Core Knowledge: The Catholic 100

Until I sit down with a few of my fellow Catholic educators and write the Canon of Catholic RE (or even a whole school curriculum), we are working hard in my school to right wrongs about what our students do and don’t know. 

For a year, with a lot of debate and discussion, I have worked on a list of 100 words that I wanted all of Year 7 to know. There are 75 essentials, and 25 advanced words. 

100 Key Words for RE

With a little hesitation about how people would perceive the task (“How does this get them excited about RE in secondary school?”), I included my task in the transition booklet alongside English, Maths and Science. Actually most people seemed to think it was a great idea!

For each word, students had to self evaluate:

• I recognise this word
• I understand this word
• I can accurately use this word in a sentence

They then had to write, 'My own definition'. This was just one sentence, of original material, that needed to fit in a concise box. 

The expectation was that each student would have at least 75 definitions at the start of Year 7 that they could refer to, learn and be tested on. They would feel more confident about RE, and we'd be able to move faster in lessons.

However, the main aim was to close the gap that exists in Year 7 in a Catholic school. We have some devout families who would be fluent in this vocabulary (and therefore knowledge), while others will join from non-Catholic schools, and be from non-Catholic, perhaps non-Christian families. It is important to recognise the bewilderment a young Hindu, Muslim or Skih has when the teacher starts talking about the Creed, praying the Rosary, attending Mass and celebrating the Sacraments.

Additionally, the religious vocabulary (religious literacy some would suggest) does not link to other data. Scaled scores and SATS results mean little; a student in our higher sets could be struggling in RE, while one in a set with less able students may excel in RE. It’s why our department data sometimes looks odd. 

We then decided that actually, we have put a lot of work into this, and we do need to ensure all students in Key Stage 3 have this vocabulary. As such, all students in Key Stage 3 now have their booklet and Year 8 and 9 will be completing over the next few weeks.

The students seem to really like it. We’ve had a lot of positive comments, and they really see the value of it. Many are excited about it - especially about mastering the advanced words! 

We will be testing these words at least weekly. 5 a week... and I’ve agreed 4/5 as the pass mark for Year 9. This can't just be a task, it has to end up as a long term learning exercise. 

Students really do enjoy knowing things and learning things, and improving their vocabulary, regardless of their  own faith position or background, is vital. It may be we look at having different lists / booklets for them to work on in different year groups. GCSE already have their own... 

The list is always up for review, even after a year of reviewing, so keep suggestions for improvements and modifications coming in... 

Image courtesy of Spokane Favs

Being Catholic

Back in July, I had two articles published:

• Schools Week: Let’s not turn RE into a weapon in the war against Catholic schools
• The Catholic Herald: Will Catholic Religious Education survive?

These were in part, a response to the Clarke/Woodhead pamphlet entitled A New Settlement Revised, but also in preparation for the final report of the Comission on RE report due later in the year. They also reflected thinking about the direction of some voices in RE, and organisations involved in the campaign for change in RE.

It is always hard to share ideas within a short word limit, and I was grateful last year to get the chance to write more extensively on this topic in a collection of essays, entitled We Need To Talk About RE where I discussed the future of Catholic RE. At this stage, I think it is useful to copy an extract, from the middle of the chapter:

If the Commission [- or anyone!] were to recommend a common baseline entitlement for all schools, including schools with a religious character, then it is very likely that the RE curricula of Catholic schools would already be in compliance with it. But since one of the conditions of the partnership between Church and state is the right of the Bishops to set the curriculum in Catholic schools, then any statutory imposition of just such a common baseline is potentially highly problematic. Of course, given what has already be said, this will only be a problem in principle, not in practice. Nonetheless the principle is a fundamental and non-negotiable one for the Catholic Church in England. It is hoped that a way forward can be found that ensures outstanding Religious Education for all without backing the Bishops into a corner where they have no other option but to oppose something that, in every detail but one, they would otherwise welcome and support.

When I wrote the two articles, I knew that I would receive criticism - and personal attack. I did have some hesitation as some of my good friends within the wider RE world, who I have tremendous respect for, have been involved in the Clarke/Woodhead project, and the Comission on RE. However, I felt an important comment needed to be made about keeping Catholic RE, and Catholic schools distinct. Despite some of the comments I received, it is not because I want Bishop Alan of Brentwood to dictate every detail that I teach! 

I did find it frustrating when people were tweeting about my articles, accusing me of all kinds of things (creating "fake news" was my favourite) and knowingly not including my Twitter handle, so I couldn't respond. Also the use of subtweeting, so discussions could not be followed, stopped some of the genuine debate about this. It was also odd how some people said I was speaking on behalf of the Bishops of England and Wales - I am just an RE teacher, but committed Catholic, speaking on these matters. The CES had already made their statement via Bishop Stock. However, perhaps the thing that made me most upset was how some claimed that the Catholic Church was trying to derail the whole process of RE reform for all. I admit my articles were made quickly after the publication of the Clarke/Woodhead pamphlet was published, but that is how the press and news works. Personal blogs, can obviously benefit from longer periods of reflection. However, the only thing I'd perhaps change is headlines, which I didn't write... (despite them being quoted back at me!)

I do think that RE needs reform. I have passionately argued this for many years. As much as I work in a Catholic school, I have worked in many non-Catholic schools helping to improve RE. I have also written not only textbooks for Catholic schools, but also as part of the Knowing Religion team. As someone who engages in social media, I am also fully aware of the issues in RE. I also think it needs a collective strength, but with solutions that work for all. 

We currently have a dual system of schools in the country, whereby schools can have a religious character. As long as this remains, there needs to be a solution to RE that is not a "one size fits all". As I mentioned in my Herald article, I have seen the proposals put forward by the CES to the Comission on RE that suggests what I personally feel to be a workable and sensible solution to this 'problem'. I do believe that if we (society) want to abolish the right of the Bishops to determine RE in Catholic schools, one of the few legal things that makes the schools distinctive, then we need to end faith schools. This is exactly what some people want, and being clear in this argument would be more helpful, rather than dress it up as an RE debate. 

I'd suggest you read my chapter in We Need To Talk About RE to get a full understanding of the current and future position of Catholic RE. Let's make it clear, the Catholic community have widely engaged over the last few years, providing solutions and suggestions of ways to make legal reform work. They are absolutely not trying to stop the process. They are just trying to keep Catholic schools distinct, reflecting their long protected legal position, history and contribution to education in this country. Conflict within the RE world, which is small, is not helpful. Let's focus on the common ground, accept what is workable, and what is not, and work together for better RE for all - one of the few aims (I think) we can all agree on.

