RE asks students to understand beliefs they may not share and to argue about questions that have no settled answer. Technology helps most when it makes those views visible or brings in other voices.
Year 9 vote on forgiving without an apology, before and after studying Christian teaching, and see how the room has moved. Year 8 post interpretations of the Parable of the Good Samaritan to a class Padlet. Year 12 hold an Oxford-style debate on assisted dying in mixed teams with a partner sixth form.
Some of the most unusual lessons here use technology to test a claim. Year 12 use Stellarium to work out when the Ramadan crescent could be seen in three cities. Year 13 test the secularisation thesis against local authority Census data. Year 12 check Gemini's summary of Aquinas' first three Ways against the Summa itself.
At the other end, Year 1 hear the parable of the lost sheep told from illustrated slides. That is Passive Replace, and for a story told well it is the right cell.
Creative Amplify
Students build a Sutori timeline of the Buddha's life from his birth at Lumbini to his parinirvana at Kushinagar, with images of each site and two quiz questions for a classmate.
Over four lessons, a Grade 12 class interviews four faith practitioners in staff-hosted video calls, analyses anonymised transcripts against A-level content and builds a shared study on a school-only Google Site.
Interactive Amplify
Each student posts their own-words interpretation of the Parable of the Good Samaritan, and the teacher groups the posts live into themes.
Students place themselves on an agreement scale about forgiveness, meet Christian teaching on it, then place themselves again and compare the two results.
A Grade 11 class and a partner sixth form studying the same ethics paper annotate one euthanasia scenario through natural law and situation ethics, then test each other's strongest annotations in a live call.
Two sixth forms hold an Oxford-style debate on assisted dying with mixed-school teams, and a Mentimeter vote before and after shows which side changed the most minds.
Interactive Replace
Pairs drag eight given labels onto a photograph of a puja tray in a Seesaw activity and add the purpose of each item from a word bank.
Interactive Transform
Students ask Gemini to summarise the first three of Aquinas' Five Ways and test each sentence against the text of Summa Theologiae I, question 2, article 3.
Pairs set Stellarium to London, Edinburgh and Makkah on different dates, find where the sun sits at the times that define Fajr and Isha, and explain why British mosques use different timetables in midsummer.
Pairs set Stellarium to sunset in Mecca, London and Jakarta on the evenings after the new moon of 17 February 2026, record the crescent's position, and use the results to weigh local sighting, following the Saudi announcement, and calculation.
Pairs interrogate the 2011 and 2021 Census religion figures for every local authority in England and Wales in Google Sheets, to test whether Christian decline is as even as the secularisation thesis suggests.
Passive Amplify
Each student reads the same account of Guru Nanak, Guru Amar Das and the langar, in one of three versions the teacher prepared with Gemini at different reading levels, plus a checked Polish version for a student new to English.
Passive Replace
The teacher tells the parable of the lost sheep from Luke 15 using eight illustrated slides, and the class then talks about how the shepherd felt and why the story matters to Christians.
Lessons that look like one cell but sit in another
Useful counter-examples when you are checking your own lesson placement on the PICRAT grid.
This page is one of a growing set of PICRAT examples by cell, subject and grade. Page maintained by Andy Perryer.