Theory and practice
MOOCs: the teacher’s flexible friend?
Making a difference? Developing ‘Understanding Christianity
The contribution of sociology to our understanding of religion
Awakening the power of pedagogy: one RE teacher’s journey of discovery
Why is the teaching of RE so crucial to primary school today? A head teacher’s view
This is why what children see and hear from us in school needs to be respectful dialogue between people whose beliefs are different. It also allows for discussion and a space for listening. This is what well-taught RE...
What makes an effective SACRE? Or why ACREs are important
In some recent discussions the place of SACREs in RE has often featured, with opinions ranging from ‘abolish them’ to ‘give them more powers’. Here a vastly experienced RE adviser and SACRE member shares her...
‘A matter of discipline?’ On knowledge, curriculum and the disciplinary in RE
Postmodern religious criticism and worldview literacy
Young people in our schools are growing up in an increasingly complex globalised world, despite the attempts of some prominent political figures to reverse this. Given such a context, it is important that our students...
Believing, belonging and behaving: some considerations when teaching about Islam
Even for teachers who have acquired specialised knowledge about religions, teaching about particular traditions can be daunting: I don’t think I know enough. What happens if I get things ‘wrong’? Am I up to...
The spirituality of mathematics
Mathematics, rightly viewed, possesses not only truth, but supreme beauty -- a beauty cold and austere, like that of sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of...
Profound RE
Have you ever wondered what it would be like to teach RE to some of the most complex learners within our school system? After ten years of working in secondary schools, teaching GCSE and A level RS, Tracy Edwards...
Challenging pupils in RE: why it’s unhelpful to put limits on children’s learning
A common practice in schools is to group pupils by ability, often giving groups non-hierarchical names or labels. Despite this, pupils have a pretty good idea what their label means and this can lead to pupils’...
Mindfulness in the classroom?
Believing, belonging and behaving: some considerations when teaching about Islam
What are worldviews and should Religious Education be re-framed as Worldview Studies?
One of the greatest challenges facing the current Commission on Religious Education is the question about the nature of the subject. Does it really matter what we call it? Historically, what we call RE has had a...