About
Louisa Jane Smith RE teacher for 21 years, podcaster, radio presenter, mother of two boys 10&12, vegan
Within my school there are a number of pupils who, across the past year, have had their entire lives uprooted in order to seek out what many may take for granted; safety and stability. As a result of the war in Ukraine, pupils fleeing from all areas of the country have found themselves within the British education system.
As a Year 2 Early Career Teacher, I had a plethora of concerns when I found out that I would be teaching these pupils. A completely new experience for me. My concerns included, but were not limited to, ‘will I be able to communicate in a way the students can understand’, ‘have they ever studied Religious Education before’ and ‘in a class of 30 students already, where will they sit?’.
Pupils were introduced to RE immediately, along with all core subjects, in their first week. Slowly I realised that this demanded no more of me as a practitioner than what I currently aim to do; to teach in a way that allows every child to experience success. The sense of collaboration between Ukrainian and British pupils has inspired me. I have witnessed countless pupils translating for each other, scribing work when the person next to them couldn’t keep up, volunteering to read in front of the class despite limited English and even helping at school mass for the first time. It has also highlighted the crucial role that technology has to play within education. Within a few seconds information from the board can be quickly translated into any language, with the ‘Say Hi’ app allowing for verbal feedback to be given almost instantly. This is something which would not have been possible previously without a multitude of translation errors or significantly more teaching time.
There was also a lot that I had to pick up quickly, for instance, getting to understand the prior knowledge of pupils. I was unaware that religious education was not a commonplace subject in Ukraine and many pupils had never been taught this before. However, I believe that there is a unique advantage when teaching RE to any student, as it is a subject which values and encourages the thoughts and experiences of all to be shared. The curriculum lends itself to accessibility as it is shaped by an individual’s own worldview.
As such, I have watched as pupils’ eyes light up when given the opportunity to express themselves on new topics, confidently sharing that they love RE as they ‘have never had to think about these questions before’. The subject has given students a new way to express themselves without fear of judgement – something they can be confident to do in any language.
In short, this new dimension to my job has reminded me of why I originally fell in love with teaching RE; helping young people to develop their character and in turn, having the pupils shape mine.
CenSAMM stands for the “Centre for the Critical Study of Apocalyptic and Millenarian Movements”. It works to promote research into apocalyptic and millenarian movements, and to support public understanding of this area of life and thought.
One of our major projects is CDAMM, the “Critical Dictionary of Apocalyptic and Millenarian Movements”, which is an encyclopaedia with entries written by leading academics and aimed at a wide readership – including teachers. The term ‘millenarian’ derives from the Latin for “thousand” (think, ‘millennium’) and historically links to the idea of a thousand-year reign of Christ at the end of history. An article explaining ‘millenarianism’ is one of the resources given below.
The term millennialism is often used to refer to the idea of a long period of idyllic civilization or a “Golden Age” when all injustice will be put right. It is connected to the idea of ‘Apocalypse’ – which is probably a more familiar term to many – which comes from the Greek word for “revelation” (hence, the final book of the New Testament is known as the book of Revelation). Nowadays, thinking around apocalypse is often associated with ideas about global cataclysm or the collapse of a civilization. An article about apocalypse is given as a resource below.
The most prominent form of Christian millenarianism is those who believe Jesus will return and instigate a thousand years of divine rule, followed by the judgement of sinners and restoration of earthly perfection. A group who accept this belief are the Plymouth Brethren Church. Another Christian millenarian view is the expectation of a thousand years of peace, arising from the efforts of living Christians, after which Jesus will return and judgement will occur; an example of this is Christian Reconstructionism – a movement within conservative evangelicalism in the USA. A third form of Christian millenarianism is more figurative and symbolic: that there will not necessarily be a literal period of divine earthly rule.
Millenarianism is not limited to Christian or religious movements. A third resource given below is about the expectation that technology will bring in an era of perfection and elevation of human civilization.
