PGCE Secondary RE Newsletter Welcome to the 2013 edition of the PGCE Secondary RE Newsletter. We are extremely pleased to include contributions from partnership schools and past and present students.

If you have any news or information that you would like to publish in future newsletters please email Kate Chapman on [email protected] or call 01904 876572.

You will never walk alone This is my heart felt reflection on the PGCE Secondary RE experience so far and a letter to those who follow in my footsteps. So, you have now entered the PGCE Secondary RE arena, everybody feels differently when approaching a programme of the PGCE’s nature. Some may feel excited, some may feel scared and for some people an element of self-doubt may already be creeping in. Let me assure you, this is all normal. It is easy to see the work and think “how am I going to do all this?” My answer to that is, even The Great Wall of China started with a single brick.

Julian Stern, Dean of Faculty, Education & Theology. 2012-13 highlights so far This academic year started at a conference in Seattle, where I presented a paper on solitude, and held hands with (a statue of) Lenin.  In October, I only went as far as Loughborough Grammar School, but that was a highlight, and in November I was in Liverpool talking with Joy Schmack about her research on teaching Judaism.  December was a surprise: I wrote an article on surprise (now published in Forum: for promoting 3-19 comprehensive education, www. wwwords.co.uk/FORUM.  January was the start of the research conversations I have with every member of staff in the faculty: a fascinating set of conversations!  The February highlight was talking about research too, but this time with the PGCE Secondary RE group

(student articles within this newsletter).  There was a meeting at York St John for people from across the country, in March, to discuss the implementation of the Chadwick Report into the future of church schools.  But what about highlights to come? Colleagues from Kaye College in Israel are coming over in June to talk about, and plan for work on, multiculturalism.  July will be marked by the AULRE (association of university lecturers in religion and education) annual conference, which will overlap with our PGCE Secondary RE exhibition.  A lovely way to end the academic year.  Of course, we’ll all be working all through the summer, too!

Julian Stern Dean of Faculty, Education & Theology

“When you first go into the seminar room you will see 14 other inspirational individuals. Look around, as these are the individuals that will also teach you how to be all you can be.” Grab hold of your peers and gel. The PGCE family makes this programme an unforgettable one. There is real strength in numbers and this is one thing that has stood out for me. I now say to myself that this is OUR PGCE not MY PGCE. Everything you do on this programme, all the planning, resourcing, essay writing is challenging. I can assure you though, that it is all worth it. You will come out the other side not only a better teacher but also a better and stronger individual. Swami Vivekananda said, ‘the world is the great gymnasium where we come to make ourselves strong.’ There is no reason why you should ever give up or doubt yourself. You have already made it to the stage

where leaders of the programme, have complete faith in you. Bear in mind that the leaders of the programme have seen everything a school and the course has to offer. So if they say you can handle it, you can definitely handle it. There will inevitably be times where you will still doubt yourself or feel like everything, is just too hard. Nothing in life is easy, keep going, for this opportunity really is once in a lifetime. Sometimes you have to go through the hot miles of hell in order to cool off in heaven.

“It has been the making of me and will be the making of you.” Our duty as aspirational, inspirational student teachers is to play our part in making a positive difference to a young person’s life. Do not underestimate the positive impact you can have on both colleagues and pupils. You are on this course for a reason, because you have the potential to inspire, motivate and intrigue students. You can be all the difference a young person needs in their life. At the end of the year when you have been through all the toil and hard work that accompanies this very rewarding programme, you will look at the clock during the final period of your final day, the bell will go and you will be left with mixed emotions. Elated because you will then be a qualified teacher but also disappointed because one of the best years of your life will be over. Approach this year with a big heart, as Gandhi would say ‘be the change you want to see.’ With hard work, passion and bravery to try new things, you will get all you want from this programme. It has been the making of me and will be the making of you.

I wish you all the best of luck and hope that the PGCE Secondary RE will at least be a fraction as rewarding for you as it is for me. The year ahead will be everything rolled into one and you will emerge from it stronger and will have the tools necessary to be an inspiration for many generations to come.

“The year ahead will be everything rolled into one and you will emerge from it stronger and will have the tools necessary to be an inspiration for many generations to come”

Ashish Kundi

Programme Representative, PGCE Secondary RE current student 2012-13

“The second joy of the PGCE comes with teaching and the ‘get it’ moments. The feeling of accomplishment when you see that a pupil of yours has ‘got it’, has grasped an idea that they previously couldn’t, is incredible.”

A student recipe!

The experience of a PGCE Secondary RE student

Amongst the busyness, chaos and paperwork of the PGCE Secondary RE– believe me, there’s a lot! – two things stand out.

I would sum up the PGCE Secondary RE as a rollercoaster! Up and down, round and round, but in the end you finish the ‘ride’ feeling exhilarated and excited to do it all over again!

First, the support network that you find in your fellow students. You will become a family, providing each other with encouragement and spurring one another on... The perfect recipe for a stellar PGCE candidate? 2 parts tissues 1 tub of Vicks An emergency lesson plan or three A handful of inspirational YouTube clips A dozen hugs 20+ beady eyes to help you search through the CDF!

As one member of the programme said before our final placement – ‘remember, you are not alone.’ You will become a family, a close knit community. Use each other, have fun with each other and support one another. The second joy of the PGCE comes with teaching and the ‘get it’ moments. The feeling of accomplishment when you see that a pupil of yours has ‘got it’, has grasped an idea that they previously couldn’t, is incredible. Knowing that you have helped them acquire this new knowledge is inspiring, and it makes the time spent planning and fretting worth it! So enjoy the ride. Make mistakes. Have fun. Be creative. Be yourself.

Sarah Richards PGCE Secondary RE current student 2012-13

Personal highlights of the programme so far “We’re all in this together. Embrace it. Support one another. Enjoy every minute!”

At the beginning of the programme you do not realise that you are embarking on one of the hardest years of your life to date……but believe me, you wouldn’t want it any other way. The PGCE Secondary RE programme has been testing, but out of everything we have learnt and shared together the one thing that I have found most important and has been my ultimate highlight is the family you make. The placements and essays will test you in ways you wouldn’t think possible, there will be days when all you want to do is give up or feel like you cannot do it. Well take it from us who have been in that position for the last year – it gets better. ‘How?’ I hear you asking…..it is through this amazing family that you make. Your programme mates and your programme mentors/tutors are your

most powerful asset when studying on this programme. I know personally without any of them, including Keither and Imelda, I would not have coped. Each and every one of my programme mates has been a rock for me at some point throughout this year and I have made some incredible friends and support networks which I know I will carry for the rest of my life. In the words of one of our lovely students who sings a High school musical hit every time one of us are down….We’re all in this together. Embrace it. Support one another. Enjoy every minute!

Laura Lockwood PGCE Secondary RE current student 2012-2013

The year starts with a full but very enjoyable first week; meeting new people, getting to ‘grips’ with the life of a PGCE student, visits to religious places of worship and plenty of relevant reading. The first week sets a precedent for what lies ahead – a very busy year!

