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 do we do when unhappiness comes?

What do we do when unhappiness comes?

A retelling of the story of Job, with artwork by Si Smith (pp. 18-23).

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What Do You Believe?

What Do You Believe?

Provided the teacher uses the book cautiously and is aware of the difficulties referred to in the full review, this book could be a reasonably priced and very useful, attractive, classroom resource to research religions and introduce philosophy of religion to 7 - 11s.

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What does 'God' mean?

What does 'God' mean?

PowerPoint to support unit on pages 4-9, 'What does 'God mean? What is God like?'.

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What does Islam look like in practice? The Five Pillars in Barking.

What does Islam look like in practice? The Five Pillars in Barking.

Case Study: first thoughts on a pilot project funded by the TDA to develop good assessment practice. Completed by Fiona Etienne, Eastbury Comprehensive School, London Borough of Barking & Dagenham, supported by Janet Dyson.

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What does it mean and why is it important to Christians?

Unit 2 of Inspiring RE: Christians, edited by Fiona Moss and Julia Diamond-Conway, published by RE Today.

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What does it mean to be ... in 2008?

What does it mean to be ... in 2008?

Case Study: first thoughts on a pilot project funded by the TDA to develop good assessment practice. Completed by Cory Cambridge, Woodbridge High School, London Borough of Redbridge, supported by Claire Clinton.

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What does it mean to be a Christian, Humanist or Muslim in Britain today?

What does it mean to be a Christian, Humanist or Muslim in Britain today?

Activity from RE Today secondary curriculum book 'Questions: Identity and Diversity'

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What does it mean to be a Muslim in Barking?

What does it mean to be a Muslim in Barking?

Case Study: first thoughts on a pilot project funded by the TDA to develop good assessment practice. Completed by Farzana Hassan, Barking Abbey School, London Borough of Barking & Dagenham, supported by Janet Dyson.

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What does it mean to be a Muslim in Britain today?

What does it mean to be a Muslim in Britain today?

This set of lesson ideas uses original material from young British Muslims to enable any student in the 11–14 age range to understand the practice of the faith and to open up the possibility of learning from Islam.

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What does it mean to be a Sikh in Britain today

In this unit, pupils have the opportunity to find out about Sikhism in a number of ways to help them understand about the religion as it is lived in Britain today. They will see images, watch films and read lots of statements from Sikh children about their religion.

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What does it mean to be a spiritual person?

This presentation supports the unit on 'What does it mean to be a spiritual person?' pp.10-15.

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What does it mean to be spiritual but not religious?

This unit focuses on what people mean when they describe themselves as SBNR, and the views of religion and spirituality underpinning this definition.

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What does our local Anglican church reveal about the Christian faith and community?

What does our local Anglican church reveal about the Christian faith and community?

Case Study: first thoughts on a pilot project funded by the TDA to develop good assessment practice. Completed by Delyse Leslie of Stoke Newington School, London Borough of Hackney, and supported by Karl D'Cruz.

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What does the Bible say about the Holy Spirit?

PDFs of the information pages on the Holy Spirit (pp.20-1).

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What gap year would Jesus take?

Jennifer and Elanor’s accounts of their gap years (pp.26-31).

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What goes wrong with interfaith dialogue and why it's worth fixing.

What goes wrong with interfaith dialogue and why it's worth fixing.

Dr Chris Hewer is the author of Understanding Islam: The First Ten Steps and Principal Consultant on the Understanding Islam distance learning programme in the Understanding Faiths series.

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