Meaning and purpose teaching resources: Belief in God

Resources and ideas for religious education, meaning and purpose, belief in god, written by teachers to support teaching and learning

Stoneage / Time Travel  / Belief in God  by year 9 girls

Stoneage / Time Travel / Belief in God by year 9 girls

In her encounter with the Stone Age Tribe, Rebecca takes part in a mammoth hunt and then, during the feast that follows, tells the Wise Elder about her world. He is impressed and shares the problems of his own tribe, asking if we have peace in our world. When Rebecca tells him about war and poverty he asks if there is no God in our world. In the second story, the author wonders if the 'Druid-Man she met might be able to help her answer her own questions. Great stories for encouraging reflection and debate on the big questions, with elements for primary and secondary age students.

By durgamata

Evil and Suffering

Evil and Suffering

This is an updated 2016 version of a previous power point. It is very basic but has opportunity for class discussion, a you tube link, targeted GCSE style questions and covers the topic. Hope it is helpful

By kimmybob

7.2 [5] Is life pointless?

7.2 [5] Is life pointless?

Part of the "What are the answers to lifes big questions?" SoLCurrently used as the second module for Year 7. Part of 5 lessons and an assessment.This file also includes the SoL and assessment documents

By super_sadie

The Meaning of Christmas

The Meaning of Christmas

To consider why Christians celebrate Christmas and whether or not the true meaning of Christmas is getting forgotten about in a secular society.

By SusanHorsfall

God on Trial

God on Trial

God on Trial - a worksheet based activity giving KS3 and KS4, This activity allows students to talk about the exsistence and benevolence of God. Students act as lawyers and jury members to decide whether God exists or does not exist.To see more resources like this, please visit www.reinfocus.co.uk

By elainehenry100

The Design/Teleological Argument.

The Design/Teleological Argument.

PowerPoint presentation aimed at a top set year 8 class discussing the design argument. Includes interactive activity to illustrate an otherwise quite abstract and potentially inaccessible topic. no previous knowledge is required for the lesson but this class have previously studied the cosmological argument. At the end of the lesson students should be able to recall the key points and critically evaluate the design argument.

By paigeday

A 'normal adolescent phenomenon'? William James on Conversion Experience, OCR A2

A 'normal adolescent phenomenon'? William James on Conversion Experience, OCR A2

A lesson prepared for my school's MOCKsted inspection, featuring introduction to the term 'conversion', excerpts from James' lectures on the subject, a video testimony of gangster-turned-preacher Nicky Cruz, plus the confession of the 'most dejected convert in all England': C.S. Lewis. Students consider whether James' idea that conversion is a 'normal adolescent phenomenon' is borne out by evidence.

By sharonp680

J.S. Mill and Natural Evil - criticisms of the Design Argument. OCR AS

J.S. Mill and Natural Evil - criticisms of the Design Argument. OCR AS

Extracts from Mill's 'Three Essays on Religion', focussing on his claim that Nature is excessively cruel. Does the amount of pain in the natural world indicate that the world is not good? Also examines Richard Dawkins' example of the Digger Wasp and his counterclaim that nature is not cruel, merely 'pitilessly indifferent'.

By sharonp680

Corporate religious experience:  the Eucharist, Taize, and charismatic worship (Hillsong). OCR A2.

Corporate religious experience: the Eucharist, Taize, and charismatic worship (Hillsong). OCR A2.

Powerpoint providing examples of corporate religious experience. From the ethereal chords of Mozart's Requiem to the base guitar and full rock band of megachurch Hillsong Australia, how does music influence religious experience? Finishes with an investigation into charismatic phenomena (signs and wonders, esp healing and glossolalia) and also a research task into the Toronto Blessing.

By sharonp680

Quid Deus?—What is God?

Quid Deus?—What is God?

24 answers given around the 12th century to the question: what is God? An aphoristic little book that had enormous influence on theologians and philosophers, and that could interest some RE teachers today. It shows how sophisticated and non-anthropomorphic the medieval concept of God could be.