However, don’t be alarmed, there will definitely be times you can relax and reflect on your amazing experiences. Throughout the PGCE time is spent in university sessions and on school placements, both of these complement each other perfectly. The school placements draw on the knowledge and skills gained in the university sessions and fully prepare you for your next adventure. Again, the school placements are like a rollercoaster ride, but as long as you put in the hard work and show a high level of dedication

the rewards are advantageous and far outweigh any challenging times.

my experience of both my mentors. Experienced and excellent teachers who have walked the PGCE path with me, and when the occasional lesson did not go to plan, or it was all a little overwhelming, they reminded me of the joys of teaching, of the passion which I have for RE, and that they had been there and knew how I was feeling. However, it would be unfair to imply that all they do is hold your hand along the way. Rather their role is a varied one and as

poster in the office, to celebrating your mentor’s engagement, to talking about AfL and outcomes, to setting yourself creative challenges, to talking about parrots eating flip flops, to a natter over a cuppa; your mentor becomes your advisor, your colleague and your friend. They walk your PGCE journey with you, and inspire passion for the subject, and enthusiasm about education.

As the final weeks of the programme draw ever closer I can see the light at the end of the tunnel (or rollercoaster should I say)! It is an amazing feeling knowing that I am making a difference to the lives of young people; it makes all the tears and worries worth it!

Leana Andrews PGCE Secondary RE current student 2012-13

Mentors William Butler Yeats wrote that ‘education is not the filling of a pail but the lighting of a fire.’ More often than not we assume these words to be in regard to what we as teachers must enthuse into our pupils. However, I would argue that these words are more than appropriate for PGCE Secondary RE students. The PGCE year is one of highs, lows, joy, disappointment, doubt, contentment and sheer exhaustion. It is easy for that passion which drove us into teaching to be replaced by the pail. However, through it all, walking with you is your mentor, the person who will inspire and challenge you, the person who will fan that fire, and remind you of the excitement of teaching. Almost a year ago I sat in the PGCE Secondary RE induction day and listened to the students speaking of how important the mentor relationship was. I remember pondering on whether one person could really be that influential. My answer now is that your mentor is an essential ingredient in moving a nervous student onto the path towards QTS. Oprah Winfrey comments that ‘a mentor is someone who lets you know that no matter how dark the night; in the morning joy will come.’ This has been

“They share the joys, the laughter, the tears and the passion of your PGCE with you; becoming the Yoda to your Skywalker.” well as being supportive, they are there to challenge you, to stretch you and to inspire you to aim to be outstanding. I would not be maturing into the teacher I am without the guidance, challenges and advice from both my mentors. They share the joys, the laughter, the tears and the passion of your PGCE with you; becoming the Yoda to your Skywalker. From discussions over behavioural policy, to ICT dilemmas, to celebrating a pupils ‘light bulb moment’, to sharing a mutual admiration of the Robert Pattinson

Mark Twain famously said ‘twenty years from now you will be more disappointed by the things you didn’t do than the things you did do.’ So throw off the bowlines. Sail away from safe harbour. Catch the trade winds in your sails. Explore. Discover. Dream. The highlight of my PGCE Secondary RE experience has been meeting two outstanding mentors who have taught me to move from my comfort zone, to cast away my nerves and fears, and to sail into my profession wanting to explore new creative opportunities, to discover more about my pupils, myself, education and RE; and to dream of the possibilities held within the classroom and each pupil who walks through its door. To my two mentors, thank you for teaching me to sail into my dream profession!

Charlotte Day PGCE Secondary RE current student 2012-13

The highlight of my experience at York St John

From student to teacher

One of the most valuable experiences I have had on this course is the opportunity to get to know other RE Teaching Professionals.

Secondly, there are the people you meet on the day trips that the University organises. This is the opportunity to meet people who teach students outside of school boundaries in locations such as museums and places of worship.

I have been fortunate in my three years of teaching to work in two fantastic and supportive schools; Richmond School and Headlands School.

certain class, or that actually you aren’t doing a bad job! However tough the job can get, or a class can be, I know that I have the support of those around me, and I have come to value this more than anything during this academic year.

Not only is the programme intimate and provides fantastic networking opportunities to meet and learn from other students and the tutors, but you get to meet so many other people beyond the four sides of the campus Quad.

“It is all of these people that I owe my training to, and I am so very grateful for them. If it wasn’t for them I would not be starting my job in September!”

I could easily say that the highlights of my teaching career so far are the children, with their weird and wonderful sayings, and the ‘lightbulb’ moments that we all see. However, for me, the greatest highlight has been the staff; the staff I spend everyday teaching alongside; the staff who look out for you if you’re having a bad day, or that lesson is just not going right; the staff who support you and encourage you every day of the school year; the staff who you can gossip with, or have the occasional drink down the pub with on a Friday! This has been the highlight so far, and something I have been lucky to find in both the schools I have worked in. A reminder that it’s not just you who is struggling to control a

“The best piece of advice I can give anyone who is starting out as a PGCE Secondary RE student, or NQT is, to get involved.”

First of all, there are the people who are experts in the field who come in to lead workshops to enhance our learning. These are not to be underestimated – these workshops provide a chance to pick up invaluable tools and skills to take with us throughout our career, including advice from people who have worked or are still working in the classroom.

Finally, and perhaps most importantly, you meet the teachers in school – in the real environment. These are the people that York St John has long standing relationships with because they are the people who give others an outstanding education. They do this both in their school teaching, and in training us. It is all of these people that I owe my training to, and I am so very grateful for them. If it wasn’t for them I would not be starting my job in September!

Veronica Hare PGCE Secondary RE current student 2012-13

These people provide a specialist knowledge base and remind us as teachers that we will still always be learning too!

Friendships The PGCE year will test and challenge you every single day, but having people close by to support you is crucial, people who are in the same position and can relate to you. Friendships have blossomed on the programme, and we know no matter what happens in life these bonds will still remain.

“During the PGCE Secondary RE you will meet some amazing people – most of these will be the people starting the PGCE journey with you.”

I have also been very privileged to receive many opportunities in my career since starting at Headlands School. This year I undertook the role of a Lead Learner, this has involved a role looking at the gifted and talented pupils in the school; putting together strategies, talking in briefings and training days, and meeting with

parental voice in the school. This has given me the opportunity to be involved in whole school development, alongside SIG (the School Improvement Group). Following on from this I have been given the opportunity to be Head of Religious Studies for a minimum of 12 months, which will be an exciting challenge for me. The best piece of advice I can give anyone who is starting out as a PGCE Secondary RE student, or NQT is, to get involved, get to know the people you are working with, get to know the children, and join in with what is going on around school. You never know what opportunities may come your way as a result!

