FREE RANGE FARMING LESSON ENABLES LEARNERS TO: EVALUATE WHETHER EVERYONE SHOULD BUY FREE RANGE MEAT AND BI-PRODUCTS #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON 50-60 MINS TEACH AS PART OF GCSE AQA RELIGION AND LIFE OR AS A STAND-ALONE LESSON PRIOR LEARNING: INTENSIVE FARMING **RESOURCES INCLUDED: ** Slides Target Grade descriptors Writing frame Key term bank **ACTIVITIES INCLUDE: ** Presentation: strengths and weaknesses Video note taking Self-Assessment Debate Evaluation Question Planned questioning to check whole class understanding. Modelling development Exam Question: Evaluate **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • 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

This table lists ALL key terms and definitions in alphabetical order. Next to each key term are relevant quotes and corresponding 5mk and 12mk exam questions. This resource can be used in a multitude or ways I use it as a knowledge audit where students close gaps by answering the corresponding 5/12 questions aned including the corresponding quotes. Better still they use flash cards to do this to aid recall in future revision!

CRUCIFIXION – GOSPEL ACCOUNTS AND HOW THESE SHOW THE DIVINITY OF JESUS. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development Extra Challenges Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCES OF AUTHORITY): Explain Gospel accounts of the crucifixion and how these show Jesus was divine I hope you enjoy teaching this lesson. Your feedback is welcome.

INCARNATION. CHRISTIAN BELIEFS. AQA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. SINGLE LESSON PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Exam skills: Strong religious reference, development Extra Challenges throughout Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCES OF AUTHORITY): Explain Christian beliefs about the person of Jesus including the annunciation and incarnation I hope you enjoy teaching this lesson. Your feedback is welcome.

SHAHADA. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • ‘I do, we do, you do’ • Exam skills: refer to a source of authority Minimal printing. Concise and easy to follow. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: With reference to sources of authority. Explain the what, why and how of the Shahada Explain why it might be the most important pillar I hope you enjoy teaching this lesson. Your feedback is welcome.

FIVE PILLARS. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • ‘I do, we do, you do’ • Exam skills: refer to a source of authority Minimal printing. Concise and easy to follow. Date on slide updates automatically. STUDENTS WILL BE ABLE TO: Explain with reference to sources of authority each pillar of Islam and why it is important. I hope you enjoy teaching this lesson. Your feedback is welcome.

KEY CHRISTIAN BELIEFS. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON. KS3 Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • ‘I do, we do, you do’ Minimal printing. Concise and easy to follow. Date on slide updates automatically. STUDENTS WILL BE ABLE TO: Recall key Christian beliefs and important key terms: trinity, incarnation, resurrection I hope you enjoy teaching this lesson. Your feedback is welcome.

JUDAISM: PROPHETS AND COVENANTS. KS3 RELIGIOUS STUDIES. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #PEDAGOGY: CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. SINGLE LESSON. Pedagogy Focus: • Check understanding and address misconceptions throughout • Reduce cognitive overload • Build on Prior knowledge • Appropriate challenge Features • Customisable recap ‘do now’ task • Emphasis on A01 Exam Skills • NO PRINTING , concise and easy to follow. Date on slide updates automatically. STUDENTS WILL BE ABLE TO: Recall the two most important prophets in Judaism and explain why they are important. I hope you enjoy teaching this lesson. Your feedback is welcome.

RELIGION & LIFE: KEY TERMS & DEFINITIONS. This product is free with my Religion & Life #FUN LESSONS bundle (visit my shop). KEY TERMS & DEFINITIONS FOR ATTACHING TO EXERCISE BOOKS

RELIGIOUS LANGUAGE. MODEL ANSWER: CRITICALLY COMPARE THE VIA NEGATIVA WITH SYMBOLIC LANGUAGE Exemplar Essay (Thesis, main body & conclusion) Demonstrates OCR success criteria for a top-level answer. INCLUDES REFERENCE TO SCHOLARS: Maimonides, Tillich, Aquinas, B. Davies, Randall, Hick, Wittgenstein SOURCES OF WISDOM: Bible

DALY UNHOLY TRINITY OCR A2 DCT. 100 MINUTE LESSON. FUN AND ENGAGING WITH A VARIETY OF TASKS AND GAMES TO STIMULATE LEARNING. CHALLENGE AND MASTERY FOCUSED. • Aimed to offer clarity on a complex topic • Emphasis on Exam Skills: A01 • 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 Daly’s claim that Christianity should be abandoned with reference to the ‘Unholy Trinity of rape, genocide and War’ I hope you enjoy teaching this lesson. Your feedback is most welcome.

CRIME: CAUSES, PREVENTION AND RELIGION. FUN AND ENGAGING. VARIETY OF TASKS TO STIMULATE LEARNING. #CHECK UNDERSTANDING. ADDRESS MISCONCEPTIONS. I DO, WE DO, YOU DO. PEDAGOGY FOCUS: Check understanding and address misconceptions throughout Reduce cognitive overload I do, we do, you do Extra challenges throughout Minimal printing. Concise and easy to follow. Suitable for specialists and non-specialists. Task time indicators. Date on slide updates automatically. Customisable Do Now task. STUDENTS WILL BE ABLE TO: (WITH REFERENCE TO SOURCES OF AUTHORITY) Explain causes of Crime Explain Religious beliefs about the causes of crime Think about how crime can be prevented by looking at the causes Explain how religions work to prevent crime TEACH AS A STAND-ALONE LESSON OR PART OF THEME E CRIME AND PUNISHMENT AQA GCSE RELIGIOUS STUDIES I hope you enjoy teaching this lesson. Your feedback is welcome.

