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Exploring Cynefin Through RVE: Uncovering Welsh Identity, Language, and Spiritual Heritage in the Curriculum for Wales

The Untranslatable word: Introducing Cynefin

The story behind the Welsh Biblical translations, though relatively little known is woven through the valleys, mountains, villages, chapels, monasteries and cathedrals of Wales. It is an account of how a group of Welsh scholars amid the politically tumultuous times of 16th-century Europe and the Reformation, remained committed to their faith, the Welsh language and the right of all Welsh people to hear God’s word in their own language. The narrative connects the past to the present, and their work offers a meaningful context to appreciate the significance of the one untranslatable word in the Curriculum for Wales- Cynefin.

The word Cynefin does not have a direct equivalent in English. Like many Welsh words it holds multiple layers of meaning, exemplifying the poetic beauty of the Welsh language. The creative approach to the pedagogy of Curriculum for Wales encourages learners to develop and respond to their growing sense of Cynefin. For some, this might involve a relationship with the natural environment or an understanding of Cynefin as connected to community or an evolving concept of a ‘Welshness’ that celebrates diversity. For example, some learners keep a visual diary of their growing understanding of Cynefin, recording what matters most to them each year as they progress through school. The landscape, heritage and stories of the people and places that shape their sense of self and community help to foster an understanding of Cynefin and highlight the importance of developing a connection to Wales and the wider world.

Cynefin in the Curriculum for Wales: A multi-faceted concept

The Curriculum for Wales encourages an approach to curriculum design that is meaningful and relevant to each unique learning environment or setting. Connecting learners through genuine and authentic learning experiences is essential. The Religion, Values, and Ethics (RVE) sub-lenses support deeper engagement with Cynefin as learners: ‘recognise continuity and change in identity and belonging, and how these are experienced personally and collectively’.

The Welsh sense of Cynefin is described in the Curriculum Framework as ‘not just a place in a physical or geographical sense, it is the historical, social and cultural place which has shaped and continues to shape the community which inhabits it’. Through enquiry into the Welsh Biblical landscape, learners can explore and seek an understanding of ‘what matters’, asking: Why are some places, spaces, environments, and landscapes especially important to different people, and for what reason?

Biblical Landscapes and Welsh spiritual heritage

Wales has a vibrant and deeply academic, linguistic Christian heritage, with written documentation dating back to the 9th century, as evidenced by surviving early manuscripts and religious texts written in Welsh and Latin. The Reformation ended the monastic cultural environment. Welsh place names reflect this early history; for example, the use of ‘Llan’ in many areas is associated with early Christian sites such as Llanbadarn Fawr, which refers to the sacred place founded by Padarn in the 6th century. The translator William Salesbury worked diligently to preserve and ensure the safety of surviving books and manuscripts from destruction during the dissolution of the monasteries. These salvaged works influenced the early translations. William Morgan’s 1588 Bible translated into Welsh from the Hebrew and Greek, beautifully reflects the richness of Welsh bardic poetry, making it a truly significant work.

Why Cynefin still matters today

Through RVE, learners in Wales today can develop an understanding and critical appreciation of what ‘sense of place’ means and the value of their unique contribution to the world. The lasting influence of the Welsh Bible is that learners in Wales are empowered to understand the important link between language and spiritual identity, and seek answers to critical questions such as ‘What does Cynefin mean to me?’

The Religion and Worldviews Home Educators’ Fund was set up by Culham St Gabriel’s, St Peter’s Saltley Trust and All Saints Educational Trust with the aim of supporting home educating families, who are often unable to access traditional funding schemes for RE. The fund was co-designed by a group of home educating families, with support from TSIP, The Social Innovation Partnership. The fund is now in its second year and decisions on grant applications are made by a ‘community panel’ of home educators.

Alice Khimasia is one of the parents that has been involved since the beginning of the fund’s co-design process and in this blog she reflects on her experience. The trusts are currently offering more grants in this area. You can also read about some of the other Home Education projects that were awarded funds.

