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From Vision to Reality: Reflections on Building a Trust-Wide RE Curriculum for Every Secondary School

Natalie Parkin | 29 January, 2026

When I first began designing a new Religious Studies curriculum across our 28 secondary schools, I knew it would be ambitious but I most certainly didn’t realise how much I would learn along the way. As Trust Strategic Lead for Religious Studies (RS) and Personal Development, I work with schools where RS is often taught by non-specialists and where, historically, it hasn’t always been a curriculum priority.

Where it all began

Until this academic year, RS was taught alongside Citizenship and PSHE under the banner of ‘Life’. The model was well-intentioned but often disjointed, rushed and poorly implemented. Then came a turning point: as part of an extension to the school day, we were given something we had wanted for what seems like forever…Dedicated Curriculum Time.

From September this academic year, every Key Stage 3 student in 20 of our schools is receiving one hour a week of RS, with the remaining 8 receiving this in either January 2026 or September 2026. This was a golden opportunity, but also a challenge: we needed a coherent, high-quality curriculum that could be delivered effectively across very different school contexts, mostly by non-specialists, and it needed to be developed at a significant pace.

Stage one: building the foundations

I began by reviewing the locally agreed syllabuses from our 13 local authorities. I wanted to identify the common ground; the shared themes, aims, and approaches that could underpin our Trust curriculum. It quickly became apparent how much consistency already existed. Many syllabuses had been written or influenced by the same experts and organisations, meaning we were, in effect, edging towards a national curriculum for RE by default. Although our schools didn’t have the curriculum time to follow these, it was useful to see what the intended model was for each Local Authority.

Using these common threads, I drafted a Trust-wide curriculum specification; a document setting out what our students should study, understand, and be able to do by the end of Key Stage 3. This draft was shared with a small group of RS teachers across the Trust, who were asked to outline a three-year plan which would fulfil its demands.

Out of curiosity (and practicality), I also ran the same specification through a generative artificial intelligence tool, asking it to generate a range of possible units that would meet our aims. There were far too many to use — but that was the point. When the teachers later did the same exercise using the AI-generated unit ideas, their models were remarkably similar to both their original plans and my own initial proposal. That gave me confidence that the foundation was sound.

Stage two: defining the core

From there, I identified our core concepts and curriculum aims, drawing heavily on:

  • The Ofsted Research Review and its distinction between substantive, disciplinary, and personal knowledge
  • The REC Handbook for Religion and Worldviews

Initially, I wanted to offer schools plenty of flexibility. Each unit would contain core lessons that every student would complete, alongside optional lessons that teachers could select based on their school’s needs, interests, or specialisms. The idea was that all students would receive a common “diet” of RS knowledge, while teachers retained some autonomy.

However, this model quickly proved unsustainable. Some units contained up to 15 lessons, which simply wasn’t realistic to plan and would lead to too many variables when implemented. Another challenge was that, because our new timetable allowed RS to be taught across all of Key Stage 3 simultaneously, teachers would be teaching the new Year 7–9 units at once; without students having completed the prior knowledge the curriculum assumed. And in conjunction with this, we have been planning all 3 year groups simultaneously.

In response, I scaled the plan back. Every unit now has a maximum of eight lessons; enough to explore depth and variety, but manageable for planning and teaching. Optional elements remain, but within realistic limits.

We also had to make pragmatic decisions about our Dharmic faith units. Ideally, schools would have a choice between Hindu, Buddhist, or Sikh traditions for 2 units — but this would triple the planning load. For this first implementation, we’ve chosen to focus on Hindu for the first unit and Buddhist traditions for the second, with an aspiration to broaden in the future.

Lessons learned along the way

1. Start with purpose, not content

It’s easy to begin curriculum writing with lists of topics, and in all honesty – the things you find most interesting, but the most valuable question is: What should students understand about religion and worldviews and what skills should they develop by the end?

Defining purpose first gives every later decision direction. It helps filter what truly matters from what merely fills space.

