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Addressing the Lack of Initial Teacher Education Bursary and Subject Knowledge Enhancement Funding for Religious Education

20th January 2026

To: The Rt Hon Secretary of State for Education,

Department for Education,

Sanctuary Buildings,

Great Smith Street,

London SW1P 3BT

We, the undersigned funders and supporters of educational excellence, write to you with grave concern regarding the current absence of initial teacher education (ITE) bursaries and subject knowledge enhancement (SKE) funding for Religious Education (RE) in England.

The Importance of Religious Education

Religious Education plays a vital role in fostering understanding, tolerance, and respect among pupils of all backgrounds. It is a subject that equips young people with critical thinking skills and the ability to engage thoughtfully with diverse beliefs and worldviews. In an increasingly pluralistic society, but more divided society, the value of RE cannot be overstated; it is essential for promoting social cohesion and preparing pupils for life in modern Britain. The recent Curriculum and Assessment Review reiterated the importance of the subject stating:

We have heard that RE provides a space for pupils to learn about human mutuality and reciprocity, that it develops their capacity to understand one another, and that it supports strong, secure, and confident communities with good relationships. Given the role that religion, belief and values play in local, national, and international events, it continues to be vital for children and young people to have access to high-quality RE.

p.108 

Current Funding Inequities

Despite RE’s recognised importance, aspiring teachers of the subject are currently excluded from receiving ITE bursaries and from accessing SKE funding. The lack of funding creates unnecessary barriers for talented graduates who wish to enter the profession. Consequently, schools struggle to secure qualified teachers, undermining the quality of RE provision. Currently, 51% of those teaching RE do not have a qualification in the subject[1]. Some of signatories of this letter are now filling this funding gap to ensure the RE teaching profession of the future is recruited and retained.

The Lived Experience of Beginner Teachers

RE PGCE student, 2024-25 Without having a bursary, I would have struggled with childcare costs with my youngest and also the minimum you expect to live including rent, utility bills and food.

RE PGCE Student 2025-26 I am a mother of two young children. The one factor that has granted me the possibility of taking on this new career opportunity is the £10,000 bursary that is available for PGCE students in my subject for September 2025 entry.

RE PGCE Student 2025-26 Many students such as myself do not live with their parents but live in private accommodation and have to travel to university or their placements on a limited budget. The bursary has helped me afford season tickets and travel costs to both the university and the placement school.

RE PGCE 2024/25 The bursary was crucially important to my decision to do a PGCE. I realised when I was doing research that a PGCE would involve a lot of travel over fairly long distances. The nearest place I could do a PGCE in my preferred subject was just under an hour away. I knew I would have to be making this journey frequently. I also knew I could be placed a fair distance away for my school placements.

Impact on Recruitment and Quality

The absence of bursaries and subject knowledge enhancement funding has resulted in fewer applications to train as RE teachers, as candidates are compelled to consider their financial circumstances when choosing their specialism. Thirteen out of the last fourteen years RE has not reached its recruitment target. This not only limits the pool of potential educators but also risks diminishing the subject’s status within schools. The current policy inadvertently communicates a lack of commitment to RE, despite statutory requirements for its delivery in the curriculum. This is particularly concerning following the Curriculum and Assessment Review recommendation that RE becomes part of a national curriculum.

A Call for Urgent Action

We respectfully urge the Department for Education to review and rectify this inequity. Specifically, we call for:

• The immediate introduction of ITE bursaries for RE trainees, bringing the subject into line with other priority areas.
• The reinstatement and expansion of SKE funding for prospective RE teachers who may require additional subject expertise prior to training.

Conclusion

If England is to maintain its reputation for educational excellence and inclusivity, it must invest in all subjects that contribute to the rounded development of its young citizens. Supporting those who wish to teach Religious Education is not only an issue of fairness but also a statement of the country’s commitment to preparing students for a diverse and interconnected world.

We look forward to your response and to working together to strengthen the future of Religious Education in our schools.

Yours sincerely,

Aliya Azim MBE, Interfaith Co-ordinator of the Al-Khoei Foundation, Al-Khoei Foundation

Nancy Benham MBE, Deputy Chair of Trustees, The Rock Foundation

Revd Canon Dr Sarah Brush, Vice-Principal of Ripon College Cuddesdon and Trustee of St Christopher’s Educational Trust

Dr Andrew Fowler, Chair, St Hild and St Bede Trust

Revd Mary Hawes, Trustee, St Christopher’s Educational Trust

H M Henderson, Chair of the Board of Trustees, Farmington Trust Ltd

John Hind, Director of Education and Leadership., The Rank Foundation Ltd.

