For many in education, both teachers and students, religious education is a controversial topic. It is neither a core nor core subject: it is described simply as 'part of the core curriculum' and until 1988 was the only subject that needed to be taught (Ashton 2000). The presence of children of different faiths in many schools gives the study of religion a relevance, which is more difficult to achieve when all children are at least nominally Christian or of no faith (Dean 2001). However, an understanding of other world religions is necessary for a child to understand what is happening in the world around them. The four lesson plans were based on the Derbyshire AgreedSyllabus 2002 and QCA schemes of work, which were adapted and applied, to the agreed programme. This project will outline the knowledge and understanding, skills, concepts, values ​​and attitudes that will be taught and learned through them. The assignment focuses specifically on Year 7, mixed-ability religious education classes. Classes took place during the spring term, January, at John Port School. Etwall, Derbyshire. I started teaching at the start of the term as it fitted in well with the handover. That is, myself as a new teacher and the subject; Creation. The working scheme had already been established by the department, all teachers followed the same scheme. After receiving the model, I became quite enthusiastic about teaching the subject as the topic allows students to enter into a multitude of educational experiences from storytelling, to debate, to reflection on religion versus science. The scope was enormous in terms of the application of creativity and interdisciplinary opportunities. Ashton (2000) suggests that there is no reason why religious education should not be interconnected with work done to increase literacy or other curriculum areas, whether in thinking, verbal expression and the use of written language . Furthermore, it is a topic that continues to be visited frequently by me, so this too