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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 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 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 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 resource supports students in exploring the qualities of God, such as omnipotence, omnibenevolence, and omniscience, and linking these attributes to Biblical teachings. Learners will examine how these divine qualities create a tension when faced with the problem of evil and suffering—the challenge of reconciling a loving and powerful God with the existence of pain in the world. The resource introduces St Augustine’s theodicy as a classical Christian response, encouraging students to reflect on his belief that evil is not created by God but results from human free will and the misuse of that freedom. By the end of the lesson, students will develop a deeper understanding of how Christian theology addresses suffering while thinking critically about its implications. 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. 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, philosophy and theology to learners

This revision document is designed to help students prepare for their end-of-unit assessment by summarising key vocabulary, knowledge and ideas covered throughout the scheme of work ‘An Introduction to Religious Studies’ . It supports recall, understanding, and critical thinking. 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 one page A3 revision worksheet is provided with a variety of tasks to reinforce learning and support recall. Ideal For: • KS3 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

This revision document is designed to help students prepare for their end-of-unit assessment by summarising key vocabulary, knowledge and ideas covered throughout the scheme of work ‘Rites of Passage’ . It supports recall, understanding, and critical thinking. 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 one page A3 revision worksheet is provided with a variety of tasks to reinforce learning and support recall. Ideal For: • KS3 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

Scheme of Work: Rites of Passage Key Stage 3 (Year 7/8) Duration: One term (approx. 13–14 weeks) Scheme Overview: This unit explores the key life events known as “rites of passage” within various religious traditions. It aims to help students understand how different faiths mark significant transitions such as birth, adulthood, marriage, and death, and why these rituals are meaningful to individuals and communities. Through exploring practices across Christianity, Islam, Judaism, and Hinduism, students gain a deeper understanding of how different communities celebrate, support, and guide individuals through life’s major transitions. The unit encourages empathy, reflection, and critical thinking about the spiritual and social importance of these rites. Learning Outcomes: Identify key rites of passage in four major world religions Understand the religious, emotional, and cultural significance of each rite Develop comparison and evaluation skills Demonstrate empathy and respect for different religious worldviews Improve written communication through feedback and revision 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

This resource helps students explore the biblical story of Job as a way of understanding Christian responses to suffering. Students will learn to retell Job’s story, highlighting his faithfulness through extreme personal loss and physical pain. The resource encourages learners to explain what Christians might learn from Job’s experiences, such as trusting in God during hardship, the value of patience, and the mystery of divine justice. Through discussion and reflection, students will also consider the challenging question: Can God still be just in a world with suffering?, allowing them to engage with both theological ideas and personal perspectives. 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 document is a comprehensive OFSTED preparation guide for secondary school Religious Education (RE) departments. It outlines clear responses to key OFSTED questions regarding the intent, implementation, and impact of the RE curriculum. The content covers how the curriculum is designed to promote religious literacy, inclusion, and personal development, and how it is taught and assessed across Key Stages 3 and 4. It also explains how the department supports SEND and disadvantaged students, monitors teaching quality, and aligns learning with SMSC and British Values. Ideal for use in RE department reviews or OFSTED readiness.