Lisa Stirling RE teacher at Headlands School. Former YSJU PGCE Secondary RE student

Working in collaboration From the first day, that scary interview day in March 2012, when we were fighting (not literally) for our places on the programme. I went home and told my friends and family about the day and a new friend that I had met, that I really hoped that we would get on the programme together…we did! It was fate! We have got each other through everything, the ups and the downs, the tears and laughter. It is clear that we bonded immediately and have remained close ever since and will do for the rest of our professional careers. It is a well-known fact in our group that we are joined at the hip, if you need to find one you’ll find the other too! Twins separated at birth (just one a foot taller and blonder than the other). Often preferring to call each other ‘wife’ … every good morning and good night text to wish each other luck for our day at school…a telling off when I haven’t

texted by 6.45am…ekk! These are the relationships that get you through! The PGCE Secondary RE will truly be the most challenging time of your career, our advice to you all is to be part of a community of teachers and thrive in each other’s success, pick each other up and keep going strong. You cannot do this journey on your own!

Leana Andrews and Tara Askew

PGCE Secondary RE current students 2012-13

“I feel privileged to have been a part of the YSJ Schools’ Partnership this year and very much look forward to continuing this work next year and for many years to come.” In my new role as Assistant Team Leader in Religious Education at Archbishop Sentamu Academy I have thoroughly enjoyed working in partnership with Imelda O’Grady, YSJ University and the PGCE Secondary RE students. I was recently asked to deliver a training session on ‘Learning objectives and outcomes’ to the PGCE Secondary RE students at the start of the year. This was to highlight their differences and to inform the students as to why we needed both objectives and outcomes within lessons.

I have also been involved with the two student presentation assessments that the students have undertaken. I could not believe the level of planning, preparation and effort that the students had all put in for both of these presentations. From meeting the students in early September to seeing their presentations, it was clear that they had made so much progress as teachers. This was evident from the fantastic resources they had created and the level of depth within the presentations. The presentations showed both good teaching and sound subject knowledge. It was inspiring to see and I also took some of the resources away with me back to

Archbishop Sentamu Academy. I feel privileged to have been a part of the YSJ Schools’ Partnership this year and very much look forward to continuing this work next year and for many years to come.

Holly Lockyer

Assistant Team Leader within Religious Education Archbishop Sentamu Academy, Hull.

A level session at York St John University

Active learning in the inclusive classroom One of the biggest challenges in teaching, whether at GCSE or A Level, lies in delivering an exam specification. There is often great pressure to deliver a large amount of content in a short space of time. It is, however, important to avoid taking a didactic approach, even at A Level, if you wish to get the best from your pupils.

One of the highlights of our academic year is speaking to the students about what we consider to be the ‘cream’ of the job – teaching Key Stage 5. It is this year group, perhaps above all others, that challenges us professionally and personally and often offers the greatest rewards. Enter Janis and Claire, Yoda and Obi One (or perhaps more accurately Obi One and Anakin Skywalker). It is genuinely great to return to our roots. Both mentors trained at York St John University and then one was expertly trained by the other on the PGCE programme. We have been good friends ever since and this is testimony to the lasting bonds that can be established whilst embarking on this hugely challenging and rewarding year. The main aims of the session are to give a very brief overview of what options the main exam boards have to offer for our discipline, a sample of assessment and finally some hopefully useful tips on good practice. Finally we

offer opportunity for students to ask questions honestly and openly which we endeavour to answer to the best of our knowledge and combined 24 years’ experience. We hope our objectives were met. One thing we neglected to focus on in the session (a mistake we shall not make in future years) is the value of a KS5 residential trip. The impact on the cohesion, focus and dare I say ‘love’ within a group can be enhanced greatly by such a venture. Not only is it a superb way of getting some solid work done, whether it be revision or focus on the anthology requirements, a retreat away from the potentially mundane classroom environment is both revitalising and motivating. In our experience, nothing works better.

Claire Yeadon RE teacher - Huntington School

Many of the methods which can be successfully employed at A Level are similar to those that are more routinely used in KS3. When planning starters, look for resources that will actively engage your students and prompt them to start addressing the key questions of the lesson right from the beginning. There are many short film excerpts from titles such as ‘Saving Private Ryan’, ‘Schindler’s List’ and ‘Bruce Almighty’ which can be used to great effect in raising philosophical and ethical dilemmas. Another key element of A Level is to remember that you are

introducing lots of new terminology in a short space of time, so using starters which help pupils engage with unknown words is often very helpful. Often one scholar’s argument will have to be covered in each lesson. Instead of allowing this to be a teacher-led PowerPoint presentation of their theory, try letting the pupils interpret the theory for themselves. They could be asked to break the text down into keywords and then use these keywords to help construct a visual mindmap of what the scholar said. It is important to provide some consolidation to correct any misunderstandings – but you often find that the pupils understand the text much more clearly once they are asked to do something with it rather than simply reading through the information. The list of keywords can then also be used in several ways; for revision, making flashcards, structuring an essay question and so on. It is important to help pupils to come to a conclusion about a particular argument. One simple way to do this is

to return to the key question which you raised at the start of the lesson and to ask them to answer it. There are many ways this could be done, such as in groups, using post-it notes, using mini whiteboards, having a class vote, or asking pupils to stand on a belief line and explain their opinion. With good will and a sense of humour, the students at York St. John were willing to try out these activities and more during their session on active learning and I hope it demonstrated to them that teaching does not have to be didactic and teacher-led simply because there is a lot of content to cover. By the end of the session, they were already deciding which methods they might use in their lessons and finding ways of adapting some of these ideas to find their own active teaching strategies.

Laura Hurt RE Teacher, Thirsk School

Skills based learning Skills based learning has come under many titles in education. In my school it has been known as Applied Thinking and Creativity (ATaC) and, more recently, Project. The aim of skills based learning is to imbed skills such as creativity, independence, reflection and team work into the curriculum to ensure the development of the learner. This is often done through the use of the Personal Learning and Thinking Skills (PLTS) but also includes a focus on cross curricular dimensions such as ICT, literacy and numeracy. The beauty of skills based learning is it allows pupils to develop into a more effective learner and, once the skills are there, use them across the curriculum to improve their attainment.

In the Religious Education classroom skills based learning can inspire learners to engage fully with the topic they are studying and to independently create complex and detailed pieces of work. It allows all pupils to access the curriculum but also to develop their learning in a way that suits their needs. It is important that skills based learning always begins with rigorous academic learning to ensure that the pupils get the most out of it.   The results I have seen and the ideas I have heard about have been fantastic for example the students at York St John University came up with ideas such as creating a religious studies magazine, with each addition showcasing the learning students had done in that module; a scheme of work based around creating your own religion and an event

that incorporates all the different areas of a faith that pupils have been looking at – an event that parents can and should be invited to!   Pupils have really enjoyed their learning and have even requested to stay behind in breaks and lunches to add extra detail or research new ideas. Parents have taken an interest in the work that has been completed which can help raise the profile of Religious Education and the school. On top of all this it is also enjoyable for the teacher! In my experience skills based learning is good for the pupil, the teacher and the school.

