1. My 17 Years of Teaching R.E. at CGS. 15 of those years were focused on R.E. topics and curriculum. 15 of those years were focused on R.E. topics and curriculum. At Year 8 level the curriculum covered the life of Jesus, Paul and the early Church and modern Social Justice issues. At Year 8 level the curriculum covered the life of Jesus, Paul and the early Church and modern Social Justice issues. A wide variety of delivery methods such as film, research posters, documentaries, cartoons, role plays, interactive mapping and board game creation. A wide variety of delivery methods such as film, research posters, documentaries, cartoons, role plays, interactive mapping and board game creation. This was professionally satisfying and seemed to be well received by students. This was professionally satisfying and seemed to be well received by students.

2. Suddenly in 2014 everything dramatically changed… R.E. no longer taught as a separate and distinct subject, now merged with Personal Development (PD) to become a completely new subject: Life and Faith. R.E. no longer taught as a separate and distinct subject, now merged with Personal Development (PD) to become a completely new subject: Life and Faith. Transition from specialist subject teaching to team teaching, with staff who had previously only taught PD. Transition from specialist subject teaching to team teaching, with staff who had previously only taught PD. This felt uncomfortable and raised major concerns. This felt uncomfortable and raised major concerns. Curriculum developed over many years was no longer relevant. Curriculum developed over many years was no longer relevant. Would the Christian values and specialist knowledge underpinning the R.E. be lost or greatly diminished? Would the Christian values and specialist knowledge underpinning the R.E. be lost or greatly diminished? Could a fair balance between religious and personal development topics be achieved? Could a fair balance between religious and personal development topics be achieved?

3. In 2014 I decided to explore the possibilities despite my doubts. Numerous staff meetings and consultant seminars. Numerous staff meetings and consultant seminars. Key subject criteria, values and content were identified. Key subject criteria, values and content were identified. The process has not been easy…..Has required…. The process has not been easy…..Has required…. Team work and good will. Team work and good will. Willingness to go into the unknown. Willingness to go into the unknown. Accept the delivery of a less than perfect “ work in progress”. Accept the delivery of a less than perfect “ work in progress”. Changing plans at short notice. Changing plans at short notice. often led to better than anticipated results. often led to better than anticipated results.

4. A Cameo of What’s Happening Now. Some Encouraging Signs. Opening myself to jointly develop lesson plans with my team-teaching colleagues, as a creative, dynamic and shared process, has resulted in more positive outcomes than individual teacher planning. Opening myself to jointly develop lesson plans with my team-teaching colleagues, as a creative, dynamic and shared process, has resulted in more positive outcomes than individual teacher planning. Having an open attitude to each others ideas need not be negated by differences in world view or personal faith positions. An example of this has been the unit on “Who is Jesus Really?”. Having an open attitude to each others ideas need not be negated by differences in world view or personal faith positions. An example of this has been the unit on “Who is Jesus Really?”.

5. A Case Study: The new version of the “Who is Jesus Really?” unit. Key Strategy: Learning as an interactive, evolutionary process. Student responses can change over time about the same topic. This involves: a) The giving and receiving of feedback through input and questioning by both staff and students. b) For the “Who is Jesus Really?” unit this involved a series of steps.

6. Values as a Four Step Process. Step 1. Whole year level viewed the film “Jesus” in a single sitting before formal classes commenced. Step 1. Whole year level viewed the film “Jesus” in a single sitting before formal classes commenced. Step 2. Values were explored in individual class groups. Key inquiry questions included what do we mean by values and why are they are important. Step 2. Values were explored in individual class groups. Key inquiry questions included what do we mean by values and why are they are important. Step 3. Students developed a comparison chart: the values shown by Jesus in the film, their own values and then difference and similarities between Jesus’ values and their own. Step 3. Students developed a comparison chart: the values shown by Jesus in the film, their own values and then difference and similarities between Jesus’ values and their own. Step 4. A class jigsaw was constructed: identified values were written on pieces of the jigsaw. A time lapse movie was made of the jigsaw construction. Step 4. A class jigsaw was constructed: identified values were written on pieces of the jigsaw. A time lapse movie was made of the jigsaw construction.

7. Time Lapse Jigsaw.

8. Class Questions About “Who is Jesus Really?” Following the “Jesus Jigsaw”, students brainstormed a series of questions they would like to investigate about Jesus. Following the “Jesus Jigsaw”, students brainstormed a series of questions they would like to investigate about Jesus. To stimulate the brain storming process, questions were written on different coloured sticky notes which represented different categories of questions. To stimulate the brain storming process, questions were written on different coloured sticky notes which represented different categories of questions. A team of students and the mentor synthesized the many questions into just one for each category. A team of students and the mentor synthesized the many questions into just one for each category. I then developed a set of responses to each representative question which I explained in the next lesson whilst students took notes. I then developed a set of responses to each representative question which I explained in the next lesson whilst students took notes. I was careful to explain that students were not required to believe my responses, just to know what they were. I was careful to explain that students were not required to believe my responses, just to know what they were.

9. Examples of Staff Response to Student Questions. Student Question: Was Jesus adopted or was Mary lying about who his father was? Student Question: Was Jesus adopted or was Mary lying about who his father was? Teacher Response: There are different points of view about this. Only one of the gospels records the idea of the virgin birth, the idea that God miraculously caused Mary to get pregnant without a human male causing the pregnancy……….. Student Question: If there was evidence that Jesus really didn’t exist…what life would be like for Christians (you?) My life would not be that different because I still see value in the teachings of Christianity, such as loving your neighbour, and even your enemies, treating other people as you would like to be treated, etc……………..

10. Examples of Final Student Responses. ….Jesus was a controversial man in his era, some people wanted him dead and others followed him wherever he went ………… he brought him self back from the dead…..but many people argue that this cannot be possible! Some people even believe Jesus is still alive today! ….Jesus was a controversial man in his era, some people wanted him dead and others followed him wherever he went ………… he brought him self back from the dead…..but many people argue that this cannot be possible! Some people even believe Jesus is still alive today! My opinion I believe and don't believe in Jesus. I believe that there was a man in that era named Jesus who was said to be the messiah but I don't believe in any miracles that he performed because there is no proof. I believe in what Jesus stood for and his values, I try my best to follow these values because I respect them. I believe and don't believe in Jesus. I believe that there was a man in that era named Jesus who was said to be the messiah but I don't believe in any miracles that he performed because there is no proof. I believe in what Jesus stood for and his values, I try my best to follow these values because I respect them.

11. Reflections on the Whole Process. Team teaching with the student mentors has been positive, but has still cost a significant loss of R.E. content. Team teaching with the student mentors has been positive, but has still cost a significant loss of R.E. content. The creative expertise of other staff can greatly enhance the level of engagement of students, and positively impact those staff: a mentor shared her personal journey from skepticism to understanding with my class. The creative expertise of other staff can greatly enhance the level of engagement of students, and positively impact those staff: a mentor shared her personal journey from skepticism to understanding with my class. The formative process of feedback, through a cycle of questioning and response, has enabled students to develop positive openness to faith from initial positions of skepticism. The formative process of feedback, through a cycle of questioning and response, has enabled students to develop positive openness to faith from initial positions of skepticism. With the “Who is Jesus Really?” unit there has been a successful merging of two subjects and topics into one: the values component of PD and the Jesus component of RE. With the “Who is Jesus Really?” unit there has been a successful merging of two subjects and topics into one: the values component of PD and the Jesus component of RE.