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AQA GCSE Religious Studies – Pacifism and Peacemaking (Christianity & Islam) This inspiring and informative lesson is designed to meet the requirements of the AQA GCSE Religious Studies specification (Theme D: Religion, Peace and Conflict). It introduces students to the concept of pacifism, explores Christian and Islamic attitudes to non-violence and peace, and examines the work of key pacifist organisations: the Anglican Pacifist Fellowship and the Muslim Peace Fellowship. The lesson encourages critical reflection on moral decision-making, belief in action, and how religious principles are lived out in efforts to build peace and resist violence. Learning Outcomes: Define pacifism and explain why some individuals and groups choose to be pacifist Explain Christian and Islamic beliefs about pacifism, using religious teachings and examples Describe the work of two major pacifist organisations – The Anglican Pacifist Fellowship and The Muslim Peace Fellowship 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 worksheet with comprehension, analysis, and reflection tasks Side by-side comparison of Christian and Islamic views on pacifism Case studies on the Anglican Pacifist Fellowship and the Muslim Peace Fellowship 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) Promotes SMSC development and encourages empathy, moral reflection, and understanding of peaceful activism Supports strong exam preparation with structured writing practice and modelled responses Offers cross-curricular links with Citizenship, History, and Ethics Ideal for classroom delivery, revision, or independent study. Adaptable for a wide range of learners and learning environments.

AQA GCSE Religious Studies – Holy War This engaging and reflective lesson is designed for the AQA GCSE Religious Studies course, focusing on the concept of Holy War within Christian and Islamic traditions. Students will explore the key features and rules of a holy war, examine the Crusades as a historical example, and consider the wider question of whether religious belief can cause war and violence. The lesson encourages critical thinking, moral debate, and deeper understanding of how religious teachings are interpreted in the context of conflict, both historically and in the modern world. Learning Outcomes: Understand the key features and rules of a holy war in Christianity and Islam Describe a historical example of a holy war – the Crusades – and explain what happened Explain how and why religious beliefs can contribute to war or violence, using real examples and religious teachings 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 worksheet with comprehension, analysis, and reflection tasks Side-by-side comparison of Christian and Muslim views on holy war, including conditions and justifications Case study on the Crusades, including background, causes, key events, and impact 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 reasoning, empathy, and thoughtful evaluation Uses real-world examples to bring religious teachings to life Supports the development of high-level exam skills, including explanation and evaluation Perfect for use as part of the Religion, Peace and Conflict topic or as a standalone lesson or for use in revision

AQA GCSE Religious Studies – Just War Theory (with Falklands War Case Study) This thought-provoking and fully resourced lesson supports the AQA GCSE Religious Studies specification and introduces students to the concept of Just War Theory. Students will explore the conditions for a ‘Just War’, analyse Christian and Muslim attitudes to warfare and justice, and apply the theory to the real-world example of the Falklands War. This lesson encourages ethical reasoning, evaluation of religious teachings, and thoughtful application of theory to real-life situations—perfect for preparing students for Theme D: Religion, Peace and Conflict. Learning Outcomes: Explain the key criteria of the Just War Theory, including just cause, proportionality, and last resort Consider and compare Christian and Islamic perspectives on the theory and on war more broadly Apply the Just War criteria to a real-world example: the Falklands War, and evaluate whether it meets the conditions of a Just War 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 worksheet with comprehension, analysis, and reflection tasks Side-by-side comparison of Christian and Islamic teachings on war and justice Falklands War case study activity with source material and guiding questions 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 higher-level thinking through application of theory to history Promotes understanding of religious ethics and diverse viewpoints Builds confidence with exam-style tasks and real-world contextual learning An ideal lesson to build a strong foundation in Just War Theory while developing empathy, ethical awareness, and exam-ready evaluation skills.

