Category Archives: News

RE PGCE Judaism & Islam subject knowledge development 8.3.19

As part of their subject knowledge development, RE PG trainees partook in a subject knowledge development day, focusing on Islamic and Jewish teachings.  Before the sessions, they completed subject knowledge audits of both topics (using a GCSE specification) which enabled the sessions to target specifically those areas which they have identified as in need of further work.

For the first session, Lauren Woolley from St Peter’s led an interactive and engaging session on Judaism – taken from the Edexcel specification. The group were joined by a number of Yr10 GCSE students who contributed to the session and who enjoyed their visit to Edge Hill immensely – especially as it coincided with the ‘Well-being’ Event in the hub!

After a short break, Waqaus Ali led the group through the differences in Sunni and Shi’a Islam – discussing differences such as beliefs about Ali, the way in which salat (prayer) is carried out and the controversial issue of ‘temporary marriages’.

In the afternoon, trainees visited ‘At home with…’ run by Liverpool Community Spirit. Sitting in Muslim and Jewish living rooms, they chatted to Hinnah and June about the Islamic and Jewish experiences and were able to build on their sessions from the morning.

RE PGCE & CND Peace Education 7.3.19

During their enhancement week, the PG trainees took part in a session led by Owen and Barbara from CND Peace Education. Trainees considered how to tackle issues such as Weapons of Mass Destruction and Just war in RE and then partook in a mock trial of President Truman and his actions of dropping the hydrogen bomb during WW2. After some very tense court room clashes (and very bad Perry Mason impersonations) – trainees found him not guilty of war crimes, concluding that his actions had been justified. The afternoon was a much more peaceful affair with trainees making peace cranes and some uncovering a talent for origami that they didn’t know existed!

RE PGCE & UG: Sue Philips ‘The Island’ 1.3.19

Sue Philips brought ‘The Island’ to the PGCE and UG trainees in an interactive session on experiential RE. Sue demonstrated with them how to lead ‘religion neutral exercises’, engage pupils in values and empathy and the power of pupils being able to ‘see’ and ‘hear’ in their learning. They all enjoyed getting in to the character of someone who is homeless to consider how to develop pupils’ empathy!

Holocaust Education Trust – joint session with History PGCE 18.1.19

Cat from the Holocaust Education Trust delivered a fantastic session for the RE and History PGCE groups. In addition to covering the events of the Holocaust, trainees explored the significance of the term, the non-Jewish victims and Jewish resistance. She was also able to provide trainees with some fantastic resources to use in their teaching and generate some insightful discussions regarding appropriate ways to teach the holocaust at secondary level.  A fantastic cross-curricula session!

Juma Prayers at Quwwat Ul Islam Mosque

The PGCE cohort visited the Quwwat Ul Islam Mosque in Preston as part of their subject knowledge development.  In addition to touring the mosque and observing Friday prayers, the group also had a fantastic opportunity to speak to some Yr10 pupils from Preston Muslim Girls High School about their experiences of Islam and what their faith means to them. Thanks Waqaus for a great day as always!

Merseyside Buddhism

Year 2 QTS undergraduates spent a day looking at two forms of Buddhism in Merseyside. Our first visit was to the Triratna Buddhist Centre in Liverpool. Sumnadipa and Janet welcomed us and  offered us a drink. Sumnadipa explained her name meant graciousness and lamp, and she was given it when she was ordained. She reminded us that the five precepts have both negative and positive sides, for example the second precept, not taking the not given can also mean living with open handed generosity. She suggested that mindfulness meant taking notice of he things around us.  Normally we cannot do this adequately as our ‘monkey minds’ are full of noise and chatter. Meditating, just stopping and being is one was to still the mind and become mindful.  Sumnadipa explained some of the fundamental teaching of the Buddha, including the three jewels.

Sumnadipa gave us some of the historical background to the Triratna movement, starting with the life story of Sangharakshita. She explained that Sangharakshita realised that different schools of Buddhism may look quite different and teach different things, because they had taken on the culture of where they are.  Underlying his, he suggested there was a core Buddhism, of taking refuge in the three jewels. He set up the Western Buddhist Order to translate the Buddha’s teaching into a form that would appeal to the Modern Western mind. Since the 1960s it has spread worldwide and became the Triratna Community in 2010. Sangharakshita died a few weeks ago aged 93.

She explained some of the differences between the Triratna and other Buddhist schools. Right livelihood appears to be very important in many of their activities and involves both helping others and freeing themselves.  We heard how Sumnadipa became a Buddhist, through an initial desire to meditate.  She suggested that Sangharakshita might have been a bodhisatva, but people such as the Dalai Lama and Archbishop Desmond Tutu may be enlightened beings.

We finished our time with a meditation session which Sumnadipa led.

A short minibus ride took us to the Wat Phra Singh UK Buddhist Centre in Runcorn. Tony welcomed us and explained that they are from the Thai Therevada tradition. He began by explaining how the two branches of Buddhism developed. Their parent temple is he Wat Phra Singh Chang Mai in Thailand.  Tony told us the story of his ordination and how he became Samart, meaning one who achieves. He was ordained in 2008 in Thailand – the first foreigner to be Ordained at Wat Phra Singh Chang Mai, and the last person to be ordained by Lonpornu. The Head monk arrived from Thailand in June 2012, staying with Tony who had a vision for a Temple in the North West of England. The temple opened in June 2014. They now have ambitious plans to build an ubersot – a consecrated Hall.

