The St Giles’ Centre is pleased to announce the opening of our new Resources Room.
The Resources Room is now conveniently based at Ysgol Clywedog, Ruthin Road, Wrexham (LL13 7UB), in School Improvement Room 1, providing easy access for practitioners across the local authority.
The Room houses hundreds of high‑quality resources designed to support teaching and learning in RVE and related disciplines. There is also attractive working space available alongside the resources.
Resources are available for all age groups and cover a broad range of religions and key RVE themes. The collection includes:
artefact boxes
toys and games
story books
textbooks
reference books
posters
To discuss your resource needs or to arrange borrowing, please contact Libby Jones. Resources are typically loaned on a half‑termly or termly basis, subject to demand.
“The whole day was very helpful and informative. Particularly: priorities for progression; planning mat for RVE; input from colleagues about the document ‘What does progression look like’; discussions.”
These are just a few of the comments about the recent St Giles’ Centre training day held at the Ramada Plaza Hotel on 3 July. The day brought together primary school teachers from VA, VC and community schools, special school teachers, and ITE attendees from Wrexham University for professional learning and dialogue about Progression in RVE.
So, what role should ‘religious education’ play in addressing areas of social concern?
A recently published research article about how the social unrest of 2020/21 affects the teaching of religious education provides a stimulus for professional dialogue on the bigger question of what role/s religious education should play in addressing areas of social concern.
The Covid-19 pandemic brought various issues such as social cohesion, social inequalities, climate change and racism to the forefront. Religious education teachers across Europe were confronted with questions as to how and if they respond to such issues in their teaching. On this basis, the research article, published in the Journal of Beliefs & Values, investigates the question ‘How do sixteen religious education specialists see the effects of social issues on religious education in a challenging time?’, making use of the data from a 2022 European qualitative study, which explored what Covid-19 reveals to religious education specialists about their subject.
Research findings show the religious education specialists, from sixteen European countries including Wales, reflecting on the relationships between social issues and religious education in terms of both relevance and caution.
As well as detailing the kinds of social concerns being raised in religious education during the Covid-19 pandemic, the religious education specialists’ responses illustrated three emerging themes related to:
a concern for aspects of learners’ wellbeing and pastoral care arising in the context of religious education and the social issues experienced;
an interest in the development of specific competencies, skills and values in religious education in response to the social issues being raised;
a focus on what social unrest issues mean for religious education curricula / teaching programmes and classroom learning approaches.
Although many of the religious education specialists could see the real value of social unrest issues in religious education, there were also some explicit cautions and hesitancy about potential adverse effects on the subject (for example, a potential imbalance in religious education curricula with an over-focus on such issues and the need to ensure that a religious education subject lens is being used to avoid generic teaching and learning).
Article reference:
ap Siôn, T., Cullen, S., Danner, S., Kappelhoff, B., & Kodácsy-Simon, E. (2024). How does the social unrest of 2020/21 affect the teaching of Religious Education? Findings of a European study on the effects of the COVID-19 period. Journal of Beliefs & Values, 1–14. https://doi.org/10.1080/13617672.2024.2409545
Tania ap Sion and Libby Jones from the St Giles’ Centre, Wrexham and Lincoln Bishop University attended the British Educational Research Association’s (BERA) conference at the University of Sussex, Brighton (9-11 September 2025), where they gave a presentation on the first findings of the national Teacher Voice Survey: Religion, Values and Ethics (RVE) in the Curriculum for Wales.
In addition to Tania and Libby, the project team includes: Rachel Samuel (Neath Port Talbot Education Support), Paula Webber (Cardiff Metropolitan University), and Alice Parry (Llanishen High School, Cardiff).
Why is this research needed?
Until recently, statutory Religious Education in Wales largely shared the same legislative framework as Religious Education in England, although clearly differentiated Welsh and English education systems became increasingly visible across three decades when responsibilities for education and training were devolved to Wales. The latest curriculum review in Wales has seen the implementation of the radically new Curriculum for Wales in 2022 for all learners from ages three to sixteen, enabled through the passing of the Curriculum and Assessment (Wales) Act 2021.
Radical features of the new curriculum include: an integrated approach to learning and teaching in which Religious Education (renamed Religion, Values and Ethics) is for the first time legally embedded in the curriculum; and the principle of subsidiarity with a shift of responsibility for curriculum design, progression and assessment to individual education settings, giving teachers new professional autonomy.
At the beginning of a period of great change for religious education teachers in Wales, this research study aims to capture a ‘snapshot’ of teachers’ experience of and engagement with curriculum change through an exploratory qualitative survey of teachers across Wales. Invited participants included teachers from Nursery, Primary, Secondary, All-age School, Special, and PRU schools and settings.
What does the survey explore?
Using an inductive analytical approach , research findings will provide insight into teachers’:
attitudes towards Religion, Values and Ethics within the Curriculum for Wales;
approaches to curriculum design and collaborative working;
experiences of professional agency;
understanding of the Curriculum’s vision and values;
confidence levels and challenges;
hopes for the future.
Plans for the future
A full research report will be published bilingually early in the spring term 2026, and made publicly available on the St Giles’ Centre website and the Wales Association of SACRE’s website.
It is hoped that the findings will support professional dialogue and will inform professional learning at both local and national levels.