AQA GCSE Religious Studies – Nuclear Weapons & Weapons of Mass Destruction This powerful and engaging lesson is designed to meet the requirements of the AQA GCSE Religious Studies specification and explores the controversial issue of nuclear weapons and other weapons of mass destruction (WMDs), including chemical and biological weapons. Students will examine the ethical, moral, and religious debates surrounding these weapons and develop their ability to articulate and evaluate Christian and Islamic views. Ideal for sparking meaningful discussion and developing higher-order thinking skills, this lesson supports students in forming well-reasoned opinions on one of the most important global moral issues. Learning Outcomes: Know the different types of weapons of mass destruction, including nuclear, chemical, and biological weapons Explain Christian and Islamic perspectives—towards the possession and use of such weapons Evaluate whether the use of weapons of mass destruction can ever be justified, using ethical reasoning and religious teachings 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 worksheet with comprehension, analysis, and reflection tasks Side by-side comparison of Christian and Islamic views on violence and WMD 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 (Paper 2: Thematic Studies – Religion, Peace and Conflict) Provides balanced and respectful treatment of complex ethical issues Encourages critical thinking, moral reasoning, and empathy Builds confidence with exam-style questions and real-life application Encourages moral reasoning, empathy, and thoughtful evaluation Perfect for use as part of the Religion, Peace and Conflict topic or as a standalone lesson on war, WMD. Suitable for mixed-ability classes and adaptable for remote or independent learning.

AQA GCSE Religious Studies – Reasons for War This engaging and thought-provoking lesson supports the AQA GCSE Religious Studies specification and focuses on the key reasons why wars are fought, including greed, self-defence, and retaliation. Students will explore each reason in depth, examine Christian and Muslim teachings, and evaluate whether these reasons can ever justify warfare. The lesson is designed to promote ethical reflection, critical thinking, and religious literacy, while helping students build exam-ready skills in explanation and evaluation. Learning Outcomes: Understand the main reasons why people fight in wars, including greed, self-defence, and retaliation Explain Christian and Islamic attitudes toward each reason, using scripture and religious teachings Evaluate whether any of these reasons can be morally or religiously justified in the context of war 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 the reasons for war Case study prompts and discussion activities on historical or modern examples 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 reasoning, empathy, and thoughtful evaluation Uses real-world examples to bring religious teachings to life Supports the development of high-level exam skills, including explanation and evaluation Perfect for use as part of the Religion, Peace and Conflict topic or as a standalone lesson or for use in revision and thematic comparisons. Easily adaptable for all abilities and teaching environments.

AQA GCSE Religious Studies – Violent Protest and Terrorism ( With Case Study on the Tottenham Riots) This powerful and thought-provoking lesson supports the AQA GCSE Religious Studies specification and explores the themes of violent protest and terrorism, drawing on real-world context through a focused case study on the Tottenham Riots. Students will gain a clear understanding of the UK law regarding protest, alongside exploring and comparing Christian and Muslim teachings on protest, violence, and terrorism. Using ethical reasoning, scripture, and contemporary case studies, students are encouraged to reflect critically on the question: Can protest ever be justified if it becomes violent? Learning Outcomes: Understand the legal rights and limitations surrounding protest in the UK Explain Christian and Muslim attitudes towards violent protest, peaceful protest, and terrorism, supported by teachings and scripture] Evaluate whether protest should ever be violent, using the Tottenham Riots as a case study for real-world application 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 worksheet with comprehension, analysis, and reflection tasks Side by-side comparison of Christian and Islamic views on violence and protest Case study activity on the Tottenham Riots, including background context, causes, and ethical questions 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 reasoning, empathy, and thoughtful evaluation Uses real-world examples to bring religious teachings to life Supports the development of high-level exam skills, including explanation and evaluation Perfect for use as part of the Religion, Peace and Conflict topic or as a standalone lesson on protest, religion, and social justice. Suitable for mixed-ability classes and adaptable for remote or independent learning.

