Global terms: Leadership & Policy

Thoughts on the challenges of leading RE

Neil Duncalf | 01 July, 2024

I was out taking the dog for a walk around the village the other day when I noticed that one of the oak trees on the back lane was tagged. It was only a small metal disk nailed to the tree’s trunk, but it was there to show that it was a protected tree subject to a preservation order.

small metal disk nailed to the trunk of a large old tree.

When I thought about the tree later that evening, I began to think about our role as teaching practitioners in protecting and preserving our subject in the face of the challenges education can throw at us. How can we effectively achieve this?

We need to “shout” about how important our subject is and it’s role in the school curriculum. It is not just the senior leadership team that need to hear the message but so should the school governors, the pupils and their parents. I’m not suggesting that it’s easy or that it does not need some careful planning and thought but there are some good starting points.

Firstly, make sure your RE curriculum is both progressive, engaging and stretches pupils’ learning. This is important to ensure long term pupil engagement. Help to develop the pupil voice in RE by providing ample opportunities for discussions and debates; not every lesson needs to include written work. Consider using visual evidence of pupil engagement, photographs can say a lot more than books filled with worksheets. Talking of visuals, a good way to demonstrate RE’s importance is to carry out a human mind map. This something I have used regularly at the start of each academic year. I have an A4 visual for each of the subjects on the school curriculum and I ask for a volunteer at the start explaining that the role requires someone who is very strong; I give this pupil the visual for RE. Another pupil holds up one of the subjects and the group discuss any links they can think of, once they have suggested two or three links then a string is held between them linking them together. The discussions continue in this way until all the subjects have been linked to RE. Videoing the activity with an iPad helps with the summing up at the end. Some subjects are easier to link than others; for example, history can be linked to RE because historical facts play an important role in religions. Other subjects are harder for example, physical education but with a little prompting pupils suggest things such as the issue of athletes wearing hijabs.

Some of you might think I’ve gone slightly mad, but it is a good idea to volunteer a lesson during the next round of lesson observations. As well as making sure that the lesson has plenty of evidence that meets any lesson observation briefing but include opportunities to address common misunderstandings and misconceptions. Let the pupils show that they are making links in their learning and don’t be afraid if the observer wants to talk to them. You already know that they are fully engaged and committed to their learning in your lessons. The observer will leave your lesson feeling very positive about RE and will share their thoughts with other colleagues.

Invite school governors to join one of your lessons or to observe a whole school RE activity. In my experience both as a teacher and a school governor, governors like to take advantage of opportunities to observe and learn about what goes on in our lessons. If this is not possible then volunteer to talk to the governor’s curriculum sub committee about the RE curriculum and how it strengthens the other subjects. If you can get the pupil voice and their positive thoughts on RE then so much the better. Make sure governors understand the non- academic role of RE in helping to develop pupil’s understanding and tolerance towards other peoples beliefs and how this helps them to develop their ability to be effective members of the community.

If there is a local RE Hub in your area, then make sure you join it. They are a wealth of knowledge, experience and ideas. My own local hub is called the “Pathways RE Hub,” the founding members came up with the name early and it simply stands for the “Pinch and tweak hub,” where ideas are shared and tweaked to an individual school’s need. Hubs also offer fantastic opportunities for networking and informal CPD. My other suggestion linked to hubs is to offer to host a meeting within your own school. Don’t forget to invite senior leadership and a governor or two!

As a final thought, if you are new to leading RE then in addition to joining your local hub, consider the RE Quality Mark. It can offer an excellent and effective framework for you to develop your leadership of the subject against. When you gain the quality mark whether it is bronze, silver or gold then you will have a very visual acknowledgement of how effective your RE faculty is, in the form of the certificate which can be displayed prominently for all to see.

About

Neil Duncalf is on Year 1 of the CSTG Leadership Scholarship programme. He teaches and leads RE and Humanities in an 11-18 special school in Cheshire. He also leads the Pathways RE Hub in the Cheshire West & Chester area.

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Discovering Leadership

Jane Yates | 02 April, 2024

Life contains the most unexpected changes of direction. I never set out to be an RE teacher, never mind an RE subject leader. Even more surprising to become a paid RE Adviser to my local SACRE, a provider of RE CPD to two local Councils and the North West Lead for the RE Hubs. How did this happen? Sometimes I still ask myself this. I had been an anti-racist advisory teacher in Cumbria and when I returned to the classroom, I was delighted to take the lead on RE and Philosophy for Children (P4C). It has been a steep learning curve, but I have enjoyed every minute. I hope this blog might inspire others to stretch their wings and discover leadership.

