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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

The Use and Abuse of Animals Theme: GCSE AQA Religious Studies – Theme B: Religion and Life Lesson Description: This lesson explores how animals are used and treated in the modern world, focusing on religious perspectives from Christianity and Islam. Students will examine beliefs about the value of animal life and the responsibilities humans have towards animals, grounded in teachings from the Bible and the Qur’an. The lesson will cover key issues such as animal experimentation and the use of animals for food, encouraging students to consider religious and ethical arguments both for and against these practices. Students will explore a range of interpretations within each faith, including compassion, necessity, and accountability to God/Allah for how animals are treated. Using real-life examples and case studies, learners will reflect on how religious teachings are applied in contemporary debates around animal rights and welfare. Learning Outcomes: Explain Christian and Muslim beliefs about the use and abuse of animals. Consider different religious attitudes towards animal experimentation. Evaluate religious perspectives on the use of animals for food, including vegetarianism and halal dietary laws. 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

The Use and Abuse of the Environment Theme: GCSE AQA Religious Studies – Theme B: Religion and Life Lesson Description: In this lesson, students will investigate how the environment is used and sometimes abused by humans, with a particular focus on energy sources and natural resources. They will learn about renewable and non-renewable energy types, pollution, deforestation, and waste, as well as the impact of human activity on the planet. The lesson will explore Christian and Muslim beliefs about the use and abuse of the environment, including teachings on stewardship (Christianity) and khalifah (Islam), as well as the principle that humans are accountable to God/Allah for how they treat creation. Students will examine scriptural references and reflect on how these teachings influence religious attitudes toward the environment. In addition, the lesson will introduce key religious and ethical organisations such as Greenpeace and the Islamic Foundation for Ecology and Environmental Sciences (IFEES), analysing the work they do to protect the environment and promote sustainable living. Learning Outcomes: Know different types of energy sources and natural resources, and understand how they are used. Describe how human actions can lead to the use and abuse of the environment. Explain Christian and Muslim beliefs about environmental responsibility. Understand the role of religious and environmental organisations such as Greenpeace and IFEES in promoting care for the planet. 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

Lesson Title: The Value of the World Theme: GCSE AQA Religious Studies – Theme B: Religion and Life In this lesson, students will explore Christian and Muslim beliefs about the value of the world and humanity’s responsibility to care for it. They will examine how both religions teach that the world is a gift from God/Allah, to be respected, protected, and used wisely. The lesson will focus on the concepts of stewardship (Christian: stewardship; Muslim: khalifah) and dominion, analysing how these ideas influence attitudes toward the environment. Students will consider scriptural sources, such as Genesis in the Bible and verses from the Qur’an, to understand how religious teachings guide believers in their treatment of the natural world. Students will also reflect on current environmental challenges and discuss how Christian and Muslim teachings encourage active protection of the planet. Learning Outcomes: Understand Christian and Muslim beliefs about the value of the world and its creation. Explain religious teachings on stewardship/khalifah and dominion, and their practical implications. Consider and suggest ways humans can better care for the Earth, using insights from both 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: • Schools introducing/covering AQA GCSE Religious Studies • KS4 RE departments • New or non-specialist teachers

Lesson Title: The Origins of the Universe and Human Life Theme: GCSE AQA Religious Studies – Theme B: Religion and Life In this lesson, students will explore key religious and scientific perspectives on the origins of the universe and human life. Through examining sacred texts, theological interpretations, and scientific theories, learners will gain a deeper understanding of how different worldviews approach the question of our beginnings. Students will study religious beliefs about creation with a focus on Christian and Muslim views, including literal and metaphorical interpretations of Genesis. Alongside this, they will explore scientific theories such as the Big Bang and Evolution, analysing how these contrast with, challenge, or can be reconciled with religious understandings. The lesson will also involve evaluating how religious believers respond to scientific explanations, fostering respectful dialogue between faith and science. Learning Outcomes: Understand religious beliefs about the origins of the universe and human life. Explain key scientific theories including the Big Bang and Evolution. Consider and evaluate religious responses to scientific explanations of creation. 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

