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This teaching resource explores the Upanayana ceremony, a traditional Hindu coming-of-age rite that marks the beginning of formal spiritual education for young boys, particularly within the Brahmin, Kshatriya, and Vaishya castes. The ceremony symbolizes the start of a new life. This lesson analyses the benefits of the Upanayana for Hindus today, including the reinforcement of religious identity, connection to tradition, and the promotion of discipline and responsibility. It also highlights how the ceremony continues to foster a sense of belonging and spiritual purpose within Hindu communities. This lesson includes a range of engaging and structured activities to support student learning. It begins with a** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned.

In this lesson, students will explore the different types of miracles performed by Jesus, including miracles of nature, healing, and resurrection. Through watching a series of short video clips and class discussion, students will categorise examples of Jesus’ miracles and summarise the key events in at least one miracle from the categories of nature, healing, and resurrection. The class will also engage in thoughtful discussion to consider different interpretations of these miracles—from literal beliefs held by many Christians to symbolic or metaphorical understandings. The aim is to deepen students’ knowledge of Jesus’ role in the Gospels and to encourage respectful exploration of diverse perspectives on faith and scripture. Learning Outcomes: By the end of this lesson, students will be able to: Categorise Jesus’ miracles into types (e.g., nature, healing, resurrection). Summarise what happened in one example of a miracle of nature, healing, and resurrection. Consider and explain different interpretations of Jesus’ miracles (e.g., literal, symbolic, moral). This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

AQA GCSE Religious Studies – Responses to Victims of War (Christianity & Islam) This compassionate and insightful lesson supports the AQA GCSE Religious Studies specification (Theme D: Religion, Peace and Conflict), focusing on how religious individuals and organisations respond to the needs of victims of war. Students will explore the consequences of war, examine Christian and Muslim teachings on compassion and aid, and investigate the work of modern faith-based charities, including Islamic Relief, Muslim Aid, Caritas, and Christian Aid. The lesson builds empathy, ethical understanding, and real-world awareness, helping students connect religious beliefs to practical action in global contexts. Learning Outcomes: Identify key consequences of war for individuals and communities Explain why religious believers feel morally and spiritually called to support victims of war Describe the work of major Christian and Muslim organisations that help victims of war: Islamic Relief, Muslim Aid, Caritas & Christian Aid What’s Included: Visually engaging PowerPoint presentation with key information, definitions, and discussion prompts A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Printable differentiated worksheet with comprehension, analysis, and reflection tasks Side by-side comparison of Christian and Islamic views on charity and helping others Profiles of religious charities with real-life examples of their work in conflict zones Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge with scaffolding The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Why Choose This Resource? Fully aligned with AQA GCSE Religious Studies (Theme D: Religion, Peace and Conflict) Encourages moral and social awareness, empathy, and critical thinking Helps students apply religious teachings to real-world global issues Supports exam preparation with evaluative writing practice Cross-curricular links with Citizenship, Geography, and Global Learning Perfect for in-class learning, PSHE-style projects, or as part of a wider unit on peace and conflict.

This lesson is designed for the AQA GCSE Religious Studies Theme F: Religion, Human Rights and Social Justice, focusing specifically on the exploitation of the poor. It includes a detailed PowerPoint presentation, starter activity to revisit key concepts, questioning tasks to promote critical thinking, and a student worksheet with activities that support knowledge retention and exam technique. The lesson explores key issues such as fair pay, people trafficking, and excessive interest on loans, including Christian and Muslim perspectives. Students are given the opportunity to engage with exam-style questions, including a 12-mark evaluative question, and a final activity consolidates learning through reflection or creative response. This lesson includes a range of engaging and structured activities to support student learning. It begins with a** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete exam/ deliberate practice questions to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned.

The Place of Religion in British Society Objective: Students will explore how religion influences modern British society by examining census data from 2001, 2011, and 2021, and reflecting on patterns of religious belief and identity. Students will analyze census data from 2001, 2011, and 2021 on religious affiliation in the UK. They will identify key trends, such as the decline of Christianity, the rise in people reporting “no religion,” and the growth of other faiths including Islam, Hinduism, and Sikhism. Students will discuss what these shifts suggest about changing cultural and social attitudes in Britain. Creative Task – Newspaper Article: Students will write a short newspaper article titled “Religious Belief in the UK Today”. The article will include: Summary of the census data and what it reveals. Quotes or imagined interviews from individuals with differing beliefs. A reflection on how these changes impact national identity and social cohesion. Key Takeaways: The UK is becoming more religiously diverse and secular. Understanding this shift is crucial to engaging with questions about national identity, community, and coexistence. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This teaching resource provides structured learning mats designed to help students master the AQA GCSE Religious Studies exam question formats. Each mat breaks down the different types of exam questions (4, 6, and 12 marks), explains key command words, and offers step-by-step answer structures. It includes sentence starters, self-assessment checklists and mark scheme to support effective writing. The learning mats are tailored to AQA themes and can be used for revision, independent learning, or classroom exam practice. They are ideal for building exam confidence and improving performance across belief and thematic study components.