Sarah Holmes, Chair of Trustees, St Christopher’s Educational Trust

Derek Holloway, Chair of Trustees, All Saints Educational Foundation

Derek Humphrey, Secretary, Hockerill Educational Foundation

Ian Jones, Director, St Peter’s Saltley Trust

Dr Peter Kent, Chair of Trustees, St Peter’s Saltley Trust

Jonathan Leigh, Chair of Governors, Sarum St Michael Educational Charity

Andy Malcolm, Trustee, St Christopher’s

Chris Martin, Director, St Luke’s College Foundation

Derek McAuley, Chair of Trustees, The Hibbert Trust

Suzannah O’Brien, Director, The Bishop Radford Trust

Peter Sweeney, Director of Education, Roman Catholic Diocese of Westminster

Lady Susie Sainsbury, Chair, Jerusalem Trust

Rev’d Prof David Wilkinson, Chair of Religious sub-committee, Sir Halley Stewart Trust

Dr Kathryn Wright, Chief Executive, Culham St Gabriel’s Trust

Dr Linda Whitworth, Chair of Trustees, Culham St Gabriel’s Trust

Diane Wood, Governor, Sarum St Michael Trust and former Head of Religious Studies at South Wiltshire Grammar School

For media and other enquiries please contact hannah@cstg.org.uk

[1] https://questions-statements.parliament.uk/written-questions/detail/2023-01-06/117942

On 27 January, we stop and remember. We remember the six million Jewish people murdered during the Holocaust, and all those who suffered under Nazi persecution. We remember the victims of later genocides-in Cambodia, Rwanda, Bosnia and Darfur. Holocaust Memorial Day is not just about history; it is about humanity. It asks us to look honestly at the past and commit ourselves to a better future. I shall never forget walking through the Memorial to the Murdered Jews of Europe in December 2024, you may want to read my previous blog reflecting on this.

This year’s theme, “Bridging Generations,” speaks deeply to me. My own dad died last year, and he was the last person in our family to have lived through the second world war. He was not a Holocaust survivor, but even his stories of being a child evacuee in England, what it was like to be in hospital during war time or hide from air raids will stay with me. So as Holocaust survivors grow fewer, the responsibility to carry their stories forward rests with us. It is a call to action: to listen, to learn, and to ensure that the lessons of the Holocaust are never lost. Memory must not fade-it must inspire.

Education is the bridge between remembrance and hope. At Culham St Gabriel’s Trust, we believe that Religion and Worldviews Education is vital in this work. It helps young people understand diversity, wrestle with ethical questions, and develop empathy. These are not optional skills;they are the foundations of a society that rejects hatred and prejudice.

Holocaust education is not about dates and facts alone. It is about human stories-stories of courage, resilience and warning. When children and young people hear testimonies, they connect with real lives, and that connection shapes their values. It gives them the strength to challenge denial and distortion, which sadly still exist and are worryingly on the increase today.

So how do we build these bridges? I believe this is through dialogue and conversation. Through creating spaces where young people, indeed all of us, can ask questions, share feelings, and explore what remembrance means to each of us. Through intergenerational conversations -between children and grandparents, between communities and schools. And through creative use of digital tools to keep these stories alive and accessible.

So on this Holocaust Memorial Day, I invite you to:

• Pause and reflect: Join the national “Light the Darkness” moment at 8pm by lighting a candle and placing it in your window.
• Use the resources: The Holocaust Memorial Day Trust offers excellent materials for schools and communities – make use of them.
• Champion dialogue: Encourage conversations that build understanding and resilience against prejudice.

Remembrance is active. It is a choice to learn, to speak out, and to stand for justice. Together, we can ensure that the memory of the Holocaust shapes a future rooted in empathy and peace.

Dr Kathryn Wright
Chief Executive Officer
Culham St Gabriel’s Trust

New to RE? Developing Subject Knowledge

Becoming an RE teacher can be daunting. The subject is vast (and sometimes tricky). This blog is aimed at trainee RE teachers and teachers with other specialisms (TWOs). It is important to remember that whatever their background, no RE teacher knows it all; being a good RE teacher means being a perpetual learner. You will come across lived experiences that contradict the textbooks. Religion, by its very nature, is messy, evolving and contested. Expect the unexpected!

The up-side is that we are blessed with the most rich, colourful and captivating material to work with. We do not have to slog away to make our subject engaging; it just is! We have the best characters, stories and imagery. So, we have a lot to work with.

What makes a good RE teacher?

A good RE teacher has a sound knowledge of the basics (and expert knowledge in some areas), a passion for the subject and a huge dose of intellectual humility. We need to model the curiosity, humility and enthusiasm we wish to see in our pupils. We need to be comfortable to admit when we don’t know, rethink when we gain new knowledge and demonstrate how to listen, reflect and learn. In my experience, kids love to be part of the project: ‘let’s try to work this out together’ is more effective than ‘I know, and you must accept’. Many times a pupil has questioned what I have taught, for example, saying ‘but I am an X and we don’t do that at home/ believe that’. In fact, pupils have been one of the greatest resources for my subject knowledge over the years.

