TAKE ACTION: Support parents’ rights to demand inclusive RE in all Welsh schools

The Government is planning to rename Religious Education ‘Religion, Values, and Ethics’ (RVE), legislate to treat religions and humanism equally in schools with no religious character, and give the parents of children in faith schools the right to demand their children are provided with the same lessons instead of indoctrinatory faith-based RE.

We strongly support the proposals, which will mean that all pupils will have the right to lessons that are fully inclusive of humanism when their parents demand it. However, the plans have come under sustained attack from the Catholic Church, and for that reason, we need your help to secure these changes.

Please, will you respond to the consultation using this online form? We need submissions by Tuesday 28 July to guarantee the right to fully inclusive religion, values, and ethics classes for children in Wales.

Model responses to the most important questions can be found on the online form below. However, we would strongly advise that you adapt them. Officials tend to treat high numbers of identical contributions as one response, meaning your efforts will have much less impact than if you had personalised your answers.

I am a pupil

Talk about your positive experiences of learning about humanism in RE. If you haven’t been taught about humanism, explain why you think this is a problem (for example, by highlighting how this makes you feel as a non-religious person). If you have attended a faith school, discuss your experiences of being withdrawn from RE or having to stay in RE lessons that attempt to impose a religious perspective. If you are an older pupil who attends a faith school, explain why you would like the right to opt yourself into inclusive lessons in Religion, Values, and Ethics.

I am a parent or carer

Talk about why you think it is important for your children to learn about religions and humanism equally. If your only local choice of school is a faith school, explain the issues this has caused for your family (e.g. through having to withdraw your children from RE, or leave them subjected to faith-based education) and why having the option to ask for inclusive RVE lessons will be an improvement on the right to withdraw.

I am a teacher

Talk about your positive experiences of inclusive RE that covers humanism. Or, if your school teaches from a particular religious perspective or doesn’t consider non-religious worldviews, explain the problems you think this causes (both for the pupils and for you as a teacher). If you have any experience of pupils being withdrawn from RE, discuss why you don’t think this is as good as providing the right to demand an inclusive alternative to protect the rights of families who don’t want faith-based lessons.

Hoffwn ymateb yn Gymraeg/ I want to respond in Welsh

Mae cyfieithiad Cymraeg o'r ymatebion i'r cwestiynau allweddol isod. Bydd angen dileu'r fersiwn Saesneg a chopïo a gludo'r fersiwn Cymraeg i'r blwch isod.

Cwestiwn 1 – A ydych yn cytuno y dylai crefydd, gwerthoedd a moeseg (CGM) gwmpasu credoau crefyddol ac anghrefyddol sy’n argyhoeddiadau athronyddol (yn unol â’r Confensiwn Ewropeaidd ar Hawliau Dynol) fel y’u disgrifir yn y ddogfen ymgynghori? Cytuno Rwy’n cytuno’n gryf gyda’r cynnig hwn. Yn syml, mae’n cynnwys dilyn cyfraith hawliau dynol sy’n bodoli nawr ac sy’n dweud bod crefyddau a dyneiddiaeth i’w trin yn gyfartal yng nghwricwlwm ysgolion.

Yn ôl yr arolwg British Social Attitudes Survey, mae bron 60% o oedolion Cymreig yn ddigrefydd a bydd y nifer hwn hyd yn oed yn fwy ymhlith pobl ifanc. Er mwyn i’r gwersi newydd CGM fod yn berthnasol i blant a phobl ifanc sy’n tyfu fyny yng Nghymru heddiw, mae’n hanfodol bwysig eu bod yn ystyried persbectifau digrefydd ochr-yn-ochr gyda’r prif grefyddau. Gan mai’r unig bersbectif digrefydd sydd wedi ei ddatblygu’n gyflawn ac sy’n cael ei gefnogi gan ystod eang o lenyddiaeth addas i’w astudio mewn ysgolion, golyga hyn mewn gwirionedd ei bod yn rhaid i ysgolion i addysgu dyneiddiaeth.

