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The problem of evil and suffering
No Title Learning Objectives Learning Outcomes Activities Assessment Homework
Indicates lessons taught before the summer holidays
1 The Devil For pupils to Pupils will be able to Pupils will be booked into A series of Pupils are to
investigate the assess the relevance the computer room and questions for prepare for
varied role of the and significance of the given a research sheet to pupils to next lesson
devil from different devil to the modern guide them. They will be answer will where they will
religious and cultural world in its various required to question who assess their be required to
traditions, through forms. and what the devil is from knowledge and give a
various media. different religious and understanding presentation
cultural traditions, from the on an example
literature, poetry and lesson. of evil – image
paintings. / film / event
/ person of
A series of questions for their choice.
pupils to answer will assess It must include
their knowledge and an explanation
understanding from the to justify
lesson. their selection.
Pupils will then answer the
questions provided on the
worksheet.
2 Evil – pupil To understand the Pupils will be aware Pupils will deliver their Peer / teacher Write an
delivery concept of evil numerous examples of presentations. assessment of answer to
(natural and moral) evil and how they pupils’ explain initial
ultimately resulted in Then divide the examples presentations thoughts on
suffering. provided between moral and and verbal why this is
Pupils will be able to natural evil (check their responses to regarded as
distinguish between understandings of these the being a strong
examples of natural and terms from GCSE). discussions. argument for
moral evil the non-
Discuss suffering being the existence of
consequence of evil. Pupils God.
provide some suggestions.
Give consideration and
thought to the problem of
evil and suffering as being
the strongest argument for
the non-existence of God.
3 An To understand the Pupils will be able to Starter – pupils to draw an Self Pupils to find
introduction logical and evidential explain and contrast image of God in the middle assessment of out more about
to the problem of evil the differing views of a page and then mind map how many of the view
argument about how to approach His attributes around the God’s propounded by
the problem of evil and outside. attributes are J L Mackie
suffering challenged from his essay:
PPP – an introduction to the through this Evil and
basis of the argument and argument. Omnipotence
key terms such as ‘logical (1955)
problem of evil’ and Teacher
‘evidential problem of evil’. assessment of http://faculty.
Pupils are to make notes in pupils’ unlv.edu/jwood
their books. understanding /unlv/evilomnip
of the key otence.pdf
Plenary – Refer back to the ideas and
initial mind map – how many principles in
of these qualities at first the lesson
glance still appear to
applicable to God?
4 Irenaeus To understand Pupils will be able to This lesson is taken from A Teacher / Continue wider
religious responses to outline the key Thinker’s Guide to Evil by peer reading of this
the problem of evil features of Irenaeus’ Peter Vardy and Julie Arliss assessment of topic and
theodicies (p54-8) the decoding / further
unpacking develop notes.
Task - Pupils will work in exercise and
small groups to decode and questions for
interpret clues which discussion.
explain Irenaeus’ theodicy.
When correctly ordered
and unpacked the clues will
explain the presence of evil;
in the world according to
Irenaeus.
Task – A series of questions
for pupils to discuss initially
in their groups.
Plenary – whole class,
teacher led discussion of
the key points of Irenaeus’
theodicy
5 Augustine To understand Pupils will be able to Starter – Brief game of Teacher Research
religious responses to outline the key Pictionary. Pupils nominate assessment of Gnosticism and
the problem of evil features of Augustine’s themselves to come to the pupils’ Manichaean
theodicy board and draw the understanding theology. E.g.
following things: of the text. light /
Adam and Eve darkness; good
Garden of Eden Peer / evil; soul /
Angel assessment of body.
Jesus’ resurrection the image
interpretation How has
Task – pupils will be given a exercise in Augustine
sheet of text which outlines the plenary. based his ideas
the main features of on these
Augustine’s theodicy. We historical
will read through this approaches?
together as a class and
answer any initial questions. In addition,
read further
Task – Students will be around
given a sheet of A4 plain Augustine’s
paper. They need to theodicy to
transfer the key points develop your
from the text into images notes.
and use of key words only.
Plenary – Pupils will pair up
and decode the images to
reveal the explanation of
Augustine’s theodicy.
6 God on Trial To understand Pupils will be able to Starter – speed dating Self and peer Do wider
religious responses to refer to the specific questions on the Holocaust assessment of reading around
the problem of evil example of the and Jews’ experiences. speed dating the treatment
holocaust and look at questions. of the Jews
how victims viewed Task – Pupils watch the DVD during the
their experiences and God and Trial and identify Peer / teacher Holocaust.
evaluate whether or the key arguments that are assessment of
not they held God to be raised when the Jews put questions
responsible at the end God on Trial for allowing identified and
of the trial the Holocaust and suffering placed on the
of millions. grid.
Plenary – Discuss the points Teacher /
raised in the documentary peer / self
and evaluate the conclusion assessment of
they reached to find God the
guilty but still agreed to conclusions
have faith and continue the reached by
Jewish religion in the face the Jews in
of death. the trial.
7 God on Trial To understand Pupils will be able to
religious responses to refer to the specific
the problem of evil example of the See outline from previous See lesson 6 See lesson 6
holocaust and look at lesson.
how victims viewed
their experiences and
evaluate whether or
not they held God to be
responsible at the end
of the trial
8 A positive To understand that Pupils will be able to Starter – pupil brainstorm – Self / teacher Write a
approach to there can be some make reference to can they identify any assessment of paragraph
suffering positive outcome to specific examples positive outcomes to the key issues explaining the
extreme suffering where individuals have suffering from their lives? raised in the positive
overcome their documentary outcomes
suffering and found Pupils will watch the identified
something positive documentary – The Boy from the
from their experiences Whose Skin Fell Off suffering in
the
50 minutes documentary.
You Tube or Channel 4
Pupils will need to identify
ways in which the boy
manages to find something
positive from such a
traumatic experience.
Plenary – discuss the key
points addressed from the
documentary.
9 Bible To understand Pupils will be able to Starter – 20 questions – Peer / self / Pupils should
research religious context to refer directly to quiz to recap learning on the teacher ensure they
the problem of evil Genesis chapters 1-3 course to this point. assessment of keep reading
and the implications of the starter around this
its contents Task – pupils are to work and plenary topic and
independently and reach questions. through their
chapters 1-3 of Genesis. notes over the
They are to make notes and Self summer hols.
pick out the key themes assessment of Next year will
from these chapters the notes begin with the
regarding the creation and taken assumption
Fall. developing that they are
knowledge and knowledgeable
Plenary – Pupils take it in understanding. of the basis
turns to ask one another and they will
questions on what they have not be
read and learnt from the revisited.
lesson.
