This article is a case study of curriculum change centred on the introduction of a new Religions, Philosophies and Ethics degree. This innovation was necessitated by shifting patterns of student demand and government policies at both school and university level but also responded to some factors specific to Bath Spa University. Here we analyse and evaluate the resources upon which we drew in our own heritage as a teaching team, some issues we faced in terms of different Benchmarking Statements, the opportunities we discovered in developing a shared ethos and the threats we identified related to the status of Religious Education, in the expectation that many of the points are of wider relevance. We conclude with some ideas for creative ways forward, entailing cross-institutional co-operation, in a hostile environment.
