starting a new 'chapter&' with May - hope you find this month interesting even though a bit disjointed. More disjointing came when Mum fell in May.- a very tough month emotionally in work and in the family. But that makes it interesting spiritually too. Slowly trying to get back up to date. August now. still a week behind. Much time going into a resource for Peace and Conflict, looking at Gaza - my thoughts and prayers are with all affected by war in this troubled time. Aug 5th part 1 good for RE - reflecting on Peace Concert pilgrimage in 1985

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. Years 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.) The 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! Have a great week, Love 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.

Excellent article on cuts to Health and Safety due to a desire to please the companies which fund political parties (saving firms money required for improving safety standards) with serious consequences for employees. Rates of death/injury at work will increase causing huge financial costs to the taxpayer and immeasurable suffering for many individuals and families. We need a campaign like we had for the forest sell-off to reverse this evil policy. The article raises important questions and is clear enough to use with KS3 upwards. Stimulate some great discussion/higher level thinking.

This is a resource for all my great colleagues - to explore practical strategies that we can use to make our lives stronger and more peaceful. The idea behind this is that if we can become spiritually stronger and more peaceful that will impact on our students, classes, colleagues and schools - to say nothing of its effect on our families and our own happiness. So I am asking you all to send me your own favourite 'weapons for peace' which we all can share and benefit from. As always please give feedback and a rating.

...taking part in a forum discussion with the tile Poor behaviour = poor teaching - or is it vice versa? ... inspired to look for good articles - I particularly like the ten points and 'The truth is, behaviour in schools is a complex issue that needs co-operation between classroom teachers, school managers, parents, outside agencies... and the pupils themselves to make it better.- Not solve the problem, just make it better. There is no quick fix or magical solution. Only if the Leadership Team supports the staff, can poor behaviour be changed,

Fantastic programme about how science has learned more about the universe. It starts with the Ancient Greeks and the concept of the earth being the Centre of the Universe and moves on to the Hubble Telescope. On a personal note, I would have liked more than a passing reference to other cultures as Hindu astronomers had the sun at the centre of the universe thousands of years ago - and the Arab astronomers learned from them when the Mogul empire extended into India, but for what it sets out to cover it does a good job. It also introduces the Big Bang.

A fantastic opportunity to inspire creative responses to religion - this is an annual competition see http://www.natre.org.uk/spiritedarts/pdf/sa2011.pdf This year's theme is 'Art in Heaven.&' topics are STORIES OF TRUTH, JOURNEYS, FESTIVE VISIONS, SPIRITUAL WORDS GOD: WHO? WHERE? HOW? IF? For ages from 4 - 19, no larger than A3 size, teachers can enter, too. All details and entry form on website given above.

This section aims to share conversations about all sorts of important subjects. The first is in response to the email I sent about Religious Education and the English Bacc. - with a French Anarchist. It explores many interesting ideas and can be used to stimulate class discussion about what religion means and why we study Religious Education. If using with KS3 then some 'unpacking' may be needed, but the G + T fringe may enjoy it and some may respond by joining the campaign to support RE. A great example of how a potentially confrontational argument can end up as accord.

Taken from Avesha's website, all the info is here to check out what is on offer. These workshops and insets are given by someone who knows Hinduism from the inside and has trained as an educator. The prices are fair and if they are a problem there is flexibility here. I have also included some of the comments and responses to Avesha's work and some of the images from a slide show visit to ISKON's headquarters.

Both these documents are more or less the same at the moment, but I will add to them. They arise from a question on Creation Story - but also touch on issues in other threads. KS4 + Post 16, give the whole document to 'thread info they already know' onto it, plus see where it falls short. (any generalisation is inevitably false.) Those who practise a faith can try to position themselves, those who belong to a religious community can look for examples of all these 'types' of Christian (or Muslim etc) in their faith community.

selected sections from Elaine Morgan's website, related to the Aquatic Ape Theory which she championed in her book The Descent of Woman. Many features of human beings suggest that we evolved for many millennia as a shore-dwelling species, and are strongly adapted to living in water. this is related to the Story of Adam and Eve. Woman was tempted by the snake (male organ) and offered her apple (fruitfulness) Man took it. (when approaching from the back became difficult he had to take the fruit by force - ie rape is the original sin...

Hi guys, I sometimes go on a forum which is about spiritual experiences. This morning I read a message posted by a Christian who had been directed to their (contemporary) spiritual teacher by Jesus, in a moving way. I was inspired to share some experiences of my own which relate to Christianity. I couldn’t have shared this story with my classes, but please feel free to use it. I guess in relation to Religious Experience, pluralist and exclusivist views - and an example of why generalising removes you from reality. (Jackie – who meditates - and my ‘Old Lady’ are both Christians.)

In her encounter with the Stone Age Tribe, Rebecca takes part in a mammoth hunt and then, during the feast that follows, tells the Wise Elder about her world. He is impressed and shares the problems of his own tribe, asking if we have peace in our world. When Rebecca tells him about war and poverty he asks if there is no God in our world. In the second story, the author wonders if the 'Druid-Man she met might be able to help her answer her own questions. Great stories for encouraging reflection and debate on the big questions, with elements for primary and secondary age students.