2. Less really is more

This phrase has become something of a mantra. Overloading the curriculum helps no one…not students, not teachers, and not long-term understanding. Keeping the number of lessons tight has allowed us to focus on quality over quantity.

You will face resistance, especially from those who equate breadth with rigour, those who want to teach the things they have always taught, those who want to go back to learning a list of facts by rote. Stick to your vision and moral purpose. A deep understanding of fewer ideas is more powerful than a shallow tour of everything.

3. Write for non-specialists

This was one aspect I have been almost militant about. In a Trust where many RS teachers are non-specialists, every detail has to be clear, purposeful, and accessible.

Lesson plans are simple and direct: “Do this, then that.” But each includes a knowledge box outlining exactly what students must know by the end of the lesson. There are teacher guides with key knowledge, extra reading, misconceptions, and context for where each lesson fits within the wider scheme.

Resources also come with tiered reading materials, usually at four levels (e.g., reading ages 10, 12, 14, and 16). This isn’t to match each text to individual students, but to allow teachers to choose what’s most appropriate for their group.

Finally, every resource is as inclusive as possible to support our most vulnerable students: pastel backgrounds, minimal icons, clear dual coding, and accessible fonts. These are simple changes but that are, “harmful to no one, essential for a few.”

4. Listen to feedback but know which feedback matters

Feedback is invaluable, but not all of it is meaningful. Learning to tell the difference is crucial. Comments like “I’m not sure when to hand out the worksheet” aren’t the same as “The pitch of Year 9 feels too high.”

Equally, some colleagues will always resist perceived “top-down” curriculum models. Respond politely and professionally, but don’t let negativity derail progress. If the plan is pedagogically sound, it deserves the chance to prove itself.

5. Keep refining

Curriculum design is never “finished.” I’m continually reviewing lessons using a RAG system (red, amber, green) to track where further development is needed. Once this first academic year is complete and the resources are in place, I will begin the process of refining materials, tightening clarity, and responding to meaningful feedback.

Being open to iteration keeps the curriculum alive — and builds trust with those who teach it.

What’s changed and what’s next

It’s early days, but the impact is already clear. Many Heads of Department who once felt disheartened are now re-energised. Some are actively lobbying for GCSE RS to return as an option in Year 9 not because they suddenly found spare time, but because they finally have the tools and confidence to deliver their subject properly.

That, to me, is the most rewarding outcome of all. Curriculum isn’t just about documents and sequencing; it’s about giving teachers and students back their subject.

Next year, I’ll continue to gather staff and student feedback, refining as we go. But for now, I’m proud of what we’ve built…a curriculum that’s inclusive, practical, and purposeful; one that balances flexibility with consistency, and ambition with realism.

If I’ve learned anything from this process, it’s to stay humble, listen wisely, and accept that you’ll never please everyone. Curriculum design invites strong opinions and that’s no bad thing. It means people care. What matters most is keeping sight of the purpose: giving every student the chance to make sense of religion and worldviews in a way that’s meaningful, challenging, and fair.

About

Natalie Parkin is the Strategic Lead for Religious Studies and Personal Development at a large Multi-Academy Trust in the North of England. She supports 28 secondary schools in curriculum development, alongside teaching A Level Religious Studies, and has a passion for ensuring every student receives high-quality RE, regardless of postcode or staffing. Currently Natalie is coming to the end of her second year of the Culham St Gabriel's Leadership Scholarship Programme

See all posts by Natalie Parkin

Holocaust Memorial Day 2026: Building Bridges of Memory and Hope

Dr Kathryn Wright | 12 January, 2026

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

About

Dr Kathryn Wright is CEO of Culham St Gabriel's Trust

See all posts by Dr Kathryn Wright

Carpe Diem: Why Consensus in RE Matters Now More Than Ever

Ben Wood | 07 January, 2026

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

About

Ben Wood has been teaching since 2002 and is Subject Leader for Religious Studies at Haslingden High School, a large, comprehensive school in Lancashire. He was Chair of NATRE 2018-2021. As a boy, he won a school competition to find the pupil with the loudest shout.

