RE Dept.
Year 9
Key Question (big picture): What do Christians believe about God? (NB: THIS LESSON IS
AN INTRODUCTION TO THE TOPIC AND USES THE RE BOARDWORKS TO COVER
SOME OF THE KEY PARTS OF THE UNIT BRIEFLY- YOU WILL NEED TO
FAMILIARISE YOURSELF WITH THE BOARDWORKS ON THIS BEFORE THE
LESSON)
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T,
highlighted in the colours indicated.
Objectives:
To explain what Christians think about God
To assess why they have these beliefs
Input (Activation phase)
-
Outcomes
Must: Know one reason why Christians
believe in God
Should: Know one reason why Christians
believe in God and one belief that Christians
have about God
Could: Know multiple reasons for Christian
belief in God and multiple beliefs about God
-
-
Using Boardworks software, as a class, pupils
complete the ‘What do Christians believe about
God task’ using the interactive board. USE
www.classtools.net to put pupils’ names into the
fruit machine to randomly select pupils to come up
to the board for this task (Will need to do this
before the lesson)
Differentiation & SEN inc
Challenge:
Homework
Learn keywords for spelling
test next lesson
Lower ability: May require
support for cloze passage
task
Higher ability: See extension
task
Show the slide about Trinity and explain to pupils
about Christian beliefs about the Trinity (basic
detail as there is a lesson on this later)
Assessment opportunities
Random selection of students
to give answers + by
marking books
Show the slide on why Christians believe in God.
Get class to vote on the for/against options and
explain their reasons why (use the fruit machine to
help you)
Demonstration phase:
-
Starter:
Hand out unit introduction sheet, pupils fill in
spider diagram
Pupils complete the miracles worksheet (cloze
sentence passage)
Lesson preparation notes (Resources needed):
Boardworks Power-point, Introduction sheet, Bible
references sheet, Cloze passage sheet
Plenary:
Mark the answers by
randomly choosing
pupils to come up to the
board and put their
answers in the right
place
Ask pupils to complete
any definitions learned
from the keywords sheet
Extension activities:
Set question ‘What do
Christians believe about
God?’ Pupils to answer
using information gained
from today’s lesson
RE Dept.
Year 9
Key Question (big picture): What do Christians believe about God?
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T,
highlighted in the colours indicated.
Objectives:
Input (Activation phase)
To explain what Christians think about God
To know some of the keywords relating to
Christian beliefs about God
-
Outcomes
Must: Know one quality that Christians
believe about God
-
Should: Know multiple qualities that
Christians believe about God
Could: Explain what Christians believe about
God using key terminology
Starter:
Either:
Show Heroes You tube clip
www.youtube.com/watch?v=QPOJWpiYHUs
Or:
Spelling Test on keywords
-
Think of your favourite superhero or a superhero
you’ve seen on TV/in a film Create a spider
diagram of all the qualities and skills this person
has. Discussion
Pupils make a copy of spider diagram from p8 of
OCR Philosophy book. Discuss points especially
keywords
Add new keywords definitions to introduction
sheet
Read p100-101 of Religion in Focus sheet
Differentiation & SEN inc
Challenge:
Lower ability: Instead of
Demonstration task,
complete Q1-3 from Activity
box
Higher ability: See extension
task
Homework
Find out what Trinity means
in relation to Christianity
Complete and review
keywords definition sheet
Assessment opportunities
Mixed ability pairs for
Demonstration activity
By marking + plenary
Plenary:
Extension activities:
Discuss responses to task
Should Christians draw what
they think God looks like?
Explain your answer
showing two points of view
and referring to Christianity
Demonstration phase:
Answer questions in pairs:
1. Is it possible to describe God at all?
2. Why do people’s images of God vary so much?
3. Do Christians believe in one God or three? (This
will be followed up in Trinity lesson
4. Was Jesus, God or man or both?
Lesson preparation notes (Resources needed):
You Tube clip, Religion in Focus sheet
Write down three things that
Christians believe about God.
Peer mark answers
RE Dept.
Year 9
Key Question (big picture): What do Christians believe about the Trinity?
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T,
highlighted in the colours indicated.
Objectives:
To create an image depicting the Trinity
To have a basic understanding of the
Christian Trinity
Input (Activation phase)
-
Outcomes
Must: To know what the parts of the Trinity
are in Christianity
Should: To explain what the Trinity is and
it’s parts in Christianity
-
Could: To assess what impact belief in the
Trinity has on Christian believers
-
Read p104-105 of Religion in Focus sheet about the
Trinity
Discussion
Pupils create their own image of the Trinity on A4
paper, ideas to include could be triangle, shamrock
or follow the example from the sheet of a person
being mother, daughter, sister/father, son, brother
(You could use Google images to show examples of
the Trinity)
Label each part of the Trinity using p104
Write a paragraph to explain why you chose your
image to represent the Trinity and what it shows
Glue image into book or you could use them for
display
Differentiation & SEN inc
Challenge:
Lower ability: Will require
extra explanation of Trinity
as a concept. Scaffold sheet
for written explanation of
their image
Find out what event,
according to the Bible, made
St Paul start to believe in
God
OR
Complete and review
keywords definition sheet
Higher ability: See extension
task
Assessment opportunities
GCSE answer to gauge
understanding
Peer marking answers will
help pupils to be aware of the
levels in GCSE answers
Demonstration phase:
-
Homework
GCSE Question: Explain what Christians believe
about the Nature of God (6) Do this under timed
exam conditions
Starter:
Lesson preparation notes (Resources needed):
Plenary:
Extension activities:
Show ‘Matrix’ youtube video:
www.youtube.com/watch?v=NPtk7mweahY
You tube clip, A4 paper, colours, A4 lined paper for exam
question, SEN scaffold sheets, Religion in Focus sheet
Peer mark answers to GCSE
question
Record marks and glue
answers into books
Why is the Trinity such a
difficult concept for
Christians to understand?
