws mainly from two statements of what matters: ‘Events and human experiences are complex, and are perceived, interpreted and represented in different ways’ and ‘Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action’. There are connections with other statements of what matters and with other Areas that can also be explored through this sub lens.

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about ‘what people value’. At the early stages of their learning journey, learners begin to identify what is of value to them (for example, fairness, trust, love, life and kindness) and they listen to the opinions of others. They can recognise the need to respect others and can show what this looks like in their everyday lives. Further along their journey, learners become aware of different interpretations and expressions of common values, appreciating a variety of religious and non-religious influences. They learn how some values and rights have changed over time. As their knowledge and experience grows, learners can come to discuss a variety of religious and non-religious perspectives on instances of inequality and injustice, as well as the challenges of identifying and protecting human rights. Later they are increasingly able to form, defend and review their ethical positions on matters of religious and non-religious significance (for example, the sanctity of life, freedom of speech, animal welfare and war).

This journey is also about ‘beliefs, actions and consequences’. At the early stages of their learning journey, learners begin to show an understanding of ‘right’ and ‘wrong’ and how their actions and feelings relate to this. Further along their journey, with increasing breadth and sophistication they can explain how their actions may have consequences for themselves and others, and for the world and living things, drawing on insights from a variety of religions and non-religious philosophical convictions. Later, they can come to postulate and evaluate the factors that influence their attitudes, behaviours and actions, and those of others, including factors relating to religious and non-religious belief and practice.

This journey is also about ‘decision-making’. At the early stages of their learning journey, learners begin to recognise basic moral dilemmas and offer solutions. Further along their journey, they can learn rules and codes of behaviour (both religious and non-religious) relevant to them and to others around them, and they can explain their impact on people’s lives. Later, with increasing sophistication, learners can come to identify and critically discuss the responsibilities and challenges of decision-making, showing understanding of relevant figures, processes and institutions that form part of decision-making, in both religious and non-religious contexts. Learners identify opportunities where appropriate moral action is needed in their communities, Wales and the wider world.

Example learning journey 4: identity and belonging

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about ‘what makes people who they are’. At the early stages of their learning journey, learners begin to show an awareness of who they are and that they are similar to and different from others. Further along their learning journey, they discuss what can form identity (for example, relationships, lifestyles, beliefs and place) and how these influence people and their communities. Later, learners can review and evaluate a range of religious and non-religious philosophies, life stances and practices concerned with what it means to be human, and they can form and critically consider their own perspectives.

This journey is also about ‘communities, contributions and diversity’. At the early stages of their learning journey, learners begin to understand that they are part of various groups and communities and what belonging looks like. They are aware of diversity within relevant communities and that their experiences of belonging are similar to and different from others. Further along their learning journey, they can explore expressions of belonging in a range of religious and non-religious contexts. They can discuss the significance of belonging in people’s lives, including their own. Later, with increasing sophistication, learners can come to identify and evaluate relationships between belonging, commitment and contributions to society, culture and well-being.

This journey is also about ‘place, time and relationships’. At the early stages of their learning journey, learners begin to be aware that they exist in place and time, and that this shapes them and the communities around them. Further along their learning journey, they can explore interactions between a range of communities and societies, locally and more widely, and they can discuss the contributions of identity and belonging from religious and non-religious perspectives. They can come to recognise continuity and change in identity and belonging, and how these are experienced personally and collectively. Later, learners can investigate and evaluate relationships and interdependencies between a range of groups, communities and societies (locally, nationally and globally) and how these impact on human life and the natural world. They can critically consider the roles of identity and belonging in understanding and responding to shared contemporary issues, from religious and non-religious perspectives.

Example learning journey 5: authority and influence

This learning journey draws mainly from three statements of what matters: ‘Events and human experiences are complex, and are perceived, interpreted and represented in different way’, ‘Human societies are complex and diverse, and shaped by human actions and beliefs’, and ‘Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action’. There are connections with other statements of what matters and with other Areas that can also be explored through this sub lens.

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about ‘authorities and influences’. At the early stages of their learning journey, learners begin to recognise that they are influenced by some important people and that this affects how they feel, think and behave. Further along their learning journey, they can identify and explore different sources of authority within religious and non-religious contexts (for example, leaders, relationships, texts, codes of behaviour and traditions). They can come to understand that sources of authority influence people’s lives in a variety of ways. Later, as learners’ understanding develops, they can analyse and evaluate complex relationships (including their own) that exist between and across sources of authority. They can come to critically consider the authority of religious and spiritual experience and conscience, in the past and present, and their impact on people, society and culture.

This journey is also about ‘experiences and interpretations’. At the early stages of their learning journey, learners begin to be aware of important influences in the lives of others, and that their experiences are similar to and different from their own. Further along their learning journey, they can explore how sources of authority are interpreted in different ways by various people and groups, within religious and non-religious contexts. They can come to recognise influences on interpretations and that some sources of authority carry more weight than others for different people, groups and societies. Later, learners can draw on multiple sources of authority to evaluate religious and non-religious interpretations of issues relevant to the human condition, and they can present their own informed positions. They can critically consider how and why experiences and concepts of authority may change over time.

