What does it mean if God is holy and loving? (U2.1) – Full RE Unit of Work This complete unit of work explores the key theological question “What does it mean if God is holy and loving?” from the Understanding Christianity (U2.1 – GOD) unit. Designed to support high-quality Religious Education teaching, this resource includes fully planned lessons with PowerPoints and worksheets to guide pupils through the concept of God’s nature using engaging activities and structured enquiry. Each lesson is taught through one of the three disciplinary lenses used in RE: Theologian – exploring Christian beliefs and biblical sources **Human and Social Scientist **– examining how beliefs influence people and communities Philosopher – considering deeper questions and ethical implications What’s included: Full PowerPoint presentations for every lesson Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval opportunities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for reflection, debate and extended thinking The lessons are designed to: Build pupils’ understanding of Christian beliefs about God’s holiness and love Explore how these beliefs influence Christian living and moral choices Encourage pupils to evaluate and reflect on the big theological question This resource is ideal for teachers looking for a ready-to-teach, engaging and academically structured RE unit that develops both knowledge and disciplinary thinking in Religious Education. Perfect for Upper KS2 and fully aligned with the Understanding Christianity framework.

What does it mean to be a Muslim in Britain today? (U2.8) – Full RE Unit of Work This complete unit of work explores the key enquiry question “What does it mean to be a Muslim in Britain today?” from the Understanding Christianity-style enquiry approach (U2.8 – Islam). The unit helps pupils understand Muslim beliefs, practices and identity in contemporary British society through engaging lessons, structured enquiry and critical thinking. Each lesson is taught through one of the three disciplinary lenses used in Religious Education: Theologian – exploring Islamic beliefs, teachings and sacred texts Human and Social Scientist – examining how Muslims live out their faith in Britain today Philosopher – considering questions about identity, belonging, diversity and values What’s included: Fully resourced PowerPoint lessons Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval activities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for discussion, reflection and critical thinking Across the unit, pupils will explore: The Five Pillars of Islam and their importance in Muslim life What it means to belong to the Muslim community (Ummah) How Muslims practise their faith within modern Britain The diversity of Muslim experiences and identities How beliefs influence daily life, values and choices Ideal for Upper KS2 and designed as a ready-to-teach RE unit that combines knowledge, enquiry and disciplinary thinking.

What can be done to reduce racism? Can religion help? (U2.13 – Thematic) – Full RE Unit of Work This complete thematic unit of work explores the enquiry question “What can be done to reduce racism? Can religion help?” (U2.13). The unit encourages pupils to investigate racism, equality and justice, while examining how religious beliefs and teachings can influence attitudes and actions towards others. Through engaging lessons and structured enquiry, pupils explore different religious and non-religious perspectives on equality, respect and human dignity, and consider how individuals and communities can work to challenge racism in society. Each lesson is taught through one of the three disciplinary lenses used in Religious Education: Theologian – exploring religious teachings about equality, justice and the value of every human being Human and Social Scientist – examining how religious communities respond to racism and promote inclusion Philosopher – considering ethical questions about fairness, discrimination and responsibility This approach helps pupils develop critical thinking, empathy and a deeper understanding of how beliefs can shape actions in the real world. What’s included: Fully resourced PowerPoint lessons Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval activities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for debate, reflection and thoughtful discussion Across the unit, pupils will explore: What racism and discrimination are and why they are harmful Religious teachings about equality, justice and treating others with respect Examples of how faith communities challenge racism and promote unity The role of individual responsibility and collective action in creating a more just society

Creation and Science: Conflicting or Complementary? (U2.2 – Creation) – Full RE Unit of Work This complete unit of work explores the key enquiry question “Creation and Science: Conflicting or complementary?” from the Understanding Christianity (U2.2 – Creation) unit. Pupils investigate the Christian creation story in Genesis and consider how it relates to scientific explanations for the origins of the universe and life. Through engaging lessons and structured enquiry, pupils explore different viewpoints about whether science and religion must conflict or whether they can work alongside each other to answer different types of questions. Each lesson is taught through one of the three disciplinary lenses used in Religious Education: Theologian – exploring the Genesis creation accounts and Christian interpretations Human and Social Scientist – examining how Christians today understand creation alongside scientific ideas Philosopher – considering deeper questions about truth, meaning, purpose and the origins of the universe This structure helps pupils develop religious literacy, critical thinking and the ability to evaluate different perspectives. What’s included: Fully resourced PowerPoint lessons Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval activities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for discussion, debate and reflective thinking Across the unit, pupils will explore: The Genesis creation story and what Christians believe it teaches about God as Creator Scientific explanations for the origins of the universe, including the Big Bang and evolution Different Christian perspectives on how science and faith relate to one another Whether science and religion answer different types of questions about the world

