RELIGIOUS EXPERIENCE MODEL ANSWER: Corporate religious experiences are more reliable than individual religious experiences. Discuss. Complete essay (Thesis, main body & conclusion). Demonstrates OCR success criteria for a top level answer. Includes reference to scholars: James, Schleiermacher, Swinburne, Ayer, Flew, Socrates, Religious experiences: St Bernadette, Saul, Pentecost, Toronto Blessing Religious Sources of wisdom: Old and New Testament

DIVINE OMNIBENEVOLENCE AND JUSTICE. OCR A2 PHILOSOPHY OF RELIGION: ATTRIBUTES OF GOD. FUN AND ENGAGING LESSON. VARIETY OF TASKS TO STIMULATE LEARNING. CHALLENGING, MASTERY AND EXAM SKILLS FOCUSED. • This lesson is aimed to offer clarity on a complex topic • Assessment and extra challenges throughout. • Minimal printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO: Critically assess the philosophical problems of attributing omnibenevolence to God. 40 marks I hope you enjoy teaching this lesson. Your feedback is most welcome.

SEXUAL ETHICS: NATURAL LAW. OCR A2 SEXUAL ETHICS. 100 MINUTE LESSON. FUN AND ENGAGING LESSON WITH A VARIETY OF TASKS TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED. • Aimed to offer clarity on a complex topic • Emphasis on Exam Skills • Assessment (planned no hands up questioning) and extra challenges throughout. • Minimal printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO: Recall main teachings of Natural Law Apply teachings of Natural Law to sexual relationships Evaluate whether natural law is useful in making moral decisions about sexual ethics I hope you enjoy teaching this lesson. Your feedback is most welcome.

SEXUAL ETHICS: SITUATION ETHICS. OCR A2 SEXUAL ETHICS. 100 MINUTE LESSON. FUN AND ENGAGING WITH A VARIETY OF TASKS AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED. INFORMATION SHEET INCLUDED (NO TEXT BOOK NEEDED) • Aimed to offer clarity on a complex topic • Emphasis on Exam Skills: A01 and A02 • Synoptic links • Scholar quotes • Sources of Wisdom • Assessment and extra challenges throughout. • Minimal printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO: • Explain the principles of Situation Ethics • Apply Situation Ethics to sexual Ethics • Evaluate whether Situation Ethics is a useful theory to apply to sexual relationships. I hope you enjoy teaching this lesson. Your feedback is most welcome.

SEXUAL ETHICS: UTILITARIANISM. OCR A2 SEXUAL ETHICS. 100 MINUTE LESSON. FUN AND ENGAGING WITH A VARIETY OF TASKS, MEDIA, AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED. • Aimed to offer clarity on a complex topic • Emphasis on Exam Skills: A01 and A02 • Synoptic links • Scholar quotes • Assessment and extra challenges throughout. • Minimal printing, concise and easy to follow. Date on slide updates automatically STUDENTS WILL BE ABLE TO: • Recall principles of 3 different branches of Utilitarianism • Apply Utilitarianism to sexual relationships • Evaluate whether Utilitarianism is useful in application to sexual ethics I hope you enjoy teaching this lesson. Your feedback is most welcome.

CHRISTIAN PRACTICES REVISION IDEAL FOR END OF YEAR REVISION AIM: create effective flash cards recall key terms and points for 5mk & 12 mk Q’s HOW: students work independently starting with a gap identifier task and proceeding to create flash cards for 5 and 12mk questions to fill gaps and aid future recall. DIFFERENTIATION: GRADES U-4 Quotes optional. 7+ Write 12 mk answers in book inc. fully developed points, conclusion, and min. 4 quotes RESOURCES INCLUDED: • Instruction slides with modelling of flash cards. • key terms and definitions • 5mk and 12 mk questions and mark schemes • Christian Practices quotes YOU WILL NEED TO PROVIDE: • Either flash cards OR if on low budget A4 paper cut in half to create two cards • Envelopes/wallets for them to keep cards organised.

HUMAN RIGHTS. PEER ASSESSED END OF TOPIC TEST Short of time to mark? This comprehensive end topic test can be used to assess learning and identify gaps and common misconceptions. It assesses knowledge of key terms, points and reasons for 5 & 12 mk answers. 12mk question is broken down into sections to enable fast peer assessment. Answer sheet included. You will need 20 minutes for test and 10 minutes to peer assess.