I have spent many years immersed in home education, but I once trained as a Religious Education (RE) teacher and have always believed in the potential of quality RE, and the importance of educators who hold space for big questions about meaning, belief, identity, community and belonging, often in departments with limited time, tight frameworks, and ever-present pressures. It is no small task, and it matters deeply. So, when I was invited to help co-create a fund to support home educators’ learning about religions and worldviews, I saw an exciting opportunity to extend the reach of this important work into a different and often overlooked part of the educational landscape. Home educators in the UK are part of a growing community which receives no funding or systemic support. Despite the challenges, there is a great deal of creative, rigorous, values-led learning taking place outside traditional classrooms, often learner-centred, innovative and dynamic. This fund was an opportunity to recognise and support that in a meaningful and collaborative way.

Co-creation in Education: Building the fund with home educating families

My home educated son and I joined a working group including other home educators and staff from the Social Innovation Partnership (TSIP) helping shape the fund’s aims, values, and processes. The project was grounded in co-creation, not consultation. We weren’t just giving feedback, but were invited to the table from the start. For those of us used to working on the fringes of formal education, it was powerful to be heard and respected, to shape something from the ground up, to be recognised and paid fairly for our expertise. The fund supports home-educating families and groups to explore different religions and worldviews in ways that are relevant, creative, collaborative and impactful. Like many RE teachers, those of us engaged in this project are committed to fostering curiosity, empathy and respectful dialogue in the next generation, and want to inspire encounters that open people to difference and help us all live well together.

When I joined the panel reviewing grant applications for our pilot year, I was inspired by the creativity and thoughtfulness of the submissions. The home education community is incredibly diverse, and so are the approaches to RE. Some families use structured curricula, others draw on storytelling, visits to places of interest, project-based learning, or philosophical discussion. Much is conversational, interest-led, emergent and reflective, often deeply rooted in lived experience. The flexibility of home education is one of its strengths, and applications reflected that with submissions from groups learning together, families engaged in collaborative projects, and parents of children with special educational needs.

Voices from the community: Reflections from grant recipients

One grantee reflected:

“One of the most rewarding things was seeing how open and thoughtful the children became when given space to explore big ideas. They were genuinely curious and respectful, and it was clear they were learning not just about different beliefs, but about empathy and understanding too.”

Perhaps most powerfully, one child said:

“I didn’t know that people could believe different things and still be kind to each other. I liked learning how other people see the world.”

Reading reflections like these was moving and affirmed the value of the work. We hope the fund ensures that wherever children are learning, in classrooms, community centres, in libraries, or at kitchen tables, they have access to high-quality, thoughtful, inclusive education about religions and worldviews, recognising that quality RE can happen both inside and outside school walls, and that we share a common goal, to raise compassionate, empathic citizens.

The Future of RE in Home Education: Dialogue, Diversity, and Connection

Some of my most memorable experiences with my own sons involved visiting places of worship and speaking with people from different communities. These encounters brought beliefs and practices to life and sparked genuine curiosity and respect. I hope the fund continues to grow, not just by offering grants, but in the connections it fosters. At the heart of RE is dialogue, and that includes us all listening well, being open to difference, and co-creating learning opportunities together.

At Culham St Gabriel’s, we’re passionate about ensuring religion and worldviews education is meaningful, inclusive, and forward-thinking. That’s why, for 2025-26, we’re focusing our funding on four key priority areas; each chosen to address specific needs and gaps in the field.

1. Special Educational Needs and Disabilities (SEND)
   We believe every child deserves to flourish through their RE entitlement. That’s why we’re seeking to fund projects in special schools and enhanced resource bases. Whether you’re working with autistic children, pupils with complex physical needs, or exploring sensory and storytelling approaches, we want to hear from you! How can RE promote healthy bodies, minds, and spirits in these unique contexts? Let’s work together to make RE accessible and inspiring for all.
2. Generative AI: Pedagogy and Ethics
   AI is here to stay, and its reshaping classrooms everywhere, including RE. We’re looking for projects that explore the ethical and pedagogical implications of using generative AI in religion and worldviews education. How can AI be used responsibly? What does social justice look like in an AI-enabled classroom? If you’re innovating in this space, we want to support you.
3. Supporting Teachers of RE with other specialisms (TWOS)
   Did you know that over half of secondary RE teachers in the UK are specialists in other subjects? We’re committed to equipping these teachers with the tools, knowledge, and confidence they need to deliver outstanding RE. Whether it’s subject knowledge development, peer mentoring, or opportunities to engage with members of worldview traditions, we’re eager to fund projects that make a difference.
4. Championing Diversity: UKME and GMH Teachers and Leaders
   Our community’s leadership should reflect its grassroots diversity. We’re especially interested in projects that support teachers and leaders from UK Minority Ethnic (UKME) and Global Majority Heritage (GMH) backgrounds. This could include mentoring, anti-racist RE initiatives, or diversifying the curriculum to better represent all voices.