This is a 14 lesson scheme of work introducing students to the study of religion and philosophy, exploring big questions, beliefs, and practices across the six major world religions. The focus is on developing understanding, respect, and critical thinking skills. Duration - One full term (approx. 14 weeks) It consists of the following for each lesson: Do Now Activity / Bell Task/ Starter Title/Big Question Lesson Objective ** Core Knowledge/Learning Outcomes** **Key Vocabulary ** Deep Feedback Opportunity *** **** Resources**** ** Assessment Opportunity ** Homework Task/Ideas What Will We Study in RS? An introduction to Religious Studies—exploring why RS is studied, what students will learn, and how it helps them understand themselves and others in a diverse world. What It Means to Be Religious This lesson explores what it means to be religious, live a religious life, including belief in a higher power, moral choices, worship, and community belonging. The Existence of God Students examine different arguments for and against the existence of God, introducing theistic, atheistic, and agnostic perspectives through debate and discussion. Deep Feedback Dedicated lesson for responding to teacher feedback, improving written work, and reflecting on learning progress. The Six Major World Religions: Key Features Overview of Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism—covering core beliefs, practices, founders, symbols, and sacred texts. The Six Major Religions: Golden Rules Students discover how each religion teaches a version of the Golden Rule, promoting kindness, fairness, and compassion. 7–8. The Six Major Religions: Festivals Exploration of key religious festivals across different faiths. Students learn about traditions, celebrations, and meanings behind events such as Diwali, Eid, Easter, Passover, Wesak, and Vaisakhi. Deep Feedback Another opportunity to consolidate learning through structured feedback, self-assessment, and peer review. The Six Major Religions: Pilgrimage Students explore the significance of pilgrimage in each religion and the impact it has on believers’ lives and spiritual growth. The Place of Religion in Bristish Society A look at the rise of religious, and non-religious worldviews, using census data and current trends in belief. Revision Students revisit key knowledge and vocabulary in preparation for their assessment through engaging recap activities. Assessment Formal assessment to check understanding and skills developed over the unit, including knowledge recall and critical reflection. Deep Feedback Final feedback session, allowing students to review their work, reflect on progress, and set targets for future learning. Ideal For: • KS3 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This lesson explores birth as an important rite of passage, with a focus on Christian and Muslim traditions. It includes a PowerPoint presentation, starter activity, and questioning prompts to guide discussion and engagement. Students will learn to explain why birth is a significant life event, understand and describe key birth ceremonies in Christianity and Islam, and explore the symbolic meanings behind specific rituals and actions, such as baptism in Christianity and the Shahadah (declaration of faith) in Islam. A student worksheet supports comprehension and reflection, and an exam-style question help develop evaluative thinking. The lesson concludes with a final activity to consolidate key learning points and encourage personal reflection. This lesson includes a range of engaging and structured activities to support student learning. It begins with a** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned.

This lesson explores Buddhist beliefs towards evil and suffering, helping students understand that in Buddhism, humans are not seen as evil, but as imperfect beings who are capable of growth. Students will learn that suffering (dukkha) is an inevitable part of life, and explore the causes of suffering, focusing on the Second Noble Truth, which teaches that suffering is caused by craving and attachment. Through engaging activities and discussion, students will explore how suffering also arises from impermanence (anicca) and ignorance (avidya). The lesson will explain how the Three Poisons—greed, anger, and ignorance—lead to suffering in everyday life. Finally, students will consider how Buddhists aim to overcome suffering through following the Eightfold Path, a practical guide to living a life of mindfulness, wisdom, and ethical conduct. This lesson includes a range of engaging and structured activities to support student learning. A ** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 & KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

"Malala’s Voice" – Exploring Courage Through Suffering This creative and reflective lesson introducingstudents to the concepts of evil and suffering through the powerful story of Malala Yousafzai. It encourages empathy, critical thinking, and personal expression by asking students to imagine themselves in Malala’s shoes and respond to her experiences with courage and hope. This lesson includes a range of engaging and structured activities to support student learning. A** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity a visual stimuli alongside some questions. Questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete a creative task to apply their knowledge. A student worksheet is provided to reinforce learning. This includes a blank template for student creativity **A model example **voice card for inspiration. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. This lesson is ideal for introducing a unit on evil and suffering, linking RE content with PSHE themes, and reinforcing British values such as resilience, justice, and the importance of education.

