It is Holocaust Memorial Day on the 27th January and every year my department run a three week unit on the Holocaust with our year nine pupils.
Recently, two of our top year 11 boys invited Dr. Martin Stern to our school to meet with staff and students in a number of forums to discuss the holocaust and his own personal experiences.
What struck me the most was the discussion he had with myself, and other members of staff in the humanities departments. I asked the question “Given that we may have a limited timeframe for teaching about the Holocaust, what do you think might be the most important things we should include”?
This year, I have been thinking about how to improve the teaching and learning in my department. A few key areas will be the focus for us, and I think they are useful for any teacher of RE.
1. Establish an ethos of personal development.
Only as reflective practitioners will we be best placed to achieve excellence in the quality of our teaching and learning. I aim to lead by example and have adopted an ‘open-door’ policy for any teacher to observe my lessons at any time. I am open to new ideas and hope that my own research and observation of colleagues will help me learn new skills, reflect on different pedagogical approaches and enhance my own practice.
It is the penultimate day of term today and I find myself reflecting back over my final year with more critical an eye than usual. That was my last year as a ‘teacher’, because, as of September, I will be Head of Department.
I am looking forward to the challenge immensely, and I believe that the only reason why I am ready it is due to some excellent people who I have had the privilege of working with in recent years. Each of these individuals in mind has given me some elements to aspire to as I begin the next stage in my career. This blog serves two purposes, a suggested list of what might make a brilliant HOD, indeed things I aspire to, as well as a list of things I am really grateful for.Read More »
This post is written as part of an RE ‘Battle of the Blogs’, you can read the opposition here.
It frustrates me that so much credit at GCSE can be given-over to the “in my opinion” response. I am interested the views of my pupils and enjoy giving opportunities for debate and discussion. But, I am not that interested. What I have seen in the RE classroom over the past 3 years is a worrying lack of time given over to enriching children’s’ skills in empathy for others views via a genuine critical assessment of their own views. This, I argue, is much more important. As we look to implement the changes which have been made nationally, I hope that this is might be on the cards for the future of RE. (Previous Blog – 14 May 2015)
I wrote the above a year ago; I was utterly frustrated with the lack of depth in GCSE specifications. I have always felt that the qualifications were low on substance, so I am delighted by much of the reform at GCSE. The changes have, I feel, brought about ample more opportunity for religious literacy, whilst retaining a focus on analytical skills and writing well-reasoned, carefully supported arguments.
How is RE developing and where does its future lie?
This blog is the second (and very tardy) resulting from the discussions and dialogues at the ‘Energise RE 2015’ conference in Reading from October 3-4th 2015. Over this weekend, Culham St Gabriel’s Trust brought together over 200 teachers and other RE professionals for a unique opportunity; to hear and respond to outstanding speakers and national leaders in RE, to network and form new alliances.
During the weekend, Dilwyn Hunt gave a super keynote speech on assessment in RE. It was filmed by the brilliant Jason Ramasami and is really worth a watch.Read More »
“If you have not guessed my name by month’s end, then you shall be mine!”― Rumpelstilzchen
In all three of the recent ‘game-changer’ reports, Clarke/Woodhead, RE for REal, and Woolf, calls are being made for great revolution in RE. A lot of what is being discussed makes a whole lot of sense… until you get to the name-change business.
I am, actually, in favour of changing the name of RE. I do think it matters. BUT. If we are to re-brand our subject we must think like business people. A name is a banner to fly, and also a kernel. It is an important factor, but what is more important is the thing which it represents.Read More »
This blog is from the discussions and dialogues at the ‘Energise RE 2015’ conference in Reading from October 3-4th 2015. Over this weekend, Culham St Gabriel’s Trust brought together over 200 teachers and other RE professionals for a unique opportunity; to hear and respond to outstanding speakers and national leaders in RE, to network and form new alliances.
In the opening address from Mark Chater and others, a weather report for RE was offered: there is a lot of rain, mist and thundery spells. Being left out of curriculum reform, finding ourselves side-lined by the Ebacc and whilst waiting for new GCSE and A level qualifications to be approved by Ofqual means there are some uncertain times for RE ahead.
But, it is not all overcast. There are some sunny patches to be found in the great work being done by schools, universities and faith groups around the country. In these three blogs, I offer what I believe we can do to facilitate a heatwave for RE. For now, it is important that we take a resilient view. If we can recognise that there is no bad weather, only bad clothing, we can look forward to a great future for RE. Just as faith calmed the storm for the disciples, faith in positive changes for RE, I have no doubt, will enable the heatwave to come. For me, it is change in RE which is our raincoat, umbrella and galoshes. We need to wear it well.
“The unexamined life is not worth living”(Socrates)
The commitment of running a philosophy society is one which I am thoroughly enjoying. It was set up in 2012 by my predecessor and the biggest challenge has been the inner battle of anxiety I felt about living up to the hype. All reports I had heard about it were hugely positive. I still worry about being able to deliver something which is not only popular with pupils, but is also seen as academically worthwhile by the staff. It is an ongoing project, and I have learnt a lot so far.
Ultimately, I remain passionate about RE and the department that I am so fortunate to work within. However, I often find that in my lessons there is little time available to follow a line of enquiry as fully as the pupils would like. Unfortunately, limited time and the pressure of looming summer exams can lead to the curtailing of opportunities for philosophical dialogue in the classroom. However, it is my wholehearted belief that the importance of philosophy for children is that it remains a worthwhile activity in itself. It is with this in mind that I decided to revive The Hampshire Philosophy Society after a year of working at my school.
“In the Phaedrus, Plato has Socrates say that true philosophy cannot be done through the written word. After all, books can’t answer back, they can’t qualify or clarify or reply to objections. For Socrates, true philosophy can only be done through a living, breathing, conversation.”
(Peter Worley ‘Plato not Playdoh’, TEDx Talks)
In November 2014, Tim Oats wrote a paper ‘Why Textbooks Count’ which prompted the now Minister of State for Schools, Nick Gibb, to call for a “renaissance” of high quality textbooks in England’s classrooms. Textbooks are certainly to be found lacking in this country. I would argue that it is not a ‘renaissance’ which is needed, but banishment.Read More »
“I cannot teach anybody anything. I can only make them think” – Socrates
I teach Philosophy of Religion as part of GCSE and A Level RE specifications. Facilitating philosophical dialogue and discussion between my pupils happens in most of my lessons. I think Philosophy is underrepresented in schools and I value it extremely highly.
But, I think that a Philosophy GCSE is more than a very, very bad idea. Such a thing would be the complete antithesis of Philosophy itself.Read More »