Antonia Sheppard Head of RE and Worship Townsend Church of England School

 Identify the skills required for Religious Education.  Explore the ways in which students are prepared for secondary school Religious Education.  Gain a better understanding of the expectations in secondary RE.  Make connections to better support transition.

Consider the following: Knowledge (RE) Skills Characteristics Traits

Developed awareness of core concepts God, Creation, Fall, People of God, Prophecy, Wisdom, Incarnation, Gospel, Salvation, Kingdom of God Grounded Confident Make links and explain connections Religiously Literate Open-Minded Skilled Balanced Leaders Reflective Independent Developed spirituality Responsible Solid and accurate Christian understanding Respectful Tolerant Good Grades Mindful Knowledgeable

ChallengesSolutions Large number of feeder schools Transition day RE is featured Range of knowledge/ Lack of consistency in knowledge Assess through baseline Meticulously planned SOW Differentiation Expectation of REAgreement to value RE

 Introduction- Importance of RE- Sign agreement about respect  Baseline Test  Abbey- The Story of Alban and his importance. What can they learn from this? Local significance.  Pilgrimages and Jerusalem- Why is Jerusalem important to Jews, Christians and Muslims? (Zarg Assessment as example) (Students can recall but not respond about the impact and importance.) (COMPARISON)  Festivals of Sacrifice- Easter, Passover, Eid ul Adha (significance to the believers)  The Bible- Importance to believers. Low- What is it? Middle-How can they use it? High-Is it still relevant/significant?  Sikhism- Beliefs and Practices  Hinduism- Beliefs and Practices

 Skills: Comparing (in and between) Analysing Impact Evaluating  Start with GCSE paper and work backwards  5/7 Year SOW  Varied and rich curriculum  Literacy lower down  Increase opportunities to construct developed paragraphs

Antonia Sheppard Head of RE and Worship Townsend Church of England School