Challenges

The challenges we face include how to teach the six main religious traditions in the UK (and non-religious worldviews) in limited curriculum time. We have to work out how much will be enough to engage our pupils as well as equip them for life. And we need to make sure we aren’t dumbing down or over-simplifying so we end up misrepresenting traditions. Sometimes we’ll be managing negative assumptions or a topic with great personal and global/political sensitivities. Ofsted (2021) helped a little, stating it’s not realistic to think we can fully cover every tradition, and instead we should think carefully about what is ‘collectively enough’ to give pupils an authentic and meaningful knowledge of religion (and non-religion). This allows us to delve deeper in some areas, exploring diversity, complexity and controversy in meaningful ways.

A lot of thought and planning is needed for a curriculum that carefully selects content to build on pupils’ knowledge over time, helping them to achieve an ever deeper and more nuanced subject knowledge. You need a good grasp of a topic in order to know what’s essential and what isn’t. You won’t be planning a curriculum in your PGCE year (you may be asked to plan a sequence of lessons), but many RE teachers become curriculum leaders early on in their careers.

Where to start

Many people starting out as RE teachers have had little formal education in the subject. Those who do, may have some specialist university-level knowledge in specific areas. You may, for example, have studied philosophy and know a great deal about the thought of Immanual Kant. You may, however, know very little about the Sikh tradition, which you may be required to teach on your first placement.

It’s common for an RE teacher to have to improve their knowledge on a topic before teaching it. However, what is crucial is that the teacher has a firm grasp of how to represent religious (and non-religious) traditions and worldviews authentically, including the inherent diversity, complexity and, sometimes, controversy. The RE teacher should help pupils to set their learning in context and make meaningful connections. Sometimes you will need to help pupils work through contentious and confusing aspects of traditions and worldviews. That doesn’t mean you have all the answers, but you will have a developed framework and reservoir of resources to call upon.

We know from the growing body of research in the cognitive science and education that we learn by building schema, mental structures that help us to organise and remember. This short video from the Education Endowment Foundation (EEF) explains the basics of how our memory works https://www.youtube.com/watch?v=gz-VPOtgLXg .

So it makes sense for you to start by building your schema for the religious and non-religious traditions you’ll be teaching. You need to attach new knowledge to old knowledge and understand the significance and influence of key figures, beliefs and practices across different religions and worldviews. One very simple way of organising the knowledge is to make a distinction between the Dharmic and Abrahamic traditions. You need to develop a secure framework for developing your knowledge of religion and worldviews, understanding the chronology and connections of/ between the major traditions.

So, where to start? Below are some of my top recommendations for building your subject knowledge.

This animation of the spread of 5 major traditions is a good place to begin (2 minutes): https://www.youtube.com/watch?v=AvFl6UBZLv4

Next you might want to watch this 10-minute TedED talk about 5 major world religions: https://www.youtube.com/watch?v=m6dCxo7t_aE

The best introduction I have found is Richard Holloway’s A Little History of Religion (2017). A concise and accessible overview of the world’s major religions it explores the origins, beliefs, and impact they have had.

Another book I recommend to trainees is James D Holt’s Religious Education in The Secondary School (2022). As well as providing a lot of practical advice, it includes concise summaries of the six main traditions in the UK. It’s a handy reference.

The Knowledge section on REOnline (https://www.reonline.org.uk/) has detailed and authoritative entries on many religious traditions. This is a very reliable place to go to build the detailed knowledge you will need to teach about specific traditions.

Another wonderful free resource is The RE Podcast (https://www.therepodcast.co.uk/).  The ever-growing number of episodes includes a breadth of topics, often featuring experts and insiders to help use learn more in an entertaining way.

Of course, the best way to learn about religion and worldviews is to hear from people from within the tradition themselves. RE Hubs (https://www.re-hubs.uk/)  have contact details for speakers and places of interest alongside many other useful resources.

And joining NATRE, the National Association of RE Teachers (https://natre.org.uk/ ) will provide you with a wealth of resources, CPD opportunities and the feeling of not being alone. There is a student rate!

Notes

It’s common to worry about pronunciation. Try not to. Ask people who may know to help you and try this SHAP audio glossary to help: https://www.shapcalendar.org.uk/glossary.html

Read Karen’s blog:

https://missevareteacher.wordpress.com/blog/

 References

Ofsted (2021) https://www.gov.uk/government/publications/research-review-series-religious-education/research-review-series-religious-education#ambition-for-all

Gather ye rosebuds while ye may

Old time is still a flying

And this same flower that smiles today

Tomorrow will be dying.

“To the Virgins, to Make Much of Time” by Robert Herrick.

For those old enough to remember Robin Williams’ performance in Dead Poets’ Society, the memory will no doubt recall Williams’ Mr Keating urging his pupils to “Seize the Day”, using Herrick’s poem to press upon his class the importance of the maxim, “Carpe Diem”.

Dead Poets’ Society was released in the same year that the first National Curriculum began to be taught in primary schools, but Religious Education was not included in the new National Curriculum.  The reasons for this decision remain relevant to this day.  Whatever our views on the wisdom of that decision, I would argue there have been negative consequences, including variable quality, weak accountability and the marginalisation of the subject.

