euthanasia and the afterlife
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of euthanasia and the afterlife
- Apply euthanasia and the afterlife to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for euthanasia and the afterlife first (GCSE Revise summary)
- Key vocab to pre-teach: UK Context, UK Context, UK Context
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: euthanasia and the afterlife
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about euthanasia and the afterlife. Then check against the key terms: UK Context, UK Context, UK Context. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: UK Context, UK Context, UK Context.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: UK Context, UK Context, UK Context.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: euthanasia and the afterlife. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Religious Studies because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: euthanasia and the afterlife. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Religious Studies because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: Explain two religious views on euthanasia.
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about euthanasia and the afterlife.
Lesson 2: Core Concepts: euthanasia and the afterlife
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on euthanasia and the afterlife. Check them against the notes below.
Main Content (35 minutes)
Key Fact: Euthanasia means "good death" — it is the deliberate ending of a person's life to end suffering. It is illegal in the UK. Religious views are shaped by beliefs about the sanctity of life and the afterlife.
RS Exam Tips — Euthanasia and the Afterlife: 1. For Euthanasia and the Afterlife questions, always include specific scriptural or source references where relevant 2. Explain both religious and non-religious viewpoints 3. Use specialist vocabulary precisely (e.g. terms from the specification) 4. Evaluate by analysing strengths and weaknesses of different views before reaching your conclusion 5. Link your discussion of Euthanasia and the Afterlife to its real-world impact on believers and society
UK Context: In the UK, debates about often involve both religious and secular voices. Parliament considers evidence from faith communities alongside scientific, legal and ethical perspectives, reflecting Britain’s commitment to both religious freedom and democratic decision-making.
UK Context: The British system of establishing laws through parliamentary debate, judicial interpretation and public consultation allows religious perspectives to be heard alongside other viewpoints. Faith communities regularly submit evidence to parliamentary committees and participate in public consultations on issues related to .
UK Context: British examiners specifically look for the use of specific scriptural references (e.g. Surah numbers, Bible chapter and verse) and named scholars or traditions. Vague references to ‘what Christians believe’ or ‘what Muslims think’ without specific evidence will not achieve the highest marks.
| Item | Detail |
|---|---|
| Voluntary | The person asks for their life to be ended |
| Non-voluntary | The person cannot give consent (e.g. in a coma) |
| Involuntary | The person's life is ended against their will (murder) |
| Active | A positive act to end life (e.g. lethal injection) |
| Passive | Withdrawing treatment that is keeping someone alive |
Practice (10 minutes)
Q: Explain two religious views on euthanasia.
Answer: 1) Catholics oppose euthanasia because life is sacred and God-given — only God should end it. Job 1:21 states "The Lord gives and the Lord takes away." Suffering can have spiritual meaning, and the hospice movement offers palliative care as an alternative. 2) Islam forbids euthanasia because life belongs to Allah and only he can take it (Surah 17:33). Suffering is a test that can bring spiritual reward through patience (sabr). However, both traditions allow the withholding of futile treatment — there is no requirement to prolong suffering artificially.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: euthanasia and the afterlife
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: UK Context, UK Context, UK Context. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: Explain two religious views on euthanasia.
Answer: 1) Catholics oppose euthanasia because life is sacred and God-given — only God should end it. Job 1:21 states "The Lord gives and the Lord takes away." Suffering can have spiritual meaning, and the hospice movement offers palliative care as an alternative. 2) Islam forbids euthanasia because life belongs to Allah and only he can take it (Surah 17:33). Suffering is a test that can bring spiritual reward through patience (sabr). However, both traditions allow the withholding of futile treatment — there is no requirement to prolong suffering artificially.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: euthanasia and the afterlife
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on euthanasia and the afterlife from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Always refer to specific sources of authority (scripture, sacred texts, religious leaders) | Explain contrasting beliefs — different views within and between traditions | Use key terminology precisely (e.g. tawhid, atonement, sanctity of life) | For 12-mark evaluation questions, consider both sides before reaching a justified conclusion | Link beliefs to their impact on individuals, communities and society | Acknowledge diversity — no religious tradition has a single, uniform view
Common Errors: Watch Out! Students often confuse sanctity of life with quality of life. Wrong: "Sanctity of life means life should have good quality." Correct: "Sanctity of life means all life is sacred because it is God-given and has intrinsic value. Quality of life refers to the standard of health, comfort and happiness. They are different principles that can lead to different ethical conclusions."
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how euthanasia and the afterlife connects to another Religious Studies topic you have studied
- Real-world: research one real-world use or example of euthanasia and the afterlife
- Critical: "What are the limitations of the models used in euthanasia and the afterlife?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: UK Context, UK Context, UK Context (10 mins)
- Exam practice: One past-paper question on euthanasia and the afterlife from the board websites (15 mins)
- Extension: Explain euthanasia and the afterlife to someone else in your own words (10 mins)