Exploring God's Existence

Lesson 1: Introduction to God's Existence Arguments

National Curriculum Links

Religious Education Key Stage 4 (Years 10–11)
Explore and explain beliefs and teachings of Christianity and Islam, focusing on ultimate questions about the nature and existence of God.
Develop critical thinking by engaging with philosophical and theological arguments.
Understand different viewpoints and reflect on their relevance to personal beliefs and wider society.

Learning Objectives

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

Define key terms related to the question of God’s existence (e.g., theism, atheism, agnosticism, argument, evidence).
Explain why the question of God's existence is significant in both Christianity and Islam.
Identify general categories of arguments for and against the existence of God.
Understand the structure and purpose of the unit "Exploring God’s Existence."

Success Criteria

I can clearly define key religious and philosophical terms linked to beliefs about God.
I can describe why debates about God's existence matter to followers of Christianity and Islam.
I can categorise types of arguments used in this debate.
I understand what we will be learning in this unit and why this topic is important.

Lesson Duration: 60 minutes

Class Size: 20 students

Lesson Structure

1. Starter (10 minutes): Engaging Question

Activity: Pose the open question: “Does God exist?”
Students write a brief anonymous response on a slip of paper or sticky note.
Collect these to create a quick visual ‘idea wall’ summarising diverse initial views.
Teacher notes emerging themes (belief, doubt, curiosity).

2. Introduction to Key Terms (10 minutes)

Present definitions and examples of:
Theism, atheism, agnosticism
Arguments and evidence
Use flashcards or a digital slide to reinforce understanding.
Paired activity: Students quiz each other on these terms.

3. Why This Question Matters (10 minutes)

Present the significance of God's existence in Christianity and Islam:
Christianity: God as Creator, moral lawgiver, saviour
Islam: God (Allah) as the singular, omnipotent Creator and Judge
Discuss how beliefs about God influence ethics, purpose, daily life, and community.
Connect to the wider theme of ultimate questions in RE.

4. Overview of Arguments (15 minutes)

Briefly outline the main types of arguments for God's existence:
Ontological (logical reasoning)
Cosmological (cause and effect)
Teleological (design and order in the universe)
Moral argument (existence of morality)
Also mention common counter-arguments (problem of evil, scientific explanations).
Class brainstorm: What questions do students have about these arguments?
Use a mind map on the board to organise responses.

5. Unit Roadmap & Expectations (5 minutes)

Share the plan for the unit: Exploring arguments in depth, studying key philosophers and theologians, reflecting on personal beliefs.
Explain how lessons will balance knowledge, evaluation, and reflection.
Outline assessment methods (class discussions, written tasks, presentations).

6. Plenary and Success Criteria Check (7 minutes)

Students self-assess against the success criteria via a quick written exit ticket or traffic light system (red/amber/green).
Invite a few students to share one new thing they learned or one question that remains.
Provide positive reinforcement and clarify any misconceptions.

Classroom Materials

Sticky notes or slips of paper for starter activity
Flashcards or digital slides of key terms
Whiteboard or flipchart for mind mapping
Handout with unit outline and key definitions (optional)

Extension Activity (For Advanced Learners)

Research Task: Choose a philosopher (e.g., Thomas Aquinas, Al-Ghazali, William Paley) and prepare a brief summary of their perspective on God’s existence.
Present findings in the next lesson or create a creative format such as a poster or short video.
Encourage students to consider how these historical perspectives influence modern beliefs.

Differentiation and Inclusion

Use paired and group activities to support varied learning styles.
Provide glossaries for students needing additional language support.
Encourage all contributions in the brainstorming to respect diverse beliefs.
Offer scaffolding questions during discussions to guide less confident learners.

Teacher Reflection Notes

Check student engagement in the starter to gauge pre-existing views.
Monitor paired and whole-class discussions for misconceptions or stereotypes needing sensitive handling.
Note especially curious or advanced learners for extension activity invitations.
Prepare to revisit key terms and concepts based on plenary outcomes.

This lesson sets a thoughtful, inclusive tone for the unit while adhering to the national curriculum’s aim to explore religious beliefs thoughtfully and critically, nurturing respect and understanding in students.

Teaching Instructions