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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.

"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 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 resource introduces students to the Christian view on how evil entered the world exploring its roots in the story of Adam and Eve in the Garden of Eden. Students will learn to retell the biblical account of how sin entered the world through disobedience and understand how this event shapes the Christian view of human nature. The resource explains how original sin is believed to affect all humans, influencing the need for salvation, baptism, and moral guidance. Learners will also consider how the belief in original sin impacts the lives of individuals 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 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This teaching resource explores the difference between prejudice (an unfair attitude or judgment) and discrimination (unfair treatment based on that attitude), helping students understand these concepts both socially and ethically. It examines how various religious traditions view and respond to prejudice and discrimination, highlighting teachings that promote equality, justice, and the dignity of all people. Students will consider how religious beliefs influence actions against sexism, and other forms of injustice, and reflect on their own views and responsibilities in a diverse society.

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 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.

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. Activities: Data Interpretation: 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. Class Discussion: Discussion on the role of religion in public life, including education, holidays, and law. 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 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.

End of Unit Assessment: Introduction to Religious Studies Duration: 45 mins -1 hour Structure: Two parts — Knowledge Check & Extended Evaluation Part 1: Knowledge Check 10 short-answer questions Each question is worth 1 mark Designed to assess students’ recall and understanding of key terms, facts, and concepts covered during the unit Topics include: Key features of the six major world religions The meaning of being religious The existence of God Religious festivals, pilgrimage, and beliefs Part 2: Evaluation Question One extended response 12 marks + 3 marks for SPaG (Spelling, Punctuation, and Grammar) Students are asked to evaluate a statement linked to key themes from the unit Example prompts: “You don’t need religion to be a good person. Do you agree?” “All religions teach the same basic message.” Requires students to show balanced arguments, use evidence from different religions, and reach a justified conclusion Assessment Focus: Recall and understanding of core knowledge Critical thinking and evaluation Use of religious vocabulary Communication and writing skills (SPaG)

This engaging lesson is part of the AQA GCSE Religious Studies Theme C: The Existence of God and Revelation, focusing on the Argument from Design. The resource includes a clear and structured PowerPoint presentation, a starter activity to activate prior knowledge, and interactive questioning tasks to encourage student discussion and deeper understanding. Key content includes William Paley’s watch analogy, the idea of purpose and order in the universe, and religious and scientific responses to the design argument. A student worksheet supports learning with key word tasks, comprehension questions, and critical thinking exercises. The lesson also features an exam practice question and a final activity to consolidate learning and reflect on different viewpoints. 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 teaching resource enables students to construct a well-reasoned, balanced, and evidence-based response to an evaluation-style question on the relevance of celebrating religious festivals in the modern world. It builds on prior knowledge from Lesson One, which introduced key features of religious festivals in Christianity, Islam, Judaism, Hinduism, Buddhism, and Sikhism, this resource guides students in applying that knowledge to critically evaluate the continued importance of these festivals today. Key Components: Recap Activity: A brief review of the purpose, symbols, and practices of major religious festivals (e.g. Easter, Eid, Diwali, Wesak). Discussion Prompts: Why do people celebrate festivals? What spiritual, cultural, or community values do they reinforce? Model Answer Breakdown: Step-by-step guide showing how to structure an evaluation-style response (including “Some people believe… Others would argue… I think… because…”). Writing Scaffold: Sentence starters and evaluation phrases to support learners in developing arguments and counterarguments. 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. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned.

This resource provides an overview of the historical and contemporary roles and status of women in society. It highlights changes over time, similarities and differences across/within religions, and explores ongoing challenges and progress in gender equality. Students will consider the traditional view of women in society, how attitudes towards the status, role and treatment of women have changed, and reflect on their own views and responsibilities in a diverse society. This lesson includes discussion topics, activities and resources to help students understand and address these issues. It is suitable for lessons in Religious Studies, Citizenship, PSHE, or History. 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.

This teaching resource explores the legal framework surrounding discrimination, religious perspectives on prejudice and discrimination, and strategies for challenging discriminatory attitudes and behaviors, particularly in relation to race. It highlights teachings that promote equality, justice, and the dignity of all people. Students will consider how religious beliefs influence actions against racism, and reflect on their own views and responsibilities in a diverse society. It includes discussion topics, activities and resources to help students understand and address these issues. 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.

This lesson explores why poverty exists, what different religions teach about wealth, and how wealth should be used responsibly. It encourages students to reflect on fairness, justice, and the moral responsibilities that come with having wealth. 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.

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.

This lesson builds on prior learning about the problem of evil and suffering, enabling students to consolidate and apply their knowledge. Students will recap key content, including the Fall from Grace (Genesis), the story of Job, and St Augustine’s theodicy, exploring how each offers a response to the challenge of reconciling a loving, all-powerful God with the existence of evil. The main focus of the lesson is to prepare students to write a well-structured 12-mark evaluation in response to the question: “The existence of evil proves that God does not exist. Evaluate this statement.” Students will be supported in constructing balanced arguments, using religious teachings, examples, and personal reflection to form a justified conclusion. 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 model answer Differentiated 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 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 introduces students to the concept of pilgrimage as a spiritual journey practiced in different forms across the six major world religions: Christianity, Islam, Hinduism, Buddhism, Judaism, and Sikhism. Students explore the purpose, rituals, and personal significance of pilgrimage, and examine key pilgrimage sites such as Mecca, Lourdes, Amritsar, Bodh Gaya, the Golden Temple, and the Western Wall. Through discussion, reflection, and creative tasks, students consider how pilgrimage expresses faith, builds community, and contributes to religious identity.

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.