ABSTRACT
This chapter covers enthusiasm and make explicit some of the ways in which religious education (RE) can be planned and be implemented within a whole curriculum, as well as give a flavour of some of the more implicit influences of RE on the content, methodology and ethos of the school. Many teachers have traditionally used story as the main medium for RE with infant children. When one is considering reshaping an area of the curriculum it is important to look honestly at the way the school works, and at its existing structures to find a receptive base. All good curriculum work has planning as a basis, and author endorse the statement quoted from Following the Paths, Any topic which develops children's opportunity to reflect on experience has relevance for religious understanding. Where the curriculum for young children is very dependent on concrete experiences, it is very useful to record events and informal 'happenings' in photographs.
