Introduction

This guide provides 101 targeted prompts for use with Generative AI to support educators and students in the IB World Religions Standard Level (SL) course. Based on the latest curriculum, these prompts are designed to streamline lesson planning, deepen student understanding, and enhance preparation for all assessment components.

How to Use This Guide:

Select a Prompt: Choose a prompt that aligns with your specific need (e.g., lesson planning, concept explanation, exam practice).
Add Context: Before using the prompt, provide the AI with specific details. For example, if the prompt asks for a lesson plan, specify the religion, topic, and duration of the class (e.g., “a 60-minute lesson on the role of the Four Noble Truths in Buddhism”).
Refine the Output: Treat the AI-generated content as a first draft. Review, edit, and adapt it to fit your unique teaching style or learning needs. Always cross-reference with the official IB subject guide and your course materials.

Section 1: Educator Prompts (50)

Group 1: Curriculum & Lesson Planning

Syllabus Breakdown: “Act as an experienced IB World Religions teacher. Create a semester-long pacing guide for the SL course, breaking down the study of [insert two religions, e.g., Islam and Hinduism] into weekly topics. Ensure all core themes (beliefs, practices, sacred texts, experience, community) are covered.”
Unit Plan Outline: “Generate a comprehensive unit plan for the study of Judaism. The unit should last 4 weeks and include essential questions, key concepts (covenant, law, messianism), learning objectives, and suggested formative/summative assessments.”
Lesson Plan – Core Beliefs: “Design an interactive 75-minute lesson plan for introducing the Trinity in Christianity. Include a starter activity, direct instruction points, a small group activity analyzing a relevant biblical passage (e.g., Matthew 28:19), and a plenary session.”
Lesson Plan – Practices: “Create a lesson plan focused on the Five Pillars of Islam. The lesson should use a variety of media (e.g., video clips of the Hajj, call to prayer audio) and include a task where students create an infographic explaining each pillar.”
Connecting Themes: “Develop a lesson idea that comparatively explores the concept of ‘community’ in Buddhism (the Sangha) and Christianity (the Church). Suggest primary or secondary sources for students to analyze.”
Internal Assessment (IA) Introduction: “Design a lesson to introduce the IB World Religions Internal Assessment. The lesson should explain the requirements of the investigative report, provide examples of suitable research questions, and include a timeline for completion.”
Integrating TOK: “Suggest three distinct Theory of Knowledge (TOK) discussion prompts that naturally arise from the study of Hindu sacred texts (the Vedas and Upanishads). Focus on questions related to language, interpretation, and faith as a way of knowing.”
Source Analysis Skills: “Create a lesson plan to teach students how to analyze religious primary sources. Use the Sermon on the Mount (Matthew 5-7) as the example text. The lesson should introduce skills like identifying context, purpose, and theological meaning.”
Concept-Based Learning: “Outline a lesson that teaches the concept of Dharma by comparing its meaning and application in Hinduism and Buddhism.”
Guest Speaker Prep: “I am hosting a guest speaker (a local Rabbi) to discuss modern worship in Judaism. Generate a list of ten insightful questions for my students to ask, moving beyond surface-level inquiries.”

