Iain Dover

Alongside the issues of subject knowledge, and wariness of causing issues with local communities, the balance of contact time and the amount of content that is suggested becomes another consideration to consider - is it easier to skip the difficult conversations as we don't have time? #TeamRE

Definitely intrigued on the impact this will have on curricula at KS2 and 3 - how long will it take to teach the contestation (if that is a word) of the narrative, and do it justice - does it become a standalone topic focusing on this (across worldviews?) or part of a focus on Islam? #TeamRE

Managed to read through the article from @pablopedantic.bsky.social today - interesting insights to the variety of narratives and the challenge of teaching these.

Was glad to see many of the texts referenced sit on my classroom bookshelf and shaping our teaching of content #TeamRE

Really interesting question to consider, especially around the variances between faiths - is it a comfort with material that makes it easier to approach through other lenses?
- is there a wariness of offending communities?

The article is straight to the top of the to-read pile

The offers of support and clarity in developing authentic resources was a really positive develop, and will be really exciting in the updates to our KS3 curriculum #TeamRE

There is an interesting separation of what expectations of RE is from outside the education community, particularly from faith communities, and the limitations within the curriculum, but both reports highlight clear gaps in the RE world #TeamRE

Really enjoyed the @culhamstgabriel.bsky.social session yesterday launching @profjasjitsingh.bsky.social report on Sikhi education.
Need to go back through it in more detail, but struck by the similarities with the Insight UK report into Hindu education from a couple of years ago #TeamRE

Starting to prepare for September.
New team coming in, with it, an overhaul of KS3.

Really enjoying the opportunity to think deeply about what to include and how to sequence both lessons and topics, but the empty spaces are slightly daunting #TeamRE

Is it the 14th (Monday), or the Tuesday (15th)

Teacher of Religious Studies and Geography (Maternity Cover), Tower Hamlets - Tes Jobs George Green's School, United Kingdom

Come and teach RE in the amazing borough of Tower Hamlets! #teamre www.tes.com/jobs/vacancy...

I quite like the appropriateness of the misspelling - can definitely describe many teachers as fiends...

Sat down at half term and decided I needed to carve out time to post more, or write a blog about our current KS3 decisions as we rejig it

Not yet found the time, and it feels like this half term has been longer than 7 teaching days

Teacher of RPE - Cambourne Village College, Cambridge, Cambridgeshire Closing date: 9:00am, Fri 20th Jun, 2025. View full details and apply online at MyNewTerm.

Another opportunity to join the team - mynewterm.com/jobs/139408/...
Opportunity to teach all Key Stages, growing school in a growing town, collaborative department.
Come visit before applying - just get in contact

Any questions please ask
#TeamRE #UkEd

Also about the longer summer holiday that most don't need for the original helping with harvest (although it still happens) and the length/placement of exam seasons

Prompts the interesting question of whether the school calendar needs to be separated from the historic Christian holidays to allow more flexibility

There is also the challenge of moveable feasts (Easter, Eid, etc.) and how we plan around those to avoid this situation

I ordered a copy of this before Half Term - early into exploring it, but as a secondary specialist it is an interesting insight to thinking especially at EYFS and how that can be the foundation of all out teaching

Really excited for #PrimaryFocusWeek for #TeamRE - from a secondary perspective it is a really helpful insight and hopefully will influence discussions at department level

Going to share this for a final time, with the deadline of Thursday (noon).
Any questions, please let me know, and please do share to anyone who might be interested.
#TeamRE #UKed

Resharing this for the weekend crowd.
We are looking for a teacher or RE/RPE for September, with a Key Stage responsibility TLR for suitable candidates.
Chance to teach OCR GCSE RS and AQA Philosophy A-Level

8 miles West of Cambridge, growing community, message for more information #TeamRE #edujobs

Teacher of RPE - Cambourne Village College, Cambridge, Cambridgeshire Closing date: Midday, Thu 15th May, 2025. View full details and apply online at MyNewTerm.

Due to a member of our team going on to greater things, we have an opportunity open in Cambridgeshire with a TLR (Key Stage responsibility) for the right candidate - mynewterm.com/jobs/139408/... #TeamRE
Opportunities to teach across the Key Stages - any questions drop me a message

Does it depend on the type of photocopying?
Something centrally resourced could be bulk printed by the HoD (or admin support) and distributed to individual teachers.
Individually created resources would be different

Nearly a full day of Islam today - mixed between Y7 and Y11. Always fascinating to reflect when lessons align like this about the progression between topics and year groups #TeamRE
Y7 - looking at the Significance of Muhammad, and Y11 Revising key terminology and how they link together

This led to a really interesting discussion with our Historians about 2nd order concepts, and how we balance the disciplinary thinking, especially when building a picture of ability/learning
Can all disciplines be accessed successfully at all stages? How can we ensure this, while being authentic?

It feels odd to talk of an 'age' at the moment of creation where time is also created.
Is the part of the challenges around the idea of fully God and fully human - a baby is not omnipotent, and Jesus is fully human so not omnipotent, but the godly side is?
Feels like deep theological thinking

Wider school focus on assessment has got me thinking about how we improve the disciplinarity of our KS3 assessment, so that we are not just using disciplines as a way of encountering information, but getting students to think, and argue, from these perspectives #TeamRE

It does definitely pose an interesting question - I think there is a marked difference between 'What do I teach that will help someone get a job?' and 'What do I teach that will help someone be employable?'

This may be a false reading, but if you go to the job centre, the purpose of the appointments is to get you a job. They don't teach the suite of subjects, and knowledge that comes in a curriculum, instead focusing on helping you apply for roles, and offer courses to boost that

They way I read 'get a job' as Adam phrased it, is different to 'employable'.

The other areas listed to be ranked are all things that make you employable, as it prepares you to interact with other, etc.

But that is different to a purpose of 'getting a job'

Is it a question of people seeing it as a by-product of the processes, achieved through other options?

In that, if it was the main purpose, we would teach a much more vocational system, focused around applying for job, MS Office, typing, customer service, use of tills, etc

Longer term, as we review our KS3, it will be looking at how we ensure that we are intentionally planning our content with weaker readers in mind, and what will support them best in accessing the wider content