Exploring Conscience Views

Lesson Overview

• Duration: 50 minutes
• Class Size: 9 students
• A Level: Religious Education
• Topic: Conscience
• Aiming for: Grade C or above

Learning Objectives

By the end of this lesson, students will be able to:

1. Identify the different philosophical and theological views on conscience as per the AQA specification.
2. Analyse the strengths and weaknesses of these views.
3. Evaluate the implications of each view on moral decision-making.
4. Communicate their understanding through discussion and a reflective task.

Resources Needed

• Whiteboard and markers
• Projector for presentation slides
• Handouts of key definitions and concepts
• AQA A Level Religious Education specification document (excerpts)
• Post-it notes and pens

Curriculum Framework

This lesson aligns with the AQA A Level Religious Education, particularly focusing on topics related to ethical theories, moral philosophy, and the role of conscience in decision-making.

Lesson Structure

Introduction (10 minutes)

1. Warm-up Activity:
   • Ask students to think-pair-share about what they understand by 'conscience.’
   • After 2 minutes, ask for a few volunteers to share their insights.
2. Objective Sharing:
   • Clearly outline the lesson objectives and inform students that they will be exploring various views on conscience.

Main Activities (30 minutes)

Activity 1: Key Views on Conscience (15 minutes)

1. Group Division:
   • Split the class into 3 groups of 3 students each.
2. Assign Views:
   • Group A: Psychological (Sigmund Freud) - Discuss the nature of conscience through the lens of the id, ego, and superego.
   • Group B: Theological (Thomas Aquinas) - Explore the innate moral knowledge and the role of divine law.
   • Group C: Humanistic (Carl Rogers) - Examine the concept of conscience as self-actualisation and moral integrity.
3. Research Task:
   • Each group will have 10 minutes to prepare a quick presentation (3 minutes each) that includes:
     • Key points of the view
     • Strengths and weaknesses
     • Real-world application or examples.

Activity 2: Class Presentations (15 minutes)

• Each group presents their findings to the class.
• After each presentation, the other groups can ask one critical question to deepen understanding.

Conclusion (10 minutes)

1. Class Reflection:

   • Use a reflective activity where students write down one significant takeaway from the lesson on a post-it note.
   • Place the notes on a designated board titled “Conscience Insights.”

2. Summarise Key Points:

   • Recap each view discussed, ensuring to highlight their implications on moral decision-making.

3. Homework Assignment:

   • Students will write a reflective essay (approximately 600 words) evaluating one of the views discussed and its applicability to contemporary moral dilemmas. This will deepen their understanding and prepare them for upcoming assessments.

Assessment

• Formative: Monitor group discussions and presentations to assess understanding.
• Summative: Evaluate homework essays to measure comprehension of the topic and critical analysis skills in relation to the AQA criteria.

Additional Notes

• Encourage respectful dialogue and ensure an inclusive environment for all students.
• Be sensitive to differing views and promote critical thinking as a vital skill for moral and ethical discussions.

This detailed and structured approach aims to engage A Level students actively in their learning about conscience while adhering to UK educational standards and inspiring an environment of critical thought and academic rigor.