Students' ability to learn in religious education depends on their ability to understand sources such as textbooks, scriptures, images, and other forms of discourse; Therefore, religious education teachers need practical tools to integrate reading and learning. This study examines how a conceptual tool designed for religious education teachers to use in text-based learning activities can increase student positioning awareness and increase subject content knowledge in religious education. Four Norwegian upper secondary classes and their religious education teachers participated in a project focused on reading in religious education. Using a design-based approach, we describe the development and use of a conceptual tool (religious education) designed to increase awareness of positioning in religious education. This tool influenced teachers' approach to texts. Students reported increased perceived subject relevance, increased disciplinary knowledge, and higher perceptions of respect and tolerance. This tool can support teachers in developing strategies for inclusive teaching in religious education.