Are You…

• Working in a special school or enhanced resource base?
• Using generative AI in religion and worldviews education?
• A teacher with a specialism other than RE?
• From a UKME or GMH background?

If so, we want to fund your project!

Get in touch with us and let’s shape the future of religion and worldviews education together.

In today’s schools, I often see uncertainty, ambiguity, and heightened sensitivity around discussions relating to religion. That’s why, at the Institute of Children, Youth & Mission (CYM), I felt compelled to lead a research project that could bring clarity to these dialogues and spaces. My hope is that by producing research-informed guidelines and frameworks for use in primary schools, we can enhance teachers’ confidence in facilitating these conversations and empower them to take a more active role. I also want to reassure parents and carers that religious dialogue in schools can happen in ethically appropriate ways.

I submitted a grant application to Culham St Gabriels and All Saints Educational Trust to propose a three-year project and I was thrilled when it was accepted. I truly believe this is such an important area to explore. To begin, I’m working to gather a picture of what’s happening on the ground. I’ve started listening to school staff and inviting key voices into the conversation. If you’re interested in joining an online discussion on this topic, please do get in touch with me via email

Soon, I’ll be immersing myself in case study schools to gather insights from school leadership, teachers, teaching assistants, and the children themselves. As I’ve spoken with parents, carers, schools, and churches, I’ve seen a great deal of interest and support for this work. But I’m also very aware of how sensitive the subject can be, and the complexities that come with it.

Preparing the ethics application took considerable time and care, and I’m pleased to say it’s now been approved by Liverpool Hope University’s ethics committee. One of the biggest challenges so far has been recruiting schools to take part in the first stage of the research. I understand how busy schools are, and how many demands they face. Research involvement can feel like just one more thing. I’ve also encountered hesitancy and caution, often due to a lack of confidence or uncertainty in this area. That’s why I’m especially delighted to have now recruited the schools we need and am excited to begin research in these settings during the Autumn term.

Designing the data collection tools has been both interesting and challenging. I’ve worked hard to ensure they gather the insights we need to inform the dialogue framework, while also being respectful of the time and energy of headteachers, teachers, teaching assistants, and pupils. I’m looking forward to using these tools and plan to write up our learnings into a paper within the next six months, so we can share our ideas more widely.
Once we have our initial findings, which will focus on the gaps, pressures, and opportunities in primary schools, I’d love to bring together a small working party to help develop the framework. We’re able to offer some funding to cover the time of those who contribute. If you’re interested in this opportunity, or any other part of the project, please do get in touch with me.

I’m genuinely excited about how we can facilitate more conversations in schools about religion, while ensuring they happen in healthy, wholesome, and beneficial ways. As we develop this framework, I’m also hopeful that it could become integral to national policies and practices within primary education.

Unlike other parts of the UK, religious education (RE) in Northern Ireland has not been part of any curriculum reforms for a very substantial period – since 2007 – when the current Core Syllabus for Religious Education was revised by four local churches. Almost all schools in Northern Ireland have a Christian ethos and this has a major influence on what is done in both RE and Collective worship, which are often regarded as ‘two sides of the same coin’, especially in Primary Schools.

