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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 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 introduces students to the concept of rites of passage, exploring both religious and secular examples. It includes a clear and engaging PowerPoint presentation, a starter activity to assess prior understanding, and opportunities for class discussion and questioning. Students will learn to define what a rite of passage is, identify and give examples (such as baptism, Bar/Bat Mitzvah, weddings, funerals, and graduations), and recognise the difference between religious and secular rites. The lesson also includes tasks that encourage students to explain the significance and importance of these life events in different cultural and personal contexts. A student worksheet and a final reflective activity help consolidate learning and support assessment. 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 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 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 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

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 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 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

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 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 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 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 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 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 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. 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 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 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

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.