Alistair Beer

RE Teacher, Graham School. Former YSJU PGCE Secondary RE Student.”

Students consult at York Minster!

Holocaust Memorial Day

As part of the Heritage Lottery Funded Project ‘York Minster Revealed’, new exciting exhibitions are currently being installed into the Minster.

It is always a pleasure to work with RE colleagues at York St John and this is reflected in the fact that I have already made two visits this year and am planning another.

With the East End and Orb displays now in place showing newly restored panels from the Great East Window , the Undercroft (beneath the Minster) is the next big venture; where a ‘Heroic, Historic and Human Journey’ will reveal 2000 years of the sites’ history, from Roman times to the current day. It is integral to the project to get feedback from existing and potential new audiences on the plans for the exhibitions, and as teachers of the future, York St John University PGCE Secondary RE students were invited to take part in this important consultation. The session involved a visual presentation of the project, and a virtual tour through each chamber in the Undercroft. This was followed by showing examples of audio visual/film footage and some sample 3-dimensional modelling. The students learnt about the themes to be explored including the Romans, Anglo

Saxon, Vikings, Norman, through to the Gothic period and brought right up to date in the Modern day. Following this the group were given a variety of objects, sample texts, and materials to explore with something to represent each chamber. Armed with post-it notes and pens the student teachers were asked to comment on their first impressions, colour and font preference, in addition to text and narrative and any ideas for future learning activities and supplementary resources. Some great ideas were discussed including film ideas for the final chamber where a large screen will be housed, plus ideas for use of drama and the arts to explore the themes further. After a final summing up the group were also asked to take part in a survey to look at the new branding ideas with York Minster’s Marketing Director. So all in all a pretty busy afternoon! Following the consultation all comments from the PGCE Secondary RE students were fed back to the designers working on the exhibitions to input into the

decisions made, and although we cannot promise that all suggestions were taken forward, they have been considered, discussed and implemented where appropriate. The students involved have been a vital part of this incredible new venture.

Helen Moore

Minster Education Team, York Minster

Librarian’s Update It’s been a busy year for those of us working with the David Hope RE Centre. We’ve added several new artefacts, increased the number of ebooks available and extended our film collection. The most exciting project for me, however, has been beginning research into the use of special collections in relation to information literacy on our PGCE Secondary RE programme. Information literacy is “the ability to find, use, evaluate and communicate information…the cornerstone of learning and an essential skill in this digital age and era of life-long learning” (LILAC Conference 2010). It is central to what we do as librarians and I have been teaching it on the PGCE Secondary RE programme for some time. Information literacy is vital,

as you can imagine both in studying at university and in the role of a teacher. After working in the RE Centre for three years, I was interested in linking non-text resources with information literacy, especially in relation to faith artefacts and, after discussing this with Imelda O’Grady, we decided to investigate it further. The first phase of research has been taking place over the academic year with the PGCE Secondary RE group. The students have received embedded information literacy sessions and online tuition throughout their programme, with the addition of input on the special collection of religious education resources held in the David Hope RE Centre. Working with student teachers in this subject area, it is important that librarians and tutors not only address traditional sources of evidence, such as journal articles and governmental information, but also faith

based artefacts and how these are vital resources in the RE classroom during training and once qualified (Walsh 2011). I look forward to carrying on this work and building the RE Centre resource. Please contact me if you would like any information about the research, the collection or the work we do. LILAC Conference (2010) What is information literacy? [Internet]. London, Information Literacy Group. Available at http://www.lilacconference.com/WP/ (accessed 5 April 2013). Walsh, K. (2011) Using artefacts in religious education. In: Gearon, L. and Artley, S. eds. The religious education CPD handbook [Internet]. London, Religious Education Council of England and Wales. Available at http://www.re-handbook.org.uk/ (accessed 18 September 2012).

Clare McCluskey

Academic Liaison Librarian (Education & Theology) [email protected]

It is a real privilege to make a connection between our respective universities – I am based at the Institute of Education’s Centre for Holocaust Education, University of London – as academic discourse and reflection is key to our work. Alongside the academic debate with students and staff is the interest and enthusiasm for understanding the field of Holocaust education more widely as demonstrated by the diverse range of people within York who are engaged in creating a wide range of activities to mark Holocaust Memorial Day (HMD) in the city each year, this was reflected in the large audience who came to listen to me speak in January as part of that HMD programme.

“By teaching about the Holocaust in RE, teachers are able to raise challenging issues of the human psyche and create a framework.” Holocaust Memorial Day (HMD) has been a fixture of the UK calendar since its announcement in 2000 by the then PM, Tony Blair. Much of the work to ensure HMD’s continuing place in Britain is undertaken by the Holocaust Memorial Day Trust, each year they choose a theme that memorial event organisers can use throughout their commemorations, as well as providing materials and ideas for events. HMD is now marked by thousands of schools, community groups, councils and politicians around the country, but the challenge remains of how to make events reflective, meaningful and pertinent to the audience. HMD has broad aims that can be traced back to the Stockholm Declaration of 2000 and

as well as marking and remembering the events of the Holocaust, it also provides space for remembering other genocides that occurred during the Nazi period, as well as others who suffered under the Nazi regime and a space for reflecting on more recent genocides. It is important to mention that this is not about comparing the suffering of different individuals but rather about recognising and understanding why they were treated as they were. For instance when we remember those who were persecuted and murdered as part of the Porraimos we are reflecting on the genocide that took place against the Gypsy people of Europe. Teaching about the Holocaust can appear a daunting task for any teacher, but for those at the very beginning of their careers it can seem overwhelming – not only are you dealing with the very practical issues of classroom management, marking, reports and supporting a tutor group, but also grappling with age appropriate materials that will engage, but not traumatise the class. During my day with the PGCE Secondary RE students we tried to address some of these issues and we worked together to reflect on the ongoing challenge we as teachers face. One of the unique aspects of any PGCE programme is the space it gives students to actually teach (more than many school based training programmes) but of equal importance is the time spent delving deep into academic issues of pedagogy with other like minded individuals. Personally I feel these two elements are crucial to anyone starting out in the profession. This year’s students brought both of these all important elements to our one day programme, they had the experience of young people plus the willingness to contribute to academic debate. For me, working with entrants to the teaching profession who are so enthused and engaged with the subject of RE is always pleasure. I hope this year’s cohort feel empowered to go away and try some of the materials we used, and able to discuss some of the issues around Holocaust teaching and learning with

colleagues in their schools next year. Before the next school year begins, though, I shall be back in York again working with the students just as they end their PGCE. Once again we will be working together and addressing a broad range of themes relating to the Holocaust and how they can be addressed in the classroom. This first day of our continuing professional development, which I and other members of the IOE team deliver around England, will raise issues of definition and the historical context of the Holocaust. Although as RE professionals the use of the timeline might not at first sight be of use in an RE classroom it allows young people through RE to question a range of actions and motivations. It is also useful for the teachers in adding to their own historical knowledge. We will also spend time delving into the concept of resistance, considering what it meant for a Jewish person to resist and what limitations they faced in their responses. At the end of the day the students will come away with access to our online teaching resources which can be shared with colleagues. By teaching about the Holocaust in RE teachers are able to raise challenging issues of the human psyche and create a framework that allows young people to raise questions about the events and reflection on what can be learnt from them. The question of how Christianity might reflect upon its involvement in the events of the Holocaust and its relationship with Judaism since 1945 is one way to bring such big questions into the RE classroom. Clearly difficult concepts – but I am sure the PGCE Secondary RE cohort at York St John will relish the challenge!

