Promoting Tolerance Together

Overview

Duration: 30 minutes
Class size: 10 students
Unit: Faith Against Prejudice (Lesson 5 of 6)
Age group: Year 8 (12–13 years old)
Subject: Religious Education
National Curriculum links:

• Key Stage 3 - Religious Education Programme of Study (England, 2013 framework)
• Attitudes, skills and progression objectives:
  • Pupils should learn to express their own ideas and to recognise those of others.
  • Pupils should learn to reflect on sources, including religious stories and teachings.
  • Pupils should learn to explore ideas about human identity, diversity and belonging.
• Thematic study focus: Beliefs, practices and values relevant to social cohesion and respect, working towards mutual understanding and tolerance.

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Learning Objectives

By the end of this lesson, students will:

1. Collaboratively create a campaign promoting tolerance and understanding tailored to their school community.
2. Identify and articulate key messages that combat prejudice and promote faith-related harmony.
3. Select effective methods of delivery (e.g., posters, social media, presentations) suitable for engaging their peers.
4. Demonstrate understanding of the importance of tolerance within a diverse school context.

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Success Criteria

Students will have:

• Contributed ideas to their group’s campaign brainstorm.
• Developed at least three clear, positive key messages promoting tolerance.
• Chosen realistic and creative ways to deliver their campaign within the school.
• Reflected on how their campaign might reduce prejudice and increase understanding.

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Resources Needed

• Large sheets of paper or flipchart paper
• Colour markers, pens, and sticky notes
• Examples of school campaigns (printed or on screen) promoting positive messages
• Whiteboard and pens
• Timer or clock

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Lesson Structure

1. Starter Activity (5 minutes)

Title: Think-Pair-Share: What Does Tolerance Mean?

• Ask students: “In one sentence, what does tolerance mean to you?”
• Students write their answer on a sticky note.
• Pair up to share and discuss their definitions briefly. Focus on respect for differences and understanding.
• Select 2–3 pairs to share out loud, summarising key ideas on the board linked to tolerance, respect, and faith.

Rationale: Engages prior knowledge, develops speaking/listening skills, encourages reflection (NC KS3 Attitudes and skills).

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2. Main Activity (20 minutes)

Title: Designing Our School Tolerance Campaign

Step 1: Group Brainstorm (10 minutes)

• Students divide into 3 groups (3 or 4 students each).
• Each group discusses:
  • What key messages should our campaign include? (e.g., respect different faiths, challenge stereotypes)
  • Who is our audience? How can we best reach them? (e.g., posters in corridors, school assembly, social media posts on school platforms)
• Groups jot ideas on flipchart paper using bullet points and sketches.

Step 2: Campaign Outline (10 minutes)

• Each group creates a brief outline of their campaign including:
  • Title/slogan
  • 3–4 key messages
  • Chosen delivery methods with reasons why these will work
• Prepare to briefly present to the class in Lesson 6.

Rationale: Collaborative learning, critical thinking, communication, and planning skills developed (NC KS3 Religious Education Programme of Study).

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3. Plenary & Plenary Reflection (5 minutes)

• Come back together as a full class.
• Teacher facilitates a short reflective discussion:
  • Why is promoting tolerance in school important?
  • How might these campaigns change attitudes?
• Each student shares one word or phrase about how they feel about the campaign work today.

Rationale: Supports self-expression, reflection, and metacognition (NC KS3).

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Differentiation Strategies

Learner Type	Support Strategies	Challenge/Extension
SEN/Additional Needs	Provide sentence starters for brainstorming; one-to-one support during group work; visual aids/word banks	Use drawing or mind maps to plan ideas if writing is difficult.
EAL Learners	Pair with strong English speakers; bilingual vocabulary sheets on ‘tolerance’ and related terms	Encourage use of multiple languages or cultural examples in campaign.
Gifted and Talented	Take on a leadership role in group; develop a multimedia element for campaign (short video or animation plan)	Research existing successful tolerance campaigns worldwide and suggest new innovative methods.

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Assessment Opportunities

• Formative assessment through observation of group discussions and brainstorming.
• Use of success criteria to evaluate the campaign outlines.
• Reflection in plenary to assess understanding of tolerance and its importance.
• Follow-up in Lesson 6 with campaign presentations for peer and teacher review.

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Extension (Homework or Independent Learning)

• Create a digital mock-up or prototype of one campaign element (e.g., design a poster, draft a social media post).
• Research a real-world faith or community campaign promoting tolerance and prepare a short report.
• Write a reflective journal entry on how prejudice affects communities, linking it to religious teachings studied in prior lessons.

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Teacher’s Notes

• Keep groups balanced to ensure active participation from all.
• Monitor for inclusivity and respect during discussions, modelling language of empathy.
• Encourage creativity beyond traditional posters; this could include podcasts, video scripts, or drama sketches (planned discussion for Lesson 6).
• Reinforce that this campaign is a positive, proactive way to contribute to their school environment, linking curriculum content to social action and personal development.

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This lesson plan weaves together curriculum objectives and collaborative creativity to empower Year 8 students in understanding and promoting tolerance through practical, peer-led advocacy. It deliberately builds skills in communication, reflection, and empathy, fulfilling the National Curriculum intent for Religious Education in England.