RE PGCE SUBJECT AUDIT TRACKING SHEET 2012-13
Name:
Date:
This process will enable you to:








Align your prior learning and personal subject knowledge with the process of learning to teach RE
Begin to explore the national context for RE
Become familiar with themes taught across all key stages
Audit your personal subject knowledge in the light of broad areas of subject content
Identify priority areas for subject knowledge development and feed these into course action plans
Begin to consider how subject knowledge translates into effective learning and teaching
Plan for the development of the skills and attributes that will enable you to before an effective RE
teacher
Collect QTS evidence
A note about subject knowledge....
There is no doubt that the role of subject knowledge in RE is as vital as in any other secondary subject. The
varied nature of prior-learning combined with the vastness of the subject mean that it is difficult to
demonstrate comprehensive subject knowledge of all principal religions.
You may be aware of the distinct status RE has in that although it forms part of a child’s statutory
entitlement, curriculum content determined locally (by either Local Authority SACRE or by the Diocese).
Despite this, it is possible to identify some cross-cutting themes and principles which we will navigate as part
of our audit.
Please note- you will not be expected to have taught EVERY aspect of the faiths
listed in the audit....but you will be expected to track the development of your
subject knowledge in those themes you do teach during the year.
By completing the Subject Knowledge audit for Introductory Week, you will begin to address QTS Standards
Q11, Q14 and Q15.
So what is ‘Subject Knowledge’?
The TA have provided a framework for understanding subject knowledge. This breaks subject
knowledge into some key areas related to effective learning and teaching. This means that subject
knowledge is not simply viewed as ‘information’ or ‘subject knowledge per se’, but also the
teaching skills, strategies, planning and consideration of pupil attitudes and learning needs central
to effective learning in the subject.
RE PGCE Subject Knowledge Audit and Tracking 1
PA V2.02
Tracking the Development of Your Subject Knowledge
The Audit and Tracking Sheet will enable you to record the development of your subject
knowledge against a list of themes you may encounter during your PGCE Year. Please maintain this
record electronically so that you will have the space to continue to up-date information as the
course progresses.
Before you start the PGCE Course....
Use the following codes to fill in the ‘personal subject knowledge’ column - you can use this to
either reflect on learning undertaken during subject enhancement courses as well as modules
studied at degree level:
S: Secure level of personal subject knowledge and confidence (‘I would feel comfortable teaching
this at A level or to fellow teachers/peers’)
M: Moderate level of personal subject knowledge and confidence (‘I would feel comfortable
teaching this at KS3 and KS4’)
P: This is an area is a priority for development (‘I would need to engage in significant personal study
before teaching this theme’)
It is not essential to have an encyclopaedic knowledge of all religions!
It is more important for you to arrive with an awareness of the areas you could prioritise, combined with a willingness
to use active research as a means of boosting those areas. Your placement school, the University Resource Centre and
the internet will provide a range of information to support the development of your subject knowledge. Tracking your
progress in this area is vital- please up-date this document weekly!
How will I use the outcomes of my Audit and Tracking Sheet?
Q14 requires that trainees ‘Have a secure knowledge and understanding of their subjects/curriculum areas and related
pedagogy to enable them to teach effectively across the age and ability range for which they are trained’.
At key points in the PGCE, your Tutor and Subject Mentor will discuss the development of your subject knowledge with
you. The information from your audit and tracking will be used to address the following questions:







Do you have a secure pedagogical knowledge and understanding of RE and the themes you are engaged in
delivering?
Can you plan and set subject-related targets for individuals and groups of learners?
Can you break down ideas and concepts and sequence them logically to support the development of learners’
knowledge and understanding?
Can you answer learners’ questions confidently and fully?
Are you aware of and can you respond to learners’ common misconceptions?
Are you able to make effective interventions to scaffold learning?
Can you analyse learners’ progress and make accurate assessments of their learning and achievement?