This engaging lesson introduces students to the story of Noah, a key figure in Judaism, Christianity, and Islam. Students will explore the narrative of Noah and the flood, reflect on the moral lessons and themes, and understand how the Noahide Laws influence ethical behaviour today. The lesson also highlights the shared beliefs among the Abrahamic religions and encourages students to consider the lasting impact of religious stories on modern life. Key Activities: Starter Activity: Quick quiz or image-based discussion on well-known flood stories Story Recap: Read or watch a short video of the Noah story from a Jewish, Christian, or Islamic perspective Noahide Laws Exploration: Introduce the 7 Noahide Laws and link them to modern ethical values (e.g. justice, respect for life) Group Work: Compare how Noah is understood across the three faiths Reflection Task: How does this ancient story influence how people live today? What lessons can we learn from Noah’s obedience and faith? Outcomes: By the end of the lesson, students will: Be able to retell the story of Noah and understand its key messages Describe the Noahide Laws and give examples of how they apply in today’s world. Recognise how Noah’s story is significant across Judaism, Christianity, and Islam and promotes shared values of faith, obedience, and moral responsibility. This lesson includes a range of engaging and structured activities to support student learning. It includes a ** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This resource explores the key philosophical arguments for and against the existence of God, helping students develop critical thinking and analytical skills. It introduces classical arguments such as the Teleological argument as well as challenges like the Problem of Evil and scientific explanations of the universe. Through discussion, debate, and evaluation activities, students will consider different viewpoints, reflect on their own beliefs, and engage with both theistic and atheistic perspectives. The resource is designed to promote respectful dialogue and deeper understanding of one of philosophy’s central questions. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This resource is designed to help students explore the concept of religion and understand what it means to be religious in different cultural and personal contexts.Through engaging activities, discussion prompts and reflective tasks, learners will examine key elements such as belief in a higher power, religious practices, sacred texts, and moral values. The resource encourages critical thinking about the role of religion in individuals’ lives and in society. It is suitable for use in Religious Education (RE), Philosophy, or Social Studies lessons, and can be adapted for different age groups or learning levels. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This teaching resource helps students understand how different religions address issues of social justice and human rights. It explores the need for laws to protect human rights, key religious teachings, beliefs and attitudes towards human rights and the responsibilities that come with human rights drawing on sacred texts and contemporary examples. The resource includes discussion activities, and opportunities for ethical reflection, encouraging learners to consider how religious values influence actions and attitudes in the world today. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

Lesson Title: The Value of the World Theme: GCSE AQA Religious Studies – Theme B: Religion and Life In this lesson, students will explore Christian and Muslim beliefs about the value of the world and humanity’s responsibility to care for it. They will examine how both religions teach that the world is a gift from God/Allah, to be respected, protected, and used wisely. The lesson will focus on the concepts of stewardship (Christian: stewardship; Muslim: khalifah) and dominion, analysing how these ideas influence attitudes toward the environment. Students will consider scriptural sources, such as Genesis in the Bible and verses from the Qur’an, to understand how religious teachings guide believers in their treatment of the natural world. Students will also reflect on current environmental challenges and discuss how Christian and Muslim teachings encourage active protection of the planet. Learning Outcomes: Understand Christian and Muslim beliefs about the value of the world and its creation. Explain religious teachings on stewardship/khalifah and dominion, and their practical implications. Consider and suggest ways humans can better care for the Earth, using insights from both faiths. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • Schools introducing/covering AQA GCSE Religious Studies • KS4 RE departments • New or non-specialist teachers

This teaching resource focuses on the Golden Rule—“Treat others as you would like to be treated”—as a common ethical teaching found in the six major world religions: Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism. Students will explore how each religion expresses this principle through sacred texts, teachings, and real-life applications. The resource includes scripture-based comparisons, reflection activities, group discussions, and role-play scenarios to help students understand the universal importance of empathy, respect, and kindness. It encourages learners to see shared moral values across different faiths, promoting tolerance and interfaith understanding. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This teaching resource explores the key religious festivals celebrated in Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism. It introduces the origins, meanings, and customs of major festivals such as Easter, Eid al-Fitr, Passover, Diwali, Wesak, and Vaisakhi. Students will learn how these celebrations reflect core beliefs and values, and how they are observed in different cultures around the world. The resource includes stories, multimedia content, creative activities, and group projects to help students engage with the significance of each festival. It encourages respect for religious diversity and an appreciation of how faith is expressed in community and celebration. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This teaching resource introduces students to the six major world religions: Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism. It focuses on identifying key features of each religion, including core beliefs, holy texts, places of worship, key figures, festivals, and symbols. The resource encourages comparison and appreciation of both the diversity and common values across these faiths. Through interactive activities, visual aids, quizzes, and group discussions, students will build a solid foundation in religious literacy and deepen their understanding of global belief systems. This lesson includes a range of engaging and structured activities to support student learning. It includes a **** PowerPoint presentation**** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners