Life as a Subject Director in a Multi-Academy Trust

As Subject Director I oversee the provision of Religious Education (RE) and Personal Development (PD) in our 28 secondary schools. Whilst it is wonderful to have an RE Subject Director, unlike the other subject teams, I am a one-person team, which can be rather isolating. I have therefore developed a support network around me, just as lone RE teachers do in schools, which makes a big difference.

I had been suggesting that an RE Subject lead role was needed in the Trust for some time. My argument was that RE and PD are focused on producing well-rounded citizens who are ready to participate in society. When the role arose, I applied, excited to have the opportunity to advocate for RE and PD in all our schools.

When I reflect, 2 years on, I can see the curriculum is changing. From an original basis in Ninian Smart’s 7 dimensions of religion, we are shifting towards a religion and worldviews approach to Religious Education. In particular, we are taking on a wider understanding of pedagogy in RE and exploring different disciplinary lenses through which to make sense of content. One maxim I stand by is ‘less is more’ this has been enormously helpful as we embarked on the difficult first few steps towards change.

Although the developments are exciting, and necessary, it does mean that the increasing numbers of non-specialists teaching RE is a challenge – but we are all still learning, so we can develop together.

There are so many joys in this role. I work with brilliant colleagues across the Trust, and I have embraced the opportunity to develop resources for the National Institute of Teaching. Working with external partners such as UCL, The National Holocaust Centre and Museum and Lord Mann’s Office has been incredibly enriching. I also appreciate the chance to take a step back from the hectic day- to- day life of a teacher and think more reflectively about the curriculum and what our students are learning.
Effective communication is central to my work, which is all about balance. Curriculum guidance needs to be detailed enough to be clear and the reasoning behind it visible, but it also needs to be succinct enough to fit into a busy day. The most effective method of communication has been creating our internal website. This has become a one-stop-shop for everything we discuss, share and create. All staff can access guidance and resources, and it frees me up as well, as many questions can be answered by checking here.

I see green shoots emerging in so many places. Discussions about religion and worldviews are taking place! We have appointed more specialists, resources are shared across schools and the subject is now being viewed on a par with other subjects, with Subject Lead training days and other Trust-wide provision. Increased confidence and competence across the Trust is starting to emerge, with some schools taking part in UCL’s Beacon School Programme and others applying for the UCL Quality Mark.

My aim for the coming year is to map out what high quality Religion and Worldviews looks like from Early Years to Post-16. I am pleased that the Trust will continue to recruit specialists and develop those already in post. Ultimately the vision is to continue to grow in strength and understanding as a subject of benefit to all our schools and all our pupils.