Your Audit and Tracking Sheet will also be used as a source of reference for your TTT portfolio, Progress Review
Tutorials and also as an important source of QTS evidence. Direct cross references may be made with
Q10 (Teaching and Learning)
Q11, Q12 (Assessment and monitoring)
You should make
Q15 (Subjects and curriculum)
reference to the relevant
Q17 (Literacy, Numeracy and ICT)
standards touched upon
Q19 (Achievement and Diversity)
as you complete the
Q22 (Planning)
Q25a, Q25b, Q25c, Q25d (teaching)
tracking process
Q26a, Q26b, Q27, Q28 (Assessing, monitoring and giving feedback)
Q29 (Reviewing teaching and learning)
RE PGCE Subject Knowledge Audit and Tracking 2
throughout the PGCE year
PA V2.02
Buddhism
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Areas
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Beliefs
 Life of the Buddha
 Three Universal Truths
 Four Noble Truths and the Noble
Eightfold Path
 Law of karma, samsara and rebirth
 Enlightenment and Nivarna
 Five precepts
Fasts and Festivals
 Uposatha Days
 Wesak
History/Major Divisions
 Theravada Buddhism
 Tibetan and Zen Buddhism
 Western Buddhist Order
Places and Forms of Worship
 Practice of puja in the home
 Symbolism of rupas
 Temples, viharas and stupas
 Buddhist meditation
Religion in the Community and Family
 Living according to Buddhist
principles
 Role of the Sangha and its
relationship with the laity
 Lifestyle of Bhikkhu and Bhikkhuni
 Funeral rites
 Beliefs about death, dying and life
after death
Sacred Writings
 The Pali Canon
 Vinaya Pitaka and the Metta Sutta
 Mahayana sutras
Christianity
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
RE PGCE Subject Knowledge Audit and Tracking 3
PA V2.02
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Areas
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Beliefs
 The Nature of God
 The Trinity as expressed in the creeds
 Sin, Judgement, Forgiveness,
Salvation, Eternal life
 The Christian ideal as expressed in
Jesus teaching (e.g. Sermon on the
Mount/Two great commandments)
Fasts and Festivals
 Lent (inc. Ash Weds)
 Holy Week and Easter
 Advent, Christmas and Epiphany
 Pentecost
 Sunday
History/Major Divisions
 Similarities and differences between
Catholic, Orthodox and Protestant
Christians
 Ecumenism
 The Charismatic Movement
Pilgrimage
 Nature of pilgrimage in Christianity
 The Holy Land
 Lourdes
 Walsingham
 Rome
Places and Forms of Worship
 Christian places of worship, their
artefacts and furnishings
 Public worship: Eucharist, Bible
readings, prayer
 Ministers: Bishop, priest, presbyter,
lay ministry
 Private worship: Individual prayers,
Bible reading and meditation
Religion in the Community and Family
 The work of religious communities
 Christian teaching about charity
 Baptism
 Infant dedication
 Believer’s baptism
 Confirmation
 Marriage Ceremony
 The role of the family
 Funeral rites
 Beliefs about death, dying and life
RE PGCE Subject Knowledge Audit and Tracking 4
PA V2.02
after death
Sacred Writings
 The Bible (why it is sacred)
 Ways it is used in private and public
worship
 Variety of approaches to
interpretation
Hinduism
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Areas
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Beliefs
 One God, Brahman, but with many
aspects
 Samsara, karma and moksha
 Dharma and ahimsa
Fasts and Festivals
 Durgapuja (Navaratri)
 Dassehra (10th night of Durgapuja)
 Dival
 Holi
History/Major Divisions
 Consider how practice can be
affected by devotion to a particular
deity
 The way in which Hinduism has
eveolved throughout history
Pilgrimage
 To holy rivers (esp. the Ganges)
 To holy places (e.g. Varanasi)
Places and Forms of Worship
 Practice of puja in the home and
objects used in worship
 Features of a mandir
 The role of the priest
Religion in the Community and Family
 Birth rites
 Sacred thread ceremony
 Role of the family
 Funeral rites
 Beliefs about death, dying and life
after death
Sacred Writings
 Veda
 Upanishads
 Bhagavad Gita
RE PGCE Subject Knowledge Audit and Tracking 5
PA V2.02

Ramayana
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Islam
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Areas
