ABSTRACT
This chapter explores the ways of supporting children to become enquirers into religion and belief. It draws on thinking skills strategies, transforming Religious Education (RE). Poor learning in RE has several characteristic features in relation to planning, teaching and learning. Enquiry-based learning involves pupils in often rigorous discussion, formulating questions, researching, evaluating and reflecting on findings to develop their understanding. The most effective RE teaching integrated opportunities for reflection and creativity effectively within the process of enquiry which arose directly from pupils' engagement with religious material. An experiential approach uses the idea that children have some spiritual capacities of their own, and develops these through curricular RE. A phenomenological approach focuses on studying Islam through stories, moral behaviour, rituals, beliefs, experiences and community life, and the art and architecture of the faith. The enquiry methods practically described show pupils the relevance of RE and deepen their understanding of religious material.
