The Bexley Agreed Syllabus Conference was scheduled to discuss the proposed new Bexley Agreed Syllabus for 2026-2031. The meeting was also set to consider any late items of business and determine the date of future meetings.

Agreement of the Bexley Agreed Syllabus 2026-2031

The primary focus of the meeting was scheduled to be the agreement of the Bexley Agreed Syllabus for the period 2026-2031. This syllabus outlines the curriculum for Religious Education (RE) in Bexley's maintained schools. The report pack indicated that the proposed syllabus has been developed following consultation with teachers in the borough and aims to provide a more systematic approach to learning RE, reducing the number of units from eight to a more manageable figure.

Key considerations within the proposed syllabus include:

• Representation of Faiths and Worldviews: Discussions were scheduled to cover the representation of various religions and non-religious worldviews within the curriculum. Specific attention was to be given to ensuring adequate coverage of humanism, as well as the inclusion of details on Sikhism, such as the sacrifices made by the Gurus, and Hinduism, including its scriptures and places of worship.
• Teaching of Sensitive Topics: The syllabus was expected to address topics such as religious conflict, intolerance, and the role of religion in promoting peace. There was a noted need for increased teacher training and support to facilitate these challenging conversations in a safe environment.
• Curriculum Structure: The syllabus details proposed units of study for Early Years Foundation Stage (EYFS), Key Stages 1, 2, and 3, with specific learning objectives and themes for each. For example, Key Stage 1 was scheduled to explore beliefs of various religions, while Key Stage 2 would delve into topics like the importance of festivals and the concept of God's existence. Year 7 and 8 students were to consider themes such as What is so radical about Jesus? and Green Religion? , while Year 9 would explore Why is there suffering? and Should happiness be the purpose of life? .
• Inclusivity for Pupils with SEND: A significant section of the report pack was dedicated to guidance for teaching RE to pupils with Special Educational Needs and Disabilities (SEND). This guidance emphasised a holistic and inclusive approach, focusing on the pupil as a whole and ensuring participation, removing barriers, and anticipating diverse educational needs. The report outlined how the Engagement Model could be used for assessment, focusing on five areas: exploration, realisation, anticipation, persistence, and initiation. It also detailed how RE can be made more accessible through various teaching and learning approaches, including the use of arts, music, and technology, and how to record pupil achievement through creative forms of assessment.
• Financial and Legal Framework: The report indicated that the cost of the new syllabus, including potential licence fees and training conferences, would be met by the London Borough of Bexley from existing budgets. The legal framework for reviewing and establishing an Agreed Syllabus is set out in Schedule 31 of the Education Act 1996, which mandates that RE must be taught according to a locally agreed syllabus in most maintained schools. The syllabus must reflect the predominantly Christian traditions of Great Britain while also accounting for other principal religions.

Items of Late Business

The meeting was also scheduled to consider any items of late business, which would only be addressed if the Chair deemed them urgent due to special circumstances.

Date of the Next Meeting

Finally, the conference was to discuss and agree on the date of any future meetings. The report suggested that if the Bexley Agreed Syllabus was formally agreed at this meeting, no further meetings would be necessary. However, if further meetings were deemed required, they would need to take place before the Local Elections on 7 May 2026.