ABSTRACT
Introduction This chapter explores how non-specialist teachers might feel more confi dent in teaching effective religious education through a conceptual enquiry approach. It discusses aspects that may present problems and explores ways of tackling them. This chapter complements Chapter 7, which primarily addressed the role of the RE subject coordinator or manager, although both chapters are important for all primary teachers. Most primary teachers are ‘generalists’: they teach most, if not all, of the primary curriculum subjects. Nevertheless, each has different strengths in their training, specialism, interests and current expertise. In this chapter, through drawing upon specifi c teaching examples from the religious education curriculum, we will explore how English, drama, art, historical sources, and fi lm and media sources can be utilised within the conceptual enquiry approach to RE.