There is no clear explanation for why millenarian thinking occurs; it can be understood as an expression of the basic human need to strive for and imagine a better world. We encounter that in all areas of human thinking, religious and non-religious. As an approach, it can lead to creative political and social thinking about the kind of society we should work for, it can inspire people to think about what things are of real fundamental importance, and it can help to articulate challenges to injustice. However, of course, not everyone agrees about what the real problems or the right solutions are, and some millenarian movements are highly politicised, and their views can be regarded as controversial.
Maybe, one of the really valuable things about the study of millenarianism is the way it helps us understand that ideas are ambiguous and overlap with other beliefs. Millennial thinking challenges our established categories. In addition to the importance of millenarianism in many influential worldviews, such as religious movements, millennial thinking is present in political and popular culture. This suggests that this area of study should have more attention. However, we are beginning to see increasing interest in trying to understand these ideas in a more critical and analytic way – across mainstream culture and in education and academia.
Have a look at the Dictionary and main website here:
CenSAMM:
CDAMM
Go to Resource of the Month to access articles about apocalyptic and millenarian thinking.
As a Beginner Teacher about to embark on my PGCE, I decided to take one of Culham St Gabriel’s self-study modules. I wanted to gain a greater depth of subject knowledge in preparation for my PGCE as well as keep up my studies over the summer after achieving my undergraduate degree. I chose a course which would develop my subject knowledge because it required me to produce a PowerPoint reflecting the new information I had acquired. I wanted both the new learning the course offered, as well as the product, which I might be able to repurpose for the classroom one day.
I enjoyed creating the PowerPoint, finding the process of putting my new learning into practice satisfying. I also enjoyed reading around and gaining more knowledge of religions that I had not previously studied in great depth. The resources available on RE:ONLINE were very helpful and easy to access and related well to the specific information which I needed to learn about each of the religions in order to complete the course. They were not too long or difficult to read, whilst also offering depth. The team behind RE:ONLINE were quick to respond to my questions, and happy to help.
There are benefits to a self-study course. With self-study I can go at my own pace and fit the work around my other commitments. I completed the course over a fortnight in the summer, for part of which I was away on holiday. This would not have been possible if it were not a self-study course, however, given that it was, I was able to complete the course anywhere with a laptop and internet access.
I got a lot out of the course, especially practice in creating a lesson ahead of my PGCE. It gave me confidence to gain some knowledge about religions that I had not previously studied in great depth. While a mixture of self-study and taught learning is ideal, the big advantage of self-study is that it can fit around your life and you can spread the work out over a longer period, or complete it in a shorter time, depending on what suits you best.
I would suggest it can be incredibly beneficial for teachers to pursue their own professional development, as well as receiving support from taught courses, mentors, or their school. Self-study can allow teachers to address weaker areas which are individual to them. Teachers should probably expect to do at least some of their own professional development through the course of their career. Schools also have a responsibility to accommodate teachers’ CPD, as well as to provide additional professional development which aligns with the values and needs of the institution. I enjoyed my experience of self-study and would consider it again in future.
After studying Christian theology and a PGCE, I became a secondary RE teacher in the 1980s. That brought me to the study of Islam in order to facilitate a syllabus on the Abrahamic religions. Without knowing it at the time, that initial MA set me on the path for the rest of my life, studying different aspects of Islam and helping other people to understand it in its richness and diversity. Over fifteen years I delivered more than one hundred twenty-hour adult popular education courses on Understanding Islam around Birmingham and London. Since charitable funding dried up with the banking crash, I have concentrated on developing written and electronic resources for teachers and others who want to understand Islam and the theological interaction between Christianity and Islam.
