This paper responds to the Commission on Religious Education’s proposed National Entitlement to Religion and Worldviews in England and Wales. Qualitative data were collected from nine English primary Religious Education (RE) teachers to establish their responses to the proposed National Entitlement from their perspectives as RE practitioners. Findings show that teachers were supportive of the high ambitions the National Entitlement has for RE, that they saw opportunities for pupils’ social and personal development as well as advancement in substantive knowledge, but that they were concerned about content-heavy curricula and structural barriers to implementing the National Entitlement. In response, the paper examines ‘cumulatively sufficient’ curricular design and ‘pedagogical reduction’ as strategies to activate the National Entitlement, and raises questions about ‘instrumental purposes’ in the conceptualisation of Religion and Worldviews. The paper recommends sharper account of the originality of Religions and Worldviews in order to advance the cause of the National Entitlement.

本文是对宗教教育委员会提议的英格兰和威尔士宗教和世界观国家权利的回应。从九名英语小学宗教教育 (RE) 教师那里收集了定性数据，以从他们作为 RE 从业者的角度确定他们对拟议的国家权利的回应。调查结果表明，教师支持国家权利对 RE 的远大抱负，他们看到了学生社会和个人发展以及实质性知识进步的机会，但他们担心内容繁重的课程和结构性障碍落实国家权利。作为回应，该论文研究了“累积足够”的课程设计和“教学减少”作为激活国家权利的策略，并在宗教和世界观的概念化中提出了关于“工具目的”的问题。文章建议对宗教和世界观的独创性进行更清晰的说明，以推进国家权利的事业。