It has long been recognised in the world of RE that primary trainee teachers have insufficient input (in terms of time allocated) in RE. Just knowing and understanding something of the subject matter of religious traditions and non-religious worldviews is massive enough without factoring in developing an approach to teaching and learning in the subject. Coupled with that is the common suspicion held by even some of our teacher colleagues in other curriculum areas about the suitability of the subject in today’s world. Here Ruth describes an interesting approach designed to enable intending primary teachers to see the value of curriculum RE.
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