Introducing the 3forRE Scheme: a unique offer of support for professional development and improvement in school-based Religious Education for 2016/17.
Please note you do not have to fill in a grant application form for this scheme. To benefit from 3forRE, please follow the instructions that appear below.
Download the flyer
What is the 3forRE Scheme
– Employed as a qualified teacher, teaching assistant or HLTA in a school in the UK;
– Intending to take a Masters-level Certificate, Diploma or full MA programme, that relates directly to the teaching of RE in your classroom and school, in one of the universities that are members of the 3forRE Scheme;
– Able to demonstrate that your accredited study will directly lead to development, innovation and improvement in RE teaching in your school or consortium;
– Supported by your employing school paying at least 10% of the fees.
Teachers of Religious Education
Are you teaching Religious Education (RE) in a primary, secondary or special school in the UK? Are you hoping to become a subject leader or coordinator, or Head of an RE Department? Are you looking for affordable, accredited professional development?
A Masters programme – is it for me? Yes, it could be for you if you want to:
– Use research and critical perspectives to improve the quality of RE teaching in your school;
– Understand how the purpose, planning, teaching and assessment of RE have changed in the light of national and international developments;
– Work with other professionals in RE and other subjects to become part of the wider discussion about RE, and disseminate improvement;
– Develop your CV and prepare for greater responsibility as a subject coordinator or head of department.
How could a Masters programme help me improve RE?
The programmes in the 3forRE Scheme are specially chosen because they use research and inspection evidence to address the recurrent national weaknesses in RE by promoting:
– Appropriate breadth and depth in subject knowledge;
– Clear understanding of the purpose and pedagogy of RE;
– Assessment, attainment, feedback and pupil progress;
– Leadership capacity.
In addition, the Masters programmes offer a research-informed, inspection-relevant critical perspective on how to improve RE. They deliver up to date insights on current research and policy developments such as the Religion and Society project and the RE Council’s National Curriculum Framework for RE. The Masters programmes are relevant for many different school contexts including academies, community schools and schools with a religious character.
The 3forRE Scheme helps by highlighting Masters programmes that are part-time, classroom-relevant, research-informed and well evaluated. RE teachers taking these programmes go on to form the next-generation leadership of the RE professional community locally and nationally.
Do you want RE to be part of your school’s improvement plan? Are you aware of what Ofsted is now looking for in RE, SMSC and values? Would you like an affordable way to develop your key RE staff and influence practice across your school?
As far as we know, there isn’t a better financial offer for systematic, classroom-relevant professional development in RE: we pay 60% of your teacher’s course fees, or £1,000, if you pay 10% or more. The teacher pays the rest.
Why RE? RE is in the news. When it’s good or outstanding, RE gives your pupils challenging learning, and a chance to grapple with big concepts and issues. It leads them into opportunities to make a positive difference to school ethos, cohesion, wellbeing and literacy.
What is Ofsted looking for in RE? Ofsted knows that 60% of RE lessons nationally are less than good1. Provision for spiritual, moral, social and cultural development (SMSC) is a factor in judging a school’s overall effectiveness. In 2016-17 Ofsted will have a fresh focus on RE as a way of preparing pupils for life in a culturally diverse world, and on the promotion of British values. Where RE works well, it can be a crucial performer in helping a school to meet these requirements.
How much will this cost my school? Please see ‘How the 3forRE Scheme works’ on page 7, and the table of worked examples on page 8. Part-time Masters’ fees are usually from £1.4K to £1.8K per year – which means that your school would be asked to pay £140 to £180. One tenth of the actual cost. Usually there are no cover implications.
I want to put two or more teachers through a Masters course related to RE. Can the 3forRE Scheme help? Yes, we will consider further discounts for groups.
Several universities with classroom-relevant Masters programmes are in partnership with Culham St Gabriel’s. The programmes are all part-time and school-related, fully validated and ready to teach in academic year 2016-17. They are designed to make it possible for a teacher/TA to take at least one module directly related to RE, or a generic module with flexibility to be applicable to RE, in every year. The programmes vary considerably in their delivery: school-based, or taught on Saturdays, or weekday twilights, or distance-learning. Many of them negotiate tutor contact in ways that fit round your needs as a teacher.