Why is there disagreement on
how to explain it?
Ask pupils to work out what this has to do
with today’s lesson (the scene itself is not
relevant but the character is called Trinity
and has special powers – just like God)
RE Dept.
Year 9
Key Question (big picture): Does God exist?
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T, highlighted
in the colours indicated.
Objectives:
To understand how to answer a
part e type question
To recognise different
arguments for/against the
existence of God
Input (Activation phase)
-
Read p91 of Religion in Focus sheet
Discussion
Complete the table of examples (Focus Task p91) in pairs
Read p94 about the Design theory
Discussion
Add this to the table of examples
Outcomes
Must: To know one argument in
favour of the existence
Differentiation & SEN inc
Challenge:
Lower ability: Will need extra
support and explanation of
Design theory + Create an
image that shows the design
theory e.g. Paley’s watch.
Write two sentences underneath
to explain the Design theory
(Do this instead of table if
preferred)
Homework
Complete and revise keywords
on introduction sheet
Ask a friend or family member
what they believe about God.
Write down their answer in the
front of your book
Assessment opportunities
Should: To explain for and
against arguments about the
existence of God
Mixed ability pairs for table task
Demonstration phase:
Higher ability: Extension Task
-
Could: To assess the arguments
and make a valid conclusion on
the existence of God
Starter:
Read Religion in Focus sheet
p90 and then complete Activity
1-3 in the front of books
Then ask the person next to
them where they put their view
GCSE question: Does God exist? Explain your answer
making sure that you discuss more than one point of view.
Refer to Christianity in your answer
GCSE answer will show pupils
understanding of key question
and gives a chance to practise
their skills at exam questions
Lesson preparation notes (Resources needed):
Plenary:
Extension activities:
Religion in Focus sheets p90-91 + 94, Belief line sheets, Examples
table, A4 lined paper for GCSE question
Peer mark answers to GCSE
question
Record marks and glue answers
into books
Are there any counter
arguments to Newton and
Paley’s theories? What are
they? If God does exist, why is
there evil and suffering in the
world?
RE Dept.
Year 9
Key Question (big picture): Why do Christians believe in God?
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T, highlighted
in the colours indicated.
Objectives:
To create a role-play about
belief in God
To be aware of the arguments
for/against the existence of God
Input (Activation phase)
-
Read p98-99 of Religion in Focus sheet. Complete task on
p98
In pairs, complete role-play task (Focus task A Q1 + 2)
Ask some pupils to come up to the front and perform their
roleplay
Outcomes
Must: Know at least two reasons
why Christians believe in God
Differentiation & SEN inc
Challenge:
Lower ability: Scaffold sheets
for notemaking on Starter task.
Scaffold sheet for Activation
task
Homework
Go to the Nicky Cruz website to
help you write a diary entry
showing how Nicky Cruz felt
his life was changed by his
religious experience
Mixed pairs for roleplay
Higher ability: Extension task
Should: Explain at least three
reasons why Christians believe
in God
Demonstration phase:
Assessment opportunities
- GCSE answer. Explain why Christians believe in God (6)
GCSE answer as Demonstration
task
Could: Explain counterarguments against each of the
reasons for believing in God
Starter:
Lesson preparation notes (Resources needed):
Plenary:
Extension activities:
Read p9 of OCR textbooks.
Create a spider diagram of
reason why Christians believe in
God. Put ideas on page 9 into
own words on spider diagram
OCR Philosophy book p9, Religion in Focus sheet p98-99, A4
lined paper for GCSE answer, Note making scaffold (SEN), Note
making scaffold for Activation task (SEN)
Peer mark answers to GCSE
question
For each of the Christian
arguments in favour of God’s
existence on p9, come up with
alternative explanation and
justify it
RE Dept.
Year 9
Key Question (big picture): What are miracles?
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T,
highlighted in the colours indicated.
Objectives:
To identify Christian ideas about
miracles
Input (Activation phase)
-
To understand the different types of
miracles
-
Outcomes
Must: To know what a miracle is
-
Should :To explain the different types
of miracles
You tube clip ‘The miracles of Jesus’
www.youtube.com/watch?v=33aN9zUeR3Q&feature=related
(Start from 3min 50 secs to show examples of nature/healing
miracles – it’s a bit cheesy but gets the point across!)
