ABSTRACT
Teachers of RE, indeed all teachers, are confronted with a relentless list of things which have to be undertaken: prepare lessons, mark books, plan homework, organise resources, attend meetings, sort out the classroom display, teach – the list is formidable. To add to that list yet another item, write a G&T policy which describes how the department meets the needs of young people gifted in RE, will not come as welcome news. Given what seems like yet another task, many teachers who have responsibility for RE in their school will ask the question, ‘Does an RE department have to have a G&T policy?’
