Recent reports on Religious Education (RE) in England and Wales highlight the need for
guidance on pedagogy and learning. The RE-flect project addressed this by promoting the
creation of metacognitively oriented learning environments in primary school RE classrooms.
Six primary school teachers and 160 pupils (8 - 10 years) took part in the second year of this
two year project. Meta-thinking, worldview and resources zones were created in each
classroom. Attainment in RE and pupil perceptions of the learning environment were
measured. Data from classroom observations, Worldview Profiles, and pupil and teacher
interviews were analysed qualitatively. Results show an overall increase in attainment; a
positive change in pupil perceptions of the learning environment; and the ability of pupils to
reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are
discussed.RE-flect was funded by The Esmée Fairbairn Foundation [10-0901