10 Augustinian To understand Pupils will be able to Starter – find someone who Peer / Self Students
tradition religious responses to describe how various …. assessment of should begin
the problem of evil philosophers have the starter working
developed Augustine’s Task – pupils are to draw a exercise in through the
theodicy. table in their books with 3 finding sheet which
columns – Aquinas, Calvin someone to contains their
and Leibniz. Pupils make answer their essay question
notes from the PPP. questions for this unit
correctly. and key words
Task – begin to think of the / philosophers.
strengths and weaknesses Teacher
of Augustine’s theodicy (to assessment of Also continue
be continued for homework pupils’ thinking about
and will form the basis of understanding the relative
next lesson). through strengths and
effective weaknesses of
Q&A during the
delivery of Augustinian
the PPP. theodicy.
11 Augustinian To understand Pupils will be able to Task – divide pupils into Peer and Students are
tradition religious responses to describe, analyse and pairs and give them a sheet teacher to continue
the problem of evil evaluate the strengths which explains the assessment of their wider
and weaknesses of strengths and weaknesses pupil’s reading of the
Augustine’s theodicies of Augustinian theodicies. understanding philosophers
In addition they will also of strengths identified and
each have an A3 worksheet and the
on which to write their weaknesses. Augustinian
notes. The first one is theodicy in
modeled for them general.
Plenary – whole class
discussion –do the
strengths or weaknesses
hold more ground when
considering the Augustinian
theodicy?
12 Free-will To understand Pupils will be able to Pupils will need to be Peer / self Students are
defence religious responses to describe, analyse and booked into the computer assessment of to continue
the problem of evil evaluate the strengths room for this lesson. the word chain their wider
and weaknesses of the starter. reading of the
free will defence Starter – Word association philosophers
theory game. 3 words are provided Self / teacher identified and
as starters and students assessment of the free will
work around the room the defence
saying words associated independent theory in
with the one that was given task to be general.
before them: Free; Will; completed
Defence. under close
supervision.
Task – students are to work
independently through the Self / peer /
task sheet provided on the teacher
free will defence theory. assessment of
There is an outline of the plenary quiz.
argument provided and
strengths and weaknesses
already identified.
Students will need to read
these and then
independently research in
more detail the
philosophers identified in
bold.
Plenary – Pupils are to
individually write 3
questions which will be
handed to the teacher.
Pupils will then be tested in
groups.
13 Irenaean / To understand Pupils will be able to Starter – 30 seconds Peer / teacher Venn diagram
Hick religious responses to describe, analyse and against the clock. PPP shows assessment of showing the
the problem of evil evaluate the strengths key words or images that we pupil similarities and
and weaknesses of studied before the summer responses in differences
Irenaeus’ and Hick’s holidays. Pupils are the starter. between
theodicies randomly selected to Irenaean /
explain each of the slides. Teacher / self Hick and
assessment of Augustine. A
Task – Discuss – why do the text and table will be
students think that Hick’s distinction provided to
theodicy is called the ‘Vale between and help them.
of Soul-making’? development
of the Pupils will also
Task – give students the strengths and need to make a
sheet that explains Hick’s weaknesses of finger puppet!
development of the Hick’s
Irenaean theodicy. We will approach.
read through this together
and discuss any issues
raised.
Task – as a class we need to
consider the strengths and
weaknesses of the
approach. They are typed
onto a card sort and pupils
can colour code these and
stick them into their books.
They should highlight the
key words to help them
learn them. For added
impact they can draw scales
and work out whether the
strengths or weaknesses
outweigh one another in the
argument.
14 Is free will a To evaluate whether Pupils will have Starter – in three groups, Peer / teacher Work back
satisfactory free will is a assessed the evidence students answer the key assessment of through the
explanation satisfactory and reached an question from the starter completed
for the explanation for the informed decision as to perspective allocated to through their text and
existence of existence of evil in a whether or not free them – Augustinian, free will suggestions. identify the
evil in a world created by God will is a satisfactory defence and Irenaean / analysis and
world explanation for the Hick. These ideas will be Self evaluation.
created by problem of evil and combined and written up on assessment of
God? suffering the board for students to fill the gaps
write in their books. There and teacher
will be a prize for the team assessment of
with the most convincing their answers.
response.
Teacher
Task – fill in the blank assessment of
words (taken from p88-9 of their focus on
the textbook). Pupils will be the analysis
given a sheet with blanks and evaluation.
spaces and the answers will
be shown on the board.
They have to work out
which word fits in which
gap. This will provide them
with analysis and evaluation
on whether or not free will
provides a satisfactory
explanation for the issue of
evil and suffering.
Check the answers through
with the class.
Task – script and practice a
finger puppet play (in two
groups). They should focus
their attention on the
analysis and evaluation /
arguments playing off each
other.
Plenary – watch finger
puppet plays.
15 Process To evaluate the Pupils will have Starter – Pupils will be given Peer Continue
thought success of process assessed the evidence an envelope which contains assessment of reading around
thought as a and reached an numbers and answers. starter where this topic and
response to the informed decision as to Working in pairs, they will they work in adding to
problem of evil whether or not process need to listen carefully to pairs to notes.
thought is a the 15 questions they are identify the
satisfactory read and find an correct
explanation for the appropriate answer. These answers.
problem of evil and are to be put on the table
suffering with the correct number. Self
assessment of
Task – Pupils will then be including all
given an A3 sheet on which terms in notes
to record this introduction. on A3 sheets.
Pupils are to complete two
boxes – ‘Process thought Peer / teacher
defined’ and ‘God’s role in assessment of
creation’. dividing
quotes into
Task - pupils will be given a sub-headings.
sheet containing quotes
that they have to divide Peer / self /
into 3 categories – ‘God’s teacher
role in creation’, ‘God assessment of
suffers as well’ and ‘The plenary
purpose of evil in process questions.
thought’. These will then be
talked through and stuck on
the sheets with pupils
adding additional notes.
Task – as a class, consider
the strengths and weakness
of process thought,
recording these in note
form on the A3 sheet.
Plenary – quick fire
questions. Pupils take it in
turns to answer and ask
questions based on what
they have studied this
lesson.
16 Is natural or To evaluate whether Pupils will have Starter – Standing votes – Self Read the story
moral evil natural or moral evil evaluated and Pupils stand up or stay assessment of of Job in the
the greatest poses the greater concluded whether or seated if they agree / their book of Job in
challenge to challenge to faith in not moral evil or natural disagree with statement: justification in the Old
faith? God evil is the greatest the starter Testament.
challenge to faith The Devil is responsible for statements.
evil and suffering. Write an
Peer / account of
Augustine justifies God by Teacher Job’s suffering
explaining evil as a privation. assessment of and the
the debate reasons given
Hick is convincing with his content and for his
assertion that human successful suffering.
disregard of God’s wishes team.
are what causes evil and What was
suffering. Job’s
understanding
Process Theodicy is right to of the cause
tackle head on the quantity of his
of suffering in the world. suffering by
the end of the
Natural evil, as opposed to story?
moral evil, is the greatest
challenge to faith.
Task – divide students into
two equal size groups and
allocate one to argue for
moral and the other to
argue for natural evil. Allow
students time to prepare
their arguments
(incorporating Augustine’s
theodicy, Hick’s theodicy
and Process theodicy) and
then they will debate the
key question.