Group 2: Content Delivery & Activities

Worksheet Creation: “Generate a worksheet on the Four Noble Truths and the Eightfold Path in Buddhism. Include a mix of question types: definitions, short-answer analysis, and a scenario-based question asking students to apply the concepts.”
Debate Topics: “Create three debatable propositions related to the study of religion in the 21st century. For example: ‘Religious practices are incompatible with modern secular life.’ Provide brief points for both ‘for’ and ‘against’ for each proposition.”
Role-Play Scenario: “Design a role-play activity where students represent different figures from the early development of Christianity (e.g., Paul, Peter, James) debating the inclusion of Gentiles into the community. Provide a brief bio and perspective for each role.”
Jigsaw Activity: “Outline a jigsaw activity for studying the different branches of Islam (Sunni, Shia, Sufi). Assign each group a branch to become ‘experts’ on, and specify what information they need to teach to their peers.”
Visual Analysis: “Provide a step-by-step guide for students on how to analyze a piece of religious art, such as a Hindu murti or a Christian icon. The guide should prompt them to consider symbolism, materials, and function.”
Case Study Development: “Write a short case study about a modern ethical dilemma faced by a follower of Judaism. The dilemma should relate to a core concept, like Pikuach Nefesh (saving a life). Include 3-4 discussion questions at the end.”
Differentiated Instruction: “I have a mixed-ability class studying the life of the Buddha. Suggest three different tasks to assess their understanding: one for struggling learners (e.g., a storyboard), one for proficient learners (e.g., a short written summary), and one for advanced learners (e.g., analyzing a primary source on the Buddha’s enlightenment).”
In-Class Essay Prompt: “Generate an in-class essay prompt that asks students to compare the concept of divine revelation in Islam (Qur’an) and Christianity (Bible).”
Podcast Script: “Write a short (3-minute) podcast script explaining the significance of the Ganges River in Hinduism. The tone should be engaging and accessible for 16-17 year olds.”
Glossary Builder: “Create a template for a collaborative class glossary on key terms in Sikhism. Include columns for the term, definition, significance, and an example of its use.”

Group 3: Assessment & Feedback

Paper 1 Practice Question: “Create a Paper 1-style source-based question using an excerpt from the Tao Te Ching. The questions should require students to demonstrate understanding of the text and analyze its key ideas (e.g., the Tao, Wu Wei).”
Paper 2 Essay Question: “Generate three distinct Paper 2-style essay questions for the topic of ‘Practices and Rituals’. Each question should encourage a comparative approach between the two religions studied.”
IA Research Question Feedback: “A student has proposed the IA research question: ‘How is the Hajj important to Muslims?’ Act as an IB examiner and provide feedback on this question, explaining why it’s too broad and suggesting three more focused and analytical alternatives.”
Rubric Creator: “Create a simplified, student-friendly rubric for a class presentation on the role of Abraham in Judaism, Christianity, and Islam. The rubric should have three criteria: Content Accuracy, Analysis, and Presentation Skills.”
Quiz Generator: “Generate a 15-question multiple-choice quiz on the core beliefs of Hinduism, covering concepts like Brahman, atman, karma, samsara, and moksha.”
Short-Answer Questions: “Write five short-answer questions that require students to explain the significance of key festivals, for example, Passover (Judaism) and Easter (Christianity).”
Mock Exam Creation: “Assemble a full mock exam for the IB World Religions SL course. It should include a Paper 1 with a new source and a Paper 2 with a choice of three essay questions based on a pairing of Buddhism and Sikhism.”
Feedback Prompts: “Provide three constructive ‘even better if…’ feedback statements for an essay that accurately described religious practices but lacked analysis of their meaning for the community.”
Peer Assessment Guide: “Create a checklist for students to use when peer-assessing each other’s Internal Assessment drafts. The checklist should align with the official IA criteria (Investigation, Knowledge & Understanding, Analysis, etc.).”
Markband Explainer: “Explain the difference between the 5-6 and 7-8 markbands for Paper 2 essays in simple terms. Use an analogy to clarify the distinction between ‘good analysis’ and ‘excellent, critical analysis’.”