I look forward to further discussion of these articles, with friends, colleagues and Twitter critics over the next few months. We may have to agree to disagree, mind!

--------------------

If you want to find out more about me as a passionate supporter of Catholic education, you can listen to an interview that I did with the brilliant Jonathan Doyle below: 

<Listen here>

0:00 Intro

6:32 Why did you study theology at University?

10:27 How were you drawn towards Catholic Ministry?

17:08 What makes a good Catholic Teacher?

25:41 Why catechesis and curriculum matter

30:57 How should Catholic Teachers deal with difficult questions?

33:14 Why do you care so much about what you do?

36:46 What works for young people in moving from academics to the experiential

41:46 How do you sustain what you do?

45:17 What is Andy’s Vocation?

48:12 What is the essence of Catholic Education?

AudioPi: Catholic Christianity & Judaism

Last summer, I was invited to be part of an exciting new project aimed at helping Catholic schools delivering the new GCSE specifications. I spent a lot of time working with the AudioPi team to identify different ways to deliver material that covers all three boards that offer a Catholic paper: AQA, Edexcel and Eduqas. I then worked with a range of teacher script writers to produce entertaining and informative scripts that would be transformed into professional podcasts. This was a new adventure for me, but a fascinating one. There was a whole team who worked on these to ensure they are the best possible resources for students in Catholic schools. Huge thanks goes to Philip Robinson of the CES who worked tirelessly to get them all 'just right'.

So where are they? There are currently 20 Catholic Christianity tutorials and 25 Judaism tutorials

AQA: Catholic Christianity & Judaism

Edexcel: Catholic Christianity & Judaism

Eduqas: Catholic Christianity & Judaism

For each set there are samples you can listen to straight away!

You can then sign up for a free trail <here> so you can listen to the rest. This is obligation free and will allow you and your students to try out the tutorials. They can listen via the website or download to listen to on the move via both the GooglePlay / Android store or the Apple App Store. If you sign up, please mention that you heard of AudioPi via Andy Lewis.

The AudioPi team offer flexible subscription models, and are not just for RE! Other departments in your school may well be interested to see what tutorials are on offer.

Personally, I have rarely found GCSE resources that are suitably tailored to the demands of the Catholic papers, and so this resource is very welcomed. Other student podcasts are too general and don't cover the necessary material. I have been excited to share these with our parents and students - and the feedback is already very positive.

AudioPi are featured on the TeacherToolkit blog <here>:

Anything that encourages students to access their learning outside of school, gets the thumbs up from me. The podcasts are engaging and relevant for today’s academic curriculum and believe it will be a useful asset for teachers and students.” @TeacherToolkit

Revision Guide Update: “Good things come to those who wait...”

<Order Here>

I am currently working on the final edits, corrections and amendments to my GCSE revision guide. The whole team are really excited about the book as we feel it will give both teachers and students the best possible preparation for the upcoming GCSE exams.

If you haven't got the latest OUP mailing, read it <here>

A few things about the OUP book, that I feel makes it superior to any other books out there:

1. The visual approach we take - tables, diagrams, illustrations - which will be appealing to all students. Not just bullet points.
2. The structure – the Recap-Apply-Review method makes for effective revision - we have 3 key points for each spec point, plus further key information (not just everything abridged) with exam questions for reviewing knowledge and understanding.
3. The high volume of exam practice questions – 330! Exam boards won’t endorse exam questions or answers, but we have worked as hard as possible with expert advice to ensure we have covered every aspect of the spec (inc B Describe Questions) without going beyond the spec.
4. The detailed, skills-building techniques that allow students to practice stages of the larger tariff questions.
5. Answers readily available in the book - many of which are written as model answers, as well as bullet pointed. Students can check themselves easily!
6. All material specially written for this spec, not reused from other books.
7. Sample answers with commentary
8. 40% off if you order this term! 

The OUP revision guide is 6-8 weeks (approx) later than other books, but this time has been spent doing extra checks for accuracy and matching to the spec and ensuring everything is as useful, informative and useful to teachers and students.

Remember chapter 1 is already available <here> (which can obviously be shared with anxious students)

Any questions or concerns - or bulk order - feel free to drop Gina an email on: Georgina.white@oup.com

I think it’s safe to say we all fully understand teachers concerns and frustrations about not having the book any earlier. However, I am still teaching the spec and revision has been going on since the start of Year 10 (see an overview of revision, written by me and published by OUP <here>) so the book will be the final resource they use. Many other RE teachers provide a revision guide as something for students to use independently. I am confident my revision guide will enable them to do just that:

From Save RE

“Good things come to those who wait...”

More Catholic Schools?

This week Humanists UK have revisited a briefing that contains 5 claims. This is, in part, in response to MPs recently asking questions about the Conservative policy from September 2016 to remove the 50% cap on new school admissions. Jacob Rees-Mogg MP cited the Conservative party manifesto pledge while Catherine McKinnell MP suggested it would be a way to improve education in the UK.

Their main claim is one relating to Canon Law. Humanists UK cite the Catholic Education Service (CES), “which claims that the 50% cap on religious selection ‘contravenes canon law’ and that Catholic schools must select 100% of their places on the basis of religion.” (see article in full <here>)

Firstly, Canon Law is not a book of law as many would understand it, and crucially it is not the same as UK law. Canon Law is the law of the Church, as interpreted by the magisterium, and is essentially, not a useful tool for critics. This is because, a bishop is the ultimate jurisdictional authority of Canon Law in his diocese. If he rules an action contravenes Canon Law, then quite simply, it does. 

Whilst there is no canon which explicitly states word for word that an admissions cap is illegal, the inevitable consequences of a 50% cap would put the Church at odds with its own law. A Catholic school which turns away Catholic pupils because they are Catholic and where a bishop does not have total control over the school’s governance cannot be recognised as a Catholic school. This principle is the same all over the world.

Other faith free schools that have opened (Islamic and Hindu, for example), do not have the demand for places that Catholic schools do. This is why the 50% rule has demonstrably not worked in creating diverse schools. It is ironic that the only faith provider the cap has affected is the Catholic Church, and it does so specifically because Catholic schools are popular with families of all faiths and none.

The bishops simply want any new Catholic schools to be allowed to accommodate all the Catholic pupils who apply. For more than 150 years the Church has been able to do this, but organisations like Humanists UK want to strip parents of this right.  