By dmmatheson

Science in Islam and Christianity

Science in Islam and Christianity

4th of 7 lessons : A historical comparison between how the two religions approached scientific discoveriesLevel 4-5: MUST be able to describe Islam’s approach to science. Explain how Muslim scientists have contributed to science. Say why this is different to Christianity. Level 5-6: SHOULD be able to explain why there is no conflict between science and religion in Islam. Compare this to Christian attitudes. Level 6-7: COULD analyse the reasons for Islam’s Golden Age and Christianity’s Dark Ages during the Middle Ages.

By crownjoolz71

AQA GCSE RELIGIOUS STUDIES B (SHORT COURSE) UNIT 6 (Islam and Christianity)

AQA GCSE RELIGIOUS STUDIES B (SHORT COURSE) UNIT 6 (Islam and Christianity)

AQA GCSE RELIGIOUS STUDIES B (SHORT COURSE) UNIT 6 - Worship and Key BeliefsIntended to help GCSE Students focusing on the religion of Islam and Christianity (and some Judaism) with revision. Notes from 5 topics; Authority, Pilgrimage, Worship, Places of Worship, Origins of Beliefs. Colour coded notes with the most important quotes for religious evidence.

By arondat

'I believe...' - Three lesson baseline assessment for KS3 RE

'I believe...' - Three lesson baseline assessment for KS3 RE

A three lesson series that starts with discussion and ends with a piece of extended writingObjectives:Express beliefs with supporting reasons.Consider and discuss someone else’s opinion.Describe how beliefs can be put into action.Explain what influences our beliefs and values.We use this lesson series right at the start of year 7 to proved a baseline assessment.

By semerson

Miracles

Miracles

This lesson is aimed at a top set year 8 class with differentiated tasks to stretch and challenge each student. The lesson includes the feeding of the 5000 and Jesus walking on water.Learning Objectives: To know the definition of a miracle.To explain two different miracles.To evaluate theist and atheist responses to miracles.Lesson plan details student involvement. At one point in the lesson, students are asked to perform a miracle using 1 slice of bread to feed the whole class. We then evaluate atheist and theist responses.

By paigeday

THE IMPORTANT OF AL KAHF AYA

THE IMPORTANT OF AL KAHF AYA

First ten aayaat of Surah al-Kahf If anyone learns by heart the first ten verses of the Surah al-Kahf, he will be protected from the Dajjal. (Sahih Muslim: Book #004, Hadith #1766)But it should be noted that “learning by heart” also indicates implementing these aayat on ourselves. And the sufficient proof for this indication is the following hadith about the dream that Prophet Muhammed (pbuh) had:“He whose head was being crushed with a stone was one who learnt the Quran but never acted on it, and slept ignoring the compulsory prayers.” (Sahih Bukhari: Book #21, Hadith #244)Surah Kahf (The Cave) is the eighteenth (18th) Surah of the glorious Qur’an. Surah Kahf comes immediately after Surah Bani Israel (also known as Al-Isra). Because Dajjali fitnah is going to be the toughest test of the believers, therefore implementing these Aayaat is going to be toughest on the believers as well.Dajjal comes from the word Dajjl which means deceiver/ imposter. It is said in a hadith that there will arise 30 Dajjal before the real Dajjal appears (Sahih Bukhari: Book #88, Hadith #237). For example, Ghulam Ahmed Qadiyaani, who claimed to be a prophet was a Dajjal, an imposter, pretending to be a prophet.Now, let’s go through the aayat and try to understand how we can implement these aayat on ourselves and remain safe from the Dajjali fitnah.

By zakia1948

Design argument Knowledge Check Sheet AFL

Design argument Knowledge Check Sheet AFL

A series of questions to consolidate learning on the teleological argument. Students rate their own understanding out of 10, comment upon areas they need to review and finally the teacher also assesses their understanding for mark book purposes. These AFL sheets could be used as homework tasks to consolidate learning. It allows you to easily identify common misunderstandings in the class quickly before moving on to new information.

By samueljames87