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Pirates of the Caribbean: On Stranger Tides View Lesson»

An argument about cruelty onboard a pirate ship prompts questions about why God allows great suffering and pain in the world.

Students will:

• Reflect (positively and negatively) upon the state of the world today
• Analyse two fictional characters whose assessment of the same evidence led to contradictory beliefs about the existence of God
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God's love to those around them
• Synthesise learning by writing a letter to God, explaining whether or not the student believes in his existence

Paul View Lesson»

A clip from the sci-fi comedy enables students to compare arguments for and against the existence of extraterrestrials with arguments for believing in God.

Students will:

• Reflect on the difficulty of determining truth when there is no evidence
• Reflect on how they decide what to believe
• Reflect on what evidence they would require to come to a decision about whether or not to believe in the existence of God
• Evaluate the roles of evidence and experience in understanding the truth
• Analyse the basis for Christian claims for the existence of God
• Synthesise learning by compiling lists of reasons to believe or disbelieve Christian arguments for the existence of God, and then by writing a short statement based on those lists

The Unseen Goal View Lesson»

ITV’s coverage of a vital FA cup tie missed the only goal of the game by cutting to an ad break. If no one saw it, did the goal really happen?

Students will:

• Reflect upon the relationship between truth and proof
• Evaluate the persuasiveness of a particular argument that falls short of absolutely proving its truth
• Understand the central importance in Christian faith of belief in the resurrection of Jesus
• Analyse one or more gospel accounts of Jesus’ death and resurrection, and consider whether the claims are easy or difficult to believe
• Analyse different alternative explanations, to consider how believable they are
• Interpret the evidence concerning the resurrection of Jesus and form their own view about it
• Synthesise learning by writing a summary of evidence, either for the existence of God or the resurrection of Jesus and drawing their own conclusions from that evidence

I Am Legend View Lesson»

Students explore the arguments of two survivors in an end-of-the-world scenario who disagree about the existence of God.

Students will:

• Reflect (positively and negatively) upon the state of the world today
• Analyse two fictional characters whose assessment of the same evidence led to contradictory beliefs about the existence of God
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Analyse Bible passages describing God’s action to solve the problems of a suffering, fallen world
• Synthesise learning by writing a letter to God, explaining whether or not the student believes in his existence

Harry Potter and the Order of the Phoenix View Lesson»

The refusal of the wizarding world to believe that Lord Voldemort has returned highlights the roles of evidence and faith in this lesson about truth.

Students will:

• Reflect on the difficulty of determining truth when there is no evidence
• Reflect on how they decide what to believe
• Reflect on what evidence they would require to come to a decision about whether or not to believe in the existence of God
• Evaluate the roles of evidence and experience in understanding the truth
• Analyse the basis for Christian claims for the existence of God
• Synthesise learning by writing a newspaper article denying or supporting the existence of God

Heroes: Genesis and One Giant Leap View Lesson»

An unlikely claim of superpowers prompts this lesson looking at the basis for believing in God.

Students will:

• Reflect on how they determine whether statements are true or false
• Produce a list of reasons supporting belief in God, and a list of reasons supporting disbelief in God
• Reflect on the significance of personal experience on belief
• Reflect on the significance of logic and reason on belief
• Synthesise their learning by planning the content for a TV programme called Does God Exist?

Zodiac View Lesson»

The identity of a serial killer is finally discovered after many years. The relationship between proof and truth sheds light on Christian belief about the resurrection of Jesus.

Students will:

• Reflect upon the relationship between truth and proof
• Evaluate the persuasiveness of a particular argument that falls short of absolutely proving its truth
• Understand the central importance in Christian faith of belief in the resurrection of Jesus
• Analyse one or more gospel accounts of Jesus’ death and resurrection, and consider whether the claims are easy or difficult to believe
• Analyse different alternative explanations, to consider how believable they are
• Interpret the evidence concerning the resurrection of Jesus and form their own view about it
• Rewrite a scene from Zodiac, with characters discussing whether or not Jesus’ resurrection really took place

Blood Diamond View Lesson»

Three short clips from the ethical action movie Blood Diamond raise questions about how a loving, powerful God can permit a world of suffering.

Students will:

• Reflect upon the concept of an ideal childhood
• Reflect upon what it might be like to live the life of a boy soldier in Africa
• Evaluate the idea that God should be held accountable for the bad things that happen in the world
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Analyse the parable of the prodigal son (Luke 15:11-31) to determine what it reveals about God’s nature and character
• Synthesize learning by writing a parable to illustrate Christian belief about a loving, powerful God and a suffering world

The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (3) View Lesson»

Lucy’s extraordinary discovery in the wardrobe, and her siblings’ bewildered reaction to it, is used to explore reasons for believing (or not believing) in the existence of God.

