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Over the past few years I have made the decision to develop my skills outside of the classroom so that they will enhance my time in it. Part of this was motivated by the time that we spent in lockdown and wanting to re-engage with the Religion and Worldviews community. For me I had become inward looking and only focusing what was happening within my department’s classrooms. Now I decided to look around the community for new ideas and visons that could help me become a better practitioner but also improve the quality of our curriculum.

The subject is in an exciting position; transforming and flourishing into a subject that reaches every part of the curriculum. Part of my own learning over the past few years has been to gain an insight into other teachers’ curricula and engage in the research that shapes their ideas. The widespread use of online seminars and CPD has led to teachers rubbing virtual shoulders with academics, a cross pollination of ideas, views and opinions that were not as visible in the past. One shining light in this area is the work of Culham St Gabriel’s and the online short courses they have developed.

These short courses have been a great help to me when I have been trying to get my head round some of the developments in the subject. The four strands reflected in the short courses are Subject Knowledge, Curriculum, Research and Religion and Worldviews. Each course can be completed in 90 minutes, uses simple enough language to take in after a busy day teaching and planning. The fact they are free of charge is a gamechanger. Selling to Senior Leadership was the easy part.

The courses are also easy to access, another selling point. Whether offering a step- by- step guide in shaping a curriculum, planning a research project, engaging with the different forms of knowledge within the subject, each dimension as helped me gain a better understanding. This year I have gained a place on the Culham St Gabriel’s Leadership Programme and the short courses have offered invaluable guidance and direction.

I have found the Introduction to Research Course especially useful. As an emerging leader my focus is on engaging with research but sometimes this is a tricky area to navigate. Articles and blogs are written with different purposes, reflecting various biases and opinions and the research that is supporting them is compelling in its own right. The Research course presents me with two pieces of research about the same subject, coming from two very different points of view, inviting me to discern and think for myself. I have found this process particularly enlightening, showing me as a professional that I can and should make sense of research for myself, including what I choose to adopt for my own practice.

Research aside, the courses have also given me a better grasp of the debates that are going on in the Religion and Worldviews community. These courses are designed not only for teachers, but anyone who is involved in our community and therefore I signpost people to these courses. They are a great tool for giving us a gateway into thinking about the purpose of the subject as it evolves.

It seems to me that although it’s early days for these courses they will be with us for a long time. To be able to dig deeper into them and beyond is of great benefit to the subject in general. Go and have a look at them if you haven’t done so already.

I just need to find some time to look at the Primary Teacher courses. They look fascinating……

Our competition this year as part of the Religious Education Council of England and Wales 50th Anniversary Celebrations asked three questions…

How have religious and non-religious worldviews changed over time where you live?
How would you describe the mix of worldviews in your community today?
What might it look like in 50 years time?

So what did children and young people say?

Increasing diversity in local areas
It will probably come as no surprise that our entries all highlighted the ways in which their local areas had become more diverse in terms of religious expression over the last 50 years. Some children talked about the ways religious buildings had changed in their use e.g., from a church to a Jain temple, or how new ones had been built to support the needs of belief communities. Many children spoke about the way their local villages and town had expanded, and how this had impacted on the diversity of religion and belief. Some used census data to support their reporting and included perspectives indicating the increase in adherence to non-religious worldviews.

Awareness of complexities of personal religious and non-religious worldviews
It was lovely to hear from children about the different people they had interviewed as part of their film projects, including a range of views on the origins on the universe, as well as how their own beliefs had changed over their lifetime. Children also spoke about the influences – positive and negative-on peoples’ worldviews, and the impact this can have. Some children included perspectives from their parents or teachers, in some cases showing how they were different to their own views. Generational differences were highlighted by many children, but also showed that adherence to a particular worldview tradition from a young age did not necessarily mean that the person was an adherent now. Children, particularly in Key Stage 3 acknowledged that many people identify as spiritual, but not religious. They felt that this group might increase in number over the coming years.

Hope for the future, but challenges we face too…
Children talked about communities being more diverse, yet wanting them to be more cohesive and less divided. Several children spoke about the challenges of the climate crisis, and how we need to work together whatever our beliefs for the future of humanity. Children clearly valued diversity, seeing it as a positive, wanting to celebrate it and work towards creating respectful, harmonious communities.

THANKYOU TO EVERYONE WHO TOOK PART!

Our winners!

