• Introduction; Part one one The role of the religious education coordinator; Chapter 1 The role of the RE coordinator; Chapter 2 RE coordinators speak; Part two two What the RE coordinator needs to know; Chapter 3 RE, the 1988 Education Reform Act and beyond; Chapter 4 The aims of religious education; Part three three Writing a school policy for RE; Chapter 5 Working with colleagues; Chapter 6 Religion and the agreed syllabus; Chapter 7 Writing a religious education policy; Part four four Developing religious education in the school; Chapter 8 Planning the religious education curriculum; Chapter 9 Monitoring and evaluating religious education; Chapter 10 Assessment, recording, reporting and accountability; Part five five Useful resources; Chapter 11 Books, artefacts, videos and ICT; Chapter 12 Visits and visitors; Chapter 13 Some useful addresses Index;

'This excellent handbook will help RE co-ordinators to make a difference in their schools. It claims to show what to do, how to do it and how to be effective. It succeeds.' - TES'Many primary RE coordinators are not RE specialists. Often people are thrust into this role with little background knowledge, little support and with only minimal INSET. This book is for them. Clearly set out, well written and informative without being over-long, it covers the role of the coordinator, what the coordinator needs to know about the aims and legal requirements, how to write a policy, how to develop RE in the school (including monitoring and assessment), and an up-to-date guide to useful resources.' - RE News

• Introduction; Part one one The role of the religious education coordinator; Chapter 1 The role of the RE coordinator; Chapter 2 RE coordinators speak; Part two two What the RE coordinator needs to know; Chapter 3 RE, the 1988 Education Reform Act and beyond; Chapter 4 The aims of religious education; Part three three Writing a school policy for RE; Chapter 5 Working with colleagues; Chapter 6 Religion and the agreed syllabus; Chapter 7 Writing a religious education policy; Part four four Developing religious education in the school; Chapter 8 Planning the religious education curriculum; Chapter 9 Monitoring and evaluating religious education; Chapter 10 Assessment, recording, reporting and accountability; Part five five Useful resources; Chapter 11 Books, artefacts, videos and ICT; Chapter 12 Visits and visitors; Chapter 13 Some useful addresses Index;

'This excellent handbook will help RE co-ordinators to make a difference in their schools. It claims to show what to do, how to do it and how to be effective. It succeeds.' - TES'Many primary RE coordinators are not RE specialists. Often people are thrust into this role with little background knowledge, little support and with only minimal INSET. This book is for them. Clearly set out, well written and informative without being over-long, it covers the role of the coordinator, what the coordinator needs to know about the aims and legal requirements, how to write a policy, how to develop RE in the school (including monitoring and assessment), and an up-to-date guide to useful resources.' - RE News

• Introduction; Part one one The role of the religious education coordinator; Chapter 1 The role of the RE coordinator; Chapter 2 RE coordinators speak; Part two two What the RE coordinator needs to know; Chapter 3 RE, the 1988 Education Reform Act and beyond; Chapter 4 The aims of religious education; Part three three Writing a school policy for RE; Chapter 5 Working with colleagues; Chapter 6 Religion and the agreed syllabus; Chapter 7 Writing a religious education policy; Part four four Developing religious education in the school; Chapter 8 Planning the religious education curriculum; Chapter 9 Monitoring and evaluating religious education; Chapter 10 Assessment, recording, reporting and accountability; Part five five Useful resources; Chapter 11 Books, artefacts, videos and ICT; Chapter 12 Visits and visitors; Chapter 13 Some useful addresses Index;

'This excellent handbook will help RE co-ordinators to make a difference in their schools. It claims to show what to do, how to do it and how to be effective. It succeeds.' - TES'Many primary RE coordinators are not RE specialists. Often people are thrust into this role with little background knowledge, little support and with only minimal INSET. This book is for them. Clearly set out, well written and informative without being over-long, it covers the role of the coordinator, what the coordinator needs to know about the aims and legal requirements, how to write a policy, how to develop RE in the school (including monitoring and assessment), and an up-to-date guide to useful resources.' - RE News