See all posts by Ben Wood

12 Days of a Culham St Gabriel’s Christmas!

| 22 December, 2025

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 Barton wearing glasses and a red shirt
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.

 

Theos Beyond the Classroom Report

Informal Religion and Worldviews Education in the UK. Shared as part of Inter Faith Focus Week

Day 6 of a Culham St Gabriel’s Christmas: Six In Conversation events 

Over the course of the year, we hosted six In Conversation events, creating spaces for thoughtful discussion and shared learning across the RE, RVE and RME community. Four of these events took place as part of our Focus Weeks, offering opportunities to explore key themes in more depth and to hear a range of perspectives from across the field.
Alongside these, we hosted an In Conversation event with Hazel Henson HMI, reflecting one year on from the publication of the Deep and Meaningful report. This conversation explored what Ofsted is currently focusing on and what schools and educators need to be aware of as inspection frameworks continue to develop.

Our most recent event, On the Road with the CaAR – Uniting Around a National RE Journey, revisited the themes of our Curriculum and Assessment Review Focus Week in light of the final report’s publication. With strong panel contributions and wide participation, it offered a timely space for the community to come together and reflect on the next steps for RE.

Unpacking the CaAR

Day 7 of a Culham St Gabriel’s Christmas: Seven Religion & Worldviews Home Educators’ Fund community panel members 

This year, we were grateful to work with seven community panel members as part of the Religion & Worldviews Home Educators’ Fund. The fund followed a participatory grant-making model, meaning that members of the home-educating community played a central role in shaping decisions about how funding was allocated.

The community panel brought insight, care and thoughtful judgement to the process, helping to ensure that funded projects genuinely responded to the needs and priorities of home educators working with religion and worldviews. Some of the panel come together in person at the Religion & Worldviews Home Educators’ Fund celebration event. The day provided a chance to celebrate the creativity, commitment and impact of the funded projects, and to recognise the shared effort that made them possible.

Day 8 of a Culham St Gabriel’s Christmas: Eight partnership grant awards 

This year, we made eight partnership grant awards. These grants are about supporting shared priorities and long-term relationships, as well as helping important work to happen and grow.

This year, our partnership grant awards included funding for NATRE’s Leadership Fund, which helps strengthen teacher voice in campaigning and advocacy for religion and worldviews education. We were also pleased to support the Faith & Belief Forum, helping to fund the schools and education category of the London Dangoor Awards 2025. 

We also supported the Maternity Paternity Project, contributing to a coaching programme for RE teachers during and after parental leave. Together, these partnerships reflect our commitment to collaboration, care for the workforce, and recognising high-quality work across the sector. Find out more about our partnership grant awards, and the other organisations we funded here. 

Day 9 of a Culham St Gabriel’s Christmas: Nine new doctoral scholars 

This year, we welcomed nine new doctoral scholars to Culham St Gabriel’s Doctoral Scholarship Programme. The programme supports teachers and others working in RE, RVE and RME to undertake doctoral study at reduced cost, while exploring how research can inform and strengthen practice in schools and other educational settings. Our doctoral scholars are researching a wide range of questions that matter deeply to the field, helping to build knowledge, insight and long-term capacity in religion and worldviews education.

Applications for the next round of doctoral scholarships open in the new year, with a deadline of 23 January 2026. We encourage those interested to get in touch and find out more about the programme. Find out more about the programme and our current scholars here. 

Day 10 of a Culham St Gabriel’s Christmas: Ten trustee meetings 

This year, our trustees met ten times to guide and support our work at Culham St Gabriel’s. These meetings are an important part of how we ensure strong governance, thoughtful decision-making and accountability across all that we do. Our trustees bring a wide range of experience, insight and care to their role, giving their time generously and engaging deeply with the opportunities and challenges facing our field and community. We are very grateful for their commitment, wisdom and encouragement throughout the year, and for the fantastic support they provide to the staff team and to our shared mission. Find out more about our trustees here. 