A recent independent review noted, however, that the Department for Education (NI) needed to rethink the Christian-centric approach to RE and advised that it would be ‘highly desirable’ that a review of the subject be undertaken in the near future . The need for change has also been highlighted during recent court cases in which several judges expressed a view that the current statutory arrangements for the subject were inadequate and did not meet the standards set in the European Court of Human Rights that religious education in publicly-funded schools be objective, critical and plural . Nonetheless, issues regarding religion in Northern Ireland remain bound up with wider national and cultural identities and it is likely that Department for Education are sensitive to reactions to any changes to current practices regarding religion in education. Yet there is little evidence about region-wide attitudes to the subject.

During 2025 we were delighted to be funded by Culham St Gabriel’s to host the Religion and Worldviews for All project at Queen’s University in Belfast. With the support of two community organisations, the Northern Ireland Interfaith Forum and Parents for Inclusive Education we wanted to understand current attitudes and explore possibilities for change in religious education in Northern Ireland. As part of our project, we undertook a survey to understand opinions from across the region to religious education. We asked questions relating to the aims, potential benefits and current arrangements for RE in Northern Ireland. Responses revealed considerable divergence in perspective among the Northern Irish population concerning current practice in RE. While approximately one third of respondents are satisfied with “the role of the Christian Churches in producing the RE syllabus” and “Christianity being the sole focus of primary RE”, at least 38% are dissatisfied. This, together with the relatively high proportion adopting a neutral perspective (approximately 25%) on these issues, suggests there may be support for reforming some aspects of RE provision.

The case for reform appears to increase when examining attitudes towards the aims and social purposes of RE. For example, there was majority support for RE’s role in helping children to “understand different religious worldviews”, “understand different non-religious worldviews”, and “examine and reflect on the beliefs of others”. This is despite the fact that these are not features of the current curriculum. By contrast, the lowest levels of support were expressed for the aim to “accept and deepen Christian faith and beliefs”, although this is arguably the most prevalent aim in the existing syllabus. Most participants (60% or more) also agreed that RE could contribute to benefits such as reducing prejudice and improving recognition of people with minority religious beliefs and non-religious worldviews. This points to widespread agreement that RE reform to better achieve such outcomes would be successful.

Disaggregating responses by community background, however, reveals differences between groups in attitudes to RE. Protestant respondents tend to express significantly greater satisfaction than Catholic, other religious and non-religious respondents with existing arrangements for a broadly Christian RE, and may be less supportive of reform. Notably, however, over half of Protestant respondents also believe that RE should help pupils understand different religious worldviews. Therefore, while there are tensions within and between groups concerning the purpose and provision of RE, there appears support for a broader curriculum than exists at present.

Full findings from the RWE for All project are expected to be published in late autumn 2025 and it is hoped they will provide a valuable source of evidence and inform ongoing discussion about the future of religious education in Northern Ireland.

Rebecca Loader is a senior research fellow at Queen’s University Belfast. Her research focuses on education and peacebuilding, intercultural education, and educational inequalities.

James Nelson is senior lecturer at Queen’s University Belfast. His research interests are in the role of religion in education and he coordinates the Initial Teacher Education Pathway in Religious Education at Queen’s.

A National Collaboration for Success by the National Centre of Religious Education for Wales

One of the most exciting challenges in Welsh education right now is making sure every learner has access to high-quality teaching in Religion, Values and Ethics (RVE) and Religious Studies (RS), no matter what background their teacher comes from.

That’s why I’m delighted to be leading a new project from the National Centre of Religious Education for Wales (NCREW), working in partnership with Philosophy, Ethics & Religion at Bangor University, and with generous support from Culham St Gabriel’s. The project, called ‘GCSE RS Success: Enhancing Teachers’ RS Specialism in Wales’, is all about building confident, knowledgeable, and creative educators.

Across Wales, many teachers are being asked to deliver GCSE RS without having studied religious studies, theology, philosophy, or ethics themselves. With the new WJEC GCSE RS specification beginning in autumn 2025 – bringing fresh assessment structures and deeper thematic content – the need for specialist support has never been greater.

Our aim with this project is simple: to provide a supportive, subject-rich professional development programme that helps teachers with specialisms in other areas teach RS with confidence and clarity. By bridging the gap between curriculum expectations and classroom delivery, we want learners across Wales to thrive in their understanding of religion, ethics, values, and worldviews.