Returning to their opinions on Canon Law, I give this short rebuttal.  

a) the vast majority of Catholic private schools in England do not select all their places with reference to religion;

• This is due to the fact that Catholic private schools are not oversubscribed in the way other Catholic schools are. It is without doubt that if private Catholic schools had sufficient Catholic families willing to pay for education, they would be prioritised, and certainly not turned away.

b) many Catholic state schools in Scotland do not religiously select their pupils

• Again, there has not been the demand. However, due to the the increasing popularity of Catholic schools in Scotland, many are now implementing faith admissions.

c) a recent OECD survey identified only the UK, Ireland, Israel and Estonia as countries that permit religious discrimination in state school admissions;

• Many Catholic schools overseas are missionary and do not operate in the same way as the UK. They often, charitably, provide education to those who would not normally be able to access free education. It is also worth pointing out, the Church saves the British taxpayer tens of millions of pounds each year through the management of land and buildings. The Catholic community also raises a significant amount of money to support its schools, saving central government funds, which seem ever more scarce in education. Therefore it is only fair that Catholic students get priority. 

d) there are already Catholic state schools in England that do not select all their places on religion;

• Some areas have an abundance of Catholic schools places and can easily meet the local Catholic need. If a school in this position wanted to allocate places to children of other faiths it is more than entitled to do so. Crucially however, this is the local bishop’s decision to make. An arbitrary, state imposed cap contravenes the bishop's canonical right to have this total autonomy. 

e) the Catholic International Education Office – of which the CES is a member – states that a ‘Catholic school is an inclusive school, founded in intercultural and interreligious dialogue. A non-discriminatory school, open to all… It must constantly promote intercultural and interreligious dialogue’.

• English Catholic schools are inclusive. They are the most ethnically diverse schools in the Country and educate significantly more pupils from the poorest households than the national average. What secularist campaigners often forget (or possibly try to ignore) is that despite their mantra that religion is on the way out, the Catholic Church is the largest religious organisation the world with a presence in every country on earth and a following encompassing a sixth of the planet. Therefore the mission of Catholic schools around the world are going to be completely different. Some are there to educate the world's poorest free of charge others are designed to bring different communities together. Arguing that a Catholic should be allowed to attend a Catholic school does not make English Catholic schools discriminatory. 

I went to a wonderful Catholic School and got a great education. I personally hope the 50% rule is lifted. Would love to see fantastic, rigorous, deep & rich RC education combined with Free School & Academy dynamism. @CardinalNichols @CathEdService @JustineGreening https://t.co/wfbTrY9Eyw

— Dame Rachel de Souza (@Rachel_deSouza) 23 November 2017

Catholic schools are popular and in demand by parents. Whether it is ethos, mission, pastoral care, results, or a combination of all these. There is a plan to open 35-40 Catholic free schools in areas of need.

Unless the policy changes, Catholic schools could have to turn away Catholic students. This is not a compromise that the Catholic community wants to make - many of our schools were built by the hands, and out of the pockets of the Catholic community. They have served the UK education system well over the last 150 years. We have a unique history of Christianity and education in the UK and want to continue our positive relationship between Church and state.

What can you do?

Write to your MP requesting the 50% cap is lifted, as promised in the manifesto - do so via <here>

Invite you MP into school - see <here>

Sign this petition - <here>

Image courtesy of Laicismo

REVIEW: Exploring the Mass (TERE)

Exploring the Mass is a brand new resource, authored by Cardinal Vincent Nichols, published by the Teacher's Enterprise in Religious Education. It has been published in the Autumn 2017 and provides a high quality, versatile DVD and textbook for the study of the Mass. Here I offer some of my own thoughts on the two products. 

Firstly, I think it is vital that Catholic schools do not leave knowledge and understanding of the Mass to chance. As Saint John Vianney said, "If we really understood the Mass, we would die of joy.". We must aim for this! Catholic schools will often celebrate Mass - start of term, end of term, holy days of obligation... but to what extent do their students really know what is going on? Even for non-Catholic students, to know what is happening, will make it more interesting, even if they do not see it as an act of faith. I will be ensuring that my students will be watching this DVD before our next school Mass. 

DVD

The role of bishop is one of teacher, and Cardinal Nichols takes on this role for these two resources. He is relaxed, and the film juxtapositions the Cardinal celebrating Mass, alongside a Q&A sessions with students. While these questions are clearly 'set up', they do not feel overly contrived - indeed this is the view of the cynical adult, not the target audience! It's a format that work's very well, and keeps interest throughout. 

The explanations are perfect for students for whom this is targeted (KS2-3); the Cardinal uses clear, understandable language that is easily accessible to all. His answers are clearly planned out; thoughtfully and personally so. It is not all technical, we get a real insight into the faith of Cardinal Nichols. It's engaging and interesting. Even for an experienced RE teacher, and lifelong Catholic, I got new insights into the Mass; I enjoyed it!

As well as the straightforward language used, and additional explanations in the chapter transitions (for example,  Liturgy of the Word - God speaks to us), the setting helps ensure clarity and focus. Mass takes place in a simple chapel, with a small congregation. I have seen other resources that use the beauty of the Cathedral, with a large congregation. The focus on teaching is best set in this intimate setting. 

I really enjoyed the final section that includes some insightful and wise reflections on the importance and significance of the Mass for Catholics. This DVD is not just the 'what', but the 'why' and also beyond.

The DVD is accompanied by some helpful questions in a leaflet inside the box. These focus on recall of the key knowledge. It recommends watching the DVD in it's entirety before returning to each section, using the questions to guide note taking. I would use this approach in class without hesitation. 

Technically, the DVD is well shot, and the menu, graphics and transitions are of very high quality. I watched on a large 4K TV and the image quality was excellent. Subtitles would have been a nice additional feature for some EAL students, but there are ways around this for students that have a particular need. I realised that at the end, whether deliberate or not, a real variety of music had been used in the DVD reflecting different styles of Catholic worship, a nice touch. The DVD runs to 37 minutes; ideal for classroom use.

Textbook

This was also written by Cardinal Nichols. Here is the comprehensive contents - it fits a lot into just 40 pages:

As with all TERE textbooks, the book is set out clearly and logically. It uses subheadings to break up the material into manageable chunks. It links very well to the DVD, and it would make sense to use the two together - for example the Gospel in the textbook matches that of the DVD.

It includes lots of helpful features, helpful to teachers: quick quizzes, clear and straightforward tasks, a few discussion points (or extension writing in my lessons!) as well as scripture based tasks and key summaries. The summary at the end of the book, the FAQ and glossary are particularly useful - especially for teachers who like key word tests!

It has a good mix of photos and artwork, that help link the story of Jesus to the celebration of the Mass. The DVD does not focus on this aspect, but the textbook helps to do this well, ensuring that important scripture is referenced.