Across Europe, more or less simultaneously, the Covid-19 pandemic accelerated (and stimulated) the use and development of technology in education settings, as new ways of teaching and learning had to be created in response to practical constraints introduced by temporary school closures. Although a sizeable body of research has examined this phenomenon from a range of perspectives in education, considerably less research has been conducted in the context of religious education.
The St Giles’ Centre has recently contributed to the research and publication of a new study, which aims to listen to 16 RE professionals in Europe (including Wales) as they reflect upon and critically consider their experiences of technology during the pandemic and its implications for both present and future RE.
Content analyses identified eight inter-related areas of interest and concern for participants, which include technology and RE, alongside wellbeing, life questions, understanding RE, teachers’ situation, relationships, social aspects and wider context. Results show that the RE professionals held strong views about the use of technology in RE, including the challenges and opportunities presented in comparison with in-person teaching practices. Four areas of particular interest emerge, which are concerned with the effects of technology on relationships; technology’s potential for teaching and learning; RE professionals’ attitudes towards technology; and RE professionals’ (un)changed understandings of RE.
The article entitled: “Listening to the voices of Religious Education professionals: the relationship between technology and Religious Education” is part of a special issue of the British Journal of Religious Education, which focusses on integrating technology in religious and moral education.
Article reference:
ap Siôn, T. Cullen, S., Danner, S., Kappelhoff, B., & Kodácsy-Simon, E. (12 August 2025, online). Listening to the voices of Religious Education professionals: the relationship between technology and Religious Education. British Journal of Religious Education. https://doi.org/10.1080/01416200.2025.2543881
For more information:
Contact us at the St Giles’ Centre if you want more information about the project and the findings.
The St Giles’ Centre is offering a free whole day training event for primary practitioners in Wrexham on progression in Religion, Values and Ethics (RVE). The event will take place at the Ramada Plaza Hotel, Wrexham on Thursday, 3 July 2025 (see event flyer below). The event will offer practitioners the opportunity to engage in professional dialogue with colleagues and experts, share ideas, receive useful resources, and consider what progression in RVE might look like for their own learners.
The Welsh version of the popular A-level journal, Challenging Religious Issues, has been published on the St Giles’ Centre website. (The English version was published in November.)
Issue 21 contains nine original articles written by subject experts from universities in the UK, the USA and Austria. Articles include:
What Questions Can We Ask about Jesus’ Birth Narratives? by Jane Heath
Studying the Gospels: A Situational Approach by James M. M. Francis
Religion and History by William K. Kay
Ethics and the Climate Crisis by Robert Song
‘In the Midst of Life we are in Death’: Christian Perspectives on the Meaning of Death and Life in the Assisted Dying Debate by Sam Hole
After Anselm: St Bonaventure and the Remaking of the Ontological Argument by William Crozier
Faithful Wives and Fierce Goddesses: Hindu Attitudes towards Women by Steven Jacobs
Is Buddhism Pessimistic? by Phra Nicholas Thanissaro
Gender Equality in Islam: Possibilities and Limitations by Shama Ajoubi and Fariza Bisaeva
You can read the Welsh and English publication below.
To read other issues in the journal, visit our journal page.
The St Giles’ Centre has published Planning for progression in Religion, Values and Ethics (RVE) age 3-16: an example to support practitioners. The example was created in partnership with the St Asaph Diocese Education Team and in collaboration with five Wrexham primary schools.
The planning for progression resource also includes a section to assist practitioners in nursery settings with their planning for RVE, pre-progression step 1. This was developed in collaboration with expert colleagues working with funded non-maintained nursery settings and schools with nursery provision.
We envisage practitioners using the RVE skills outlined in this example to guide them in evaluating where their learners are and where they are heading at different stages of their learning progression, as well as helping them to make decisions about content and pedagogy in RVE.
As with all resources, the St Giles’ Centre encourages practitioners to critically engage with this example. Practitioners are also encouraged to engage in professional dialogue to support the development of a shared understanding of progression in RVE within their setting.
Teachers across Wales are invited to take part in the Teachers’ Voice Survey for Religion, Values and Ethics (RVE).
This survey is designed to access directly teachers’ experiences of and engagement with curriculum change in Wales, with a focus on RVE. The aim of the survey is to provide a ‘snapshot’ of teachers’ perspectives on RVE in the Curriculum for Wales, which will help contribute to research-informed professional dialogue and professional learning.
Who can take part in the survey?
The survey is open to practitioners teaching in Wales within a 3- to 16-year school or setting context. This includes teachers in the following schools and settings: Nursery, Primary, Secondary, All-age School, Special, and PRU.
Who is responsible for the survey?
The research project is being led by the St Giles’ Centre and Bishop Grosseteste University in collaboration with staff from Cardiff Metropolitan University, Neath Port Talbot Education Support, and Llanishen High School, Cardiff.
You may already have had information about the survey from your local advisor, local SACRE / SAC, local authority, consortium, or diocese.
If you haven’t yet heard about the survey, and would like to participate, email Libby Jones (Assistant Secretary to WASACRE) or WASACRE@outlook.com. You will be sent a survey link with further information about the project.
A new resource for school Governors has recently been published on the Welsh Government Hwb.
The free bilingual resource supports essential professional learning in Religion, Values and Ethics (RVE) for school Governors, and is entitled: Religion, Values and Ethics: What school governors need to know
The new resource is available on Hwb, and can be found within the existing suite of professional learning resources for RVE by following this link:
