Where to place religious education in the academic program is one of the renewed discussions currently being covered. This debate was motivated by events planned to minimize the clauses, providing a basis for religious education that can promote good teaching and learning practices and facilitate some teacher training problems and provide high quality resources when each local area has its own plan of subject studies.
It was recognized that producing high quality resources for religious education is a challenge when publishers cannot be as sure as in other areas of the curriculum that all students will learn the same subjects at a key stage. The search for an agreement on what could constitute a national basis for religious education was a long and carefully coordinated process that required decisions on what should be recommended and with what degree of limitation. The definition of a curriculum for any subject is inevitably fraught with difficulties, since it is necessary to choose what to include and, therefore, what to exclude. In religious education, the process has always been considered particularly sensitive, given the possibility of contradictions when it is necessary to take into account more than one basic religious tradition and a limited number of training programs. The emerging consensus on the desirability of a national structure was questioned because of attempts to go beyond establishing a set of guidelines to maintain a national curriculum on religious education, which would more accurately reflect the position on others subjects in the English national curriculum.
At the same time, when religious educators occupied this topic, other achievements in the curriculum called into question the incorporation of religious education as a compulsory subject. Strengthening personal, social and medical research in the National Curriculum and introducing citizenship as an additional mandatory issue made people doubt the value of religious research for education. Religious studies provide many arguments that require serious attention from religious educators.
A few years ago, there were only four departments of religious studies. A recent decision by a university, which pioneered the creation of an academic study of religion, as opposed to theology or theology, to close its department of religious studies and offer employees a merger with the department of theology in a neighboring institution, it indicates that the statement that discipline can make a unique contribution. , is still not fully understood and may not be convincing enough to guarantee its status in a modern university. However, religious studies are seen as a significant influence on the teaching of religious education in schools. The impact may have been exaggerated and, in any case, was largely limited to one aspect of religious research; Phenomenological approach. Much remains to be done to understand the links between religious studies, theology and religious education.