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This time last year I wrote a blog to launch our ‘inspired by’ series. As we start a new academic year, I’m going to write a more personal blog about who has inspired me this last year, and then share some ways in which I hope CSTG might inspire you over the coming year.

Firstly, I’ve been inspired by my family. My two teenage sons have shown remarkable resilience through extraordinary times. My eldest had changes to exams and assessments and a planned gap year working with a charity cancelled. Yet he continued to remain positive taking up new skills and hobbies, and rethinking plans. I know many have struggled and the impact on mental health of young people has been devastating, but many have also been hugely resilient and taken up new challenges. On many occasions, their ability to adapt, or change plans at the last minute has been incredible.

Secondly, I’ve been inspired by my friends. In our village we set up a group to support women and keep connected during the lockdown. We held fortnightly Zoom social events including wine and cheese tasting, quizzes, craft evenings and even chocolate sampling! All creatively managed by delivering bags of items to each person. My husband organised something similar for men focused on beer tasting. This provided a great sense of belonging.

Thirdly, I’ve been inspired by colleagues. The ability to adapt, to seize opportunities, or reimagine existing programmes has been amazing. The increased sense of teamwork despite not seeing each other face to face and joined up thinking across different organisations has been so valuable. Colleagues have also been actively publishing research and articles for us to read over the last year, and this has opened a feast of new ideas.

As we move into the new academic year, I hope that CSTG can help you to be resilient, have a sense of belonging and provide you with opportunities. That you will be inspired.

I hope we can help the Religion and Worldviews community to be resilient by nurturing leaders, promoting positive relationships between organisations, and supporting campaigns to advocate for our great subject.

I hope we can increase the sense of belonging to a vibrant and energetic Religion and Worldviews community through our blogs, events programme, resource provision, communities of practice, focus groups and research.

And lastly, I hope we can provide innovative opportunities through our programmes and grant making. I hope we can inspire you to consider your own learning or take up the challenge of a new project.

How will you be inspired over the next year?

This week I’ve been lucky enough to take part in two great online events. The first was the AULRE conference, the second was our own Culham St Gabriel’s Grants Showcase.

The AULRE conference clearly demonstrated the depth and range of research taking place across the religion and worldviews community with themes including applying research to agreed syllabus development, worldview literacy, teacher agency and inclusive classrooms.

I was struck by the different ways in which many presenters wrestled with what we understand by knowledge in our subject. Professor Lynn Revell referenced the work of Bell Hooks (Teaching to Transgress, 1994) and the notion of collectively listening. Dr Brian Gates also presented about listening to others. For me, this principle of listening together, learning from one another, actively listening for the wisdom in another’s understanding of knowledge adds richness and is one of the huge benefits of working within the religion and worldviews community. It also struck me that the ethos and atmosphere created by AULRE provides a truly hospitable space for early career researchers, as well as more experienced colleagues to contribute to the conversation, and be listened to!

Our Grants Showcase event had me captivated and intently listening for two hours. We had invited some of our grant award holders to share their work, and it was an inspiring evening. Without the creativity and innovation of grantees, our Trust would not be able to make an impact. High quality professional films about the diversity of career options for Theology and Religious Studies graduates were shown. Innovative approaches to the teaching of religion and worldviews were demonstrated, including alternative ways to approach curriculum design, visual resources and use of the creative arts. Two projects demonstrated in depth analysis of how teachers engage in and with research. There was also an opportunity for some new award holders to share their plans. These included projects to promote positive attitudes towards the study of religion and worldviews especially with parents, educationalists, policy makers and the media.

Both events this week showed me that our religion and worldviews community is thriving with innovation and creativity. We are a community of deep thinkers; but also, one of enterprising and pragmatic individuals and organisations; We are a community where insight and imagination abounds; yet, also one where application to the classroom lies at the heart and a passion for promoting the importance of our subject underpins all we do.

