Ian Ennis

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Personal profile

Personal Statement

In 2002 I was awarded a fellowship from the Farmington Institute, Harris Manchester College, University of Oxford, in which I explored the extent to which the 'Personal Search' element of Religious and Moral Education (RME) generates a more purposeful and 'philosophical' approach for pupils and teachers.  During this time I joined the School of Education here at the University of Strathclyde as a part-time tutor on the PGDE Secondary course, and consequently took over as the PGDE Secondary Coordinator for RME in 2009.

My teaching and research interests lie in multicultural education, the promotion of critical thinking skills supported through literacy, and practical interdisciplinary approaches to teaching and learning.  Education for Citizenship plays an essential role in my teaching and research activities, in an attempt to produce meaningful and contextualised learning.  Since my arrival in the School of Education I have contributed to postgraduate and undergraduate courses in initial teacher training at primary level and have extended my teaching and research in this area.


Teaching Interests

I am PGDE Secondary Coordinator for Religious and Moral Education (RME).  I am module leader and teach on the following modules:

BA 3 Exploring Global Citizenship through Social Studies, RME and PE

BEd 4 Exploring Belief, and Culture

PGDE Primary Religious and Moral Education (RME)

PGDE Educational Studies - Interdisciplinary Approaches to Citizenship Education


I contribute to the following modules:

BA 1 Placement and Curriculum

BEd 3 Developing the Integrated Curriculum

Expertise & Capabilities

Before joining the University I spent much of my teaching career writing resources for Primary and Secondary schools offered through CPD events via education authorities and conferences.  I continue to do this, and often extend my CPD through direct contact with primary schools and at departmental level in the secondary sector.

As my course writing for schools is often grounded in interdisciplinary learning (IDL) I am eager to ensure that IDL is used to its full potential and that such models facilitate purposeful and contextualised learning.   My aim in devising resources is in ensuring that practitioners feel comfortable in exploring areas of the curriculum which they are perhaps not totally familiar with.


Research Interests

I am presently working on three school-based projects:

In August of 2013 I began working with a group of S4 pupils at Paisley Grammar School on SQA National 3, 4 and 5 Religious, Moral and Philosophical Studies (RMPS).  I spent two months exploring the theme of ‘Religion, Medicine and the Human Body’.  During this time I devised teaching strategies and resources enabling pupils to develop literacy, collaborative learning, and critical thinking skills.  The resulting resources were offered to schools through CPD events via education authorities.  The resources are frequently revised in line with ‘National’ priorities resulting in further writing for RMPS at National levels in addition to further CPD events.

I am involved in the development of a programme of RME for Mossvale Primary School, Paisley.  The partnership began in 2012 with some school-based CPD relating to the selection of appropriate and challenging topics for pupils in the light of RME Principles and Practice (CfE).  Consequently, a number of interdisciplinary topics were devised and  ‘tried and tested’ in the school before revising and releasing to schools through CPD events via education authorities.  The project continues with the release of two new interdisciplinary topics for Mossvale Primary and beyond.

I am working with Alastair Wilson and Roseann Maguire from Applied Educational and Social Research, on a project relating to the counteracting of bullying of children with intellectual disabilities.  I am assisting with other members of staff from the School of Education, and a group of teachers from secondary schools, in developing resources aimed at enlightening and challenging pupils so that they explicitly recognise and actively engage with difference.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education

Education/Academic qualification

Bachelor of Arts, University of Stirling

Award Date: 1 Jan 1987


  • multicultural
  • critical thinking
  • interdisciplinary learning
  • Citizenship


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