The universities and programmes participating in the 3forRE Scheme are:
University of Bristol: MSc Education ( Teaching and Learning) http://www.bristol.ac.uk/education/students/masters/education/ Contact: firstname.lastname@example.org
University of Cambridge: MSc Education. https://www.educ.cam.ac.uk/courses/graduate/masters/ Contact Mary Earl: email@example.com
Canterbury Christ Church University: MA in Education: http://www.canterbury.ac.uk/education/professional-development/masters-programmes.aspx Contact Dr Judy Durrant: firstname.lastname@example.org
University of Cumbria: MA in Education Professional Practice (Pathways available including Faith School Leadership and Teaching and Learning). http://www.cumbria.ac.uk/Courses/Subjects/Education/Postgraduate/EducationProfessionalPractice.aspx
Contact Dr Debbie Simpson email@example.com
University of Durham: MA in Education. https://www.dur.ac.uk/courses/info/?id=9422&title=Education&code=X9K907&type=MA&year=2016#coursecontent
Contact Dr Julie Rattray: firstname.lastname@example.org
University of Exeter: MA in Education http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/maeducation/ Contact: K.S.J.Walshe@exeter.ac.uk
Heythrop College, University of London: MA Philosophy of Religion and Ethics in Education http://www.heythrop.ac.uk/prospective-students/postgraduate-study/ma-philosophy-of-religion-and-ethics-in-education.html Contact: Tess Stackley email@example.com
University of Huddersfield: MA Education http://www.hud.ac.uk/courses/2016-17/part-time/postgraduate/education-ma/ Contact Emma Salter E.Salter@hud.ac.uk
Liverpool Hope University: MA in Education and Religious Education
Contact Dr Ros Stuart-Buttle: firstname.lastname@example.org
Liverpool John Moores University: MA in Advanced Educational Practice: Religious Education. Contact Joy Schmack: email@example.com
Institute of Education, University of London: MA in Humanities Education (RE pathway) http://www.ioe.ac.uk/study/PMA9_CHR9IM.html Contact Jo Pearce: J.Pearce@ioe.ac.uk
Manchester Metropolitan University: MA in Education Studies http://www2.mmu.ac.uk/study/postgraduate/taught/2015/12624/
Newman University, Birmingham: MA in Contemporary Christian Theology http://www.newman.ac.uk/higher-degree-courses/644/contemporary-christian-theology Contact: Dr Louise Hickman: firstname.lastname@example.org
University of Oxford: MSc in Learning and Teaching (RE pathway) www.education.ox.ac.uk/courses/msc-learning-teaching/ Contact Dr Nigel Fancourt: email@example.com
University of Warwick: MA in Religious Education www.warwick.ac.uk/fac/soc/wie/courses/postgraduate/higherdegrees/re/ Contact Dr Judith Everington: J.Everington@warwick.ac.uk
University of Winchester: MA in Education http://www.winchester.ac.uk/Studyhere/Pages/ma-education.aspx Contact: Marnie Seymour firstname.lastname@example.org
York St John University: MA Education http://www.yorksj.ac.uk/postgraduate/postgraduate-study/courses/education–social-sciences/ma-education.aspx
Contact Helen Rowe: email@example.com
For a conversation about the practicalities of 3forRE, please contact: 3forRE@cstg.org.uk
How the 3forRE Scheme works
The 3forRE Scheme offers teachers and TAs a very affordable way of taking relevant Masters-level courses to develop their teaching, learning and leadership.
It’s called ‘3forRE’ because it works with three partners:
– Culham St Gabriel’s Trust – paying 60% of the fee or £1000, whichever is less
– The school – paying 10% of the fee at least
– The individual teacher/TA/HLTA – paying what’s left
The Scheme has conditions. It is only offered on the basis that:
– The Scheme must be solely for fees for an M level programme that is approved as a member of the scheme. It applies only to fees for UK-based qualified teachers/TAs, not international.
