Teacher subject knowledge is crucial in any subject, and formally acknowledged to be so through its inclusion in the ‘Teacher Standards’ in the UK. The 2014 revised National Curriculum and the reformed national examinations assessed from 2017 onward have been introduced with both political and academic references to the importance of knowledge and curriculum within schools. (Department for Education, 2014)
The study is an investigation into the methods which teachers used to develop their subject knowledge in response to the reformed GCSE Religious Studies qualification and requirement for students to be examined on two religions. It was compiled by surveys completed by GCSE Religious Studies teachers and is a particularly significant study due to the timing of the data collection: within 12 months of the first assessment of the reformed qualifications.
The report contains a guide for RE teachers, taken from the results of the survey, including recommendations of ideas and resources which can help to develop, deeper and share knowledge.