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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

"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