I initially joined my SACRE as a Humanist representative, but a decade later when I found myself leading the review of the Cumbria Agreed Syllabus, I felt I needed expert guidance. I applied for the CSTG Leadership Programme and was delighted to be offered a place. I was acutely conscious of the changing landscape and the move to Religion and Worldviews. I felt a huge weight of responsibly to have up- to- date knowledge, especially without any formal specialist training. Another reason for applying for the Leadership Programme was also a personal desire to find opportunities to engage in RE more on a national level.

The Leadership Programme certainly did support me to feel confident and competent. My Mentor Fiona Moss provided an invaluable space for me to reflect on my development as a leader within the subject. She created a non-judgemental environment in which we could discuss the challenges of creating a syllabus in a changing educational landscape.

The mentoring process helped me to address areas where I lacked confidence and tease out my strengths. I realised I don’t have to be a leader in every aspect of RE, but the skills I have can be of service to the community. Fiona also provided me with valuable connections and sources of support from the wider RE community.

The Programme supports members to engage in academic readings, which for me was hugely important. Prior to the programme, I had little knowledge of how RE has evolved as a subject and how contestable it is. I quickly realised how crucial this knowledge of the history of the subject is for understanding the current landscape. I won’t deny that I found the academic readings challenging at times but through the reading group, led expertly by Sean Whittle, our understanding flourished. Having the opportunity to question the authors of the academic readings was invaluable.

I particularly enjoyed being part of a Community of Practice sessions where we could discuss and explore together. These sessions helped me to better understand, take more interest and value the lobbying and campaigning by national RE organisations. We have all kept in contact, and had the pleasure of meeting again at the AREIAC conference, where the programme funded out attendance.

Without a doubt it was the Leadership Programme that gave me confidence and the capability to apply for the role as North West RE Hubs Lead. In many ways, the support I am now gaining from this RE Hubs national team is comparable to the Leadership Programme community. One of the main things I have learnt is that leadership works best in collaboration with others.

Since finishing the leadership programme in the summer of 2023, we have launched our new Locally Agreed Syllabus and I have been busy delivering CPD to support its implementation. What next for me? I plan to grow into both of these new roles as North West RE Hubs Lead and local RE adviser to SACRE. I have recently become a teacher trainer for Understanding Humanism so enjoying rising to the challenge of providing some of their national training. However, I will also be keeping an eye out for teachers in Cumbria who I can support to become the next generation of leaders of RE. Hopefully I’ll persuade them to apply for the Leadership Programme…

About

Jane is a trainer for SAPERE P4C and manages their Thinking Together in RE and Science Project. She is also the North West RE Hubs Lead and RE Adviser to Cumbrian SACRE. www.janeyates.net

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Learning to Lead in RE: Research as a Travelling Companion (Part 2)

Matt Pitcher | 22 August, 2023

In part 1 of this blog, I described my initial motivations of choosing relevant research linked to my classroom teaching and how these articles helped my thought processes. In part 2 I will continue this story by delving more into the classroom practice of others and how these examples have helped shape what I now do in the classroom.

This leads to the work of Kevin O’Grady and Robert Jackson (2020) with their piece on Year 7 views on RE. They focus on how setting clear ground rules for discussion on religious and ethical issues can improve the learning journey for the learners. This is very closely linked to the enquiry base of P4C and also gives an ownership of the learning process to the learners. Add to this contact with faith representatives and non-religious groups helps the learners construct better modes of motivation and relevancy of RE in their studies. This can hopefully lead to better evaluation and understanding of the worldviews held by believers, and this then leads to the better development of hermeneutical awareness.

If O’Grady and Jackson stress pupil self-awareness, Ruth Flanagan (2021) has shown that the same need applies to teachers. Her article on how teachers need to become conscious of their own worldview has really highlighted to me how we should be wary of just taking our worldview and imposing it in the classroom – even just by the selection of what we teach.

