Reading an essay on this topic I was irritated because it didn't incude RE. Then I relised it missed out many links that as an Art teacher I would make between Art and different subjects in school. That inspired me to I use it as a springboard to explore the subject in more depth. I hope it will help to get our students to think 'outside the box&' and be more adventurous in finding inspiration for their work.

Including the Second Vatican Council. At GCSE and beyond our students need to learn something about the way that Christians are working together more, particualrly since the Second World War. This outline includes material from Wikki, Catholic and other sources

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This is also good for KS4 and post 16. The poems explore ideas about God and several are powerful atheistic and agnostic responses. Finally Johar's poem spans over a year. He has written about 35 pages, each exploring different aspect of Islam and his views as a British Muslim. I want to publish this and would value any feedback or ideas regarding this. Great material for stimulating serious discussion about the concept of God and many issues relating to Islam here.

Most of these relate to the conflict between Israel and Palestine - the 'Gaza Crisis&' of July-August 2014. \nA separate resource is being prepared relating to individuals and organisations which are working towards Peace and Reconciliation.\n\nplease let me know of any resources you find that may help inform our classes about the conflict in the Middle East - aiming for a greater understanding of the issues underlying both sides of the conflict and pointing towards hope + enduring peace.

My approach aims to be practical and experimental. students who can be hostile towards other religions because of an atheist mentality are quite interested in Buddhism because it is such a practical faith which does not require belief in God. Buddha spoke of Truth and Nirvana. Many Hindus interpret this as God in the abstract form of qualities such as Truth, Peace and Bliss. I will add to the files in this folder

115 images and texts which explore life and meaning on earth encompassing many different faiths, races, cultures and ages etc on the way. Designed to use as part of a Community Cohesion programme to stimulate reflection and discussion - this should ideally be accompanied by music. It was designed with ‘Windmills of your Mind’ (All Angels version). I

This is copied from a thread on my messages. Tonight I answered the atheists statement in some detail and it occurred to me that this conversation would be useful when exploring the God question in school. I would love some feedback, especially questions that your own pupils may ask - so I could make my response more comprehensive and useful. the one I have just put up - (in progress) is probably the last in this series as I am now working with the atheist teacher to turn it into a book which will, hopefully, do justice to both our different viewpoints.

In response to a question about the use of SMART targets in RE, some ideas plus, in relation to one - to reduce the use of unqualified generalisations - some info about Pope Francis' survey of Catholics worldwide which highlights the diversity of belief even within one denomination of Christianity.

This is a visualisation or meditation that I have used a lot. It is based on Buddhist philosophy of loving kindness. \n\nDo give some feedback if you use it - what age and ability group, size of class, responses, artwork and poems etc.\n\nOne year 10 group objected because they said we are not all good - what about all the bad people - which led to some great analysis of the causes of crime.\n\nI have added a bit to the outline and introduction with this possible problem in mind.

This began with a question - how to teach Salah to year 7's. I was haunted by this topic and added more until it ended up as this resource.\n\nThe main file covers everything but from it I&'ve created a worksheet for the initial part of the lesson and an information sheet on the exploraton of Wonder, Awe and the God Question which I feel is essential to address in a &';religiously neutral' way before any consideration of prayer or worship.I welcome feedback. \nLove and Peace - DurgaMata

This resource is in process. There is an outline describing how to play the game, a blank table in which you or your pupils can suggest Key Words to include, a page of Key Words to begin with (1A) and an outline of the 1B table which will give meanings to the words in 1A. \n\nWhat is best about this game is that 'wrong&' answers are encouraged. Those who know the answer can think about the key words they are holding and try to link them with the meaning given.

Crazy weekend. The car broke down at my mother's house on Sunday night. It took me all night to get back to London and to work. Then the bike-lock had seized up and wouldn&'t release my bike. \n\nYears ago, before he was 8 I guess, my son coined a phrase for times like this 'Cheerfulness Challenge, mum!' (You win the challenge if you stay cheerful.)\n\nThe kitties had to stay at Mum&';s until after work yesterday when I went back by train and collected them. Two nights with almost no sleep!\n\nHave a great week,\n\nLove and Peace - DurgaMata

two interesting articles about Islam in society and the way that the Western press like to stereotype Muslims. Some great images to encourage discussion and counter prejudice if you can link to internet - I couldn't get them to download - and an article which explores the likely causes of the attack against the embassy in Benghazi - which it would seem was exploiting the film, using it as an excuse - rather than caused by it.

An interesting 'paper&' on Process Theology by two authors with a brief biography at the start. The biographies alone would be useful in exploring the way that our beliefs change and are shaped by experience - and the problem that some people find with traditional or fundamentalist-Christianity Process Theology is at the cutting edge of Christian Theology today, one of the most interesting and challenging responses to the life and teachings of Jesus. For example, God, in this article is referred to as &';She.'

With Mr Gove admitting that he has messed up RE I was inspired tonight to set out why I think RE is important and how it could be improved. There is much too much here for a real letter to an MP but you may find material to adapt and send to Mr Gove or your own MP. One way or another we need to strike while the iron is hot if we can, to pressure Mr G to make some changes that will improve things. just added Stephen Lloyd's excellent article Do give your comments and suggestions here or as a personal message. Best wishes to everyone, DurgaMata

Not a topic that often comes up in RE but if it does I guess there are not many resources to refer to. Some GCSE syllabus' do cover paranormal so this may be useful there. (eg Edexcel Religion & Life in the belief in God unit. ) This resource began with my response to a question that the Atheist Science Teacher asked in our on-line conversation - so the first file comes from that. However I then looked for other resources which may shed some light on this question. I will add any comments or articles others may offer from the forum.

This is from the web - based on Getting Things Done by David Allen, this version designed by Douglas Johnston. It is great as a guide for planning in any project, subject or aspect of life. I think it would be useful as a guide for SMT, any HOD or regular teacher. I've added a link to the website where my son found this chart.

Taking part in Inter-Faith experiment 'conversations of the soul' at the St Ethelburga Centre for Peace and Reconcilliation. One activity was to share our own Faith Journey. An interesting and effective way of deepening dialogue and encouraging empathy and understanding so I have tried to adapt it for KS4 and Post 16 RE. I have added a second and third version (the first is age &'up to 20&'; and about 20 pages long, the second is 'up to 19&' but over 30 pages long, the third is over 40 pages long.. Later versions explore family and relationships and asks more questions. Do give some feedback.

I use the story of Masada as part of the background to European history which included such widespread anti-Semitism. It is likely that without that climate of prejudice and mistrust, the Holocaust could not have happened. and if students don't understand that fact, then they can look at the Holocaust as an isolated incident, unconnected with their own lives or our world today. I have written a bit more about this and uploaded it as a separate file. Do give your views and other items which are related and I could include to strengthen this resource.