Group 4: Enrichment & Extension

Interdisciplinary Connection: “Suggest a project that connects the study of Sikhism’s Langar with concepts from IB Economics (e.g., resource distribution, charity) or CAS (Creativity, Activity, Service).”
Film Analysis: “Propose three scenes from the film ‘The Prince of Egypt’ that could be used to spark a discussion about the portrayal of Moses and the nature of miracles in Judaism/Christianity. Create a guiding question for each scene.”
Contemporary Issues: “Design a research project where students investigate how a specific religious tradition (e.g., Buddhism) is responding to a modern global issue, such as climate change.”
Field Trip Plan: “Outline a plan for a field trip to a local mosque. The plan should include pre-visit preparation for students (etiquette, key features to observe), questions to ask during the visit, and a post-visit reflection activity.”
Creative Writing Prompt: “Generate a creative writing prompt asking students to write a diary entry from the perspective of a young person preparing for their Bar/Bat Mitzvah (Judaism) or Confirmation (Christianity).”
Further Reading List: “Create a ‘further reading’ list for students who want to explore Sufism in more depth. Include a mix of academic sources, primary texts (like Rumi’s poetry), and credible online resources.”
Parent Newsletter: “Write a brief newsletter entry for parents explaining what their children are learning in World Religions this month (Topic: Sacred Texts). Explain the importance of the topic and suggest a question they could discuss at home.”
Connecting with Art: “Curate a virtual gallery of 5 pieces of art that represent key moments in the life of Jesus. For each piece, write a single analytical question for students to consider.”
Music and Religion: “Develop a mini-lesson exploring the role of music in worship, comparing the use of Gospel music in Christianity with Qawwali in Sufi Islam.”
Student-Led Seminar: “Provide a framework for a student-led seminar on the topic: ‘The challenges of defining ‘religion”. The framework should include key readings, discussion questions, and roles for the student facilitators.”
Comparative Ethics: “Design a task that asks students to compare the ethical frameworks of Utilitarianism (from TOK) with the ethical teachings found in the Buddhist Eightfold Path.”
Digital Storytelling: “Propose a project where students create a short digital story (using Adobe Express or Canva) explaining the concept of the Mandir (Hindu temple) to someone completely unfamiliar with it.”
Examining Stereotypes: “Create a lesson plan focused on deconstructing common media stereotypes of Muslims. The lesson should use critical media literacy skills and provide counter-narratives.”
Theology vs. Religious Studies: “Generate a simple T-chart that explains the difference between the academic discipline of Religious Studies (what this course is) and Theology (faith-based study).”
Local Religious Demographics: “Design a mini-research project for students to investigate the religious demographics of their own city or region and present their findings to the class.”
Ritual Analysis: “Ask students to choose a secular ‘ritual’ from their own lives (e.g., a graduation ceremony, a sporting event) and analyze it using the same terminology they use for religious rituals (symbolism, community, transformation).”
Exploring Mysticism: “Create a prompt for a reflective journal entry: ‘Compare the mystical experiences described by St. Teresa of Avila (Christianity) and Rabia of Basra (Islam). What are the common themes?'”
Religion and Science: “Develop a discussion framework for the topic of ‘Religion and Science.’ Include a spectrum of viewpoints, from conflict to complementarity, and assign students to research and represent different perspectives.”
IA Brainstorming: “Generate a list of 10 potential Internal Assessment research questions related to the theme of ‘Community’ in Sikhism and Judaism.”
Final Project Choice Board: “Create a choice board for a final summative project. Offer nine different project options (e.g., write a research essay, create a documentary, design a museum exhibit) for students to demonstrate their understanding of one of the religions studied.”

Section 2: Student Prompts (50)

Group 1: Understanding & Explaining Concepts

Explain It Simply: “Explain the concept of Brahman in Hinduism as if you were explaining it to a 12-year-old. Use an analogy.”
Key Term Flashcards: “Act as my study partner. Create a set of 10 digital flashcards for the key terms in the foundations of Islam. On one side, the term (e.g., Qur’an, Hadith, Sharia); on the other, a concise definition and its significance.”
Concept Comparison: “Create a Venn diagram comparing and contrasting the concepts of Moksha in Hinduism and Nirvana in Buddhism.”
Unpacking a Quote: “Analyze this quote from the Tao Te Ching: ‘The Tao that can be told is not the eternal Tao.’ What does this mean for followers of Taoism?”
Summarize a Belief: “Summarize the Christian belief in the resurrection of Jesus and explain its importance for the Christian faith in three bullet points.”
Who’s Who: “Create a brief profile for the key figures in the establishment of Sikhism: Guru Nanak and the subsequent Gurus.”
Sacred Text Overview: “Provide a one-paragraph overview of the structure and importance of the Torah in Judaism.”
Practice Explained: “Explain the purpose and steps of Salah (ritual prayer) in Islam. Why is it one of the Five Pillars?”
Ethical Principle: “What is the principle of Ahimsa (non-harm) and how does it influence the daily life of a practicing Hindu or Buddhist?”
Clarify a Misconception: “A common misconception about Buddhism is that ‘all Buddhists meditate in the same way.’ Correct this misconception and explain the diversity of meditation practices.”

