Introduction
a decade has passed since Ofsted
published Religious Education: Realising the
Potential (2013). It argued that RE in schools
is generally overcrowded, incoherent and
confusing for pupils, and the curriculum is
commonly lacking in terms of progression,
coherence, and breadth and balance. Since
then, numerous initiatives have sought
to address these issues and, in so doing,
reconsider what potential RE has, and how
that might be realised.
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