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Last year, Ofsted published it's new inspection framework and the word that weaves through everything is INCLUSION. It is now a separate area of inspection. And the list of students we need to include is broader than before.

So how do we help ALL students in our classrooms to achieve, belong and thrive - the three words in the back of every Ofsted Inspectors mind.

Surprisingly, very little research has been done into how to support SEND in our mainstream RE classrooms. Luckily, the answer isn't as difficult or as time consuming as you might think.

'If we get it right for vulnerable students, we get it right for all' This quote by Sir Martyn Oliver sums up the message in this episode. Quality First Teaching is what helps ALL students, particularly those with barriers to learning.

In this episode I give the current stats on SEND student, look at the areas in the renewed Ofsted guidelines that are relevant to inclusion, look at how to plan for SEND students, how to resource for them, design powerpoints for them, support them with the right pedagogy and when to give bespoke support. I also look at how you can create an atmosphere in your class that promotes students with poor mental health.

And I give specific examples of what that might look like in RE.

I really hope this is a practical episode which positively impacts your RE classrooms.

https://www.gov.uk/government/news/200-million-landmark-send-teacher-training-programme

https://assets.publishing.service.gov.uk/media/68b9a6b8b0a373a01819fe4b/Schools_inspection_toolkit.pdf

https://news.sky.com/story/how-children-with-send-from-poorer-families-are-being-left-behind-at-school-13450800

EEF Blog: Five evidence-based strategies to support high-quality teaching for pupils with SEND

EEF Blog: Supporting pupils with SEND – 3 key messages for schools

https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf

https://www.gov.uk/government/statistics/access-arrangements-for-gcse-as-and-a-level-2024-to-2025-academic-year/access-arrangements-for-gcse-as-and-a-level-2024-to-2025-academic-year

https://www.kialo-edu.com/p/470f6228-2213-467d-bbdb-dcb915057db8/356549

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Fiona Moss is back on the podcast to tell us all about the leadership scholarship programme run by Culham St Gabriel.

If you are a leader of RE with a role wider than your school and you want to take the next steps in your career then this is the programme for you

We discuss how and why it started, who should consider applying, some of the recent developments in the programme. Plus we hear from past and current educators from the programme. They will tell us how the programme has shaped or transformed their development as a leader, what they found most valuable about the programme, where the programme has taken them and why they think people should apply to the Leadership Scholarship programme.

If you want to find out more, sign up for the webinar on 10th February, website

https://www.cstg.org.uk/events/leadership-scholarship-programme-introductory-webinar-registration/

More information can be found at;

https://www.cstg.org.uk/scholarship-programmes/leadership/

In the episode we will give out dates and deadlines.

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This week I am look at GCSE AQA Theme B Religion and Life. I will go through the main content, and apply this to a 4, 6, and 12-mark questions.

I think the following Bible passage is the foundation of Theme B;

“Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground.”

So God created mankind in his own image, in the image of God he created them; male and female he created them.

God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.”

Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so.

God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.

4-marker

Explain two similar religious beliefs in contemporary British society that are used to oppose animal experimentation. In your answer you must refer to the main religious tradition of Great Britain and one or more other religious traditions.

Some Christians oppose animals experimentation because of their belief in stewardship which is a belief that they have a duty to care for God’s creation

This is because God created everything and said it was good so they should not harm it

A similar Christian belief is that experimenting on animals for cosmetics is wrong because it is currently against the law in the UK

This is because Christians believe they should follow the law of the land

4-marker

Explain two reasons why many religious people protect the environment. Refer to sacred writings or another source of religious belief and teaching in your answer.
Some Christians may protect the environment because they believe in stewardship - the duty to care and protect the earth.
This is because they believe the earth belongs to God
In The Bible it says ‘the earth is the Lord's and everything in it’
This means that if the earth and everything in it belongs to God, it doesn’t belong to humans so Christians must protect it out of respect to God
Another Christian belief is that we should protect the environment in order to protect human life
This is because humans can only survive if we look after the planet that sustains us.

12-marker

People who value and protect human life will be rewarded in the afterlife.’
Evaluate this statement.
In your answer you:
• should give reasoned arguments in support of this statement
• should give reasoned arguments to support a different point of view
• should refer to religious arguments
• may refer to non-religious arguments
• should reach a justified conclusion

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