However, 2026 brings new hope.  As a consequence of the government’s response to the Curriculum and Assessment Review¹, we are presented with what I think is a once-in-a-lifetime opportunity to ‘gather rosebuds’: inclusion in the National Curriculum.  But this possibility comes with a condition.  The government, aware of the continuing relevance of the reasons for non-inclusion in 1988, requires consensus from the subject community “on an RE curriculum that could be deliverable within all schools¹”.

So, it’s time for us to “seize the day”.

If we are serious about seizing this moment, we need to change how we work together. What follows are four principles I believe must shape our response.

• Start with Humility

The government requires that consensus should include “faith, non-faith and wider school stakeholders¹”, and this means that compromise will be essential, rooted in humility.  While I have lots of experience as a teacher, curriculum planner, and leader, I must acknowledge I don’t have all the answers, and there will be elements of any resultant draft curriculum statement I won’t fully agree with, or even not like.  This is the moment to remind myself that compromise is part of the democratic process, and the only way to reach consensus.

• Lower the Volume

As with any diverse community, there are some loud voices, voices that can be used to speak over others and command attention from outside the sector.  But now is the time for ‘indoor voices’; we don’t need to draw attention to our differences, particularly when we have been tasked with reaching “a clear shared position¹”.  My experience of working with the wider community means I’m privileged to have a voice, but I will keep reminding myself to speak softly.

• Think Long-Term

Inclusion in the National Curriculum will not immediately solve the problems our subject faces, and much will remain to be done even after potential inclusion.  We need to approach this first piece of work with an eye on the long-term.  I would regard the curriculum in my school as innovative.  However, it is unlikely that such an approach could be implemented immediately across all schools, so we need to think of a draft curriculum that is manageable for the current teaching workforce in the short to medium term but is also ready to be developed in the longer term.

• Prioritise Progression

One of the key benefits of any National Curriculum is that we as a subject community can put more emphasis on the long-term progression in children’s learning.  Rather than be preoccupied with how much of the curriculum is learning about worldview X or worldview Y, we can put our energy into “a well-sequenced and structured national curriculum . . . that could be deliverable within all schools¹”, that is, we can devote ourselves to the challenge of pupils’ learning in religion and worldviews from Foundation Stage, through primary school and onto secondary school.

Let’s work together, across our differences, to gather rosebuds; this is a prize worth winning.

1. https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report-government-response

As the year draws to a close, we’ve been taking a moment to look back on what has been a very full and rewarding year at Culham St Gabriel’s. Over the past twelve months, we’ve welcomed new colleagues, supported research and professional development, funded innovative projects, and created spaces for conversation, collaboration and learning across our community. Our 12 Days of Christmas is a way of sharing some of those highlights and of saying thank you to the many people, partners and communities who have made this work possible. It’s been a busy year, a challenging one at times, and a genuinely positive one to reflect on.

Day 1 of a Culham St Gabriel’s Christmas: One new team member

In August, we were delighted to welcome Jack Barton as our new Digital Operations Manager. Since joining us, Jack has brought energy, proactivity and a calm, thoughtful approach to all things digital. He’s already making a real difference behind the scenes, helping us strengthen our systems and think creatively about how we work and connect. It’s been brilliant to have Jack with us, and we’re very excited to see what the future holds!

Jack, our new Digital Operations Manager.

Find out more about Jack, and the rest of our team, here.

Day 2 of a Culham St Gabriel’s Christmas: Two Curriculum and Assessment Review updates 

The publication of the interim and final reports of the Curriculum and Assessment Review represents an important and hopeful moment for Religious Education in England. The final report’s recommendation to embed RE within a new national curriculum signals a clear commitment to greater coherence, equity and educational quality. Culham St Gabriel’s welcomed this.
A national framework offers a constructive way forward. It creates the conditions for shared standards, stronger provision and a curriculum grounded in a contemporary religion and worldviews approach. Building on the National Content Standard for RE, this moment offers a real opportunity to strengthen RE so that every young person can access high-quality, meaningful learning.
At a time when our society is increasingly complex, Religious Education is more important than ever. It helps young people understand the religious and non-religious worldviews that shape public life, relationships and global events, and equips them to navigate difference with knowledge, care and critical insight. Find out more.

Day 3 of a Culham St Gabriel’s Christmas: Three Community of Practice meetings

This year, our Masters Scholarship Programme cohort has met three times as a virtual community of practice, creating space to share research, reflect on learning and explore how masters-level study is shaping professional practice. These meetings offer an important opportunity for thoughtful discussion, peer support and the sharing of ideas.

The Culham St Gabriel’s Masters Scholarship Programme supports teachers and others working in RE, RVE and RME to undertake relevant masters-level study with financial support. Looking for funding for your studies? Applications for the next cohort open in the new year, with a deadline of 23 January 2026. Find out more.