Scheme of Work: Abrahamic Faiths Key Stage 3/4 (Year 7/8/9/10) Duration: One term (approx. 13-14 weeks) Scheme Overview: This thought-provoking KS3/KS4 scheme of work introduces students to key figures and teachings foundational to the Abrahamic religions—Judaism, Christianity, and Islam. Through exploring the stories of Abraham, Noah, Moses, and Jesus Students will gain a deeper understanding of Abraham, Noah, Moses, and Jesus, examining their significance and impact across the three faiths. The unit also encourages critical thinking through historical, theological, and modern interpretations of religious teachings and events. Topics Covered: Abraham: An introduction to the “father of many nations” and his foundational role in Judaism, Christianity, and Islam. Noah: Exploration of the flood narrative, its moral teachings, and its place in Abrahamic theology. Moses: His leadership in freeing the Israelites, receiving the Ten Commandments, and shaping religious law. Jesus – Basic Facts: Key information about Jesus’ life and significance in Christianity. Jesus – Arguments For and Against His Existence: Jesus’ Miracles: Exploration of selected miracles and their spiritual and symbolic meanings. Jesus’ Teachings: Examination of core messages and parables that convey moral and ethical lessons including themes of compassion, forgiveness, justice, and love. Jesus – Disliked by the Authorities: Understanding the social, political, and religious reasons why Jesus was seen as a threat. Students will debate whether Jesus was a revolutionary figure or a peaceful reformer. 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 stories 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

End of Unit Assessment: Abrahamic Faiths 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: Abraham - Story and Significance Noah - Story and Significance Moses - Story and Significance Jesus’ Existence, Jesus’ Miracles, Jesus’ Teachings Jesus - A Rebel or Peacemaker? 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: “Abraham is the most significant prophet. 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 ‘Abrahamic Faiths’ . 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 explore the reasons why many religious leaders in Jesus’ time opposed him, considering his teachings, actions, and growing influence. Through examining key moments—such as Jesus challenging authority, healing on the Sabbath, and associating with outcasts—students will gain insight into why he was seen as a threat. Students will then reflect on whether Jesus could be considered a rebel, using historical and scriptural evidence to weigh different perspectives. Finally, they will compare contrasting ideas about Jesus: was he a rebel who challenged injustice or a peacemaker who promoted love and forgiveness? Through discussion and written reflection, students will be encouraged to form and justify their own opinions. Learning Outcomes: By the end of this lesson, students will be able to: Understand and explain why some religious leaders disliked or opposed Jesus. Reflect on and form an opinion about whether Jesus was a rebel. Compare and contrast different interpretations of Jesus as a rebel or a peacemaker. 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

In this lesson, students will be introduced to the Bible as a sacred text in Christianity, learning what it is, how it is structured, and how to locate specific passages using standard referencing (book, chapter, and verse). Students will complete a Bible-based activity, practising how to find and read key scriptures. Using this skill, students will then explore and summarise two of Jesus’ teachings through the Parable of the Good Samaritan and the Parable of the Lost Sheep. As a class, students will reflect on the meaning of these stories and discuss how they demonstrate core values such as love, compassion, and forgiveness. Finally, students will be encouraged to think critically about what Jesus is asking of his followers through these teachings and consider how Christians today might live in response to them. Learning Outcomes: Describe what the Bible is and explain how to reference and locate passages within it. Summarise the key messages in the Parable of the Good Samaritan and the Parable of the Lost Sheep. Decide and explain what Jesus is asking his followers to do based on these biblical teachings. 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

In this lesson, students will explore the different types of miracles performed by Jesus, including miracles of nature, healing, and resurrection. Through watching a series of short video clips and class discussion, students will categorise examples of Jesus’ miracles and summarise the key events in at least one miracle from the categories of nature, healing, and resurrection. The class will also engage in thoughtful discussion to consider different interpretations of these miracles—from literal beliefs held by many Christians to symbolic or metaphorical understandings. The aim is to deepen students’ knowledge of Jesus’ role in the Gospels and to encourage respectful exploration of diverse perspectives on faith and scripture. Learning Outcomes: By the end of this lesson, students will be able to: Categorise Jesus’ miracles into types (e.g., nature, healing, resurrection). Summarise what happened in one example of a miracle of nature, healing, and resurrection. Consider and explain different interpretations of Jesus’ miracles (e.g., literal, symbolic, moral). 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