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Beliefs
 One compassionate creator God
 Day of judgement and life after death
 Life and teaching of Muhammad
(PBUH)
 The practice of the Five Pillars and
Jihad
Fasts and Festivals
 Ramadan
 Id-ul-Fitr
 Id-ul-Adha
 Salat-ul-Jumu’ah
History/Major Divisions
 Similarities and differences between
Sunni and Shi’ah Muslims
 Sufism
Pilgrimage
 Customs and significance of the Hajj
Places and Forms of Worship
 Design and artefacts of a mosque
 Role of the imam
 Salah and du’a
 Artefacts in private worship (beads,
prayer mats)
Religion in the Community and Family
 Zakah
 Birth rites
 Marriage
 Role of the family
 Funeral rites
 Beliefs about death, dying and life
after death
Sacred Writings
 Qur’an (why is it sacred)
 Ways in which the Qur’an is treated
with respect
RE PGCE Subject Knowledge Audit and Tracking 6
PA V2.02


Sunnah
Hadith
Judaism
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Areas
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Beliefs
 Nature of God
 Covenant and Messianic hope
 Torah as Law
Fasts and Festivals
 Shabbat
 Yom Kippur
 Rosh Hashanah
 Pesach
 Sukkot
History/Major Divisions
 Orthodox and Progressive Jews
 Zionism
 Theology of the Holocaust
Pilgrimage
 Western Wall
 Yad Vashem
Places and Forms of Worship
 Design and artefacts of a synagogue
 Roles of rabbi and chazan
 Ritual dress (Kippah, tallit, etc)
 Worship in the home (Shabbat,
Mezuzah, Havadalah)
Religion in the Community and Family
 Role of synagogue in the community
 Kashrut (food laws)
 Birth rites
 Bar/Bat Mitzvah
 Role of the Family
 Funeral rites
 Beliefs about death, dying and life
after death
Sacred Writings
 Torah (law)
 Nevi’im (prophets)
 Ketuvim (writings)`
 Talmud
Sikhism
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
RE PGCE Subject Knowledge Audit and Tracking 7
PA V2.02
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Areas
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Beliefs
 About God
 Samsara and Karma
 Lives and teachings of the Gurus
 The Five Ks
 The Khalsa
Fasts and Festivals
 Gurpurbs
 Basisakhi
 Hola Mohalla
 Divali
History/Major Divisions
 Effects of caste on Sikh religious
practice
 Hope for a homeland (Khalistan)
Pilgrimage
 Customs and Significance of the
Golden Temple
Places and Forms of Worship
 Design and artefacts of a gurdwara
 The use of the Guru Granth Sahib in
worship
 Prashad
 Worship in the home
Religion in the Community and Family
 Concept of sewa
 Birth rites
 Initiation
 Marriage
 Role of the family
 Funeral rites
 Beliefs about death, dying and life
after death
Sacred Writings
 Why is the Guru Granth Sahib a
sacred text?
 Ways it is shown respect
 Way it is used in private/public
worship
Religious Ethics
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Personal Subject
Knowledge Rating
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
RE PGCE Subject Knowledge Audit and Tracking 8
Review date and
PA V2.02
before PGCE
Course (S, M, P)
Areas
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Meta-ethics
 Intuitionism
 Emotivism
 Prescriptivism
Absolute and Relative morality
Approaches to ethical decision making
 Deontology
 Teleology
Ethical Theories
 Natural Law
 Virtue Ethics
 Situation Ethics
 Utilitarianism (Bentham and Mill)
 Kant and the Categorical Imperative
Religious approaches to ethical decisions
 The Euthyphro Dilemma
 The ethical principles of at least one
religion
The Nature and Role of the Conscience
Determinism and Free Will
Practical Ethics
Medical Ethics
 Abortion
 Euthanasia
 The sanctity of life
 The right to a child
 Genetic Engineering and Embryo
Research
War, Peace and Justice
 Just War Theory
 Pacifism
 The Death Penalty
Environmental Ethics
 Stewardship
 Pollution
 Animal Rights
Sex and Relationships
 Sex before marriage
 Adultery and Divorce
 Homosexuality
Philosophy of Religion
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Personal Subject
Knowledge Rating
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
RE PGCE Subject Knowledge Audit and Tracking 9
Review date and
PA V2.02
before PGCE
Course (S, M, P)
Areas
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Ancient Greek influences on the