Day 4 of a Culham St Gabriel’s Christmas: Four podcast guest appearances 

Over the past year, members of the Culham St Gabriel’s team have been invited as guests on a range of podcasts, sharing ideas, research and practical insight with wider education and RE audiences. Fiona Moss, our Education and Programmes Manager, and Josh Cass, our Lead Consultant for Advocacy, both appeared on the RE Podcast. Fiona explored barriers to engaging in research and reflected on the Culham St Gabriel’s Leadership Scholarship Programme, while Josh discussed Freedom of Religion or Belief and its significance within education and public life.

Fiona also joined the What Even is RME? podcast to unpack what a religion and worldviews approach looks like in real classrooms, sharing practical ideas for primary and secondary practice and highlighting how scholarship funding can support professional development.

Kathryn Wright, our CEO, will be appearing on the Flourishing Together podcast, hosted by the Diocese of St Albans Schools Team, continuing conversations about education, values and flourishing.

Day 5 of a Culham St Gabriel’s Christmas: Five Focus Weeks 

Throughout the year, our Focus Weeks have provided space to explore key themes in the world of RE. Each week brought together short films, blogs, research and classroom resources, alongside In Conversation events that invited dialogue and reflection.

Our Curriculum and Assessment Review Focus Week examined the government’s review of the school curriculum in England, asking what it might mean for Religious Education and whether RE should become part of a new national curriculum. In our second Focus Week, we explored the role of oracy in RE, RVE and RME, considering how structured talk supports learning, understanding and engagement.

A Primary RE Focus Week, delivered in partnership with NATRE, asked how primary RE can provide a meaningful window on the world for pupils. Our Grants Focus Week, From Communities to Classrooms, highlighted learning from grant-funded projects and their impact in practice.

In November, we held Inter Faith Focus Week: Connecting Through Dialogue, which ran alongside Inter Faith Week. This focus week explored how dialogue across difference can deepen understanding and strengthen community connections.

Last month I was invited to speak at the General Assembly of the Inter-Parliamentary Union; it was the first time that I had been able to speak at one of their events. For those (like me!) who don’t know, the Inter-Parliamentary Union (IPU) is a global organization of national parliaments that works to promote democratic governance, facilitate parliamentary dialogue, and strengthen the capacity of parliaments worldwide to represent their citizens effectively. It is always interesting to get a chance to see how these international organisations work; they are so very different to my regular 9-5! The formality of the delegations coming from different countries, the protocol, the vernacular.

It is also interesting because one is often asked to discuss a familiar topic from a slightly unfamiliar angle. And so it was on this occasion. I was asked to be on a panel discussion about how education could be a tool for countering intolerance and fostering religious literacy for more inclusive and peaceful societies.

Talking about the work of Culham St Gabriel’s and how a broad-based, critical and reflective Religion and Worldviews curriculum contributes to a well-informed, respectful and open society was straightforward enough. More unfamiliar though was to articulate the contribution which Religious Literacy makes to more inclusive and peaceful societies.

I explained how for us, a high-quality religion and worldviews approach to religious education centres people. It focuses on the diversity of lived religion, taking seriously the diversity, continuity, change and context of religions and beliefs. It sees pupils as interpreters of religion, and encourages them to use different lenses to explore faith traditions – theological, sociological, historical and philosophical. This approach emphasises the value of dialogue and intellectual humility.

In talking about this approach, I reflected that teachers tell us daily that a religion and worldviews approach to religious education is the space in the curriculum where they are able to facilitate conversations that address societal fractures, remove barriers and encourage positive interaction between groups. In other words, in ways that few other subjects can a religion and worldviews approach to religious education fosters cohesion and inclusion.

I talked about how schools are uniquely placed to do this work, that by virtue of the daily encounters staff have with a cross-section of people from their local communities, and because of their central purpose to educate and inform, schools can be powerful agents of social cohesion. (Speaking personally, I also suggested that any attempt by governments to foster cohesion and inclusion nationally which do not see schools as pivotal partners are incomplete strategies, but that’s another issue.)

Arguably, this is what work which fosters Religious Literacy within institutions and the wider public also seeks to achieve. Specifically, Religious Literacy work encourages participants to think about the diversity of lived religion. This is because the intent is to enable those participants (and by extension the organisations they might work for) to better understand how religion and belief shapes the choices we all make in our daily lives and so enhance the posture of organisations in relation to religion and belief communities.

But for my audience at the IPU it was not enough just to lay out the connection as we saw it. Making the case for how parliamentarians and legislators could lean into the opportunities presented by Religious Literacy work (or indeed a religion and worldviews approach to religious education) felt really important too. Afterall, that is the opportunity which the IPU gives to its members: for legislators to share best practice from their parliaments about how they had engaged on these issues. So, to do that I talked about some of the work with which Culham St Gabriel’s is involved and supports.

