No Time for RME Development? The Farmington Scholarship Gives You the Gift of Time

Have you had an amazing idea for how to progress your RME practice but just have no time to develop it? Want to complete a bit of research into somethign but you are not sure where to start? Want to get involved in some CLPL? Always dreamed of going to University of Oxford? Well perhaps a Farmington is for you!

The Farmington Scholarship is a fabulous initative that not many people know about, or have heard of it and think it is not for them. We want to let our members know it absolutely is for you! The Farmington Institute fund around 30 scholars every year to undertake some research into a project of their choice. This could be development of a series of lessons, a primary transition, a research piece into something you are passionate about, a targetted piece of work on how to raise attainment, an IDL project you’ve always dreamed of. Anything that enhances and improve Religious Education in your context.

You can find out more on the Farmington Website – https://farmington.ac.uk/farmington-institute-scholarship/

Steph Whyte, is currently undertaking a Farmington Scholarship looking into What Happens in RME classrooms. You can read more about her work here. She said of the experience.

My application for a Farmington Scholarship came off the back of a discussion with a colleague about how there is lots of theoretical chat about what RME should be and academic research about the ‘problems with it’, but there’s very little research into what happens in an RME classroom. I therefore was encouraged to sign up for a Farmington Scholarship. The conference you get to go to in Oxford is an amazing experience. Learning from colleagues around the country, meeting new people and exploring a lovely city. The induction day in London was also great to really cement what my project was, and maybe more importantly what it wasn’t. Already I am seeing my work have an impact on my own practice and others as well and think everyone should aim to do a Farmington at least once in their career. My project is massive, I know that. But please don’t think it has to be a grand scale national project. It could be you apply for time to work with feeder primary schools on a transition project or as a primary teacher develop an inclusive RME course that aligns with your school values.

Gillian Dunsmuir, is also currently completing a scholarship with a focus on ‘Raising Attainment and Closing the Gap in Senior Phase RMPS’. You can learn a little bit more about her project and help her by fillign out her survey here. She said of the experience.

I cannot encourage colleagues enough to apply for a Farmington Scholarship. If you have an aspect of practice that you would like to explore for RME/RE/RMPS, then this is for you! Being able to attend the conference at Oxford University and the new scholars day in London are incredible experiences and everyone is so supportive and keen to hear about your research. I’ve also loved being able to tell learners in my classes that I’m fulfilling my dream of being able to carry out research in partnership with Oxford. The gift of time that Farmington gives helps you to develop as a professional, to challenge your own thinking and to do something which will benefit the RMPS community. 

Scott Anderson, undertook a Farmington Scholarship, a few years ago. He presented his research in the STARME Festival of Learning workshops. You can catch up on his work here. He said of the experience.

If you are thinking about applying for a Farmington scholarship…go for it!  It’s an incredible opportunity and you can use the support to investigate any area of RME in which you are interested.  The research I did had a tangible impact on my day to practise.  The conference itself is a fantastic experience, and you might make some new friends too! 

If you have any questions about the experience Steph, Scott and Gillian are happy to answer questions if you send them into hello@starme.co.uk or you will find the Farmington contact details on the website.