One of the positive things about Mark Chater’s recent book Reforming RE (2020) is that it brings together theorists and practitioners to make their contributions about how they see the future of the subject. It contains chapters that address, one might say, both the intended and the operational curriculum (i.e. what is actually taught and how it is actually taught; Taylor and Richards 1985). As Jonathan Doney’s insightful review of the book points out (see page 64 in our Reviews section), chapters addressing the operational curriculum are largely (and unsurprisingly) written by practitioners respected for their excellent practice.
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