Mae rhai grwpiau crefyddol yn ceisio dadlau y byddai cynnwys dyneiddiaeth yng nghwricwlwm CGM yn golygu teneuo neu wanhau’r pwnc. Mae hyn nid yn unig yn hynod sarhaus o’r rheiny sydd, fel fi, yn arddel credo dyneiddiol, ond mae’n methu cydnabod yr effaith hanesyddol a damcaniaethol yn mae meddylwyr digrefydd wedi ei gael ar Gymru a’r byd. Byddai cau rhain allan o bwnc sy’n ystyried rhai o’r cwestiynau mwyaf a phwysicaf bydd plant yn eu hastudio yn yr ysgol yn hollol amhosib i’w gyfiawnhau.

Cwestiwn 2 – A ydych yn cytuno y dylai cynadleddau meysydd llafur cytunedig ystyried canllawiau statudol wrth ddatblygu eu maes llafur cytunedig lleol?

Cytuno

Mae’n hanfodol bod pob Cynhadledd Meysydd Llafur Cytunedig yn cymryd sylw o’r cyfarwyddyd statudol gyhoeddwyd gan Lywodraeth Cymru wrth ddatblygu eu maes llafur cytûn lleol. Mae hyn oherwydd ei fod yn cynrychioli’r ffordd orau i sicrhau bod y meysydd llafur sy’n cael eu datblygu’n cwrdd â’r angen cyfreithiol i fod yn ‘wrthrychol, hanfodol a lluosogaethol’ tra’n parhau i ganiatáu rhai gwahaniaethau ar lefel lleol (e.e. i adlewyrchu cynnwys y boblogaeth leol). Er hynny, mae’n bwysig bod Cynadleddau Meysydd Llafur Cytunedig yn ymwybodol bod ‘cymryd sylw’ o’r cyfarwyddyd yn golygu mwy na chymryd cipolwg arno ac y dylai unrhyw benderfyniad i wyro oddi wrth y cyfarwyddyd hwn fod yn seiliedig ar resymau dilys, wedi eu mesur a’u pwyso’n fanwl sydd ddim o ran eu hunain yn arwain at faes llafur sydd yn anghyfreithlon. Er enghraifft, ni fyddai maes llafur sy’n anwybyddu dyneiddiaeth, am ba bynnag reswm, yn cwrdd â’r angen cyfreithiol ynglŷn â lluosogaeth ac felly ddim yn cyrraedd y safon angenrheidiol.

Cwestiwn 3 – A ydych yn cytuno â’n cynnig y dylid ei gwneud yn ofynnol i ysgolion cymunedol a sefydledig ac ysgolion gwirfoddol heb nodweddion crefyddol ystyried maes llafur cytunedig wrth ddylunio crefydd, gwerthoedd a moeseg a’i roi ar waith?

Cytuno

Am yr holl resymau a roddwyd i ateb Cwestiwn 1, mae’n bwysig bod disgyblion ym mhob ysgol heb gymeriad crefyddol yn derbyn addysg eang a chytbwys mewn crefyddau a dyneiddiaeth. Fodd bynnag, am fod Cynadleddau Meysydd Llafur Cytunedig yn meddu’n barod ar beth hyblygrwydd o ran beth sy’n cael ei gynnwys yn y cwricwlwm, rwy’n gofidio rhywfaint y gallai cynnig mwy fyth o hyblygrwydd ar gynnwys a chyflenwad arwain at faterion pwysig yn cael eu gadael allan neu gael eu haddysgu mewn modd anghywir. Oherwydd na fydd bellach hawl gan rieni i dynnu eu plant allan o’r fath wersi, bydd hi’n hynod bwysig i sicrhau bod ysgolion yn ymwybodol o’r ffiniau cyfreithiol sydd wedi eu gosod ar beth a sut ddylent ei addysgu a bod ‘cymryd sylw’ o’r maes llafur y cytunwyd arno yn golygu mwy nag esgus ei gefnogi. Bydd hyn yn hynod bwysig o ran addysgu dyneiddiaeth, a fydd yn bwnc newydd i lawer o ysgolion ac athrawon.

Cwestiwn 4 – A ydych yn cytuno â’n cynnig na chaiff rhieni/gofalwyr dysgwyr mewn ysgolion heb nodweddion crefyddol ofyn i ysgol addysgu crefydd, gwerthoedd a moeseg yn unol â daliadau ffydd benodol mwyach?