How to use

For schools already studying the Way, Truth and Life:

• This will perfectly compliment The Truth in Year 8 "The Mystery of the Eucharist".
• This will be ideal to use before the first school Mass with Year 7, and perhaps again in The Way "The Sacraments"
• It may be worth revisiting in Year 9 with The Life on "God's Call"
• GCSE students may also find this useful when studying the Mass / formal worship, if time permits. [See note at the start about not leaving understanding of the Mass to chance - make time!]
• Once you get familiar with DVD, you may use sections, rather than the whole film.
• The textbook may be useful supplementary material, or useful for staff induction. If staff do not know what is going on, or why the Mass is so important, how can they convey this to the students? 

For other schools:

• This could be used as at least half a term's work. The DVD and textbook work in such a way that even a non-specialist would be able to easily use. Is the Mass adequately covered in your Key Stage 3? If not, this will help hugely.
• Non-Catholic schools could use as a resource to better understand the Catholic faith. Essentially, the Eucharist is the "source and summit" (CCC 1324), and so to understand the Mass, is to understand many of the fundamental beliefs of the Catholic Church. 

For parishes:

• Catechises - for parents or young people, Confirmation, youth groups, RCIA...

Overview

• The DVD is fantastic value for £35. It will get used over and over again in classrooms from KS2, even to KS5. Every Catholic school should have a copy. It is a privilege to intimately share the Mass with Cardinal Nichols. ***** (5/5)
• The accompanying textbook provides a perfect, accessible companion. The activities and tasks enable the inexperienced teacher to help students digest and learn it's contents. A real bargain at £7. ***** (5/5)
• I am unaware of any other resource, published recently, that comes anywhere close to presenting the Mass as clearly as this. 

DVD Preview & Ordering

Fine out more <here>

Exploring the Mass flyer

Exploring the Mass sample pages

Order Form for CD ROMs & DVD ROMs

Order Form for Books

This new DVD offers a beautifully clear presentation of Catholic belief in the Eucharist. It will really engage the interest of young people as well as those who are helping them to deepen their faith in Jesus Christ. The Cardinal’s conversation with a group of students reveals their own understanding as well as their commitment to the Lord as they draw some profound insights from Cardinal Vincent. We see the young people’s participation in the Mass as the Cardinal leads them in worship and we see him explaining the Mass to them as a teacher of the faith. This high-quality film, with its accompanying textbook, will be a welcome resource to teachers and catechists and it could also be fruitfully used by parish groups or in the home setting.

Rt Rev Bernard Longley, Archbishop of Birmingham

NEW BOOK: We Need To Talk About RE

There is always a great sense of satisfaction when you get a book in your hands - a book with your name on, or in. I remember the excitement when I first got my hands on my GCSE textbook - it was an amazing feeling. 

This one feels like a real professional affirmation, the fact I was invited to be part of the project and then allowed to write, what I consider a really important contribution, on the place of Catholic RE within discussion of reform. My extract is here: 

This chapter begins by briefly exploring the history of RE in Catholic schools as a context

within which its distinctiveness will be defined and is best understood. Then I explore how

the Catholic vision of good RE fits within the broader vision of RE held by the RE 

community as a whole in England, arguing that RE from a religious perspective brings an 

important breadth to what has always been a pluralistic discipline. Following from that, I look at the current contested areas within RE and consider how the Catholic RE community might respond to these threats and challenges, while spelling out those areas which would be non-negotiables beyond which Catholic RE could not pass without losing its authenticity. With all of this in mind, the chapter concludes by considering some possible futures for Catholic RE. In this section I argue for the importance for pupils in all schools of a study of religion which allows a deep theological engagement with at least one tradition, as is exemplified by Catholic RE. Such an engagement is the only one which allows for a proper grasp of historicity, nuance and complexity, all of which are essential skills in navigating a world of simplistic religious extremes.

I must also add that this chapter was co-authored, and I am very grateful to those who helped me put this together. You know who you are.

This book contains the thoughts and writings of many that I respect and admire in the RE world, although I admit, I don't always agree with. Healthy discussion and disagreement is useful for us in trying to improve the standard of RE in all schools. Here is an overview of who is included in the book:

 

The quotes on the back of the book should be enough for anyone who wants to get clued up on the current state of RE to get reading:

This diverse and accessible series of reflections provides an excellent route map navigating the complex terrain that is contemporary RE. It offers a range of radical solutions guaranteed to prompt debate about the future of the 'RE space' in a post-religious, post-secular contemporary world. (Alan Brine, Former HMI and Ofsted National Adviser for Religious Education)

This book, in the words of two of its authors, does the same as effective RE in classrooms. It offers 'demanding material... a framework for talk, thought, misconceptions and deep engagement' and a discussion of 'unsafe topics'. It is timely and informed and everyone who cares about RE should read it. (Dr Joyce Miller Associate Fellow, WRERU)

This timely book assembles huge amounts of wisdom and experience. It is a valuable addition to a growing literature on the place of RE in our schools. I strongly endorse the message captured in the Postscript : be absolutely clear about the purpose of RE and teach it well. The rest will follow from this. (Grace Davie, Professor emeritus, University of Exeter)

This book may not be for all, but I hope to have been part of something that offers a useful starting point for ensuring all students in the UK get the very best standard of RE teaching. It's too important for us not to get right.

I look forward to your views on my (our) contribution, and the book in general. 

We need to talk about RE.

Voice of Islam: Interviews about RE and Faith Schools

 

"Voice of Islam Radio is a new Digital DAB 24hr radio station which offers news, views, discussion and insight on Islam’s Perspectives on the world today." It is run by members of the Ahmadiyya Muslim Community (<About>).

One of the opportunities that I have been given as RE teacher who blogs/tweets/writes/speaks about the subject is to speak to wider audiences about RE. I was contacted last March about speaking on Voice of Islam Radio and finally got on air in April. I was approached to speak again in July. Here is a draft of what I said, plus podcasts of the actual interviews. 

To give an idea of the calibre and range of people VoI get to speak on a show, in July I was on with Andrew Copson (Humanists UK), Stephen Evans (National Secular Society), Rev Mike Hayes (CoE), Dr Andrew Davies (Birmingham University). Thanks to the good people at VoI Radio, keep up the good work. 

April 27th 2017 Interview

1) Why should religious education be part of the school curriculum? Isn't religion something that should be learnt at home?

Yes - I believe RE is vital - academically, socially, culturally… I think it is impossible to navigate modern Britain without an understanding of religion and religions. To claim it is something to be learnt at home implies a strictly ‘faith nurture’ approach. In a Catholic school we take our responsibility to educate our students in other faiths and beliefs very seriously.

