Overall aim:
Basic introduction to the thinking behind a religion and worldviews approach, including some practical examples. For teachers and other interested parties, such as SACRE members, school governors, SLT, advisers, etc.

Content:
1: How have aims changed?
The changing aims of Religious Education since 1944. The aims of a religion and worldviews approach.

2: What is the Commission on RE Report?
Short video presenting the purpose and recommendations of the Commission on RE Report (2018). Including reasons for recommending a move to a religion and worldviews paradigm.

3: What is a religion and worldviews approach?
The idea that ‘everyone has a worldview’, the thinking behind a multidisciplinary approach.

4: Religion and worldviews: curriculum and pedagogy
A religion and worldviews approach is a shift in both curriculum and pedagogy.

5: A religion and worldviews approach in teachers’ curriculum and pedagogy
Blog by Dawn Cox- using data in the classroom to enhance understanding; blog by Katie Gooch- exploring diversity of Islamic interpretations at KS2.

6: Quiz- what discipline suits your best?
A multiple choice quiz to identify different academic disciplines that can be employed in a religion and worldviews curriculum

7: Quiz
Multiple choice questions to assess understanding

8: Reflection
User’s chance to reflect on the information and questions they have engaged with.

Questions:
What is a religion and worldviews approach?
What does it mean for the classroom?
What is the background thinking?
How have aims changed over the years?
What is the thinking behind a multidisciplinary approach?
What are practical examples?
What do pupils like about a religion and worldviews approach?
What do you feel positive about?
What do you feel negative about?

Overall aim:
A more detailed understanding of the arguments lying behind a religion and worldviews approach. Consideration of some key thinkers. Practical examples. To understand a religion and worldviews approach as a paradigm shift, not just the addition of new content.

Content
1: Starter: What is a religion and worldviews approach?
Short video to recap Introducing a religion and worldviews approach course.

2: How is a religion and worldviews approach different?
Critiques of the world religions approach by Trevor Cooling and the Commission on RE Report. Practical example: Islam as a Worldview. How understanding of the mosque is different using a religion and worldviews approach.

3: Worldviews in Religious Education
Summary of 2020 report by Trevor Cooling. Covering the idea of a paradigm shift, historical paradigm shifts in the subject, and the sort of understanding possible with a religion and worldviews approach.

4: Institutional, organised, individual and personal worldviews
Difference between institutional, organised, individual and personal worldviews as found in the 2024 Religious Education Council (REC)  handbook; ‘Developing a Religion and Worldviews Approach to Religious Education’

5: What is Hermeneutics
Definition of hermeneutics. Practical classroom examples: ’Who is Jesus?’ by Freathy et al (Secondary) and the story of Noah through different lenses, by Jen Jenkins (Primary).

6: A religion and worldviews approach in practice
The idea of a national entitlement to a Religion and Worldviews education. The idea of a paradigm shift- Religion and worldviews is not just a name change but a new approach.

7: Next steps
References used in this course, further reading and research. True or false quiz to test understanding.

Questions:
What are the benefits of a religion and worldviews approach?
What are limitations of a world religions approach?
How do substantive, disciplinary and personal knowledge interact?
How is a religion and worldviews approach different to a world religion approach?
What does this look like in practice?
What are hermeneutics and how can this be of benefit in the classroom?
How do institutional, organised, individual  and personal worldviews interact?
What are your reflections regarding the idea of change itself?
What are your reflections regarding the idea of a paradigm shift?

Overall aim:
A basic introduction to the purpose of the curriculum, the role of knowledge in the curriculum, progression and subject specialism in religion and worldviews.

Content:
1: What is a curriculum?
‘curriculum’ defined through analogies by Mary Myatt, Christine Counsell and Debra Kidd.

2: What is the purpose of a curriculum?
Brief exploration of 4 purposes: cultural capital, lib education, an educated workforce, a moral generation.

3: Subject specialism
Subject specialism in religion and worldviews: what is our subject about? Shown through examples:

4: The question of knowledge
Defining substantive, disciplinary and personal knowledge and thinking about their place on the curriculum

5: Personal knowledge
Focus on personal knowledge, considering ideas such as ‘everyone has a worldview’, and the position we view the world from. Thinking about the place of personal knowledge in the curriculum.

