STUDY UNIT
Key Stage 3
Beliefs
Learning Objectives:
Pupils will
Possible teaching and learning strategies
1. Understand that religions have different ways of expressing the concept of God (AT1 and 2)
a) Know that in some religions there is no representation of
God
Explore with pupils the reasons why some religions (eg Judaism and Islam) have no
pictorial representations of God.
b) Understand that religions use analogous language when
talking about God
Explore with pupils words which are used in religions to describe God: Father; the
Almighty; the Compassionate etc. Discuss why analogous language is used. What other
symbolic representations of the divine are employed by religions? Pupils explain how
language and symbolism reflect key beliefs (AT1, S3, L6).
c) Know that in some religions there is iconic
representation of the divine
In groups, pupils examine and discuss representations of God in western art and of muri
in Hinduism.
d) Be able to express their own understanding of God
Summarise, with reasons, their own understanding of God and compare it to at least one
other viewpoint.
2. Exploration of attitudes and beliefs (AT1 and 2)
a) Know that a range of viewpoints exist about God
Develop a questionnaire and conduct a survey in a different class/year group/local
community/with teachers to gain quantitative data about belief/non-belief in God.
Compare with national research figures.
b) Understand the reasons people give for a range of
standpoints, including monotheism, agnosticism,
atheism etc
Provide pupils with sections of scripture and/or statements of belief. In pairs, discuss and
evaluate them. Identify key arguments for and against the existence of God.
c) Understand one key argument for the existence in God
In groups pupils read and discuss one argument, eg Paley’s argument from design, to
support belief in God. They present that argument to the rest of the class with supporting
argument, counter-argument and opinions (AT1, S1, L6).
d) Understand one key argument against the existence of
God
Pupils read and discuss one argument, eg the existence of suffering, to support
agnosticism or atheism. Agree ground rules prior to discussion to ensure respect for
different beliefs and worldviews, including Humanism.
e) Be able to articulate their own beliefs
In group or class discussion, or in writing, pupils give reasons for their beliefs. Reflect on
the relevance of religions in developing their understanding of themselves and their
experiences (AT2, S4, L6).
3. Understand that a range of beliefs exist about life after death (AT1)
a) Know that a variety of standpoints exist on life after
death
Pupils identify such beliefs and choose one to research in depth, including a scriptural
evidence and doctrinal teachings, recognising that different views exist within as well as
between religions. Prepare and give a PowerPoint presentation to rest of class (AT1, S1,
L6).
b) Understand the reasons for beliefs about life after death
Pupils explore reasons for beliefs from a range of sources. Discuss in pairs.
c) Be able to explain their own beliefs about life after death
Organise a circle debate in which two concentric circles of chairs are placed in the
classroom: pupils have two minutes each to talk to the person opposite to explain their
views. Pupils have exchanges with three or four other pupils. Summarise their own
position, with reasons and reference to religious teachings, noting any changes in their
thinking as a result of their work (AT2, S5, L6).
d) Know that questions about life and death are found in
literature and music
At home, pupils tape record songs or find stories or poems which deal with belief in God
or questions about life after death and bring them to lessons to share.
4. Attitudes to and ceremonies surrounding death (AT1)
a) Understand attitudes towards and teachings on death
Explore the euphemisms used about death and the reasons for their existence. Interview
representative of religions or other world views about attitudes to death.
b) Understand the symbolic significance of rituals
Identify and research key rituals, symbols and their significance, including Humanist
funerals.
c) Be able to express their own views about death and
rituals
Through writing or creative arts, express their own responses to death.