Kay Andrews [email protected] Lecturer at IOE’s Centre for Holocaust Education, University of London

Faith visits

Ex-everything “Researching ‘resurrection’ has led us to the ancient Zoroastrians and Ezekiel’s valley of bones. Contemplating the transmigration of souls has taken us from Ancient Greece, through India and back to some zany new age practitioners.” “Could you make it clear that you are an ex-student of York St John and an ex-mentor of our PGCE Secondary RE students?” said Imelda when she asked me to write this article. Feeling that ‘ex’ might be a dangerously appropriate prefix, I agreed.

As part of the PGCE Secondary RE Programme we were afforded the opportunity to visit several places of worship. I considered these experiences to be a crucial element of the programme. Visiting a place of worship and speaking to people of faith is, in my opinion, certainly the most interesting, accessible and genuine way in which you might learn about a religious faith. Having studied different religions at secondary school, college, undergraduate degree level and as part of a distance learning course I was confident that my subject knowledge was quite good. However, visiting the places of worship I realised that I had missed out a fundamental aspect of learning about any religion and that was actually experiencing genuine day-to-day realities of that faith and meeting people of faith. This seems somewhat obvious now but at the time it was a revelation! The visits broke down misconceptions and, crucially, afford question and answer sessions which cannot be offered by text books. As well as a learning experience which serves to enhance subject knowledge, the visits are also designed and conducted in order to make us think about how we might orchestrate school trips to those places. We discussed what preparatory work might be necessary in

school before the trip, what worksheets or activities we might design to compliment the trip, health and safety considerations and safeguarding issues. On a visit to York Minster we were consulted on ways in which we thought they could enhance the way in which they host school trips, this was a really positive and creative experience. We were subsequently invited back to York Minster to be consulted on the new Undercroft and treasury. During the consultation we were able to draw on our newfound skills and knowledge which might advance the learning experience that the Undercroft could offer. This was a really positive experience and an excellent example of one of the wider communities of practice that it is possible to become involved with as a teacher. The positive relationships and communication links built with the people we met have enabled us to stay in touch, with a view to taking pupils to these places once we are qualified teachers. The trips are something that everyone looks forward to, they are excellently managed by the RE lecturer and provide a rich variety of learning experiences.

Hannah Green

PGCE Secondary RE current student 2012-13

I loved my job at Richmond School; I had been there for ten years and mentored some talented students – watching them change from hesitant apprentices to fluent practitioners. Teaching is rewarding, engulfing, engrossing and sinking into bed at the end of the day, wondering how so much had been crammed into those few short hours, was a common sensation. And then, sitting in the car park one day after school, my phone rang. My 86 year old mother had fallen and broken her hip. She lived 200 miles away in Herefordshire and, if she did recover, with no-one to look after her, would spend the rest of her life in a home. It took a day or so to decide; but I went to the Headmaster and asked for a year’s sabbatical – and what a year it turned out to be. The first few months were taken up with caring, starting to write a book, driving back and forth to Hereford and doing all the things I had always wanted to do that were compatible with looking after my rapidly improving mother. But in the spring of the year, boredom and ennui started to set in. The book was making slow progress and I missed the stimulation of the classroom, the buzz and the purpose of school. Thinking of my old room and the shelves lined with books, I recalled with affection a particularly tatty textbook called ‘Contemporary Moral

Issues’ by Joe Jenkins. ‘Hmmmm Joe Jenkins’ I thought, googling him idly. To my surprise he worked in Hereford. I’ve always been a creature of hunch so I fired off an email. ‘He must be ancient. Probably on the verge of retirement’ I told myself. But when Joe came to coffee, he turned out to be about my age (ie only fairly ancient) was still teaching and what’s more had turned his writing of textbooks into the making of films. ‘Films –for RE?’ I asked with awakening interest. Two months later, Joe asked me to collaborate with him on writing an article for ‘Dialogue Australasia’. With that done and sales of ‘The Problem of Evil’ soaring, he asked whether I would like to become a consultant for Ethics Online and whether the next film might be one that we could make together. ‘I’ve never taught life after death at A level’ I said, as we honed down what it should embrace. ‘Never mind. All the more to learn’ said Joe with characteristic appetite for a challenge. So, here we are, some nine months further down the line, and the scripts for five films under our belts. The amount of reading has been colossal; greatly facilitated by the wonderfully diverse David Hope Centre. We’ve read everything from Plato to Descartes and Hobbes. Researching ‘resurrection’ has led us to the ancient Zoroastrians and Ezekiel’s valley of bones. Contemplating the transmigration of souls has taken us from Ancient Greece, through India and back to some zany new age practitioners. It is almost tragic to have to boil down all this wonderfully rich information into five 20 minute blasts, suitable for A level and some GCSE. But the essence of film making is to capture

something beyond the mere words with scenes and shots that are intellectually correct while embracing all that the film cannot (for reasons of space) explain further. ‘Never mind, we can do that in the teacher’s notes’ says Joe. My mother’s front room has become our office and my year’s sabbatical has turned into something more permanent. ‘We’ve got that other article to do and a school in Gloucestershire wants you to run a conference and we need some classroom resources for the website. And we’ve still got seven voice- tocamera pieces to shoot.’ I smile and thank my internal gods for making me send the e-mail that day. It’s not all hectic and I do still miss the chalk face of the children. I miss their energy and naughtiness and smiles. I miss their sometimes brilliant essays and the fierceness of a classroom debate. But RE, uniquely, is enriching and embracing. I will always be an RE teacher (albeit currently ‘ex’!) and one day will return to the staff room. But for now, there are other films to make and at about 3.00am one morning I realised that the book that I’d been working on for over a year was finally finished. It has been accepted by a London agent. What’s it about – well what else could it be about – Religious Education of course!

Nicky Hansell Ethics Online (www.ethicsonline.com). The new film ‘Life after Death’ will be available from September 2013.

York Art Gallery and Research project

NATRE conference

“Being shown around York Art Gallery by Griselda Goldsbrough gave us the chance to look at religion through expression. Through engaging and tightly focused discussions we were able to see an opportunity to use art outside the classroom for young people to learn about religious education in a new way.”

This year has been the best so far, in what I hope will be the start of a long career. This entry will give you a quick insight into my year of creativity!

