Mr Adam 🔯✝️🕉️

Mum look I made it 😳🤩

If you're looking for some real life RE, this lady is a British Muslim revert who talks very honestly about her journey to Islam. @TeamRE_UK #reallifeworldviews Check out Crystal 🇬🇧☪️❤️ كرستل's video! #TikTok vm.tiktok.com/ZNRsWEVDW/

@MrsBdoesRE #REChatUK An understanding of diversity and nuance. More evaluative, balanced written responses. Better grasp of the impact of belief. A connection to a belief different from yours.

@CNewmanTeach #REChatUK It's about language. 'This Muslim believes...' 'How is that similar or different to what other Muslims believes?' Most, many, some, this.

@MrsBdoesRE I think having a living library of speakers you can utilise (contact your SACRE or @RE_Hubs) shows the worldview you are studying does exist in the form of a real person! #REchatUK

@CNewmanTeach Starting with the particular helps connect with real people, stories then moving to wider concepts.You can look at a lived example and then work outwards to explore beliefs, practices. It can avoid the idea that religions are neat, fixed systems #rechatuk

@MrsBdoesRE I think it’s really important that case studies are authentic, real and about real people, communities and lived experience! Children love finding out about people…I always say, we are all a little bit nosey! #rechatuk

@CNewmanTeach #REChatUK I think it is great for adding a social sciences lens to a lesson. To look at how beliefs affect people's life in the real world.

#REchatUK QUESTION 10: Case studies can be hard to find or create. What places/resources do you recommend for this?

@MrsBdoesRE It has definitely enriched my classroom both in showing diversity, connecting religion to real people and engaging students. Grounding RE in authentic lived experience and voices within the worldview is so important and it shows in how students have responded #REChatUK

Well done @josephkinnaird for producing such an excellent book that sums up the best of RE 🎉 Very proud to have been a small part of it. Thank you for giving me the opportunity to share my curriculum journey

What strong KS3 looks like and how to make it happen in practice I’ve pulled this together in a new book: KS3 The Ambitious Years (published 2 June) It’s not a set of quick fixes. More a framework for thinking clearly about Years 7–9. /1

Gave this to my class today with no explanation to see if they could match an emoji to a sentence. It only clicked for a few of them until I explained: an adult represents a main clause (can stand alone) and a child a subordinate clause (is dependent on the “adult”/main clause).

My book Secondary RE in Action covers: - latest research on RE - curriculum design - multi disciplinary RE - effective questioning - how to explain and model - teaching controversial topics - using texts and scholarship - promoting RE beyond the classroom and much more!

They were right. Stay in school girls . You will never regret it. One day you’ll be the youngest in a male dominated field 💪

I’ve been thinking about evaluation in GCSE RS & whether one problem is that we have taught students quotations, but not context. I’ve written about why teaching passages in context matters, and how it can help students move beyond proof texts towards genuine evaluation Link 👇

New Substack post. A short and simple strategy from our English department using “while sentences” to help students show more nuance in GCSE Religious Studies answers. open.substack.com/pub/rewithmrsm…

must be such a surreal feeling when players look back on pics like this 😭❤️

Great quote for Theme D! #GCSE #AQA #TEAMRE

"That man's disability got exploited that night, and it led to multiple offenses. That's the BAFTA's fault. And then the BBC, to air what they aired is careless." ‼️‼️