Group 2: Practicing & Applying Skills

Source Analysis Practice: “Here is an excerpt from one of Paul’s letters in the New Testament. Ask me three analytical questions about it that an IB examiner might ask, focusing on author, audience, and purpose.”
Build an Argument: “Give me a thesis statement for the essay question: ‘Compare and contrast the role of sacred texts in guiding the lives of believers in Islam and Sikhism.’ Then, provide three main points I could use to support this thesis.”
IA Research Question: “I’m interested in doing my Internal Assessment on the role of women in Buddhism. Help me brainstorm three focused, specific, and arguable research questions.”
Paper 1 Simulation: “Give me a short, unseen primary source text related to Jewish covenant theology. Then, ask me one question that tests my understanding and one question that tests my analysis of the text.”
Connect Themes: “How does the theme of ‘Community’ relate to the theme of ‘Ritual’ in the context of the Christian Eucharist?”
Create an Outline: “I need to write an essay comparing the founders, Jesus and Muhammad. Create a 4-paragraph essay outline for me, including a thesis statement.”
Identify a Bias: “Analyze this (fictional) news article about a religious festival. Help me identify any potential bias in the language or perspective of the author.”
Formulate a Counter-Argument: “My essay argues that rituals are essential for maintaining religious identity. What is a strong counter-argument I should acknowledge and address?”
Improve My Sentence: “Here is a sentence from my essay: ‘The Qur’an is very important to Muslims.’ Help me rewrite this sentence to be more analytical and academic.”
Visual Deconstruction: “I’m looking at a picture of a statue of the Buddha. What specific features (e.g., hand gestures/mudras, posture) should I be looking for to understand its meaning?”

Group 3: Revision & Self-Assessment

Generate a Quiz: “Quiz me on the life of Guru Nanak. Ask me 10 questions, including multiple-choice and short-answer.”
Mind Map: “Generate a mind map structure for revising the entire topic of Hinduism. The main branches should be the core syllabus themes (Beliefs, Community, Texts, etc.).”
Key Concepts Test: “Give me five key terms from our study of Christianity and I will try to define them and explain their significance. Then, you can give me the correct answers.”
Fill in the Blanks: “Create a fill-in-the-blanks paragraph summarizing the Four Noble Truths. I will fill it in, and you can check my answers.”
Revision Plan: “Create a one-week revision plan for my final World Religions SL exam. The plan should cover both Paper 1 and Paper 2 skills and content for Judaism and Islam.”
Essay Checklist: “Act as an examiner. Give me a checklist of 5 things you look for in a top-scoring Paper 2 essay.”
Two-Minute Teach-Back: “Prompt me to explain the concept of the Trinity in my own words, as if I had to teach it to someone else in two minutes. Then, give me feedback on my clarity and accuracy.”
Compare Your Notes: “Here are my notes on the Five K’s in Sikhism. Can you compare them to a model answer and tell me what key details I might be missing?”
Predict the Question: “Based on the syllabus themes, what are three likely essay questions that could be asked about ‘Experience’ in Buddhism and Christianity?”
Glossary Race: “Let’s play a game. Give me a definition, and I have to identify the correct key term from my study of Islam. Let’s do 10 rounds.”