Richard Dawkins provides 129 biblical phrases in the God Delusion that English speakers may use and not realise their provenance: the salt of the earth; go the extra mile; I wash my hands of it; filthy lucre; through a glass darkly; wolf in sheep’s clothing; hide your light under a bushel; no peace for the wicked; how the mighty have fallen.

The study of literature, history and many other subjects depends on an understanding of religion. To neglect it as an academic subjects makes students less knowledgeable about the world around them. "What RE?" obviously is quite another question...

2) In your opinion do faith based schools help or hinder community cohesion? 

I think it is easy to see them as divisive - I mean they can be mono faith - however this ignores the fact that, for example, actually many Catholic schools are in fact religiously diverse with students from a range of faiths, and indeed none. I think it also ignores the way that many schools work within their local community. It can also be argued that a secure grounding in faith, leads to greater cohesion when encountering people of other faith. Our students know faith is important, regardless of whether you are Catholic, Muslim or Hindu.

3) You are also the head of religious education in Catholic school, is it important for pupils​ to learn about the beliefs and practices of religions other than their own?

Vital - my school is in Newham - one of the most ethnically and religiously diverse parts of London, and therefore the UK. It would be irresponsible to send our students out into the world without having at least a basic grasp of other religions. We have additional curriculum time and resources, and I believe we offer a good, academic presentation of other faiths.

4) There are reports that many Muslim parents prefer to send their children to church schools to help them learn about life in Britain. How would a church school help inculcate modern British values in a Muslim student?

It is important to recognise there is a wide range of ‘church’ schools. In some there would be prominent aspects of Christian lifestyle, others less so. I have met many Muslim families who have wanted their children to attend Catholic schools. Sometimes this is solely for the single sex education that is provided, however more often than not, it is down to the shared values, prominence of faithful living, similar moral and ethical outlooks etc. Many Muslims students that I have taught and encountered in Catholic schools have found the experience very positive.

5) Should secular schools or church schools make any accommodations for the religious practices of their non Christian students. Such as providing halal kosher meals, time off for Eid, Diwali etc?

I think 'where possible'.

6) Can you tell us a bit about the RE text book you've written?

After writing a GCSE textbook for the new Catholic Christianity spec - with Islam and Judaism, I have now written a Judaism Key Stage 3 book. It is academically rigorous, with increased content and difficulty, that will help better prepare students for the demands of GCSE. We will be using the Hinduism, Islam and Judaism books which should enable our students to have a more in depth knowledge and understanding

Listen <here> (from 11 mins)

A secure grounding in a faith environment helps with greater cohesion when interacting with other faiths.
- @AndyLewis_RE#VOIdrivetime pic.twitter.com/p9r9q4gFUD

— Voice of Islam Radio (@RadioVIslam) 27 April 2017

July 20th Interview

1) With the rise of atheism, do you think that there is a need for religious education? 

I feel this is such a poor argument for not having RE. Students need to be given what they don't have… and if they don't know anything about religion, they need to be taught about it. How can you fully understand Shakespeare, or a newspaper headline referring to an 'Exodus', or why there is conflict in the Middle East without studying religion? Back in June this year Richard Dawkins was saying how vital it was for students to study RE in order to understand their history and culture.

2) Why should religious education be part of the school curriculum? Isn't religion something that should be learnt at home?

Why do we even have free education in this country? Because the Church recognised it’s importance to society and began providing it - a long time before the state. This contribution should not be underestimated, nor forgotten. I am yet to find to a single convincing answer why religion should not be taught in schools. Faith may well be taught at home, but the academic study of religion and religions is often not. It's vital to make that distinction - RE is not Religious Instruction anymore - we do not teach students to be religious in RE.

3) Some children might think that RE is not as important a subject as science and maths but as a Religious Education teacher, what importance do you place on RE in helping forge better communities?

I’m a bit wary of any subject having community cohesion as it's main aim. However I believe that by students having a greater knowledge and understanding of religion, they will become better functioning citizens, benefiting their communities. If they understand the difficulties faced by Muslims fasting during Ramadan, recognise the outward signs of a Khalsa Sikh and accept the practices of Orthodox Jews they will be doing very well. This knowledge does not happen by accident - it is complex, and diverse. If students get good RE, they may well become better members of their local communities, it just shouldn't be a primary aim.

4) In your opinion, do you think that religious values and teaching children about religion is good for Britain? [This question was cut from the live interview]

Teaching about religion, as opposed to religions, implies the sociological dimension - what is a religion? How do people practice in reality? Does saying you are Christian mean you are actually a Christian? This is all very interesting and part of the broad nature of RE. It's vital in understanding the landscape of religion and belief in the UK in 2017. As part of this, it is important to teach children what is important to others - and why. As a Catholic, we believe in the sanctity of life - we don't oppose euthanasia, abortion, the death penalty etc because we are simply old fashioned and traditional - we do it as we believe we are created in the image of God. Understanding, as best we can, the values that different members of society have can only be a good thing. Britain has freedom of religion, everyone of us is free to practice and change our religion. Why should we keep knowledge of religion as a privilege?

5) Is it important for pupils​ to learn about the beliefs and practices of religions other than their own? Can better understanding of other religions help prevent terrorism in UK?

Yes. I work in a Catholic school and studying other faiths is really important to us. Our students know that faith is important, and have a genuine desire to know how other people who consider faith important live their lives. We can't deny religion continues to shape our world. I think it is unhealthy for the individual and individual communities to be cut off from the world that surrounds them.

I think it is important that people learn the difference between fundamentalism and extremism. I heard of a Bishop who told his congregation that he would be disappointed if they weren't considered fundamentalists and extremists! Catholicism is, in many ways, counter-cultural.

However we know that conservatism, orthodoxy etc are not intrinsically bad. It is recognising and tackling extremism that can be assisted by a good knowledge and understanding of religions. For example, if you have a good knowledge of Islam, you may be better positioned to notice the signs of radicalisation. Sadly ignorance is still high, many adults in today's world did not get a good RE and as such they are filled with prejudice and hate. 

It’s not our primary aim as RE teachers, but we know if we do the job well we will help our students be critical thinkers, engaged in the world around them, and hopefully making it a better place.

Listen <here> (from 58 mins)

Students having a greater knowledge of religion will make them better citizens of society - @AndyLewis_RE#VOIdrivetime

— Voice of Islam Radio (@RadioVIslam) July 20, 2017

KS2/3 Transition Knowledge Organiser: Religious Education

Each year, a new cohort of Year 7 students arrive. Some subjects have a National Curriculum, others are tested by SATs; there is some consensus about what students will know, and what they will not. However RE is very, very different.