In this creative follow-up lesson, students will apply their understanding from the previous session on the historical evidence for Jesus’ existence. Using the research and notes they gathered, students will design a newspaper front page with the headline: “Evidence Suggests…”. The task encourages students to think critically and present historical information in a journalistic format. Their newspaper must include a title, photographs with captions, quotations from sources studied (e.g., Biblical texts, historians like Josephus or Tacitus, archaeological references, or commentary on the Shroud of Turin), and most importantly, a clearly explained conclusion on whether they believe the evidence suggests Jesus existed. This lesson supports skills in literacy, critical thinking, and creative presentation. Learning Outcomes: By the end of this lesson, students will be able to: Organize and present historical and religious information in a journalistic format. Use evidence from a variety of sources to support a point of view. Communicate a reasoned personal conclusion about whether the evidence supports the historical existence of Jesus. 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. Students will write a short newspaper article titled “Evidence suggests…” to apply their knowledge. **A newspaper template is provided **to support this creative task. 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

In this lesson, students will begin by learning key facts about the life of Jesus, including his birth, teachings, crucifixion, and reported resurrection. Building on this foundation, students will act as historical detectives, examining four types of evidence that are often presented in discussions about whether Jesus really existed: Biblical accounts, archaeological discoveries, historical records from non-Christian sources, and the Shroud of Turin. Students will consider the strengths and limitations of each form of evidence, and engage in critical thinking to evaluate how convincing each type is. The lesson encourages open discussion, respectful enquiry, and a deeper understanding of how historical and religious claims are assessed. Learning Outcomes: By the end of this lesson, students will be able to: Describe some basic facts about Jesus’ life and teachings. Identify and examine four sources of evidence regarding the existence of Jesus: Biblical, archaeological, historical, and the Shroud of Turin. Evaluate the credibility and significance of each type of evidence in relation to the question of Jesus’ existence. 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. 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

In this lesson, students will explore the life and legacy of Moses, a central figure in Judaism, Christianity, and Islam. Through storytelling, discussion, and reflection, students will retell the key events in the story of Moses—from his early life in Egypt to the Exodus and receiving the Ten Commandments. They will also learn about the Jewish celebration of Passover, examining how it commemorates the Israelites’ escape from slavery and the role Moses played in this pivotal moment in Jewish history. Finally, students will analyze why Moses is revered in all three Abrahamic religions, identifying his contributions as a prophet, leader, and lawgiver. This lesson encourages students to make connections between religious traditions and to understand the shared heritage of Abrahamic faiths. By the end of this lesson, students will be able to: Retell the key events in the story of Moses. Explain the religious and historical significance of the Jewish festival of Passover. Describe why Moses is considered an important figure in Judaism, Christianity, and Islam. 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 engaging lesson introduces students to the story of Noah, a key figure in Judaism, Christianity, and Islam. Students will explore the narrative of Noah and the flood, reflect on the moral lessons and themes, and understand how the Noahide Laws influence ethical behaviour today. The lesson also highlights the shared beliefs among the Abrahamic religions and encourages students to consider the lasting impact of religious stories on modern life. Key Activities: Starter Activity: Quick quiz or image-based discussion on well-known flood stories Story Recap: Read or watch a short video of the Noah story from a Jewish, Christian, or Islamic perspective Noahide Laws Exploration: Introduce the 7 Noahide Laws and link them to modern ethical values (e.g. justice, respect for life) Group Work: Compare how Noah is understood across the three faiths Reflection Task: How does this ancient story influence how people live today? What lessons can we learn from Noah’s obedience and faith? Outcomes: By the end of the lesson, students will: Be able to retell the story of Noah and understand its key messages Describe the Noahide Laws and give examples of how they apply in today’s world. Recognise how Noah’s story is significant across Judaism, Christianity, and Islam and promotes shared values of faith, obedience, and moral responsibility. 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 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

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