Plenary – PPP delivery of the
conclusions for the unit and
hear pupil’s final thoughts.
17 Summary To evaluate the Pupils will be able to Students will need to have Self / peer Pupils will need
lesson 1 success of the give group responses to digital cameras pre-booked assessment of to produce a
theodicies and the main theories for this lesson images mind map /
process thought as a covered in the evil and captured. summary sheet
response to the suffering unit and show Students’ task, working in of the whole
problem of evil their relevance to groups, is to produce a Self / peer / topic.
modern day living story board with text and teacher
images that reflects their assessment of
work on evil and suffering. concepts and
They should aim to include scripts.
references to Augustinian
tradition, free-will defence,
Irenaean / Hick’s theodicies
and process thought.
One lesson will be available
to get their thoughts and
ideas together; then take
the required pictures.
The second lesson will
involve actually producing
the final piece on sugar
paper which can be used for
display above notice boards.
Plenary – Pupils will be able
to examine one another’s
work and identify the
responses to evil and
suffering.
18 Summary To evaluate the Pupils will be able to Pupils will need
lesson 2 success of the give group responses to to complete
theodicies and the main theories See outline of previous See lesson 16 the essay
process thought as a covered in the evil and lesson. question
response to the suffering unit and show provided at
problem of evil their relevance to the start of
modern day living the year
demonstrating
evidence of
wider reading
and analysis /
evaluation
throughout.
The Ontological Argument
1 An To recap the basic Pupils will be able to use Give pupils a copy of pp vi- Peer and Pupils to
introduction principles of key terms with viii of A2 AQA book. teacher remind
to philosophy and the confidence and give assessment as themselves of
philosophical nature of examples to support Read through and discuss we review key the attributes
reasoning philosophical their explanations with pupils. As they are terms with of the God of
arguments. reading they need to try to accurate classical theism
provide other examples and explanation in preparation
draw on knowledge acquired of starting the
from Year 12. OA.
Task – design a wall display Give pupils a
which is informative and will copy of the
be a source of reference sheets – the
for pupils throughout the OA taking it
year as they progress in further
their studies.
2 Anselm’s To understand the Pupils will be able to Starter – laminated Peer Research
versions of OA as presented by explain and develop the sentence arranged in assessment of Gaunilo’s
the OA Anselm two parts of Anselm’s groups. The ontological starter and criticism of
version of the OA argument has the form of a plenary. Anselm’s
deductive proof, an example version of the
of an a priori argument. It Teacher OA – answer
seeks to prove the assessment of the questions
existence of God from the argument provided in
understanding of the when preparation to
attributes of the God of delivered discuss his
classical theism. through PPP – contribution
Q&A. next lesson.
PPP delivery of Anselm’s Use this
versions of the OA. It will website:
be accompanied with a http://www.for
quote sheet, glue and dham.edu/halsa
scissors, that pupils can ll/basis/anselm
stick in at the appropriate -gaunilo.html
place in their notes. As we plus others to
work through the PPP and put text into
develop the argument, context and aid
pupils will need to work out understanding
which quote fits where in of the key
the sequence. points.
Plenary – give each pupil a
sentence on a card (a part
of Anselm’s arguments,
they have to work out what
order they go in and stand
in a line to read the
argument out in its
entirety.)
3 Taking the To understand how Pupils will be able to Starter – check pupil’s Self Further
argument Gaunilo and critically assess answers of the questions assessment of reading of
further – Descartes Gaunilo’s criticism to set for H/W in order to their Descartes
Gaunilo and contribute to and Anselm’s version of the explore Gaunilo’s response homework contribution to
Descartes develop the OA OA to Anselm’s version of the task. the OA.
OA.
Pupils will also be able Teacher Also to start
to explain and develop PPP – outlining Descartes’ assessment of drafting a
the OA as presented by contribution to the their script for role
Descartes ontological argument understanding play next
of Descartes’ lesson between
Plenary – flash up a series argument and Anselm, Gaunilo
of images and key words. their and Descartes.
Pupils have to take it in contributions
turns to say which in the plenary.
philosopher they are
related to.
4 Anselm and To evaluate the OA Pupils will be able to 2 camcorders are required Peer Produce a
Descartes – as presented by compare and contrast for this lesson assessment of written version
a summary Anselm and the different versions the starter of the script to
Descartes of the OA and be able Starter – Beat the activity. be kept in their
to confidently Teacher. A pupil sits with folders.
distinguish between their back to the board and Peer
them has one minute to try to assessment of
identify all the words script content
written on the board on the
given category. (Another
student is at the board
crossing out identified
words.)Then swap for
another person to take
their place.
A priori
Anselm – 1st version
Gaunilo
Anselm – 2nd version
Descartes
Pupils will then divide into
two groups to script and
perform a role play
involving these characters.
They will be put onto the
VLE for use with revision
later in the year. They can
record it around the school.
The key words from the
starter are to be used as
the basis of their content.
If there is time we can
watch them over the coming
lessons in class.
5 Key To identify and begin Pupils will have begun to Book pupils into a computer Self Pupils should
objections to understand the have developed room or the library where assessment of continue to
to the OA key objections to understanding of who they can research Aquinas, knowledge read around
the OA criticized the OA and Hume, Kant, Russell’s, acquired these
on what grounds Gottlob Frege and Davies through the philosophers to
contributions to the OA in lesson and find out how
preparation for discussion homework. they criticized
next lesson. Pupils to the OA.
identify areas
They may find it sensible to of uncertainty
divide into pairs and which can be
allocated the research addressed in
between them then share the following
findings before next lesson lessons.
6 Key To understand the Pupils will be able to Starter – divide pupils into Self and peer Using a pencil,
objections key objections to explain how the 2 groups. From the assessment pupils can add
to the OA – the OA definition of God can research they have done so throughout to their sheets
the form the basis of far and their understanding the lesson on by identifying
Definition of criticism of the OA of the argument to date, on the group which part of
God what grounds could the OA tasks. the OA
be criticized? They can (Anselm of
have 10 minutes to discuss Teacher Descates and
and pull together their assessment in which part of
ideas before we feed back guiding and their
as a whole class. prompting arguments)
pupils to help they
Task – give each pupil an them make specifically
envelope. In this will be a links and address their
series of pictures, quotes, expand on criticisms to.
key terms, explanations and their
viewpoints on how understanding
philosophers criticize the
OA. They will be working
independently but can also
confer with the other
people on their table to
help divide the material
under 3 headings – these
will not yet have been
revealed to them. They
need to critically evaluate
the material to find
connections and try to
identify the correct
philosopher to their
viewpoints.
After about 10 minutes I
will check their progress to
hear their ideas.
Task – pupils to each be
given a sheet of A3 paper,
glue, scissors and colouring
pencils and the headings
will be confirmed if not
already deduced by this
stage in the lesson. They
are to stick the relevant
material under the correct
heading leaving space
around each one for
annotation and adding
notes. Contributions are to
be colour coded for ease of
revision. If possible,
students should identify
who said what and add the
pictures.