Students will:

• Reflect on how they determine whether statements are true or false
• Produce a list of reasons supporting belief in God, and a list of reasons supporting disbelief in God
• Reflect on the significance of personal experience on belief
• Reflect on the significance of logic and reason on belief
• Synthesise their learning by planning the content for a TV programme called Does God Exist?

The Brothers Grimm View Lesson»

The eponymous brothers and their hoaxed exorcisms are the cue for this look at reasons for believing in the supernatural in general, and God in particular.

Students will:

• Reflect upon whether the evidence of their own eyes is always proof that a specific event has taken place
• Reflect upon different reasons for believing or not believing in the supernatural
• Evaluate the extent to which those reasons also apply to belief or disbelief in God
• Analyse six different arguments to determine whether each makes belief in God more or less
• Assert their own belief regarding the existence (or non-existence) of God

Extras: Episode Three (Kate Winslet) View Lesson»

A discussion between two extras on a film set takes in questions regarding the existence of God. We look at different arguments that seek to provide evidence one way or the other.

Students will:

• reflect upon how to prove an argument
• Analyse two different perspectives on the existence of God, identifying the reasons used to justify those beliefs
• Synthesise different lines of argument for either proving or disproving God’s existence
• Analyse six different arguments to see whether each makes belief in God more or less plausible
• Assert their own belief regarding the existence (or non-existence) of God

The Hitchhiker’s Guide to the Galaxy View Lesson»

The multi-lingual translating power of the Babel Fish is used in The Hitchhiker’s Guide to the Galaxy as proof of the non-existence of God. We look more closely at the argument and others like it.

Students will:

• reflect upon how examination of evidence helps people to discover more about previously unknown information.
• Analyse a humorous argument against the existence of God to identify its inherent flaws.
• Evaluate the scientific claims in support of the theory of Intelligent Design.
• Analyse what the Bible says about God revealing his existence to people.
• Create a short piece of writing which summarises arguments concerning the existence of God.

National Treasure (2) View Lesson»

A desperate attempt to persuade someone of a seemingly impossible, yet true claim leads into a consideration of arguments for believing that Jesus’ resurrection is a genuine historical event.

Students will:

• Reflect upon what would convince them to believe an unlikely story
• Understand the central importance in Christian faith of belief in the resurrection of Jesus
• Analyse one or more gospel account of Jesus’ death and resurrection, and consider whether the claims are easy or difficult to believe
• Analyse different alternative explanations, to consider how believable they are
• Rewrite a scene from National Treasure, with characters arguing about whether or not Jesus’ resurrection really took place

I Believe In You View Lesson»

What do we mean when we say we believe in something or someone? This lesson examines the lyrics of Kylie Minogue’s song I believe in you and explores the nature of belief.

Students will:

• Reflect upon the meaning of ‘belief’
• Analyse the basis of different things that some people believe in
• Analyse some of the evidence that leads Christians to believe in God
• Draw up a personal statement of faith

Signs View Lesson»

Different ways of determining whether or not God exists are considered in the light of Mel Gibson’s alien invasion blockbuster.

• Students consider the persuasiveness of different ways of proving or disproving the existence of God, and state their own view on the matter.

Contact View Lesson»

The film Contact is used to prompt analysis of different arguments to prove or disprove the existence of God.

• Students consider the persuasiveness of different ways of proving or disproving the existence of God, and state their own view on the matter.

Pirates of the Caribbean: On Stranger Tides View Lesson»

An argument about cruelty onboard a pirate ship prompts questions about why God allows great suffering and pain in the world.

Students will:

• Reflect (positively and negatively) upon the state of the world today
• Analyse two fictional characters whose assessment of the same evidence led to contradictory beliefs about the existence of God
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God's love to those around them
• Synthesise learning by writing a letter to God, explaining whether or not the student believes in his existence

Paul View Lesson»

A clip from the sci-fi comedy enables students to compare arguments for and against the existence of extraterrestrials with arguments for believing in God.

Students will:

• Reflect on the difficulty of determining truth when there is no evidence
• Reflect on how they decide what to believe
• Reflect on what evidence they would require to come to a decision about whether or not to believe in the existence of God
• Evaluate the roles of evidence and experience in understanding the truth
• Analyse the basis for Christian claims for the existence of God
• Synthesise learning by compiling lists of reasons to believe or disbelieve Christian arguments for the existence of God, and then by writing a short statement based on those lists

The Unseen Goal View Lesson»

ITV’s coverage of a vital FA cup tie missed the only goal of the game by cutting to an ad break. If no one saw it, did the goal really happen?

