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.

Sue is an inspirational RE teacher who has found creative approaches to engage her students. Many of these are based on visualisation and role-play. They are all creative and deeply spiritual. I can not recommend them too highly. The attached information is just an introduction. If you can arrange to attend a workshop - or if you have done so in the past, you will know what I mean. BRILLIANT. Please add a comment if you have experience of Sue's work

A range of resources to use when planning a unit on questions of human rights justice, suffering and the age old issue of 'Is it Fair?&' The oxfam unit is excellent and I have made a worksheet for our students to create cards inspired by the ones created by the students at the school in South Africa which is featured in the Oxfam resources.

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.

This is a Power Point with 40 slides - all images of Jesus from an African perspective. It gives a sense of the way that Christians everywhere think of Jesus as their Brother, as their Friend, His divine aspect is for all, beyond the confines of one time or place, one nation or race. Christians everywhere can and do claim Jesus as their own.

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.

I love using inspiring posters on my classroom walls – and indeed in my home. \nThere are some wonderful combinations of photography with quotations from a vast range of cultures and inspiring people which I have used in the past – mostly from Argus. Argus is now part of ‘Trend’ so they may have stopped creating some of those I am familiar with. \nI was looking for these ‘old favourites’ but couldn’t find them. However I did find the following – and hope some may be useful. I will try to find out what happened to some of my favourites. \nMeanwhile – I hope you enjoy this sample.

An initial assembly explores the question 'What is Religion' using many 'models' and questions. Moving on to Art-based activity, we look at Rock and Cave-Art thinking about what the Stone-Age people may have believed in / how they may have made sense of their world. Then using 'Stone-Age materials, create our own 'Cave-Art.'. Lots of opportunity for thinking about what we believe and why, asking questions, developing empathy and greater self-understanding.

This resource talks teachers through a powerful Experiential lesson on pilgrimage based on an exercise which is part of the Pilgrimage to Iona. Two stones are taken from the beach where St. Columba landed and used for reflection on letting go of guilt/regret and recognising inner qualities which we need to value more and treasure.

This file explores the answer a spiritual teacher gave to the question of Why Does A Mother Hit Her Child? Is she a bad mother? His answer was, No - she is not a bad mother, She just ran out of peace. Reflecting on this DurgaMata shares two stories about her honorary grandsons and mistakes they have made - in a cautionary tale the eldest (then aged 17) is sentenced for causing death by dangerous driving. In the story of my grandson's first child the younger one (now aged 22) is taken unconscious from his burning flat. I ask - What is inner peace and where can we obtain it? How can we support our students, some of whom will be seeing (or suffering from) Domestic Abuse of one kind or another - and what strategies can we give them to find peace for themselves and their families - and not grow up into adults who are likely to abuse their partners or children?

This is also good for Post 16\n\nPart 1 = overview of Christianity\nPart 2 = three 'Christnn perspectives&' to aid understanding of what Christians are really like.\nThe Poster-information-sheets in bothPublisher and PDF \nChristian beliefs - Part 1 + 2 of a series by Emma Newby, adapted to give more insight into the diversity of Christian interpretation and belief.\nFiles of Bible References.\nThree files on interpretation of The Book of Revelation - extension work / Post 16\nPPt Slide-show on Parable of Sheep and Goats includes interfaith reflections.

Continuation of my Meditation Blog. This started on 28th September in New York and ends on 30th October back in England. I have some notes in my diary which still need to be written up to include in this so I will add a few more files over the next few days. Some friends say I should edit the whole record and make it into a book!!! Well we will see about that.

articles about the riots to prepare work for exploring the riots and issues / emotions including grief, alienation, fear and anger opportunity to learn about, think, discuss and reflect in a supportive environment - but one which is able to explore and clarify right and wrong - to challenge and inform. Includes articles from a range of sources to show the different 'spin' journalist give a story. It's easy to scapegoat, stereotype and blame, harder to listen to and to learn. All agree change is needed, but effective change must be rooted in reality. See more in linked resource.

These files are all related to RE history or Pedagogy - put together in response to a question on the forum from an RE student who has to write an essay on RE Pedagogy. I will add material as I find it. I guess this is relevant for all who teach RE as CPD. Hope you all had a great Christmas - and best wishes for a great New Year. DurgaMata

Resources to support teachers preparing lessons or activities for RE / Humanities Days. There is an overview plus stories and legends associated with Raksha Bandhan plus contemporary articles. Many ideas re making Rakis and Cards. A slide-show of cards and Rakis.

This is my own reworking of an exercise which I found on one of the RE forums. It gives a powerful experiential insight into the meaning of Sanctity of Life. I follow this with an exercise of voting and statistical analysis which offers a simple opportunity for cross-curricular maths and citizenship.

from websites and newspaper articles, a range of articles. These will be interesting to stimulate discussion with exam groups and engage G + T students at KS3 most relate to Christianity but some to Atheism and other world views. The one about the way that Americans change faith - but are basically looking for a faith they can follow, challenges the idea that 'faith is on the wane.' The traditional churches may be losing numbers but most people, find that they are looking for something to give them more of a sense of belonging and meaning than our Western Capitalism can offer.

This is a ppt slide show which combines inspiring images and texts which share and celebrate the wisdom found in many different cultures and religions around the world. Texts explore and reflect on many aspects of life and look for common threads in the teachings of many different religions. There is a focus on peace and overcoming conflict - as well as a celebration of the beauty and wonder of life and the universe. thanks for comments. I will add the music I use if possible.

responding to a request for help on this topic for a year 5 teacher, I have given an overview of Islam and Muhammad which is based on KS3 but can be adapted for younger pupils. It will also be a useful revision guide and starting place for KS4 students. - (now added a few dates and pictures) As always, please give feedback - and send me more stories and anything else you think would be useful to include, to make this resource as useful as possible.

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