The course is also designed to live out the values of the Curriculum for Wales itself, encouraging ethical, informed citizenship and learning that connects to real-world issues. We want to show that RS and RVE are not marginal subjects, but vital areas that develop empathy, critical thinking and global understanding.

Our hopes are ambitious but grounded. We want to build a sustainable network of skilled, confident GCSE RS educators who can take ownership of their teaching and inspire learners. Our vision is for a ripple effect; where empowered teachers go on to support colleagues in their schools and regions, and where Religious Studies (and by extension, RVE) is no longer seen as a ‘gap-fill’ subject, but as an enriching, vital part of the curriculum and a significant area of study for our times.

Who’s taking part?

The response we received was truly inspiring. We had so many thoughtful and creative applications, and we were delighted to accept a cohort of passionate, forward-thinking teachers from across Wales. Their commitment to professional learning development and enthusiasm for RS and RVE really stood out.

Each teacher has been paired with an experienced mentor, and together they form a vibrant and supportive learning community. Throughout the year, they’ll be working with academic specialists, practising teachers, and representatives from religious and cultural communities, bringing together a rich blend of expertise and perspectives.

Beyond the classroom

This project isn’t just about supporting teachers, it’s part of a much wider conversation. It speaks to issues of teacher agency, subject equity and curriculum reform, while also addressing national concerns about teacher supply in the humanities.

RS and RVE matter because they are where some of life’s biggest questions are explored – questions of identity, belief, diversity, and freedom. At a time when our society is grappling with these very issues, I believe it’s vital that teachers feel equipped to guide their learners with both confidence and compassion.

That’s why participants in the project will be engaging in:

• Online professional learning workshops
• Subject knowledge enhancement sessions
• Assessment deep-dives
• Pedagogical forums exploring religion and worldviews in Wales today
• Access to an online repository of resources

Looking ahead

If you’re a teacher interested in RS, or part of a school looking to strengthen your RVE and/or RS provision, we’d love to connect with you. This project is more than just professional development, it is a support network for educators who care deeply about values, understanding, and the futures of young people.

The new GCSE specification will bring its challenges, but it also brings huge opportunities. Together, we can make sure that every teacher feels confident stepping into the classroom, and every learner has access to the very best RS education.
And we’re just getting started.

Find out more:

Email: ncrew@bangor.ac.uk
Instagram: @ncrewales & @philosophybangor
Facebook: NCREW & Philosophy, Ethics & Religion, and Politics, Bangor

Photovoice is a method that builds understanding by encouraging dialogue through photographic images taken by participants, offering a powerful way to explore identity, faith, and daily life. By centring discussions around personal photographs, it creates space for meaningful conversations that are accessible and inclusive.

Photovoice in Liverpool: A Collaborative Initiative

In Liverpool, photovoice is going to be used in classrooms and community spaces to equip teachers, community leaders, and local residents with tools to engage in interfaith dialogue. The project is a collaboration between several schools and organisations, including:

• Kuumba Imani Millennium Centre
• Interfaith Photovoice®
• Archbishop Blanch School
• King David School
• Belvedere Academy
• National Museums Liverpool

Our partners are embedding photovoice activities into their school curricula and community programmes to promote understanding of different worldviews and support people to grow in confidence as they speak about their own lived experiences.
The initiative has two main strands:

1. School-Based Training: Teachers are trained to facilitate photovoice discussions in classrooms, helping pupils explore their own identities and learn about others.
2. Community-Based Training: Local leaders, creatives, and activists are trained to host workshops in community settings, extending the reach beyond formal education.

Both groups will contribute to a public photography exhibition, offering decision-makers a window into the lived experiences and concerns of participants.