As Flanagan points out, we need to become worldview- conscious, providing scaffolding and support with which to read and evaluate the worldviews of others. Rob Freathy and Helen John echo this in their “Worldviews and Big Ideas” work (2019): the clearest link to make here would be between Flanagan’s worldview consciousness and Freathy and John’s view that the set of Big Ideas needs expansion, to become aware of our own position and to be able to reflect on how our own life has ben shaped by our experiences which culminates in our personal worldviews.

Where is the place of objective criticality in all of this? Jawonyi (2014) expounds the value of critical thinking and evaluation and how it is necessary in our teaching. Certainly in the AQA Religious Studies Specification of 2017, the value of evaluation is 50% of the marks available. It is also a key skill within most syllabuses, where evaluation is asking the learners of how an idea, belief or practice fits into their lived experience and worldview and also into the worldviews of others.

Let me begin to summarise by turning to Martha Shaw and Adam Dinham’s work (2020) about how RE is being reimagined in the classroom. Using examples from five diverse school settings they show that great quality RE is being delivered through a range of different approaches. In these examples, religion and worldviews are interpreted by the learners to show both how they overlap and differ. A common agreement is that we should be worldview conscious and able to challenge our own assumptions, beginning by looking at religion and worldviews from a local perspective and expanding our horizons outwards.

For the past six months or more I have been on a research journey. This blog has not covered everything that I have read but has touched upon those sources that have come out with key ideas and views that I have reflected upon. Each of these articles has helped me look at how I teach and what I teach in the classroom. The ways in which learners are asked to evaluate and interpret texts, beliefs and ideas needs more structure; teachers and learners need better self-awareness of their own positionality and worldviews; that good RE can be taught in different ways, harnessing a range of resources and styles, to produce an effective and enjoyable learning experience. These are important points to consider in what we plan, teach, and develop.

Before I taught what was in front of me, using my own interests as a guide to what I wanted in the grand scheme of things. Now I ask myself “Why? Why do I want to teach that? What is the process that we are going through? How will we build or use that understanding or knowledge?” In my mind this has made me a better practitioner and teacher of RE as I have had to think about the process that I go through, almost to the point that it is now second nature.

References

Flanagan, R (2021) Implementing a Ricoeurian lens to examine the impact of individuals’ worldviews on subject content knowledge in RE in England: a theoretical proposition: British Journal of Religious Education, 43:4, 472-486 Online article can be found here

Freathy, R & John, H.C. (2019) Worldviews and Big Ideas: A way forward for Religious Education? Nordidactica, Journal of Humanities and Social Science Education, 2019:4 Online article can be found here

Jawoniyi, O (2015) Religious Education, Critical Thinking, Rational Autonomy, and the Child’s Right to an Open Future: Religion & Education: Vol 42: 1, 34-53 Online material can be found here

O’Grady, K & Jackson, R (2020) ‘A touchy subject’: teaching and learning about difference in the religious education classroom: Journal of Beliefs & Values: Vol 41:1, 88-1-1 online article can be found here

Shaw, M & Dinham, A (2021) Innovative teaching and learning of religion and worldviews in schools, Innovative RE: Case studies, Goldsmiths, University of London Online material can be found here

About

Matt is a Head of RE from the New Forest and has been teaching RE for 25 years. He likes to run a bit and has been known to tweet @re_runner

See all posts by Matt Pitcher

Learning to Lead in RE: Research as a Travelling Companion (Part 1)

Matt Pitcher | 25 July, 2023

I have been teaching RE for 25 years and one of the challenges in teaching at the moment is how to keep our subject moving forward and keep our motivation going. This year I have been a participant on Stage One of the Culham St Gabriel’s Leadership programme that is supported and guided by the main national organisations that have a say on the future of RE. The subject has seen many changes over the decades in terms of approach, name, content, purpose, and value within schools. Do teachers have a say in any of this and how can they implement change? This was a motivating factor in applying for the Culham St Gabriel’s Leadership Programme; to have a voice and be heard in the debate. I decided to engage with a set of research outputs, as part of an attempt to clarify where I stand in terms of the issues in RE. I chose a range of articles reported in the RE:ONLINE archive to read, digest, think about and if possible, implement on my own teaching.

One of the first articles that I read was Nastasya van der Straten Waillet, Isabelle Roskam and Cécile Possoz’s work on the advantages of using Philosophy for Children in RE (2014). I am a long-term advocate of this approach but my use of it is hampered due to lack of time within the classroom and that P4C needs to be used in a certain way that sometimes gets lost.

