Life After Death

Overview

Lesson 3 of 6 focuses on Christian beliefs about life after death using close analysis of key biblical texts (John 3:16, 1 Corinthians 15, Revelation 21). Students practise Achieved-level explanatory writing by using evidence from authoritative sources.

Learning Intention

• Understand key Christian beliefs about life after death and their biblical foundations.

Do Now (5 mins)

• Write down what you already know about life after death in Christianity.

Whakataukī / Bible Verse / Proverb

• "For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life." - John 3:16

Success Criteria

• I can explain a Christian belief about life after death and name its source in the Bible.
• I can explain the meaning of the belief in my own words (not just quoting).
• I can write a clear Achieved-level paragraph with at least two pieces of evidence from the selected texts.
• I can include one sentence that links what Christians believe to how believers live or understand themselves.

Skills Needed

• Reading and interpreting biblical texts.
• Writing explanatory paragraphs with evidence.
• Critical thinking and analysis.

Teaching Strategies

• Guided reading and questioning.
• Modelling writing techniques.
• Peer feedback and conferencing.

Resources

• Printed scripture excerpts for John 3:16, 1 Corinthians 15, Revelation 21 (teacher-prepared, age-appropriate formatting)
• Student scaffold sheet for analysis and writing (claim–source–meaning)
• Whiteboard/markers
• Student notebooks
• Highlighters (for evidence and meaning)
• Timer (visible to support pacing)

Starter (5 mins)

• Retrieval starter: Teacher writes two prompts on the board and checks notebooks. Students respond briefly: (1) What is the Christian source for life after death beliefs? (2) What do Christians believe happens after death?

Teaching (20 mins)

• Guided scripture analysis (station-style, teacher-led). Teacher reads each selected passage contextually and prompts students with comprehension questions. Students complete a three-part analysis for each text: John 3:16, 1 Corinthians 15, Revelation 21.

Modelling (10 mins)

• Teacher models an Achieved-level paragraph using a clear formula: Claim (belief) → Source (text) → Meaning (explain) → Second piece of evidence → mini-link to identity/living. Students annotate the model paragraph to identify where the source is used and where meaning is explained.

Student Task (20 mins)

• Students write one Achieved-level explanatory paragraph that includes: 1 belief about life after death, at least two references to the texts, explanation of meaning for each piece of evidence, one sentence linking the belief to Christian identity (e.g., hope, belonging, how believers view suffering/death).

Exit Task

• Exit ticket (quick formative check). Teacher prompts one final response. Students submit: "Name one Christian belief about life after death, and name the Bible text that supports it."

Learning intentions

• Students will explain key Christian beliefs about life after death using biblical teaching as their evidence.
• Students will identify authoritative sources and explain the meaning of each belief.
• Students will begin to connect Christian beliefs to Christian identity (set-up for later Merit and Excellence lessons).

Success criteria

• I can explain a Christian belief about life after death and name its source in the Bible.
• I can explain the meaning of the belief in my own words (not just quoting).
• I can write a clear Achieved-level paragraph with at least two pieces of evidence from the selected texts.
• I can include one sentence that links what Christians believe to how believers live or understand themselves.

Curriculum links

• AS90823 — Explain the key beliefs within Christianity in relation to the significant religious question: What happens after death?
• Understanding Religion — build explanations using meaning and source/origin from sacred texts.
• Progression in AS90823 — practise the “Achieved: what they believe” stage with evidence, meaning, and accuracy.
• Key competencies: Thinking (analyse/explain), Using language, symbols, and texts (interpret scripture), Managing self (focus and complete writing), Relating to others (respect religious perspectives).

Lesson structure (60 minutes)

1. 0–5 min · Retrieval starter. Teacher writes two prompts on the board and checks notebooks. Students respond briefly: (1) What is the Christian source for life after death beliefs? (2) What do Christians believe happens after death?

2. 5–10 min · Title focus and success criteria launch. Teacher shows the three texts and states the lesson’s goal: Achieved explanatory writing with evidence. Students underline success criteria in their books and highlight what “evidence” means (a specific text linked to a claim).

3. 10–25 min · Guided scripture analysis (station-style, teacher-led). Teacher reads each selected passage contextually and prompts students with comprehension questions. Students complete a three-part analysis for each text: John 3:16, 1 Corinthians 15, Revelation 21.

• For John 3:16: What promise is described? Who receives the promise? What is the outcome?
• For 1 Corinthians 15: What does it say about death and resurrection? What is the hope being taught?
• For Revelation 21: What future vision is described (new creation)? What happens to suffering and death?

4. 25–35 min · Teacher modelling: Achieved paragraph (structure + evidence). Teacher models an Achieved-level paragraph using a clear formula:

• Claim (belief) → Source (text) → Meaning (explain) → Second piece of evidence → mini-link to identity/living. Students annotate the model paragraph to identify where the source is used and where meaning is explained.

5. 35–50 min · Student writing: Achieved paragraph (independent). Teacher circulates and conferences, asking students to strengthen “meaning” (explain, don’t repeat). Students write one Achieved-level explanatory paragraph that includes:

• 1 belief about life after death
• at least two references to the texts
• explanation of meaning for each piece of evidence
• one sentence linking the belief to Christian identity (e.g., hope, belonging, how believers view suffering/death)

6. 50–57 min · Peer check (two stars and a wish). Teacher gives a quick checklist on the board for peer feedback aligned to Achieved criteria. Students swap books and use the checklist to note:

• where evidence/sources are clearly included
• where meaning is clearly explained
• one target improvement (“wish”) for next step (Merit prep)

7. 57–60 min · Exit ticket (quick formative check). Teacher prompts one final response. Students submit:

• “Name one Christian belief about life after death, and name the Bible text that supports it.”

Resources

• Printed scripture excerpts for John 3:16, 1 Corinthians 15, Revelation 21 (teacher-prepared, age-appropriate formatting)
• Student scaffold sheet for analysis and writing (claim–source–meaning)
• Whiteboard/markers
• Student notebooks
• Highlighters (for evidence and meaning)
• Timer (visible to support pacing)

Assessment

• Formative during guided analysis: teacher checks whether students can state the meaning of each text in their own words.
• Formative during conferencing: teacher asks “What does this mean?” and “Where in the text is that shown?” to ensure evidence is linked to claims.
• Summative formative: Achieved-level paragraph quality using the paragraph checklist (sources, meaning, clarity, accuracy).
• Exit ticket checks whether each student can name a belief and its authoritative Bible source.

Differentiation

• Support: provide sentence starters and a writing frame (Claim → Source → Meaning → Evidence 2 → Identity link) and a word bank (eternal life, resurrection, hope, new creation).
• Support for reading: offer shorter excerpts and teacher-led re-reading with guiding questions; allow highlighting of key phrases.
• Extension: students add a brief “tension” sentence (e.g., how hope changes how Christians face death/suffering) to preview later Merit/Excellence thinking.
• EAL/SEN: allow oral rehearsal with a peer before writing; provide alternative ways to demonstrate meaning (e.g., matching key phrases to belief statements) before final paragraph draft.

References to success progression (for students)

• Achieved focus today: “WHAT do Christians believe?” with source and meaning.
• Next lessons will build to: “WHY does it matter?” and “SO WHAT?” (wider implications).