Teach Secondary Issue 14.7

From the pavement to the pews Nikki McGee explains how local worship links can turn RE lessons into living, breathing encounters with belief... ABOUT THE AUTHOR Nikki McGee is the trust lead for RE at Inspiration Trust; as well as teaching three days a week and leading a SCITT programme, she is a curriculum writer and leads RE CPD for teachers across all Key Stages. Follow her at @re-mcgee.bsky.social Authentic experiences Students are often proud of their local area, and curious about it too. That curiosity leads to greater engagement than a textbook alone can achieve. At present, I am designing a newRS curriculum that incorporates local links throughout. It hasn’t been straightforward. I moved to Norfolk fromDorset during the COVID lockdown, knowing no one. Every connection was built from the ground up, but the process has been worthwhile. A good way to start building local connections is to get involved with your local Standing Advisory Council on Religious Education. which can be invaluable for putting you in touch with representatives of local faith communities, both religious and non- religious, as well as other schools in your area. Most areas also have an interfaith group that will welcome involvement from RS teachers, making for another excellent way of meeting local faith representatives and learning more about the communities your students are part of. Lasting relationships The National Association of Teachers of Religious Education (natre.org.uk ) runs groups for RE teachers across the country. Some are cross-phase, while others focus on primary or secondary. Joining one helps you share ideas, access contacts and hear about local communities. You can also use the REHubs website (re-hubs.uk) , which is a goldmine for those looking to establish local links. As well as offering an events calendar, it also features a directory of speakers and places of worship. Run trips when you can. These can be a logistical challenge, and coaches can be costly, but they’re invaluable for giving students authentic experiences of local communities. Too often, we’ll rush to organise trips to big cities, but going local can keep costs down. A visit can also be the start of a lasting relationship with that community. Many places of worship now offer virtual visits, or will come to your school, which can be a useful first step. Even when trips are difficult, it’s important to be present in the community. I’ll attend walking tours, open days, festivals, talks and other events inmy own time to deepenmy subject knowledge and strengthen local links. Local and social media Local newspapers and websites often share stories about faith communities. Near me, for example, there’s Network Norwich (networknorwich.co.uk) , which gathers news from Christian groups. These stories can be used when teaching about religious practices, such as Passion plays at Easter or community events at Christmas. I also follow and interact with local faith groups on social media, which keeps me informed and helps build relationships. Remember that your students and their families are part of your local community as well. Conversations with them have previously led me to valuable contacts and opportunities. The Religion andMedia Centre (religionmediacentre. org.uk) provides resources for RS teachers and also runs roadshows that bring together local faith communities. I attended one in Norwich recently and made several meaningful connections. Building local links takes time and commitment, but the rewards are significant. It enriches your teaching, engages your students, and helps them see the diversity and depth within their own communities. Inmy view, it’s time well invested. A s an RE teacher, I want the subject to act as both a window and a mirror; a window that looks out on the unfamiliar, and a mirror that reflects students’ own lives and communities. Local worship communities provide both, changing how students view their surroundings while turning everyday streets into stories and familiar buildings into sources of newmeaning. Local links also show how diversity isn’t something distant or abstract, but present within their own community. At a time when community relations can feel fragile, that’s significant. Starting with what’s familiar gives students a firm point of reference. From there, they canmake connections, add new layers of learning and develop a richer understanding of both religious and non-religious worldviews. With only an hour a week, every point of connectionmatters. 61 teachwire.net/secondary R E