If you are interested in applying for a small or large scale project grant more details are available here: https://www.cstg.org.uk/grants/projects/

Details of all our current grant projects can be found here: https://www.cstg.org.uk/grants/projects/grants-awarded/

 

The recent Ofsted Research Review has sparked much debate and discussion particularly on social media. The review sets out what it understands by a quality education in RE. In terms of the curriculum this is defined in terms of three types of knowledge:

• Substantive
• Ways of knowing
• Personal

One of the questions which struck me as I read the review, was how we theorise the relationship between these three types of knowledge. This is illuded to in the report (see Interplay of knowledge in the RE curriculum), but I felt I needed to think about it creatively. I like to think in pictures. So, what I offer here is an analogy. It is not perfect, but I hope it will help us to understand a little more about the interdependence of different types of knowledge.

Let us weave a knowledge tapestry….

The curriculum– this is like a developing tapestry. In theory it may have an ‘end point’ (i.e., end of formal education) but in my opinion it continues through our lifetime as we develop the three different types of knowledge.  Therefore, it might be described as an unfinished tapestry. This emphasises the flexible nature of curricula. Yet this fluidity still enables the tapestry or knowledge to build over time into a beautiful masterpiece….

Substantive Knowledge – this is the warp. These are the threads on the loom over and under which other threads are passed to make the tapestry. Without this there would be no tapestry! The warp is laid out at the beginning with a clear sense of what you are going to produce. There is some intent here. Choices must be made about how many threads, how wide the tapestry will be and so on. This is like the choices that must be made in relation to the substantive content. Ofsted talks about illustrative content that leads to an end goal.

Ways of Knowing or Disciplinary Knowledge – these are threads of the weft. They are woven in and out of the substantive content. This is important. Unless they are woven into the content, they will not contribute to the overall tapestry.  This means that as pupils’ journey through the substantive content they learn about and use a range of tools and methods such as interpretation, observation, analysing data and so on.

Personal Knowledge– these are also threads of the weft. They are also woven in and out of the substantive content. Our own positionality, our own worldview is woven into what it is we learn about. This means being self-aware, recognising and reflecting on how we relate to the ‘warp’ or content. This is a process of reflexivity.

So, now is the time to think about the tapestry you are creating, what choices will you make to build towards and create a masterpiece….

 

References:

https://www.gov.uk/government/publications/research-review-series-religious-education

Culham St Gabriel’s welcomes the publication of Ofsted’s RE Research Review today. This review clearly articulates the importance of understanding what we mean by substantive knowledge, ways of knowing or becoming scholarly in RE, and personal knowledge. We support the call for the effective sequencing of knowledge enabling pupils to build towards subject-specific end goals. The review reminds leaders that RE is to be taught in all schools and in all key stages, and that an ambitious curriculum is to be delivered. We believe that this review supports our own vision for a broad-based, critical and reflective education in Religion and Worldviews contributing to a well-informed, respectful and open society.

https://www.gov.uk/government/news/ofsted-publishes-research-review-on-religious-education

Voices of children and young people.

This was the question that many teachers posed to their pupils last term for our inaugural Blog Competition. We had an amazing number of entries and it is clear that everyone has a view on Religion and Worldviews (or Religious Education). At the end of this blog you can see the names of all the winners, but here I want to draw out some of the key themes and creative ways in which pupils want to advocate for our incredible subject.

An education in Religion and Worldviews enables us to understand diversity in our world.

The diversity of our complex world was a recurrent theme. Bloggers spoke of everyone being different, having different worldviews and the importance of appreciating this. Many felt that studying Religion and Worldviews brought a genuine, real and authentic understanding of the lived experience of being a religious or non-religious believer. For many blog writers, Religion and Worldviews is about the nature of humanity; understanding who and what we are as human beings with all the complexity and divergence that this brings.

An education in Religion and Worldviews increases our knowledge, providing global and historical perspectives.