Challenges and Successes

Like all projects, this one has had teething issues: the first surprise we encountered was the recruitment – we thought that the community participants would be much harder to recruit for than it ended up being! We’ve ended up with far more (double) the number of participants than we expected. So, that difficult process went from being a challenge to a boon. However, finding a suitable training period for schoolteachers also proved unexpectedly difficult. Different school commitments, religious holidays, have required a lot more work converting their interest in the programme into a reality. Thankfully, the schools that were interested in our project were really committed to making the project work, and they have been relentlessly adaptable and willing to work together with us to make it possible to deliver the training. Moreover, our partners at Interfaith Photovoice® have been in lock step with us and simultaneously been rolling with the punches. It’s been imperative to the development of the project to remain flexible and open to finding solutions which benefit everyone involved. We’re really pleased we’re in the strong position that we find ourselves.

Responding to Local Needs

The project gains added significance in light of recent events in Merseyside. Lately, there’s been a lot more attention placed on how schools and community spaces can open up conversations designed to deepen understanding and interpersonal connection. Locally, strong and community relations have been the cornerstone for wider civic conversations around religion and identity for a long time. Photovoice contributes to these conversations by promoting interreligious literacy and strengthening community relations. It encourages curiosity and empathy, helping participants to connect across differences and to build a foundation for friendship and community.

Our initiative aims to serve as a model for how interfaith engagement can catalyse positive social action. By highlighting areas of public life that need attention, and giving voice to diverse perspectives, photovoice fosters deeper connections and community cohesion.

You can track our progress at @kuumba_imani and @interfaithphotovoice

From Walsall to Shropshire: A Shift in Context and Challenge

When I worked in Walsall, I was surrounded by a vibrant network: diverse classrooms, a dedicated team of four, and a wealth of voices and perspectives. Collaboration came naturally. But when I moved to rural Shropshire three years ago, I knew things would be different.
Leading as a Department of One: Building Equity from the Ground Up
Now, I’m a department of one in a small trust of one secondary and three primary schools. A quick glance at the census data reveals what I’ve come to see firsthand: our area lacks the diversity found in many other parts of Britain. Without intentional exposure and thoughtful curriculum planning, this can lead to misconceptions and even prejudice in the classroom.

Determined to stay connected and make a difference, I joined Shropshire SACRE, where I now serve as vice chair. I also founded the Local Groups Shropshire Gateway Hub, a space for educators to come together with humility and honesty; to share ideas, admit when we don’t know something, and support one another in our shared mission to provide equitable Religion and Worldviews education.
Curriculum as a Catalyst: Designing for Inclusion and Impact
As I reflected on how I could make the biggest impact as a leader, one answer stood out: curriculum.

By bringing together Religious Education (RE) leads from across the area, we’ve begun to critically examine our curricula; identifying gaps, challenging assumptions, and striving to build rigorous, inclusive programmes that help students grow into respectful, globally-minded citizens. I’m passionate about inspiring students to continue their RE journey into Key Stage 5 and beyond, and I believe that starts with excellent curriculum design.

Challenging Misconceptions: Why Context Matters in RE

One concern I raised at our hub’s first meeting was the persistence of misconceptions. During the Culham St Gabriel’s Leadership Scholarship programme, we read Justine Ball’s article “Decolonising the Teaching of Jesus in English Primary Schools.” It sparked a powerful conversation. A colleague shared how, during her first year at university, she called her mum and exclaimed, “Mum, why didn’t you ever tell me Jesus wasn’t white?”

This moment stuck with me. Too often, students arrive in Year 7 believing Jesus was a white European man. These misconceptions aren’t always due to poor subject knowledge, these misconceptions often stem from a lack of context. For example, understanding that Jesus was a Palestinian Jew is crucial. We need to create safe spaces where educators can ask questions, acknowledge gaps in their knowledge, and grow together.

Equity in Action: Conversations That Transform Practice

Equity of provision in RE is not optional, it’s essential. We must have open, honest conversations about curriculum and assessment to ensure we’re offering the very best to every pupil. One of the things I love most about the RE community is its openness. No question is too small, and there’s always someone willing to help.

Leadership in RE isn’t about having all the answers. It’s about creating a culture of support and humility. I recently saw this in action at Worcestershire SACRE, through the brilliant Stephen Pett and with Chris Giles as a teacher representative. The atmosphere was electric; everyone had a voice, and everyone was there to lift each other up.
This year, I’ve been incredibly fortunate to have Jane Yates as my mentor. Her knowledge is vast, but what stands out most is her humility. She’s never afraid to say, “I don’t know,” and always points me in the right direction. That’s the kind of leadership we need; leaders who empower others by admitting what they don’t know and helping them find the answers.

