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Key Responsibilities and Required Skills for RE Teacher

💰 $ - $

EducationTeachingReligious EducationSchool

🎯 Role Definition

The RE Teacher (Religious Education teacher) will design, deliver and evaluate high-quality RE and Religious Studies lessons across key stages (KS1–KS4/GCSE as required), promote spiritual, moral, social and cultural development, and ensure compliance with safeguarding, curriculum and assessment expectations. This role requires strong subject knowledge in theology and world religions, excellent classroom management, and the ability to engage learners of diverse backgrounds to achieve measurable progress in RE outcomes.

📈 Career Progression

Typical Career Path

Entry Point From:

  • Newly Qualified Teacher (NQT) or Early Career Teacher (ECT) with QTS/PGCE.
  • Cover teacher or teaching assistant specialising in RE/PSHE.
  • Graduates with a degree in Religious Studies/Theology moving into teaching.

Advancement To:

  • Head of Religious Education / Curriculum Leader for RE.
  • Assistant Headteacher with responsibility for SMSC/PSHE or curriculum.
  • Lead Practitioner or Subject Advisor for RE across trusts or diocesan boards.

Lateral Moves:

  • PSHE/RSHE Coordinator
  • Chaplaincy or Spiritual Life Coordinator
  • Cross-curricular lead (e.g., Humanities or Citizenship)

Core Responsibilities

Primary Functions

  • Plan, prepare and deliver engaging, differentiated Religious Education lessons that meet the National Curriculum and exam board specifications (KS1–KS4/GCSE), using clear learning objectives, success criteria and assessment for learning strategies.
  • Teach GCSE Religious Studies and KS3 RE content with accurate subject knowledge in Christianity, Islam, Judaism, Hinduism, Buddhism, Sikhism and ethical themes, ensuring alignment with current specifications and assessment objectives.
  • Create detailed medium- and long-term RE schemes of work, mapping progression across key stages and ensuring pupils develop knowledge, understanding and evaluative skills over time.
  • Design and implement formative and summative assessments, use data to track pupil progress in RE, set targeted interventions and adjust planning to close attainment gaps.
  • Differentiate lessons effectively for mixed-ability classes, implementing strategies and scaffolds for SEND pupils, EAL learners and high-attaining students to ensure inclusive access to the RE curriculum.
  • Establish and maintain consistently high expectations for behaviour, using positive behaviour management techniques, restorative approaches and clear routines to create a purposeful learning environment.
  • Prepare learners for external examinations (GCSE Religious Studies) by delivering revision programmes, exam technique coaching, past paper practice and targeted booster sessions.
  • Provide timely, constructive feedback and marking in line with school policy, guiding pupils on how to improve subject knowledge, reasoning and evaluative writing in RE.
  • Lead and contribute to department meetings, collaborative planning, moderation of assessments and quality assurance activities to maintain high standards across the RE team.
  • Use a variety of teaching strategies and resources (including ICT, multimedia and interactive activities) to engage different learning styles and promote critical thinking about religion, belief and ethics.
  • Promote SMSC (Spiritual, Moral, Social and Cultural) development within the classroom and across whole-school initiatives, linking RE learning to citizenship, British values and community responsibility.
  • Liaise with parents and carers regarding pupil progress, behaviour and curriculum coverage in RE through parent evenings, progress reports and targeted communication.
  • Participate in whole-school events, assemblies and collective worship, contributing RE perspectives and supporting spiritual life where relevant.
  • Maintain accurate pupil records, submit reports and contribute to tracking systems (e.g., SIMS or MIS) to support performance monitoring and reporting to SLT.
  • Ensure compliance with safeguarding policies, undertake regular safeguarding training and report concerns immediately to the DSL, promoting pupil welfare at all times.
  • Organise and lead enrichment opportunities such as RE trips, visits to places of worship, speaker programmes and faith community engagement to deepen pupils' contextual understanding.
  • Create stimulating classroom displays that celebrate RE learning, showcase pupil work and reinforce key concepts, vocabulary and liturgical/ritual knowledge.
  • Prepare and manage classroom resources, maintain subject stock and recommend purchases to support curriculum delivery and budget planning.
  • Support departmental recruitment, induction and mentoring of new staff, ECTs and trainees, sharing good practice in planning, assessment and behaviour management.
  • Contribute to curriculum development and review, integrating cross-curricular links (History, PSHE, Citizenship) to enhance coherence and relevance of RE teaching.
  • Remain current with subject developments, exam board updates and national RE initiatives; engage in CPD and professional networks to continuously improve practice.
  • Adapt teaching and pastoral approaches to meet the needs of pupils experiencing social, emotional or behavioural challenges, working closely with inclusion teams and external agencies.
  • Promote equity, respect and religious literacy in a multi-faith school community, supporting pupils to explore diverse beliefs critically and empathetically.