This teaching resource provides an overview of the concept of marriage as a sacred and legal union between two people, often involving religious, cultural, and social significance. It explores the key features of Christian and Muslim marriage ceremonies. In a Christian wedding, important elements include the exchange of vows and rings, prayers, and blessings before God, symbolizing love, commitment, and unity. In a Muslim wedding (Nikah), key features include the marriage contract, the presence of witnesses, the giving of a dowry (mahr), and recitation from the Qur’an, highlighting mutual consent, responsibility, and faith. The resource also explains the meaning behind each event in both ceremonies, such as the Christian emphasis on lifelong partnership under God, and the Muslim focus on building a family unit within the framework of Islamic teachings. This comparison helps students understand how marriage reflects values, beliefs, and responsibilities in different religious traditions. 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 introduces students to the Jewish coming-of-age traditions of Bar Mitzvah (for boys) and Bat Mitzvah (for girls). It explains that Bar/Bat Mitzvah means “son/daughter of the commandment” and marks the point at which a Jewish child becomes responsible for their own religious duties. The resource describes key rituals such as reading from the Torah during a synagogue service, delivering a short speech, and celebrating with family and friends. It also encourages students to evaluate the wider significance of coming-of-age ceremonies, highlighting how these events mark an important transition into adulthood, promote spiritual responsibility, and strengthen a sense of identity and belonging within a religious community. 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 introduces students to the key features of a Hindu wedding, a vibrant and deeply symbolic ceremony that marks the sacred union of two individuals and their families. It outlines important rituals such as the Saptapadi (Seven Steps around the sacred fire), Kanyadaan (giving away of the bride), and Mangalsutra tying, each rich in meaning—symbolizing commitment, spiritual unity, and the responsibilities of married life. The resource explains the significance of these events, emphasizing how they reflect Hindu beliefs about duty (dharma), partnership, and the joining of souls. It concludes with an evaluation-style question: “Marriage ceremonies are pointless – do you agree?” This encourages students to critically assess the importance of religious rituals today, considering arguments for tradition, community identity, and spiritual meaning, alongside more secular or modern perspectives that may view ceremonies as unnecessary or outdated. 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 is designed to help students understand and interpret the key features of Christian, Muslim, and Hindu funeral ceremonies. It explores how each religion expresses beliefs about death and the afterlife through specific rituals and practices. Students will learn what typically happens during a funeral in each tradition—for example, prayers and burial in Christianity, the washing and wrapping of the body in Islam, and cremation rituals and rites such as Antyesti in Hinduism. The resource highlights how these practices reflect differing views on the soul, judgement, reincarnation, and eternal life. By the end of the lesson, students will be able to explain the structure and symbolism of each ceremony and analyse the significance of these rituals for the community and the grieving process. Through comparison, students will also reflect on how funeral practices shape and express beliefs about life, death, and what may lie beyond. 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 introduces students to the concept of coming of age rites and their role within religious traditions. Focusing on Christianity and Islam, students will explore key ceremonies such as confirmation and believers baptism, as well as Islamic practices around maturity and responsibility (e.g., reaching the age of accountability in Islam). The lesson includes a clear explanation of what coming of age means, detailed comparisons between confirmation ceremonies and believer’s baptism, and activities that encourage students to reflect on how beliefs influence identity and responsibility. The resource includes a PowerPoint, starter activity, comprehension tasks, and a comparison worksheet to help students structure their thinking, finishing with a final task/assessment-style question to check understanding. 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 focuses on helping students recall the problem of evil, distinguishing between moral evil (caused by human actions) and natural evil (caused by nature), and examining why these raise challenges for belief in an all-powerful, all-loving God. Students will explore a range of theodicies—religious explanations for why God allows suffering—including beliefs about the Devil, original sin, free will, the idea that suffering helps humans appreciate good, acts as education for the soul, or serves as a test of faith (as seen in the story of Job). They will also reflect on the idea that humans should not question God’s greater plan. Through group work, discussion and evaluative tasks, students will assess the strengths and weaknesses of each theodicy, developing their ability to form balanced and reasoned arguments on this complex topic. 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

AQA GCSE Religious Studies – Theme D: Religion, Peace and Conflict (Introductory Worksheet) This clear and accessible worksheet is designed to introduce students to Theme D: Religion, Peace and Conflict from the AQA GCSE Religious Studies specification. Focusing on key concepts such as peace, justice, forgiveness, and reconciliation, this resource helps students build a strong foundation for the rest of the unit. With a focus on both Christian and Islamic teachings, students will explore how these core values are understood and applied within religious contexts and global issues. Learning Outcomes: Define and explain the key terms: peace, justice, forgiveness, and reconciliation Understand their importance in both Christianity and Islam Begin to reflect on how these concepts relate to conflict and religious responses to violence

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 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