Overall Winner:
Zephan and Jonah – judges loved the creative approach, the inclusion of diversity of worldviews in the local area, as well as reference to changes over time and the stories of the families who made the film. Watch their film

Key Stage 2 winners
Florence, Chiltern Primary – Read Florence’s script
Year 3 Group, Warren Road Primary – Watch their video

Key Stage 2 Highly Commended
Daniel, Chiltern Primary
Nikki, Chiltern Primary
Survey Group, Thorner Church of England Primary
Year 5 Group, Warren Road Primary

Key Stage 3 and 4 winners
Millie and Isla, Litchfield Cathedral School – Watch their video
Zara Jamal, Rushey Mead Academy – Read Zara’s script

Key Stage 3 and 4 Highly Commended
Navneet Wilkhu, Kings Norton Girls School
Tormorden High Group, Tormorden High School

Winning entries can be found on our website.

Kathryn Wright
CEO, Culham St Gabriel’s Trust

To find out more about the work of the Religious Education Council of England and Wales https://www.religiouseducationcouncil.org.uk/

Congratulations to Zephan and Jonah being overall winners. They will have their film professionally made and showcased here on RE:ONLINE later in the year.

A group of year 3 pupils tell us about places of worship they visit.

Four Generations

Great Grandma born in 1927 (95 years old)

When I grew up it used to be very strict. We were taught religion and had to learn catechism and the 10 commandments. It was drummed into us. We went to church every Sunday and we were devoted to it. We were serious about it. The next generation still had religion but some people no longer went to church. Shops didn’t open on Sundays because it was a religious day. Children went to Sunday school, sometimes twice a day.

Grandma born in 1956 (66 years old)

We were brought up taught the 10 commandments and it was strict in the way of heaven and hell and having fear in God, because you didn’t want to go to hell. We went to church every week and when I had children I took them to church and they attended catechism.

Mum born in 1980 (42 years old)

I grew up with religion in the household but when I was 15 years old I decided I wanted to have the values of religion – being a good person and living a good life, but not with the guilt of the church or attending church. I feel like there is more of a respect for different religions now, we live in a wider multi cultural society.

Florence me born in 2011 (11 years old)

Growing up I never went to church and was not taught any religions until I went to school. Now aged 11 years old I know I am a humanist which means I believe that reason, experience and evidence are the best ways of finding out about the world and the universe around us.
But I also love leaning about Buddhists and meditation and how different symbols mean different things: like the lotus flower represents enlightenment.

In 50 years time

(Great grandma) I’m not sure that there will be any religion in 50 years time the way it is going, or maybe something will happen and maybe people will return to church. During the war there was a big disaster in Morecambe, everyone ran to church.

(Grandma) I hope in the future there will still be religion, Christianity has been around for thousands of years. So the next 50 years is a drop in the ocean and religion will still be strong.

(Mum) I don’t think religion needs to be about going to church, it can be about being a good person and living a good life.

Florence (me) I think in the future most people will have a religion and still pray or continue to do any other practices they do now. A lot has changed between when I was born and when my great grandma was born so anything could happen.

The video opens with a 12-year-old Muslim girl named Zara sitting at her desk in her bedroom, looking thoughtful as she writes in her diary. Zara’s opening lines are, “we all see the world through a different lens and this is how I see the world through my lens…”

Zara starts by explaining that as a Muslim girl, she sees the world as a place full of diversity, where people come from different backgrounds and cultures. She believes that diversity is what makes the world beautiful and interesting, and that everyone should be respected and valued for who they are.

However, Zara also acknowledges that the world can be a tough place for Muslims, especially in the current political climate. She talks about how she sometimes feels scared or unwelcome in certain places because of her religion, and how it can be hard to navigate these situations as a young person.

Despite these challenges, Zara remains hopeful and determined to make a positive impact on the world. She talks about how she volunteers at charity events including open hands, where she helps with community outreach. She also shares her love for learning and playing tennis.

The video ends with Zara closing her diary and looking out the window, as the camera zooms out to show the diversity of her neighbourhood and the world beyond. Zara’s voiceover reminds us that while the world may have its challenges, it is also full of beauty and potential, and that it is up to each of us to make a difference in our own way.

Voice over:

She video opens with a 12-year-old Muslim girl named Zara sitting at her desk in her bedroom, looking thoughtful as she writes in her diary.

Zara’s voiceover begins, “Dear diary, today has been an interesting day. I’ve been thinking a lot about the world and how it works. It’s a complex place, full of different cultures, religions, and people.” Zara’s opening lines are, “we all see the world through a different lens and this is how I see the world through my lens…”

As Zara speaks, the camera shows images of people from all over the world, engaging in various activities.

Zara continues, “As a Muslim girl, I sometimes feel like I’m on the outside looking in. People don’t always understand my culture or my religion. But that doesn’t mean I don’t belong. I have friends from different backgrounds who accept me for who I am, and that means a lot.”

The camera shows Zara’s friends playing together in the park, laughing and having fun.