I talked about how through the RE Policy Unit, we support legislators to ask questions in Parliament that highlight the role a religion and worldviews approach to religious education plays in promoting education, community cohesion and Freedom of Religion or Belief (FoRB). Legislators value this work because it aligns with what their constituents care about.

I then shared how I had recently been in the House of Lords with students who had been working on a FoRB Ambassador programme we had funded. The culmination was a roundtable hosted by the students themselves, where they talked with parliamentarians, including the Shadow Chancellor of the Exchequer, about the importance of FoRB to them. Watching young people confidently articulating why religious literacy matters was a powerful reminder of why this work is so important, and the impact of high-quality engagement between legislators and young people.

When strategies for promoting inclusion and tolerance are embedded in schools, and when these connect with political will and support, we create the conditions for countering intolerance and building more peaceful societies. Religious literacy, whether we are talking about formal Religion and Worldviews education in schools or broader initiatives across society, has the potential to foster dialogue within and between communities, build tolerance and appreciation of difference, and develop advocacy in response to injustice. That feels like work worth doing.

Thank you for taking the time to read this blog, I would love to hear what you think!

“Oh…I didn’t realise you don’t have to actually be religious to teach religious education”

This comment from a learner during a Religious and Moral Education (RME) lesson stopped me in my tracks. It revealed a common misconception: that teaching RME requires personal religious belief. It also highlighted how learners often have fixed ideas about what RME is and who teaches it.

As a primary teacher, I don’t fit the stereotype. And I’m glad. It means I can challenge assumptions and help learners explore religion in ways that are meaningful to them. I want them to discover not just facts about belief systems, but also their own values, ideologies, and sense of self.

We have “a unique platform for developing well rounded, thoughtful and respectful adults ready to embrace the ever-changing world” ¹ But how do we make RME relevant to all learners? How do we move beyond textbook teaching to something more transformative?

Letting Learners Lead

A storytelling workshop I attended was a turning point. It encouraged learners to take the lead in their learning and sparked an idea. Could I step away from familiar strategies and instead create space for learners to explore religion on their own terms, with me as a facilitator rather than a gatekeeper?

One memorable lesson on the Hajj began with a surprise. Learners returned from break to find tubs of dirt, water, a cube, black cloth, and stones on the tables. I simply said, “Tell me a story using these items.” The creativity flowed—superhero cubes flying over waterfalls and sandy mountains—but then I overheard a boy explaining the significance of each item in the context of Hajj. His group was captivated. He later shared his insights with the whole class, and they learned more from him than they might have from me.

This moment reinforced the value of drawing on the lived experiences and knowledge of learners from diverse religious and non-religious worldviews. Their voices matter.

Creating space for reflection

 Working with Sue Thomson from The Bible Society ² introduced our school to prayer spaces. These are interactive, reflective environments where learners can explore spiritual practices, whether religious or not. These spaces encouraged learners to think deeply about their own beliefs and those of others.

Sue and I also collaborated on resources for first and second level learners, including a Christmas lesson for P5–7 (8-12 year olds) that focused on the individuals in the nativity story and their relevance today. It moved beyond the usual retelling and invited learners to connect the story to modern life and its relevance to Christians today. This kind of partnership with local and national organisations can enrich RME and make it more engaging. Many are open to school visits or willing to lead sessions in classrooms.

Asking Big Questions

In a Primary 7 lesson (11-12 year olds) on the origins of the universe, I used music, media clips, and learner voices to explore different beliefs. Learners began to see that questioning is not only allowed but that it is essential. RME provides a safe space to ask big questions, wrestle with ideas, and understand both themselves and others.

They also learned to use their knowledge of religion to answer each other’s questions and explain why people believe or act in certain ways. This kind of critical thinking is at the heart of empowered RE.

Equipping Teachers to Empower Learners

What makes RE/RME unique is its openness to big questions and its potential for learner-led exploration. If we believe it’s our responsibility to help children engage with their own beliefs and values and learn from those of others then we must ensure teachers are equipped to do so.

That means giving primary educators the confidence and tools to teach RME well, through initial teacher education and ongoing professional development. We need to move beyond stereotypes and embrace the richness that comes from diverse perspectives, reflective practices, and learner-led inquiry.

References

¹Comment submitted to me as part of my research for this blog. Author wishes to remain anonymous but is happy for their comment to be used in this blog.

² For further information about the work they do and for resources created for use in Primary Schools: www.scottishbiblesociety.org/resources/schools (not an ad, just resources I have used before that are tried and tested. Others are available for other world religions.)

Reflections from the Frontline: One Educator’s Doctoral Journey into Religion, Values and Ethics (RVE), Inclusion, and Transformative Practice

The first year of my Doctor of Education (EdD) journey has been a time of deep reflection, challenge, and growth. As I look back over the last year, I’m reminded of why I started my research journey; to examine, explore and analyse the role and purpose of Religion, Values and Ethics (RVE) within our Curriculum for Wales, and to do so through a lens (my lens) that prioritises equity, inclusion, and social justice.