philosophy of religion
 Plato
 Aristotle
Judaeo-Christian influences on religious
philosophy
 God as creator
 The goodness of God
 Miracles
Arguments for the existence of God
 Ontological argument
 Cosmological argument
 Teleological argument
 Moral argument
 Argument from experience
Challenges to religious belief:
 The problem of evil
 Challenges of psychology and
sociology`
Religious Language
 The via negativa
 Verification and falsification
principles
 Use of symbol, analogy and myth to
express understanding of God
Ancient Greek influences on the
philosophy of religion
 Plato
 Aristotle
Judaeo-Christian influences on religious
philosophy
 God as creator
 The goodness of God
 Miracles
Arguments for the existence of God
 Ontological argument
 Cosmological argument
 Teleological argument
 Moral argument
 Argument from experience
Challenges to religious belief:
 The problem of evil
 Challenges of psychology and
sociology`
Religious Language
 The via negativa
 Verification and falsification
principles
 Use of symbol, analogy and myth to
express understanding of God
Ancient Greek influences on the
RE PGCE Subject Knowledge Audit and Tracking 10
PA V2.02
philosophy of religion
 Plato
 Aristotle
Judaeo-Christian influences on religious
philosophy
 God as creator
 The goodness of God
 Miracles
Secular Philosophies and Other Religious
Traditions
The Non-Statutory Framework for RE recommends that
opportunities are provided for pupils to study other
religious traditions such as:
Use the columns to indicate where you have touched upon these issues in both ‘Personal
Study’ and ‘Pedagogical contexts’. For example, you may have studied the Life of the
Buddha as part of a booster course and then delivered a lesson to Year 9 students during
your serial visits. Be as specific as possible.
Personal Subject
Knowledge Rating
before PGCE
Course (S, M, P)
Pedagogical Subject Knowledge and Issues Arising:
As you teach each theme, note any challenges,
barriers, and common misconceptions encountered.
Which key concepts were involved? What worked
well? What would you change next time? How did it
impact on pupils’ development and attitudes? Note
useful links and resources.
Review date and
Related Standards
(e.g. Q10, Q11,
Q12 etc..)
Areas
o Baha’i faith
o Jainism
o Zoroastrianism
o secular philosophies such as
Humanism
Pre-course tasks (Please bring your responses with you on Monday 13 th September):
HOW DO WE MAKE USE OF SUBJECT KNOWLEDGE?
There is an obvious difference between having detailed subject knowledge of a topic, belief, practice or concept and
being able to teach it effectively to young people. To get you thinking about the challenges, bullet point some ideas for
the following 




Choose a topic/practice/issue that you are familiar with from the your initial audit
Note some reasons why young people may struggle to make sense of this topic
Outline how you might try to counteract the obstacles pupils face
What are the key concepts/ideas would you want the pupils to become familiar with by studying this topic?
How would you know they had made progress?
RE AND THE PRIMARY SCHOOL EXPERIENCE
Although the aims of the Primary school placement are largely generic it is also an opportunity to think about the place
of RE within education. Some questions that you should try to find out the answer to include:






Is there an individual responsible for RE within the school or is it part of a more broadly- based humanities
provision?
Which topics are studied by the pupils and how do staff members feel about the teaching of RE as a distinct
discipline?
How are the pupils assessed in RE?
How has RE been affected by any recent changes, especially concerning the new Primary Curriculum?
Do pupils make many trips to religious places or sites? What sort of follow up work is done?
What sort of ideas and perceptions do young people have about RE?
PGCE RE SUBJECT AUDIT
RE PGCE Subject Knowledge Audit and Tracking 11
PA V2.02
INDICATIVE EXTENDED BIBLIOGRAPHY
GENERAL TEXTS
AHLUWALIA, L. (2001) Foundation for the Study of Religion. London: Hodder and Stoughton.
Beckerlegge, G. (ed.) (2000) The World’s Religions Reader. Routledge.
