The Religious Education Council has warned that without good religious education (RE) teachers, religious discrimination could rise. Yet, 2017–18 saw a third of training places for initial teacher training in RE unfilled (Sellgren, 2018). This is perhaps symptomatic of one of the deeper problems with RE: a lack of clarity about the purpose, disciplinary methods and content that should be taught through the subject (Georgiou and Wright , 2018). Two years ago, I was in the lucky position of designing a religion curriculum from scratch. I had joined East London Science School, a free school that was committed to teaching religion through a knowledge-rich curriculum. By ‘knowledge-rich’, the school meant that the intrinsic worth of the content should take precedence over teaching generic skills. Gaining knowledge is empowering because it allows students to make sense of a complex world (Young , 2009). Below, I explain my efforts to deve
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