<p>A diagnostic tool for marking a set of exam answers.</p>
<p>I have spent a few hours refining this tool as it has cut down my marking time considerably and resulted in giving students more detailed and diagnostic feedback.</p>
<p>JUST HIGHLIGHT THE RELEVANT CELLS TO SAY WWW AND EBI</p>
<p>Included</p>
<p>(a)A fully editable Word Document - set out as A5 - font is AGENCY FB in order to sit well on A5 sheet</p>
<p>(b) A PPT image of the sheet in case you don’t have the font name above</p>
<p>Knowledge Organiser on Jung covering the WJEC/EDUACS A2 Spec (i have one on FREUD 2)</p>
<p>COVERS EVERYTHING NEEDED ON THIS TOPIC</p>
<p>First Page (blow up to A3) covers:</p>
<p>Religious belief as a product of the human mind – Carl Jung:<br />
Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within.<br />
Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief.</p>
<p>Second Page covers more A02 material with:</p>
<p>Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas</p>
<p>Plus a comparison of Jung and Freud</p>
<p>**A2 Philosophy of Religion: 3 Knowledge Organisers covering: **</p>
<p>Theme : Challenges to religious belief – Religious belief as a product of the human mind.</p>
<p>Organiser 1: A Religious belief as a product of the human mind – Sigmund Freud:<br />
Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness.<br />
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin).<br />
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow.</p>
<p>Organiser 2: Religious belief as a product of the human mind – Carl Jung: Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within.<br />
Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief.<br />
Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas.</p>
<p>Orgainser 3": Issues relating to rejection of religion: Atheism:<br />
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.<br />
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in media.</p>
<p>NEW ATHEISM KNOWLEDGHE ORGANISER - COVERS EVERYTHING FOR THIS THEME TOGETHER WITH SOME A02 TYPE RESPONSES.</p>
<p>Issues relating to rejection of religion: Atheism:<br />
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.<br />
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in the media</p>
<p>This lesson explores the story of Cain and Abel and then unpacks the emotional impact of feelings of Jealousy.</p>
<p>a. A bell task<br />
b. LO Slide<br />
c. An embedded animation of Cain and Abel<br />
d. A storyboard re-ordering task<br />
e. Paired Task - what makes me jealous?<br />
f. An ELSA type activity around feelings of jealously<br />
g. An embedded song about Cain and Abel to finish</p>
<p>Resource contains PPT Lesson and 2 worksheets.</p>
<p>REVISION KNOWLEDGE ORGANISER ON FREUD COVERING THE ENTIRE A2 SPEC FOR WJEC EDUCAS<br />
NEW SPECIFICATION.</p>
<p>THE FIRST PAGE COVERS THE SPEC AND THE SECOND PAGE AS A COMPARISON OF FRED/JUNG AND 2 ESSAY PLANS A01/A02</p>
<p>COVERING:</p>
<p>Religious belief as a product of the human mind – Sigmund Freud:<br />
Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness.<br />
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin)<br />
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow</p>
<p>A full lesson with two embedded videos<br />
A task with relaxing meditative video on the 7 days of creation<br />
Encouraging students to use their imagination<br />
Options given for written tasks for students to do including<br />
Poetry<br />
Storyboard<br />
A full lesson that promotes discussion<br />
Download, click and go.</p>
Christian Persecution Lesson: Lesson prepared for Inspection<br />
<br />
Full lesson in the PPT<br />
Case Studies and Sheets for students (differentiated)<br />
Layers of Inference Starter<br />
Differentiated Plenary Task<br />
Clear emphasis on Challenge and Progress<br />
Literacy Task - Persuasive writing<br />
Oracy through Hot Seating Strategy
Assembly explores the nature of love<br />
<br />
Powerpoint with all resources<br />
Script<br />
Asks 'What is love like'<br />
Uses Duffy's analogy of the Onion<br />
Then explores 1 Corinthians 13<br />
1 Minute reflection with questions<br />
Prayer at end etc.
<p>In 60 minutes we will cover the topic of stress and the new stresses of sixth form in particular.</p>
<p>This resource is intended as an induction session for new Year 12 students - getting them to think about the new stresses that might come their way as sixth form students. But rather than focus on MINDFULNESS as a solution to stress, I have focussed on AGENCY and SELF|-MANAGEMENT. I believe Year 12 need to be helped to self-manage from day one and thereby balance out stressors with the resources to manage them. Mindfulness is important, but getting the message of ‘self management’ across is crucial if students are to be helped to manage the stress of A Levels.</p>
<p>There is a FULL script beaneath each slide and a worksheet.</p>
<p>The file has 2 videos embedded and is consequently 120MB. No additional preparation is needed. I am a former assistant headteacher and head of sixth form but also trained counsellor. I currently work in a faith-based setting but there is nothing faith-based about this resource.</p>
<p>Topics Covered:</p>
<p>What is stress? (with short video)<br />
What makes us stressed?<br />
What are the signs of stress? (with short video and Task)<br />
What new stresses might come our way in sixth form? (with script)<br />
How can we manage those stresses? activity)<br />
How can we develop agency and improve self-management?<br />
Self Management Story - classic Rick, Pebbles Sand with reflective task<br />
Video of Student talking about self-management (Year 12 focus but applies equally to Year 13, Rosie reflects on what she got wrong in her Year 12)<br />
Example scenario (if you have time)</p>
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