Cole, O. (1982) Six World Faiths. London. Cassell
COLE, O. and MORGAN, P. (2001) Six Religions in the Twenty-first Century. Cheltenham: Nelson Thornes.
Eliade, M. (ed) (1987) Encyclopedia of Religion Volumes 1 – 16. New York. MacMillan
Ling, T. (1968) A History of Religions East and West. London. MacMillan
Markham, I. (ed) (1996) A World Religions Reader. Oxford. Blackwell
Muller, M. (ed) (1975) Sacred Books of the East Volumes 1 - 50 Delhi, Motilal Banarsidass
Smart, N. (1989) The World’s Religions. Cambridge University Press
Toropor, B. (2004) The Complete Idiot’s Guide to World Religions. Alpha Books.
Nye, M (2003) Religion: The Basics. London, Routledge
Esposito J. Letal. (2002) World Religions Today. New York, Oxford Un I Press
Owen Cole W. & Morgan, P (200) Six Religions in the Twenty-first Century. Cheltenham, Stanley Thornes.
Fisher M. P. (2002) Religions Today: An Introduction. London, Routledge.
Ridgeon L. (2003) Major World Religions: From their origins to today. London, Routledge.
WELLER, P. (1993) ed. Religions in the UK. University of Derby.
WILLIAMS, B. (2001) One World: Many Issues. Cheltenham: Nelson Thornes.
BUDDHISM
Conze, E. (1959) (ed) Buddhist Scriptures. Penguin. Classics
Harvey, P. (1990) An Introduction to Buddhism. Cambridge University Press
Kulananda (1997) Western Buddhism. London. HarperCollins
Landaw, J. (2003) Buddhism for Dummies. Wiley C Sons Inc.
Rahula, W. (1959) What the Buddha Said. Bedford. Gordon Fraser
Thomas, E. (1927) The Life of the Buddha as Legend and History. London, Routledge
CHRISTIANITY
Barth, K. (Eng Tr 1966) Dogmatics in Outline. London. SCM
Cupitt, D. (1984) The Sea of Faith: Christianity in Change. London. BBC
Gill, R. (1995) (ed) Readings in Modern Theology London, SPCK
Gordon, J. (1991) Evangelical Spirituality from the Wesleys to John Stott. London. SPCK
Hastings, A. (1986) A History of English Christianity 1920-1985. London. Collins
Hastings, A. (1991) (ed) Modern Catholicism: Vatican II and After. London. SPCK
Kung, H. (1995) Christianity: Its Essence and History. London. SCM
Mcgrath, A. (1994) Christian Theology: An Introduction ccl3, 14
Mckenzie, P. (1 988) The Christians cc3, 4, 13
Macquarrie, J. (1 997) A Guide to the Sacraments cc6-13
Schillebeeckx, E. (1963) Christ the Sacrament of the Encounter with God. London. Sheed & Ward
Woodhead, L. (2004) Christianity: A very Short Introduction. Oxford. OUP
HINDUISM
Jackson, R. and Killingley, D. (1991) Moral Issues in the Hindu Tradition. Stoke. Trentham Books
Jackson, R. and Nesbitt, E. (1993) Hindu Children in Britain. Stoke. Trentham Books
Knot, K. (2000) Hinduism: A Very Short Introduction. Oxford. OUP
Kostermaier, K.K. (2003) Hinduism: A Short History. Oxford, One world
O’ Flaherty, W. (1971) Hindu Myths. Penguin Classics
O’DONNELL, K. and AYLETT, L. (1998) The Hindu Experience. London: Hodder and Stoughton.
Richards, G. (1985) (ed) A Source Book of Modern Hinduism. London. Curzon Press
Smith, D. (2003) Hinduism & Modernity. Oxford, Blackwall
Flood, G(ed). (2003) Hinduism. Oxford, Blackwall
RE PGCE Subject Knowledge Audit and Tracking 12
PA V2.02
ISLAM
Abul-Fadl, M. (1991) Introducing Islam from Within Leicester. Islamic Foundation
Ahmed, A. (2002) Discovering Islam: Making Sense of Muslim History & Society. London, routledge
Baldock, J. (2004) The Essence of Sufism. Royston, Eagle
Brown, D. (2004) A New Introduction to Islam. Oxford, Blackwall
Emerick, Y. (2001) Understanding Islam: Complete Idiot’s Guide. Alpha Books.
