Initial thoughts from reading '100 Ideas for Secondary Teachers: Outstanding RE lessons'. 
1) The section on the Pedagogy of RE was illuminating, no wonder there are so many arguments about the place & purpose of RE. I’m interested to learn more about Contextualisation, Interpretative Approach, Critical Realism, Phenomenology & Concept Cracking.
2) I’m not a big fan of Human Development, Spiritual Development (Experiential) & Conceptual Enquiry (Deconstructionism). Meaning Making should not be the primary aim & focus of RE. Teaching worldviews is not oppressive & does not prevent students from constructing their own.
3) The NATRE weblink on the different methods of teaching RE is definitely worth a read. natre.org.uk/primary/teachi…
4) After years of saying that I would like to include more non-religious worldviews, in my ks3 curriculum, I have to admit that my module of Humanism, despite taking advantage of their resources on has not been a great success. (ironically, students found it dogmatic).
5) I found the section on how to teach the Trinity useful, from an apophatic approach; it’s still one of my least favourite & most difficult lessons to teach.
6) I particularly liked the examples given to help explain the difference between extremism and fundamentalism. The linked TrueTube clip, on the other hand, is just not for me… truetube.co.uk/film/extremists
7) I really want to learn more about Bible Hermeneutics but don’t have a clue where to start. If anyone has any recommendations, please let me know. (Ditto Etymology)
8) I grew up with a Good News Bible & have wasted hours flicking through different versions online (biblegateway.com) to find the most succinct & easy to understand translations, that produce the most accurate, yet memorable High Impact quotes.
9) Heaven forbid that any students see the gigantic mess that is currently the RE cupboard. If a single artefact isn’t broken, I would be incredibly surprised, they generally only make an appearance on Open Evening (to my eternal shame).
10) I will actively look to apply the Reduce, Reuse and Recycle approach to all my booklets, though in terms of PowerPoints I have been doing this for years!
11) I had genuinely forgotten about RE-Definitions (re-definitions.org.uk) and my pronunciation of theological terms can be rather haphazard (okay, mostly awful) so I will definitely be using it again.
12) Any ideas for future careers after RE is always helpful, I never know how to respond when a students says that they aren’t taking RE because they don’t want to be a vicar.
13) Now that my school actively encourages teacher talk, I have seen how the art of storytelling is such a vital skill that needs extensive subject knowledge, confidence, practice & refinery.
14) Previously, I found it difficult to distinguish between students who genuinely were interested and those who wanted to waste time/delay the lesson; hence I am a big believer in Parking Questions.
15) I need a “Like Ban” let alone my students. I completely see why inaccurate comparisons such as “A mosque is like a Church for Muslims” are harmful to learning.
16) I am yet to find a way to break down the AQA GCSE mark scheme that I like. If anyone has any suggestions of best practice, I would be eternally grateful.
17) I am certainly looking into introducing multiple choice questions as plenaries after their success during remote teaching.
18) I like the look of Arabella Saunders’ JQR (Judgement, Question, Reason) technique in terms of transforming essays. I need to improve my delivery of tier two vocabulary & this approach looks excellent.
19) I also like the idea of getting students to write their own RE exam questions, as this will help me see whether they truly know how to answer them.
20) The contents page is a dream & cuts down my need for sticky notes!
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