For many education professionals, teachers, and students, religious education is a controversial topic. It is neither a core nor a foundation subject: it is simply described as "part of the core curriculum", and until 1988 it was the only subject that had to be taught ( Ashton 2000). The presence of children of different faiths in many schools makes the study of religion a reality, which is more difficult to achieve when all the children are at least nominally of Christian background or have 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 program. This project will describe the knowledge and understanding, skills, concepts, values ​​and attitudes that will be taught and learned through them. The mission focuses specifically on 7th grade religious education classes, at mixed levels. Classes took place in the spring, in January, at the John Port school. Etwall, Derbyshire. I started teaching at the beginning of the year because it fit well with the transfer of power. That is, myself as a new teacher and the subject; Creation. The work plan had already been established by the department, all teachers followed the same plan. After receiving the model, I became very excited to teach this topic because it allows students to participate in a multitude of educational experiences ranging from storytelling, debate, to thinking about religion in relation to 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 linked to the work done to increase literacy or other areas of the curriculum, both in thought, verbal expression and the use of written language. In addition, it is a subject that remains on which I am frequently interested so it