Cytuno

Rwy’n cefnogi’r cynnig hwn yn gryf. Un o amcanion hanfodol y cwricwlwm newydd yw i gynhyrchu ‘dinasyddion moesegol, hyddysg sy’n barod i fod yn ddinasyddion Cymru a’r byd’. Mae’n annhebyg y cyrhaeddir y nod hwn mewn achosion lle na fydd y plant yn derbyn addysg gwrthrychol, cynhwysfawr, diduedd am wahanol grefyddau a dyneiddiaeth, felly mae gan y Llywodraeth ddyletswydd i gyfyngu’r nifer o blant sydd yn y sefyllfa hon. Does dim dyletswydd ar y wladwriaeth i ddarparu’r union ffurf o addysg y dymuna’r rhiant, does ond angen sicrhau nad yw’r addysg sydd ar gael yn bwrw yn erbyn hawl rhieni i ddarparu’r fath addysg eu hunain. Gan fod CGM cynhwysfawr yn addas ar gyfer pob disgybl beth bynnag yw eu cefndir, dydy e ddim yn torri’r mesur prawf hwn.

Os yw rhieni am drwytho’u plant mewn rhai credoau crefyddol, maent yn rhydd i wneud hynny yn eu cartref. Fodd bynnag, ni ddylent allu tynnu eu plentyn allan o wersi mwy gwrthrychol, lluosogaethol ynglŷn ag amrywiaeth o fyd-olygon crefyddol a digrefydd er mwyn gwneud hynny.

Cwestiwn 5 – A ydych yn cytuno â’r cynnig y dylai ysgolion gwirfoddol a reolir â nodweddion crefyddol allu addysgu crefydd, gwerthoedd a moeseg yn unol â gweithredoedd ymddiriedolaeth neu ddaliadau ffydd yr ysgol os bydd rhieni/gofalwyr yn gofyn iddynt wneud hynny?

Anghytuno

Rwy’n cytuno gyda’r cynnig y dylai ysgolion gwirfoddol a reolir â nodweddion crefyddol, fel yw’r sefyllfa bresennol, allu addysgu crefydd, gwerthoedd a moeseg yn ôl y maes llafur sydd wedi ei gytuno’n lleol. Fodd bynnag, rwy’n credu bod y cynigion perthnasol i CGM yn yr ysgolion hyn adlewyrchu y rheiny mewn ysgolion heb gymeriad crefyddol. Mewn geiriau eraill, i sicrhau bod y nifer fwyaf posib o blant yn derbyn CGM cynhwysol, ni ddylai rhieni bellach allu gofyn am fersiwn o’r pwnc sy’n seiliedig ar ffydd.

Cwestiwn 6 – A ydych yn cytuno y dylai fod yn ofynnol i ysgolion gwirfoddol a gynorthwyir â nodweddion crefyddol addysgu yn unol â’r maes llafur cytunedig os bydd rhiant/gofalwr yn gofyn iddynt wneud hynny, ac a ddylai fod ganddynt ddisgresiwn i wrthod cais o’r fath?

Cytuno

Mewn byd delfrydol, byddai’n orfodol i bob ysgol addysgu maes llafur CGM hollol gynhwysfawr a gwrthrychol i bob disgybl. Nid yn unig y byddai hyn y ffordd orau o ddiogelu’r hawl i ryddid crefyddol i ddysgwyr a’u teuluoedd, byddai hefyd yn helpu i sicrhau deallusrwydd a goddefgarwch cyd-rhwng gwahanol grwpiau. Er hynny, yn absenoldeb cynnig i llwyr ddiddymu addysgu’r pwnc yn seiliedig ar ffydd, mae’r cynnig i ganiatáu rhieni plant sy’n mynychu ysgolion gwirfoddol a reolir â nodweddion crefyddol i fynnu gwersi CGM yn unol â maes llafur wedi ei gytuno’n lleol yn gam enfawr i’r cyfeiriad iawn.

