Topic Title: Death & Beyond
Religion/s: Hinduism and Judaism
Key Stage: 3
Aspects of the Range Covered
Origin and purpose of life

Natural world and living things
Authority & Influence
Relationships & responsibilities

Human Identity

Journey of life

Meaning &purpose of life

Non material/ spiritual

Belonging

Knowledge & experience of non-material/
spiritual

Religious Education: Scheme of Work for Secondary Schools
Key Stage: 3
Learning objectives
To explore various beliefs
about death and the
afterlife
Title of Unit: What happens when I die?
Key Questions
What happens
when we die?
Religion/s: Hinduism & Judaism
Suggested Learning Activities
Spider diagram activity. Identify various beliefs
about death and the afterlife
Resources
Diamond 9 activity. Read the textbook p24,
discuss viewpoints and arrange them into a
diamond 9. Place at the top of the diamond the
view that pupils most agree with, descending to
view they least agree with at the bottom of the
diamond.
This IS RE Book 3
pp 22-24
Assessment
Numeracy activity. Conduct a survey of the
beliefs of 8 people in the class. Create a tally
chart to illustrate their results. Homework task: to
survey four people between 20 and 50 years of
age and four people over 50 years of age &
present findings as a bar graph or pie chart
Reading activity. Using p22-23 of textbook find
out the similarities of near-death experiences of
people from different faiths. Compile a list of
similarities between Mebruke and Beverly’s
experiences. Examine alternative explanations.
Compare and
contrast faith
perspectives and
scientific viewpoints
on near death
experiences. Which
viewpoint is most
persuasive?
To investigate imagery of
the afterlife
What ideas are
there about
heaven and hell?
Complete the following
My idea of heaven is….
My idea of hell is…..
(Include smells, sounds, textures, sights and
feelings)
Class discussion to compare similarities in what
they have written and imagined. Are they similar?
If so, can you explain why?
To explore Hindu beliefs
about death and rebirth
What do Hindus
believe about
death and
rebirth?
Examine images of heaven & hell (art, music,
film). Create a table outlining the symbolism used
to describe each.
What Dreams May
Come – heaven
The Lion King – hell;
William Blake (the
gates of hell);
Hallelujah Chorus, Ode
To Joy, Spirit In The
Sky (heaven)
Map from memory activity. Using Michelangelo’s
painting “Day of Judgement” complete a group
copy of the picture. Discuss the artist’s
interpretation.
Research activity – work in groups of 4. One pair
will make 8 bullet points on Hindu funerals on the
left hand side of the table diagram. The other pair
will make 8 bullet points on Hindu beliefs about
death & the afterlife on the right hand side of the
table diagram. Pupils pool information to make
connections between beliefs and practices. They
complete the opposite side of their table.
Michelangelo’s ‘Day of
Judgement’
Various resource
books
Write a letter to a
friend in the West
having just
attended a Hindu
funeral. Explain
your reaction to
what you see, hear,
smell and think.
To explore Jewish beliefs
about death and the
afterlife
To investigate how a
belief in an afterlife has an
effect on the way people
live
What do Jews
believe about
death and the
afterlife?
Why should a
person try to lead
a good life?
Watch a video extract on Hindu funerals and add
2 further points to each column.
Quick off the draw activity. In groups of 4 each
pupil reads a different resource giving information
on Jewish mourning and funeral rituals. By
pooling information the groups then race to
answer 10 questions in the quickest time. Class
feedback gives pupils the opportunity to improve
their responses.
Video material
Sorting activity. Sort cards to evaluate the
advantages & disadvantages of following
mourning rituals. Sort into 2 piles, depending on
whether they agree or disagree.
Cards
Storyboard activity. Give pupils various
scenarios. Choose 2 and create a storyboard
showing the consequences of their decisions,
both good & bad e.g. cheat in test, tell a lie to
get out of trouble, being honest with a friend
about not liking their new haircut, breaking up a
fight at lunch time.
Various scenarios
Reading activity. Revisit the Hindu teaching on
karma. In pairs, think of 3 actions that bring good
karma and 3 actions that bring about bad karma.
Exploring Questions in
RE Book 1 p.30-31
(Activity 2)
Write a short speech putting forward the Skanda
Vale community’s viewpoint on why Shambo the
bull should not be put down. Pupils must ensure
that they include Hindu beliefs on karma and the
sanctity of life. (CC)
Use Shambo website
to find information
Various textbooks
Produce a leaflet to
help non-Jews
understand what
Jews believe about
death and
mourning customs.
“Jewish mourning
customs are more
of a hindrance than
a help.” Do you
agree?
Write a short
speech on why
Shambo the bull
should not be put
down.
Watch extracts from Scrooged that illustrate that
selfish behaviour reaps its own consequences
during life. Discuss
Class debate or hot seating activity on the value
of living a good life..
Key Words
Death, afterlife, heaven, hell, rebirth, karma, symbol, Hindu, Jew, burial, mourning, customs, beliefs,
Extracts from Scrooged If there is no
(modern-day version of afterlife is there any
A Christmas Carol)
point in being
good? Discuss