Exploring Incarnation Deeply

Overview

This 50-minute lesson is designed for a high-ability Year 10 class following the Eduqas Route B Religious Education specification, deepening students’ understanding of the Incarnation. It focuses on the belief in Jesus as God incarnate—with emphasis on Jesus as the incarnate Son, the divine Word, fully God and fully human. The lesson references key scripture (John 1:1-18 and Philippians 2:5-11) and explores the significance of this belief in responding to evil and suffering, including reflection on St Pope John Paul II’s Salvifici Doloris.

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National Curriculum Links

• Religious Education Programmes of Study (KS4):
  • Explore different beliefs and values about the person of Jesus, including Incarnation (knowledge and understanding).
  • Analyse and evaluate varied religious and non-religious responses to ultimate questions about suffering and evil.
  • Develop the ability to engage independently with complex texts and articulate informed and thoughtful responses.

Ref: Religious Education framework for England (KS4), engaging critically with teachings about Jesus, theology, and responding to human experience.

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Learning Objectives

By the end of the lesson, students will:

1. Explain the Christian doctrine of the Incarnation, focusing on Jesus as God incarnate, fully God and fully human.
2. Analyse significant scripture passages (John 1:1-18; Philippians 2:5-11) in relation to the Incarnation.
3. Evaluate the importance of the belief in Jesus as God incarnate for Christians responding to evil and suffering, referencing Salvifici Doloris.
4. Demonstrate independent learning and critical thinking through differentiated, engaging tasks suitable for high-ability learners.

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Resources

• Printed or digital copies of John 1:1-18 and Philippians 2:5-11
• Extracts from St Pope John Paul II’s Salvifici Doloris (simplified summary)
• Whiteboard and markers
• Student exercise books or digital devices (optional)
• Worksheets with targeted questions, creative tasks, and challenge activities
• Projector/interactive board for displaying texts and supporting media

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Timing & Activities

Time	Activity	Details
0-5 mins	Starter: Quick Recall and Thought Provoker	Write “Incarnation” on the board. Students jot down everything they remember about the Incarnation. Pair-share to consolidate prior knowledge. Link to last lesson.
5-15 mins	Close Reading of Scripture	In groups of 4, students read and annotate John 1:1-18 and Philippians 2:5-11. Focus prompts: Which titles are given to Jesus? How do these suggest he is fully God and fully human? Each group prepares a 1-minute explanation to share.
15-25 mins	Mini-lecture & Discussion: Incarnation Explored	Teacher explains key concepts: 'divine Word', 'Son of God’, ‘fully human and fully divine’. Use diagrams (e.g., venn diagram of humanity/divinity). Discuss the mystery of hypostatic union.
25-35 mins	Independent Task Carousel	Students rotate every 3 minutes through 4 stations independently (or in pairs):

1. Summarise Salvifici Doloris in bullet points, focusing on Jesus’ suffering.
2. Create a visual representation (mind map/sketch) of Jesus’ dual nature.
3. Answer a set of evaluative questions: Why is belief in Jesus as God incarnate important when facing evil?
4. Role play: Imagine a Christian explaining Incarnation to a sceptic — write a short dialogue.
   (Teachers circulate to support and challenge.) | | 35-45 mins | Plenary: Reflect and Share | Students share one insight or question generated from the carousel. Teacher models a good evaluative answer responding to evil & suffering, integrating Salvifici Doloris. | | 45-50 mins | Assessment and Home Learning | Exit ticket: Write a sentence explaining why the Incarnation is central to Christian responses to suffering.
   Set home learning: Research a Christian charity or organisation inspired by the idea of Jesus’ incarnation and its implications for helping those who suffer. Prepare to feedback in next lesson. |

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Differentiation & Challenge

• Tasks support different learning styles: visual, linguistic, kinaesthetic (role play).
• Extension questions encourage evaluation beyond recall.
• High-ability students encouraged to evaluate theological concepts critically and make nuanced connections.
• Teacher tailors questioning to stretch and challenge, using Socratic questioning during discussions.

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Assessment for Learning

• Observations of group discussions and scripture analysis.
• Review of independent task outputs to check understanding and engagement.
• Exit ticket provides quick formative assessment of key objective (belief’s significance).
• Teacher feedback given verbally during class and through marking independent work.

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Reflection and Adaptation Tips

• If time allows, incorporate a brief multimedia clip of a sermon or interview where a Christian leader discusses Incarnation and suffering.
• Consider using a digital quiz platform post-lesson for retrieval practice.
• Adapt tasks for remote or blended learning with online discussion forums or shared documents.

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This structured, scripture-grounded, and independently engaging lesson fully supports the National Curriculum’s emphasis on critical engagement with religious beliefs, ethical responses, and developing independent learner autonomy in Religious Education for Year 10 students.