Assisted Dying Anglican

Overview

In this Lesson 3 of 5, students examine how Anglican Christian beliefs and ethical principles shape a Church response to the contemporary ethical issue of assisted dying. Students practise breaking the issue into components and linking religious ethical principles to reasoned claims.

Learning intentions

• Students will explain key Anglican beliefs that influence ethical decision-making around assisted dying.
• Students will analyse one Anglican ethical principle and its implications for how the Church responds.
• Students will collect and use evidence from Anglican teachings to support an ethical argument.
• Students will communicate conclusions clearly in an exit explanation.

Success criteria

• I can identify at least one Anglican ethical principle relevant to assisted dying (e.g., dignity, the sanctity of life, pastoral responsibility, stewardship of suffering).
• I can explain how that principle supports or limits particular approaches to assisted dying.
• I can use evidence from Anglican teachings or Biblical references to justify my explanation.
• I can draw a short conclusion about what the Anglican response suggests for people’s well-being and moral agency.

Curriculum links

• Number AS90826 — Analyse the response of a religious tradition to a contemporary ethical issue.
• Understanding Religion domain: analysing how a religious tradition’s ethical principles shape its response.
• Skills focus aligns with analysing ethical principles and evidence collection as described in AS90826 (including supported conclusions).
• Religious Studies critical thinking: using authoritative religious sources to justify claims.

Lesson structure (60 minutes)

1. 0–5 min · Do Now: Prior knowledge check. Teacher invites students to share what they recall about the Anglican Church (structure, authority, typical moral concerns) and records brief notes on the board. Students turn-and-talk, then share one idea each.

2. 5–8 min · Whakataukī/Bible Verse/Proverb and focus question. Teacher displays “Do what is just and right.” and asks: “What might ‘just and right’ look like in healthcare decisions?” Students respond with one sentence, using their own words.

3. 8–20 min · Teacher modelling: Anglican ethical lens. Teacher models a mini-analysis using the ethical principles chart: (a) name an issue component, (b) link to an Anglican belief/ethical principle, (c) show evidence, (d) state an implication for assisted dying. Students follow using the chart, highlighting where evidence appears.

4. 20–35 min · Group discussion (Anglican response components). Teacher gives the Anglican teachings booklet and Biblical references, and assigns each student one “principle strip” to focus on (rotate so everyone contributes). Students discuss in a small group:

• What ethical question does the principle raise?
• What evidence from Anglican teachings supports a Church stance?
• What would the principle suggest as an alternative pastoral approach (e.g., care, comfort, protection of life, support for suffering)?

5. 35–48 min · Ethical Principles Chart (independent/paired drafting). Teacher circulates and prompts students to strengthen analysis with “because” reasoning and evidence language (no opinions without support). Students complete a chart row: Principle → Evidence → Reasoned claim about assisted dying → Implication.

6. 48–57 min · Whole-group sense-making: compare and refine. Teacher selects one chart draft to discuss aloud: “What is strong evidence here? What part is unclear? How could the conclusion be more specific?” Students propose one improvement each.

7. 57–60 min · Exit task (assessment for learning). Teacher collects exit responses and reminds students the goal is clarity and evidence-based reasoning. Students write their exit explanation: one Anglican ethical principle and how it influences the Church’s response to assisted dying.

Teaching Strategies

• Use of modelling to demonstrate ethical analysis
• Small group discussions to encourage peer learning
• Guided questioning to deepen understanding
• Use of visual aids (charts, booklets) to support learning
• Formative assessment through exit tasks and observation

Skills Needed

• Critical thinking and ethical reasoning
• Ability to analyse religious texts and teachings
• Collaborative discussion and respectful debate
• Evidence-based argument construction
• Note-taking and summarising key points

Resources

• Anglican teachings booklet (teacher-selected excerpts for class use)
• Ethical principles chart printable (one per student)
• Biblical reference slips (teacher-prepared, class-safe selection)
• Highlighters or sticky notes for evidence marking
• Whiteboard/markers
• Timer for discussion and drafting
• Projector or screen for displaying quotes and questions
• Printed principle strips for group discussion

Assessment

• Teacher formative checks during modelling: observe whether students can identify “principle → evidence → implication” steps.
• Teacher formative checks during group discussion: listen for evidence-based reasoning rather than only personal opinion.
• Exit task: quick written explanation assessed against AS90826-style criteria (clear principle, evidence use, justified link to response).
• Exemplars can be provided orally (no extra writing required by teacher).

Differentiation

• Support: provide sentence starters for the chart and exit task (e.g., “Anglican teaching emphasises…”, “This suggests… because…”, “A pastoral response would focus on…”).
• Support: offer a reduced “evidence bank” (3–4 short quotes or paraphrases) so students do not search for sources during the lesson.
• Extension: ask students to evaluate tension/complexity (e.g., “How does the principle address concerns about suffering while still protecting life?”) and include one implication for well-being of directly affected people and others.
• EAL/SEN: allow oral rehearsal before writing; accept bullet-point exit responses if writing is a barrier, provided the evidence link is explicit.