Context and Curriculum Links

Subject: Religious Education (A-Level, Year 12)
Exam Board: OCR (H573 Religious Studies)
Topic: Knowledge of God’s existence
Duration: 60 Minutes
Class Size: 8 students
National Curriculum Reference:

• Religious Studies - Key Stage 5: Develop knowledge and understanding of beliefs, teachings, and practices of religions and worldviews; critically analyse philosophical and theological arguments (NC England)
• OCR specification links:
  • Component 1: Philosophy of Religion (H573/01) – Arguments for the Existence of God
  • AO1: Demonstrate knowledge and understanding of religious beliefs about God, and philosophical arguments (Exam board emphasis on AO1 and AO2 skills)
  • AO2: Analyse and evaluate philosophical concepts and questions, including the nature of religious experience and the challenge of empiricism

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Learning Objectives – WALT

• WALT: Demonstrate understanding of key philosophical arguments for and against the existence of God (Cosmological, Teleological, Ontological, Moral)
• WALT: Analyse these arguments critically in light of contemporary objections (e.g. Hume, Kant, Dawkins)
• WALT: Collaborate through discussion and interactive tasks to develop well-reasoned viewpoints
• WALT: Prepare to apply these arguments to the OCR exam style questions

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Resources Required

• Whiteboard and markers
• Printed worksheets (attached below)
• Post-it notes
• Laptops/tablets (optional)
• Interactive online quiz tool (e.g. Kahoot, if available)
• Philosophical argument cards (prepared prior)
• Timer

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Lesson Outline

Starter: Philosophical Snap (10 minutes)

• Activity: Divide the class into pairs.
• Each pair is given 8 "Argument Cards" — 4 key arguments for God’s existence (Cosmological, Teleological, Ontological, Moral) and 4 key critical objections.
• Students must sort the cards into "For" and "Against" piles as quickly as possible, then briefly explain one argument to the rest of the group.
• Teacher circulates to prompt thinking and clear misconceptions.
• Purpose: Activate prior knowledge and get students thinking interactively.

Main Activity 1: Argument Analysis Carousel (25 minutes)

• The classroom sets up 4 stations, one for each key argument.
• Students rotate every 6 minutes. At each station:
  • Read a short passage summarising the argument (both philosophical outline and key critic’s viewpoint).
  • Answer two analytical questions on the worksheet (see below).
  • Add one insightful comment or question on a post-it note and stick it to the station board.
• Teacher prompts deeper thinking and keeps timing.
• This enables multiple contact points with the material and varied learning styles (reading, writing, discussion).

Main Activity 2: Interactive Debate (15 minutes)

• Divide students into 2 groups (Pro-God arguments / Skeptics).
• Using their post-it notes and worksheet answers, groups prepare a short argument defending or critiquing the existence of God.
• Conduct a structured mini-debate: Each side gets 3 minutes for opening, 3 minutes for rebuttal, 3 minutes for conclusion.
• Teacher acts as moderator, poses probing questions to deepen reflection.

Plenary and Review (10 minutes)

• Use a quick interactive quiz to recap key terms, arguments, and thinkers (could be done with whiteboard or online if tech is available).
• Students write on a small card one new idea or question they have about knowledge of God’s existence.
• Teacher collects and uses these for follow-up formative assessment or starter next lesson.

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Assessment and Differentiation

• Formative assessment: Analytical questions responses, participation in debate, post-it notes ideas, quiz scores
• Differentiation:
  • Extra challenge questions on the worksheet for more able students (e.g. connecting arguments to contemporary philosophical debates).
  • Support sheets with simplified summaries of arguments for students needing scaffolding.
  • Verbal explanations and prompts during activities for varied learning needs.

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Worksheet: Knowledge of God (OCR Philosophy of Religion)

Name: ____________________ Date: ____________________

Station 1: Cosmological Argument

1. Summarise the basic idea of the Cosmological Argument in your own words (3 sentences).
2. What is one major philosophical objection to the Cosmological Argument? How convincing do you find it? Explain.

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Station 2: Teleological Argument

3. Describe the main claim of the Teleological Argument related to design and order.
4. David Hume criticises the Teleological Argument. What is his key objection? Do you agree? Why or why not?

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Station 3: Ontological Argument

5. Outline Anselm’s version of the Ontological Argument briefly.
6. Kant argued a specific criticism about this argument. What was it, and how does it challenge the Ontological Argument’s validity?

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Station 4: Moral Argument

7. What is the Moral Argument’s claim about God and moral values?
8. State one challenge to the Moral Argument and your opinion on its strength.

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Reflective Question (to prepare for debate):

• Which argument do you find most persuasive in supporting the existence of God? Why?
• Which argument do you find weakest? Explain.

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End of Worksheet

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Teacher Reflection

• Note student engagement during paired and group work.
• Identify who excels or struggles with critical evaluation and philosophical terminology for targeted revision.
• Use their post-it questions to plan follow-up lessons or extension tasks.

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This lesson plan follows the OCR specification by focusing on critical knowledge and evaluation of philosophical arguments, ensuring active student participation, and developing essential AO1/AO2 skills essential for success at A-level Religious Studies.