Self, Death & Afterlife

Lesson Overview

• Subject: Religious Studies (AQA)
• Curriculum Area: AQA A-Level Religious Studies – Self, Death and the Afterlife
• Level: Year 13 – Key Stage 5
• Lesson Duration: 50 minutes
• Class Size: 9 students

Lesson Objectives

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

1. Analyse different religious and secular perspectives on the self, death, and the afterlife.
2. Evaluate the strengths and weaknesses of dualist and materialist perspectives of the self.
3. Critically assess eschatological beliefs in Christianity and other worldviews.
4. Apply philosophical and theological arguments to real-world debates on life after death.

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Lesson Structure

Starter Activity (10 mins) – Thought Experiment: The Ship of Theseus

1. Introduce the Ship of Theseus paradox using a physical model or diagram.
2. Ask students: “If all parts of a ship are replaced over time, is it still the same ship?”
3. Relate this to personal identity: If all our cells regenerate, are we still the same person?
4. Students briefly discuss in pairs, then share insights with the class.
5. Use this to introduce key debates on identity and the soul.

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Main Teaching (20 mins) – Theories of the Self and Afterlife

1. Dualism vs. Materialism (10 mins)

• Plato’s Dualism: Explain Plato’s concept of an immaterial, immortal soul.
• Descartes’ Dualism: “I think, therefore I am” – Does consciousness prove the soul exists?
• Materialist Perspectives: Dawkins and the rejection of an immaterial soul.
• Brief Discussion: “Can identity survive without the body?”

2. Eschatological Beliefs in Christianity (10 mins)

• Resurrection vs. Reincarnation: Compare Christian bodily resurrection with reincarnation in other beliefs.
• Heaven, Hell & Purgatory: Catholic vs. Protestant distinctions.
• Symbolic vs. Literal: Are these metaphors, or physical realities?
• Quick Debate: Pair students with opposing views to argue for or against a literal afterlife.

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Interactive Activity (15 mins) – The Personal Identity Debate

1. Assign Roles: Each student takes on a perspective (Christian theist, materialist, Buddhist, existentialist, etc.).
2. Scenario: A terminally ill patient asks, “What happens after death?” Each student must respond based on their assigned belief system.
3. Round-Table Discussion: Encourage students to challenge each other’s perspectives with critical questions.

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Plenary (5 mins) – Reflection & Exit Tickets

• Students write a 2-minute response to the question: “Which view of self, death and the afterlife do you find most convincing and why?”
• Quick class discussion: Has your view changed from the start of the lesson?

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Assessment for Learning (AfL)

• Formative: Pair discussions, class debate, and personal responses show depth of understanding.
• Summative: Students’ written reflections highlight their engagement and logical reasoning.

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Differentiation & Inclusion

• Visual learners: Use diagrams for dualism vs. materialism.
• Auditory learners: Pair debates to articulate arguments.
• Higher ability students: Encourage synthesis of views from multiple traditions.
• Additional support: Provide key concept summaries for reference.

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Homework / Extended Learning

• Research case studies of near-death experiences and analyse them using theological and philosophical frameworks.
• Prepare for next lesson: “The impact of afterlife beliefs on ethical decision-making.”

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Teacher’s Reflection Notes

• What worked well? Which activities engaged students the most?
• What needs improvement? Were any concepts too challenging?
• Next steps: Use a Socratic seminar next lesson to deepen analysis.

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This lesson plan is intentionally designed to be engaging, debate-driven, and reflective, ensuring deep learning and critical engagement with key A-Level RS concepts. 🔥