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

AQA GCSE Religious Studies – The Death Penalty This balanced and thought-provoking lesson supports the AQA GCSE Religious Studies specification and examines the complex issue of the death penalty through religious, ethical, and philosophical lenses. Students will explore arguments for and against capital punishment, evaluate it through the principle of utility and the sanctity of life, and analyse Christian and Islamic attitudes towards its use in modern society. The lesson promotes critical thinking, moral reflection, and exam-ready evaluation skills. Learning Outcomes: Know and understand key arguments both for and against the death penalty, including legal, moral, and practical perspectives Explain ethical arguments related to the principle of utility (Utilitarianism) and the sanctity of life Consider and analyse Christian and Islamic teachings and attitudes towards capital punishment, supported by religious texts and reasoning What’s Included: Engaging and visually appealing PowerPoint presentation 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. Student worksheet with comprehension, analysis, and reflection tasks Key religious teachings from Christianity and Islam with application activities 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 (Paper 2: Thematic Studies – Crime and Punishment) Encourages moral reasoning, empathy, and thoughtful evaluation Uses real-world examples to bring religious teachings to life Supports the development of high-level exam skills, including explanation and evaluation Perfect for use as part of the Crime and Punishment topic or as a standalone lesson on death penalty and ethical issues. Suitable for mixed-ability classes and adaptable for remote or independent learning.

AQA GCSE Religious Studies – Forgiveness This powerful and reflective lesson supports the AQA GCSE Religious Studies specification and explores the concept of forgiveness from both Christian and Islamic perspectives. Students will examine the difference between forgiveness and reconciliation, analyse religious teachings, and evaluate inspiring real-life case studies, including the stories of Anthony Walker and Amy Biehl. This lesson encourages deep thinking, empathy, and ethical evaluation—ideal for promoting SMSC and moral development while building key exam skills. Learning Outcomes: Know and understand the distinction between forgiveness and reconciliation Explain Christian and Islamic attitudes towards forgiveness, using scripture and teachings Evaluate the role and power of forgiveness through real-life examples, including the cases of Anthony Walker and Amy Biehl What’s Included: Engaging and visually appealing PowerPoint presentation 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. Student worksheet with comprehension, analysis, and reflection tasks Case study sheets on Anthony Walker and Amy Biehl with guided discussion questions Key religious teachings from Christianity and Islam with application activities 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 (Paper 2: Thematic Studies – Crime and Punishment) Encourages moral reasoning, empathy, and thoughtful evaluation Uses real-world examples to bring religious teachings to life Supports the development of high-level exam skills, including explanation and evaluation Perfect for use as part of the Crime and Punishment topic or as a standalone lesson on forgiveness and ethics. Suitable for mixed-ability classes and adaptable for remote or independent learning.

AQA GCSE Religious Studies – Attitudes to the Treatment of Criminals This in-depth lesson supports the AQA GCSE Religious Studies specification and focuses on how criminals are treated in society, examining prison, corporal punishment, and community service as three key forms of punishment. Students will explore the purpose and impact of each method and assess Christian and Islamic views on their fairness, effectiveness, and morality. The lesson encourages students to develop empathy and critical thinking skills, while engaging with ethical debates and religious perspectives on justice, mercy, and reform. Learning Outcomes: Know and understand the purpose and characteristics of prison, corporal punishment, and community service Explain Christian and Islamic attitudes towards the treatment of criminals, supported with relevant teachings Evaluate the strengths and weaknesses of different forms of punishment and consider their effectiveness in promoting justice and rehabilitation What’s Included: 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 Why Choose This Resource? Fully aligned with AQA GCSE RS (Paper 2: Thematic Studies) Clear links to Christianity and Islam throughout Encourages critical thinking and application of religious beliefs Easily adaptable for in-class, homework use or remote learning Clearly structured to support students in building high-level evaluative answers Suitable for mixed-ability classes, with scaffolding provided to support all learners.

AQA GCSE Religious Studies – Suffering and Causing Suffering This reflective and engaging lesson supports the AQA GCSE Religious Studies specification and focuses on the complex topic of suffering, both natural and human-made. Students will explore the types and causes of suffering, religious attitudes towards it, and what faith teaches about the responsibility of those who cause others to suffer. Drawing on the beliefs and teachings of Christianity and Islam, this lesson encourages students to think critically about moral responsibility, forgiveness, and justice—key themes within the Crime and Punishment unit. Learning Outcomes: Identify different types of evil and suffering (e.g., moral evil and natural evil) Explain Christian and Islamic responses to suffering, including its purpose and meaning Analyse what religious believers should do if they cause suffering, using ethical and theological reasoning 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 Why Choose This Resource? Fully aligned with AQA GCSE RS (Paper 2: Thematic Studies) Clear links to Christianity and Islam throughout Encourages critical thinking and application of religious beliefs Easily adaptable for in-class, homework use or remote learning Clearly structured to support students in building high-level evaluative answers Suitable for mixed-ability classes, with scaffolding provided to support all learners.