Day 11 of a Culham St Gabriel’s Christmas: Eleven new Leadership Scholarship Programme scholars 

This year, we welcomed eleven new scholars to the first year of the Culham St Gabriel’s Leadership Scholarship Programme. The programme supports emerging leaders in RE, RVE and RME to deepen their thinking about subject leadership through mentoring, research insight, structured challenges and opportunities to connect with others across the field. This year saw a record number of applications, making selection a real challenge for the steering group. The new cohort brings a huge variety of experience, representing primary, secondary and specialist settings from Cornwall to County Durham.

Applications for the next Leadership Scholarship Programme (2026–2028) will open on 16 January 2026, and we encourage those interested to find out more and consider applying. Find out more here. 

Day 12 of a Culham St Gabriel’s Christmas: Twelve project grants

This year, we awarded twelve project grants to support new, innovative and impactful work in religion and worldviews education. Our project grants range from small seed-funded ideas to larger initiatives, all aligned with Culham St Gabriel’s vision and strategic objectives. Through three grant rounds each year, we aim to support work that strengthens understanding of religion and worldviews, influences policy, empowers teachers and leaders, and encourages collaboration across the sector.

Our 2025–26 focus areas include SEND, the use of artificial intelligence, supporting teachers who teach religion and worldviews alongside other specialisms, and increasing support for educators from under-represented backgrounds. Find out about applying here. 

This year’s grants were awarded to a range of organisations, including Bangor University, the Kuumba Imani Millennium Centre and the Religion and Media Centre. Together, these projects contribute to a richer, more inclusive and forward-looking religion and worldviews education landscape. Find out more about grant-funded projects here. 

About

Empowered RE in the Scottish Primary Classroom

Rachel Greig | 02 December, 2025

“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.)

About

Rachel is a Primary School Class Teacher from Aberdeen, Scotland. Rachel has worked as a teacher for 18 years. She started her teaching career as an RE Teacher in Yorkshire, progressed to Head of Department and then Key Stage 3 RE Coordinator before moving north to Scotland to retrain as a Primary Teacher, with a passion for RE teaching, where she has been teaching for the last 10 years.

See all posts by Rachel Greig

Beyond the Classroom: The Power of Visiting Real Places of Worship

Deborah Yeomans | 15 November, 2025

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.

About

Debbie Yeomans is a National RE Advisor for RE Today and the East Midlands RE Hubs Lead. With experience as a primary RE Lead and senior leader in a church school in Leicestershire, she is passionate about supporting teachers to bring meaningful RE into the classroom and help pupils engage with diverse religious traditions and authentic voices.

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Celebrating Faith, Fighting Hate: A Personal Reflection for Interfaith Week

Sarah Owen MP | 14 November, 2025

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.

About

Sarah Owen is the MP for Luton North, and Chair of the Women and Equalities Select Committee. She previously served as the Shadow Minister for Faith and Communities in Labour's opposition frontbench.

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Do you feel adequately resourced to address faith-based harm in your school?

Rebecca Collins | 12 November, 2025

Glancing out of the staffroom window, you notice three of your students approach the playground fence just as a woman in a hijab is walking by. They say something to her and the only words you can clearly make out are “burka” and “go home”. The students laugh as the woman quickly walks away with her head down looking upset.

As a teacher, what are your options here? Storm outside, chastise the students, and dole out an appropriate punishment? Schedule an assembly? Escalate it to the head? Undertake outreach to the local mosque? Book in a RE session on Islamophobia? Do nothing?

But what if the students were themselves Muslim? Does this change how you act next? What if you know those students are Hindu? What if, instead of a woman wearing a hijab (a Muslim head covering for women), it was a man wearing a kippah/yarmulke (a Jewish head covering for men) and the students were Muslim? How do various denominations, schools and branches of religions come into conflict and how do these layers of complexity – potentially involving race or status too – influence how we respond?

The key here question is not just: Would you know how to approach this incident? But more widely: Do you feel adequately resourced and supported to address faith-based harm in your school? Do you feel that your school has developed systems that offer pathways for learning about faith-based harm?