This journey is also about ‘choices and actions’. At the early stages of their learning journey, learners begin to understand that their actions can be affected by choices. They can show awareness of influences on their choices. Further along their learning journey, they can come to recognise how people and communities draw on religious and non-religious sources of authority to guide them in their lives and to inform important decisions. Later, as learners’ understanding develops, they are able to use their knowledge and understanding of a range of sources of authority to engage critically in contemporary ethical issues or debates, and to influence possible actions and outcomes (for example, challenge, consensus and reconciliation).

Example learning journey 6: relationships and responsibility

This learning journey draws mainly from two statements of what matters: ‘Our natural world is diverse and dynamic, influenced by processes and human actions’ and ‘Human societies are complex and diverse, and shaped by human actions and beliefs’. There are connections with other statements of what matters and with other Areas that can also be explored through this sub lens.

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about ‘how people live together’. At the early stages of their learning journey, learners begin to understand that they live in a number of relationships. They are aware of what helps them to live with others. They can offer opinions about how disagreements can be resolved. Further along their learning journey, they can identify and discuss how the importance of relationships (personal, social, environmental and transcendental) is expressed in people’s lives, drawing on religious and non-religious contexts. Later, learners can come to recognise that relationships are dynamic and complex. They can critically consider influences that can contribute to harmony and discord globally, locally and personally (including religious and non-religious influences). They can review and evaluate challenges presented by relationships, drawing on a range of religious and non-religious insights and experiences.

This journey is also about ‘responsibilities and interconnectedness’. At the early stages of their learning journey, learners begin to be aware of connections between their own lives and the lives of other people, the natural world and living things. They can show responsibility for others through simple actions. Further along their learning journey, they can identify how and why people show responsibility for people and places outside their personal relationships. They can discuss important material and non-material dimensions of relationships (including spiritual, religious and moral dimensions), and they can come to recognise connections with human growth and how people can live together responsibly in the world. Later, learners can come to develop critical appreciation of significant issues affecting relationships at a global level and they can imagine possible futures. They can critically engage with a range of religious and non-religious philosophies exploring interconnectedness in life, as well as the nature and understanding of human beings within it.

This journey is also about ‘well-being, identity and inclusion’. At the early stages of their learning journey, learners begin to be aware of their own experiences and feelings when they engage in activities with others. They can recognise that other people have experiences and feelings, too, which are similar to and different from their own. They show curiosity about other people’s lives. Further along their learning journey, they can explore how action can involve significant commitment and sacrifice (past and present) and have major effects on the lives and well-being of others and on the wider world. They can come to recognise connections between actions and identity, including religious and non-religious influences. They can identify unfairness and inequality in their own personal lives and in wider society and suggest appropriate challenges. Later, learners can critically consider what healthy relationships look like and their contributions to well-being, drawing on a range of religious and non-religious perspectives. They can come to understand and evaluate relationships between personal identity and relevant group identity.

Example learning journey 7: the journey of life

The descriptions of learning will help to provide more detailed guidance on progression.

This journey is about ‘meaning, purpose and influence’. At the early stages of their learning journey, learners begin to recognise that people have personal life stories. Learners start to tell their own life story. Further along their learning journey, they can explore a variety of paths through life that people have experienced, drawing on religious and non-religious contexts and influences. They can come to identify connections with meaning-making and purpose. Later, learners can analyse and critically consider the concept of vocation, in the past and present, from religious and non-religious perspectives. They can examine challenges encountered in people’s life trajectories and evaluate religious and non-religious responses.

This journey is also about ‘life stages and events’. At the early stages of their learning journey, learners begin to be aware that they grow and change over time. They experience and compare how their own and other people’s growth is acknowledged and celebrated. They can show how their lives are connected to special times and seasons. Further along their learning journey, they can explore significant life events and rites of passage, and they can discuss the roles that these play in people’s lives by drawing on religious and non-religious insights. Later, learners can analyse and critically discuss human ritual action in the marking of significant events and time. They can come to evaluate relevant philosophies of time from religious and non-religious perspectives and demonstrate how these may impact beliefs, practices and actions.

This journey is also about ‘physical and spiritual journeying’. At the early stages of their learning journey, learners begin to recognise that they go on many different journeys for various reasons. They show interest in the journeys of other people and can see how their journeys are similar to and different from their own experiences. They are aware that journeys have physical features as well as non-material features. Further along their learning journey, they can explore people’s experiences of important journeys from religious and non-religious perspectives, and they can identify reasons for these journeys. They can come to understand that journeys are connected to place and time. They can imagine what an important journey might look like in their own lives. Later, learners can identify and evaluate relationships between physical and spiritual journeys and their effects on the lives of individuals, communities and wider society (for example, in relation to identity, human formation, diversity, culture). They can critically consider the interconnectedness of journeys, landscapes and people across place and time, drawing on religious and non-religious contexts.

Enriching learner experience in RVE

Whichever approach is taken to curriculum development, schools and settings need to ensure rich learning in RVE across a broad range of experiences. Learning experiences are a central aspect of the philosophy of the Curriculum for Wales framework. When designing their curriculum schools and settings should ensure that a developmentally appropriate range of experiences relevant to RVE is provided for learners.