Students will:

• Reflect upon the relationship between truth and proof
• Evaluate the persuasiveness of a particular argument that falls short of absolutely proving its truth
• Understand the central importance in Christian faith of belief in the resurrection of Jesus
• Analyse one or more gospel accounts of Jesus’ death and resurrection, and consider whether the claims are easy or difficult to believe
• Analyse different alternative explanations, to consider how believable they are
• Interpret the evidence concerning the resurrection of Jesus and form their own view about it
• Synthesise learning by writing a summary of evidence, either for the existence of God or the resurrection of Jesus and drawing their own conclusions from that evidence

I Am Legend View Lesson»

Students explore the arguments of two survivors in an end-of-the-world scenario who disagree about the existence of God.

Students will:

• Reflect (positively and negatively) upon the state of the world today
• Analyse two fictional characters whose assessment of the same evidence led to contradictory beliefs about the existence of God
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Analyse Bible passages describing God’s action to solve the problems of a suffering, fallen world
• Synthesise learning by writing a letter to God, explaining whether or not the student believes in his existence

Harry Potter and the Order of the Phoenix View Lesson»

The refusal of the wizarding world to believe that Lord Voldemort has returned highlights the roles of evidence and faith in this lesson about truth.

Students will:

• Reflect on the difficulty of determining truth when there is no evidence
• Reflect on how they decide what to believe
• Reflect on what evidence they would require to come to a decision about whether or not to believe in the existence of God
• Evaluate the roles of evidence and experience in understanding the truth
• Analyse the basis for Christian claims for the existence of God
• Synthesise learning by writing a newspaper article denying or supporting the existence of God

Heroes: Genesis and One Giant Leap View Lesson»

An unlikely claim of superpowers prompts this lesson looking at the basis for believing in God.

Students will:

• Reflect on how they determine whether statements are true or false
• Produce a list of reasons supporting belief in God, and a list of reasons supporting disbelief in God
• Reflect on the significance of personal experience on belief
• Reflect on the significance of logic and reason on belief
• Synthesise their learning by planning the content for a TV programme called Does God Exist?

Zodiac View Lesson»

The identity of a serial killer is finally discovered after many years. The relationship between proof and truth sheds light on Christian belief about the resurrection of Jesus.

Students will:

• Reflect upon the relationship between truth and proof
• Evaluate the persuasiveness of a particular argument that falls short of absolutely proving its truth
• Understand the central importance in Christian faith of belief in the resurrection of Jesus
• Analyse one or more gospel accounts of Jesus’ death and resurrection, and consider whether the claims are easy or difficult to believe
• Analyse different alternative explanations, to consider how believable they are
• Interpret the evidence concerning the resurrection of Jesus and form their own view about it
• Rewrite a scene from Zodiac, with characters discussing whether or not Jesus’ resurrection really took place

Babel View Lesson»

The movie Babel shows people struggling to cope and communicate with each other. This lesson investigates the reasons for such a struggle before looking at how God himself was prepared to understand people and make himself understood.

Students will:

• Reflect upon cultural differences (including language) which create barriers between different people
• Reflect on the biblical story of the Tower of Babel and its significance re: cultural division
• Evaluate the cost of someone genuinely integrating with an alien culture
• Analyse two ancient world views (Gnosticism and Judaism) and contrast them with Christian teaching about God’s interaction with humanity
• Synthesize learning by writing a three way discussion between a Christian, a Gnostic and a Jew.

The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (3) View Lesson»

Lucy’s extraordinary discovery in the wardrobe, and her siblings’ bewildered reaction to it, is used to explore reasons for believing (or not believing) in the existence of God.

Students will:

• Reflect on how they determine whether statements are true or false
• Produce a list of reasons supporting belief in God, and a list of reasons supporting disbelief in God
• Reflect on the significance of personal experience on belief
• Reflect on the significance of logic and reason on belief
• Synthesise their learning by planning the content for a TV programme called Does God Exist?

The Brothers Grimm View Lesson»

The eponymous brothers and their hoaxed exorcisms are the cue for this look at reasons for believing in the supernatural in general, and God in particular.

Students will:

• Reflect upon whether the evidence of their own eyes is always proof that a specific event has taken place
• Reflect upon different reasons for believing or not believing in the supernatural
• Evaluate the extent to which those reasons also apply to belief or disbelief in God
• Analyse six different arguments to determine whether each makes belief in God more or less
• Assert their own belief regarding the existence (or non-existence) of God

Extras: Episode Three (Kate Winslet) View Lesson»

A discussion between two extras on a film set takes in questions regarding the existence of God. We look at different arguments that seek to provide evidence one way or the other.

