Theory and practice

CAUTE INTHE MIDDLE:

THE PECULIAR SITUATION OFRE MIDDLE MANAGERS IN SCHOOLS

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Editorial

THE INTERFACE OF ACADEMIC AND PROFESSIONAL THINKING IN RE/RELIGION & WORLDVIEWS

We are writing this editorial piece in September after conference season during the summer months. You will be reading our words (with luck) in January 2024 as many RE teachers limber up for the ‘Strictly RE’ event. At conferences, ideas are presented and discussed, and people network, and our field is no exception. Two of the articles in this issue of Professional REflection are based on papers delivered at the International Seminar on Religious Education and Values (ISREV). ISREV is ‘an association of religious education scholars from … 34 countries’ comprised of ‘academic and professional specialists’ (ISREV website1). In many ways it engages in the same interface as Professional REflection, demonstrating and developing understanding and synergy between academic and professional thinking through exploring and informing practice. This year the seminar was hosted at Bishop Grosseteste University, Lincoln where the World Religions and Education Research Unit (WRERU) is now based.

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Instant RE

KATIE FREEMAN: writes from the NATRE Chair

I hope that as you are reading this you have found some time to rest, relax and take a break from what I know must be a very busy start to the term.

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For the classroom 11-14

ASSESSMENTBY CODING

Hugo Whately gives us insight into THE ABC FOR KEY STAGE 3

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For the classroom 13-19

ARE WE WHAT WE EAT?

Exploring religious and social belonging through food with Paul Slater and Dr. Hephzibah Israel

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For the classroom 11-14

PEOPLE AND the planet

The aim of the project is for students to fully place themselves into the narrative of climate emergency, rather than seeing it as a problem for others to solve.

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For the classroom

WHAT MATTERS TO YOU? YOUNG MUSLIMS SHARE THEIR VALUES

There is strong interest in learners as researchers in RE presently, and this article sets your pupils up to do some research for themselves about Muslims and values. RE Today’s National Muslim Youth Survey (2022) enabled over 200 young British Muslim people aged 11–18 to give their views, opinions and ideas on wide-ranging questions that explore ways in which being a young Muslim in Britain today are perceived. The article is supported by a PowerPoint for teaching on the RE Today website.

All the participants – in fairly representative proportions from England, Scotland and Wales – were invited to share their experience and views about values and ethics.

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For the classroom 4-11

WHAT MATTERS MOST AT Easter?*

How will you teach Holy Week and Easter to the 4–11s this year?

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For the classroom

A CHRISTIAN ETHOS THAT CELEBRATES DIVERSITY

At West Ham Church Primary School our vision and values are theologically grounded by the Bible text ‘With God, all things are possible’ (Matthew 19:26).

The school has a robust Christian ethos, while simultaeneously celebrating the diverse cultures and backgrounds of students, families and staff. It is important that school values align with our community. Annually, the staff will evaluate the suitability of the school’s vision and values. The school thrives by embracing a diverse range of major religions and worldviews, thereby necessitating the cultivation of inclusive values.

In 2020, the entire staff, along with parent volunteers and governors, collaborated to develop a new Christian vision and set of values for the school. This endeavour aimed to align with the Church of England’s National Vision for Education, while also staying faithful to the school’s initial mission of providing education to underprivileged children in Plaistow. The school council actively sought input from the students. The process of developing the vision and values involved the active participation of individuals representing diverse religious and non-religious backgrounds, including children, parents, staff and governors.

In April 2020, stakeholders recognised the presence of perceived barriers to aspiration within the school’s community. Acknowledging the significance of preventing these barriers from limiting achievement, and drawing inspiration from Jesus’ promise of a fulfilling life, the stakeholders collectively agreed upon the theological foundation of the school’s Christian vision: ‘With God, all things are possible.’ This fosters a sense of high expectations and aspirations within the entire school community, while emphasising the belief that all individuals have the potential to thrive:

Our vision is to enable children, with God’s guidance, to know and appreciate the wonder of God’s creation, to live in harmony embracing differences, to always act with compassion inspired by the example of Jesus, and to have the strength to follow their dreams and achieve their goals.

