Resources

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The documents published here reflect a wide range of approaches amongst RE teachers; and do not represent the personal view of the NATRE Executive.

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What can we learn about religious beliefs from looking at paintings?

What can we learn about religious beliefs from looking at paintings?

Case Study: first thoughts on a pilot project to develop good assessment practice. Completed by Susan Kembalu, St Thomas More Catholic School, London Borough of Haringey, and supported by Denise Chaplin.

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What can we learn from different presentations of the Christmas stories? HANDOUT

Teachers notes and to support the PPT to be used with the article for 9-11s in ‘RE Ideas: Christmas’. The approach uses a work of art by Antonia Rolls and sets up a range of thoughtful and creative activities for pupils to respond

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What can we learn from Muslim children’s expressions of belief?  (Classroom 5-11)

What can we learn from Muslim children’s expressions of belief? (Classroom 5-11)

An extended version of the article by Hasya Qureshi from pp.18-19 with examples of children’s work and an activity sheet to copy for class use

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What can we learn from these non-religious stories - unit PDF pp. 10-15

What can we learn from these non-religious stories - unit PDF pp. 10-15

When approaching non-religious worldviews, using story to explore beliefs and values is very valuable, and here we present two stories which can be used in this way. A PDF version of pp. 10-15 from RE Today publication Inspiring RE: Living without God.

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What comics can tell us about our religious lives

Rae Hancock, comic book fan, researcher, RE teacher, provides a fuller version of her ideas in this expanded article which featured in shorter form on pages 32-35 of April 2016’s RE Today magazine.

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What do ‘parables of the kingdom’ teach Christians?

Unit 5 of Inspiring RE: Christians, edited by Fiona Moss and Julia Diamond-Conway, published by RE Today.

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What do Christians believe about Jesus?

Unit 1 of Inspiring RE: Christians, edited by Fiona Moss and Julia Diamond-Conway, published by RE Today.

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What do MPs think of RE?

What do MPs think of RE?

A pdf of the full transcript from Hansard.

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What do Muslims celebrate at Eid-ul-Fitr?

What do Muslims celebrate at Eid-ul-Fitr?

What do Muslims celebrate at Eid-ul-Fitr? A unit of work for 5-7s including background knowledge for the teacher and classroom ideas and activities. From Inspiring RE: Muslims (pp.9-14).

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What do Muslims use when they pray?

What do Muslims use when they pray?

What do Muslims use when they pray? A unit of work for 4-6s including background knowledge for the teacher and classroom ideas and activities. From Inspiring RE: Muslims (pp.4-8).

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What do Muslims use when they pray? PowerPoint

What do Muslims use when they pray? PowerPoint

This slideshow supports the activities on pp. 4–8 of Inspiring RE: Muslims.

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What do Muslims use when they pray? PPT

What do Muslims use when they pray? PPT

A PowerPoint for use in the classroom with 4-6s looking at 'What do Muslims use when they pray?'. From Inspiring RE: Muslims p.4.

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What do non-religious people do to bring justice and equality

What do non-religious people do to bring justice and equality

This resource is a are pages 16-21 of RE Today's curriculum book 'Living without God'. Includes three activities and case studies.

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What do our belongings say about us?

Opening up RE: Belonging - what do our belongings say about us colour illustration

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What do our belongings say about us?

Opening up RE: Belonging - what do our belongings say about us black and white illustration

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What do people of faith think about death and the afterlife?

What do people of faith think about death and the afterlife?

Email a believer provides a facility for students to email a member of one of the six main religions (Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism) with a question. Alternatively, they can check through a long list of previous questions to see if the answer they are looking for has already been provided. This provides an excellent opportunity for students to access authentic viewpoints from the community of faith, and to develop a deeper understanding of differences of emphasis and the reasons for this.

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