Human Search Meaning

Lesson 5: The Search for Meaning: Human Perspectives

Unit: Exploring the Universe's Meaning
Duration: 30 minutes
Class size: 10 students
Age group: Year 8 (12-13 years old)
Subject: Religious Education

National Curriculum Links

Religious Education programme of study (2013) for KS3/Secondary Phase
- Concepts: Exploration of ultimate questions of meaning, purpose, and truth through religious and non-religious worldviews
- Attitudes and skills: Evaluating different perspectives on life’s meaning, developing critical thinking, articulating and reflecting on personal views
- Learning outcomes:
  - Pupils should be taught to consider and investigate questions about the meaning of life and significance of human experience
  - Develop awareness and understanding of how religious/ non-religious beliefs shape perspectives about human existence and purpose

Referenced objectives:

Strand: Key Stage 3 - RE
Objective: Understand how and why people seek to answer questions about the meaning and purpose of life (NC 2013 KS3)
Skills: Articulating and expressing ideas clearly; evaluating differing viewpoints; making connections between beliefs, questions and human experience

Learning Objectives

By the end of this lesson, students will:

Explain key human perspectives on the search for meaning in the universe (purpose, destiny, human condition).
Discuss and compare religious and non-religious views on life’s meaning.
Reflect and articulate their own personal thoughts on what gives human life meaning.
Demonstrate active listening and respectful discussion skills in a small group setting.

Success Criteria

I can describe at least two ways people seek meaning in life.
I can explain how religious or non-religious beliefs influence perspectives on purpose.
I can share my own ideas clearly and listen respectfully to others.
I can make connections between the human condition and the search for meaning.

Lesson Structure

Time	Activity	Details/Resources	Differentiation	Assessment
0-5 min	Starter: Reflection Circle	- Students sit in a circle.

Teacher poses: "Why do humans search for meaning in the universe?"
Quick round: each student shares one word/phrase representing what they think 'meaning' might be. | - Provide sentence starters on whiteboard for EAL/less confident students (e.g. "Meaning is...")
Challenge students to expand with additional sentence for more able. | Formative: Observe participation, note initial ideas. | | 5-12 min | Mini Input: Perspectives Overview | - Brief teacher explanation with slides/poster showing examples:
- Religious perspectives (e.g. purpose given by God/creation, destiny, afterlife)
- Non-religious perspectives (e.g. meaning from relationships, legacy, self-defined purpose)
Use clear, age-appropriate examples. | - Visual aids and keywords for EAL/reading support
Challenge: Encourage advanced learners to note differences or raise critical questions. | Formative: Questioning to check comprehension. | | 12-22 min | Group Discussion & Jigsaw Activity | - Divide class into two groups:
Group 1: Focus on religious perspectives
Group 2: Focus on non-religious/ philosophical perspectives
Each group discusses:
- How do people find meaning?
- What reasons underpin these beliefs?
Groups then share key points with the class. | - Mixed ability grouping to allow peer support
Provide sentence frames for discussion (e.g., "One way people find meaning is...")
Extension: Advanced learners prepare a question to challenge or deepen the discussion. | Formative: Record key points; observe quality of discussion. | | 22-28 min | Individual Reflection: My Own View | - Students write a short paragraph or draw a mind-map articulating their own thoughts on:
"What gives human life meaning?"
Encourage reference to what they have learned or thought about in class. | - Provide writing frames or graphic organisers
Allow creative options (drawing, bullet points) for those with writing difficulties
Extension: Advanced learners write a brief explanation linking their view to a religious or philosophical idea. | Summative: Collect and assess reflections for understanding and personal engagement. | | 28-30 min | Plenary: Exit Question | - Students share aloud one sentence that summarises their learning or a new perspective gained.
Teacher reinforces respect for diverse views. | - Allow short oral responses for those who struggle with writing | Observational: Listen for evidence of understanding and articulation. |

Differentiation Strategies

For EAL and SEN learners:
- Sentence starters and word banks provided during activities.
- Visual aids and simple key vocabulary highlighted.
- Allow alternative modes of expression (drawing, orally).
For more able learners:
- Challenge them to evaluate and critically question perspectives.
- Encourage linking ideas to wider religious/philosophical frameworks or real-life examples.

Extension Activities

Research project: Investigate a specific religious or secular worldview’s answer to life’s meaning (e.g. Buddhism, Humanism). Present findings creatively to the class.
Creative writing: Compose a poem or short narrative exploring an imagined person’s search for meaning in the universe.
Debate preparation: Prepare and participate in a structured class debate on “Is there a single purpose to human life?”

Resources Needed

Whiteboard/flipchart and markers
Printed sentence starters and discussion prompts
Visual posters/slides summarising perspectives
Paper and pens for reflection task

Teacher Notes

Emphasise respectful listening and diversity of views throughout.
Encourage students to make personal connections and think deeply but in an age-appropriate way.
Link back to previous lessons on universe, existence, and human experience to provide cohesion.

This lesson aligns demonstrated knowledge and skills specified in the National Curriculum for Religious Education at KS3, promoting enquiry, expression, and personal reflection about life’s profound questions within a supportive classroom environment.

Teaching Instructions