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Appendix 3 - IM2 – 1996-1998In January 1996 I completed my Masters Degree in Religion and Education at St. Mary’sCollege, Twickenham. My dissertation supervisor, Lynne Scholefield had become a closeprofessional ally and advocate. When the teacher second in charge of the department wasappointed to a head of department role at another school, I approached Lynne, asking if she hadany appropriately qualified PGCE students looking for a job. Robert Bowie (Bob) joined thedepartment in September 1997.By this time I had built a network of computers in my own teaching room having assembled themoney to do so from various ICT grants that were available at that time, careful management ofour existing BSA&E and extensive bid-writing into the school’s senior management team. As aCatholic school, RE was a compulsory subject at GCSE level and over the years we had amasseda sizeable quantity of digital materials which were used to support learning and teaching acrossyears 10 and 11. For the more able, the provision of detailed, well-written and word-processedink-duplicated ‘sheets’ was undoubtedly a contributory factor to our formidable results. Thegroan from the less able pupils when the ‘sheets’ appeared, was a constant reminder to me ashead of department that the need (N 1 ) for a variety of methodologies was imperative and, in aCatholic school, morally essential.Minor shifts in year 10 male pupils’ attitudes to RE had been achieved by the installation of aconfessional piece of software on my nascent network.‘Conflict in Jerusalem’ (Lionmultimedia, 1996) was a program delivered on four floppy disks which applied the principles oflevelling from computer-gaming to the last week of Jesus’ life as told by the evangelist Luke.To complete the ‘game’, pupils had to navigate their way around Jerusalem by asking questionsof certain key personnel. In order to ask the right questions, they had to learn what the345Simon Hughes Ph.D. Thesis (October 2012)