If there’s one thing I’ve learned, it’s how much I still have to learn. But I’m grateful to be part of a subject, and a community, where curiosity is celebrated and support is always within reach.

If you’d like to join our hub meetings, we welcome both online and in-person attendees. Keep an eye on the RE Hubs website for updates. We’ll soon be diving into the National Content Standard, using tools like the “Religion and Worldviews” infographic on page 21 of the curriculum writers’ handbook to guide our planning.

Let’s keep learning, leading, and lifting each other up.

We know how busy the academic year can be, so we’ve gathered together key opportunities and events you might want to add to your diary. From Focus Weeks and thought-provoking In Conversation sessions to webinars, conferences and more, there’s plenty coming up to inspire, connect and support you in your work.

Take a look at what’s on the horizon!

Autumn term

Wednesday 10th September: Religion and Worldviews Home Educators Fund Celebration. Sign-up here.

Monday 15th September: Culham St Gabriel’s newsletter. Sign-up here.

Monday 22nd – Sunday 28th September: Grants and Home Education Focus Week. Find out more here.

• Monday 22nd September: “Teaching Sikhi in RE” online report launch. Sign-up here.
• Tuesday 23rd September: “Creating Stronger Funder Applications” grant application masterclass. Sign-up here.
• Thursday 25th September: “How do we Amplify Authentic Voices in Religion and Worldviews Education?” In Conversation session. Sign-up here.

Tuesday 23rd September: Project Grants EOI closing date. Find our more here.

Friday 10th October: Masters and Doctoral application closing date. Find out more here.

Monday 13th October: Culham St Gabriel’s newsletter.

Wednesday 22nd October: RE:ONLINE A Level Digest. Sign up here!

Monday 10th November – Sunday 16th November: Interfaith Focus Week.

• Thursday 13th November: In Conversation session.

Tuesday 18th November: Religion and Worldviews Home Educators Fund closes to large grant applications.

Monday 8th December: Culham St Gabriel’s newsletter.

Wednesday 10th December: RE:ONLINE A Level Digest.

Spring term

Tuesday 6th January: Project Grants EOI closing date.

Monday 12th January: Culham St Gabriel’s newsletter.

Friday 16th January: Leadership Scholarship Programme opens for applications.

Friday 23rd January: Masters and Doctoral application closing date.

Wednesday 11th February: RE:ONLINE A Level Digest.

Monday 2nd March – Sunday 8th March: Stories Focus Week.

• Thursday 5th March: In Conversation session.

Monday 9th March: Culham St Gabriel’s newsletter.

Wednesday 25th March: RE:ONLINE A Level Digest.

Friday 27th March: Leadership Scholarship Programme application closing date.

Summer term

Monday 13th April: Culham St Gabriel’s newsletter.

Friday 1st May: Masters and Doctoral application closing date.

Monday 11th May: Culham St Gabriel’s newsletter.

Wednesday 13th May: RE:ONLINE A Level Digest.

Monday 18th May – Sunday 24th May: Ways of Knowing Focus Week.

Tuesday 19th May: In Conversation session.

Monday 8th June: Culham St Gabriel’s newsletter.

Wednesday 8th July: RE:ONLINE A Level Digest.

Monday 13th July: Culham St Gabriel’s newsletter.

BONUS event! Friday 9th and Saturday 10th October 2026: RExChange 

I had spent most of the morning speaking with and listening to different adults working within the school and also with some of the children. It had been a busy morning and I had gathered lots of information to support the school in moving forward. It was now my penultimate meeting and a small group of children aged 8-11 were packed into a corner of the headteacher’s office. They were about to talk about religious education and what they enjoyed about it. The children had obviously been ‘cherry-picked- as each child was able to talk about their learning and some of the experiences they had had. Just before finishing, I decided to ask them why they thought we did RE in schools. One of the younger boys raised his hand. ‘What’s good is that even if you don’t believe in a religion, you find it comfortable to learn about other religions.’