Every morning and evening the monks, who reside on the third floor of the temple, chant and meditate for 45 minutes. One of the rules of the monastic life is that they can only eat before midday. They do duties and learning during the day. There is a free weekly meditation class.

Tony says that he has always been a Buddhist, although he was raised as a Christian, and only became aware as he encountered Buddhist teachings.  Other religions say this is right and this is wrong; the dhamma says this is what the Buddha realised. Tony helpfully explained some of the Buddha’s teachings on diverse subjects including kamma, right living, intention and meditation.

A Hopeful school experience

Year 1 Undergraduates QTS students gained their first experience of school with a day at Hope Academy.  We were met in the foyer by Rachael Critchley (Head of RE), Catha Seddon (Assistant Head of RE) and Jayne Cantwell (A very experienced RE Curriculum Mentor) and given a tour of the school. We met the Head of Year 7 as we visited the Year 7 Inspire time. Each year group has their form-rooms grouped together.  We also had a quick look at the School Chapel, before we returned to our base in the conference room and briefly met the Academy Principal.

The next session was with Rachel Bradburn, the Professional Mentor, who looks after all trainees and NQTs as well as being an English and Media Studies teacher. Rachel helped us to think about what it means to be a professional.  She asked us how we would develop our own professional persona and we did a rank ordering exercise with elements of Part 2 of the Teachers’ Standards. We then looked at some scenarios, before Rachel gave us some tips on how she would expect a trainee to demonstrate professionalism.

We then had another hour with Rachael and Catha, focussing on RE. Hope Academy is Outstanding RE department and they explained some of the features of their department that enabled them to achieve this inspection outcome.  Hope Academy used the DTT approach to assessment, and so we were introduced to this.  Students do a multiple choice test every 5-6 lessons (3 weeks) which they use to track their own progress. This ensures that pupils have mastery of the required knowledge. GCSE assessment formats are used throughout the school.  Individual assessments are marked and then a class crib sheet is produced, which enables pupils to work on their own areas of weakness, something g which is being adopted across all subject areas now.  Thinking about the roles of the RE teacher, we worked in pairs to sort some cards, initially into five categories, before giving the categories headings and ranking them. We shared our ideas together before completing a take away consolidation sheet to give us good evidence for our standards folders.

At break we met the rest of the RE department and then Bradie Gallagher, an NQT who graduated last year from our course. She gave a number of tips on how to take best advantage of the course.  She helped us understand what would happen at the end of the course during our NQT year.  She explained that observing people teach might seem like a chore, but is really useful.

For the last part we divided into two groups, one to observe Nicola Lyon (another graduate of the course) teach a year 7 lesson, and the other group to watch Catha teach year 8 who were doing a ‘therapy’ session as part of the DTT process.  We were struck by how, in both classes, pupils were busily working independently with the guidance of the teacher. The year 7s were working on knowledge of the Ten Commandments which led up to a 5 mark Demonstrate Question. Pupils were given guidance on how to structure their answer.

Back to the Sixth Form

Final Year Undergraduate QTS students visited Carmel  College to discover how it is different to teach in a Sixth form college.  We were met by Sarah Daley, who is in charge of 10:10 RE, the general RE provision for all students, and a Glenn Skelhorn, who is in charge of the A Level Philosophy and Religious Studies.  

After introductions, we thought about the Art of the A level RS lesson. Sarah and Glenn reminded us that sixth form students are not that different from Key Stage 4. They explained how hey have worked on the principles of The Flopped Classroom for their A Level lessons. They try to remove the element of ‘rote learning’ from lessons in college. This learning from text books, for example, is done at home prior to the lesson. As they do Buddhism at A Level, and there was no textbook for this, the department have produced their own flipped learning booklets, which have been very successful. This means that the role of the teacher is different- they do not deliver content in class, they are challenging misconceptions and developing students’ ideas, which in some ways is a much greater challenge.

Sarah talked us through how she would plan a lesson on the three marks of existence in Buddhism. It was clear that the focus was on engaging with the material, rather than being on transmitting knowledge.  She also introduced us to the idea of the Carmel Mindset, based on the Vespa material, developed from the growth mindset of Carol Dweck and others.  She then explained the general RE that the college delivers as part of their 10:10 programme, which is a common feature of RC colleges.

Next up was a tour of the college.

We then went to observe some 10:10RE lessons, one with Sarah and one win NATHAN a graduate of our course.  The lesson was an introduction to Human Rights, and began with a picture starter. This was followed by writing nine rights on post it notes and ordering these with a diamond 9 activity.  Students then questioned what is meant be Human Rights, It was great to see Nathan and Sarah really work hard to draw out answers from even the reluctant students.

In Glenn’s Year 13 RS lesson the students were continuing with Sexual Ethics, but began with some riddles, and a starter involving incest. Students were given two minutes thinking time, were they were asked to write a justification for their moral opinion.  They then shared and scrutinised their reasoning in small groups, before a whole class discussion. This discussion was ten widened to a broader discussion of sexual ethics. There was then a teaching episode ensuring students were aware of Mill’s Liberty Principle.

Sarah’s Year 12 lesson was on situation ethics, but was focussed on students developing their essay writing skills to improve their examination performance.

We then had some time to prepare a short part of a lesson, and we all got the chance to deliver to the lovely students of Carmel College.