The importance of knowing about and understanding religious and non-religious worldviews came through very strongly in many of the blogs. Young people spoke about the importance of understanding historical contexts to comprehend the way things are today. They highlighted the interweaving of history with religion. Many felt that knowledge acquisition led to respect and to challenging some of the media stereotypes of some worldviews.

An education in Religion and Worldviews supports development of positive values.

Bloggers talked about the many values they felt an education in Religion and Worldviews promoted. These included peace, respect and empathy. A number talked about the way in which this was modelled in their schools by safe spaces being created to talk about controversial issues.

An education in Religion and Worldviews helps you with your future career.

From the youngest to the oldest, bloggers highlighted the value of Religion and Worldviews in terms of future career paths; professions highlighted included law, international development work, counselling, mental health services, diplomatic roles and journalism. Many more spoke about the importance of the subject for simple daily interactions with people they meet.

An education in Religion and Worldviews offers something more…..

For many of our bloggers though the subject offers something more…. It sparks the imagination and curiosity, it empowers and opens doors of communication, it unlocks a tapestry of ideas and enables young people to develop their own patchwork of views. It gives each one of them confidence to talk about religious and non-religious worldviews in the public sphere.

For our bloggers, an education in Religion and Worldviews is considered vital so they are prepared for the real, complex society in which we all live. They want to be able to navigate this world and begin to make sense of it. They want to have knowledge, understanding and skills, but also values and attitudes which will enable them to be confident, free- thinking participants in this ever-changing global landscape.

CONGRATULATIONS TO ALL OUR WINNERS!!

Key Stage 1

Winners

Areilla, Newbold and Tredington Primary School

Abhijot, Clifton Primary School

Harnoor, Clifton Primary School

Highly Commended

Namanpreet, Clifton Primary School

Ishana, St Andrews (Barnsbury) Church of England Primary School

Key Stage 2

Winners

Soha, Old Trafford Community Academy

Catherine, Lythe Church of England Primary School

Nancy, Newbold and Tredington Primary School

Emily, St Andrews (Barnsbury) Church of England Primary School

Highly Commended:

Sohani, Clifton Primary School

Farzad and Idris, Old Trafford Community Academy

Avineet, Clifton Primary School

Hunter, Pickhurst Junior Academy

Key Stage 3

Winners

Matthew, Thomas Gainsborough School

Abby, Saint Francis Xavier School

Arwen, St James’  Senior Girls School

Maxwell, The Bishops’ Blue Coat Church of England School

Cara, King’s Rochester Preparatory School

Highly Commended

Skye, Prenton High School for Girls

Maisie, The Morley Academy

Brooke, Prenton High School for Girls

Niamh, The Bishops’ Blue Coat Church of England High School

Vanessa, Goldington Academy

Ella, Lincoln Christ’s Hospital School

Olivia, St Mary’s Catholic School

Key Stage 4

Winners

Scarlett, Fulston Manor School

Caitlin, Goldington Academy

Lucy, Cox Green School

Maisy, Hagley Catholic High School

Highly Commended

Meadow, Saltash Community School

Jordan, Saint Francis Xavier School

Lily, Albany Academy

Pennie, St Hild’s Church of England School

Zama, Bradford Academy

Key Stage 5

Winners

Ashton, Old Hulme Grammar School

Ella, Highworth Grammar School

Jessica, Highworth Grammar School

Anna, Hagley Catholic High School

Megha, Langley Grammar School

Highly Commended

Reva, Langley Grammar School

Philippa, Old Hulme Grammar School

 

Kathryn Wright, on behalf of the Judging Team 2021

Culham St Gabriel’s are inviting expressions of interest for two new self-employed consultant roles from September 2021, for one year in the first instance.

• Lead Consultant: Advocacy – Communities.
• Lead Consultant: Advocacy – Education Networks.

Details of the roles are available to download below.

To express an interest in one or both of these roles please email your CV, and short covering letter (maximum 800 words) to Kathryn Wright,  ceo@cstg.org.uk by noon on the 14^th May 2021. Kathryn also welcomes informal conversations about these roles prior to an expression of interest being submitted.