Group 4: Preparing for Assessment

Deconstruct a Paper 2 Question: “Let’s break down this essay question: ‘Examine the role of rites of passage in marking identity in two religious traditions you have studied.’ What are the key command terms? What is the question asking me to do?”
IA Source Evaluation: “I’ve found a source for my IA. It’s a blog post by a modern Buddhist monk. Help me evaluate its value and limitations using the OPVL (Origin, Purpose, Value, Limitation) method.”
Paper 1 Timed Practice: “Start a 60-minute timer. Give me a source and questions for Paper 1 practice. I’ll write my response, and when the time is up, I’ll ask you for feedback.”
Essay Introduction Scaffolding: “Help me write a strong introductory paragraph for an essay comparing Shabbat in Judaism and the Christian Sabbath. It needs to define the key terms, state the argument (thesis), and outline the main points.”
Using Evidence: “I’m writing an essay about the Kaaba in Mecca. Suggest two specific pieces of evidence (from the Qur’an or Hadith) I could use to support my points about its significance.”
Conclusion Paragraph: “Help me write a concluding paragraph for my essay. It should summarize my main points and offer a final, insightful thought without introducing new information.”
Command Term Practice: “Explain the difference between the command terms ‘To what extent’ and ‘Compare and contrast.’ Give me an example for each.”
IA Self-Reflection: “I’m writing the reflection portion of my IA. Ask me three questions that will help me reflect on what I learned during the research process and what challenges I faced.”
Reviewing a Model Answer: “Provide me with a model paragraph that answers the question: ‘Explain the importance of the Sangha in Buddhism.’ Then, highlight the features that make it a strong paragraph (e.g., topic sentence, evidence, analysis).”
Final Exam Mindset: “Give me three practical tips for managing my time and stress during the final IB World Religions exam.”
Source-Based Question Practice: “Find a short, accessible excerpt from the Bhagavad Gita. Ask me one question about its literal meaning and one question about its theological significance for a follower of Hinduism.”
Essay Structure Check: “I have written an essay outline. Can you check if it flows logically and directly answers the prompt? [Paste outline here].”
Improving Analysis: “My teacher said my essay was ‘too descriptive.’ Give me an example of a descriptive sentence about a religious practice, and then show me how to rewrite it to be more analytical.”
IA Abstract: “Help me write a concise, 150-word abstract for my Internal Assessment on the changing role of the Rabbi in modern Progressive Judaism.”
Comparative Language: “Give me a list of 10 sophisticated transition words and phrases to use when writing a comparative essay (e.g., ‘Similarly,’ ‘In contrast,’ ‘A key distinction is…’).”
Unpacking a Markscheme: “Explain the ‘Knowledge and Understanding’ criterion for the IA in simple terms. What does it mean to ‘show detailed knowledge’?”
Anticipating Follow-up Questions: “In my presentation, I’m explaining the Jewish dietary laws (Kashrut). What are three likely follow-up questions my teacher or classmates might ask me?”
Refining a Thesis: “My current thesis is: ‘Hinduism and Buddhism have different goals.’ Help me refine this into a stronger, more specific, and arguable thesis statement.”
Final Checklist: “Create a final checklist for me to review before I submit my Internal Assessment. It should cover formatting, citation, word count, and all required components.”
One-Sentence Summary: “To check my understanding, I will try to summarize the core function of Paper 1 in one sentence. Then, do the same for Paper 2. Can you verify if my summaries are accurate?”

Section 3: Bonus Universal Prompt (1)

The Museum Exhibit: “Act as a museum curator. Design a concept for a new exhibit titled ‘The Journey: An Exploration of Pilgrimage.’ The exhibit must feature at least three different religious traditions studied in the IB World Religions course (e.g., the Hajj in Islam, pilgrimage to the Golden Temple in Sikhism, walking the Camino de Santiago in Christianity). For each tradition, you must:

Identify a key artifact (real or a replica) that would be displayed.
Write the museum label for that artifact, explaining its significance.
Design an interactive element for museum visitors (e.g., a virtual reality experience, a map-tracing activity, a station to listen to pilgrims’ stories).
Pose one overarching question in the exhibit’s conclusion that encourages visitors to reflect on the meaning of ‘journey’ in their own lives, whether religious or secular.”