The vehicle to deliver the electronic resources is my own website (chrishewer.org). A Muslim satellite TV channel asked me to deliver a weekly thirty-minute programme on Understanding Islam. This formed the basis for a comprehensive course in forty-six parts, which can be found on my website with the video recordings, each accompanied by a written article. Similarly, electronic material developed for an online distance learning course was incorporated alongside written resources tailored to fit the GCSE RS Islam syllabus. All these resources are made available without charge to be downloaded from my website. Together with in-service days delivered on request, the web-based materials comprise the principal means for assisting teachers in the classroom.
Few teachers have had the privilege of years of concentrated study of different strands within the complex web that is Islam. This can lead to a restricted menu in our teaching. To augment this, I have contributed material on the website on both Twelver and Sevener Shi’a traditions, the different schools of Sunni law, theological schools and the continuum between reason and tradition. Shi’a Islam is often less well resourced, so there is a new section on the website, ‘Hussain&Justice,’ exploring the circumstances leading up to the massacre at Karbala; which, in Shi’a understanding, is the most significant event in Muslim history after the life of Muhammad. This provides material not only for the discrete topic of Karbala and Ashura but also gives insights for reflection on many aspects of human living.
Islam understands itself to be something more than a religion or set of practices and beliefs. It speaks of itself using the Arabic word din, meaning a complete way of life both individually and collectively. The guidance of the Qur’an, embodied in the life of the Prophet Muhammad, is meant to speak to the human condition for everyone. This affects the way that I teach Islam. It should be presented in such a way that it resonates empathetically with students; whether they follow it or not. Material on the website on modesty, or economics, provides plenty for discussion at KS3 and thought-provoking content on relieving the sufferings of others is provided for KS2. Teachers often ask me how they can make Islam come alive; by putting the human condition at the centre, Islam provides relevant grounds for lively reflection.



Working with sacred texts in the Primary classroom can open up vistas of understanding for pupils. Teaching with sacred texts can support a multidisciplinary approach as we develop towards a religion and worldviews paradigm. Some of the ideas are inspired by Jenifer Jenkins’s excellent writing and CPD on hermeneutics – for links to Jennifer’s work see below.
I presented this as part of Norfolk SACRE’s 2022 conference. You can access this presentation below.
Sacred texts are beneficial for teachers of RE because they are an approved part of a religion’s “substantive knowledge”. Using sacred texts also facilitates a multi-disciplinary pedagogy, or the “ways of knowing” as Ofsted terms it (Research Review 2021, see link below).
How do we use sacred texts in our lessons? How do we help children to read, understand and interpret these ancient words? As Primary teachers, approaching the reading and study of a sacred text can be daunting. However, what we are doing at its core is reading, and we all teach guided reading and English. Therefore, we can transfer those skills.
Following the approach presented here involves reading the text three times, with a different viewpoint each time: the viewpoint of the writer, of the reader and then the believer.
Reading as the writer
Approaching the text from the perspective of the writer involves an exploration of when and where the text was written, who the intended audience is and what is the purpose of the writing?
Reading as a writer is quintessential guided reading. We think about the ideas that author is trying to communicate, what features have been used and how the writer draws the reader in. We might also consider the tone or emotion of the text. The aim is to make sense of what the writer is trying to communicate.
Reading as a Reader
Reading as a Reader is to become aware of pupils’ (and teachers’) own reactions to the text, or what Ofsted terms the development of ‘personal knowledge’ (Ofsted Research Review 2021).
You will recognise this approach from guided reading and there are further questions we can explore when Reading as a Reader. You might identify the genre, purpose or emotional tone of the sacred text, but as a way of more deliberately exploring readers’ own responses. For example, identifying the heroine and major plot points can pave the way for conversation about how readers interpret these structures. Does the pupil’s view of the situation colour their judgment; do they have further puzzling questions; do they feel for the heroine, and so on?
Reading as a reader is to make explicit both how our own perspective influences our interpretation, but also how we can be changed when plunged into another world through reading.
Reading as a Believer
In this last stage of reading, we step out of the text to consider it from the perspective of another reader: the believer.
