I teach…
1 = primary
2 = secondary
3 = cross-phase

I am a...
1 = Teacher
2 = Higher Level Teaching Assistant

How long have you been teaching (as a teacher or HLTA)?
1 = Less than 5 years
2 = 5-10 years
3 = 11 or more years

Which of the following subjects are you involved in teaching? (Tick any that apply) Worldviews
1 = Worldviews

Which of the following subjects are you involved in teaching? (Tick any that apply) Religion
1 = Religion

Which of the following subjects are you involved in teaching? (Tick any that apply) Theology
1 = Theology

Which of the following subjects are you involved in teaching? (Tick any that apply) Ethics
1 = Ethics

Which of the following subjects are you involved in teaching? (Tick any that apply) Philosophy
1 = Philosophy

1 = Strongly Agree
2 = Somewhat agree
3 = Neither agree nor disagree
4 = Somewhat disagree
5 = Strongly disagree

1 = Understandings of nature in any religion/worldview

1 = The relationship between the spiritual and material worlds in any religion/worldview

1 = Human beings’ responsibility towards the earth (environmental ethics in general, or in relation to any religion/worldv

1 = The climate crisis and/or biodiversity crisis in relation to any religion or worldview

Would you like to explore the environment more fully as a theme in your current RE teaching?
1 = Yes
2 = Maybe
3 = No

What prevents you from exploring the environment more fully as a theme in your RE teaching? My priorities are elsewhere
1 = My priorities are elsewhere

What prevents you from exploring the environment more fully as a theme in your RE teaching? I lack the subject knowledge
1 = I lack the subject knowledge

What prevents you from exploring the environment more fully as a theme in your RE teaching? I lack confidence in knowing how to connect religion/worldviews and environment/climate
1 = I lack confidence in knowing how to connect religion/worldviews and environment/climate

What prevents you from exploring the environment more fully as a theme in your RE teaching? The current syllabus
1 = The current syllabus

What prevents you from exploring the environment more fully as a theme in your RE teaching? My pupils/students are not interested in the topic
1 = My pupils/students are not interested in the topic

What prevents you from exploring the environment more fully as a theme in your RE teaching? My departmental head or line manager
1 = My departmental head or line manager

What prevents you from exploring the environment more fully as a theme in your RE teaching? The schemes of work available
1 = The schemes of work available

What prevents you from exploring the environment more fully as a theme in your RE teaching? Resources to support teaching are unavailable (e.g., videos, texts, case studies, artefacts, etc.)
1 = Resources to support teaching are unavailable (e.g., videos, texts, case studies, artefacts, etc.)

What prevents you from exploring the environment more fully as a theme in your RE teaching? I am uncertain about the right pedagogical approach
1 = I am uncertain about the right pedagogical approach

1 = Yes
2 = No

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Groups - Most i
1 = Great curriculum resources - e.g., texts, videos, worksheets, etc.

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Groups - Most i
1 = Supportive Head Teacher or Subject Lead

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Groups - Most i
1 = New pedagogies

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Groups - Most i
1 = Case studies of classroom practice

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Groups - Most i
1 = Example units of work

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Groups - Most i
1 = Something else

Please rank the following options in terms of how important they would be to you in helping pupils explore the relationship between religion/worldviews and environment more deeply. (Please click and drag the text into the relevant boxes) - Ranks - Most im
1 = 1
2 = 2
3 = 3
4 = 4
5 = 5
6 = 6

What proportion of your teaching load is RE?
1 = Less than 25%
2 = Between 25% and 50%
3 = More than 50%

Which statement best describes your current employment status?
1 = Full time (paid employee)
9 = Part time (paid employee)
2 = Part time (volunteer)
5 = Not working (retired)
7 = Not working (other)
8 = Prefer not to answer

1 = local authority
2 = academy
3 = free school
4 = independent school

How many teachers work at your school?
1 = 1-9
2 = 10-25
3 = 25-100

If possible, please specify the school's religious character:
1 = Church of England
2 = Roman Catholic
3 = Methodist
4 = Other Christian
5 = Jewish
6 = Muslim
7 = Sikh
8 = Hindu
9 = Multi-Faith

Are you - Selected Choice
1 = Male
2 = Female
3 = Transgender Female
4 = Transgender Male
5 = Gender Variant / Non-Conforming
6 = Not Listed
7 = Prefer not to say

What is your ethnic self-description? - Selected Choice
1 = Indian
2 = Pakistani
3 = Bangladeshi
4 = Chinese
5 = Any other Asian ethnic background
6 = Caribbean
7 = African
8 = Any other Black/African/Caribbean background
9 = White and Black Caribbean
10 = White and Black African
11 = White and Asian
12 = Any other Mixed/Multiple ethnic background
13 = Welsh/English/Scottish/Northern Irish/British
14 = Irish
15 = Gypsy or Irish Traveller
16 = Any other White ethnic background
17 = Any other ethnic group
18 = Prefer not to say

Which of the following would you consider to be important social issues? (tick any that apply) brexit
1 = brexit

Which of the following would you consider to be important social issues? (tick any that apply) economy
1 = economy

Which of the following would you consider to be important social issues? (tick any that apply) immigration
1 = immigration

Which of the following would you consider to be important social issues? (tick any that apply) crime
1 = crime

Which of the following would you consider to be important social issues? (tick any that apply) health
1 = health

Which of the following would you consider to be important social issues? (tick any that apply) education
1 = education

Which of the following would you consider to be important social issues? (tick any that apply) housing
1 = housing

Which of the following would you consider to be important social issues? (tick any that apply) welfare
1 = welfare

Which of the following would you consider to be important social issues? (tick any that apply) defence
1 = defence

Which of the following would you consider to be important social issues? (tick any that apply) environment
1 = environment

Which of the following would you consider to be important social issues? (tick any that apply) tax
1 = tax

Which of the following would you consider to be important social issues? (tick any that apply) pensions
1 = pensions

Which of the following would you consider to be important social issues? (tick any that apply) family life
1 = family life

Which of the following would you consider to be important social issues? (tick any that apply) transport
1 = transport