Understanding the Referendum

Curriculum Area and Level

Subject: Religious Education
Curriculum: UK National Curriculum – Key Stage 3
Focus Area: Ethics and Religion – Relationships and Families
Level: Year 7

Lesson Objectives

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

• Explain the key details of the 2015 same-sex marriage referendum in Ireland.
• Identify religious and non-religious perspectives on same-sex marriage.
• Reflect on how religious beliefs can influence moral and ethical views.
• Respectfully compare different points of view on controversial topics.

Resources Needed

• Whiteboard and markers
• Printed case study on the 2015 Irish referendum
• Religious and secular opinion statements (provided to groups)
• "Four Corners" signs for classroom discussion activity
• Student A4 reflection sheets

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Lesson Structure (58 minutes)

1. Starter Activity – "Moral Dilemmas" (10 minutes)

• Pose a scenario: "Should people be allowed to marry whomever they love, regardless of gender?"
• Ask students to stand on a scale from "Strongly Agree" to "Strongly Disagree" across the room.
• Discuss their justifications briefly: Does religion impact their stance? What about personal experiences?

Purpose: Engages students in critical thinking before introducing the referendum.

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2. Introduction to the 2015 Irish Referendum (10 minutes)

Teacher-led explanation:

• A historic vote in Ireland legalised same-sex marriage in May 2015.
• 62% voted in favour, reflecting shifting attitudes towards LGBTQ+ rights globally.
• Some groups supported it for reasons of equality and human rights; others opposed it based on religious beliefs.

Quick Class Discussion:

• Why do countries hold referendums?
• Why might people disagree on social issues like this?

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3. Religious and Non-Religious Perspectives (15 minutes)

Group Work:

1. Split students into 5 groups.
2. Each group receives a card featuring a viewpoint (e.g., Catholic Church, Church of England, Humanist, Secular Government, LGBTQ+ rights group).
3. Groups summarise their viewpoint in one sentence and present it to the class.
4. The class discusses: What similarities/differences exist? Where is compromise possible?

Key talking points:

• Catholic beliefs on marriage as a sacrament between a man and woman.
• Church of England’s internal debate on same-sex marriage.
• Humanists advocating for equal rights based on ethics, rather than religious teaching.
• Secular perspectives that law should not be based on religious doctrine.

Purpose: Encourages teamwork, critical thinking, and understanding of diverse perspectives.

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4. Whole-Class Debate – "Four Corners" (15 minutes)

• Assign four different viewpoints by placing Agree, Disagree, Strongly Agree, Strongly Disagree signs around the room.
• Read statements like:
  • "Religious beliefs should influence laws on marriage."
  • "Everyone has the right to love and marry whomever they choose."
  • "Marriage has always been a religious ceremony and should stay that way."
• Students move to the sign representing their personal view.
• Ask selected students why they made their choice.

Teacher’s Role: Encourage respectful listening and critical thinking.

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5. Reflection Task – Written Response (8 minutes)

• Students write a personal reflection answering:
  • What have I learned about religious and non-religious views on same-sex marriage?
  • Do I agree or disagree with any views discussed? Why?
  • How can we respect those who hold different opinions to us?

Purpose: Encourages independent thinking and consolidates learning.

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Assessment for Learning (AfL) Strategies

✅ Verbal responses: Engagement during the starter and discussion activities.
✅ Group summaries: Checking understanding of religious and secular viewpoints.
✅ Reasoning in the debate: Evaluating students' ability to structure an argument.
✅ Written reflection: Assessing comprehension and personal engagement with ethical issues.

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Plenary – "One Word Reflection" (Bonus 5 minutes if needed)

• Each student gives one word to describe how they feel about the lesson (e.g., "thoughtful", "challenged", "curious").
• Quick teacher summary linking their words to respectful discussion and learning about controversial topics.

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Differentiation & Accessibility

✅ Support for lower-ability students: Provide key vocabulary lists (e.g., referendum, ethics, secular, religious).
✅ Challenge for higher-ability students: Ask them to compare UK laws on same-sex marriage with those in other countries.
✅ Inclusive engagement: Mix ability groups to encourage peer-supported learning.

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Teacher Reflection Post-Lesson

• Were students engaged in the debate?
• Did they demonstrate respect for differing opinions?
• How well did they articulate religious and secular viewpoints?
• What could be improved next time?

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Final Thought for Teachers

This lesson moves beyond basic knowledge—it gets students thinking, debating, and developing skills in respect and reasoning. A great way to encourage meaningful discussion in the classroom! 🎉