ABSTRACT
Questioning plays a very important role in enabling all pupils, including the very able, to make good progress in RE. Some teachers of RE have a natural flair for spontaneously inventing good questions in the classroom. However, most of us have to plan carefully the questions we intend to use. Without prior thought to both main questions and supplementary questions, most teachers tend to fall back on questions which are poorly formed or which only secure knowledge rather than gain understanding or develop thinking. What makes for good questioning in RE?
