Some pupils with good ability in RE do much less well in other subjects. These pupils may be nurtured within a faith community or have a religious world view of their own, bringing particular knowledge, sensitivity and experience to RE. Some pupils might have particular spiritual giftedness, whether or not they are part of a religious tradition. These pupils can generally be identified through discussion, held within an ethos of respect, which can also be used to stimulate further learning and progress.

It is important that the full range and scope of RE activities and learning experiences give pupils access to high levels of attainment. When planning activities, teachers will need to be sensitive to pupils' preferred learning styles and give them a variety of opportunities to learn. Pupils with high levels of language skills may need to develop a conceptual framework through which to acquire relevant information and understand its significance and use.

Inclusion issues in the general guidance