Understanding my positionality has been fundamental to my work this year. I have approached my research not only as an advisor, but as someone shaped by personal experience, professional practice, and a deep commitment to a values-led education. My theoretical framework draws widely on critical pedagogy and narrative inquiry and allows me to explore how stories, including my own, shape our educational spaces.

This year, I’ve asked some difficult but necessary questions such as ‘how does my story influence my research and what assumptions do I bring into my research space?’ My reflections around such questions has helped me clarify the purpose of my research and provided me with the thinking time to determine what it is that I hope to achieve.  The assignments completed this year have provided clear structure and direction. I’ve explored my positionality, bias and subjective lens, developed an annotated bibliography, and written a literature review that has challenged me to engage critically with existing academic scholarship and research. These tasks have helped me refine my research focus and helped to begin the process of mapping out the contribution that I hope to make.

At the heart of my research and work is a desire to support RVE to be deeply meaningful, inclusive, and relevant to all learners. I’ve been challenged over the last few months by one of my supervisors who has asked me to reflect on what would be missing if RVE were not part of the curriculum, and is there agreement on this from the ‘RVE world’?

One of the most rewarding aspects of this year has been the opportunity to connect and share with others. I’ve had rich conversations with fellow EdD students, regular community of practice meetings with other Culham St Gabriel’s (CStG) Doctoral scholars, attended research meetings, and engaged with academics whose work has already expanded my thinking. Being invited to contribute to the Values Symposium at King’s College London was a particular highlight, offering a chance to share ideas and learn from academics across the UK nations and Europe.

These experiences have reminded me that research is not an individual endeavour. It’s shaped by dialogue, collaboration, mutual respect and the willingness to listen and learn from others, whatever their positionality is.

My thinking is evolving. I’m increasingly focused on the potential impact of this research, not just in academic terms, but on the education of learners and the experiences of teachers. I hope that my research can contribute meaningfully to this RE/RME/RVE space. I keep returning to the ‘so what?’ question: why does this matter? For me, the answer is clear. RVE offers a space for critical reflection, ethical engagement, and the development of values, all of which enhance and enrich the school’s curriculum and allow learners to become not only ethical and informed, but also ethically informed citizens.

As I move into year two, I’m embracing my additional identity as an ‘accidental academic’, as someone who is curious, reflective, and committed to learning. I’m influenced by the principle of being inquisitive and curious, not judgmental (thank you, Ted Lasso[1]), and by a desire to remain true to my own values and to myself.

One very exciting development over the next few years will be exploring how to involve pupils as co-researchers in my research. Their perspectives are not only valid, but they’re also essential. This is their curriculum too, and their voices must be part of our conversation.

I’m learning to take responsibility for my research, to stand in its complexity and say, this matters. One year down, five more to go!

[1] Ted Lasso: Be curious, not judgmental

Following Inter Faith Week, teachers across Leicester and Leicestershire are continuing the conversation by visiting some of the city’s vibrant places of worship. These visits, organised in partnership with the Leicester Diocese and RE Today, and led by Lat Blaylock and myself, offer rich opportunities for professional learning. They aim to strengthen teachers’ subject knowledge, build confidence in leading pupil visits, and highlight the importance of engaging with authentic voices.

Why visit?

Experiencing religious traditions in context helps teachers bring real-world insights into the classroom, making RE more meaningful. Visiting a mosque, gurdwara, or mandir allows teachers to encounter faith as something living and rooted in community. For example, one gurdwara we visit is housed in a repurposed building, showing how sacred spaces can be adapted to meet community needs. Observing rituals, asking questions, and engaging with faith leaders allows teachers to understand the meaning behind practices, symbols, and daily life in each community, deepening their subject knowledge while challenging assumptions and stereotypes.

These visits also serve a practical purpose: equipping teachers with the skills to plan and manage meaningful, safe pupil visits. By observing good practice and speaking directly with faith hosts, teachers gain insight into effective visit planning—from preparation and risk assessment to respectful engagement. They also hear substantive knowledge from real voices, which they can bring back to the classroom to enrich pupils’ learning.

Reflection sessions during the visits encourage teachers to think about how these experiences can inform lesson planning, classroom conversations, and wider school initiatives. Most importantly, the visits model the values at the heart of good RE: curiosity, respect, and dialogue. Pupils benefit indirectly, gaining richer lessons and the opportunity to encounter difference in a nuanced and empathetic way.

As a former primary RE lead, I know how powerful it is for children to engage with authentic voices. I also understand the challenges teachers face when organising visits—especially in today’s climate, where some schools encounter objections or concerns from parents. I’ve experienced this myself and want to share some practical steps that helped make visits successful.

Overcoming Challenges Around Visits

During my time as RE lead, I organised a visit to a local mosque. Some parents were concerned about aspects of the visit, such as gender separation during prayer. Others were anxious about travelling to a large city, especially following a widely reported attack on a mosque. It was clear that fear and misunderstanding were shaping reactions, even though the visit aimed to build the very understanding that could challenge those fears.