Concise, comprehensive and challenging exam-focused lesson. Date on slide updates automatically. Resource light & easy to follow SUITABLE FOR DELIVERING: THEME B. RELIGION AND LIFE: ORIGINS OF UNIVERSE AND LIFE (ISLAM/CHRISTIANITY/HUMANISM) ** Students will be able to (with reference to source of authority):** With reference to sources of authority: • Explain two similar religious views about the origins of life and the universe. 5 marks • The Bible tells Christians all they need to know about creation. Evaluate. 12 marks Activities include: Paired Reading log activity, exam questions with model answers. Video task to enrich learning and give writing hands a rest! / structured discussion / self/peer assessment with success criteria.

ABORTION PRO LIFE AND PRO CHOICE. AQA THEME B. Concise, comprehensive and challenging exam-focused lesson. Resource FREE & easy to follow. Suitable for delivering: AQA Religious Studies: Theme B: RELIGIOUS VIEWS ON ABORTION/PRO-LIFE/PRO-CHOICE Students will be able to: Evaluate whether abortion is a women’s choice with reference to scripture Activities include: Matching statements, exam questions with model answers/case studies /discussion

Gives definition of general revelation and explains how these four examples both prove God’s existence and give us knowledge of his nature. Scripture Natural world Conscience Innate idea of God (Sensus divinitatis) Includes reference to key philosophers and quotes from holy Bible

This resource includes * 2 page Test paper with a range of AQA style questions including Q: 1,2,3,4 and 5 Highly detailed answer sheet: lists answers to ALL questions and shows how to develop points, refer to scripture, and give judgement (Q5) Ideal for quality whole class feedback, self/peer assessment or teacher marking.

CREATION (ORIGINS OF UNIVERSE. AQA THEME B) LESSON ENABLES LEARNERS TO EXPLAIN IN DETAIL CONTRASTING VIEWS WITHIN AND BETWEEN CHRISTIANITY, ISLAM AND HUMANISM ABOUT THE CREATION OF THE WORLD. #ENGAGE, CHECK UNDERSTANDING, CORRECT MISCONCEPTIONS, DIFFERENTIATE, CHALLENGE. SINGLE LESSON TEACH AS PART OF GCSE. AQA THEME B RELIGION & LIFE OR AS A STAND-ALONE LESSON PRIOR LEARNING: HOLY BOOKS OF ISLAM AND CHRISTIANITY. SOME KNOWLEDGE OF SCIENTIFIC/GENESIS ACCOUNT OF CREATION USEFUL BUT NOT ESSENTIAL INCLUDES RELIGIONS/PHILOSOPHICAL VIEWS: Christianity: creationists and liberals Islam: creationists and liberals Humanism / Science **RESOURCES INCLUDED: ** Slides Target Grade descriptors for 12 mk question Model Answer Paired ‘we do’ task Quotes/Key term bank **ACTIVITIES INCLUDE: ** • Customisable Do Now followed by a short engaging starter considering both the start and the end (big freeze) of the universe according to science. • Interactive reading of a model answer with planned questioning • Partners complete short work sheet based on the model answer to prepare them to later write their own independently • whole class assessment (planned questioning) to check for misconceptions before the end task • End Task: students work independently in silence to write a response to a 12 mark question using success criteria **PEDAGOGY FEATURES: ** • Exam skills • Recap • Planned questioning • Check whole class understanding. • Address misconceptions • Peer learning • Reduce cognitive overload • End task assessment • Differentiation • Challenge 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

This assessment lesson complements the ‘Islam Beliefs #FUN LESSONS’ bundle and can also be used independently. It includes: Assessment sheet with 5 questions worth 24 marks. Mark scheme: Easy to follow suitable for specialists and non-specialists Support slides: 10 minute revision exercise and writing frames and success criteria to display during the test.

FAITH THEOLOGY EVALUATION: KNOW. OF GOD’S EXISTENCE (DCT) #FUN LESSONS. A fun and engaging lesson with a variety of tasks, games to stimulate learning. It is ‘MASTERY’ ‘and EXAM SKILLS focused. • Resource light, concise and easy to follow. Date on slide updates automatically • Suitable for specialists and non-specialists. Emphasis on exam skills: Assessment and extra challenges throughout. STUDENTS WILL BE ABLE TO (WITH REFERENCE TO SOURCE OF AUTHORITY): EVALUATE WHETHER KNOWLEDGE OF GOD CAN BE KNOWN THROUGH FAITH ** Fully resourced activities include: ** Customisable recap starter, paired discussion (using support resources) how can faith give us knowledge of God? Mindmap: Aquinas/Catholic Church view of faith with Bible quotes, Quote interpretation: sola fide. Comparative analysis: Protestant/Catholic view on faith, Peer discussion: do you agree with the claims of the key philosophers? Why/why not? Explain and evaluate Dawkins claim, Explain and evaluate Hume’s claim, Essay planning mind map task. A02 writing task: “Faith is all that is necessary to know God.” Evaluate with reference to success criteria. I hope you enjoy teaching this lesson. Your feedback is most welcome.