Our Catholic feeder schools will have followed Come and See, a Catholic programme of study used by the majority of Catholic primary schools. We also have the Curriculum Directory which forms the basis of all that should be taught in Catholic schools. This should, or could, make it pretty straightforward to pick up where they left of.

It is important that I stress that primary colleagues do do a great job, and the knowledge and understanding of many Year 7 students is great. This is not designed as a criticism. It is also worth remembering the difference between: "they have been taught this" and "they know this".

However, we have a number of students that come from non-Catholic primary schools, who find RE in a Catholic school a really steep learning curve. Things that are taken for granted, like the Sacraments and the Mass, are totally alien to them. Even with a class set by ability, there is a phenomenal range in the first term (and beyond). Like many schools, we also have students from a range of other faiths: Muslims, Hindus, Sikhs - and of course some students of no faith at all.

ED Hirsch began his work by identifying key weaknesses in the students in his care; they were not succeeding as they had not been taught certain knowledge. It was the fact he cared about this, and believed he could address it, that lead to his work on 'cultural literacy' and identifying the key facts a child should know.

As such, I began thinking about how I could help new Year 7s to adapt and thrive in Term 1 of Year 7 RE (and beyond!). Catholic RE is different to 'other' RE, and we make few apologies for that. However it is also academic, critical and knowledge rich.

My solution was to produce a Knowledge Organiser linked to The Way, our Year 7 syllabus. I also wanted to include some of the key information that we often (dangerously) assume that students in a Catholic school will know. We are historically the 'option for the poor' and the poor has an ever changing definition. Those who are struggling or missing out need our help. Someone once suggested putting all the non-Catholic, or non-Catholic educated, students in one class to help them - I genuinely can't think of anything more horrific, or against the ethos of our schools.

This Knowledge Organiser is in draft format, and the first place I shared was in a Facebook group called Primary Catholic RE to get feedback - I want to work collaboratively on this with primary colleagues. It is not top down, from secondary. It is on a GoogleDoc that has comments open to all to offer suggestion, alternatives, criticisms. I feel it will be a better document if people do this.

KS2/3 Transition Knowledge Organiser: Catholic Religious Education 

Already I have faced some criticism, and I will begin to answer it:

• My intention was never to be "condescending" or "arrogant" to primary colleagues. KS2/3 transition is hard to get right. I want to work collaboratively, hence I am not doing something without sharing as widely as I can. 
• This may not be appropriate in other contexts. This document has been labelled as "OTT", "Ridiculous" and "Far, far, FAR too much". I've asked what knowledge on here is not worth knowing, no-one has answered that so far.
• I do not believe that RE is about rote learning facts. However I do believe knowing certain key information (and knowing it well), will help students understand, analyse and evaluate material in the classroom.
• Proselytising is not the aim of Catholic RE. Knowing the parts of the Mass is not forcing anyone to believe it is true. However, I have seen huge ignorance of the Catholic Church, and ignorance is never a positive thing in life. I've also never known teaching students about the Mystery of the Trinity, or the Mystery of Eucharist remove key questions of faith - quite the opposite! 
• This is not 'another test' for primary school children, I do not believe our feeder schools will take this document and start testing students on it in a high-stakes fashion, like their SATs - of course they won't! However it can be shared with parents and students new to Catholic education to help them 'close the gap'. 
• Yes, it is a bit Hirsch-ian. No, he is not evil. Yes, Gove did cite him on occasion.
• Naturally these 'facts' will be given context, significance and meaning in the classroom.  
• This knowledge cannot be simply labelled as "meaningless" and dismissed. It means something to someone - quite a lot actually. At the very least, it helps to understand the Catholic influence on art, culture, literature and so on. Criticism of Catholic schools via this document is not really that helpful.
• My vision of RE is not just knowledge-based, but imagine what you could do in the classroom if all (or most) students already knew key information? You could do far more deep thinking, meaningful debate and discussion, and extended writing.  

I'm left with a few key questions:

• Can we expect new Year 7s to know certain things? And by this I mean facts, definitions, names, places, dates, stories - is this reasonable?
• How can we ensure it remains low-stakes, but also seen as important? We do not want a Catholic SAT in RE.
• What is the best way to share? Via primary schools, at Year 7 induction, in September of Year 7?
• Will we test it in Year 7? Should this provide the outline of our baseline test (much of it does!)?
• Is there a best way to work with primary colleagues on this?

Next steps

• Is there a way of creating a more knowledge-rich curriculum in Catholic schools?
• How do we reconcile the demands of the Curriculum Directory with such a curriculum model?
• Is a simple Knowledge Organiser for each unit at Key Stage 3 the next best step?
• I have already done this and shared for feedback: The Way - Unit 1: Revelation and Faith 
• Do we need an adapted version for Year 12 students who join our school and study A Level RS? The New Testament element of the course provides a real difficulty for some students.

Image courtesy of Blue Diamond

Pope Francis on TED: Lessons for Schools

Today the first Papal TED talk was published. Recorded in the Vatican rather than with the instantly recognisable black backdrop, Pope Francis shared his "idea worth spreading". He touched upon ideas of solidarity, hope and tenderness. Some have suggested our world leaders were at the forefront of Francis' thinking when he wrote this, however, I think there is genuinely something for everyone in the talk; my focus is looking at a message for schools and school leaders.

"None of us is an island"

The first point is a reminder of how we all need one another. As someone who has lead teams within schools, it's been made evident that you need to be working together, always. To be a year team, a department, an SLT, you need to stand together. Francis points out, we need to "restore our connections to a healthy state" - connection and interaction makes us happy; this is in our human nature.

I enjoy our short weekly morning briefings as an RE Dept, and as an SLT we meet on the other four mornings. At first it seemed like lots of meetings, yet it drastically cuts down on many emails over smaller matters. It also means we get a catch up, know everything that's going on - and share personal news too... we even have a laugh and share a joke on occasion! It means issues are dealt with quickly.

As a department, it can help with 'buy-in' and ensure a shared experience. I try to speak in person to every member of my department every day, but it doesn't always happen - that's the life of a teacher - it's always busy! However, if I don't talk to them, I won't know if they are happy. And this is important. Anyone who feels like a island in a school is unlikely to be working as the best teacher they could be.

"Solidarity"

"How wonderful would it be if solidarity, this beautiful and, at times, inconvenient word, were not simply reduced to social work, and became, instead, the default attitude in political, economic and scientific choices, as well as in the relationships among individuals, peoples and countries."