Meeting to Allay Concerns

To address this, we quickly organised a parents’ meeting before worries could spread through informal channels. We created a welcoming space for open, respectful dialogue and prepared clear answers to anticipated questions. We explained what the visit would involve and why it was a valuable learning opportunity. This proactive approach helped build trust and understanding.

Challenging Misconceptions and Stereotypes

The impact of the meeting, and the visit itself, was incredibly positive. Parents and children felt more confident and informed. Pupils returned full of enthusiasm, eager to share what they had learned. The visit replaced misconceptions with curiosity and respect. Only one pupil didn’t attend, and she created a “visiting a mosque” project at school, which she shared with the class upon their return.

Practical Answers to Objections

Over the years, I’ve encountered various objections, but there are practical ways to address them:

• Funding: Can the PTA help fund transport to reduce costs for families?
• Combining Trips: Can you combine a visit to a place of worship with a museum or sports venue to create a broader educational experience?
• In-School Alternatives: Why not host a “faith marketplace” event in school, inviting representatives from different traditions to engage with pupils?

These strategies help make visits more accessible and inclusive.

Looking back, these experiences remind me why visits to places of worship are essential in RE. They deepen knowledge, nurture respect, and foster connection. As educators, we play a vital role in opening these doors—even when challenges arise. With open communication, sensitivity, and collaboration, visits can be transformative moments in pupils’ learning journeys.

The RE Hubs website is a fantastic resource for planning visits. It includes a list of accredited venues trained in best practice for hosting school groups, and a short video offering top tips for successful visits.

Ultimately, visiting places of worship is about more than observing rituals or buildings—it’s about fostering curiosity, understanding lived experiences, and appreciating diverse worldviews. By sharing my experiences, I hope to encourage teachers to embrace these opportunities and bring the richness of real-world religious experience into their classrooms. Every visit is a chance to open minds, challenge assumptions, and inspire meaningful learning.

Interfaith Week is a wonderful cause for celebration. As someone who grew up in a mixed-race, multi-faith household, I have a huge appreciation for the impact religion can have on the lives of believers as well as those around them. And now living in Luton, I see the fruits of the work our diverse faith groups do together every day.

In my constituency of Luton North, the interfaith community is long established and a source of cohesion and strength.

Many voices and cultures

Luton is a town of many voices and cultures, with a history of our communities uniting to oppose forces of hate. Our diversity is a strength and we can never take for granted the relationships and networks that run through our fabric. Lutonians know all too well the struggle against those who choose to pit communities against one another, to increase tensions and exploit insecurities for political gain.

There are so many initiatives I’m proud of locally that are run by people of faith. Our Luton Council of Faiths is a uniting group that works with the council, schools, the police and public services to care for our town. They are proactive in supporting vulnerable members of our community, and mediating tensions if they arise. Their work earned them an award from the late Queen, in recognition of their contributions to social cohesion.

Re-emergence of racism

Sadly, we have seen the ugly trends of far-right racism re-emerge in a powerful way over the past couple of years. As the Chair of the Women and Equalities Select Committee in Parliament, I have heard testimonies about the importance of different faith groups standing together to repel the extremist messages both in politics and in wider culture. Whether it’s Islamophobia coming out of Unite the Kingdom marches, to so-called “Christian nationalism” infiltrating some church communities, or the distressing attacks we’ve seen occur at synagogues across the country, it’s never been more important to stand up for our neighbours in their time of need.

Standing up, standing together

And standing up for those in need is exactly what faith groups do best. We all saw the way in which they served the general public during the pandemic; everyone either benefitted from it themselves or knows someone who did. Temples and Gurdwaras cooking hot, nutritious food for the masses; churches helping with vaccine drives; mosque volunteers dropping off supplies for local people shielding.

But of course this sort of work had been going on behind the scenes for a long time before the pandemic: food banks, night shelters, youth projects and dementia cafes – all of these have been offered by people of faith for decades, and will continue to be while vulnerable people fall through gaps left by the state.

When I look back on my time on Labour’s front bench as the Shadow Minister for Faith and Communities, I often joke that the thing I miss most is the food. Faith communities definitely know how to cater their events, and the hospitality I received from the most lovely, welcoming people will always be treasured. But of course the real thing I miss the most is seeing people from different backgrounds, who are often pitted against each other, coming together to love their neighbourhoods.

Celebrating RE teachers

There’s a special group of people I want to recognise this Interfaith Week, and that is our fantastic RE teachers. It has never been more important that children and young people learn about religion and world views, so they may grow to be compassionate, understanding and rounded adults. I will continue to do all I can to help increase the access to RE teaching for every pupil, and support schools to recruit high-level subject specialists. Countering hateful attitudes (or innocent misunderstandings) as early as possible is essential in this diverse, vibrant country we live in. So to all the RE teachers doing what they can to progress that: Thank you.