General KS3 Y7Y8 Convention

The Big Questions: Does God Exist?

6 lessons

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Subject
General
Key Stage
KS3
Year group
Y7, Y8
Source document
Art and Design (KS3) - National Curriculum Programme of Study
Estimated duration
6 lessons
Status
Convention
Source document: Art and Design (KS3) - National Curriculum Programme of Study

Session structure: Discussion and Debate

Discussion and Debate

A structured sequence for exploring contested issues or multiple perspectives. Begins with a stimulus that raises a question or dilemma, builds knowledge through research, develops arguments through structured discussion techniques, captures thinking in writing, and reflects on how views may have changed.

stimulus → research → structured_discussion → writing → reflection Assessment: Balanced written argument or persuasive piece demonstrating understanding of multiple perspectives, supported by evidence, with a reasoned personal conclusion. Teacher note: Use the DISCUSSION AND DEBATE template: present a substantive question or ethical dilemma. Expect pupils to research different perspectives and prepare evidence-based arguments. Facilitate structured discussion using protocols such as Harkness or four corners. Guide pupils to produce a written response that acknowledges multiple viewpoints and justifies their own position. KS3 question stems:
  • What are the strongest arguments on each side of this issue?
  • What evidence supports this perspective, and how reliable is it?
  • How would you respond to the main counter-argument?
  • How has the discussion changed or strengthened your view?

    • Why this study matters

    The existence of God is the foundational philosophical question in RS and the one that most engages KS3 pupils. Exploring classical arguments (cosmological, teleological, moral) alongside counter-arguments (Problem of Evil, science and religion debate) develops the analytical and evaluative skills required at GCSE. Pupils encounter genuinely different perspectives (theist, atheist, agnostic) and learn to construct reasoned arguments from evidence rather than assertion.

    Pitfalls to avoid

  • Reducing to 'science vs religion' -- many scientists are religious; the relationship is more nuanced than conflict
  • Pupils stating opinions without reasoning -- require evidence and argument structure for every claim
  • Not covering non-Western perspectives on God -- include Hindu, Buddhist and Sikh concepts alongside Abrahamic monotheism

    • Cross-curricular opportunities

    LinkSubjectConnectionStrength

    Persuasive and Argumentative WritingEnglishPersuasive and argumentative writing: constructing balanced argumentsModerate

    Vocabulary word mat

    TermMeaning

    theism
    atheism
    agnosticism
    cosmological argument
    teleological argument
    Problem of Evil
    omnipotent
    omniscient
    omnibenevolent
    faith
    reason

    Scaffolding and inclusion (Y7)

    GuidelineDetail

    Reading levelSecondary Transition Reader (Lexile 700–950)
    Text-to-speechAvailable
    Max sentence length30 words
    VocabularySecondary curriculum vocabulary including discipline-specific terms. Etymology and morphology appropriate (e.g., prefixes, roots). Formal academic register expected.
    Scaffolding levelLight
    Hint tiers4 tiers
    Session length25–40 minutes
    Worked examplesRequired — Text-based. Reference solutions available after independent attempt.
    Feedback toneAcademic Peer
    Normalize struggleYes
    Example correct feedbackCorrect — and the implication is worth noting: if this is true, then [connected consequence] should also hold. Does it?
    Example error feedbackThat reasoning has a gap: you assumed [X], but the evidence points the other way because [Y]. Revise your argument in light of that.

    Knowledge organiser

    Key terms:
  • theism
  • atheism
  • agnosticism
  • cosmological argument
  • teleological argument
  • Problem of Evil
  • omnipotent
  • omniscient
  • omnibenevolent
  • faith
  • reason

    • Graph context

    Node type: TopicSuggestion | Study ID: TS-RS-KS3-001 Cypher query:

    ``cypher

    MATCH (ts:TopicSuggestion {suggestion_id: 'TS-RS-KS3-001'})

    -[:DELIVERS_VIA]->(c:Concept)

    -[:HAS_DIFFICULTY_LEVEL]->(dl)

    RETURN c.name, dl.label, dl.description

    ``

    Generated from the UK Curriculum Knowledge Graph — zero LLM generation.