ABSTRACT
The approach to the religious education curriculum with slow learners is subject to the comments on curriculum development and quality. The assumption is that the curriculum is an account of the result of selection in the school for which it is intended. The rational curriculum assumes that the process of education can be shaped through intellectual analysis and planning in a way which will ensure outcomes more appropriate and efficient than would be achieved by a 'mindless' process. The absence of careful assessment was noted and no doubt accounted for the general failure to develop prescriptive methods in the curricula examined. In basic subjects there was some consistency between the curricula of schools within the groupings of primary, secondary and special schools, but general curricula were marked by wide variations both between and within the groups.