Oherwydd ystod o resymau, mae llawer o ddisgyblion sy’n mynychu ysgol ffydd ddim yn arddel crefydd yr ysgol. Dylent feddu ar yr hawl i ofyn am ddewis arall sydd ddim yn ceisio’u recriwtio i unrhyw un crefydd neu gredo arbennig, ond sy’n trin y safbwyntiau hyn yn gyfartal. Ni ddylid caniatáu’r ysgol i wrthod y fath gais oherwydd, yn wahanol i geisiadau i dderbyn CGM wedi ei seilio ar ffydd a drafodwyd uchod, mae angen y ffurf o addysg er mwyn gwarchod hawliau dynol y rhai dan sylw. Bwriad y gwersi yw eu bod yn ceisio osgoi hybu byd-olwg penodedig ar draul rhai eraill, rhywbeth fyddai, petai’n cael ei orfodi, yn datblygu’n drwytho, sy’n ymyriad â’r rhyddid i feddwl a chydwybod sydd wedi ei gorffori yng Nghonfensiwn Ewrop ar Hawliau Dynol a’r Ddeddf Hawliau Dynol.

Er fy mod yn cydnabod bod y cynigion yn wellhad nodedig ar y sefyllfa bresennol yn ysgolion ffydd, rwy’n dal i ofidio eu bod yn methu gwarchod hawliau plant hŷn. Dan Gonfensiwn y Cenhedloedd Unedig ar Hawliau Plant, mae plant a phobl ifanc yn meddu ar yr hawl i ryddid crefydd neu gredo. Mae’r hawl hwn yn meddu ar rym yng nghyfraith y DU oherwydd yr achos cyfreithiol sy’n adnabyddus fel Gillick competence. Fodd bynnag, yn ysgolion ffydd, bydd yr hawl i fynnu CGM cynhwysol ym meddiant y rhieni hyd at oed chweched dosbarth. Yn fy marn i, mae hyn yn rhy hwyr a dylid caniatáu disgyblion o Flwyddyn 10 i ddewis mynychu gwersi cynhwysol. Dyma beth ddylai’r sefyllfa fod yn Ysgolion Gwirfoddol a gynorthwyir ac, os yw’r hawl cyfredol i rieni fynnu gwersi seiliedig ar ffydd i barhau, yn Ysgolion gwirfoddol a reolir sydd yn meddu ar gymeriad ffydd.