I’m beginning this blog with another great quote from Kung Fu Panda! As a family we have watched all three movies during the last lockdown!

‘If you only do what you can do, you will never be more than you are now’ Master Shifu

As I write this our pilot leadership programme is coming to an end. The excitement is building as we receive applications for our second cohort which will begin in September. One of the characteristics of those who took part in our pilot programme was the sense that for many they were gently (some may say it was a bit stronger than gently!) being challenged to ‘be more than they are now’; to push beyond their comfort zones. Sometimes it is gentle encouragement that helps us take the next step, and then we realise how much more we can do and become. The other realisation for many, was that they didn’t have to be a particular kind of leader, again the words of Master Shifu spring to mind:

‘I’m not trying to turn you into me, I’m trying to turn you into you’ Master Shifu

Our leadership programme has enabled some to pursue their curriculum design dreams whilst others have undertaken action research projects; others have written blogs and articles for the first time; some have got new roles and positions nationally; some have begun postgraduate courses and others have spoken at regional or national events; but all have found their own voice as a leader.

Being a leader means many things, and we all lead differently. I think leaders create opportunities for others around them to change and grow. I think leaders live by their values, understanding that sometimes we get things wrong. I think leaders know when to wait, when to act ‘now’ and when to say, ‘I don’t know’.  I think leaders are visionaries who also ask questions such as ‘is this working?’ or ‘can we find a solution together?’.

The leaders who took part in our programme show these qualities and it has been absolute pleasure working with them over the last 12 months.

Our Stage 1 Leadership Programme Graduates are:

Emma Fletcher

Laura Harris

Nicola McGee

Debbie Yeomans

Our Stage 2 Leadership Programme Graduates are:

Wayne Buisst

Catriona Card

Martin Cobbald

Katie Freeman

Katie Gooch

Liz Pope

Adam Robertson

Saima Saleh

Lucy Still

Huge thanks to Claire Clinton our Lead Consultant for this programme; for her passion and dedication, as well as to the amazing team of mentors she supports. I am really looking forward to working with our new cohort in 2021-22.

https://www.reonline.org.uk/leading-re/leadership/leadership-programme/

 

Seasons are ever-changing. Within the space of just over two weeks we experienced temperatures of -9°C and +17°C in my village. With the recent government announcements too, it can seem that just as you begin to navigate a course, things change again. We seem to be constantly presented with unforeseen obstacles and challenges. However, at Culham St Gabriel’s we have tried to see these complexities as opportunities too.

Firstly, our In Conversation events have become very popular. We have been a bit surprised if we are honest!! We seized an opportunity to build on the RExChange 2020 conference, and to nurture the researcher – teacher relationship. We are now planning for these to take place into the summer, and probably autumn terms.

This year we took the opportunity to reimagine our Masters Scholarship programme, and it has gone from strength to strength. We have a vibrant online community of practice and have developed a parallel PhD community. We will be showcasing the research from these two groups on our new research area of RE:ONLINE next month, as well as at an event in July. We will share more details on this soon.

Earlier this term, we saw an opening to promote religion and worldviews, as well as to support teachers with remote learning, through our first ever pupil blog competition. This tiny seed of an idea was planted during our strategic review and we hope it will bear much fruit as entries are submitted in the next few weeks. There is still time! We can’t wait to read blogs from pupils about why studying religion and worldviews matters to them.

Our pilot leadership programme comes to an end next month. The challenges of lockdown have not deterred our dedicated group. We have continually adapted the programme to meet the ever-changing context. Applications are open for our new cohort who will begin a reshaped programme in September, so do consider whether this is something for you.

Finally, we have developed a programme of support and interaction for our current project grantees. We have shared ideas on dissemination, measuring success and will be thinking about media engagement together. We would never have thought about doing this if it hadn’t been for lockdown.