These experiences can include opportunities to:

engage with religious and non-religious local communities in ways that learners will find meaningful and valuable
engage in role play and participate in, or observe, activities such as celebrations or re-enactments
consider what influences people, including Christians, in their response to ethical dilemmas, solve real and present problems, and explore past events
experience and reflect on the mystery, awe and wonder of the natural world, historical locations and religious and cultural sites
observe and participate in cultural activities that help learners to understand human experiences
handle and explore religious artefacts and objects, including sacred and other texts
visit local places of worship and other special places, landscapes and environments, including those with a significant religious and spiritual dimension
meet people for whom faith and belief is important to help learners explore lived experiences
ask big questions relating to higher powers or ultimate reality, the world, the meaning and purpose of life and of their own experiences
engage with religious and non-religious sources, for example religious leaders, people of faith and belief, philosophers, places of worship, artefacts, sacred texts and philosophical writings
learn to respond to the beliefs and convictions of others whilst exploring and analysing their own views and values.

We say: Enriching learner experience in RVE is, in part, about schools and settings exploring their place within the local and wider community. Church in Wales schools will already have strong links with their Diocese and local church, and this may be a useful focus for some of the opportunities referenced below. Many schools will find their Trust deeds are also a means of investigating the origins of its place within the local community. It is important in Church in Wales schools that experiences are made richer by affording learners opportunities to research other faith and belief groups including those who hold non-religious philosophical convictions, that are represented locally and across Wales, as well as sacred places and spaces, past and present.

Key links with other Areas

Curriculum development in schools and settings should explore clear links and interdependencies between RVE and the other Areas as part of a holistic curriculum. These links and interdependencies should be drawn upon during curriculum planning, with practitioners working creatively and collaboratively to support learners’ realisation of the four purposes of the curriculum.

Points to consider for schools and settings

The following questions can be used by schools and settings when designing their curriculum for RVE.

Have you considered how RVE will work best within the Humanities Area?
Does your curriculum design for RVE support the realisation of the four purposes?
Have you used the statements of what matters for this Area to inform your curriculum design?
Have you considered a range of sub lenses through which to view RVE concepts to support curriculum design?
Have you considered learning progression in RVE, using the principles of progression and descriptions of learning in the Humanities Area?
Have you considered the ’learning journeys’ provided to support your understanding of progression in relation to RVE?
Have you reflected on the possible learning journeys of your own learners to support curriculum design for RVE?
Have you included opportunities in your curriculum design for enriching learner experiences in RVE?
Have you made key links between RVE and the other areas of learning and experience?
Does your curriculum design for RVE ensure an appropriate depth, breadth and quality of learning?

We say:

Have you had regard for your agreed syllabus for RVE, while also fulfilling the requirements of your trust deeds?
Does your curriculum design for RVE fulfil the requirements of the Church in Wales supporting guidance?
Have you used RVE concepts, including key concepts of Christianity, in your curriculum design?
Have you included opportunities for learners’ spiritual development in RVE, using the Church in Wales education team approach?
Have you ensured that your curriculum design for RVE is objective, critical and pluralistic?

Ensuring inclusivity in RVE

Education in funded non-maintained nursery settings

RVE provision in a funded non-maintained nursery setting should be considered as part of an overarching holistic approach to learning and development. The ‘Designing your curriculum for RVE’ section above provides further information on RVE for ages 3 to 16, to support practitioners in these settings with this holistic approach.

Young learners are endlessly curious; they enjoy exploring and investigating by themselves and with others, and naturally ask questions about life and the world around them. Through engaging, practical, integrated activities in this period of learning, they can begin to learn more about themselves, other people and the wider world.

Effective, learner-centred pedagogy, which is responsive, dynamic and embedded in strong relationships, should be central to the development of RVE provision in a setting. Through play, learners are able to develop their ideas, opinions and feelings with imagination, creativity and sensitivity, which can help inform their view of the world. Spending time outdoors supports learners’ social, emotional, spiritual and physical development, as well as their well-being. Being outdoors also helps them to develop an awareness of the need to show care and respect for living things.

Learners in this period of learning are beginning to understand the concept of ‘difference’. Practitioners should encourage them to share their knowledge and experiences of their own beliefs, heritage and traditions, as well as those of others (for example, through songs, stories and role play). This can help young learners understand more about themselves, as well as about experiences and viewpoints which may differ from their own.

A supportive, nurturing environment, where learners can learn about each other’s differences and similarities, can help them to begin to develop respectful relationships and a sense of responsibility. They can begin to explore the language of rights and start to understand their right to believe different things and follow different beliefs. Through this, learners from an early age can begin to identify and understand how their actions may affect others, and learn to reflect on and revise their own perspectives, as appropriate.

Education other than at school

Adapted from: The Red Kite: Telling the Story by Andrew Rickett, from Spiritual Development, Interpretations of spiritual development in the classroom. Church of England Education Office copyright The National Society (Church of England and Church in Wales) for the promotion of education 2018
From Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group Interim Report. OGL Crown copyright November 2020.

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