Death and Afterlife

Overview

This 60-minute lesson is designed for Year 12 Religious Education students following the OCR exam board specification. It focuses on the topic of death and afterlife, exploring key beliefs and philosophical questions, in accordance with the National Curriculum for England. The lesson aims to deepen students' critical thinking and evaluative skills relevant to OCR Religious Studies A Level content.

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National Curriculum Links

• Religious Education A Level (OCR specification):
  • Develop knowledge and understanding of religious beliefs about death, afterlife, and related ethical issues.
  • Analyse and evaluate different religious and philosophical perspectives on death and what happens afterwards.
  • Develop reasoned arguments using evidence from religious texts and scholarship.
• Key Competencies:
  • Critical thinking and evaluation
  • Analysis of religious texts and ethical theories
  • Constructing coherent, balanced arguments
• Spiritual, Moral, Social and Cultural Development (SMSC):
  • Encourage reflection on human mortality and different cultural attitudes towards death.
  • Explore moral and ethical considerations around death and afterlife beliefs.

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WALT (We Are Learning To):

• Understand and explain key religious beliefs about death and the afterlife.
• Analyse how different religions interpret the concept of an afterlife.
• Evaluate arguments about the existence (or non-existence) of an afterlife.
• Apply knowledge to exam-style questions (OCR specification).

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Resources

• Whiteboard and markers
• Projector for images/quotes
• OCR A Level Religious Studies textbook/extracts
• Printed worksheet for class (see below)
• Copies of relevant religious texts/extracts (e.g., Bible, Quran, Buddhist texts)
• Note-taking materials for students

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Lesson Structure

0-5 minutes | Starter: Reflective Prompt

• Activity: Ask students to write a short anonymous response to: “What do you believe happens after death?”
• Purpose: To activate prior knowledge and personal beliefs.
• Teacher notes: Collect answers for later comparison.

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5-15 minutes | Introduction & Key Concepts

• Teacher Input: Briefly outline major religious views on death and afterlife:
  • Christianity: Resurrection, Heaven, Hell, Purgatory
  • Islam: Barzakh, Judgement Day, Paradise and Hell
  • Hinduism: Reincarnation and Moksha
  • Buddhism: Rebirth and Nirvana
• Use a visual timeline or flowchart on the board to capture key concepts.
• Emphasise relevant OCR specification terms and biblical/Quranic/Buddhist scriptural references.

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15-30 minutes | Group Activity: Beliefs Comparison

• Activity: Split the class into 4 groups, each assigned one religion from above.
• Task: Use extracts provided on the worksheet to:
  • Identify core beliefs about death and afterlife.
  • Note key supporting texts or teachings.
  • Prepare a 2-minute presentation for the class.
• Teacher role: Circulate to support and encourage analytical discussion.

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30-40 minutes | Group Presentations & Class Discussion

• Each group presents their findings.
• After presentations, lead a comparative discussion with focus questions:
  • What are the similarities and differences?
  • How do these beliefs influence ethical decisions today?
  • What strengths and challenges do these views present?
• Use probing questions to extend critical thinking.

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40-55 minutes | Evaluation & Exam Practice

• Worksheet task: Students complete an exam-style question from the OCR specification:
  “Assess the arguments for and against the belief in an afterlife. Refer to different religious perspectives in your answer.”
• Provide scaffolding for essay structure: Introduction, theological arguments, philosophical challenges, conclusion.
• Plenary: Peer review—swap answers and give constructive feedback.

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55-60 minutes | Reflection and Q&A

• Return to the starter prompt: Ask students if their views have changed or become more nuanced.
• Answer any remaining questions.
• Highlight the importance of understanding diverse beliefs in a pluralistic society.

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Assessment

• Formative: Group presentations and class discussion participation.
• Summative: Completed exam-style essay question on the worksheet.
• Teacher observes critical thinking and use of OCR-specific religious and philosophical terminology.

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Worksheet: Death and Afterlife (OCR Year 12)

Section 1: Key Concepts Summary

• Complete the table summarising beliefs about death and afterlife for Christianity, Islam, Hinduism, and Buddhism. Include:
  • Name of belief (e.g., Resurrection, Moksha)
  • Description
  • Supporting text/reference (e.g., Bible verse)

Section 2: Extract Analysis
Read the following religious extracts related to afterlife beliefs and answer these questions:

• What core idea is communicated?
• How does this shape believers’ attitudes to death?

Extracts may include:

• John 11:25-26 (Christian resurrection)
• Quran Surah 99:6-8 (Judgment Day)
• Bhagavad Gita 2:22 (Reincarnation)
• Dhammapada 21 (Rebirth and Nirvana)

Section 3: Exam Question
“Assess the arguments for and against the belief in an afterlife. Refer to different religious perspectives in your answer.”

• Use the space below to plan your answer: make bullet points for introduction, arguments for, arguments against, and conclusion.
• Write a full essay response on the back of the worksheet.

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Extension Ideas

• Invite students to research and present minority or secular views on death and afterlife (e.g., Humanism, atheism, spiritualism).
• Create a creative project: poems, artwork, or monologues exploring response to mortality.

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This lesson plan ensures students engage directly with key OCR A Level specification objectives while developing skills essential for exam success and personal reflection on a profound universal topic.