Students will:

• reflect upon how to prove an argument
• Analyse two different perspectives on the existence of God, identifying the reasons used to justify those beliefs
• Synthesise different lines of argument for either proving or disproving God’s existence
• Analyse six different arguments to see whether each makes belief in God more or less plausible
• Assert their own belief regarding the existence (or non-existence) of God

The Hitchhiker’s Guide to the Galaxy View Lesson»

The multi-lingual translating power of the Babel Fish is used in The Hitchhiker’s Guide to the Galaxy as proof of the non-existence of God. We look more closely at the argument and others like it.

Students will:

• reflect upon how examination of evidence helps people to discover more about previously unknown information.
• Analyse a humorous argument against the existence of God to identify its inherent flaws.
• Evaluate the scientific claims in support of the theory of Intelligent Design.
• Analyse what the Bible says about God revealing his existence to people.
• Create a short piece of writing which summarises arguments concerning the existence of God.

National Treasure (2) View Lesson»

A desperate attempt to persuade someone of a seemingly impossible, yet true claim leads into a consideration of arguments for believing that Jesus’ resurrection is a genuine historical event.

Students will:

• Reflect upon what would convince them to believe an unlikely story
• Understand the central importance in Christian faith of belief in the resurrection of Jesus
• Analyse one or more gospel account of Jesus’ death and resurrection, and consider whether the claims are easy or difficult to believe
• Analyse different alternative explanations, to consider how believable they are
• Rewrite a scene from National Treasure, with characters arguing about whether or not Jesus’ resurrection really took place

Signs View Lesson»

Different ways of determining whether or not God exists are considered in the light of Mel Gibson’s alien invasion blockbuster.

• Students consider the persuasiveness of different ways of proving or disproving the existence of God, and state their own view on the matter.

K-PAX View Lesson»

The mystery surrounding the identity of Kevin Spacey’s character in the film K-PAX is used to help students to understand the claims Jesus made about himself, and how Christians believe that his words and actions support those claims.

• Students to be aware of how Jesus’ words and actions could be seen to add weight to his claims about himself.

Contact View Lesson»

The film Contact is used to prompt analysis of different arguments to prove or disprove the existence of God.

• Students consider the persuasiveness of different ways of proving or disproving the existence of God, and state their own view on the matter.

The Truman Show (2) View Lesson»

In The Truman Show, Truman Burbank is unaware that his whole life is being filmed as a TV show. In this teaching block a clip from the film is used to illustrate the Christian concepts of general and special revelation.

• Students should have an understanding of the concepts of general and special revelation, and how Christians use them to explain how they can know God.

Pirates of the Caribbean: On Stranger Tides View Lesson»

An argument about cruelty onboard a pirate ship prompts questions about why God allows great suffering and pain in the world.

Students will:

• Reflect (positively and negatively) upon the state of the world today
• Analyse two fictional characters whose assessment of the same evidence led to contradictory beliefs about the existence of God
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God's love to those around them
• Synthesise learning by writing a letter to God, explaining whether or not the student believes in his existence

Japanese Earthquake 2011 View Lesson»

Students consider the implications of natural disasters, such as the Japanese earthquake of March 2011, on belief in a loving, powerful God.

Students will:

• reflect upon the difference between questioning belief and abandoning belief
• Analyse comments by Archbishop Rowan Williams in the light of the Indian Ocean tsunami
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God's love to those around them
• Write a letter to the Sunday Telegraph replying to Archbishop Williams' article

I Am Legend View Lesson»

Students explore the arguments of two survivors in an end-of-the-world scenario who disagree about the existence of God.

Students will:

• Reflect (positively and negatively) upon the state of the world today
• Analyse two fictional characters whose assessment of the same evidence led to contradictory beliefs about the existence of God
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Analyse Bible passages describing God’s action to solve the problems of a suffering, fallen world
• Synthesise learning by writing a letter to God, explaining whether or not the student believes in his existence

Something Happened View Lesson»

Attempts to define love lead in to an examination of what Christians believe about God’s loving nature.

Students will:

• Reflect on the definition of love
• Evaluate the definition of love offered by the song Something Happened
• Analyse Bible passages to determine how the Bible supports the view of a loving God
• Understand the responsibility of Christians to show God’s love to those around them Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Synthesise learning by writing additional song lyrics

Blood Diamond View Lesson»

Three short clips from the ethical action movie Blood Diamond raise questions about how a loving, powerful God can permit a world of suffering.

