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Students as active participants allows for authentic engagement and impactful learning.
'Head, heart and hands' - I love the visual image his creates for me and provides a pathway for thought - how are we achieving this? Are we achieving this? How could we explore this further as we review, evaluate and reflect on our current teaching and learning practices.

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What PL exists for teachers to meet the needs of the students?
We do not give ourselves, or our students enough credit when it comes to the level of thinking we require from them.

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How to best support teachers to continually plan and explore RE topics that challenge and engage students thinking around RE and their faith.

Providing an environment that students feel comfortable and safe to share their thoughts and wonderings. Moving away from the idea of what does the teachers want me to say and being open to their own thoughts and challenges around their faith.

Giving the staff the time to plan and implement meaning RE lessons and assessment tasks.

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Making all the units in RE relevant and engaging and allowing students to critically think about these topics.

Staff formation - enabling teachers to be comfortable in exploring these topics with their students and encouraging their critical thinking.

Time to work with RE staff on units.

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Sometimes the challenge is to engage the 'head, heart and hands' equally - sometimes the focus is on one more than the others. Having buy-in by teachers is also challenging as RE can sometimes be put on the back burner. 

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Sometimes the challenge is to engage the 'head, heart and hands' equally - sometimes the focus is on one more than the others. Having buy-in by teachers is also challenging as RE can sometimes be put on the back burner. 

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- meeting all the strands
- time to work with teachers in planning

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Religious education requires the same rigorous planning as all parts of the curriculum, but often where we struggle is the the teacher knowledge required to achieve this. 

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Religious education requires the same rigorous planning as all parts of the curriculum, but often where we struggle is the the teacher knowledge required to achieve this. 

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Formation, formation, formation - taking some moments to excite teachers with knew understandings and perspectives on faith. In one of the team meetings the connection was made between 'head, hearts, hands' and 'knowledge, reasoning, responding' (I think Nelson was originally responsible for this, however it stayed with that team member as a very meaningful concept...)

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Formation, formation, formation - taking some moments to excite teachers with knew understandings and perspectives on faith. In one of the team meetings the connection was made between 'head, hearts, hands' and 'knowledge, reasoning, responding' (I think Nelson was originally responsible for this, however it stayed with that team member as a very meaningful concept...)

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We connect by making RE learning relevant for our students while maintaining the authentic meaning. This can be quite challenging when planning units, especially while integrating with Inquiry.

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Connect:
When planning RE units we always attempt to include the 3 pathways in an authentic way It s reaffirming to see that this is valued.
Challenge:
Sometimes it is really difficult to cover everything and go deep enough at the same time.
Questions:
I am very much intrigued and interested in integrating RE and Inquiry and also equal parts nervous and overwhelmed about how to do this.

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For learning to pass through the head, heart and hand the experience must be relevant and authentic. How can we ensure this is happening in all RE classrooms?

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For learning to pass through the head, heart and hand the experience must be relevant and authentic. How can we ensure this is happening in all RE classrooms?

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Integrating RE and Inquiry authentically.

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RE can easily get lost in the other subject areas and simply become some sort of humanities subject. We know at school that we need to make sure we identify with children all the different ways we pray, so they have a rich understanding of prayer.

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RE can easily get lost in the other subject areas and simply become some sort of humanities subject. We know at school that we need to make sure we identify with children all the different ways we pray, so they have a rich understanding of prayer.

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RE that doesn't involve an action is limited to ourselves. How to find time for action in a busy curriculum is a challenge.

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RE that doesn't involve an action is limited to ourselves. How to find time for action in a busy curriculum is a challenge.

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One challenge is the lack of time most teachers seem to have which often compromises the quality of their planning and teaching. Another challenge is the lack of 'faith' teachers and students and their families, seem to have in this current age.

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What I find challenging is how best to assist teachers to create an authentic and valuable classroom atmosphere where this thinking, learning and doing can take place. And where teachers can devise meaningful units of work to facilitate each students relationship with themselves, each other, the world and their God.

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I firmly believe that learning requires critical thinking, believing and doing! In RE, I really want my students to challenge their thinking, adjust their heart (if necessary) accordingly and most of all action their beliefs.