PPP - Discuss the initial
section with pupils – how
Aquinas and Hume
contribute by arguing that
the error with the OA lies
in the definition of God.
Plenary – hot seat two
pupils and introduce them
as Aquinas and Hume. They
need to talk for one minute
to explain their relevant
contributions to criticizing
the OA. Class can have the
opportunity to ask
questions if they do not
think the explanation is
thorough enough.
7 Key To understand the Pupils will be able to Starter – pupils will be Self For each
objections key objections to explain how using given a picture of Aquinas assessment of philosopher
to the OA – the OA existence as a and one of Hume. From the starter they are to try
Existence as predicate can form the quotes flashed up on the activity and to devise an
a predicate basis of criticism of the board they have to hold up plenary. active revision
OA the correct picture to strategy to
Possibility of identify their contributions Teacher help them
deriving Pupils will be able to to criticising the OA. assessment remember the
existence explain how deriving through specific
claims from existence claims from PPP – to add details and effective contributors by
definition definitions can be said help explain the Q&A to help philosophers in
to challenge the OA philosopher’s criticisms of pupils develop criticizing the
the OA. Pupils will have the understanding OA.
opportunity to make notes of the key
and identify areas of contributiors.
uncertainty.
Plenary – human bar graph –
‘the criticisms of the OA
make it unreasonable as a
basis upon which to prove
God’s existence’.
8 Key To understand the Pupils will be able to Starter – pupils to share Peer Complete the
objections key objections to apply the criticisms to their homework ideas – assessment of story board
to the OA – the OA the OA with confidence active strategies for starter and continue
an and have assessed how helping them remember the activity where reading around
assessment effectively they criticisms of the OA. they share these topics to
of the contribute. ideas. further develop
objections Task – assessment activity. subject
Pupils will work Self knowledge.
independently to solve the assessment of
clues provided and identify assessment
the next link in the chain. activity.
On the way they will obtain
symbols and letters which Teacher
can be applied to the puzzle assessment of
to reveal the hidden their
message. Prize for the storyboards.
first person to complete
the task.
Task – Pupils are to design a
cartoon storyboard of the
objections to the OA.
OR
Pupils can play charades by
acting out the objections in
groups. The rest in the
class need to decide which
objection is being shown.
9 Responses to To evaluate how far Pupils will have begun to Book pupils into a computer Peer Continue to
the the argument makes understand how support room or the library where assessment read around
objections it reasonable to for the OA has been they can research the will be the
believe in God. presented in recent responses to the objections through how philosophers
times; how an agreed in preparation for much they can who have
To evaluate the understanding of the discussion over the next initially contributed
success of the definition of the word two lessons: understand recent support
argument as proof of ‘God’ makes it a logical and explain in for the OA in
God’s existence argument to prove God’s Norman Malcolm – A relation to preparation for
existence development of the the support next lesson.
necessary existence of God given to the
OA.
Alvin Plantinga – possible
world and maximal
greatness
Charles Hartshorne –
Whether existence is a
property
John Hick - The meaning of
necessary existence
Pupils may again find it
easier to divide into pairs
and share the work
between them, sharing
ideas and research before
the following lesson.
10 Responses to To evaluate how far Pupils will have begun to Starter – In groups, give Self and peer Continue to
the the argument makes understand how support pupils a series of questions assessment of read around
objections it reasonable to for the OA has been that they have to divide the group the support for
believe in God. presented in recent into 4 categories (as yet work and the OA from
times; how an agreed unnamed). Only after their these 4
To evaluate the understanding of the thinking time can they be individual philosophers.
success of the definition of the word revealed as: written
argument as proof of ‘God’ makes it a logical A development of responses.
God’s existence argument to prove God’s the necessary
existence existence of God Teacher
Possible assessment of
worlds(maximal their
greatness and justification
maximal excellence) and
Whether existence explanations
is a property of how
The meaning of effective the
necessary existence support is.
Task – on scrap paper,
pupils are to answer the
questions to the best of
their abilities from
research done last lesson or
at home. They are not
allowed to look at these
notes in the lesson. They
are only working in rough.
Task – give pupils a series
of key words / terms which
pupils divide under the
previous headings. Check
the locations and talk
through with pupils as a
brief overview.
Task - This should jog their
memory to then allow them
to attempt to develop their
initial answers (still in
rough). This work needs to
be brought to next lesson.
Plenary – from what they
understand so far,
subjectively rank the
support for the OA in order
of importance. They can
discuss this in their groups
and try to convince others
of their opinion.
11 Responses to To evaluate how far Pupils will have begun to Pupils will spend this lesson Pupils will
the the argument makes understand how support consolidating their have traffic
objections it reasonable to for the OA has been understanding from last lights on the
believe in God. presented in recent lesson. table to
times; how an agreed reflect their
To evaluate the understanding of the They will walk into the room level of
success of the definition of the word to find the tables arranged understanding
argument as proof of ‘God’ makes it a logical in 4 groups. On each table . They should
God’s existence argument to prove God’s will be the questions from work firstly
existence last lesson and a series of on the basis
information sheets which of peer and
expand their knowledge and self
understanding of the assessment to
support for the OA based analyse their
on the same 4 philosophers. understanding
The sheets will come from a and then call
series of sources – internet for support.
and books.
The plenary
Pupils are tasked with will involve
reading them through in everybody and
groups to discuss the thorough
answers to the questions. Q&A which
Then individually they are will require
to make notes and fully pupils to
complete responses to their develop and
questions. They work justify their
around the tables and swap thoughts.
every 10 minutes.
Plenary – Are they
reasonable responses to the
objections? Discuss
Does the OA have any
weight with these
approaches behind it?
Discuss
12 The To assess the Pupils will be able to Starter – write a definition
significance relationship between critically evaluate the of FAITH on a post it and
of the OA faith and reason as relationship between place it on the board. They
for faith reflected in the OA faith and reason as then need to select a
reflected in the OA volunteer from the class
To assess the who will come up to the
significance or front and select what they
failure of the think the best definition is
argument for faith – chocolate for the
definition chosen and the
person who comes up.
Provide pupils with a
handout on the significance
of OA for faith. They are
to read, annotate and
highlight the text in
preparation for discussion
in the second half of the
lesson.
Pupils are to undertake the
Distillation activity on p97
of the teacher’s toolkit to
summarise the text in 10
key words. These must be
agreed on by the class.
Pupils will need to explain
each word as they suggest
them and then justify their
level of importance when
placed on the board.
Traffic lights will be
available throughout the
lesson for students to
indicate their confidence
and understanding of the
material discussed. This
will inform the basis of
planning and evaluation for
next lesson.
