Agenda item

We received a report by the WJEC regarding Draft Specification - Wave 3 qualifications.

The discussion focused on the draft Wave 3 qualification specifications published by WJEC and their potential links to Religion, Values and Ethics (RVE). It was noted that schools will be able to mix and match modules rather than select specifically RVE-focused options. However, because RVE remains a mandatory part of the curriculum, it was noted that schools should consider incorporating RVE-related modules into their provision. Reviewing the draft specifications, several modules had been identified with strong links to RVE, particularly Faith and Belief in the Community, which directly explores religious and non-religious worldviews through theological and sociological perspectives.

 Other modules were highlighted that could support meaningful RVE integration, including Ethical Choices, Equality, Diversity and Inclusion, Healthy Relationships, Democracy, and Sustainability and Action. These subjects offer opportunities to explore moral reasoning, diversity, rights, responsibilities, stewardship, and ethical decision-making through religious, philosophical, and sociological lenses. It was noted that these topics should not be approached solely from secular subject perspectives, such as geography or citizenship, but should include RVE inquiry and reflection.

It was also noted that even modules not immediately associated with RVE could provide opportunities for meaningful integration. For example, Everyday Law could include discussions on justice, fairness, and morality; Mental Health and Wellbeing could explore questions about humanity, dignity, purpose, and the meaning of life; Food Planning and Preparation could consider religious dietary requirements and cultural diversity; Online Responsibility could examine digital ethics; and Financial Literacy could address poverty, wealth, and social responsibility from both religious and non-religious viewpoints.

To support schools, a curriculum mapping approach was proposed that identifies an RVE lens within whichever qualification modules are selected. This would involve mapping theological, philosophical, and sociological inquiry to the mandatory RVE requirements, planning explicit RVE questions within lessons, and providing ways for learners to record evidence of their learning. It was suggested that exemplar units and lesson plans would be particularly valuable, giving schools practical models that can be adapted to local contexts rather than expecting teachers to design everything themselves.

Members acknowledged that one challenge is that the units are optional, and schools may choose modules that do not naturally lend themselves to RVE. It was noted that this could make delivery of mandatory RVE more difficult. However, if schools do not choose modules such as Faith and Belief, they will still be legally required to provide RVE, meaning schools will need to find alternative ways to integrate the content. It was noted that stand-alone, non-examined RVE lessons are unlikely to be attractive to many schools due to competing curriculum demands.

A question was asked how engagement with these qualifications could be encouraged. It was explained that work is being undertaken with James Kent to develop guidance and a roadmap showing how mandatory RVE can be embedded within the Wave 3 qualifications. It was suggested that providing ready-made resources and practical examples would reduce workload pressures and increase the likelihood of schools adopting suitable modules. Since many of these courses may be taught by non-specialists rather than RVE teachers, accessible and adaptable resources will be particularly important.

It was noted that teachers are not reluctant to teach RVE but are often constrained by time and planning pressures. It was noted that previous resources had been successful because they were well-organised and easy to use. Concern was expressed that examination boards do not always fully recognise the mandatory status of RVE. Emphasis was made regarding the importance of communicating this requirement to headteachers and presenting practical solutions rather than highlighting challenges. It was noted that integrating RVE into meaningful qualifications would benefit both schools and learners by ensuring mandatory RVE content is covered while also providing learners with recognised and relevant qualifications.