AQA GCSE Religious Studies – The Three Aims of Punishment This focused and thought-provoking lesson is tailored for the AQA GCSE Religious Studies course, exploring the three key aims of punishment: retribution, reformation, and deterrence. With a strong emphasis on Christian and Islamic teachings, students will gain a clear understanding of how different faiths respond to each aim and be encouraged to critically assess their effectiveness in today’s society. Learning Outcomes: Know and understand the definitions and purposes of retribution, reformation, and deterrence. Explain religious attitudes towards each aim of punishment, using scriptural evidence and moral reasoning from Christianity and Islam. Evaluate which aim of punishment is most effective or desirable for society, giving reasoned arguments and considering alternative viewpoints. 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 Why Choose This Resource? Fully aligned with AQA GCSE RS (Paper 2: Thematic Studies) Clear links to Christianity and Islam throughout Encourages critical thinking and application of religious beliefs Easily adaptable for in-class, homework use or remote learning Clearly structured to support students in building high-level evaluative answers Suitable for mixed-ability classes, with scaffolding provided to support all learners.

AQA GCSE Religious Studies – Attitudes to Lawbreakers & Types of Crime This engaging and informative lesson supports the AQA GCSE Religious Studies specification, focusing on different types of crime and religious attitudes toward both the crimes and those who commit them. With a dual focus on Christianity and Islam, students will explore moral and theological responses to crimes such as murder, theft, and hate crimes, while also considering how offenders should be treated in a just society. The lesson encourages empathy, ethical reasoning, and deep understanding of religious teachings on justice, forgiveness, and reform. Learning Outcomes: Identify and classify different types of crime, including personal, property, and hate crimes. Describe Christian and Islamic views on specific crimes such as murder, theft, and hate crimes, supported by relevant scripture and teachings. Explain religious attitudes toward lawbreakers, including views on punishment, forgiveness, and rehabilitation. 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 Why Choose This Resource? Fully aligned with AQA GCSE RS (Paper 2: Thematic Studies) Clear links to Christianity and Islam throughout Encourages critical thinking and application of religious beliefs Easily adaptable for in-class, homework use or remote learning Clearly structured to support students in building high-level evaluative answers Suitable for mixed-ability classes, with scaffolding provided to support all learners.

AQA GCSE Religious Studies – Reasons for Crime (Christianity & Islam) Description: This thought-provoking lesson is designed to support the AQA GCSE Religious Studies specification, focusing on why people commit crimes, with reference to Christian and Islamic teachings. It encourages students to explore social, psychological, and environmental factors contributing to criminal behaviour, and to critically assess religious responses to these reasons. A key part of the lesson includes evaluating whether it is ever right to break an unjust law, using the powerful example of Rosa Parks and the Civil Rights Movement to spark debate and ethical reflection. Learning Outcomes: Identify and explain a range of reasons why some people commit crimes (e.g. poverty, upbringing, addiction, opposition to unjust laws). Describe and explain Christian and Islamic attitudes toward these reasons, using relevant teachings and scripture. Evaluate whether it is ever justifiable to break the law in the face of injustice, using Rosa Parks as a case study for ethical discussion. 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 Why Choose This Resource? Fully aligned with AQA GCSE RS (Paper 2: Thematic Studies) Clear links to Christianity and Islam throughout Encourages critical thinking and application of religious beliefs to real life case studies Easily adaptable for in-class or homework use Suitable for mixed-ability classes, with scaffolding provided to support all learners.