Harm related to faith often feels like a minefield of sensitivities; there can be so much fear of “getting it wrong” that we often end up doing nothing. Not from a lack of sympathy for the harmed, but out of fear of igniting wider tension that you do not feel confident to navigate. Global and historical conflicts feel more present than ever in UK societies – from conflict in Israel/Palestine, and tension between India and Pakistan, to division between Catholics and Protestants. And how do recent riots against asylum seekers and immigrants relate to faith?

Interfaith restorative justice

This gap in understanding and confidence in how to approach faith-based harm led to the inception of the Interfaith Restorative Justice Project. This work, a partnership between the Faith & Belief Forum, Interfaith Glasgow and Why me? – and funded by the National Lottery Community Fund – explores how Restorative Justice (RJ) processes can address hostility against and between faith communities in Solihull and Glasgow. We have trained local people of faith as RJ Community Facilitators and support them to take on cases where they facilitate repair or moving forward after harm has occurred. And whilst this project isn’t targeted at schools, as integral parts of communities, we’re liaising with Solihull and Glasgow education institutions as potential sources of referrals and casework partners where harm has been identified.

Restorative practices and Interfaith

There are loads of fantastic resources and initiatives to bring Restorative practices into schools, and there are projects across the country (including our own F&BF schools work) which can help staff and students better understand and navigate faith and worldviews. RJ in schools can be simplified as a “culture that identifies strong, mutually respectful relationships and a cohesive community as the foundations on which good teaching and learning can flourish”[1]. Interfaith can be described as “all forms of intentional engagement between individuals from different faith and belief backgrounds, who come together specifically because of their religious diversity”[2]. The crucial overlap between RJ and interfaith approaches: Both invite learning new ways of being.

“Learning new ways of being” may sound like another new term or initiative on top of many others that offer a distraction to an already packed Personal, Social, Health Education (PSHE) and religious education or religion and worldviews curriculum. But both RJ and interfaith work give us frameworks to be able to navigate the most difficult parts of life – relationships, conflict, disagreement, mistakes, offense and division. So, when we talk about new ways of being, we can see that this approach brings together many strands of the work of ‘developing the whole child’ that we all strive to encourage in our classrooms.

Learning how to live alongside one another

Learning (by studying and practising established processes) how to live alongside each other across difference and to navigate harm is essential to a well-functioning society (and, dare I say, conspicuously absent in many communities up and down the UK today). And learning, not just how we look after ourselves and each other when we are harmed, but how we take accountability when we are the one doing the harming, are skills that can be taught and learned. If we want schools to produce well-balanced, self-aware, caring and emotionally intelligent young people who can build relationships in their communities and respect others despite differences, then learning new ways of being should be well and truly on the agenda.

For more information on how a Restorative approach might be applied to the case study above, RJ expert Anika Cosgrove from Why me? has a blog post coming soon

[1] Restorative Approaches in Schools in the UK , University of Cambridge, https://www.educ.cam.ac.uk/research/programmes/restorativeapproaches/RA-in-the-UK.pdf

[2] UK Summer Riots 2024: Restorative Responses and Interfaith Instincts, Faith & Belief Forum, available at: https://faithbeliefforum.org/report/uk-summer-riots-restorative-responses-and-interfaith-instincts-report/

About

Rebecca Collins is a Senior Programme Manager at the Faith and Belief Forum overseeing their Communities team. As part of this she manages the IRJP, a 3-year, National Lottery-funded project to apply Restorative Justice approaches to hate and hostility against and between faith communities in Glasgow & Solihull.

See all posts by Rebecca Collins

Dialogue in Diversity: Building Bridges in the Classroom

Riaz Ravat | 11 November, 2025

One would assume that being based in Leicester – the most plural city in the UK, would provide St Philip’s Centre (SPC) with the ‘cheat sheet’ for how to live well together. Whilst that remains a journey not a destination, our interactive programmes of religious and worldviews education are increasingly requested geographically with schools engaged from the East Midlands, West Midlands, South Yorkshire and the East of England.

