ABSTRACT
This chapter provides an insight into how the religious education (RE)-flect project changed the teachers’ views of teaching in RE. It also provides a realistic view of how RE is often viewed in schools and the types of activities provided for primary school children, and focuses on the difficult and complex issue of assessment in RE. At the time of the project, non-statutory guidance for RE set out two attainment targets for the subject, Learning about Religions and Learning From Religion In hindsight, the RE-flect project team could have provided clearer instructions, model activities, undertaken more collaborative lesson planning and/or developed units of work to demonstrate how the Worldview Question Framework and worldview profiling might be creatively applied in lessons, utilising a diversity of content, methods and lesson structures. Assessment in RE is a complex and complicated issue, yet the matter has received comparatively less attention from researchers than curriculum development and pedagogy.