When I looked through the timetables given to us in our ‘Bibles’ (course documentation folder), I was thrilled to see we would be visiting York Art gallery at some stage before our SE2 placement. I am not an artist, I am not great at creating artwork nor do I try to pretend that I understand artwork when it is put in front of me. However, there is something about a piece of religious art which I believe opens the door to a million interpretations, possibilities and endless discussion. Not only is there biblical depictions but there are also spiritual elements, symbolic reference and hidden meaning in religious artwork.

Being shown around York Art Gallery by Griselda Goldsbrough gave us the chance to look at religion through expression. Through engaging and tightly focused discussions we were able to see an opportunity to use art outside the classroom for young people to learn about religious education in a new way. The visit itself personally inspired me to take this learning experience into the classroom where I transformed the school chapel into an art Gallery with classical music playing softly in the background. The year 8 class were studying the Holy Trinity, so this gave me a fantastic opportunity to bring religious art and symbolism into the classroom in a new and creative way. The pupils loved it and I felt proud of what I had created.

This brilliant experience then pushed my curiosity further and it was through these learning opportunities that I decided to focus my research project on the impact religious art has to teaching and learning in a year 8 classroom. The project was fun and exciting and opened my eyes to the way in which we can use religious art in the classroom to benefit pupils.

Laura Lockwood PGCE Secondary RE current student 2012-2013

The area I chose was the school rewards system, particular focusing on the perceived effectiveness of rewards, such as merits and positive comments, during my second school placement. The data I collected was from pupils and staff; this provided me with a crucial opportunity to build positive relationships within the school. My research project was a positive and beneficial experience. I received a great amount of support from peers, colleagues within the school, and the university tutors. Having worked

previously in the research field, the project allowed me the chance to apply my previous knowledge to an area in education in which I was interested. Anyone new to research, or experienced, my best piece of advice is “do not worry”! The level of support teamed with the joy of completing your own research project will help you get through what at first seems like a daunting task, but in the end is one of the most rewarding aspects of the PGCE year. Relish in the opportunity to complete this piece of work, it will definitely be worth it!

Leana Andrews PGCE Secondary RE current student 2012-13

Creativity and the Visual Arts is my speciality, so this event was just what I needed to learn more skills for the classroom that will enable me to get the best out of my pupils…and that is what I was given. Insightful ways to teach the true meaning of Islam, Christianity- the calming of the storm,

During the programme my masters level research project allowed me to grapple with RE and Art, an amazing opportunity to bring RE alive. During the day I had told Lat that I had embarked on creative learning in RE during my SE2 and 3 placements. I explained the way I had engaged classes, where RE was not a chosen subject, through the use of Banksys’ religious artwork! Exploring the atheistic world that a lot of a pupils’ perceive our world to be and analysing religious beliefs rolled into one… hooking them with the work of this

‘cool’ graffiti artist. This way of teaching and exploring RE was so rewarding for me as the teacher seeing pupils, for maybe the first time, engaging and enjoying RE! To top off my success of marrying RE and Art, I informed Lat I would be entering the Natre Spirited Arts competition with my SE3 school…Lat asked me to send him exemplar work, resources and write a report on my successes for publication - as a PGCE Secondary RE student being asked to do this was mind blowing! It shows that RE is the best, most rewarding subject you could possibly ever imagine to teach! Full of opportunity and fulfilment.

Tara Askew

PGCE Secondary RE current student 2012-13

Farmington

The Research project As part of the PGCE Secondary RE we are required to complete a research project at masters level (don’t let the ‘M’ word scare you – we get lots of support!) on an area of our choice.

The Natre conference was run by the inspirational Mr Lat Blaylock (if you do not recognise this name get googling!) He is the omnipotent force within RE for all 2012-13 PGCE Secondary RE students across the region. The day was amazing, not only to be in a room full of budding RE teachers flying the flag for RE, but to celebrate all that RE has to offer basking in the glory of creativity!

stories from Job and writing a CV to become the Messiah to name a few amazing activities! The ability to create interesting and creative lessons in a diverse way for all pupils of RE is my goal. Cross curricular learning is multidimensional and allows you to explore the strengths of your pupils and stretch their imagination within our subject.

“Anyone new to research, or experienced, my best piece of advice is - do not worry!”

During this time when Religious Education is under serious political and professional pressure to justify its existence, I’ve been thinking of ways that could move this vital subject towards the centre of our curriculum. I wanted to develop a programme that put religious education at the centre of the English exam system, not outside of it.  As I started to think about what this programme might look like, I was encouraged to apply for a Farmington Fellowship, which if accepted, would provide time and support to research and evaluate such a programme.  My research proposal was to ‘critically evaluate how Religious Education contributes to wellbeing, aspiration and social action, through a programme that places Religious Education at the

heart of English exam system.’   I was delighted to be invited to an interview at York St John with Professor Julian Stern and Dr Ralph Waller, the Director of the Farmington Institute and Principal of Harris Manchester College in the University of Oxford. The interview started in the café as Dr Waller and I arrived early, which was great, as he put me at ease immediately. The formal interview went on for over an hour, as we discussed my proposal in detail. Professor Stern’s questioning and insights were particularly helpful in shaping the proposal in to something much better. I was getting excited that this might actually work. Two key statements were announced that day. 1) Pope Francis was announced as the 266th Pope of the Catholic Church. 2) I was offered a Farmington Fellowship. (Although the

latter got very little publicity, hence why I’m writing now). So I am completely overexcited and looking forward to going down to Oxford in June for the Farmington Annual Conference. But most of all, I’m looking forward to spending two days a week for 15 weeks next academic year, researching and writing a programme that will place religious education at the centre of my school’s curriculum, but hopefully many more.

Robin Parmiter

Huntington School Farmington Fellow 2013-14 Former YSJU PGCE Secondary RE student

Partnership school visit York Minster and York St John University “The visit to the Minster and University was very successful as it gave the pupils an insight into Christianity and allowed them to question any queries about the religion and its place of worship.”

Studying Religious Education for the first time, many year 9 pupils had not had the opportunity to explore the subject. So visiting York Minster and York St John University was a great chance not to be missed. The visit to the Minster and University was very successful as it gave the pupils an insight into Christianity and allowed them to question any queries about the religion and its place of worship. The University was initially a daunting experience for some pupils but after talking to a University representative

and meeting lecturers, the pupils felt confident and inspired. The inquisitive nature of the pupils when in the David Hope RE Centre illustrated a strong interest in studying Religious Education in the future as the diversity of resources and artefacts stimulated discussion. Overall, the visit was successful and one that many of the pupils will remember.

Sameena Abbas

RE Teacher, Carr Manor School. Former YSJU PGCE Secondary RE student

York St John University - My visit “There were lots of places to relax and have fun as well; I think this is important as education should be fun too!” I visited the University with my class and RE teacher in December 2012. It was a fabulous experience and it was great to see what education after school would be like. I enjoy RE at school and learning about religion so meeting a Religious Education lecturer and seeing RE on a larger scale was interesting. At the university, we were taken into a small library area or ‘RE resource room’ where there were many books, DVDs and resources that related to religion and beliefs. I liked this part of the tour as we do not have anything on this scale at my school. It was great to see all of the opportunities there are in future education and it has inspired me to

get good grades and be a part of the experience. The university was really modern and it wasn’t too big, which I liked. There were lots of places to relax and have fun as well; I think this is important as education should be fun too! The whole class enjoyed the tour and I thought it was a great experience. All of the teachers and students at York St John University were very kind, I am very grateful that we were allowed to visit the University – a good experience all round.

