TT453: Can RE Survive or Thrive within a Project-based Learning Curriculum?

My Farmington project looks to analyse the recent curriculum change in my school, collapsing the curriculum time of history, geography, IT, PDE and RE into a project based learning curriculum called ‘My World’.  In this Farmington project I attempt to assess whether RE can survive or thrive as a subject, or whether project based learning characterises another example of RE as curriculum being utilised as a means to an end for others’ goals.  Within this assessment I create my own project based learning curriculum in an attempt to align the goals of RE and My World.

TT452: Towards LGBT+ Inclusive Education

This report investigates the ways in which the teaching of RE may both empower teachers and students to challenge prejudice and discrimination and may also undermine these activities, and provides guidance as to how the teaching of RE can be most effective in enabling teachers and students to challenge discrimination.  This includes understanding that LGBT+ students are a vulnerable group at risk of underachieving, and that careful application of the principles of Critical Realism and the contributions of queer theory can provide a safe and challenging environment for effective learning dialogues.

TT451: HeartSmart@Home

We are keen to help children know what it means to be emotionally healthy, and to have practical tools to promote positive mental health. We also want to help parents know how to do this with their children. Many schools are finding great success in using the HeartSmart programme. HeartSmart uses the High Five principles to embed healthy thinking in a very engaging way. The Farmington project has helped to develop HeartSmart@Home; this builds on the HeartSmart programme by bringing the High Five principles into the home, enabling families to learn positive strategies and language for emotionally healthy thinking.

TT447: Creating a Formation ‘Skin on Skin’ experience programme

Catholic schools today are for many families the new Church.  The Catholic education they receive may be the only time they hear or experience the Good News and think differently to society.  The traditional model of the past where home, Church and school developed a child’s spirituality and faith journey is not as strong in some areas of Britain so it is more important than ever that adults working in Catholic schools have time, space and invest in high quality formation.  The National School of Formation was created to provide opportunities for Catholic leaders to ‘kindle the fire’, to promote a renewed […]

ME042 – Leadership, Measurement and the Moral Purpose of Education

Currently deputy head at Reading School and a Methodist minister, I have also worked as a Prison Chaplain, Youth Worker, with young offenders and young people not in education, employment or training.  In this report I look at the influence of leadership on student outcomes, and explore the notion of what effective education really is.

TT450 – Lesson Plans and Resources for Old Testament Scheme of Work for Year 6 to Year 9

I was asked to write a scheme of wok to replace one that had become out-dated by the passage of time and the changed intake of my Bristol secondary school.  I have produced a set of lesson plans and resources that have already been run with year eight classes, and should be adaptable to many other schools from year six to year nine.  The resources take account of the enormous variety of ability and motivation within my current school.   Additional information:  All the resources are available as Word, Publisher and PDF files and there is a data DVD version […]

TT449 – How Can We Use Stories to Deepen Children’s Understanding in RE?

As subject leader for RE in my primary school, I noticed that neither the children nor the teachers were particularly enjoying the subject, which was being taught by following the local syllabus for the Wirral.  We needed to improve the profile of the subject as well as the learning for the children.  I knew from my Literacy lessons how well children respond to stories and could develop skills in English by approaching texts in different ways.  I wanted to see how I could use stories effectively to improve RE lessons with my own class and then across the school.  In this […]

TT448 – Study of ITT RE Ambassador Scheme in Primary Schools

The ITT RE Ambassador Scheme, implemented by Learn Teach Lead RE North West, has been an exciting and motivating initiative and has given many students an added dimension to their experience in learning about and teaching RE. This study explores how the historical marginalisation of RE in the curriculum led LTLRE to create this necessary vehicle for leading the way in adequately enthusing and training students in many aspects of religious education and its place in our primary schools. The experiences of our ITT RE Ambassador show how she was able to learn how to effectively teach and plan lessons, […]

TT447: Podcasts, Effective, or Just White Noise?

Podcasting is a booming industry, this has been catalysed in 2020 by the society wide ‘lockdown’ created by the Covid-19 outbreak. Since their inception, the education sector has dipped its toe into the waters of podcasting over the last two decades with varying success. This report includes a study of podcast efficacy within an A-Level Religious Studies context; analysis and comparison of other podcast studies; how podcasts could be used most effectively in the education sector; and closes with how podcasts could be used as a tool to improve the delivery of Religious Education across the United Kingdom.

PS099: How Does Philosophy for Children (P4C) in Religious Education Create Effective Dialogue?

Philosophy for Children (P4C) was founded by Professor Matthew Lipman and has developed over 35 years and is practised in approximately 60 countries.  It has been influenced by educationalists and philosophers such as Vygotsky, Piaget Dewey as well as the tradition of Socratic dialogue.  Through a stimulus such as a story, video clip or image, the children are encouraged to develop philosophical questions, learn to listen to each other to explore differences of opinion respectfully and to value the ideas of others.  I have shared my experience of teaching P4C within RE lessons and produced resources to support the teaching […]