13 General To consider overall Pupils will be able to Starter – PPP draw Peer Prepare for
conclusions general conclusions justify general together the general assessment of timed essay by
and to the OA and its conclusions to the OA conclusions of the OA the puzzle completing
Summary effectiveness. and analyse its task when summary sheet.
sheet effectiveness in proving Task – Beyond Belief – undertaking They should
To develop pupil’s God’s existence. Students read the the verbal also review the
techniques in statements and have to explanations. model answer
answering exam style Pupils will identify decide where to put them and the
questions. strategies for writing on the grid. They should Self marking
essays of high quality in fill all 16 boxes and have 4 assessment of criteria at
philosophy. in the bin at the bottom. their summary home.
Take it in turns to turn the sheets.
card over (face down on
table), read out to class,
justify thoughts and place
on the grid. The next
person can move this card
by justifying themselves or
take a new card. Repeat
process until all on grid.
Task – pupils are to be
presented with a puzzle –
key words, images and
arrows which, when
arranged correctly, form a
mind map of the key
components of the OA.
Pupils should work around
the class taking a term to
explain the term.
Task – pupils use the
skeleton frame provided on
the mind map to expand and
produce their own summary
sheets.
Plenary – AQA have
produced an exemplar
answer on a similar
question. Distribute this to
pupils to read the
comments and discuss. It
will help in their
preparation for their timed
essay. Pupils can also have
a copy of the levels and
mark generic mark scheme.
14 Timed essay To prepare pupils for Pupils will develop exam Pupils are to write their Essays will be
exam style questions style technique and essays under exam formally
and formally assess have confidence in conditions. marked and
their understanding writing essays under targets set
of the OA. timed conditions to A2 (a) Explain the for
standards. traditional forms of improvement.
the ontological
argument as put
forward by Anselm
and Descartes.
(30 marks)
(b) ‘The ontological
argument is only in
the mind and is
therefore a weak
argument.’
Discuss
(20 marks)
Religious Language
15 An To understand Pupils should be aware Starter – movie maker Self Pupils are to
introduction terminology of the key themes which gives an overview of assessment of learn the key
to Religious associated with the addressed in this unit the topic. This is to be the starter words and their
Language religious language and have a basic grasp accompanied with a layers activity with definitions
unit. of the key terms which of truth worksheet which the layers of
will be encountered in will assess their knowledge truth
To be given an their study of religious of the unit prior to study, worksheet.
introduction to the language identify areas they would
religious language like to be developed and Self / peer
unit. then record what they assessment of
understand from the movie the
maker. balderdash
game with the
Task – PPP introduction definitions.
from p21 of new textbook.
Pupils are to make notes in Self
their books. assessment of
the bingo
Task – balderdash – pupils plenary
are divided into teams and activity.
allocated words. They will
be given the correct
definition and they have to
make up two fake
definitions. They read
these out and the other
people have to guess which
is the correct definition.
Points scored by team
reading out if they guess
the wrong one and other
teams score points if they
correctly guess.
Task - Write these onto
their glossary sheets.
Plenary – game of bingo
where the key terms are
put onto a grid. I will read
out the definitions and they
have to guess which the
correct term is. Prize for
the winner.
16 The To understand the Pupils will understand Starter – Logical Self Further
Verification problem of the the difficulties Positivists. Read out a assessment of reading on AJ
Principle meaningfulness of associated with using passage which pupils have the starter Ayer –
religious language language as a means of to put into images and then activity. Language,
conveying knowledge. repeat back afterwards. Truth and
To understand the They will then write them in Teacher Logic.
verification Pupils will evaluate full sentences in their assessment
principle whether or not it is books. through the
possible to talk PPP delivery
To assess whether meaningfully about God Task – PPP delivery which and effective
it is possible to talk in the context of outlines the verification Q&A.
meaningfully about equivocal language. principle.
God Peer
Task – pupils make a list of assessment of
statements that are the discussion
meaningful because they topics and the
can be verified. Then make activities.
a list of statements that
the logical positivists would
consider meaningless
because they cannot be
verified.
Task – PPP introduction to
AJ Ayer and his
contribution to the VP.
Outline the strong and
weak form of the VP.
Assess their understanding
of this by doing the ‘Think
about’ exercise on p23 of
new textbook.
Plenary – do first activity
on p24 of new textbook
17 The To understand the Pupils will be able to Starter – pupils will be Peer Write a
Falsification responses to the VP assess whether the FP given a sentence that has assessment of summary of the
Principle has any more impact on been broken up and written the starter differences
To assess whether religious language and onto laminated cards. activity. between the VP
it is possible to talk allow meaningful talk Working as a group they and FP
meaningfully about about God have to arrange these into Teacher /
God sentences which give an self
introduction to the FP. assessment of
the passages
Task – explain the approach through
taken by Flew through the effective
use of the two passages Q&A.
(death of a thousand
qualifications and the
parable of the gardener.)
These will be printed on A4
sheets for the pupils to
annotate and highlight as
we work through them.
Additional notes will be
provided through the
chapter photocopied from
the Stiver book.
Plenary – discuss the
similarities and differences
between VP and FP. Write
up results on a Venn
diagram.
18 The university To understand the Pupils will be able to Pupils will need access to Pupils will Continue their
debate responses to the VP assess whether the FP computers for this lesson. review their reading and
has any more impact on progress research
To assess whether religious language and Pupils will need to use their independently
it is possible to talk allow meaningful talk Stiver article and additional and assist one
meaningfully about about God sources to research the another to
God following philosophers and find suitable
how they contributed to material for
the religious language research.
debate:
Swinburne – Toys in the
cupboard
Hare – the murderous don
and Bliks
Hick – eschatological
verification and the
celestial city
Mitchell – the parable of
the freedom fighter
19 The university To understand the Pupils will be able to Seminar style lesson where Self Research
debate cont. responses to the VP assess whether the FP we will discuss the assessment of Aquinas’
has any more impact on philosophers they have their (analogy of
To assess whether religious language and previously researched. understanding proportion and
it is possible to talk allow meaningful talk of the attribution)
meaningfully about about God Pupils will be given a sheet parables. and Ian
God of A4 paper containing Ramsey’s
some images (toy story, Teacher (models and
‘Allo ‘Allo, Celestial city and assessment of qualifiers)
a murderous don). As we their views on
discuss they are to record contribution. religious
their notes on these language
sheets. They will be able to Peer
draw connections between assessment of
the parables and develop the
critical thinking. connections.
Plenary – through the PPP
display a series of extracts
from Mitchell, Hick, Hare,
Flew and Swinburne. They
have to hold up the correct
name to identify the
correct philosopher.
20 Responses to To understand the Pupils will be able to Starter – St John of the Peer Get three
the different views of give examples of how Cross – what do all these assessment of definitions and
Verification religious language philosophers describe statements have in the role play examples of
Principle God and analyse how common? – Discuss the activities. each of these:
To evaluate the effective these advantages and Myth
different views of approaches are. disadvantages of the via Metaphor
religious language negativa Symbol
To evaluate how PPP – delivery of content
successful are the (Aquinas and Ramsey) in
various conjunction with pupils
explanations of the reading from homework.
nature of religious
language Plenary – pupils are divided
into two groups to act out
role play on Aquinas’
analogical view and Ramsey’s
models and qualifiers – a
debate between the two
philosophers on the best
way to describe God.