Secondary Functions

  • Support departmental admin tasks including exam entries, coursework moderation, and the preparation of examination materials and timetables.
  • Contribute to whole-school curriculum mapping and cross-curricular projects that embed RE themes across subjects.
  • Lead extracurricular clubs or societies (e.g., Ethics Society, Faith & Philosophy Club) to foster pupil engagement beyond the classroom.
  • Represent the RE department at governors' meetings, parent forums and external inspections such as Ofsted or diocesan reviews.
  • Coordinate links with local faith leaders, places of worship and community organisations to enrich the RE curriculum and support community cohesion.
  • Support whole-school behaviour and attendance initiatives by monitoring pupil engagement in RE and liaising with pastoral teams.
  • Assist with recruitment and selection for the RE team, providing interview tasks and subject expertise where required.
  • Contribute to school marketing materials, open days and prospectus content that highlights the quality and impact of the RE curriculum.
  • Participate in departmental budget planning and resource allocation to ensure sustainability of RE teaching materials and trips.
  • Engage in peer observation, lesson study and action research projects to share effective practice and improve departmental outcomes.

Required Skills & Competencies

Hard Skills (Technical)

  • Deep subject knowledge in Religious Education / Religious Studies including major world religions, ethics, philosophy and Christianity; up-to-date knowledge of GCSE Religious Studies specifications and assessment criteria.
  • Curriculum design and long-term planning for KS1–KS4 with clear progression of knowledge and skills.
  • Strong lesson planning skills with differentiation techniques for mixed-ability classes, SEND and EAL learners.
  • Assessment for learning expertise: formative and summative assessment design, data analysis and use of progress tracking systems (e.g., SIMS, Arbor).
  • Exam preparation and GCSE marking experience, including familiarity with mark schemes and exam board requirements (AQA, OCR, Eduqas, etc.).
  • Classroom technology competence: interactive whiteboards, virtual learning environments (VLE), digital resources and online assessment tools.
  • Behaviour management and restorative practice strategies to maintain a safe, inclusive learning environment.
  • Safeguarding knowledge and compliance (child protection, PREVENT, safer recruitment awareness).
  • Pastoral care and pupil mentoring skills, able to support wellbeing and promote resilience.
  • Experience with cross-curricular planning and delivering PSHE/RSHE content where required.
  • Resource management, display design and classroom organisation for maximal learning impact.
  • Basic data literacy: ability to interpret progress data and set measurable targets for individuals and cohorts.

Soft Skills

  • Outstanding verbal and written communication skills for engaging pupils, parents and colleagues.
  • Empathy, cultural sensitivity and the ability to handle sensitive religious and ethical discussions with maturity and respect.
  • Leadership and teamwork: ability to lead a department project, mentor colleagues and contribute to collaborative planning.
  • Organisation and time management to balance lesson planning, marking, extracurricular duties and administrative tasks.
  • Adaptability and problem solving when responding to changing timetables, student needs or curriculum updates.
  • Creativity in lesson design to make abstract religious concepts accessible and relevant to young people.
  • Resilience and patience in managing challenging classroom dynamics and high workload periods.
  • Reflective practitioner mindset, openness to feedback and commitment to continuous professional development.
  • Networking and stakeholder management skills for liaising with local faith communities and external partners.
  • Ethical judgment and integrity when handling confidential information and safeguarding concerns.

Education & Experience

Educational Background

Minimum Education:

  • Bachelor’s degree (BA/BSc) in Religious Studies, Theology, Philosophy, Education or related subject plus QTS (Qualified Teacher Status) or equivalent teaching qualification.

Preferred Education:

  • PGCE or PGDE in Secondary Education with Religious Education specialism, or a relevant Master’s degree (MA/MSc) in Theology/Religious Studies.
  • Additional professional qualifications (e.g., NPQSL, subject leadership courses, diocesan RE training).

Relevant Fields of Study:

  • Religious Studies / Theology
  • Education / Secondary Education
  • Philosophy, Ethics
  • History / Humanities (with RE-related focus)
  • Social Sciences with emphasis on culture and belief systems

Experience Requirements

Typical Experience Range: 0–5 years teaching experience (NQT/ECT through mid-career RE classroom teachers)

Preferred:

  • 2+ years of successful classroom teaching experience in RE/Religious Studies, including experience teaching GCSE specifications and preparing students for examinations.
  • Experience working in a school environment with a track record of improving student outcomes, familiarity with Ofsted inspection frameworks and whole-school improvement strategies.
  • Experience of teaching across multiple key stages (KS2–KS4) and delivering cross-curricular RE projects.
  • Experience working with pupils with SEND, EAL, and varied socio-economic backgrounds; evidence of effective differentiation and inclusive practice.
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