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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 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. Ideal For: • KS3 &KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

Scheme of Work: Evil & Suffering Key Stage 3/4 (Year 7/8/9/10) Duration: One term (approx. 14 weeks) Scheme Overview: This thought-provoking KS3/KS4 scheme of work explores the nature, origins, and impact of evil and suffering, using both religious and non-religious perspectives. Through case studies, key religious teachings, and philosophical enquiry, students investigate how different belief systems respond to suffering and what it means to act justly in the face of injustice. Key Topics Covered: The Story of Malala- Exploring how one person responded to evil and injustice Introduction to moral and natural evil Religious Responses to Evil The Origin of Evil A biblical case study of innocent suffering and faith in adversity. The Problem of Evil Further Responses to the Problem of Evil Buddhism and Suffering Humanism and Suffering 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** Learning Approach: Empathy-based enquiry through real-life stories (e.g. Malala) Use of religious texts, moral dilemmas, and multimedia Group discussion, creative expression, and evaluation tasks Assessment and Feedback: Formative and Summative assessments Extended writing Deep feedback points for structured reflection and progress

"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.

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.

End of Unit Assessment: Evil & Suffering 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: Types of Evil & Suffering Origins of Evil - Christianity The Story of Job The Problem of Evil Theodicies Evil & Suffering (Buddhism, Humanism) 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: “Rites of passage are no longer necessary. Do you agree?” 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 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 ‘Evil & Suffering’ . 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 & KS4 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

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 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 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 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 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 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 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 revision document is designed to help students prepare for their end-of-unit assessment by summarising key vocabulary, knowledge and ideas covered throughout the scheme of work ‘Rites of Passage’ . It supports recall, understanding, and critical thinking. This lesson includes a range of engaging and structured activities to support student learning. It includes a** PowerPoint presentation** that outlines the key content and learning objectives. A starter activity recaps prior knowledge from the scheme of work (SOW), helping students to connect new learning to what they already know. Throughout the lesson, questioning activities are used to promote discussion, check understanding, and encourage participation. Students will complete an exam/ deliberate practice question to develop their assessment skills and apply their knowledge. A one page A3 revision worksheet is provided with a variety of tasks to reinforce learning and support recall. Ideal For: • KS3 RE departments • New or non-specialist teachers • Schools introducing world religions and philosophy to younger learners

End of Unit Assessment: Rites of Passage 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: The importance of rites of passage Birth celebrations Coming of age rites - Confirmation, Bar/Bat Mitzvah, Upanayana Ceremony Marriage celebrations, Funeral and Mourning Rites 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: “Rites of passage are no longer necessary. Do you agree?” 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)

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