21 Metaphor / To evaluate how Pupils will be able to Starter – Pupils will be Peer Complete any
Symbol successfully analyse the given a series of questions assessment of remaining tasks
religion has effectiveness of how on cards as they enter the the starter from lesson
Myth responded to the religion has responded room. Walk around asking activity
challenge of the VP to the challenge of the the question, answering Wider reading
VP from metaphor / question and swapping. Main task will on
To evaluate how symbol and myth. Continue for 5 mins. be assessed Wittgenstein in
successful are the by peers and preparation of
various Task – run around. teacher a seminar style
explanations of the Pupil will be working in pairs before moving lesson
nature of religious – groups of 4. Number on.
language themselves. Around room
are information sheets and Plenary will be
at the front of the room peer and self
are a series of different assessed.
styles of questions. E.g.
traditional questions and
also this is the answer, now
formulate 2 / 3 questions.
Pupils will take it in turns to
move around the room .
Write on scrap paper. Have
to show me answers for
each set of questions
before moving onto to the
next set. Against the clock.
Prize for winners.
Activity - Consider the word
‘king’. Do you think that it
would have the same
symbolic impact in modern
society as it would in the
days of Henry VIII?
List other words that have
lost their impact or changed
their meaning in recent times.
Activity - Look at the
painting of Christ as ‘The
Light of the World’ by
William Holman Hunt (1827-
1910). Write down the
message you think that
Holman Hunt is trying to
convey by his use of
Christian symbolism.
Activity - Read Genesis
Chapters 1-3. Write your
own description of God’s
creation of everything and the
fall of Adam and Eve. List
examples from Genesis 1-3
that match the themes found
in creation myths.
Activity - The verification
and falsification principles
seek to demonstrate why it is
not possible to talk
meaningfully about God, and
the challenges suggest why it
is possible. How successful
are the arguments defending
the meaningfulness of
religious language?
Plenary – discuss and bring
together.
22 Wittgenstein To assess whether Pupils will be able to Starter – PPP activity in Teacher Continue wider
it is possible to talk demonstrate and pairs of things we do with assessment of reading of
meaningfully about critically evaluate language and what language the PP Wittgenstein
God Wittgenstein’s changing is. through
views on the effective
meaningfulness of Task – PPP Introduction to Q&A.
Religious Language Wittgenstein – puzzles of
how we look at things. Peer
assessment of
Task - Pupils will be given a the charades
sheet which contains a and
picture of Wittgenstein and blockbusters
his two books – Tractatus plenary.
and Philsophical
Investigations. Using the
statements provided on the
card they are to decide
which era they belong to
and then use them to
annotate around the edge
of the pictures to
demonstrate the change in
views that Wittgenstein
underwent throughout his
career in relation to
religious language.
Task – 20 things we do with
language according to
Wittgenstein. Pupils to
divide into 4 groups and act
out / play charades while
the rest of the class are to
guess which language game
is being played.
Plenary – Religious Language
Blockbusters taken from RE
Stuff
23 Conclusions To consider overall Pupils will be able to pull Starter – Test Peer and Students will
and summary general conclusions together the whole unit understanding of key terms teacher be presented
sheet to the Religious on Religious Language from the unit in pairs – use assessment of with an essay
Language argument and critically evaluate the question / answer cards the title and told
and its the effectiveness of from RE stuff. contributions to prepare an
effectiveness. the argument. made to outline for
Task – work with the pupils developing the homework.
To develop pupil’s to draw together a large mind maps and
techniques in mind map of all the aspects drawing
answering exam of this unit. Talk through together the
style questions. the major shifts and draw connections
attention to how the
argument flows over time.
Task – pupils are to identify
put a key onto their mind
maps – meaningful and
meaningless approach to
religious language.
Plenary – draw links
together between the
philosopher’s approaches
(especially the university
debate).
24 Timed essay To prepare pupils Pupils will develop exam Pupils are to write their Essays will be
for exam style style technique and essays under exam formally
questions and have confidence in conditions. marked and
formally assess writing essays under targets set
their understanding timed conditions to A2 (a) Explain why it is for
of the Religious standards. difficult to talk improvement.
Language argument. meaningfully about
God
(30 marks)
(b) Assess the claim
that the purpose of
religious language is
not to describe God
but to evoke a sense
of His presence
(20 marks)
Body, Soul and Personal Identity
25 An To understand Pupils should be aware Starter – pupils will be Self / peer Using the
introduction terminology of the key themes given a series of quotes / and teacher internet and /
to Body, Soul associated with the addressed in this unit ideas / key words / assessment of or library, find
and Personal Body, Soul and and have a basic grasp philosophers that they have the starter out more about
Identity Personal Identity of the key terms which to match up and then place activity. different
unit. will be encountered in in a time line. understandings
their study of religious Peer / of the term
To be given an language Task – Discussion of quote teacher ‘soul’.
introduction to the to define death – ‘the assessment of
Body, Soul and complete and permanent the quote
Personal Identity cessation of all vital discussion
unit. functions in a living
creature, the end of life.’ Self
reflection of
Task – Pupils need to the answers
complete a worksheet of to the key
key questions / themes questions.
associated with this unit of
work. They will fill in their Self
personal responses first assessment of
and then wonder around the word
asking two other people search and
their views on the question. glossary
Plenary – Pupils will be given
a word search and they
have to work out the key
words from the clues
provided and write these on
their glossary sheets.
26 Materialism To be able to Pupils will be able to Starter – speed dating Self Look on VLE to
explain the define materialism and activity where pupils pair up assessment of access quote
differing views provide support for this to ask one another the starter from Gilbert
about the nature argument from Richard predetermined questions. activity. Ryle and add to
and existence of Dawkins. They answer one another’s their notes.
soul and body and and then swap cards and Teacher
the body / soul continue the process for 5 assessment of Do ‘think about’
relationship mins. the lesson activity on p5
content of lecture
Task – Write the answers through notes.
to these questions into effective
books to explain the basis Q&A and pupil
of materialism. responses in
the plenary.
Task – PPP delivery of
content.
Plenary – plenary squares
27 Materialism To be able to Pupils will be able to Pupil will need access to Teacher will Research Plato
explain the provide evidence of computers for this lesson. oversee in preparation
differing views wider reading to the research and for next lesson.
about the nature examiner in the form of Starter – joke – ‘What did keep pupils on In particular
and existence of philosophical one behaviorist say to task. Plenary they need to
soul and body and behaviorism. another behaviorist after discussion will read about the
the body / soul they had sex?’ …. ‘How was involve all Allegory of the
relationship it for me!’ Discuss students to Cave and the
assess their Theory of the
Pupils are to research the understanding Forms.
alternative approach that
Gilbert Ryle argued for –
Philosophical Behaviorism.
