ABSTRACT
Our knowledge of how children learn and what normally are the characteristics of effective teaching have improved dramatically over the last few decades. Teaching 'facts', particularly things like the 'proper' word for an object or ceremony within a religious tradition, is frequently used in RE and a similar approach is often recommended by adherents of religious traditions. The real purpose of teaching RE strives for something much deeper. In order to establish an inclusive classroom the teacher of RE must respond to the learning strengths of different children and try to accommodate their different needs. Most people find that learning something is easier if a picture is provided. Children with learning difficulties can find it easier to recall the details of a story using visual memory based on storyboarding. Poor learning in RE is often associated with what is being taught and whether it has any connection, significance or meaning in children's lives.