Although the research takes place in Belgium, it has very clear links with my syllabus: Hampshire Agreed Syllabus, ‘Living Difference’. The interpretative nature of the process, along with an enquiry-based approach helps the learner unwrap and unbox the key ideas of the focus of enquiry. It needs careful prodding and needling (and a skilled facilitator) in order to get to the evaluation process.

This point about interpretation connects with Julia Ipgrave’s work on what secondary teachers can learn from our primary colleagues (2013). “From storybooks to bullet points” leads us to understand that primary RE is full of colour, rich in text and story and that the child is allowed to imagine and think through those stories that come to life from the holy books. This piece was written before the new GCSE specifications came into being, and these have a renewed focus on textual references but often they are just that. The context has been stripped away, they are words to back up an argument, as an example to show a believers’ faith and not as the story with meaning that they should be. Take for example the AQA GCSE spec that looks at the Incarnation and then jumps straight to the Crucifixion. Where is the narrative? Where is the story that sets the scene for the final act of Jesus’ life? Is this meant to be left for previous knowledge or learning? One thing I have taken from Ipgrave’s work is that the story is just as important as the teaching as it is the context that matters.

Bob Bowie, Farid Panjwani and Katie Clemmey (2020) may agree. Their work, “Opening the door to hermeneutical RE” has really helped me to open up the texts in ways that our English subject colleagues have been doing for decades. The pupils are familiar with taking a text, breaking it down, looking at its context and meaning, the purpose of the writer and the symbolic nature of the words. We should make more of these insights in RE, enabling pupils to learn in more focused, nuanced ways.

In part 1 of this blog, I have shown my initial motivations of choosing relevant research linked to my classroom teaching and how these articles have helped my thinking. In part 2 I will develop this by delving into more classroom practice of others and how these examples have helped shape what I now do in the classroom.

References

Bowie, R, Panjwani, F, Clemmey, K (2020) Teachers and texts: Improving Religious education through hermeneutics (canterbury.ac.uk) Online material can be found here

Ipgrave, J (2013) From storybooks to bullet points: books and the Bible in primary and secondary religious education, British Journal of Religious Education 35.3 pages 264-281 online article available here

Van der Straten Waillet, N, Roskam, I & Possoz, C (2015) On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE: British Journal of Religious Education, 37:3, 273-292 Online article can be found here

About

Matt is a Head of RE from the New Forest and has been teaching RE for 25 years. He likes to run a bit and has been known to tweet @re_runner

See all posts by Matt Pitcher

The REQM Community

Naomi Anstice | 13 June, 2023

I have been connected to the REQM since its inception. One of the co-founders, Jane Brooke, was our local RE adviser, so I had a lucky local connection. My school applied for our first REQM while it was still in its infancy and we were lucky enough to receive the Gold Award. As an SLE in RE I trained as an REQM assessor and have been involved ever since.

We were initially interested as a school because we wanted to explore our next steps for developing our RE. We were inspired to develop learning through drama, and other innovations. Over time I have enjoyed supporting clusters of schools working towards the REQM, sharing good practice and working productively with our local SACRE.

When you look back over 11 years of the REQM, I reflect on the importance of being open to different ideas. We don’t all have the same assessment methods, pedagogy or even subject content when it comes to RE but the REQM has evolved so that different voices count and criteria can be met in different ways. I also reflect on the impact which it has had on my career. Speaking at a conference is normal for me these days, but I doubt without the support of the REQM I would have taken this step. The nurture of the subject lead is also important to the REQM process, it supports, questions, evaluates and develops.

I am convinced the REQM continues to have value in the RE world, and more widely. RE needs to stand alongside the quality marks of other subject areas and to be celebrated. The Evidence Form itself as a tool to help them to design an action plan for their subject areas. Being a teacher assessor also opens up opportunities for subject development and leadership.

As well as meeting other teachers, interviewing children about their learning and experiences of RE is always a delight. They are always so keen to show you what they know. Their experiences are wide, varied as is their passion for the value of the subject in their lives within the wider world.

As a teacher myself I know how worrying an assessor visit can be so I always chat to subject leads and get to know them before the visit. It is also fabulous to be able to give a teacher a well- deserved pat on the back and reassure them that they are doing a fantastic job, and to be able to feedback to SLT. This recognition is so important as being an RE lead is often quite a lonely job and the subject doesn’t always have the status it deserves.

