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Glad to see that some of them are taking their religious convictions (as well as their science) seriously, and are not bowing down to the sacred cow of Darwinism. The students you refer to don't know how lucky they are to have such principled teachers. Although those teachers may not hold to the consensus view, they are no doubt aware that the history of science has frequently shown the 'consensus view' to have previously been completely wrong (think hand-washing and germs, for example). Scientist are already reaching a similar conclusion with respect to Darwinian evolution, which is why secular activists, and atheists, have had to campaign vigorously to have their pet theory enforced in the classroom by BY LAW (rather than because the theory has any scientific merit, let alone evidence). If more people invested some time in examining the most up-to-date scientific evidence we would not be having these debates. There is no agency known to mankind whereby a simple cell - let alone an entire universe - can arise out of nothing and without a first cause. NONE. It has never been demonstrated in any laboratory on earth and it never will be. We should confine our teaching to operational (i.e. observable and repeatable) science in the science classroom, and not resort to teaching our children science fictions. Questions about the origin of life should be confined to history, R.E., or philosophy lessons, but even then, BOTH sides of the argument must be explored. We must teach our children HOW to think, not WHAT to think.