Students will:

• Reflect upon the concept of an ideal childhood
• Reflect upon what it might be like to live the life of a boy soldier in Africa
• Evaluate the idea that God should be held accountable for the bad things that happen in the world
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Analyse the parable of the prodigal son (Luke 15:11-31) to determine what it reveals about God’s nature and character
• Synthesize learning by writing a parable to illustrate Christian belief about a loving, powerful God and a suffering world

Indian Ocean Tsunami Disaster View Lesson»

Even the Archbishop of Canterbury says that huge natural disasters make us doubt the existence of God, so how do Christians make sense of events like the Indian Ocean Tsunami?

Students will:

• reflect upon the difference between questioning belief and abandoning belief
• Analyse comments by Archbishop Rowan Williams in the light of the Indian Ocean tsunami
• Analyse Bible passages that help explain how Christians reconcile a loving, powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Write a letter to the Sunday Telegraph replying to Archbishop Williams’ article

Cold Mountain View Lesson»

Scenes of cruelty and violence during the American Civil War prompt this examination of how Christians believe in a loving, powerful God in the face of evil and suffering.

Students will:

• Reflect upon what they think a perfect world would be like
• Evaluate the idea that God should be held accountable for the bad things that happen in the world
• Evaluate what they think is wrong with the world
• Analyse Bible passages that help explain how Christians reconcile a loving powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Write a dialogue arguing whether or not God can be blamed for bad things happening in the world

Open Range View Lesson»

Two grieving cowboys (Kevin Costner and Robert Duvall) discuss God and the problem of evil in the world, while burying their dead friend.

Students will:

• Reflect upon what they think a perfect world would be like
• Evaluate the idea that God should be held accountable for the bad things that happen in the world
• Evaluate what they think is wrong with the world
• Analyse Bible passages that help explain how Christians reconcile a loving powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Write a dialogue arguing whether or not God can be blamed for bad things happening in the world

John and Elvis are Dead View Lesson»

George Michael laments the death of singing legends John Lennon and Elvis Presley, and asks how a God of love could let tragedies like this occur.

Students will:

• Reflect upon what they think a perfect world would be like
• Evaluate the argument of the song John and Elvis are Dead concerning bad things happening in the world
• Evaluate what they think is wrong with the world
• Analyse Bible passages that help explain how Christians reconcile a loving powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Write a response to suffering in the world from the perspective of the Christian God

David Blaine View Lesson»

Suffering provokes many different reactions. For some it is a reason to reject God, for others a reason to turn to him. For one man it is a reason to live in a Perspex box for 44 days.

Students will:

• Participate in a game that introduces key concepts related to suffering
• Examine arguments for and against God’s existence in the light of suffering
• Critically analyse David Blaine’s ‘self imposed torture’ stunts
• Identify summaries of Bible passages relating to suffering
• Compare and contrast secular and Christian responses to suffering

Where Is The Love? View Lesson»

The Black Eyed Peas' (featuring Justin Timberlake as a guest vocalist) latest single sums up what’s wrong with the world and cries out to God. This lesson considers how Christians manage to believe in a loving powerful God in a far from perfect world.

Students will:

• Reflect upon what they think a perfect world would be like
• Evaluate what is wrong with the world, according to the song Where Is The Love?
• Evaluate what they think is wrong with the world
• Reflect upon what they would like to ask God in the light of the problems in the world
• Analyse Bible passages that help explain how Christians reconcile a loving powerful God with a suffering world
• Understand the responsibility of Christians to show God’s love to those around them
• Write a response to suffering in the world from the perspective of the Christian God

Signs View Lesson»

Different ways of determining whether or not God exists are considered in the light of Mel Gibson’s alien invasion blockbuster.

• Students consider the persuasiveness of different ways of proving or disproving the existence of God, and state their own view on the matter.

The Lord of the Rings: The Fellowship of the Ring View Lesson»

The scene-setting at the beginning of the film The Lord of the Rings: The Fellowship of the Ring is used for a consideration of what Christians believe about evil, and how a loving and powerful God could permit it to exist.

• Students understand the meaning of good and evil for Christians, and also understand how Christians reconcile the existence of evil with belief in a loving, powerful God.

Captain Corelli’s Mandolin (2) View Lesson»

Scenes of suffering from Captain Corelli’s Mandolin prompt a discussion of how Christians understand the problem of a powerful, loving God and a suffering world.

• Students show awareness of how a Christian would understand and respond to the problem of suffering in the world.