– The Scheme is only offered if no other source of fees, whether loan or grant (apart from the school), is offered. Accepting any other such offer makes the 3forRE offer invalid. University alumni reductions, partnership reductions and special rates for school-based learning sets are allowable as part of the 3forRE Scheme.
– The teacher or TA must be employed in a school in the UK and must take the course part-time.
– The school must contribute some money towards the fee in each year – a minimum of 10% of the fee. The exact amount should be agreed between the school and the teacher/TA. If the school does not contribute, the CSTG share will not be offered. The teacher/TA may also contribute towards the fee.
– We do our best to ensure that support is there for the two years of a Masters programme should the teacher/TA need it. We understand the importance of continuity. However, we cannot make an absolute guarantee for the second year.
– The individual teacher is asked to pay back in kind by being active in spreading good practice through RE action research networks.
I’m a teacher of RE and I want to be part of the 3forRE Scheme. What do I need to do?
Here’s a step-by-step guide to getting into the 3forRE Scheme.
1. Select a university and course from the list of universities that are members of 3forRE. (See page 4.) Have a conversation with the relevant course leader, who will be aware of the 3forRE Scheme.
2. Apply for a place on the relevant Masters programme in one of the universities. When you apply, mention the 3forRE Scheme and say you would like to be part of it.
3. At the same time, talk to your Head or senior leader in charge of professional development. You need to persuade them that this Scheme is good value for money and will benefit not only you but the whole school. (See page 3.) Remember that Culham St Gabriel’s will only pay its 60% share if the school promised to pay 10% at least.
4. When a place is offered, you must contact Culham St Gabriel’s by emailing 3forRE@cstg.org.uk with these three items:
i. Send documentary proof of your employment in your school, and your school’s commitment to contributing a minimum of 10% towards your fees (ie, a Head Teacher’s letter)
ii. Send documentary proof of your having accepted a place on one of the selected Masters programmes (ie, an offer letter and your acceptance)
iii. Confirm in writing your name, contact details and the course you have selected, and agree to be willing to share the benefits of your Masters course by being involved in action research networks for RE in a practicable and appropriate way.
These three actions will enable Culham St Gabriel’s to confirm that you can benefit from the Scheme.
5. Inform your course leader that you can benefit from the Scheme. Ask your university finance department to invoice Culham St Gabriel’s for 60% of the fee, the school for 10% and you for the remainder.
You can apply for the 3forRE Scheme at any time of the academic year. Funded places in each of the universities are limited, and will be awarded on a first-come, first-served basis within each university’s allocation.
To discuss the Scheme in general, please contact Kathryn Wright: Kathryn@cstg.org.uk
What People Say
For my own practice I feel I have advanced exponentially in my own knowledge of how learning works and how pedagogical practices can either enhance learning or work the other way.
I am judged as an outstanding teacher, and I feel part of my journey to becoming that outstanding teacher is a result of what I have learnt in the Masters Programme, even though it is only the first of 3 years for me.
As a result of my Masters I have compiled a report into the underachievement of Pakistani boys and possible strategies to tackle that. This has been inspirational for me and the RE department as it has had implications on the school’s policies and strategies. It has been well received and widely welcomed by members of the senior leadership team at my school and the governing body have presented it as a useful document for developing strategies within the primary schools in the school’s soft federation.
I have in addition been asked by a local education based Muslim Community Organisation (MYMN) to share my findings with teachers they network with and I have since worked with them to put together a document on Fasting and Ramadan that has been presented to staff at my school and two others, and could potentially benefit all schools nationally. (See attached flyer for their course and a guidebook which I helped develop)
My goals seem to be shifting as I now aspire to do more in the realm of national policy work. Since starting this Masters I have become attuned to the notion that RE needs to be a tool by which students demonstrate how religion can be a force for good within their own contexts. Perhaps this is also a reflection of the current negative media attention Islam receives and how such a portrayal could be challenged. Shaqib