Zara’s voiceover continues, “I think it’s important to celebrate our differences and embrace diversity. We can learn so much from each other if we take the time to listen and understand.”

“We are lucky to live in such a diverse city as 59% of Leicester population come from minority ethnic backgrounds”

The camera shows Zara’s family sitting around the dinner table, enjoying a meal together and sharing stories.

Zara says, “My family and I practice our religion by praying, fasting, and helping others in need. It gives us a sense of purpose and a connection to something greater than ourselves.”

The camera shows Zara and her family volunteering at a local food bank, handing out meals to people in need. During these visits Zara asked people of different faiths about how they view the world and how they envisage the world would look like in fifty years in relation to religion?

Whilst I was at Opens Hands I met a nun, sister Beverly. She says, “That I love that here in Leicester that there are so many people of faith and many different ones.” She finishes off by saying, “ I love it!” Next I went to speak to Ramila. Ramila says, “ Leicester is so diverse, it tries to factor in all religions and, even students are learning about different religions in school. Look how far religion has come. In fifty years’ time I believe religion will change even more; no set religions, more awareness, new faiths.”

Zara concludes, “The world can be a challenging place, but it’s also full of beauty and hope. I believe that by working together and treating each other with kindness and respect, we can create a brighter future for all of us.”

The camera shows Zara closing her diary and looking out the window, as the sun sets in the distance. The video fades to black as Zara’s voiceover reminds us to always look for the good in the world and to strive to make a positive difference in the lives of others.

“What do you want to be when you grow up?”

“Kind” said the boy.
From the book The Boy, the Mole, the Fox and the Horse, by Charlie Mackey.

Isla and Millie take us on journey through time in Lichfield.

My RE career began in 1973-4 taking a PGCE at the London Institute of Education. My only experience of RE were my very varied lessons at school! I became intensely interested in the study of religion, gaining a London BD, or a Bachelor of Divinity, in 1969. Although my career eventually took me to the Qualifications and Curriculum Authority (QCA), now abolished, my best experiences in RE were seeing young people engage with the study of religion and becoming stimulated by it in terms of their own development.

I became acquainted with Culham and St Gabriel’s, two Anglican trusts established when church training colleges closed with the enlargement of state education. These trusts devoted funding to the development of Religious Education in schools. I cooperated on some projects with these trusts. When I left QCA in 2003 I was invited to join both of them. Later on, I chaired the Committee that negotiated their merger, creating the Culham St Gabriel’s Trust. I became Chair in 2018 when the renowned Dr Priscilla Chadwick retired. It was very satisfying to see how Culham St Gabriel’s makes a real difference by using its funds to support individuals and organisations.

In 2004 I became a consultant at the Department for Children Schools and Families (Department for Education today). I oversaw the development of the Non-Statutory National Framework for RE and established a partnership between the DSCF and the RE Council (REC). This greatly increased the REC’s status and available resources, securing a national “£1m” RE Action Plan from 2005-10.

In 2010 the arrival of Michael Gove as Secretary of State changed everything. I was retired from Department of Education work, having been awarded my OBE, and became Chair of the REC in 2011. I attempted to continue the same partnership with the Department for Education, but faced significant challenges. RE was neglected by the DfE and this damaged the subject. An increasing academisation agenda, the instigation of the EBacc, examination and National Curriculum changes have had a negative effect on RE’s provision and status. The fragmentary nature of RE provision, patchy professional support for teachers and inconsistent classroom practice continue as challenges today.

Despite this, in 2013 I published the REC’s Review of RE, with a foreword by Michael Gove. This enabled developments in RE, for example, the evolution of regional RE hubs, an RE Policy Unit at the REC, and the report of the Commission on RE. Educational provision in England has changed radically for people like me brought up under the 1944 settlement and the national support for RE by the QCA. There has been a clear RE decline in many schools since 2010, especially those not of a religious character. The diverse and variable provision now in existence, within which RE tries to thrive, is harder to engage with and manage, so I fear for RE provision and teachers in the short term. But have no doubt that the study of religion and worldviews will survive because of its intrinsic value. I just hope that in the next half century the REC will be successful in reforming the structure of RE, in articulating the subject in ways that the public, media and government positively value, and in supporting it with sufficient training and resources. If the REC cannot bring this about, I am not sure who can!

I have always seen change as part of growing and developing and this year certainly involves change. I am getting married, turning 30, buying my first house and moving the length of the country. With this move comes a professional change. After eight years in the same school I have taken on the role of Head of RE and Personal Development in a new setting. As well as trepidation there is an overwhelming sense of excitement at the opportunity to drive change.

I will be documenting my successes, failures and lessons learnt as I grow and develop a Religion and Worldviews department in a new setting.

