This is the second part (of a two-part paper) about memory, its place in the religious education classroom and the way it might inform the practice of religious education. The argument is put forward that memory and rote learning are under-utilised in the religious education classroom. Engagement with memory may offer ways to improve student knowledge of foundational content in religious education. Part two offers the arts, namely music performance, as a source of inspiration to religious educators for embracing memory. In piano performance and in other disciplines that utilise motor skills, memory is applauded and approved. Memory should be similarly approved in the religious education classroom. Finally, drawing on cognitive and educational psychology, consideration is given to the testing effect as evidence that memorisation may be under-utilised in the religious education classroom