Rhea Jackson Year 9 pupil - Carr Manor School – Leeds

Teaching with dyslexia: trials and tribulations. Working with dyslexia is interesting in the education world, there seems to be barriers at every turn to hop over. During the demands of the programme there have been many ups and downs. The downs of challenging skills tests that highlight my weaknesses, the time it takes to process information to complete a simple task, storing so much information I feel like my brain is a screaming ‘overload- out of memory’, oh and the essays to conquer to name a few. I must admit that the research essay was, dare I say it, FUN! This is because I chose carefully my research area: Visual Arts and SEN. I find words difficult, but art and visual learning is where I

excel and I bring to the classroom my confidence to produce imaginative and creative learning. This was also highlighted during group workshop presentations where I went to town with my creativity and exploded onto the scene with my visual creations! Many teachers will ask the question ‘How can I help a dyslexic pupil’, creating individual worksheets adds more time and pressure onto an already demanding timetable. Dyslexic pupils will simply benefit from what you do naturally…with a few picture clues thrown in for good measure. If you want a pupil to add more key words into their writing simply add a picture of a key to a PowerPoint or worksheet. This visual clue acts as a stimulus and the pupil does not have to read anything… but then again neither does any pupil in the classroom. This cuts your workload

down and is accessible for all. I have found that I am increasingly honest about my dyslexia…and I must admit that without this brain, that I often want to trade in, I would be lost as a teacher with no imagination or creativity. Sunny days amongst my grey days are when a pupil stares at me in awe, when I dig my green overlay out and asks ‘Miss, are you dyslexic too?’ and I reply ‘Yes I am’. I promote that anything is possible and I know I have the tools to aid pupils in the classroom who find working with words difficult. Those barriers to jump over are getting a little easier!

Tara Askew

PGCE Secondary RE current student 2012-2013.

Keepin’ it REEL: the use of the media in RE Perhaps the most vibrant subject on the curriculum – wait, who are we kidding? As THE most vibrant subject on the curriculum, RE has the potential to be taught and explored in a vast number of ways. Its nature – one which forces pupils to think, apply their knowledge of religions and their beliefs, and offer personal opinions on a wide range of topics – lends itself well to the usage of contemporary scenarios. Take Islam for example. Let’s look at Saum, or Ramadan as most people know it. A topic that could be taught in a purely factual and dry way – Muslims believe this… They believe this because… Add in a sprinkle of news, and something that pupils can relate to, and you get a cracking lesson where pupils are tripping over themselves to answer your questions!

‘I think that Mo Farah was right to avoid fasting at the Olympics because..’, ‘No, wait, I don’t think he was right! As a Muslim he has a duty to…’ RE, when taught well, is relevant to pupils’ lives. When pupils can see the value of their learning, when they make the connections with real people, and real situations – situations that they are familiar with – the subject is brought to life. The media is perhaps RE’s best friend, providing you daily with a wealth of material to use to keep the subject alive. Whether you’re looking at Buddhist suffering and decide to talk through the Boston bombings that took place the day before, or whether you are looking at the figure of Jesus and decide to compare him to Doctor Who, never be afraid to use films or news stories or current events. RE isn’t a dead subject or a subject of the past, the beliefs that religious com-

munities hold have an impact on people’s lives in the here and now. They can impact individuals and they can impact societies. Do not be afraid to explore them with the help of The Simpsons, or with the news of Luis Suarez’s 10 match ban for biting an opponent. It’s breadth means that RE can encompass a whole range of issues – be creative, be not afraid!

Sarah Richards PGCE Secondary RE current student 2012-13

New Developments in the Centre for Religion in Society The Faculty of Education & Theology’s Centre for Religion in Society is undergoing a major development project, beginning with an overhaul of its online presence, in its growth as an active research centre of the Faculty. The Centre (CRiS) was established in 2008, but in recent months has been rapidly developing behind the scenes, having been formally recognised as a research centre by the University’s Research Committee at the end of 2012. The Centre recognises and responds to the growing need for academics from theology and religious studies, in collaboration with academics from other disciplines and individuals and organisations outside of academia, to engage with current issues relating to religion in contemporary society, since public awareness of the role of religion in conflict areas across the world is rising, and in both religious and secular conflicts people often look to religion to help understand, negotiate and untangle the complex issues and emotional tensions therein. The Centre currently has three major projects. Under the direction of Professors Sebastian Kim and Pauline Kollontai and with a steering group made up of staff from the TRS department, one of the aims of the Centre is to establish itself as a goto hub of academic resources on the themes of the major research projects: Religion, Peace and Reconciliation is a project that started in 2006 with the first International Conference on Peace and Reconciliation, held at YSJU. This project has now seen a further three international conferences, in 2009 in Los Angeles, 2010 in Seoul, and 2012 in Jerusalem. Religion, Peace and

Reconciliation, and within that, the theme of mediating peace through music, art and film, forms a substantial part of the developing web hub of resources within the Centre. Theology and Public Life focuses on the development of public theology, and concerns Christians engaging in dialogue with those outside church circles on various issues of common interest. The International Journal of Public Theology (IJPT) is a peer-reviewed journal started in 2006 from YSJU and is published quarterly by Brill. The journal, which is affiliated with the Global Network for Public Theology, is a platform for original interdisciplinary research in the field of public theology.

“It is anticipated that as the Centre develops, so too will its partnerships within the institution” The Ebor Lectures and St Wilfrid Lectures are ecumenical projects that seek to exchange insights between academic and religious traditions and to build bridges between churches and other religious groups. The lectures relate faith to public concerns and have been an instrument to promote serious academic thinking and reflection on contemporary issues which critically engage the day to day contexts of people in the society. The Centre has a number of local and international partners, established through the Global Network of

Public Theology, the ICPR project, and the local Ebor and St Wilfrid lecture series. These partnerships are a valuable resource, connecting YSJU and CRiS with local and global religious communities and academic establishments, including in places where issues of conflict, peace and reconciliation remain of high importance and relevance, for example South Korea and Israel. It is anticipated that as the Centre develops, so too will its partnerships within the institution, the local, and international religious and academic communities, encouraging a more interactive and dynamic arena for academic discourse and engagement. With a new website now live and a continually developing bank of resources appearing on the site, the web hub will be formally launched later in the academic year. Information and the presently available resources can be found on the Centre for Religion in Society website: www.yorksj.ac.uk/ cris or by contacting Dr Vicky Nesfield [email protected].