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Subject

I am writing to respond to the Welsh Government’s consultation on Religion, Values, and Ethics. I have included responses to certain questions that interest me below:
Question 1 – Do you agree that religion, values and ethics (RVE) should encompass both religious and non-religious beliefs that are philosophical convictions (in line with the European Convention on Human Rights) as described in the consultation document?
Agree
I strongly agree with this proposal. In fact, it simply involves following existing human rights law which states that religions and humanism must be treated equally in the school curriculum. 
According to the most recent British Social Attitudes Survey, almost 60% of Welsh adults are non-religious and this number will be even greater amongst young people. For these new RVE lessons to be relevant to children and young people growing up in Wales today, it is vital that they consider non-religious perspectives alongside the main religions. Since the only non-religious perspective which has been fully developed and is supported by a wide range of literature that is suitable for study in schools, this effectively means that schools must teach humanism.
Some religious groups try to argue that the inclusion of humanism in the RVE curriculum will involve ‘dumbing down’ or a ‘dilution’ of the subject. Not only is this incredibly insulting to those who, like me, hold humanist beliefs, but it fails to recognise the historical and theoretical impact that non-religious thinkers have made on Wales and the world. To exclude these from a subject which considers some of the biggest and most important questions children will study at school is entirely unjustifiable.
Question 2 – Do you agree that agreed syllabus conferences must have regard to statutory guidance when they are developing their locally agreed syllabus?
Agree
It is imperative that all ASCs have regard to the statutory guidance issued by the Welsh Government when developing their locally agreed syllabus. This is because it represents the best way to make sure that the syllabuses that are developed properly meet the legal requirement to be ‘objective, critical, and pluralistic’ while still allowing some local level differences (e.g. to reflect the make-up of the local population). It is nevertheless important that ASCs are made aware that ‘having regard to’ the guidance means more than taking a passing look at it and that any decision to deviate from this guidance will have to be grounded in legitimate, well-thought-through reasons which do not themselves result in a syllabus which is unlawful. For example, a syllabus which excludes humanism, for whatever reason, would not meet the legal requirement relating to pluralism and so would not meet the necessary standard.
Question 3 – Do you agree with our proposal that community schools and foundation and voluntary schools without a religious character must be required to have regard to an agreed syllabus in designing and implementing RVE?
Agree
For all the reasons given in response to question 1, it is important that pupils in all schools with no religious character receive a broad and balanced education in religions and humanism. However, because ASCs already have some flexibility with respect to what is included on the curriculum, I am slightly concerned that providing schools with yet more flexibility on content and delivery may lead to important issues being left out or taught incorrectly. Since there will no longer be a right for parents to withdraw their children from lessons like this, it will be vital to ensure that schools are conscious of the limits placed on what and how they should be teaching by law and that ‘having regard to’ the agreed syllabus means more than paying lip service to it. This will be particularly important with respect to the teaching of humanism, which will be a new area for many schools and teachers.
Question 4 – Do you agree with our proposal that parents/carers of learners in schools without a religious character must no longer be able to request provision of RVE in line with tenets of a particular faith?
Agree
I strongly support this proposal. One of the underlying purposes of the new curriculum is to produce ‘Ethical, informed citizens who are ready to be citizens of Wales and the world’. This aim is unlikely to be achieved in cases where children do not receive objective, inclusive, non-partisan teaching about different religions and humanism, so the Government has a duty to minimise the number of children who are in this position. There is no legal requirement for the state to provide the exact form of education a parent would like, they only need to make sure that the education on offer does not impinge upon the parents’ right to provide such an education themselves. Since inclusive RVE is suitable for all pupils regardless of background, it does not breach this standard. 
If parents wish to inculcate a particular set of religious beliefs, they are free to do so at home. However, they should not be able to remove their child from more objective, pluralistic lessons about a variety of religious and non-religious worldviews to do so. 
Question 5 – Do you agree with the proposal that voluntary-controlled schools with religious character can teach RVE in accordance with the trust deeds of the school or the tenets of the faith of the school if requested by parents/carers?
Disagree
I agree with the proposal that voluntary controlled faith schools should, as is currently the case, teach religious education according to the locally agreed syllabus. However, I think that the provisions relating to RVE lessons in these schools should mirror those in schools without a religious character. In other words, to ensure the widest possible number of children receive inclusive RVE, parents should no longer be permitted to request a faith-based version of the subject. 
Question 6 – Do you agree that voluntary-aided schools with a religious character should be required to teach the agreed syllabus where a parent/carer requests it and should not have discretion to refuse to do so? 
Agree
In an ideal world, every school would be required to teach a fully inclusive, objective RVE syllabus to all pupils. Not only would this be the best way to preserve the right to freedom of religion or belief for learners and their families, it would also help to ensure mutual understanding and tolerance between different groups. Nevertheless, in the absence of a proposal to entirely abolish faith-based teaching of the subject, the proposal to allow the parents of children who attend voluntary-aided faith schools to demand RVE lessons in line with the locally agreed syllabus marks a huge step in the right direction. 
For a variety of reasons, many pupils who attend a faith school do not share its religion. They should be entitled to ask for an alternative which does not attempt to recruit them into any one particular religion or belief, but considers these positions equally. The school should not be permitted to deny such a request because, unlike the requests to receive faith-based RE discussed above, the desired form of education is necessary to protect the human rights of those involved. The intention of the lessons they seek to avoid is to promote a particular perspective over all others, something that, if imposed, amounts to indoctrination which is a violation of the freedom of thought and conscience enshrined in the European Convention on Human Rights and the Human Rights Act. 
Although I recognise that the proposals are a marked improvement on the current situation in faith schools, I am still concerned that they fail to adequately safeguard the rights of older pupils. Under the UN Convention on the Rights of the Child, children and young people also have the right to freedom of religion or belief. This right has force in UK law to the case law known as Gillick competence. However, in faith schools the right to demand inclusive RVE will sit with the parents until sixth form age. In my view, this is too late and pupils from Year 10 upwards should be permitted to opt-in to inclusive lessons. This should be the case in VA schools and, if the current right of parents to demand faith-based classes is retained, in VC schools with a faith character.

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TAKE ACTION: Support parents’ rights to demand inclusive RE in all Welsh schools

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