West Ham Church Primary School Vision Statement

The children and staff have engaged in discussions and examinations pertaining to the essence of each value within the Christian vision and values framework, with the aim of formulating a simplified sentence that encapsulate the meaning of each value in a language accessible to children (e.g., ‘Wonder – I am curious and appreciate the world’; ‘Harmony – I work and play in collaboration with others’; ‘Compassion – I am kind and empathetic’; ‘Strength – I am resilient and courageous’). This facilitates the acquisition of a rudimentary yet more profound comprehension of each individual value by the children, serving as a mechanism for children to engage in their spiritual growth, interconnected with each value and aligned with the values of the Church of England. This also facilitates the unification of students from various religious backgrounds, as well as those without religious beliefs with common values.

Working on our vision and values is an ongoing project!

Hasya Qureshi is an Assistant Headteacher and RE Lead at West Ham Church Primary School, East London.

‘WITH GOD, ALL THINGS ARE POSSIBLE’

MATTHEW 19:26

What does this mean to you? How do you put this into practice through your RE lessons? What questions do you have about this? What scriptures or stories do you know that support this? Does this align with your religion or worldview? If not, why not?

Through my research I have learnt that the phrase ‘With God all things are possible’ was applied to the issue of salvation within its original context.

Humanity is completely incapable of achieving salvation through personal effort – only God is capable of saving, because ‘all things are possible’ for God.

So what does mean for me? It means that I need to have humility, I must submit to God and the will of God, and I must put my trust in Him as without His support I am unable to do anything by myself.

Bersata

‘With God all things are possible’ means that no matter what lesson, no matter how hard it is, it is possible for me to succeed.

I know this because Musa (PBUH) was with God, and he did amazing things such as raising the Red Sea and turning his staff into a snake.

Although the ‘With God all things are possible’ is from the Bible it very much a verse with which I can connect.

The Holy Qur’an is God’s final book, revealed to His final prophet, Mohammad (PBUH). Every aspect of this world is mentioned in the Qur’an. Along with other verses about various aspects of life, God has revealed many verses about the Qur’an to describe its qualities and importance. I use it as a source of guidance and my values are taken from it.

Zak

For the classroom 7-11

GETTING TO GRIPS WITH TEACHING ABOUT RACISM

Ceris Sauro is a PPA teacher and Humanities Lead at Pontyberem Primary School in Carmarthenshire.

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ANIMAL ETHICS IN THE RE CLASSROOM

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Opinion

WHAT I WISH: I knew

Developing conceptual thinking, Sage advice for new teachers

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Opinion

A STUDENT’S perspective

Religion: the remedy to inequality, not the source

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Opinion

TEACHING FORDIGITAL CITIZENSHIP

DATA ETHICS in the classroom and beyond

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Opinion

JEROME FLYNN: on the challenging new film, Land of Ahimsa

I met Dolly whilst attending a vegan and sustainability conference in Pune just before lockdown. I was drawn to supporting her film for several reasons. India is very dear to my heart, having spent much time there over 8 consecutive years on spiritual retreat in my 30's. It was a transformative time for me. I've heard it said that India is the heart Chakra, or the World and I would agree. Coming from England, I experienced a very strong palpable heart energy vibrating through the land and people. It helped me to understand and experience the web of interconnectedness that we are all so intimately involved in. For me India has a tangible energy running through the land, animals and people; something I might call the sacred heart energy or universal love. So, when I learnt that India had been given the name ‘The Land of Ahisma’ this made total sense to me. When Dolly told me about her film, being an animal lover and something of a voice for ending animal cruelty, I just thought it was a wonderful idea for a documentary that could really speak to the conscience of the people. It is only through learning the truth about the appalling mistreatment to the majority of our farmed animals that change is going to happen. For India to lead the way by honouring title of Land of Ahimsa, would have a huge impact globally, and of course for the people and beings of India herself.

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Opinion

THE LAND OF AHIMSA

A film to inspire and encourage people to live by THE PRINCIPLE OF AHIMSA, striving to cause no harm to any sentient being

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Opinion

Introducing: Ian Nicholson

ReToday's New Advisor

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Opinion

Linda Woodhead On How to Teach ‘values’

Values are visible everywhere these days. Whether it is a school, a university, Microsoft or GB News, for example, you can easily find their values statement. When I undertook research on Generation Z (the generation born since 1995), I found that the same was true for them too. As we explain in our book Gen Z, Explained (University of Chicago Press 2021), this is a generation that can quickly and easily articulate their personal values, and those values often help to guide them in choosing friends, communities, and a place to study or work. I have taught ethics and values in university theology and RS departments since the 1990s, and I can never remember student interest in the subject being higher.

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