Book review: Ways of Knowing: A Toolkit, Primary

Julie Childs, Julia Diamond-Conway, Stephen Pett and Debbie Yeomans

RE Today 2026

Sample pages are available to download here. 

Ways of Knowing: a Toolkit- Primary, which comes as part of a National Association of Teachers of RE (NATRE) membership and is also available to purchase separately, explores how ‘ways of knowing’ can be explicitly taught within the RE classroom. While pupils can often be given answers about religion and worldviews, this does not always equip them with the skills to investigate and make sense of ideas independently. Aimed at primary teachers and RE leaders, the resource addresses a key gap in curriculum design and offers practical strategies to support more meaningful and thoughtful learning. In a context where curriculum intent and implementation are under increasing scrutiny, it feels both timely and relevant.

A central idea in the toolkit is that RE is not only about what pupils know, but how they come to know it. It builds on a model of progression that moves beyond simply teaching facts and skills, towards helping pupils understand when and why to use different approaches. These are organised into the interconnected strands of tools, methods, and disciplines, shifting learning from the delivery of content towards a clearer focus on how knowledge is formed, tested and understood.

The toolkit introduces disciplines such as theology, philosophy, and the human and social sciences. While this may initially feel ambitious for primary pupils, it reflects a purposeful approach to RE that prioritises depth of thinking over surface coverage. This ambition, however, requires careful sequencing and teacher judgement to ensure it is developmentally appropriate and does not lead to cognitive overload.

One of the strongest features of the toolkit is its use of visual icons and practical resources. These create a shared language that can be used consistently across lessons and year groups, supporting both teacher clarity and pupil understanding. If embedded well, they have strong potential to improve curriculum coherence within schools.

There is also potential value beyond individual settings. A more consistent use of shared approaches to disciplinary thinking could support stronger continuity between primary and secondary RE, contributing to a more coherent and cumulative learning journey for pupils.

A key strength of the toolkit is its emphasis on gradual progression and explicit teaching. It aligns well with approaches commonly used in primary classrooms, such as “I do, we do, you do”, where learning is carefully modelled before being applied independently. This structured approach supports teachers in introducing complex ideas in manageable steps, which is particularly important in a subject often taught once a week.

Initially, the breadth of disciplines and methods presented can feel ambitious for a primary context, particularly given limited curriculum time for RE. However, the age-related guidance and staged approach help to address this by encouraging schools to start small and build over time. This reflects strong pedagogical understanding and feels realistic for primary classrooms, where teachers are constantly making decisions about how to balance depth with coverage.

From a leadership perspective, the toolkit provides a useful framework for strengthening curriculum design in RE. It supports schools in developing a shared language for learning, improving consistency across year groups, and embedding metacognitive discussion more deliberately into teaching. It also has clear potential as a driver for staff development, curriculum mapping, and improving subject leadership practice.

In my role as RE lead, I would begin with a small number of carefully selected ways of knowing, such as stories, objects and questioning. These would be explicitly modelled using consistent visual resources and embedded across Key Stage 1 before gradually being extended into Key Stage 2. This phased approach supports staff confidence, reduces cognitive overload, and ensures pupils build secure understanding over time.

Overall, Ways of Knowing: a Toolkit offers a thoughtful and practical framework for strengthening RE teaching. Its focus on how pupils come to know rather than only what they know has the potential to deepen curriculum thinking significantly. While it requires careful implementation and whole-school commitment, its long-term impact could be considerable in developing pupils as reflective, critical learners who can engage meaningfully with religious and worldview questions.

This is exactly the kind of CPD I’ve been waiting for to help move RE forward in my school – a toolkit that immediately shifts the way you plan and teach, and deserves a place on every teacher’s desk.