What do Christians believe Jesus did to save people? (U2.5 – Salvation) – Full RE Unit of Work This complete unit of work explores the key enquiry question “What do Christians believe Jesus did to save people?” from the Understanding Christianity (U2.5 – Salvation) unit. Through engaging lessons and structured enquiry, pupils investigate the Christian belief that Jesus’ death and resurrection bring salvation, particularly through the events of Holy Week and Easter. Each lesson is taught through one of the three disciplinary lenses used in Religious Education: Theologian – exploring biblical texts and Christian teachings about salvation Human and Social Scientist – examining how Christian beliefs about salvation influence believers and church communities Philosopher – considering deeper questions about forgiveness, sacrifice, justice and redemption This approach encourages pupils to develop religious literacy, analyse beliefs and reflect on big theological questions. What’s included: Fully resourced PowerPoint lessons Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval activities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for discussion, reflection and extended thinking

Should Christians be “greener” than everyone else? (U3.2 – Creation) – Full RE Unit of Work This complete unit of work explores the enquiry question “Should Christians be ‘greener’ than everyone else?” from the Understanding Christianity (U3.2 – Creation) unit. Pupils investigate Christian beliefs about creation, stewardship and responsibility for the Earth, and consider how these beliefs might influence attitudes towards the environment. Through engaging lessons and structured enquiry, pupils explore biblical teachings about caring for creation and evaluate whether Christian beliefs should lead believers to take a stronger role in protecting the planet. Each lesson is taught through one of the three disciplinary lenses used in Religious Education: Theologian – exploring biblical texts about creation and stewardship Human and Social Scientist – examining how Christians today respond to environmental issues and climate change Philosopher – considering ethical questions about responsibility, sustainability and humanity’s relationship with nature This structure encourages pupils to develop critical thinking, evaluate different perspectives and reflect on real-world environmental issues. What’s included: Fully resourced PowerPoint lessons Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval activities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for discussion, debate and reflective thinking Across the unit, pupils will explore: What the Bible teaches about creation and stewardship Why caring for the Earth may be seen as a religious responsibility Examples of Christian environmental organisations and initiatives Whether Christians should have a greater duty than others to protect the planet

Should Christians be “greener” than everyone else? (U3.2 – Creation) – Full RE Unit of Work This complete unit of work explores the enquiry question “Should Christians be ‘greener’ than everyone else?” from the Understanding Christianity (U3.2 – Creation) unit. Pupils investigate Christian beliefs about creation, stewardship and responsibility for the Earth, and consider how these beliefs might influence attitudes towards the environment. Through engaging lessons and structured enquiry, pupils explore biblical teachings about caring for creation and evaluate whether Christian beliefs should lead believers to take a stronger role in protecting the planet. Each lesson is taught through one of the three disciplinary lenses used in Religious Education: Theologian – exploring biblical texts about creation and stewardship Human and Social Scientist – examining how Christians today respond to environmental issues and climate change Philosopher – considering ethical questions about responsibility, sustainability and humanity’s relationship with nature This structure encourages pupils to develop critical thinking, evaluate different perspectives and reflect on real-world environmental issues. What’s included: Fully resourced PowerPoint lessons Accompanying worksheets and activities Clear learning objectives and key vocabulary Engaging videos and discussion prompts Creative tasks to deepen understanding Retrieval activities to support knowledge retention Self-assessment and peer-assessment slides Opportunities for discussion, debate and reflective thinking Across the unit, pupils will explore: What the Bible teaches about creation and stewardship Why caring for the Earth may be seen as a religious responsibility Examples of Christian environmental organisations and initiatives Whether Christians should have a greater duty than others to protect the planet