Schools for people with severe autism can be frustrating places for teachers who specialise in autistic spectrum conditions (ASC). We recognise the gargantuan struggle that our learners have with mental health, worry for them and their families, both in the present and for their futures, but struggle to respond. Anyone can experience difficulty with their mental health but people with ASC are disproportionately affected by poor mental health; the results in special schools are profound and pervasive, significantly contributing to the challenges faced by learners in medical health, family life, behaviour, engagement, community involvement and attainment. This Farmington Scholarship has facilitated the research and writing of a blog, aimed at […]
We are a group of Specialist Leaders in the Diocese of Shrewsbury whose aim is to support colleagues across twenty Roman Catholic High schools. With the introduction of the new GCSE course we felt that it was vital to assist our colleagues in teaching this challenging new specification. How can we continue to engage students? How can we ensure that students continue to enjoy RE GCS and are successful? This presentation will include the background to completing a Farmington scholarship, the rationale of our idea and a summary of the resources that we have produced. Linked to TT384.
The origin of this project was in response to the Government’s request that all schools teach children about British Values. This is not a judgement on whether it is right or wrong to teach British Values but rather one idea of how our school attempted to engage the children with RE and values. Initially, I started to investigate how our school currently promotes British Values and then I began to explore how we could promote British Values through the curriculum with a focus on RE. Starting with a review of the Hampshire Model of teaching RE, my research led me […]
The notion of progress in RE is a difficult one. There is no question that every teacher wishes to see their pupils make progress but what does this look like? Is progress about knowing more ‘stuff’ or developing skills. If the latter, then what skills should we prioritise? I suggest there is no hierarchy of skills but a collection of interlocking aptitudes that allow pupils to get the most out of their learning in RE and to engage with complex ideas. By considering issues arising from curriculum and assessment reform, the basic purpose of RE and pupil engagement and self-assessment […]
Throughout this study I wanted to break down some of the obstacles to learning in a school for Severe Learning Difficulties (SLD). I have created a scheme of work for Religious Education with a focus on specific biblical stories and suggestive activities. I concentrated on the primary department in my school and devised a scheme for the junior school (FS/KS1) and middle school (KS2) for one year. The overall topic was based on ‘God’s love for….’ and this supported our school motto and ethos.
Facing the challenges of the new Religious Studies GCSE, a small group of Specialists Leaders in Religious Education in the Diocese of Shrewsbury decided to work together to produce resources to support our own colleagues and Religious Education departments in other schools in the diocese. We did research on the topics that teachers felt less confident about teaching and then divided them between ourselves. Three SLREs focused on topics within Catholic Christianity and I prepared a revision booklet on Judaism.
This research project has been focused on the use of talk in the primary classroom in the context of RE. I initially spent some time researching some elements of the relational schools approach and its impact for pupils. I have been looking to develop quality classroom talk and a deeper understanding of RE though providing a series of different talk opportunities and promoting a greater talking culture in RE lessons. To develop these ideas further, I have been focusing on the impact of using dialogic teaching strategies and the impact of changing teacher-pupil dynamics in an enquiry based action research […]
Through research and conversations I have explored: What is spirituality? How can spirituality be defined and why is it important? As a result of my research I have created a ‘Spirituality Wheel’ which has given us the framework we needed to move forward in not only giving pupils opportunities for spiritual growth, but helping our school community to engage in understanding their own spiritual growth, what it means to them and our school vision for spirituality. My report explores how the wheel has impacted on these conversations and how we have started to use it to support spiritual growth in […]
A practical guide to Key Stage 3 assessment and curriculum after the removal of government set ‘levels’. This includes the reasons for the removal of ‘levels’, responses from the RE community and a ‘Bake Off’ themed three step guide to managing this change in your department. I then give an example of how we have managed this at Redland Green School, Bristol, including exemplar assessments, student voice and our Key Stage 3 plan. This guide will ensure you can strengthen your Key Stage 3 curriculum and provide a good foundation for the new (2017/18) GCSE and A-Level.
As a primary RE teacher I have been fortunate to teach in what can be called an ‘RE teacher’s paradise.’ My school is a multifaith school situated in a vibrant part of west London that has a large multi ethnic community. Places of worship from over five faiths are within walking distance of the school. Each faith group interacts to provide a strong network of support and community spirit. It was this association and the children’s love and enthusiasm of asking questions that have led me to base my Farmington project on setting up a faith forum for children. […]