So reflecting on all this, to make the most of the current season and seize the opportunities open to us, it seems to me that flexibility and being willing to adapt, innovate, amend and change are vital.

 

In Conversation Event Booking https://www.cstg.org.uk/activities/events/in-conversation/

In Conversation Recordings https://www.reonline.org.uk/research/in-conversation/

Masters Scholarship Programme https://www.cstg.org.uk/grants/individual/masters-scholarship/

Personal Professional Development Grants (for PhD)

https://www.cstg.org.uk/grants/individual/personal-grant/

Pupil Blog Competition https://www.reonline.org.uk/news/pupil-blog-competition/

Leadership Programme https://www.reonline.org.uk/leading-re/leadership/leadership-programme/

At Culham St Gabriel’s we are really interested in why an education in Religion and Worldviews matters. This is why we have recently launched a new pupil blog competition with this theme.

I’m biased of course! Working for a charity which is all about advocating for a high-quality education in Religion and Worldviews clearly means I think it matters! However, young people can give us unexpected answers to this question and that’s why our competition is so exciting. Here are two examples…

We will begin with Nutan. During the late 1990s I was involved with a research project about the implementation of agreed syllabuses. As part of this project my pupils were interviewed about the difference that RE made to them and why they thought it was important. Nutan announced that it was the skills she had learnt in RE that had enabled her to write better evaluative and analytical essays for English. She also felt the knowledge she gained helped her to understand some of the religious references in GCSE English set texts. She could see the transferable nature of her studies and the benefits of the subject in terms of broadening her understanding and cultural development. As a young teacher I confess I was a bit surprised!

Secondly, here is an example from closer to home:

This blog is from my youngest son Ben. He  wrote it for my personal blog site in 2016. He is now 15 and I have asked his permission to use it here! I was intrigued by Ben’s response at the time because he used the term wise, and also because he connected studying religions with learning about human rights. I asked him today if he wished to update his thinking… he said that the most important reason for studying Religion and Worldviews is to understand others. He stressed the importance of learning about the diversity of different religious and non-religious worldviews. He also felt that it would help him get on well with others and enable him to identify prejudice or bias in society.

So why does an education in Religion and Worldviews matter? Why not ask some children or young people you know and see what they think?!

Details of our blog competition can be found here:

https://www.reonline.org.uk/news/pupil-blog-competition/

In my last blog I wrote about looking back and looking ahead… today I want to talk about the present! During the Christmas holidays we watched as a family the first Kung Fu Panda film, it is one of my boys’ favourite films even though they are now older teenagers. There is a line in the film when Master Oogway says,

‘Yesterday is history, tomorrow is a mystery, and today is a gift… that’s why they call it present’.

At the moment with shifting sands beneath us, changing rules and criteria, living in the present is all we can do. Tomorrow is very much a mystery I think at the moment. It can be hard though to see today as a gift. For many Christians around the world gifts are at the forefront front of their minds this week too as they celebrate Epiphany. Whilst the festival has a complex history[1], the root of the word epiphany is in the Greek ‘to reveal’ or ‘manifest’. So perhaps a way to think about each day at the moment is to consider what it might reveal or show us? What does each day give or offer to us?

For example, what can a new piece of reading reveal to us about a shifting paradigm from RE to Religion and Worldviews?

What can a new blog or article reveal about a new classroom or home learning strategy to use?

What can we learn from someone else through online learning, CPD or conversation?

And on the flip side, what can we gift to others? Can we share our experiences to encourage others at the moment? Can we offer support through social media networks? Can we share a helpful resource?

At Culham St Gabriel’s we are trying to see each day as a gift at the moment. We are thinking about what we can learn from our ever-changing context as well as continuing to give our time and resources to support all those working in education and beyond. Do get in touch to chat through how we can support you at this really challenging time.

www.cstg.org.uk

www.reonline.org.uk

www.teachre.co.uk

[1] https://www.reonline.org.uk/festival_event/epiphany/ Read more about the history of Epiphany here.