This project investigates the issues surrounding academic transition from Key Stage 2 to Key Stage 3. Whilst schools make great effort in facilitating pastoral, institutional and social transition in to Secondary, academic transition beyond English and Maths is often inconsistent. Academic transition is therefore a lacuna of research. This case study worked within the context of four Primary Schools and one Secondary School. It explored the ways in which issues such as curriculum, knowledge base, concept development, stakeholders, school structures, staffing and subject-based staff development all shape pupils’ understanding in Religious Education. Drawing on interviews of teaching staff, pupil interviews, […]
The scheme of work focuses on exploring and developing spirituality. It allows time for personal and collective reflection, and gives students the opportunity to practice and share in mindfulness development. co-authored by Elizabeth Fletcher.
Many papers have covered the detrimental effect ‘the lost years’ can have on a student and their academic achievement, citing dips in focus, attainment and drive in an education setting. If the lost years can be put to good use, students will be empowered and prepared for their GCSEs and could go on to attain a wider range as well as number of qualifications. My Farmington Scholarship focused on equipping students with the necessary skills to access the GCSE material and be examined a Key Stage early. My presentation and paper draws on academic research, interaction with students and parents, […]
The underlying drive for this research in our increasingly secular and divided society, is the growing concern for the mental health and well-being of our young people, reflected in the notion that with the large-scale withdrawal of the population from organised religion, there is much of value beyond faith itself which is being lost. My Farmington Scholarship has explored the impact of offering opportunities for art mediated silent assemblies and meditative practice on spiritual well-being. The greatest obstacle to this action research was finding a meaningful mechanism for attempting to measure spiritual well-being. The basis used was the spiritual well-being model constructed […]
Schools for people with severe autism can be frustrating places for teachers who specialise in autistic spectrum conditions (ASC). We recognise the gargantuan struggle that our learners have with mental health, worry for them and their families, both in the present and for their futures, but struggle to respond. Anyone can experience difficulty with their mental health but people with ASC are disproportionately affected by poor mental health; the results in special schools are profound and pervasive, significantly contributing to the challenges faced by learners in medical health, family life, behaviour, engagement, community involvement and attainment. This Farmington Scholarship has facilitated the research and writing of a blog, aimed at […]
We are a group of Specialist Leaders in the Diocese of Shrewsbury whose aim is to support colleagues across twenty Roman Catholic High schools. With the introduction of the new GCSE course we felt that it was vital to assist our colleagues in teaching this challenging new specification. How can we continue to engage students? How can we ensure that students continue to enjoy RE GCS and are successful? This presentation will include the background to completing a Farmington scholarship, the rationale of our idea and a summary of the resources that we have produced. Linked to TT384.
The origin of this project was in response to the Government’s request that all schools teach children about British Values. This is not a judgement on whether it is right or wrong to teach British Values but rather one idea of how our school attempted to engage the children with RE and values. Initially, I started to investigate how our school currently promotes British Values and then I began to explore how we could promote British Values through the curriculum with a focus on RE. Starting with a review of the Hampshire Model of teaching RE, my research led me […]
The notion of progress in RE is a difficult one. There is no question that every teacher wishes to see their pupils make progress but what does this look like? Is progress about knowing more ‘stuff’ or developing skills. If the latter, then what skills should we prioritise? I suggest there is no hierarchy of skills but a collection of interlocking aptitudes that allow pupils to get the most out of their learning in RE and to engage with complex ideas. By considering issues arising from curriculum and assessment reform, the basic purpose of RE and pupil engagement and self-assessment […]
Throughout this study I wanted to break down some of the obstacles to learning in a school for Severe Learning Difficulties (SLD). I have created a scheme of work for Religious Education with a focus on specific biblical stories and suggestive activities. I concentrated on the primary department in my school and devised a scheme for the junior school (FS/KS1) and middle school (KS2) for one year. The overall topic was based on ‘God’s love for….’ and this supported our school motto and ethos.
Facing the challenges of the new Religious Studies GCSE, a small group of Specialists Leaders in Religious Education in the Diocese of Shrewsbury decided to work together to produce resources to support our own colleagues and Religious Education departments in other schools in the diocese. We did research on the topics that teachers felt less confident about teaching and then divided them between ourselves. Three SLREs focused on topics within Catholic Christianity and I prepared a revision booklet on Judaism.