AQA GCSE Religious Studies - Crime and Punishment Description: This comprehensive lesson is designed for the AQA GCSE Religious Studies specification and explores the key topic of Crime and Punishment through the lens of Christian and Islamic teachings. Perfect for KS4 students, the resource provides a clear and accessible introduction to the topic, with opportunities for deep discussion and critical thinking. Learning Outcomes: Define key terms related to crime and punishment, including Crime, Punishment, and Shari’ah Law. Explain the legal and moral frameworks surrounding crime and punishment in the UK. Explore and evaluate concepts of good and evil intentions and actions, considering how these are understood and judged in Christianity and Islam. 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 Why Choose This Resource? Fully aligned with AQA GCSE RS (Paper 2: Thematic Studies) Clear links to Christianity and Islam throughout Encourages critical thinking and application of religious beliefs t Easily adaptable for in-class or homework use Ideal for introducing the topic or consolidating learning later in the unit. Suitable for mixed-ability classes, with scaffolding provided to support all learners.

Death and the Afterlife – Beliefs and Their Impact Theme: GCSE AQA Religious Studies – Theme B: Religion and Life In this lesson, students will explore Christian and Muslim beliefs about death and what happens after it, examining a range of views on the afterlife, including concepts such as heaven, hell, judgement, resurrection, and the soul. The lesson will also explore how religious beliefs about the afterlife shape attitudes towards death, the value of human life, and moral behaviour in this life. Students will consider how belief in life after death can bring comfort, influence decisions, and affect views on issues other life issues. Through discussion and reflection, learners will begin to make connections between beliefs about the afterlife and the way life is lived, considering both religious and ethical dimensions. Learning Outcomes: Know and understand different Christian and Muslim beliefs about the afterlife. Explain religious teachings and attitudes about death and life after death. Consider how belief in the afterlife influences views on the value and purpose of human life. 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

Euthanasia – Religious and Ethical Perspectives Theme: GCSE AQA Religious Studies – Theme B: Religion and Life Lesson Description: In this lesson, students will explore the sensitive and thought-provoking topic of euthanasia, examining what it is, the different types (voluntary, non-voluntary, active, and passive), and why it remains one of the most debated ethical issues today.The lesson focuses on Christian and Muslim beliefs about euthanasia, drawing from scripture and key religious principles such as the sanctity of life, suffering, and God/Allah’s authority over life and death. Students will also explore secular arguments both for and against euthanasia, including autonomy, dignity, medical ethics, and the risk of abuse. As part of the lesson, students will study the Tony Bland case—a landmark legal case in the UK that raised critical questions about life support and passive euthanasia. This real-life example will help students understand the ethical and legal complexities surrounding end-of-life decisions. Throughout the lesson, students will reflect on their own views, presenting clear justifications and engaging with the controversial nature of the topic. Learning Outcomes: Understand what euthanasia is and the different types that exist. Explain Christian and Muslim beliefs as well as secular arguments about euthanasia. Analyse why euthanasia is such a controversial issue, using the Tony Bland case as a case study. 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

Abortion – Religious and Ethical Perspectives Theme: GCSE AQA Religious Studies – Theme B: Religion and Life This lesson explores the complex and sensitive issue of abortion, focusing on both Christian and Muslim beliefs and teachings. Students will begin by learning what abortion is, the UK laws surrounding it, and the circumstances under which it is permitted. The lesson will then examine contrasting views on abortion, exploring both pro-life and pro-choice perspectives. Students will analyse religious teachings from the Bible and the Qur’an, considering how these shape attitudes toward the sanctity of life, the rights of the mother, and when life begins. Through discussion and reflection, students will also develop and express their own views on abortion, supported with clear reasoning and moral justification. The lesson encourages thoughtful debate, critical thinking, and respectful engagement with differing beliefs. Learning Outcomes: Understand what abortion is and summarise the key laws regarding abortion in the UK. Explain Christian and Muslim perspectives on abortion and explore pro-life and pro-choice arguments. Form and justify a personal opinion on abortion, showing awareness of its ethical and religious complexity. Consider why abortion is a controversial issue, especially in relation to religious and secular worldviews. 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