It would be great to see the organisation grow and offer networking events. I love the ‘REQM map’ and would like to see opportunities for schools to be working together locally, for example, REQM Gold schools supporting new subject leads and hosting events. Let us make our communities more aware of RE and its relevance to today’s society.

I would say to those thinking of applying to think of the REQM as a journey. Work towards achieving the very best you can for your school, even if this takes time. Involve your SLT and governing body and keep them informed. I have found REQM to be an exceptionally supportive organisation who are driving standards. Get involved with it to develop your own departments, celebrate your achievements, share ideas with others and open doorways to other career opportunities.

About

Naomi is an Assistant Head Teacher at Frodsham Manor House Primary School where she delivers RE to all classes. She is the Primary Vice Chair of NATRE, an REQM Assessor and Cheshire West RE Adviser.

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Reflections on a long association with the RE Quality Mark

Angela Smith | 13 June, 2023

I have been an assessor with the RE Quality Mark since the award began, also serving on the review team. As subject lead I was thrilled when we achieved a Gold Award for my school. I was then so proud to see it renewed under the leadership of our current subject lead. I can say my school knows the REQM quite well!

I was excited when I first found out about the award. I loved the way subject leaders were given national expectations, this was a first. Additionally, the process provided exemplification of high-quality RE. Now I know the award better, I can see this exemplification has been an incredibly useful aspect, not just for those schools going through the quality mark process, but for the RE community generally.

There have been changes over time. These have been driven by the need to ensure the award is rigorous and fit for purpose. When educational thinking, and thinking about Religious Education shifts, the award must being able to adapt too, to reflect it being about excellent practice in the subject.

There have been changes in the leadership and administration of the award but what has not changed is the passion and inspiration to offer an award that recognizes and celebrates the very best in RE.

When I look back over 11 years of the REQM, I reflect on its ongoing importance. It is still valued in the RE community, and among school leaders. One dimension particularly close to my heart is the way the award continues to support and inspire emerging leaders, whether in Primary or Secondary.

While I appreciate the warmth with which teachers of RE view the REQM, I also hugely value the status it has outside the RE world. It speaks more widely of our professionalism, innovation and growth within education. In an individual school, the REQM demonstrates the value of the subject, but in the world of schooling and education more generally, it sends out a wider message of quality and development.

I think what surprises and delights me most, when I reflect on my years of working with colleagues as an assessor, is their determination and perseverance. Some schools face significant challenges and I have worked with many teachers doing everything they can to overcome them. Even in the face of significant setbacks and long-term challenges, the teachers I have encountered in my role never lose faith in the value of what they are doing, it is both humbling and motivating to witness.
I particularly enjoy working with teachers in schools as an assessor. As a school teacher myself, I continue to learn from and be inspired by colleagues in other schools and situations. It broadens my perspective and enriches my own expertise.

To any teachers thinking about applying for an REQM, I would say go for it! The experience will encourage and inspire you, enrich your RE provision and offer the professional and personal enhancement of reflecting critically and constructively on your practice.

If teachers are not sure if their leadership team will support their application, remember that this is a unique way to validate the quality of your RE provision whilst providing staff with complimentary CPD. I am sure the REQM will continue to champion high-quality RE and validate nationally- agreed strong RE provision well into the future.

About

Angela is an RE teacher, Assistant headteacher Bishop Luffa School, REQM Assessor and Vice Chair West Sussex SACRE

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A new RE lead role: Surviving the first year

Judith Beazley | 29 November, 2022

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.

About

Judith Beazley lives in SW London and became a teacher after 8 years as a teaching assistant and before that enjoyed a career in the arts, leaving ENO after having a family.

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Thinking about Leadership in Primary School

Nadia Nadeem | 15 November, 2022

After completing my Farmington Scholarship, I was ready for the next step in my journey – to have influence beyond my classroom and school. The Culham St Gabriel’s leadership programme was an excellent opportunity to build networks and with the online webinars and meetings there was a lot of flexibility.

The programme was a balance between developing literary insight through the different modules and channelling your strengths as a leader to hone and cultivate new skills. My mentor (Olivia Seymour) was amazing – not only did she help me to recognise my own strengths and achievements, but she also reined me in when I went off on tangents.

The programme has provided me with opportunities to consult with people across the country – dipping in and out of expert knowledge, developing and sharing ideas and resources.