This is the transition from looking through a theological lens to a social sciences lens. You might repeat questions already considered but with a change of focus. These are questions that ask us to postulate and empathise. You might talk about what a believer would take from this story, what we can say about believers at the time the story was written or how might this story inform a believer today.
Conclusion
Theology might be the lens through which we are used to viewing sacred texts, as we uncover a tradition’s beliefs, principles and values. As I have shown there are other lenses through which to view sacred texts, which add a richness and complexity to learning. These can be accessed by deliberately shifting the focus and purpose of reading.
Read more about ‘Theologies of Reading’ and hermeneutics in the Primary classroom with the support of Jennifer Jenkins: https://www.reonline.org.uk/teaching-resources/theologies-of-reading/
Presentation created to share this idea with colleagues
Check out Matt’s other writing and ideas on his website: www.theteachinglane.co.uk
OFSTED research review: https://www.gov.uk/government/publications/research-review-series-religious-education/research-review-series-religious-education
I was a frazzled NQT when I was told I was to be the RE Lead. However of all the subjects to be given, this had real interest for me, having been a Catholic, atheist and now a member of the Church of England. But where to start in the role, especially when I was still spending so much time on planning, marking and getting to grips with behaviour? An RE week in November was something to aim for.
My knowledge of the area meant a beeline to local places of worship. Despite the rich variety in our area of Southfields, South London, this wasn’t something that was currently being done by teachers. All in all it was a great success; lots of photos of smiling, interested children and happy teachers who’d had enjoyable trips they could walk to. To this day I continue to invite speakers in, organise visits and run assemblies. I have learnt that creating a buzz around the subject is important, as well as offering valuable learning experiences.
An experienced RE lead from a local school offered lots of support and guidance. With her help, I created a list of priorities. This is an essential place to start, not just to identify the most pressing issues, but to place other aspects lower down the list and gain a degree of clarity. Top of the list was to ensure that all classes were teaching RE according to the timetable. From there I began an audit of what was happening on the ground and developed a vision of where we wanted to be.
With my plan in place, the auditing could begin. I uncovered some year groups had a lack of planning and relied on poor resources, at odds with our usual practice. Our new RE plans have clear learning objectives and are resourced from good quality sources. Now all year groups use our shared format. With this consistency it been easy to introduce structures such as recaps, new vocabulary and reflection.
We are lucky enough to benefit from an excellent local network run by Angela Rundle. Learning from an RE Adviser and having time to spend with colleagues has been key to giving me confidence. As well as providing a safe forum to ask questions, share ideas and receive CPD, the network helps us feel connected to the subject. We have explored the shift to Religion and Worldviews, which seems such an important move, away from disconnected modules of learning about separate religions, into a much more exciting fluid, people-based reflection of our current society.
I have taken opportunities to run staff meetings when they arise. This is not only helpful for practical matters, but in opening up conversation about the big educational questions around the subject. My fellow teachers responded well in meetings, discussing the importance of the RE, ways to make the lessons exciting, ‘sticky’ and accessible to all children. We were shocked to hear the USA does not have compulsory RE, it feels of real benefit to our children.
My own teaching has developed. I ensure first and foremost that my excitement about teaching RE shines through. We learn, we have fun, we act, try food, discuss, listen and explore. I employ techniques from other subjects, such as recall, consolidation of vocabulary and active learning- in this respect RE is no different. Visiting my colleagues after a year was a joy. I experienced wonderful lessons where children were creatively engaged in the subject matter.
As time moved on I could turn to tasks further down my ‘list’, such as setting up a system of assessment, embedding progression and focusing on SEND. The move to Religion and Worldviews has opened up lots of ideas for teachers, as we can start with people in our planning, rather than abstract beliefs. We hope to use our parent body even more.
Three years later I can survey my journey with pride- I have made sense of jargon, have connected RE to wider issues such as assessment, and have laid a foundation for enjoyable and meaningful learning experiences.