THE PROBLEM OF EVIL ENABLES LEARNERS TO: Explain the evidential and logical problem of evil and HOW this challenges arguments for God’s existence #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. 50 MINUTE LESSON GCSE. AQA. THEME: C INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Christianity (Bible) Humanism Mackie Elie Wiesel (Holocaust survivor) **RESOURCES INCLUDED: ** • Key terms for reference (one per group) • Slides • Support resource (info sheet) • Exam question success criteria for each target grade (differentiate) **ACTIVITIES INCLUDE: ** Presentation of argument Match/Sort activity Self-assessment Discussion Planned questioning to check whole class understanding. Exam Question: Explain **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload! • End task assessment • Extra challenge • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

SCIENCE AND GOD. SCIENTIFIC ARGUMENTS AGAINST GOD’S EXISTENCE AND THEIST RESPONSES. THIS LESSON ENABLES LEARNERS TO: Explain scientific arguments for the creation of the world and life and theist responses. Explain differences within and between religions with reference to sacred writing #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. 50 MINUTE LESSON GCSE. AQA. THEME: C INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Science Humanism Islam Christianity **RESOURCES INCLUDED: ** Slides Key terms support resource Science timeline **ACTIVITIES INCLUDE: ** Presentation Video note taking Answer questions Discussion (role play) Planned questioning to check whole class understanding. Exam Question: Explain and evaluate **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload! • End task assessment • Extra challenge • Differentiation EASY TO DELIVER • Concise and logically sequenced • Minimal printing • Accessible for specialists and non-specialist teachers. • Date on slide updates automatically. • Task time indicators. **I HOPE YOU ENJOY TEACHING THIS LESSON. YOUR FEEDBACK IS WELCOME. ** **FOR MORE LESSONS AND RESOURCES VISIT MY SHOP: ** https://www.tes.com/teaching-resources/shop/Examined_Life

Concise, comprehensive and **challenging exam-focused lesson. ** **Resource light & easy to follow ** SUITABLE FOR DELIVERING: THEME A - RELATIONSHIPS: NATURE, PURPOSE & IMPORTANCE OF MARRIAGE + COHABITATION (ISLAM/CHRISTIANITY) Students will be able to: • Explain the nature, purpose and importance of marriage in Islam and Christianity • Evaluate with reference to scripture whether marriage is important in the modern world. Activities include: Reading log activity, exam questions with model answers. Optional video task to enrich learning and give writing hands a rest! / discussion / self/peer assessment with success criteria.

Concise, comprehensive. RECAP & ‘MASTERY’ exam-focused lesson. Date on slide updates automatically DOUBLE LESSON EASILY DIVIDED INTO TWO PARTS Timers included on every task Resource light – one resource to print Easy to follow & Suitable for non-specialists (notes on slides) SUITABLE FOR DELIVERING: AQA RS CHRISTIAN & ISLAM PRACTICES: Revision of all Practices and linked quotes Students will be able to (with reference to source of authority): • RECAP ON ALL BELIEFS & LINKED QUOTES • MASTER strong religious reference • MASTER strong conclusions • Evaluate whether the Shahada is the most important Muslim duty • Evaluate whether the sacraments are the most important Christian practice Activities include: Recap starter, mastery of content (partnered teaching), Skills mastery: strong religious reference and persuasive conclusions. Plan and write a 12-mark answer. Model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically Resource light Easy to follow & Suitable for non-specialists (notes on slides) SUITABLE FOR DELIVERING: AQA RS ISLAM PRACTICES: Zakat and Ramadan (Pillars 3-4) Students will be able to (with reference to source of authority): • Explain two Muslim beliefs about Zakat • Evaluate whether Ramadan is the most important Pillar in Islam Activities include: Recap starter, reading and question task, ‘depth and mastery’ (partnered discussion) ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Concise, comprehensive. ‘MASTERY’ and exam-focused lesson. Date on slide updates automatically Resource light Easy to follow & Suitable for non-specialists (notes on slides) SUITABLE FOR DELIVERING: AQA RS HUMAN RIGHTS: Human Rights UDHR, responsibilities, violations Christianity Students will be able to (with reference to source of authority): • Define Human rights • Describe origin of Universal Declaration of Human Rights • Explain how rights link with responsibilities • Explain how they link with Christian beliefs discussion of the Charlie Hebdo case and responsibility of freedom of speech • Evaluate the statement: People have the right to say what they think Activities include: Recap starter, reading and question task, ‘depth and mastery’ (partnered discussion), debate, ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Concise, easy to follow and comprehensive, ‘MASTERY’ and **exam-focused lesson. ** Date on slide updates automatically **Resource light ** Easy to follow & Suitable for non-specialists (notes on slides) SUITABLE FOR DELIVERING: AQA RS ISLAM PRACTICES: HAJJ – What? Who, Where, When, Why and How? Students will be able to (with reference to source of authority): • Describe the events of Hajj • Explain the importance of Hajj • Evaluate whether Hajj is the most important of the five pillars Activities include: Customisable recap starter (just add two questions), reading and question task, mini-plenary quiz with ‘stretch and challenge’ questions, ‘depth and mastery’ (partnered discussion), debate, ‘Skills mastery’, model answer analysis, exam question with peer assessment & student friendly success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.