I believe that, in general, schools do have the 'default attitude' of solidarity - we fight for equality and social inclusion on a daily basis. Yet Francis goes on to say that each person is "not a statistic or a number." - and this is something we do need to fight in schools. A culture has been created (Ofsted? DfE?) where we have little choice but to focus of getting students to a 4 - or a 5? It is vital we don't lose sight of the individual human being..."a person to take care of."

Pope Francis then retells the story of the Good Samaritan; familiar but often overlooked despite it's richness. The paths of our students are riddled with suffering - anxiety, bereavement, housing issues, self harm, divorce. As are our colleagues too. School leaders need to ensure they are not like the "respectable" people in the parable; we cannot 'walk on by' ignoring the suffering, we cannot leave anyone on the side of the road. School leaders need to be constantly looking to the 'side of the road' - who is there? Students? Staff?

Thankfully, I think schools are genuinely places where we do we do not let the system "nullify our desire to open up to the good". Schools do show compassion, every day.

This leads to hope:

"Feeling hopeful does not mean to be optimistically naïve and ignore the tragedy humanity is facing. Hope is the virtue of a heart that doesn't lock itself into darkness, that doesn't dwell on the past, does not simply get by in the present, but is able to see a tomorrow. Hope is the door that opens onto the future. Hope is a humble, hidden seed of life that, with time, will develop into a large tree. It is like some invisible yeast that allows the whole dough to grow, that brings flavor to all aspects of life. And it can do so much, because a tiny flicker of light that feeds on hope is enough to shatter the shield of darkness. A single individual is enough for hope to exist, and that individual can be you. And then there will be another "you," and another "you," and it turns into an "us." And so, does hope begin when we have an "us?" No. Hope began with one "you." When there is an "us," there begins a revolution."

Schools are places of revolution; it happens every day in classrooms everywhere.

The Revolution of Tenderness

The third and final point from Pope Francis is one of listening. One of the most important things for school leaders to do. Listen: intently, carefully, attentively, relentlessly. 

One group that stuck out to me was, "listen.. to those who are afraid of the future". This is our students - do they need a 4 or a 5? What will it mean having a mixture of grades and numbers? What do universities want? Employers? Will I be able to afford a house? This is also our teachers - what do budget cuts mean? Will there be redundancies? Will I have a heavier workload? These worries are real. 

Francis points out the language of tenderness is one of shared communication. How do we speak to the students? How do we speak to those in our team? How do we explain complex concepts? How do we share difficulties without over burdening? 

This particularly resonated for me, as a relatively new school senior leader, "the more powerful you are, the more your actions will have an impact on people, the more responsible you are to act humbly". There is a real importance to ensure you connect your power with humility and tenderness. Power may seem like an over-exaggerated term within the school context, but in every moment we have the power to make or break a students day, and likewise with colleagues. Francis hints at the model of servant leadership, evident in Jesus' ministry (see more on this in a previous blog post  <here>).

He concludes with more hope: "the future is, most of all, in the hands of those people who recognize the other as a "you" and themselves as part of an "us."" - this is our job; as teachers, leaders and human beings. 

Read the script in full <here>

Watch the video in full here:

Image courtesy of TED

Portsmouth 2017 with Jonathan Doyle

Jonathan and me via Jonathan's Twitter

I was fortunate to be invited to Portsmouth Diocese during a week of talks by Jonathan Doyle. On Monday 20th March 2017, I travelled down to St Jude’s Catholic Primary School in Fareham.

Jonathan is an internationally renowned speaker on Catholic education. He has spoken to over 300,000 Catholic teachers to date, 400 schools sign up to his weekly formation programme and he has produced a wide variety of resources to help Catholic teachers. These are my notes on his presentation. They hopefully reflect the meaning and spirit of his work, but they are my notes and interpretation.

---

• Cynicism, burnout and exhaustion are sadly a key feature in all schools. How do we ensure our teachers keep turning up?
• It is not surprising as we spend all day dealing with people, getting blamed for stuff… teachers are on the front line.
• However, every teacher has their first day; no teacher starts off cynical, exhausted and hating what they do! (Jonathan spoke about how his dad had a job that he hated all his life)
• Even if you don’t feel it, someone you know does. And you probably know about it.
• Mother Teresa spent her life on the front line - she didn’t only survive, she thrived!

The Simple Equation:  The demands and complexity in teaching will continue to increase; time and energy are finite

• In education, your job is only going to get harder; it will get more complex, more demanding, more pressured, greater expectations, new initiatives.
• As our culture loses sight of God, people become more aspirational about material things - they want more stuff! More education, leads to more money, and therefore more material gains - or so people believe.
• Where will better and better outcomes come from? Where will we find this energy? Especially as our primary vocation with a family, as a mother or father, son or daughter, also continue to place demands on us.

In Australia, only 5% of students from Catholic schools step into a church within a year of graduating. There is nothing compelling enough happening in Catholic schools to make students want to keep going to church. These schools have good outcomes, producing good young people… but government schools can do that just as well. Have we failed our mission? Why do Catholic schools still exist?

Jonathan spoke about a Catholic-based sex education talk he and his wife gave in a Catholic school and the Principle pointed out that theirs was “just one story”. If we present the Catholic story as simply one among many, we are failing in our responsibility to present an authentic Catholic vision. If you don't agree with it, why are you doing it?

The 3 Objectives of Catholic Schools

Pope Paul VI said in Evangelii Nuntiandi (1975), “The Catholic Church does not have a mission; she is a mission.” We do not belong to a Church that ‘looks for things to do’, such as education; Jesus certainly didn’t say at the Ascension, ‘Make sure you create big, complex institutions’. There is simply a Body of Christ. We cannot separate our mission from this; quite simply we are looking to bring people into a relationship with God. Therefore…

• Objective 1: To create disciples - If students have an encounter with the real and living person of Christ, they will want to have a relationship with him in an ongoing way. The school needs to ask,  how effectively are we creating an example of Jesus? Or at least, how are we creating the context to allow that to happen? Catholic teachers in the school must be living catechisms… no student is going to ask to borrow a catechism to read! Yet a good Catholic teacher can be a catechism, a book that is lived out. If students do not see that Jesus matters to us, there he won’t matter to them - “set yourself on fire, and the world will come and see you burn!”
• Objective 2: Integral Formation - “Christ is the foundation of the educational enterprise in a Catholic school… The fact that in their own individual way all members of the school community shares this Christian vision makes the school.” (The Catholic School 1977) - a school with 10% Catholic teachers is different to one with 25% or 50%. Integral formation is not just an evangelical mission; students have a wide variety of gifts and talents (music, art, athletics etc) and these must be fostered by the teachers in the school. All those little moments where you give help, guidance and encouragement are vital in this too. Be proud of using the best teaching methods and most effective pedagogies as you are helping in this formation. “The integral formation of the human person, which is the purpose of education, includes the development of all the human faculties of the students, together with preparation for professional life, formation of ethical and social awareness, becoming aware of the transcendental, and religious education.” (Lay Catholic in Schools: Witness to Faith 1982)

• Objective 3: Philosophical Anthropology - This means to form an authentic Catholic vision of the human person, the person created “in the image and likeness of God” - what you think a person is, will determine how you treat people. Jesus went to Calvary for the person you like the least, the person that annoys you the most. Catholic schools are quite good at social justice, good at being nice… but have we lost our Christology? When our young people go into business or marriage, how will they treat people?