He didn’t elaborate on this statement, but I understood exactly what he was trying to say. He was sharing that he didn’t follow an organised religion or worldview, but he could see there was real value in learning about what different people believed, even though they may be different to his own beliefs. I was amazed by his wisdom and from someone so young. This is what makes this job so brilliant!

Originally, my role was created because the CEO of our trust wanted someone to spend some time focusing on the trust’s responsibilities towards their church schools that had recently been raised by our local diocese. This perhaps explains the dual aspects of this role.

A developing role

So it was that in September 2018, I started working on a part-time basis as the ‘Christian Distinctiveness MAT Lead’. Even with this title, I was also given the responsibility for overseeing and raising standards in RE for all primary schools. This was alongside being fully responsible for a Year 3/4 class in the school I was still teaching in. In fact, for the first three years, I was teaching every morning with an HLTA teaching in the afternoons so I could do my new role. It was a tricky balance.

My first year was spent finding my feet. I visited our seven church schools, trying to prepare them for SIAMS as best I could. The whole thing was still new to me, but I did have 10 hours a week to work out what a SIAMS inspection would look like and what schools would need in place to demonstrate their church school distinctiveness.

Within six months, our first church school had had its SIAMS inspection with an ‘excellent’ grading. I couldn’t accept much of an accolade for this, but I had offered some guidance where I felt it was appropriate.

By 2019 there were eight church schools in my trust and soon, there was a second SIAMS inspection, with a ‘good’ outcome. I could safely say that I had managed to support this school more closely (even taking on the mantle of foundation governor for a year) so I was happy to accept some thanks here.

In March 2020, my involvement changed quite a bit. I ended up teaching Year 6 in my school (something I hadn’t done before), but I was also planning RE work for children in Years 2-5 within the trust, who were now learning at home. At this point, RE still didn’t feature in my role title, but it was a big part of what I was doing.

Support and challenge

By September 2021, I started to explore other RE avenues to support and challenge me in my role, something I fully recommend to others.

I signed up to anything that might support me;

• NATRE membership was essential, getting the magazine and resources three times a year and accessing the website.
• Back in 2018, I started attending my local Learn Teach Lead RE (LTLRE) meeting which was run by two teachers – primary and secondary. It just so happened that the primary teacher was moving on and so I asked if I could take her place, which opened up lots more opportunities for me, including training, conferences and RE contacts.
• A Farmington scholarship on ‘Teaching Christianity through Art’ allowed me to explore the wealth of artwork available online to support teachers in using the Understanding Christianity resource. Next time, I hope to research visual imagery and artwork to support the teaching of other religions and worldviews.
• The Shared Space project. The University of Bristol and NATRE worked in partnership to investigate the claim that RE promotes warmer community relations through knowledge exchange. Teachers from across the phases worked with academics, developing our subject knowledge and going on to create a unit of work and lessons with lived examples, real and imagined, to introduce pupils to different branches of Islam with the enquiry question, ‘What does it mean to be a Muslim in Britain today?’ The unit challenges stereotyping and the idea that ‘all Muslims’ are the same and also supported pupils to enter into meaningful dialogue around diversity within worldviews. You can find the resources here.

A full time role

I was ready to make the move to full time advisory work, but initially this proved difficult. I was keen to keep the RE role within my trust and many of the advisory roles on offer were full time.
In May 2024, I was resigned to spend another year doing my split role, this time teaching within a Year 5/6 class with children I had taught in Year 3/4. It was just as we were reaching the end of Term 5, the point of no return, that my CEO emailed me to say that the local diocese wanted to offer me a seconded role three days a week as a school advisor. I sat up and sent an immediate reply of yes, desperately wanting to add my favourite catchphrase, ‘Does Carmen Miranda wear fruit!’

I have been doing this role since September 2024, both roles work in tandem as the diocese is keen to work more closely with RE and Christian Distinctiveness leads, and my trust is keen to work more closely with the diocese. It was because of this that I was able to enjoy the experience I first started with along with so many other interesting and exciting experiences. And long may it continue!