PLATO’S SUBSTANCE DUALISM & VIEW OF THE SOUL + EVALUATION #FUN LESSONS. OCR - SOUL, MIND AND BODY. Concise, easy to follow and comprehensive, ‘MASTERY’ and exam-focused lesson. MINIMAL PRINTING SUITABLE FOR DELIVERING: A LEVEL: SOUL, MIND AND BODY CAN BE ADAPTED FOR VARIOUS EXAM BOARDS Students will be able to (with reference to source of authority): Explain strengths and weaknesses of Plato’s substance dualism *Answer 40 mk exam question: Evaluate whether Plato’s belief in a separate body and soul is convincing. Activities include: Customisable recap starter (just add two questions). Tasks to link to prior learning. Analysis of Plato’s main claims with paired discussion on strengths and weaknesses, frequent mini-plenaries, reading and writing tasks. Analysis of model answer with success criteria provided. Culminating in a written 40 mk question activity, model answer & student friendly success criteria provided. I hope you enjoy teaching this lesson. Your feedback is most welcome.

Afterlife: Judgement and Resurrection - Christian Beliefs AQA. #FUN LESSONS A concise and easy to follow, ‘MASTERY’ ‘and EXAM SKILLS focused lesson. Students will learn the GCSE content plus be challenged by dipping into some relevant A Level material. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: ‘Afterlife: Judgement and Resurrection’ / Christian Beliefs Students will be able to (with reference to source of authority): Explain different Christian beliefs about the afterlife Evaluate whether belief in Hell is compatible with belief in an omnibenevolent God? Activities include: Customisable recap do-now starter, a variety of tasks to learn about: • Mediaeval doom paintings analysis and their purpose • Universalist, liberal, Catholic, Protestant and fundamentalist views • relevant extract from the Nicene Creed - analysis • Parable of sheep and goat’s symbolism and annotation • Reasons for and against the statement ‘if God was omnibenevolent there would be no hell’ • Exam five mark question • key term bingo I hope you enjoy teaching this lesson. Your feedback is most welcome.

The scheme of learning is for the The Christian Beliefs bundle of 9 lessons. For each lesson it contains: Lesson title Objectives Activities Differentiation Assessment Homework It also contains a handout for the last piece of homework (for end of topic revision)

‘Prayer -Christian Practices’ #FUN LESSONS. Engages students with the use of a range of popular culture media. It is a ‘MASTERY’ ‘and EXAM SKILLS focused lesson that is concise and easy to follow making it suitable for specialists and non-specialists alike. There is an emphasis (and modelling) of key skills needed in exam questions and mini plenary’s and extra challenges throughout. Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Prayer – Christian Practices Students will be able to (with reference to source of authority): • To explain the meaning and significance of the Lord’s Prayer • To explain the difference between liturgical (set prayers) and informal prayers and public/private prayers and evaluate which is most meaningful Activities include: variety of multimedia in popular culture including: Stormzy and David Bowie Customisable recap do-now starter, a variety of tasks to learn about: Liturgical prayer and Lord’s prayer Informal prayers, and arrow prayers Private and Public prayer - Strengths and weaknesses liturgical and informal prayer - strengths and weaknesses The five purposes of prayer 5 mark exam question with scaffolding I hope you enjoy teaching this lesson. Your feedback is most welcome.

Mission & Evangelism, Discipleship CHRISTIAN PRACTICES (# FUN LESSONS) A fun and engaging lesson with a variety of games, tasks and use of multimedia to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. You’ll find it concise and easy to follow making it suitable for specialists and non-specialists alike. It covers GCSE content as well as dipping into some linked A Level material to stretch and challenge. There will be an emphasis (and modelling) of key skills needed in exam questions. Assessment and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: Mission &Evangelism - Christian Practices AQA Students will be able to (with reference to source of authority): Explain the Christian duty of discipleship Explain the difference between evangelism and missionary work using examples of each. Evaluate which is the most important Christian duty discipleship or charity Activities/resources include: Customisable recap do-now starter a variety of tasks e.g. Carousel, video, debate, group planning and exam questions. To gain an in-depth understanding of: • The Great Commission and duty of discipleship • Examples of evangelism / missionary work and the difference between these • Exclusivist, pluralist views • An evaluation of whether the duty of discipleship is more important than the duty of charity I hope you enjoy teaching this lesson. Your feedback is most welcome.

Sacraments: Infant and Believers Baptism - Christian Practices. #FUN LESSONS. A fun and engaging lesson by employing use of popular media and games. It does not lack academic challenge it is ‘MASTERY’ ‘and EXAM SKILLS focused. This is concise and easy to follow making it suitable for specialists and non-specialists alike. You can use props for the main activity e.g. doll, water – but I often ask the kids to improvise and this often makes it even more fun. There will be an emphasis (and modelling) of key skills needed in evaluation questions. Mini plenary’s and extra challenges throughout Date on slide updates automatically / Resource light / Easy to follow & Suitable for non-specialists SUITABLE FOR DELIVERING: ‘Sacraments: Believers and Infant Baptism’ Christian Practices AQA Students will be able to (with reference to source of authority): • Explain the meaning and significance of sacraments • Explain the difference between a believer’s baptism and Infant baptism and evaluate which type is most important Activities/resources include: Customisable recap do-now starter a variety of tasks to gain an in-depth understanding of: • the meaning and significance of sacraments • Denominational differences regarding the sacraments • purpose of baptism • believers and infant baptism differences • evaluate which is most important believers or infant baptism • Key term bingo I hope you enjoy teaching this lesson. Your feedback is most welcome.