“Oh…I didn’t realise you don’t have to actually be religious to teach religious education”
This comment from a learner during a Religious and Moral Education (RME) lesson stopped me in my tracks. It revealed a common misconception: that teaching RME requires personal religious belief. It also highlighted how learners often have fixed ideas about what RME is and who teaches it.
As a primary teacher, I don’t fit the stereotype. And I’m glad. It means I can challenge assumptions and help learners explore religion in ways that are meaningful to them. I want them to discover not just facts about belief systems, but also their own values, ideologies, and sense of self.
We have “a unique platform for developing well rounded, thoughtful and respectful adults ready to embrace the ever-changing world” 1 But how do we make RME relevant to all learners? How do we move beyond textbook teaching to something more transformative?
Letting Learners Lead
A storytelling workshop I attended was a turning point. It encouraged learners to take the lead in their learning and sparked an idea. Could I step away from familiar strategies and instead create space for learners to explore religion on their own terms, with me as a facilitator rather than a gatekeeper?
One memorable lesson on the Hajj began with a surprise. Learners returned from break to find tubs of dirt, water, a cube, black cloth, and stones on the tables. I simply said, “Tell me a story using these items.” The creativity flowed-superhero cubes flying over waterfalls and sandy mountains-but then I overheard a boy explaining the significance of each item in the context of Hajj. His group was captivated. He later shared his insights with the whole class, and they learned more from him than they might have from me.
This moment reinforced the value of drawing on the lived experiences and knowledge of learners from diverse religious and non-religious worldviews. Their voices matter.
Creating space for reflection
Working with Sue Thomson from The Bible Society 2 introduced our school to prayer spaces. These are interactive, reflective environments where learners can explore spiritual practices, whether religious or not. These spaces encouraged learners to think deeply about their own beliefs and those of others.
Sue and I also collaborated on resources for first and second level learners, including a Christmas lesson for P5-7 (8-12 year olds) that focused on the individuals in the nativity story and their relevance today. It moved beyond the usual retelling and invited learners to connect the story to modern life and its relevance to Christians today. This kind of partnership with local and national organisations can enrich RME and make it more engaging. Many are open to school visits or willing to lead sessions in classrooms.
Asking Big Questions
In a Primary 7 lesson (11-12 year olds) on the origins of the universe, I used music, media clips, and learner voices to explore different beliefs. Learners began to see that questioning is not only allowed but that it is essential. RME provides a safe space to ask big questions, wrestle with ideas, and understand both themselves and others.
They also learned to use their knowledge of religion to answer each other’s questions and explain why people believe or act in certain ways. This kind of critical thinking is at the heart of empowered RE.
Equipping Teachers to Empower Learners
What makes RE/RME unique is its openness to big questions and its potential for learner-led exploration. If we believe it’s our responsibility to help children engage with their own beliefs and values and learn from those of others then we must ensure teachers are equipped to do so.
That means giving primary educators the confidence and tools to teach RME well, through initial teacher education and ongoing professional development. We need to move beyond stereotypes and embrace the richness that comes from diverse perspectives, reflective practices, and learner-led inquiry.
References
1Comment submitted to me as part of my research for this blog. Author wishes to remain anonymous but is happy for their comment to be used in this blog.
2 For further information about the work they do and for resources created for use in Primary Schools: www.scottishbiblesociety.org/resources/schools (not an ad, just resources I have used before that are tried and tested. Others are available for other world religions.)
About
Rachel is a Primary School Class Teacher from Aberdeen, Scotland. Rachel has worked as a teacher for 18 years. She started her teaching career as an RE Teacher in Yorkshire, progressed to Head of Department and then Key Stage 3 RE Coordinator before moving north to Scotland to retrain as a Primary Teacher, with a passion for RE teaching, where she has been teaching for the last 10 years.