Exploring ways to teach about origins of the world and religion vs science

We are going to start the year by looking at Christian responses to scientific theories (OCR) in Year 11, and I was facing a dilemma about how to teach it, allowing the students to explore creatively the biblical account in Genesis (origin of the universe and origin of humanity) and to draw on the Big Bang Theory and the theory of Evolution. 

Our students are good investigators and they seek information well. I saw an idea (the quadram) on Pinterest (I saw it about mathematical equations) and thought instantly how well students would be able to use it to pull all the ideas together on this theme. So this morning, I've used solely the text book that I've inherited at school (Perspectives on World Religion: Christianity - OCR) as the source for the information and the NIV and have created my own quadram to represent these ideas. 

I think our Year 11 students will be able to explore and pull these ideas together in groups and then they can use the information to pull responses together which practise both parts d and e of the exam. For this particular piece, we will use the 2012 past paper and the students will answer the questions below:

I think they will find it interesting to explore and then hopefully we will pull some good responses from it. I've tried to create an answer using ideas PURELY presented on the quadram, and I'm certain it is doable. 

Well here goes ...

After 10 years of teaching French, I am now sitting working on schemes of work and resources for our new RE department at school.  I am really excited to be changing subject and changing focus.  I am excited about the personal challenges, but also about the way that we will be able to help the children to develop in a completely different academic area.

I feel really privileged that so man people have helped me - our Diocesan adviser, local colleagues and (of course) lots of quiet internet-based-research.  I haven't been brave enough to mention my subject change on twitter, but because I will miss the world of MFL tweets.

Excited, anxious, invigorated, eager, enthusiastic, fired up, inspired, motivated, determined and encouraged ... all of these and many more represent my feelings about this move to RE!  I can't wait to work with our children to explore the themes that the RE courses we have planned will explore.  I am just so grateful that when I asked to make this move, I wasn't laughed out of school!

As I move on this new journey, I am also exploring Google - our department is trialing Google for our school.  I have seen some fabulous collaborative work in classrooms when visiting other schools to see RE lessons and to learn about my 'new job' and was instead really well supported.