This is what Nikki McGee had to say in our conversation about religious education for Huh:
‘When you understand religion, you see the world in full technicolour. Art and literature trace their origins to religious stories. Modern psychologists would say this is why religion has survived, because humans love stories. Humans are drawn to, and remember, narratives.’
Nikki explains that RE is going through a metamorphosis, with much discussion about worldviews. ‘Teachers help pupils learn to recognise the lens through which they see the world. Indeed, we all see the world through a unique lens, affecting how we see others’ worldviews.
‘Developing that lens explicitly is important. All through their RE curriculum journey, pupils should be constantly tweaking that lens so their picture of the world becomes even sharper. Once they understand their own lens, they can then start to appreciate the lenses of others.’
‘You want students to have informed, respectful conversations about religion and the world. Religion is becoming increasingly polarised. On the world stage it's incredibly powerful, for both good and bad. Ultimately, a good RE curriculum equips students to be effective world citizens.
‘By the end of Year 9 we want students to have a sound understanding of the drivers of the Abrahamic and Dharmic faiths, to understand the roots of the Dharmic faith, and then how over time history has corrupted and twisted and blurred the boundaries between those faiths.
‘We want our students to have real insights into the discussions that are going on today about why even the language that we use about those Dharmic faiths is complicated and controversial. We also want them to have a good grounding in the Abrahamic faiths, and to know that the faiths of Islam, Judaism and Christianity share the same roots, and then, where those boundaries cross, how this can give rise to conflicts.
‘Students would know by the end of Year 9 why Jerusalem is important as a religious centre, why these conflicts are happening and why the situation in Jerusalem is incredibly complicated.
‘You would like them to understand that religion might not seem relevant in an increasingly secular country like the UK, but on the world stage it is incredibly powerful, for both good and bad. So they need to understand that, and a smart way to do so is through the eyes of Abrahamic and Dharmic faiths.
‘Ultimately, a good RE curriculum, taught well, will equip a student to be an effective citizen of the world.’
Three documents to support line managers for RE
1. Making Every RE Lesson Count, L.Hutton & D.Cox
2. Reforming Religious Education: Power and Knowledge in a Worldviews Curriculum, M.Chater
3. The RE Chapter in Curriculum: Theory, Culture and the Subject Specialisms, R.Ashbee
If you’d like to know more, you can watch the watch the full conversation with Nikki, John and me at Myatt & Co (£/free trial)
Until next time
Mary
And when you’re ready, you might find these helpful for curriculum and leadership development in your school
NEW: Secondary subject networks including for religious education are now scheduled!
The spring Primary Subject Networks are also available to book, live and recorded (£/free trial)
Huh Leadership Lobby: a blended, self-paced course with live check-ins, led by me and Andrew Morrish. It is designed for aspiring, new and established leaders, it starts April 2023 and places are limited
Huh Curriculum Leaders Course: UPDATE: The June course is now open, and the last two were oversubscribed