Read p10 of OCR book on miracles, ask pupils what kind of
miracle turning water into wine is
Discuss different types of miracles
Card sort in pairs, sort examples of miracles from New
Testament into types of miracles (pupils may not get all of these
correct but should see the different types of miracle
Demonstration phase:
Could: To explain the different types
of miracles and give examples of each
type from the New Testament
Starter:
You tube clip:
www.youtube.com/watch?v=R3EQsZ
Hkh08
Without showing pupils what the video
is, ask them to listen to the lyrics and
work out what it has to do with
today’s lesson – Answer = Miracle
(song is Toca’s Miracle)
-
Class discussion of answers to card sort
Fill in answers to grid
Pupils to write down a definition of a miracle on introduction
sheet
- Roleplay in pairs. Think of and write down 5 questions to ask
either the bridegroom at Cana or the leper from the video about
their experience of miracles. Then, think about what their
answer would be and role play it with partner.
- Choose a couple of pairs to read theirs out
Lesson preparation notes (Resources needed):
OCR textbooks, Card sort sheets, card sort grid
Differentiation & SEN
inc Challenge:
Lower ability: will require
support with card sort task
(make them aware that
getting them all correct is
not compulsory!)
Homework
Watch/read the news over
the next few days. Find
an example of a
miraculous story to bring
in for next lesson
LA: For roleplay task,
complete 3 rather than 5
questions
Higher ability: Depth of
answers in roleplay +
extension task available
(links into next lesson)
Assessment
opportunities
Marking grids showing
types of miracles and oral
feedback for roleplay task
Plenary:
Extension activities:
Hangman:
What alternative
explanations are there for
Jesus’ miracles?
Use key terms like
miracle, nature, healing,
getting progressively more
difficult e.g. the blind man
at Bethsaida
RE Dept.
Year 9
Key Question (big picture): Do miracles occur today?
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T, highlighted
in the colours indicated.
Objectives:
To identify examples of more
modern miracles
Input (Activation phase)
-
To understand how a belief in
miracles helps people to explain
the existence of God
-
Outcomes
Must: To give an example of a
modern miracle
Read p11 of OCR textbook ‘Miracles in the world today’.
Explain Lourdes
Give students scenarios (statements). In pairs discuss
whether these are miracles or not. They must also explain
why
Feedback responses to class.
Class debate/discussion – do miracles exist or is there an
alternative explanation?
Demonstration phase:
Should: To explain how
believing in miracles helps
people to prove the existence of
God
-
Differentiation & SEN inc
Challenge:
LA: Storyboard of Lourdes,
draw pictures to go with each
explanation (This to be
completed instead of scenarios
task)
Higher ability: By depth of
answer/thinking in discussion,
these students will need to be
effectively questioned
GCSE question: Do miracles occur in the world today?
Explain your answer making sure that you discuss more
than one point of view. Refer to Christianity in your
answer (Complete under timed conditions)
Homework
Revise all work from this unit
for GCSE exam question next
lesson
Complete introduction sheet
Assessment opportunities
Feedback from paired
discussion
GCSE answer under exam
conditions
Could: To assess other
explanations for miracles
Starter:
Lesson preparation notes (Resources needed):
Plenary:
Extension activities:
Go over homework from
previous lesson – examples of
miraculous stories
OCR textbook, Scenarios sheet, Storyboard sheets (SEN), A4 lined
paper for GCSE answer
Peer mark GCSE answer.
Record results
Why do people find miracles so
hard to believe in when most of
the major religions, and
therefore a huge number of
believers, are convinced
miracles can happen?
RE Dept.
Year 9
Key Question (big picture): Belief in God assessment
Topic: Belief in Deity
Key Elements:
(AT strands)
Links to literacy, lil, citizenship, PLTS, G&T, highlighted
in the colours indicated.
Objectives:
To complete a GCSE question
on Belief about Deity
Input (Activation phase)
Differentiation & SEN inc
Challenge:
Discuss assessment structure, requirements etc. Hand out lined
paper
All by outcome
Homework
Review this unit and write down
3 questions you would still like
answered about beliefs in God
Demonstration phase:
Outcomes
Must: Answer questions in as
much detail as possible
GCSE assessment under timed conditions:
(a) What is a god? [1]
(b) State two things which Christians might believe about miracles.
[2]
(c) Describe Christian beliefs about God. [3]
(d) Explain why Christians believe in God. [6]
(e) ‘If God existed we would know it.’
Discuss this statement. You should include different, supported
points of view and a personal viewpoint. You must refer to
Christianity in your answer. [12]
Total: [24]
Assessment opportunities
GCSE answer to be marked by
teacher
Starter:
Lesson preparation notes (Resources needed):
Plenary:
Extension activities:
10 minutes revision time
A4 lined paper for assessment
Review introduction sheet by
adding new information to the
spider diagram, new info that
they have learned should be in a
different colour
N/A