Tools and Fuels - Jonathan’s new book

Jonathan is an obsessive cyclist but one day, for the first time, he didn’t finish a race. It had 3 hills. On the first, he didn’t set up his gears correctly, then for the second he didn’t hydrate properly… and ended up calling his wife to pick him up. He had the wrong tools, and the wrong fuel.

We can’t do a big task with the wrong tools and wrong fuels.

Generally speaking, we have the right tools; our pedagogy is good. Most teachers can teach, even with the impending budget cuts, they will be able to deliver a lesson. Our fundamental problem is our fuel.

The 2nd Equation: You cannot do a supernatural task, with just natural resources

• How do we survive? Do we just keep trying harder? Are we just “people of goodwill”? (Saint Pope John Paul II) Do we just rely on our personal effort, energy and psychological strength? You cannot out muscle a system that will just expect more and more.
• John 15 outlines a personal and intimate exchange between people that knew each other well: Jesus and his disciples. He makes it clear, “apart from me, you can do nothing” (15:5) - either he is right? Or we are right - and he is wrong? Was Jesus joking? Metaphorical? There is nothing to suggest this; it is direct.

The Solution: All you have to do is become a saint.

• The only thing that will fix this and allow you discharge your vocation is become a saint - the ultimate suffering is to not become a saint!
• The Pre-Vatican II Church was a manual focused, teaching people to be holy through a list of ‘do’s and ‘do not’s. Holiness was only for a subset, the bishops, monsignors, cardinals etc.
• Jonathan’s dad used to say, “If I can just sneak in the back…”
• Vatican II gave the Church a universal call to holiness. It is for everyone. Sanctity is for everyone. It is heresy to claim that it is just for a subset!
• The Catholic Church does not make saints, it simply recognises them - we often have an association with the Saints in our stained glass windows, hands together, not having any fun.
• There are a great variety of Saints: St Augustine had an illegitimate child, St Mary of Egypt was a prostitute - to be a saint, you need to have really lived! God is not looking for people who “creep” through life.
• God is able to help strip away everything that isn't you - your projections, your fears - this is when we begin to understand sainthood.
• Life shifts - we stop doing certain things in our lives because we want to give, love and contribute - we recognise we are in love, and when you are in love, you believe you can change the world.

Our Vocation: Called to be saints

• Primary Vocation - This is the modality of life: married, single, priesthood etc - we need to be asking how can I be a better husband/wife/father? How can I love them better. Often the things that you resist are what God wants most for you. God comes disguised as you life! “Do I love my wife as Christ loves the Church?”
• Secondary Vocation - This is the work you do. This creates a paradigm shift… but whatever Jesus did he elevated. He worked, but he didn’t have to. Work is a good thing; through our work, God makes us holy. When you say the one word that a child needs to hear, it is important to remember that nothing you do will go unnoticed. Our society and culture allows these things to go unnoticed, but God does not.

The Venerable Solanus Casey

He was one of a family of 11 from Chicago. He worked as prison guard, train conductor… but wanted desperately to be a priest. He was kicked out of seminary for not being bright enough. Eventually the Franciscans gave him another chance, and after some time became a simplex priest - he could not perform public ministry. He was given the job of sitting in the front room of the Franciscan house and answering the door to guests. He let them in and made small talk until the person they had come to see was ready.

He spent 22 years doing this.

However he developed a supernatural gift of listening, he heard “the deepest wounds of the heart”, and miracles began to happen as he prayed with people.

All he did in life was the one simple thing asked of him, open the door.

The Solution Continued

• The way is a person.
• Others will devise systems or programmes…
• The only thing that will do it, is trying to be saints.

The Path of Dependence

• The sun will come up tomorrow - will you rely on you or will you reply on Christ?
• A real person who rose from the dead, will give you supernatural capacity to become most fully what you already are.
• We can rarely beat problems on our own.
• God’s grace builds on our very nature.
• We need to learn a path of dependence on God and realise that we cannot do this with God

How do we practically do this?

1. Return to the sacraments
• We need a deep desire to be with Jesus in the Eucharist, the “source and summit”. The Saints all know this, it grants a supernatural grace.
• Our students often do go, because we don't go - you cannot give what you don't possess; you cannot share grace you do not have.
• In Eucharistic adoration we can say “I am here, I am going to keep coming”
2. Return to prayer
• We need to give time to God - can we find 10 minutes?
• Pray for your students
• Find a chapel, do you pass a church? Can you come in 5 minutes earlier?
3. Return to an encounter with scripture
• This is how God will most likely speak to us

We may end up cranky, anxious, depressed and exhausted as teachers. How can we not only survive but thrive? By being saints.

As Jonathan says, “the Catholic Church has the best product, but worst marketing department.”

---

I'd like to thank Edmund Adamus, Professional Advisor to the Episcopal Vicar for Education/Schools Commissioner in Portsmouth Diocese, for the invite.

I'd also like to say a huge thanks to Jonathan Doyle for his generous and inspiring witness - it was well worth a 2hr+ journey each way to hear what he had to say (and he had come from Australia, so that kind of beats my journey!)

I hope my notes are useful; “The hand is the conjoined instrument of the mind” (St Thomas Aquinas)

---

Further Questions

Upon reflection on this, I will be blogging more on some of the ideas here. Questions that have already come up in my mind are...

• How does this help our non religious colleagues / colleagues from other faiths?
• How does it enable us to help our non religious colleagues / colleagues from other faiths?
• How do we best deal with resistance to these ideas?

---

Portsmouth 2017 - Day 2

Jonathan filmed his second talk of the week. This covers some similar themes, but also introduces and touches upon some other key ideas. I recommend Catholic teachers everywhere to watch:

Jonathan also features on the ARC website with some videos on Theology of the Body for teachers. View <here>