Consider the strengths and
weakness of this approach.
Plenary – A discussion of
their findings.
28 Dualism – To be able to Pupils will be able to Starter – give pupils a mind Peer Use the sheets
Plato and explain the explain the differing map overview of the lesson assessment of provided – Plato
Aristotle differing views views of Plato and with pictures, numbers and the starter to and Aristotle –
about the nature Aristotle in relation to key words. Pupils sit back see what they The Body/Soul
and existence of the body / soul to back and have to produce in Distinction to
soul and body and distinction, referring to describe what they can see their drawing add to their A3
the body / soul key terms such as while the other one draws. and how clear mind maps.
relationship dualism and monism. They then swap after a their
couple of minutes and keep explanations
adding to the same mind are when
map. (It will be based engaging with
around the title – Plato and the material.
Aristotle will be one of the
offshoots.) Teacher
assessment of
Task – Give each pupil a their
copy of the mind map which understanding
they stick onto A3 paper. through
Around the edge they make effective
notes while I help them Q&A and
deconstruct and work notes made
through with explanation. during mind
There is a PPP which will map
help develop their subject exploration.
knowledge of some aspects.
Self
Plenary – pupils identify assessment of
shapes which match the the plenary to
content for Plato and match the
Aristotle e.g. triangle – 3 concepts to
aspects of the soul. shapes.
29 Dualism – To be able to Pupils will be able to Starter – verbal football Peer and Pupils to read
Descartes and explain the explain the differing p168 teacher’s toolkit. teacher through
Aquinas differing views views of Descartes and Questions are on Plato and assessment of extension notes
about the nature Aquinas in relation to Aristotle’s views of the soul the starter on Substance
and existence of the body / soul activity to see Dualism – pp10-
soul and body and distinction. PPP – Introduction to if they can 18 Philosophy
the body / soul Descartes. correctly of Mind – A
relationship Pupils will be able to answer the Beginner’s
draw a comparison Task – Who, Where, When, questions in Guide by Ian
between the different Why, What. In groups, their groups. Ravenscroft
dualist approaches we pupils are to read the
have studies in the last passage provided and make Peer
two lessons. notes using this approach. assessment of
It may be helpful to the main task
highlight each colour to summarise
differently and then notes.
summarise the notes.
Peer /
Task – script a role play teacher
between Plato, Aristotle, assessment of
Descartes and Aquinas the plenary to
assess the
Plenary – perform the role depth and
play to the rest of the accuracy of
class. their content
in role play.
30 Dualism: To be able to Pupils will be able to Starter – Pupils are shown a Self Pupils are to
Other explain the explain and analyse the PPP slide with a grid where assessment of produce a mind
approaches: differing views effectiveness of these key words from the unit the starter to map summary
Epiphenomena about the nature approaches to the body studied so far have been see if they sheet to
lism and existence of / soul relationship. jumbled up. They have to can remember explain the
Parallelism soul and body and join them together to form the key terms differing views
the body / soul the words. Prize for the / philosophers about the
relationship first person to correctly and are able nature and
identify them all. There is to spell them existence of
a false tile in there to make correctly. soul and body
it harder. and the body /
Peer soul
Task – divide pupils into two assessment of relationship i.e.
groups. Allocate each a the main task the whole of
topic (epiphenomenalism when this unit to this
and parallelism) and give reviewing the point in time.
them the summary sheets pictures and
and highlighters. Already questioning.
on the table will be sugar
paper and coloured pens. Teacher
Pupils are to be given time assessment of
to read their sheets and the feedback
then transfer this to discuss the
information onto the sugar strengths and
paper using key words, weaknesses of
images and numbers only. these
No sentences are to be approaches.
written.
Peer / self
When the drawings are assessment of
completed, one student is the find
to remain at the table while someone who
the others go to the other plenary.
table and ask questions to
draw out the information
represented. They are to
take this back to their
original table to share and
discuss with the rest of
their team. Pupils are to
make notes in their books.
Task – when they have got
an outline of the arguments
pupils should discuss the
strengths and weaknesses
of the arguments in their
groups to feed back as a
whole class discussion.
Plenary – Find someone who
…. Pupils fill in the spaces
themselves to identify the
area for questioning. They
then go around the room
until all their questions are
satisfactorily answered.
Only one answer per person.
31 Resurrection To understand the Pupils will be able to Starter – 3-2-1 starter Teacher Research the
different notions critically evaluate the (see PPP) assessment strengths and
of personal identity notion of resurrection through the weaknesses of
and personal as a method of personal PPP delivery of content delivery of John Hick’s
existence, identity and personal through images. the PPP to Replica Theory
particularly post existence. draw out their
mortem Plenary – card sort – Plato, knowledge and
Swinburne, Hick and understanding
To evaluate the Dawkins whilst at the
evidence for same time
survival after identifying
death pupil
misconception
Self
assessment of
the plenary
exercise.
32 Immortality To understand the Pupils will be able to Starter – Give each pupil a Self http://plato.st
of the soul different notions question what form is piece of scrap paper that assessment of anford.edu/ent
of personal identity recognizable after they fold over to hide 6 the starter ries/locke/supp
and personal death and what is sections. Show clues and activity to lement.html
existence, required to continue for they have to write a word identify the
particularly post it to be the same to respond to each clue. word. Pupils are to
mortem person. Fold paper ever after every read this
clue to hide the word. Prize Peer section of the
To evaluate the Pupils will have for the person who guesses assessment website to
evidence for evaluated the scientific the word at the earliest through the extend their
survival after theories of clue. activities and knowledge and
death consciousness. plenary. understanding
Task – PPP to work through of Locke
the content with further.
instructions for activities
included:
Think about activity.
Rearrange the puzzle to
form John Locke’s Cobbler
and the Prince story.
Read and highlight the
sheet on scientific theories
of consciousness
Assess the criticisms of
various approaches.
Plenary – Stand up, Hand
up, Pair up – walk around
room and talking with
people in turn identifying
the key points from the
lesson. If there are any
areas of misconception
these can be raised at this
time. If they are unable to
be clarified they can write
them on a post-it and hand
it to me.
33 Reincarnation To understand the Pupils will have Pupils will need access to Peer Continue
/ Rebirth different notions developed knowledge the computer room this assessment of research and
of personal identity and understanding of lesson. their preparation
Research and personal the different notions contributions towards their
existence, of personal identity and Pupils are to use the pages to the task. presentations
particularly post personal existence, provided as a basis for
mortem particularly post their research. This Teacher
mortem, evaluating information should form assessment of
To evaluate the evidence for survival the basis of their their
evidence for after death. presentation. The ‘think attempts to
survival after about’ tasks can be used by research and
death the pupils. gather
evidence
The presentation is to
involve the use of ICT and
they are also to produce a
summary sheet which is to
be distributed during the
lesson to save the audience
having to make notes.