Vicky Nesfield

Research Associate, Centre for Religion in Society

A students’ perspective of the David Hope RE Centre Virginia Woolf claimed that ‘a woman must have money and a room of her own if she is to write fiction’. The same can easily be applied to PGCE Secondary RE students and lesson plans! The student loan covers the cash issue, but where to work? Home can be bustling and overwhelming. The library invariably is busy and can be loud. This is where the David Hope RE Centre comes in. The David Hope RE Centre is one of the best equipped religious education resource centres in the UK. The room is chock full of books, CDs, DVDs, artefacts and specific teaching texts to aid educational workers across the county. Serving users in both schools and parishes in and around the city of York, the centre is perhaps the most valuable resource available to students of secondary religious education. Students are afforded access

to a nationally recognised collection and a dedicated team of support staff. During times of study, one of the most important things is a comfortable, private area in which to work. The centre has this in spades. The atmosphere is pleasing, peaceful and calming, facilitating successful study time and proactive learning. The reason the centre is such a positive trove is the knowledge that there exists a place where students are supported wholeheartedly in an environment independent of university sessions and school placements. Any PGCE requires such a mammoth amount of work that it is very comforting that such a valuable resource is essentially ‘on tap’. The centre provides a range of theoretical and practical aids, ranging from instructional and practical digital ephemera, right the way to artefact kits (available to rent out for use in workshops and the classroom on teaching practice), which are suitable for all age groups, across all key stages. The resources found

in this Aladdin’s Cave cover the ‘Big Six’ more than deftly, and it is highly unlikely that you would ever pass through the door and not leave with what you went in for. Simply put, The David Hope RE Centre represents an undeniably indispensable collection of RE resources. The sheer volume and quality of the learning materials housed in the Centre is unrivalled and the collection is so indisputably useful that its influence cannot be argued. I have found the David Hope RE Centre to be a comforting and highly informative place in which to work, learn, explore, instruct and inform. Your student loan will support you financially, and, to enable you to succeed on the programme, the David Hope RE Centre is the perfect place.

Claire Sheldon PGCE Secondary RE current student 2012-2013.

News from NATRE RE: The Truth Unmasked (APPG Report) RE: The Truth Unmasked is a report by the All Party Parliamentary Group (APPG) for RE on the supply of and support for RE teachers. It was published on 18 March and launched at a meeting of the APPG on 25 March. This 3-month long inquiry included a review of evidence from over 400 sources. It found: • Over 50% of those teaching RE in secondary schools have no qualification or relevant expertise in the subject • In more than half of the 300 primary schools participating in the inquiry, some or all of the pupils were taught by someone other than their class teacher • A quarter of all primary schools that responded said the lesson was given by a teaching assistant • Primary and primary student teachers lack confidence and expertise in teaching RE, especially in diverse and multi-cultural classrooms • Support for RE teachers at a local level has been dramatically reduced by LA funding cuts and the academies programme

• Bursaries for RE student teachers have been removed and there has been a radical reduction in applicant numbers for 2013/2014. • Because of this lack of training and support many of those teaching RE are unable to meet the DfE’s Teaching Standards, selling young people short in their schools.

A full copy of the report can be downloaded from this link www.retoday.org. uk/news/re-thetruth-unmasked Picture: RE: The truth Unmasked presented to the DfE by MPs Stephen Lloyd and Mary Glindon.

Olivia Seymour

Education Advisor, York Diocese

Contributions to the University Programme Secondary Steering Group We are pleased to report that this group has continued to play an important role in the growth and development of the partnership. School representatives / External Advisers Julie Caddell – Manor CE Academy (Chair) Natalie Wikocki – Easingwold School Jake Capper – Archbishop Holgate’s School Amanda Head – Graham School Arts & Science College Ivan Noble – Millthorpe School Shabana Jabbar – York High School Olivia Seymour – Education Adviser, Diocese of York University representatives – Keither Parker – Head of Programme, PGCE Secondary Imelda O’Grady – Senior Lecturer / Subject tutor Diane Haigh – Partnership Development Manager Jan Spencer – Partnership Development Manager Nicola Thompson – School Partnership Office Manager Shayna Shepherd – School Partnership Office Administrator Additional inputs to the PGCE Secondary RE Programme This year our students have once again benefitted from the sessions led by school based practitioners, guest speakers and York St John University staff. Thanks go to the following: Alistair Beer, Graham School Arts & Science College Skills based learning Anthony Bennett, Archbishop Sentamu Academy New technologies in RE Julie Caddell, Manor CE Academy GCSE RE Andrew Copson, Chief Executive, British Humanist Society What it means to be a Humanist Ian Donnachie, National Union of Teachers Teacher and the law

Amanda Head, Graham School Arts & Science College From the Agreed Syllabus to lesson planning Michael Hughes, Carmel Technology College Introduction to ICT Laura Hurt, Thirsk School Active learning at KS5 Shabana Jabbar, York High School Developing AFL in the RE Classroom Holly Lockyer, Archbishop Sentamu Academy Objective led learning in RE Olivia Seymour, Diocesan Advisor Current Curriculum for RE Janis Watson, Harrogate Grammar School Teaching A level RE Claire Yeadon, Huntington School Teaching A level RE Kate Allott, Senior Lecturer, ITE, York St John University Phonics and Literacy across the curriculum Martin Couchman, Digital Media Manager, York St John University Use of the Interactive Whiteboard Rosina Gilboy, Centre for Global Education, York St John University Global Education Clare McCluskey, Academic Librarian, York St John University Using Resources Paul Milbourne, Network Systems and Communication Manager, York St John University Introduction to York St John University ICT Services Peter Raymond, Head of Programme (BA Primary Education), York St John University Primary School initiatives Glynis Rushby, Careers, York St John University Applying for jobs / the interview process Val Stephenson, Senior Lecturer, York St John University Special Education Needs / Disability and issues related to Diversity

Professor Julian Stern, Dean of Education and Theology, York St John University Researchers Pedagogy Thanks also to all our school partners who have supported the moderation of the Teaching Strategies workshops: Caroline Capper, Archbishop Holgate’s School Amanda Head, Graham School Arts & Science College Holly Lockyer, Archbishop Sentamu Academy Catherine Walker, Ashville School Link Tutor support Thanks go to Bridget Duncan for all her continued support as external link tutor for students during their school experience placements. Programme Representative Thanks go to Ashish Kundi who has done a brilliant job as PGCE Secondary RE Programme Representative. Ashish has had excellent communication with PGCE Secondary staff and students throughout the PGCE year. Interviews We continue to attract high calibre applicants for the programme and recruitment to the programme is very pleasing. We thank all those involved in the interview processes this year. Particular thanks go to: Julie Caddell, Megan West and the pupils at Manor CE Academy Ivan Noble, Lindsey Parr and the pupils at Millthorpe School Jake Capper and the pupils at Archbishop Holgate’s School Anthony Bennett and pupils at Archbishop Sentamu Academy Shabana Jabbar, Jane Cartwright and pupils at York High School