Reframing curriculum for religious education

This article arises out of work undertaken within the After Religious Education project. It synthesizes curriculum expertise established researchers, with current teachers RE in England. A question drives our shared interests: how should we approach development and do justify taken? The proceeds three steps. First, elaborate, contextualize, this by introducing varied approaches to production RE. We argue that these lack a foundational influence from general didactics: an understanding subject matter is informed distinctively educational theory. Addressing omission, second step presents alternative on ‘Bildung/didactic’ tradition, specific didactic analysis Klafki. Third, explore relation two teaching contexts, modelling applications, principles they exemplify. demonstrate value synthesizing theoretical practical for theory practice.