Reincarnation – p19-20
Rebirth – p20-22
Comparative Religion –
Reincarnation in world
religions:
www.comparativereligion.co
m/reincarnation.html
The article presents the
reincarnation theory in the
major eastern religions and
some of its possible
inconsistencies
34 Reincarnation To understand the Pupils will have Pupils will need access to Peer Continue
/ Rebirth different notions developed knowledge the computer room this assessment of research and
of personal identity and understanding of lesson. their preparation
Research and personal the different notions contributions towards their
existence, of personal identity and Pupils are to use the pages to the task. presentations
particularly post personal existence, provided as a basis for
mortem particularly post their research. This Teacher
mortem, evaluating information should form assessment of
To evaluate the evidence for survival the basis of their their
evidence for after death. presentation. The ‘think attempts to
survival after about’ tasks can be used by research and
death the pupils. gather
evidence
The presentation is to
involve the use of ICT and
they are also to produce a
summary sheet which is to
be distributed during the
lesson to save the audience
having to make notes.
Reincarnation – p19-20
Rebirth – p20-22
35 Reincarnation To understand the Pupils will have Pupils will deliver their Peer / http://people.p
/ Rebirth different notions developed knowledge presentations in groups to teacher wf.cam.ac.uk/d
of personal identity and understanding of the rest of the class. assessment of hm11/Swinburn
Presentations and personal the different notions the e.html
existence, of personal identity and Task – stand up, sit down. presentations
particularly post personal existence, Everyone stands up and This web page
mortem particularly post chooses a bit of content Teacher has Swinburne’s
mortem, evaluating from the lesson that they assessment - contribution to
To evaluate the evidence for survival keep thinking about. Plenary ‘An Afterlife’, a
evidence for after death. Teacher gives suggestions identifies symposium that
survival after of what they are thinking errors as well was part of
death and students sit down if as deep ‘Death: a Live
they were thinking the understanding Issue’, a
same thing. Keep repeating Humanist
the process until everyone Philosophers’
is sat down. Also involve Group
students in guessing each conference on
others. Ask why they death and dying
chose them. held at King’s
College London
Plenary – Pupils are to do on 19 October
the plenary based on the 2002. It
topic they didn’t research / presents
do their presentation on. Swinburne’s
Acrostic poem on arguments for
reincarnation. Make the the possibility
chain on rebirth. See PPP. of life after
Read chains / poems to rest death.
of class.
36 Ghosts / To understand the Pupils will be able to As pupils enter the room Peer http://www.lea
Spiritualism different notions assess the possibility of there will be a You Tube assessment of deru.com/truth
of personal identity ghosts and spiritualism clip of ghost playing – the the paired /1truth28.html
and personal providing evidence for soundtrack with selected task and
existence, post mortem existence. scenes from the film criticisms. Professor
particularly post relating to the character as Peter Kreeft
mortem a ghost. Teacher considers the
http://www.youtube.com/w assessment of reasons for
To evaluate the atch?v=P_uBQ9jvAZU their accepting that
evidence for 3 minutes 40 seconds contributions there is life
survival after to whole class after death.
death Task – Pupils are to take a discussions Recommended
double page in their book and reading by
and divide it into three understanding AQA.
columns: The theory; ghosts of the PPP and
and spiritualism plenary.
PPP – link to previous
lessons and put into
context. Pupils are to make
notes in their first column.
Task – Pupils are to be
divided into pairs. One
allocated a sheet with
information on ghosts, the
other a sheet with
information on spiritualism.
They must identify the key
points and make notes in
the relevant columns.
Task – discuss the possible
criticisms of both
approaches.
Task – whole class
discussion and note taking
of criticisms.
Supplemented by You tube
clips of Dr Deepak Chopra.
http://www.youtube.com/w
atch?v=UN4o9Et7WF8
1 minute 8 seconds
http://www.youtube.com/w
atch?v=QnL2mku4OCQ&fea
ture=related
5 minutes 16 seconds
Plenary – discussion of
whether or not the notion
of a personal post-mortem
existence is coherent.
37 Near Death To understand what Pupils will be able to Starter – define near- Teacher www.cinemind.c
Experiences is meant by a near- critically evaluate the death experience. assessment of om/atwater/.
death experience evidence for and the definition Dr Atwater’s
against NDE and decide PPP to work through for the website
To evaluate the whether or not it is material and activities. plenary.
evidence for reasonable to believe in Search You
survival after the existence of life Card sort to provide Peer Tube for other
death after death. evidence for and against assessment of videos of her
near death experiences. the features discussing her
of NDEs. research.
Plenary – evaluate each
column and decide whether Self Research Pam
or not NDE’s make it assessment of Reynolds in
reasonable to believe in the the card sort more details.
existence of life after activity and
death. plenary Add
contributions information to
also your columns
monitored by
teacher and
peers.
38 Summary To assess whether Pupils will be able to Starter – Alphabet check – Self Review their
lesson the notion of soul is make an informed Pupils are given a sheet assessment of notes and
coherent and decision on the notion with 3 columns – Letters of their identify areas
whether there are of whether or not the the alphabet A-Z, Word understanding of
reasonable grounds soul is coherent and and Context. Pupils need to from the misconception /
for belief in the whether or not there think of a word from the whole unit via uncertainty.
existence of a soul are reasonable grounds unit to fit each letter and the starter
for belief in the explain how it fits the activity. Prepare to pull
existence of a soul. topic. it all together
Effective next lesson,
Task – PPP summary notes questioning of reviewing the
assessing the notion of the notes to material on
whether or not the soul is assess body / soul
coherent and whether or whether or from the start
not there are reasonable not there are of the unit.
grounds for belief in the reasonable
existence of a soul. grounds for
belief of a
Task – Pupils are to produce soul.
a mind map to pull together
and show the connections Self
within this unit. assessment of
their mind
maps.
39 Review lesson To review the Body, Pupils will be able to Divide pupils into three Teacher Writing their
Soul and Personal successfully contribute teams. Place tables around assessment of essay at home.
Identity unit with a to the discussions and the edge of the room with a their
thorough quizzes, having big space in the middle. contributions
assessment of confidence in their Name plaques and plastic to questions /
pupil’s knowledge knowledge and wallets are to be placed on group work
and understanding understanding. the tables. Value continuum and
signs are to be stuck to discussions.
opposite ends of the room.
Peer
Starter – pupils work in assessment of
their teams to do the card their work in
sort activities in the plastic groups to
wallets. When they have answer
completed theirs they move questions and
around to the other tables arrange card
to peer assess their sorts.
answers.
(Collect in card sorts and
replace with summary
sheets)
Task – Quick fire question
round to be answered in
teams.
Task – Pupils are to put the
scholars in chronological
order.
Task – Value Continuum –
Place summary cards on the
line in responding to the
statements at either end of
the room. Finish with a
discussion of what they
personally think.
Plenary – synoptic approach
– find similarities and make
connections between the
approaches.
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