In my previous school we had 6 specialist teachers, compulsory, universal GCSE RS and a pupil attitude that was overwhelmingly positive. In contrast, in my new school, there is one specialist and RE has been taught in conjunction with PSHE and there has been a struggle for GCSE uptake in the subject. Religion and Worldviews is in a position where it needs further identity and drive in its own right. There is however a strong appetite on SLTs part to give the department scope for growing in profile and impact, an essential ingredient.

The key to my new role is vision. What is my vision for Religion and Worldviews in this school? and what vision does the school have for the subject? Without being able to answer these questions I would be setting myself and the department up for failure. While there is a much wider debate about the aims of Religion and Worldviews, the very basic principles that I am working around are:

• Designing a Religion and Worldviews curriculum that is relevant to the pupils I am teaching.
• Planning a curriculum that challenges pupils’ own views and gives them opportunities to explore a wide variety of religious and non-religious worldviews.
• Developing pupil’s religious literacy, critical thinking skills, reading and writing skills.

This role is so exciting due to the autonomy given by the school to drive change in the subject. The school envisions Religion and Worldviews as subject in its own right, detached from PSHE. As of September we will be moving towards this vision with a designated hour for Religion and Worldviews on the timetable. We are an Academy so I have the freedom to bring some creative curriculum design into play, in order to excite, challenge and enthuse pupils.

At this early stage I can see my biggest challenge will be changing pupil’s negative attitudes; the most common comment is that RE is boring and/ or pointless. Therefore as well as high quality teaching and learning, branding and marketing is vital. The name will change to PRE (philosophy, religion and ethics) as part of this essential re-brand.

This term I will be refining and further developing my vision, ready for a September launch. Key factors will be early ‘quick wins’ to generate enthusiasm in the classroom. A test of my curriculum design will be interest in taking the subject for GCSE. However my priority is building relationships with pupils and learning what inspires and drives them.

I would be delighted to hear from and engage with other teachers and leaders as I document my journey.
Contact me on twitter – @AdamHoldsworth1

For some time, I have been interested developing a Religion and Worldviews approach in our curriculum. There is so much that our pupils would respond to, such as the idea of starting with people, not abstract concepts. I know teachers would enjoy looking through different lenses, such as Theology one week, and History another week, and maybe we would introduce children to using the language of ‘disciplinary lenses’ as children love using ‘big words’ and technical vocabulary, alongside age appropriate and more familiar explanations. I am interested in a Religion and Worldviews approach as it offers an authentic view of religious and non-religious lives around the world. Such a curriculum would provide our pupils with the knowledge that the world is a richly diverse community. In this blog I will discuss the elements of our curriculum that can be developed and adapted as we build, slowly, towards a Religion and Worldviews approach.

Pupils have commented that they want to learn about diversity in the world. They have also expressed enthusiasm to make links with other subjects as they learn. A Year 1 pupil showed me how they had linked their learning in RE to Science and History for themselves, and this got me thinking. Perhaps pupils get the impression that RE is stuck in the past. A curriculum approach which starts with people, rather than ancient texts, can embrace contemporary lives and issues.

We already explore diversity, such as the reasons for different baptism traditions, why Orthodox and Reform Jewish groups might have different synagogues and why some Sikhs wear a turban while others do not. Through these differences we explore the idea of diversity generally in human life, including in our school community. Pupils and teachers enjoy these learning experiences so we are starting from a positive point.

We already ask ‘Big Questions’ in every lesson. This established approach means we could ask different sorts of questions about different sorts of knowledge. Where we might ask a rather abstract philosophical question in our current curriculum, following a worldviews approach we could start with people and explore their context, whether geographically or socially, and ask a Big Question about this. We could take a hermeneutical approach and explore different interpretations. Sticking to the Big Questions approach means that although the subject knowledge has changed, the method has not, so teachers will feel secure in their skills. Teachers might find they can explore issues in more depth, make more links and connections and find their own subject knowledge deepening.

The idea of looking through different lenses could also be fruitful. We might use a word like ‘wondering’ to describe thinking philosophically in KS1, to make it accessible for those who find ‘big words’ challenging. At KS2 pupils will enjoy the richer connections to be made when exploring the world through Theology, Philosophy and Social Sciences. The different lenses mean teachers have particular questions to ask, such as about the past, places, people or beliefs, and can take children further into one mode of thinking.

There will no doubt be some anxiety about the change to Religion and Worldviews. Ideas have to be introduced to staff slowly and the reasons for the change made clearly. We can explore together the benefits for pupils’ learning and understanding. Staff need to look at examples, which I will provide. We can trial one unit and feedback, and work together to create quality resources so colleagues do not feel the workload is overwhelming.

I will report back. Watch this space!