As with anything new, initially I felt a little overwhelmed, especially with the reading. However once I found a balance the exploration of new materials became the key to my motivation.

The most crucial aspect to leadership in Primary school is not strategic plans but emotional literacy. A leader must have the emotional literacy to inspire others in developing what they do, without adding to the day-to-day pressures teachers face. A leader must take into account a daunting list of factors in order to achieve change without overloading colleagues. Achieving balance is key – I do not claim to have mastered the skill, nonetheless I have begun to recognise the countless small steps that gradually enable change.

As a leader I acknowledge that not everyone enjoys RE with my passion. However, this should not be a hinderance to their teaching of the subject and I can ensure this does not impact the quality of RE lessons by providing accessible CPD and ample resources which are engaging and enriching for pupils and teachers alike. Adaptable lesson plans with 2 or 3 different activities that can lead to the learning outcome being achieved provides teachers with flexibility to approach a lesson in a way that is suited to their style of teaching.

The CSTG Leadership Programme has highlighted that for teachers and leaders to be effective, it is imperative to engage with research and wider professional conversations. Pupils must have opportunities to work collaboratively with outside agencies and explore challenging materials.

As a consequence of my time on the Leadership Programme, I have come to the conclusion that the curriculum needs to be reviewed regularly and revised to incorporate new developments in the subject and changes in society. Only then we can ensure that we are delivering a high quality RE curriculum.

Teachers must be given independence, with the capacity to make changes and personalise the subject. Only then will they feel inspired and able to step into leadership roles. A teacher needs ownership of their subject to be motivated to develop changes. This is maybe the most important insight I have taken form the Leadership Programme; that teachers need room to develop their own style and that is what the programme enabled me to identify – my own incentive for wanting to be a successful leader.

About

Nadia Nadeem works in Primary education whilst supporting RE in Barking and Dagenham as an Advisory Teacher.