6: Coherence and progression
Defining these words, thinking about their importance as part of the curriculum. What this looks like in practice.

7: Ofsted and curriculum design
The educational thinking behind Ofsted’s intent, implementation and impact.

8: Reflection
Quick quiz and an opportunity to reflect on the information and questions encountered.

9: Assessment
Multiple choice questions

Questions:
What is curriculum?
What are the purposes of curriculum, and which do you prioritise?
What is subject specialism in religion and worldviews?
How is subject specialism in religion and worldviews found on the curriculum?
What is substantive and disciplinary knowledge and how do they interact?
What is substantive and disciplinary knowledge on the curriculum?
What is personal knowledge and how does it interact with learning content?
How is personal knowledge developed in the curriculum?
What guidance does Ofsted give about handling knowledge in the curriculum and curriculum design?
Why is progression a key aspect of curriculum design?
Why is coherence a key aspect of curriculum design?
How do you see yourself as a curriculum designer?
What are opportunities, threats, struggles and benefits of curriculum design?

Overall aim:
A more critical engagement with ideas around the purposes of curriculum and curriculum design in a religion and worldviews approach. Presenting practical examples and the work of current thinkers in the field of curriculum.

Content
1: Recap: what is curriculum?
Short video to recap the introduction to curriculum course.

2: What is the purpose behind a curriculum?
Consideration of brief accounts from Richard Kueh, Tim Oates, Gillian Georgiou and Kathryn Wright, Michael Oakeshott and Amanda Spielman on the purpose of a curriculum.

3: What is a multidisciplinary curriculum?
Oakeshott’s ideal of a ‘conversation between the generations’. What is a subject discipline, what disciplines do we employ in RE?
Practical example: REsearchers by Giles and Rob Freathy et al.

4: A disciplinary curriculum in a whole-school context
Potential problems with an overly rational approach to knowledge, using philosopher of education Jane Roland Martin.
Consider wider aims of the RE curriculum over time: SMSC, British Values, community cohesion.
Related to Ofsted.

5: Knowledge in a multidisciplinary religion and worldviews curriculum
Types of knowledge: personal, substantive and disciplinary. Being scholarly- what does it mean?
3 short extracts of scholarly sources of subject knowledge on Buddhism, Christianity and Judaism.
What does ‘collectively enough’ on the curriculum mean?

6: Assessment and curriculum design
Using Summer Turner, models of curriculum design and what these mean for assessment: ED Hirsch, Michael Young, Daniel Willingham, Dylan Williams.
Wat does this mean for a religion and worldviews approach to curriculum?

7: Next steps
References used in this course, further reading and research. True or false quiz to test understanding.

Questions:
What are different purposes of the curriculum in school?
How do we manage competing purposes of the curriculum?
What id disciplinary knowledge? Are the school subjects disciplines?
What disciplines do we employ in RE, why, and what does this look like in the curriculum?
What are dangers and benefits of a knowledge-based curriculum? How is this managed in a religion and worldviews approach?
What are classic models of curriculum design, and how does this influence models of assessment?
What does it mean to be scholarly?

Content:
1: What are we learning about in our subject?
‘Religion’ and ‘worldviews’: what sort of information is this? What does Ofsted say about our subject knowledge? The idea that ‘worldviews starts with people’, developed from a research project. Practical examples of the sorts of information pupils explore in religion and worldviews.

2: Sources and types of subject knowledge
Exploring the differences of types of information teachers’ use: textbooks, lived experience, scholarly information and practical resources for teachers. Examples of these different types.

3: Subject knowledge on RE:ONLINE
Short video presenting the website RE:ONLINE and how it can support teachers’ subject knowledge. Examples of the 4 types of subject knowledge (above) found on RE:ONLINE

4: Over to you
Users are invited to create their own ‘knowledge organiser’ using information about Judaism given. Users think practically about how we use different types of information in our curriculum planning.

5: Sourcing information online
Online information that fits into our 4 types of subject knowledge. A note about bias and inaccuracy in online sources. Tips about using online subject knowledge. An example of when a BBC article enhances subject knowledge.

6: Final reflection
Quiz, course summary and reflection questions.

