I’ve been thinking about writing a blog for a while. I suppose everyone says that don’t they. “Yeah, I’ve thought about it, but I’m way too busy to do anything about it.” Well that was me. It was the same with using Twitter to look at what was happening in the way of RE teaching […] … More In the beginning…. — RE and Running – what’s not to like?

by Mark Chater This is the fourth of a series of four blogs developed from a keynote given to the Humanists UK RE conference, 28 November 2020 The story so far Blogs 1, 2 and 3 argued that RE’s structures shape knowledge and control influence in ways that are not in the best interest of […] … More Behind the classroom wall: the power structures that hold reform back (4) — Reforming RE

by Mark Chater This is the third of a series of four blogs developed from a keynote given to the Humanists UK RE conference, 28 November 2020 To recap Welcome to the third Blog in this ‘Behind the classroom wall’ series. The argument so far: RE in classrooms is influenced by the power structures of […] … More Behind the classroom wall: the power structures that hold reform back (3) — Reforming RE

by Mark Chater This is the first of a series of four blogs developed from a keynote given to the Humanists UK RE conference, 28 November 2020 Introduction Behind the classroom wall, beyond even the all-seeing eye of most teachers, there exists a power structure in the RE world which is holding us all back. […] … More Behind the classroom wall: the power structures that hold reform back (1) — Reforming RE

by John Semmens The challenges faced by RE leads are often enormous. If you’ve been handed the Norfolk Agreed Syllabus 2019 to implement you may be impressed and confounded in equal measure. Teachers have probably never been as overworked as they are now and that exhaustion is, for many, rooted in just treading water; just […] … More Building a Coherent RE Curriculum — Reforming RE

In a previous blog for RE: ONLINE, I looked to outline how and why we use knowledge quizzes at A-level. The amount of content we need to cover in such little time can be daunting and overwhelming. Whilst we have spent lots of time considering how best to teach certain concepts and ideas, we felt […] … More Knowledge Quizzes: How can we increase challenge and deeper thinking? — Joe Kinnaird

In Making every RE lesson count we consider RE in a multi-disciplinary way including theology, philosophy and social sciences. We talk about how we can evaluate our curriculum using the Church of England self evaluation audit. From doing this, I knew that Social Sciences was the poor relation in my planning but I’ve now been […] … More The lost lens in my curriculum thinking and how that affects disadvantaged pupils — Talking about Teaching

This blog is going to introduce the idea of using lenses in RE to help students to understand the way that the disciplines of RE ‘work’ but also specifically how the idea of lenses can help us as teachers address misconceptions in RE. I’ve developed this idea of lenses to introduce to year 7 to […] … More How using lenses in RE supports countering misconceptions — missdcoxblog