Why Interfaith education matters more than ever

Why is this the case? Collectively whilst we operate in different contexts, we are all connected by mutual desires to upskill our children so that they can confidently and glowingly contribute as active citizens in any part of the world let alone the UK. In a febrile national and global atmosphere where perspective and fair play has been recalibrated to create imbalance and distrust, we encourage children, carers and teachers to engage with a range of different views and opinions about all manner of topical subjects. Our team of community faith practitioners who are integral to our delivery, provide us with originality, authenticity and a human face. Our work intends to build a resilient future through education and openness by allowing children and young people to express themselves through adventure and the promotion of kindness.

Creating safe space for big questions

We go beyond the textbook and make the subject FUN! We do not claim representative status but instead our team amplify lived religion and belief under a democratic apparatus. We encourage free and frank dialogue where disagreement is accepted as part of life within a framework of peaceful coexistence. Children, carers and teachers often ask questions about gender rights, religious obligations versus the rule of law and exclusivism in belief. We highlight the presence of different traditions or intra-faith. Looking over the garden fence to our neighbours may be pain-free but when one needs to turn in and accept divergent beliefs when under the same label, it can be harder to digest.

Dialogue in action: bringing lived religion into the classroom

From foundation to lower secondary, our offer is age appropriate. Our programmes include assemblies, workshops, visits to places of worship, tours of cultural sites such as our famous ‘Golden Mile’ and our flagship ‘Religion & Belief Roadshow’ which brings up to ten different religions and beliefs into a school as part of a fun-packed festival using stalls, clothing, music, artefacts and food – the currency of interfaith! Over the years, this pioneering endeavour has engaged thousands of children across the nation.

One of the most pressing challenges facing school leaders is how to prepare children and young people for life. It is commonly assumed that rural areas are isolated and removed from the wealth of plurality but the same can be said of some towns and cities. Day to day or meaningful engagement with difference is rare and forces pupils to play ‘catch-up’ later on in life at college, university or work – by then it is often too late. The demands of school life means that it is often only possible to provide one-off encounters and so the sustainability of a child’s journey must be a collective responsibility with friends, families and communities all playing their role outside of the classroom.

Building blocks for a resilient future

At SPC, our programme recipe is appetising and colourful – there is something for almost everyone! We have up to ten religions and beliefs under our umbrella which connects classrooms with communities. High quality religious and worldviews education must be relevant and applicable to today’s world. Schools operate on the frontline and we very much see our role as being one where we help them, to help themselves. We energise and equip schools to connect meaningfully with their children and families in this area of work. The building blocks of responsible citizenship and community resiliency cannot be left to chance. Our collaborative efforts with schools have increased pupil and teacher confidence and knowledge.

About

Riaz Ravat is Deputy Director of St Philip's Centre in Leicester where he leads on training, education and engagement. He is a Trustee of the Woolf Institute in Cambridge and Secretary General of Baraza - an international NGO dedicated to peace-making. Riaz has completed postgraduate degrees in Inter-Religious Relations and Faith-Based Leadership.

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Help, its Inter Faith week, what can I do! Let me tell you a story

Anne Moseley | 10 November, 2025

As a classroom teacher, every year I would get excited about “Interfaith Week”. I would want to do something fun to celebrate diversity and inclusion. However what often happened, was that my best intentions were overtaken by other priorities, and I ended up feeling guilty because I had run out of time. I want to encourage you this year too do something, even a small activity can make a big difference. My hope is that this blog will help to take away some of the guilt and provide some small easily accessible ideas to begin to use with your pupils to help them engage and learn more from each other

Story

My work as a researcher has highlighted the potential for using stories to help pupils to understand the values of others who hold different worldviews. Stories from sacred texts carry significant meaning across time and place and can offer a safe space to talk about matters of faith and belief. The meaning is nuanced and requires the reader to go exploring for what is hidden in the text. You do not need to be a theologian to be able to share a story and explain why it is important to you. It is something everyone can do, be they pupils, staff, or members of local faith communities.
I would like to suggest that it is these very connections that could be a rich source of knowledge to tap into during interfaith week.