Questions:
What are we learning about in our subject?
What is Religion and Worldviews in terms of subject knowledge?
What should Pupils Learn about in Religion and Worldviews
What Does this Look Like in Practice?
How well does my cover the subject matter of Religion and Worldviews?
Where do I source subject knowledge for Religion and Worldviews?
What are examples of different sources of subject knowledge
What are beneficial sources?
What are ‘scholarly’ sources and how will they benefit my planning?
What sort of knowledge do I gain from textbooks?
What do I need to be aware of when searching for knowledge online?
What is a danger of basing subject knowledge on online opinion pieces?
What is a benefit of lived experience as a source of information

Overall Aim

To build on an understanding of different sources of subject knowledge. To consider the benefits of using scholarly sources of subject knowledge in order to avoid stereotypes. Develop an understanding of subject knowledge which can be framed with different disciplinary questions.

1: What subject knowledge do we need in religion and worldviews?
Recap ways of understanding ’religion’ and ‘worldviews’, consider through the example of the mosque, and three other examples. Compare to what Ofsted says about subject knowledge in the Research Review (2021).

2: Sourcing subject knowledge
Considering how teachers can select and frame knowledge for the classroom, with a focus on scholarly sources of subject knowledge. Example of the richer thinking possible when engaging with scholarly sources.

3: Substantive and disciplinary knowledge
How can substantive knowledge be framed with disciplinary questions to offer a deeper engagement with knowledge for pupils? Exemplar disciplinary questions. Example of the different disciplinary questions that can be asked about a scholarly source on Sikhi.

4: Handling knowledge in religion and worldviews
True/ False to check understanding so far. Considering the importance of ‘being scholarly. Exploring the benefits of scholarly information underpinning planning through an extract of an essay on Buddhism by a scholar. Considering the different disciplinary questions that could frame this information. Suggesiton for users to create a knowledge organiser using the information.

Questions:
What are the benefits of using scholarly sources as part of your planning?
What are the barriers or difficulties in using scholarly sources?
What does scholarly information look like in the classroom?
What sources of subject knowledge can teachers draw on?
What is substantive and disciplinary information?
How can substantive information be framed by disciplinary questions?
Can accessing scholarly sources help you plan a progression curriculum?
Can scholarly substantive knowledge, framed by disciplinary questions, help to move away from generalisations and stereotyping?
What is the value of exploring different interpretations of a text or piece of information?
Is our subject knowledge is changing, and are the sources of our subject knowledge changing?

Overall Aim
A general introduction to educational research and its purpose for both the classroom and wider understanding. A preparation for those interested in the first module of the CTeach award (chartered teacher).

1: Introduction
Considering the ways a classroom teacher is already carrying out informal research.

2: What is research?
Short video to define ‘research;. Briefly consider the ways a ‘systematic investigation’ could be of benefit to classroom teachers.

3: An example of research: case study
Find out about a Head of RE in Greater Manchester who is researching how well her Agreed Syllabus supports students; moral development.

4- 6: Mini research project
Users work through a set of 4 responses to a question about RE, psychology and community relations. After gaining a sense of the background to the question, users reflect on what each different source says in relation to the question/ There are many opportunities to give one’s own view. This is presented as preparation for the first module of the CTeach award if users are planning to take this.

7: What is the Chartered Teacher Status (CTeach)?
A brief explanation of the award, what it entails and how teachers can sign up.

8: Multiple choice questions
To consolidate learning in this course.

Questions
What is research?
What are some different ways research is important for the classroom?
What informal research are classroom teachers already engaged in?
What is an example of research for the classroom?
What sort of data is gathered?
How is data gathered?
What does it mean to systematically investigate something?
What are the benefits of research for the classroom?
Who does research?
Can teachers do research?

Overall Aim
To explore in more detail questions around the benefits of research for classroom practitioners; to understand what is meant by ‘evidence-informed practice’ and to be ‘critically engaged’ in research as a practitioner.

Content
1: Recap: what is research?
Short video to recap the introduction to research course. Reminder of classroom research we explored in the Introduction course. Reminder of key terms: evidence- informed practice sand educational research. Consideration of the different types of information used in research: qualitative, quantitative and literature as research.