Gauhar, A. (1978) ed. The Challenge of Islam London, Islamic Council of Europe
Mohamed, Y. (1996) Fitra: The Islamic Concept of Human Nature. Birmingham. Islamic Vision
Waines, D. (1995) An Introduction to Islam. Cambridge University Press
Watt, W.M. (1996) A Short History of Islam Oxford, One World Publications
Watt, W.M. The Qur’an. Penguin Classics
JUDAISM
Charpentier, E. (1982) How to Read the Old Testament. London, SCM
Cohn-Sherbok, D. and L. (1994) A Short History of Judaism. Oxford. One World Publications
Cohn-Sherbok, D. (1996) Modern Judaism. London. MacMillan
Davidson, R. (1992) A Beginner’s Guide to the Old Testament Edinburgh, St Andrew Press
Grabbe, L. (1996) An Introduction to First Century Judaism. Edinburgh. T. & T. Clark
Kertzer, M. (1993) What is a Jew? Ontario. MacMillan
Neuberger, J. (1997) On Being Jewish. London. Arrow Books
Solomon, N. (2000) Judaism: A Very Short Introduction. Oxford. OUP
Unterman, A. (1981) Jews: Their Religious Beliefs and Practices. London. Routledge Wiesel, E. (1974) Night.
London. Robson Books
SIKHISM
Cole, O. (2003) Sikhism. Hodder Arnold.
Kalsi, S. (1992) The Evolution of a Sikh Community in Britain. Leeds. Community Relations Project
Kohli, S. (1961) (ed) A Critical Study of Adi Granth. Delhi. Motilal Banarsidass
Mcleod, W. (1984) (ed) Textual Sources for the Study of Sikhism. Manchester. University Press
Oberoi, H. (1994) The Construction of Religious Boundaries: Culture, Identity and Diversity in the Sikh
Tradition. Oxford University Press
WEBSITES
There are an enormous number of websites available - both good and bad....
The following are some which I have used and can commend:
http://www.bbc.co.uk/religion/
http://philtar.ucsm.ac.uk/main.html
http://www.reonline.org.uk/
http://www.restuff.co.uk/
http://re-xs.ucsm.ac.uk/
http://www.islamic-foundation.org.uk
http://www.curriculumonline.gov.uk/Default.htm
http://curriculum.qca.org.uk/key-stages-3-and-4/index.aspx
http://www.ccj.org.uk/
http://www.utm.edu/research/iep/
http://www.otgateway.com/
http://www.ntgateway.com/
RE PGCE Subject Knowledge Audit and Tracking 13
PA V2.02
http://www.bibleandkoran.net/
http://www.religionfacts.com/
http://openlearn.open.ac.uk/
The British Humanist Society: http://www.humanism.org.uk/education
BBC Religion and Ethics: Zoroastrianism: http://www.bbc.co.uk/religion/religions/zoroastrian/
BBC Religion and Ethics: Baha’i http://www.bbc.co.uk/religion/religions/bahai/
Teaching Ideas. www.teachingideas.co.uk
Teachernet RE. http://www.teachernet.gov.uk/teachingandlearning/subjects/re/
Resources Online. www.farmington.ac.uk
Better RE: http://betterre.reonline.org.uk/
RE Today http://www.retoday.org.uk/links.htm this site links with many others.
References: The Audit tool and select bibliography have been adapted from the work of Mark Plater, RE
Tutor, Bishop’s Grosseteste University
Further Reading and Resources on our Doorstep
http://www.resourcescentreonline.co.uk/about.html
The Religious Learning Resources Centre is an independent charity. Established in 1974, it is
the North East of England’s only specialist library of religious resources. It is ‘one library on
two sites’ - Durham and Percy Main in North Shields – and has a comprehensive stock including
both practical and academic resources in a variety of media - books, videos, posters, artefacts
and CDs.
RE PGCE Subject Knowledge Audit and Tracking 14
PA V2.02