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Ten Years

Dr Kathryn Wright | 21 June, 2022

Culham St Gabriel’s Trust turns 10 years old on 21st June 2022! 2012 was an important year in many different ways- the Diamond Jubliee and the London Olympics spring to mind- I also turned 40 that year too! However, the birth of Culham St Gabriel’s bringing together two church college Trusts was a very significant moment for the religious education community. In this blog a former Chair and director express their reflections, alongside the current chair. I also draw out some themes running through the last 10 years and what these might mean for the next decade. Reflections from the first Chair of Culham St Gabriel’s, Dr Priscilla Chadwick OBE… ‘Culham St Gabriel’s was created in 2012 by the coming together of two church college trusts which had worked in close partnership for several years prior to the merger. St Gabriel’s Trust arose originally from the college’s closure by Mrs Thatcher in 1977, leading to the transfer of its buildings to Goldsmith’s College. At that time, St Gabriel’s had only enough money to offer a few book grants each year, but a wise legal adviser had inserted a footnote to the transfer that, should Goldsmith’s ever wish to relinquish the buildings, these would revert to the St Gabriel’s trustees at the original price! Thus the trustees were able to sell the college on to another educational institution, thereby providing the Trust with a significant charitable endowment for the future. The charitable objects enabled the trustees to support RE teachers wishing to enhance their postgraduate qualifications and later created an important partnership with the Culham Educational Foundation, setting up the St Gabriel’s Programme. This initiative developed innovative resources for RE and established the annual St Gabriel’s Weekend, firstly in Sunningdale and later at Wokefield Park, offering a free of charge opportunity for RE teachers to come together in a residential setting and share good practice, something that most would otherwise be unable to do, isolated in their own schools and often undermined by government educational policy: for many, these weekends were utterly transformative professional experiences which inspired them as they returned to their schools. When in 2012 the two clerks of St Gabriel’s and Culham were both planning to retire, the opportunity arose for the two trustee bodies to come together, building on the cooperation over many years, to create the Culham St Gabriel’s Trust. Thus the significant legacy of both colleges would be safeguarded for future generations of RE teachers. With a generous endowment, this now meant that the Trust could more easily support major national initiatives such as the RE Council and the 2018 Commission on RE. This commitment vital to RE continues to flourish under the strong leadership of Kathryn Wright.’ What strikes me about Priscilla’s reflections is that the Trust’s focus on free, transformative, and inspiring resources and professional development still very much lies at the heart of the Trust. The reimagining of RE:ONLINE over the last few years, our scholarship programmes and the recent launch of our free e-learning platform continue to fulfil this mission. Reflections from the first Director of Culham St Gabriel’s, Dr Mark Chater… First, the merger itself: I gather that the idea first occurred to Priscilla and John Gay while on a walk. From this the idea grew, building on the many years in which the two former Trusts had worked together. Mutual trust, confidence and enthusiasm deepened. John Keast chaired the Implementation Committee which looked after the details – of which there were many! Within only a few years, Trustees saw themselves as ‘CSTG’ rather than ‘Former C’ or ‘Former St G’. Now, everyone takes the existence of the merged Trust for granted. But it was a major achievement at the time, based on shared vision and painstaking care over detail. Modernising the grant application process to make it more user-friendly for applicants, and less burdensome for Trustees, was an early achievement. Putting it onto an online process with new, RE-focused grant criteria helped to place CSTG on the map. The feedback from grantees was positive. Sharing information and ideas with other RE grant-givers has also grown gradually. Three significant CSTG grant decisions which, perhaps, have deeply influenced the course of RE for the medium term: Understanding Christianity, the NATRE/RE Today regional champions, and the Commission. The first of these had a long and at times lively gestation, but eventuated in resources which really enhanced the rigour and excellence of RE. The regional champions have strengthened the infrastructure of support available to teachers, and contributed to the growth and sustainability of NATRE. The Commission, which submitted its final report and recommendations in 2018, changed the conversation about the future of RE (or Religion & Worldviews) and we wait in joyful hope for a government bold enough to implement the much-needed change which it envisaged. But that is not the end of the story. I hope and pray that CSTG will continue its vital leadership, support, and innovative thinking for many years to come. Having worked with Mark for a number of years as a CSTG Consultant I think he instilled in me an understanding of the Trust’s forward-thinking approach. Mark’s reflections show how the Trust has always been sensitive to the ever-changing educational landscape, responding to new contexts. At its heart, though always remains the focus on serving others in the best possible way. Therefore, we have some exciting new grant making plans to announce. Firstly, we are launching special 10th Anniversary grant awards for small, innovative projects that make a difference. Secondly, later in the summer we will be sharing details of our new scholarship programme series to run alongside our current masters and leadership programmes. Watch this space! Reflections from our current Chair, John Keast, OBE… So CSG (as I think of it) is ten years old. How time flies! As we commemorate this milestone, my mind goes back to the two constituent trusts, with their illustrious Chairs, trustees and staff, as well as to CSG itself. There are too many to mention them all in this short piece, but their vision, dedication and skill not only served those trusts well, but led to the formation of what is now a very effective force for good in the world of religious education. As I retire as Chair of CSG this year, I indulge myself below in surveying the whole period from 2003 when I first became a trustee of both constituent trusts then the merged trust. What highlights come to mind? First, the people:
  • Three prominent and very effective chairs – Colin Alves, Tony Williamson and Priscilla Chadwick, each of whom had distinguished but varied careers in their own right, but brought their considerable expertise and experience to bear in building up the separate and then joint trusts.
  • Four extremely competent and dedicated officers (although they had different job titles) – John Gay working for both Culham and St Gabriel’s separately, though often in partnership with Brenda and Peter Duffells at St Gabriel’s, and Mark Chater, first CEO of the merged trust. All of these excellent people served the trusts so well, along with some many other partners and consultants over the years, with whom they worked.
  • The many trustees, who so well connected CSG to other organisations and spheres of influence, who brought the benefit of their links and experience to the work of the trust.
Second, specific events:
  • The massive teacher conferences, mostly held at Wokefield, which did so much to inspire and build the confidence and morale of teachers in RE classrooms. Not cheap to put on, but how exhilarating, powerful and enjoyable they were!
  • The smaller but very visionary colloquia, conferences and meetings which did so much to influence how RE both survived and thrived after the introduction and development of the National Curriculum, after the Great Education Reform Bill 1988.
  • Working in partnership with other organisations in RE, again too many to mention.
The reference to teachers, meetings and partners above encapsulates some of the core aims of the trusts over the years – the importance of the teacher of RE, and providing opportunities for training and support via grants and events; the need to influence policy and curriculum development in RE both nationally and locally; and the support of RE in schools of all kinds, not just those with a religious character. Times change, and so must the capacity of RE to respond. CSG is now very properly focussed on clear strategic objectives. These have become so important in the past ten years when the threats to the wellbeing and structure of RE, based as it still is on the 1944 Education Act model, have become more serious. So in the past ten years, in addition to its continued focus on teachers, CSG has developed a leading role in helping to bring the stakeholders in RE together, not least through its support of the RE Council, which is essential to the future of the subject. With its current CEO and Board, CSG will become and even more significant player in the RE community of the future. Long live CSG! It has been a pleasure to work with John over the last three years. He will step down as Chair this summer, and the Trust will enter another new chapter. John’s emphasis on the importance of people shines through his reflections. Nurturing relationships with all our grantees is vital. Yes, we provide funding for individuals and projects, but we also want to invest in people. We often talk about becoming part of the CSTG family. Empowerment and collaboration are two of our values, and we aim to live these out through all our work. As we enter a season where a new Education Act is on the horizon, John’s final words will be vital. We will continue to strive towards our vision by:
  • Increasing public understanding of religion and worldviews education
  • Engaging with, informing and influencing decision makers
  • Creating well-informed, empowered and influential educationalists
  • Establishing and building strategic and collaborative partnerships and networks
  • Commissioning and publishing focused and accessible research
  • Championing and developing inspired and well-resourced teaching and learning
Here is to another ten years… and beyond! Kathryn Wright and guests

