Strong subject knowledge is at the heart of great RE teaching, but finding reliable information and clear definitions can be time consuming. In this blog, Joe Kinnaird shares two RE:Online resources he regularly recommends to teachers: the glossaries and subject knowledge pages, and explains how they can support confident, knowledge-rich RE.
Glossary
The glossary section of RE:Online provides a vast collection of key terminology which may appear in lessons we teach. RE is full of complex and rich vocabulary that we want students to know, understand and be able to use independently in their work. For each lesson and scheme of learning, we need to think carefully about what tier 3 vocabulary needs to be taught and understood.
The glossaries are especially helpful in providing clear definitions. Our subject is full of abstract complex and diverse practices. The glossaries help articulate key terminology in clearly understood language. In addition, the glossaries cover a wide range of religious and non-religious worldviews which is especially helpful in constructing a diverse knowledge-rich curriculum.
How do I use them?
There are many ways these glossaries can be used in your department and the classroom:
- Support for non-specialist teachers: The glossaries serve as an accessible guide for non-specialist teachers who need clear and reliable definitions.
- Shared understanding of vocabulary: When planning a scheme of learning or discussing a lesson with your department, the glossaries can ensure there is a common and shared agreement on what definitions are to be used.
- Frayer models: Within the classroom, Frayer models can be used to introduce new vocabulary. A Frayer model works by considering the characteristics, examples, and non-examples alongside a definition. An example is included below:
| Allah | |
| Definition: The name for God in the Arabic language and used in preference to the word God because this Arabic term is singular, has no plural, and is not associated with masculine or feminine characteristics. Muslims believe that Allah is the only God and is the Creator of all. | Characteristics Absolutely singular; cannot be divided, partnered, or multiplied. Lacks gendered pronouns or plural forms in Arabic, reflecting the concept of total uniqueness. Believed to be the ultimate creator of the universe and everything within it. Beyond physical limits, visual representation, or human form. |
| Examples The core focus of Islamic worship. Used by Arabic speakers of all faiths (including Arabic Christians and Jews) to refer to God. Invoked in everyday phrases such as Bismillah (“In the name of God”) and Alhamdulillah (“Praise be to God”) | Non-examples A localised or “exclusive” deity separate from the Abrahamic God. A physical entity, idol, image, or personified figure. A title that can be applied to human beings, prophets, or created objects. |
Subject knowledge pages
As noted by the Ofsted Research Review (2021), RE teachers need strong subject knowledge. RE:Online’s subject knowledge pages provide teachers with a means to continue developing the depth and breadth of their knowledge. The subject knowledge pages cover a wide range of religions and non-religious traditions. Each page contains a section covering core knowledge, in-depth knowledge and a variety of resources to explore various beliefs and practices.
How do I use them?
There are many ways these subject knowledge pages can be used in your department:
- Support for non-specialist teachers: The subject knowledge pages provide an excellent resource for non-specialist teachers to develop their knowledge and give them greater confidence for teaching in the classroom. In advance of teaching a particular unit of work or lesson, these subject knowledge pages can be a very valuable resource.
- Commonly asked questions: The sections on worship provide answers to questions posed by pupils. Prior to teaching lessons on worship, these answers can help you anticipate potential pupil questions.
- Virtual visit links: The subject knowledge pages provide links to videos giving tours of places of worship. When teaching about the lived reality of religious practice, these videos are especially helpful when bringing our subject to life. Alongside showing these videos, you may wish to put together a list of questions which students have to answer based on the clip.
About
Joe Kinnaird is head of religious education at a secondary school in east London. He has a decade of experience teaching RE in the classroom and working alongside specialist teachers on curriculum, pedagogy and assessment. Beyond the classroom, he currently serves as a member of the National Association of Teachers of Religious Education (NATRE) Executive. A regular speaker at local and national RE conferences, Joe also works with ITT providers, leading training sessions to support the development of RE trainees.