A paradigm shift

As well as being Head of Department, I have the privilege to lead the amalgamated Secondary RE Network for Leeds, Calderdale, and Kirklees. As part of this work I review curricula, conduct professional conversations, and undertake reviews of member schools’ RE.

While leading RE in my own schools has given me great exposure to the religion and worldviews approach, it has been interesting to see how the paradigm shift is perceived by other teachers I work with. There is enthusiasm for new life in the old bones, but there are also reservations, such as:
• lack of confidence as to what it means to adopt a religion and worldviews approach
• lack of confidence in adapting an existing curriculum
• concern about potential workload
• uncertainty as to whether a religion and worldviews approach is the right approach, given the dissenting voices they have heard.

Network meetings have been key to addressing these concerns, and in this collaborative setting I have seen enthusiasm grow. We can explore the concept of a more authentic expression of religion and worldviews with a greater emphasis on lived experience. Teachers acknowledge that monolithic expressions of religion are inaccurate and imagining a shift away from an anonymous approach is generally greeted by nods and smiles. As well as this, our discussions facilitate a cognitive transition from unconscious to conscious competence. Teachers realise they are actually quite skilled and they can certainly embrace a curriculum shift!

This brings to mind a dilemma experienced by many small churches in rural Yorkshire; how to move the piano to the front of the church without unsettling the congregation, surprised by the change? If you have any experience in Christian worship, you will know this can be a really big deal. In any case, the answer is; ‘an inch at a time’. The piano was always there, but sat out of the view at the back of the church. Much in the same way, the religion and worldviews approach has been inching forward and now it has come into full view. It is about to take central place at the front of the RE congregation, and while many are embracing the new expression, there are still (and will continue to be), those who resolutely prefer the piano at the back of the church.

So what can be done to support empower and encourage those who are not convinced by the prospect of a multi-disciplinary approach to RE? Is the answer producing more exemplar materials, and if so, where should these come from? In fact, it seems that much of this ‘inching forward’ is happening quite organically. Take for example Zoe Higgins’ worldviews teacher support database, a project which brings together existing expertise and applies this expertise to new materials. In the process of ensuring accurate and rich representations of beliefs, those involved are imbued with confidence, and benefit from the experience of collaboration. My work with my own SACRE allows me to curate and distribute a wealth of existing materials to members and educators to support the shift to religion and worldviews. Moreover the new West Yorkshire Syllabus, and accompanying training and advisory support, takes a religion and worldviews approach in conjunction with the Big Ideas framework. The piano inches forward.

It would very much seem that things are harmoniously in motion. The planets are aligning, and the age of the piano has dawned. And so we shall sing the refrain of quality RE, sufficient religious literacy, and accurate representation for all… we just need time for the new expression to bed in.

Check out Zoe Higgins’s Religion and Worldviews curriculum offer for Kapow Primary