Face to Faith – Learning to Listen to
Others [SMSC in action]
Young people of
different cultures
and faiths learning
with, from and
about each other.
Welcome
• The noble art of conversation – with the
World?
• In 2s who are you? Where are you from?
What is your favourite SMSC activity in RE?
• Be ready to feed back …… briefly!
• Issues arising – art of communication
• Waiting list – special offer!
Our Conference
• Relevant – Prof Robinson Cultural identity
Globalisation
• Engaging – classroom walls come down
• Faith/belief focus – it’s RE’s but we can share!
• Outstanding – raises standards? Evidence Higher
levels esp comparison
• Flexible
• Innovative – others link but this programme
• Organic – responding to need/developments
Face to Faith – What’s that?
• Tony Blair Faith Foundation – Various strands
• Watch clip – note what it seems to be about?
Global
citizenship
Mutual
respect
Champions of
Global Peace
Mutual
understanding
New ways of
learning
Learning about others’ points of view.
Teaching others what they think.
Sharing their own experience.
Positive ambassadors for their own
communities.
F2Fschools in:
Australia
Canada
Egypt
India
Indonesia
Israel
Italy
Jordan
Mexico
Lebanon
Pakistan
Palestinian
Territories
Philippines
Singapore
UAE
UK
Ukraine
US
Video
Conferences
Teacher
training
Teaching
materials
On-line
community
Issues Based Modules
Expert Videoconferences
Special Day VCs
Classroom A
Using the internet,
Students are able to talk
directly to other students
in another country.
Facilitator.
The discussion
between the
students will always
be managed by an
experienced
facilitator
Classroom B
Student voices…..
• Having video conferences helped us to hear different
points of view apart from our own. It enabled us to
hear first hand peoples' beliefs and ideas. It was also
interesting to hear opinions and not just the typical
classroom debate. It also allows us to express our
opinions to other people, reflect on our own views
and to experience different cultures
• We enjoyed doing video conferencing with other
countries because it allowed us to express our opinions
with others. It also allowed us to reflect on our own
views and see how our opinions differ to others.
Long Modules
•Introduction
•Wealth, Poverty and Charity
•Art of Expression
•Environment
Your own
•A Common Word
module
Automatic moderation for –
Offensive or inappropriate language.
Exchanging phone numbers, email addresses.
Automatic ban for student, Teacher informed.
On-going Teacher Training.
Workshops
Video
Conference
E-Learning
Cooperative
Learning
Regional
conferences
Building
Dialogue
Active Listening
Sharing good
practice.
Using the online community
Detailed
resources
On site
support
Support for schools
Modules created by Ian Jamison and
colleagues – fully supported with
flexible scheme of work and materials
IT support working with your technical
team
Country co- ordinator on call
Distance pilot
Bloggs
Being a Muslim in Tower Hamlets is absolutely normal. Lots
of people in here are Muslim and you never feel as if you
are the only one because our society is very mixed and
diverse. People, whether they are Muslim or Christian or
Hindu or any other religion know when Ramadan comes
because everyone is respectful and quiet. In shops the sales
and discounts go high indicating that Ramadan is reaching
our doorstep, this shows respect because it shows that
everyone’s religion is taken into account. We feel welcome
because we know that shops like Asda, Tesco or Morrison’s
have been opened for us as well as anyone else. Every one
in my community understands when Ramadan has entered
our lives because the Azaan in our mosques is more
common to hear. Being a Muslim in Tower Hamlets isn’t
difficult for me because every where you walk you’ll see so
many of them that you won’t feel like an outsider.
To Outstanding?
• Please read your allocated section
[Generic/Quality of Teaching/Curriculum] of
the HMI subject criteria for ‘Outstanding RE’ –
identify how this might be supported by the
use of Face to Faith by your department
Outstanding RE - Generic
• Pupils show exceptional independence; they are able to think for
themselves and take the initiative in, for example, asking questions,
carrying out their own investigations and in working constructively
with others. They show significant levels of originality, imagination
or creativity in their understanding and skills within the subject. They
develop a sense of passion and commitment to the subject.
• Pupils show impressive achievement in linking their study of religion
and belief to their exploration of more personal reflections on issues
of meaning and purpose. Progress is outstanding across an
appropriate breadth of religions, beliefs and investigations. Pupils
apply a wide range of higher level skills to their studies including
analysis, interpretation, investigation, evaluation and reflection as
appropriate to their age and ability. All aspects of pupils’ spiritual,
moral, social and cultural development in the context of RE are
outstanding.
Outstanding RE – Quality of Teaching
• Teachers communicate high expectations, enthusiasm
and passion about their subject to pupils. They have a
high level of confidence and expertise both in terms of
their specialist knowledge and their understanding of
effective learning in the subject. As a result, they use a
very wide range of innovative and imaginative
resources and teaching strategies to stimulate pupils’
active participation in their learning and secure
outstanding progress across all aspects of the subject.
• Teachers consistently plan and deliver RE very
effectively to enable pupils to forge strong links
between their study of religion and belief and their
exploration of more personal reflections on issues of
meaning and purpose. Teachers ensure that pupils are
very actively involved in a clear process of learning
which secures a progressive, structured development of
high level skills of enquiry and reflection.
Outstanding RE - Curriculum
• The imaginative and stimulating subject curriculum is skilfully
designed to match to the full range of pupils’ needs and to
ensure highly effective continuity and progression in their
learning. Excellent links are forged with other agencies and the
wider community to provide a wide range of enrichment
activities to promote pupils’ learning and engagement with the
subject.
• The pattern of delivery is creative and highly effective in securing
a very strong pattern of sustained progressive learning and an
outstanding contribution to pupils’ wider learning skills. The
overall curriculum for RE secures a highly effective balance and
breadth of study in relation to the agreed syllabus expectations.
In secondary schools a diversity of provision is made to accredit
pupils’ learning across all ability groups. There is outstanding
enrichment of pupils’ learning including first hand experiences
of a wide diversity of religious and belief communities.
Active Listening.
Students reflect upon Active Listening skills.
Dialogue Skills

Active Listening 
Cooperation 
Conflict mediation 
Reflection 
Please note that Active Listening is a specific methodology that enables
practitioners to deepen dialogue, to improve communication and to address
controversial and difficult issues.
It is not “just paying attention”.
Introduce to students with this powerpoint and/or sheet & get them to
practice these exercises.
What does it mean to listen?
When introducing to students
It is not “just paying attention”.
Introduce to students with this powerpoint.
– this is a handy teaching aid.
The Chinese character meaning
“to listen” is composed of
smaller characters, all of which
tell us something about the
nature of really good, active
listening.
I’m waiting to get my point
across – I have no idea what
he’s saying…
I’m
listening
carefully…
Introduction Module
Lesson 3
•
•
You have to listen carefully.
Questions respond to what is
being said.
• Dialogue flows – it is not “stop
and start”.
• Dialogue can grow.
Whole School Issues
• Spiritual
• Moral
• Social
• Cultural
Take the SMSC audit
sheet – with a partner
complete your
allocated area in
relation to Face to
Faith
Other F2F opportunities
• Faith Shorts http://www.tonyblairfaithfoundation.org/pag
e/faith-shorts-2011
• Peace One Day
• Solidaritea
• Competitions eg. Coexistence@Ballycastle
[see special events]
Support every young individual’s
search for meaning and hope for a
harmonious world