Thirteen years have passed since the Minister of Education, Kader Asmal, implemented the National Policy on Religion and Education in 2003 (South African Government 2003). The policy provided a new framework to promote diversity by educating young people about the religions of others as well as respect towards freedom of religious expression, a topic embedded in the South African Constitution. It aimed at denouncing religious forms of discrimination and prejudice fostered by the former regime. The new policy implemented a new curriculum on religion education integrated into a subject named Life Orientation. Life Orientation is part of both primary and high school educational programmes. Unlike the religious education during apartheid, the new policy prescribed a non-confessional and multi-religious approach. It therefore made a distinction between the newly adopted secular religion education and the formerly used nurturing (or confessional) approach to religious education (see Chidester 2003). Specifically, the new curriculum is South Africa's attempt to assist in the nation building process through teaching students about what citizenship means in the post-apartheid era. In this spirit, the subject Life Orientation provides specific learning outcomes for each grade and estimates a minimum level of religious literacy necessary for learners to engage with the diversity of the new South Africa.