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This lesson introduces students to the concept of pilgrimage as a spiritual journey practiced in different forms across the six major world religions: Christianity, Islam, Hinduism, Buddhism, Judaism, and Sikhism. Students explore the purpose, rituals, and personal significance of pilgrimage, and examine key pilgrimage sites such as Mecca, Lourdes, Amritsar, Bodh Gaya, the Golden Temple, and the Western Wall. Through discussion, reflection, and creative tasks, students consider how pilgrimage expresses faith, builds community, and contributes to religious identity.

This teaching resource 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 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 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 introductory lesson focuses on Abraham, a foundational figure in Judaism, Christianity, and Islam—collectively known as the Abrahamic Faiths. Students will explore the shared roots of these three major world religions, gaining insight into how one individual plays a central role in shaping diverse beliefs and practices. Learning Objectives: Identify and name the three Abrahamic religions Retell the story of Abraham and his covenant with God Reflect on why Abraham is an important figure across different faiths This lesson includes a range of engaging and structured activities to support student learning. It includes a ** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A student worksheet is provided with a variety of tasks to reinforce learning. The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

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

This deep feedback lesson template is designed for teachers to deliver whole-class feedback effectively following an assessment or extended writing task. The learning outcomes focus on recapping prior learning on a specific topic (e.g., ‘X’), reviewing responses, and improving work through structured feedback and reflection. The template includes the following components: Retrieval Practice Slide Praise Slide SPaG Corrections Slide WWW & EBI Slide WAGOLL (Model Answer) Slide Redraft Prompt Slide Redraft Opportunity Slide Final Peer/Self-Mark Activity This template supports a consistent, reflective feedback cycle that empowers students to take ownership of their learning and improve the quality of their work based on clear success criteria and targeted teacher guidance.

In this lesson, students will learn what it means to be a Humanist, including core beliefs such as relying on reason, empathy, and scientific understanding rather than religious teachings. The lesson explores how Humanists respond to the existence of evil and suffering, recognising that suffering is a part of the human experience but not part of any divine plan. Students will consider how Humanists seek to minimise suffering through human action, such as promoting human rights, compassion, and ethical living. The lesson also invites students to explore Humanist ways of coping with suffering, such as supporting others, building strong communities, and finding meaning through relationships and making a positive difference in the world. 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.

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 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

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

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 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 resource helps students explore the meaning of evil and suffering, a key concept in religious and philosophical thought. Students will learn to identify and explain the two main types of evil: moral evil, caused by human actions (e.g., war, murder), and natural evil, caused by natural events (e.g., earthquakes, disease). The lesson examines how religious believers respond to suffering in a variety of ways, including through reading holy books, praying, helping others in need, reflecting on the lives of those who have suffered, and maintaining hope through belief in the afterlife. Activities promote empathy, moral reflection, and critical engagement with diverse perspectives on how people find meaning and comfort in the face of suffering. 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 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 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 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.