Could you find some time in the classroom to explore stories that carry meaning for your own pupils?

Could you ask members of staff, volunteers or parents to come in and share stories that are important to them as representatives of different faith community?

Sharing stories in their own right is helpful and interesting, but I would argue that the most interesting conversations can be developed when we bring stories together from different perspectives and begin to look for the similarities and differences in how they are perceived. This year Interfaith Week highlights the theme of “Community: Together We Serve”.

Could you invite three people from different faith perspectives to share a story that illustrates something of what it looks like to serve?

Are there trusted members of the school community who might be willing to talk about their beliefs through story telling?

Dialogue

It is important to recognise that for these interfaith encounters to be positive, setting a space for dialogue is important. There is a famous American psychologist called Gordon Allport (Allport, 1954) who has suggests that prejudice can be reduced through positive contact. He argues that for this to be effective it needs to be conducted within a safe environment. His contact theory, also known as the intergroup contact hypothesis, suggests that encounters are most effective when all members of the group have equal status, shared objectives, active collaboration and these encounters should be supported by recognised authority structures. When these conditions are in place, he suggests encounters can lead to more positive attitudes and better intergroup relations.

The Story Tent

At the heart of my interfaith work has been the concept of a Story Tent. My research and subsequent classroom-based practice have highlighted the potential of creating spaces, to share our stories and build friendships across divides. My logo illustrates a tent shape with a space for dialogue underneath. It could also represent a bridge that connects different starting points. In this space I encourage pupils to consider themselves as both a guest and a host. The space is shared, and all participants have equal status.

You may find that there is somewhere in the school that you dedicate to creating such an interfaith story telling space. I have used a gazebo to create a temporary space, but you may have a book corner or space in the library which could be set aside for interfaith week.

Guidelines for dialogue

Using guidelines for dialogue in this space enables open respectful conversations to emerge but it is important to remember that this space needs to have some authority figure around to oversee the activities. I have attached below some guidelines for dialogue which I have used in primary schools, a PDF is available on my website. There are also guidelines which can be used in secondary school which have been developed by “The Feast”, an interfaith networking organisation, more details available on their website listed below.

Download guidelines for dialogue here.

The Faith and Belief forum have recently produced a report May 2025 – highlighting the positive impact and importance of this Interfaith Week initiative which was started in 2009. But Interfaith Week does not need to be the end of an interest in this aspect of important work. Rather it can be the start of developing an interest in the lived experiences of people of different faiths and worldviews.

My challenge to you today is to go away and plan to do at least one story related activity during Interfaith Week (or afterwards) and see where it leads. Begin to explore a dialogical space where it is safe for pupils to talk about their perceptions. This type of learning can help reframe attitudes and help pupils to not only discover more about what others believe but also refine their own beliefs, values and sense of identity.

Bibliography:

Allport, G.W. (1954) The nature of prejudice. Cambridge, Mass: Addison-Wesley.

Interfaith week consultation report, 2005, Faith &Belief Forum,

https://faithbeliefforum.org/report/report-inter-faith-week-consultation/

[accessed 18th October 2025]

Resources:

Faith and Belief Forum

https://www.ifw4schools.co.uk/ [accessed – 12th Oct 2025]

Interfaith week resources

https://www.interfaithweek.org/resources [accessed – 12th Oct 2025]

Story Tent resources

https://www.storytent.concordant.online/ [accessed – 12th October 2025]

Story Tent @ Coventry Cathedral video

https://www.youtube.com/watch?v=WolsaClLHPg [accessed 12th October 2025]

The feast guidelines for dialogue:

https://thefeast.org.uk/resources [accessed 12th October 2025]

About

Anne Moseley began teaching primary pupils in 1986 and taught for over 20 years with pupils aged between 4 - 11. She became a teacher-researcher in 2008 at Warwick University completing and MA and then a PhD exploring the impact of interfaith dialogue on pupils' intercultural competencies. She now spends her time as a research supervisor at Oxford Centre for Mission Studies and also works in partnership with Rose Castle Foundation as the founder and creator of the Story Tent project.

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