2: Example research report: ‘What is worldviews?’
Finding out about a research report where researchers read a wide range of literature around ‘worldviews’ and offer a definition. Exploration of method, findings and how they are useful for teachers.

3: Engaging with research
Guided journey through the various forms of research summarised for teachers on RE:ONLINE.

4: Engaging with research in the classroom: the ‘Innovative RE’ Project
Introduction to this project, what the researchers were looking for, and how they worked with schools and teachers.

5: Case study 1: primary
More detailed exploration of the process and findings of Innovative RE in Bickleigh Down School, Plymouth.

6: Case study 2: secondary
More detailed exploration of the process and findings of Innovative RE in Jack Hunt School, Peterborough.

7: What is ‘critical engagement’ with research?
Making sense of this term through examples and activities. Optional extension to practice critical engagement.

8: Reflection and plenary
Opportunity to reflect on the insights gained, knowledge check.

Questions
What is research? What is educational research?
What are the different types of evidence used for research?
How can research inform my classroom practice
What does it mean to be ‘critically-engaged’ in research?
What is Evidence- Informed Practice?
What types of information do we mean when we talk about research?
What is the difference between qualitative and quantitative information?
What does research based on classroom practice look like?
What does it feel like to critically engage with research?
What ae the benefits of critical engagement?

Introducing a religion and worldviews approach

The first course in this three-course series is the ‘Introducing a religion and worldview approach’ course (see above). There is some introductory text to set this course in the context of a Primary Beginning Teacher. The shift to a religion and worldviews approach is the most significant background information for anyone to understand at the moment, whether Primary or Secondary, Beginning or experienced teacher, including school leaders, governor and SACREs.

Optional Task

This is suggested for tutors, mentors or ITE providers using this course with Primary Beginning Teachers.
Task: create a leaflet or Powerpoint presentation to explain the shift to a religion and worldviews approach. Choose from an audience of fellow teachers, pupil or parents.

Teaching and learning for Primary Beginning Teachers
After encountering the thinking behind Religion and Worldviews, this course takes a more practical focus to consider what this looks like in the classroom.

1: What are ingredients of good teaching and learning?
We distil Teacher’s Standards to consider the various elements of teaching and learning

2: RE in different school types
Short video to introduce the different school types and what sort of RE curriculum they will have as a result

3: Right to withdrawal
Short video introducing this key aspect of RE; parents have a right to withdraw their child for religious reasons.

4: Enquiry Cycle
Find out about a simple yet effective basic planning tool, that can be applied at all ages and with all sorts of subject content

5: Practical Examples
Examples in the RE world for teachers to experiment with, following a Religion and Worldviews approach

6: The Interpersonal dimension
A consideration of how teachers can support children’s emotional and social development, applied to RE.

7: Check your understanding
Quiz, mix and match to text understanding, opportunity to reflect on what has been learnt.

Optional Task
Observe a lesson and watch out for elements you have covered in this course.

Developing subject knowledge
A consideration of the sort of subject knowledge that will develop over time for religion and worldviews teachers, and what ‘subject specialism’ means.

1: What knowledge will pupils encounter?
The RE world is talking about every child having a ‘national entitlement’ to an education in Religion in Worldviews. We explore what this means and how it fits with Ofsted requirements for what children learn in the subject.

2: Types of knowledge
Following Ofsted’s Research Review for Religious Education (2021), we make sense of three types of knowledge; substantive, disciplinary and personal knowledge, and what this means in the classroom.

3: Subject specialism in Ofsted
Applying general Ofsted principles about curriculum design to religion and worldviews subject matter.

4: Enquiry cycle
Returning to the enquiry cycle (course 2), showing how the enquiry cycle can encompass the types of subject knowledge explored in this course, course 3.

5: Sources of subject knowledge for subect specialism
Presenting reliable sources of subject knowledge for the future: websites, other sources, and what to look out for.

6: Quiz and reflection
Consolidating knowledge for this course

7: Sources of CPD
Ongoing sources of support, guidance and inspiration for new teachers, for your whole career.

This very brief introduction to the National Content Standard for RE in England aims in just 30 minutes to summarise the key elements of this important non-statutory guidance document launched in Autumn 2023 by the Religious Education Council of England and Wales. We will find out what it is, who it is for and how it might be used.