About

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

See all posts by Dr Kathryn Wright

Gold Award

Chris Giles | 24 May, 2022

In November 2021 my team at South Bromsgrove High School were delighted to achieve a Gold RE Quality Mark award.

We decided to go for it after using the REQM Evidence form to complete a 360-degree assessment of the department. We realised we met much of the criteria. We found the form invaluable to guide us, particularly focussing on the 4 main strands of learning, teaching, curriculum, and leadership.

A pleasant surprise was discovering we could apply for a Westhill grant that made the process financially possible. There are actually lots of trusts and organisations that offer funding, see link to article at the end of this blog.

For me personally the award has given me the confidence to assure other RE teachers that they are not alone, as well as increase the presence of RE in my school. As an RE team the process helped to identify leadership strengths and areas to develop from a more objective perspective, particularly in preparation for a forthcoming OFSTED.

The experience of being assessed wasn’t too painful! The professionalism of the assessor was noteworthy, causing us to really think more objectively about how we can be more creative in our learning, develop more opportunities for project work, trips, and visitors in lessons. My Senior Leadership Team were supportive of the process and I was thankful to the assessor who really made the SLT stand to account on the provision of core RE at KS5. Since receiving the award we feel proud of the department. Seeing the students being interviewed and celebrating high quality teaching and learning in the department are my highlights.

We wanted our pupils to be at the heart of the process, from being interviewed to sharing their reflections through student questionnaires. A choice comment from a Year 9 student: “We have studied worldviews I never knew about before Confucianism, Daoism and Jainism” A Year 10 student noted “I love the struggle part in RS, the teachers really challenge your thinking.”

I would encourage others to give it a go. An REQM can raise the profile and presence of RE across the school and wider community. Celebrate your hard work! If you want to ‘sell’ the idea to your leadership team, talk about how the REQM develops links within the community, with visitors to school, charities, and projects. It helped us to produce new schemes of work for our GCSE course, and of course allowed our students to share their views.

Our curriculum design plans are continuing, we feel that we are on the right path. We are also focusing on RE-related careers. Receiving the award has helped develop staff confidence and help identify further CPD aims of leadership across different Key Stages.

I will finish this piece with the words of a Year 12 student ambassador for RS: “RS at South Bromsgrove has really opened my mind to leadership opportunities, attending meetings with staff and completing the VITA coaching programme so I can support other students in the lower school. The teachers are committed to helping everyone do their best, this has helped not only in developing my knowledge, but my approach to writing, and opened up new career options for me personally.”

Follow this link to find out about other organisations that offer funding and support:

How to develop partnerships and obtain funding: https://teachers-talk.natre.org.uk/how-to-develop-partnerships-and-obtain-funding/

Want to find out more about enhancing the status of RE? Check out this blog:

How to increase the presence of RE in your school: https://teachers-talk.natre.org.uk/how-to-increase-the-presence-of-re-in-your-school/

About

Chris is Head of RE at South Bromsgrove High School

See all posts by Chris Giles